CHCA Upper School Grades 9-12 Course of Study 2016-2017

Association of Christian Schools International Exemplary Program

Cincinnati Hills Christian Academy Upper School 9-12  CHCA Administrative Offices 11525 Snider Road Cincinnati, OH 45249 Phone: 513-247-0900 http://www.chca-oh.org

2016 ~ 2017

COURSE OF STUDY

U.S. Department of Education Nationally Recognized School of Excellence

MARTHA S. LINDNER HIGH SCHOOL CAMPUS: CARL AND EDYTH LINDNER FINE ARTS CENTER

CINCINNATI HILLS CHRISTIAN ACADEMY UPPER SCHOOL 9-12

MARTHA S. LINDNER HIGH SCHOOL CAMPUS: RON AND PHYLLIS MCSWAIN ACADEMIC CENTER

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy…Unleashing a passion to learn, to lead, to serve Vision Cincinnati Hills Christian Academy will unleash each student’s God-given gifts through Christ-centered academic excellence.

We are devoted to developing the whole person, and instilling a lifelong passion for learning, leading and serving.

Mission Cincinnati Hills Christian Academy is a Christ-Centered, Non-Denominational, College Preparatory Academy that exists to prepare students intellectually and spiritually for success in higher education and to impact and influence the world according to their unique gifts and talents. This will be accomplished by l Creating an environment that encourages students, faculty, staff and families to develop and live out their relationship in Jesus Christ; l Developing a passion for lifelong learning that leads to thoughtful, effective service through excellent, intentional curriculum and extra-curricular offerings; l Empowering outstanding Christian faculty and staff to fully use their passions and expertise to create engaged critical thinkers; l Fostering an exceptional environment that develops students’ gifts and talents in the arts, athletics, leadership, and additional extra-curricular opportunities for God’s purposes; l Building an engaged school community – encompassing faculty, staff, students, families, alumni, and donors – that reinforces the school’s vision, mission, and core values.

Core Values: We Believe In Christ-Centeredness: ~ Following how Christ himself led, served, taught, loved, and lived; we strive to base all we do on His word.

Academic Excellence: ~ Reflecting we are an academy of learning, it is our primary, but not exclusive goal to prepare our students academically for college and beyond.

The Whole Person: ~ Recognizing all are gifted by God in unique ways, we believe in developing all forms of those spiritual, intellectual, artistic and athletic gifts in each student to their fullest potential.

Servant Leadership: ~ Believing in the power of servanthood, servant leadership will be taught, modeled and encouraged to all students, staff and parents so that all are equipped for the situations in life that God calls them to lead.

Outreach/Service: ~ Modeling Christ in all we do, we will provide opportunity daily and through special events for students, staff, and parents to share Christ’s love through service and witness to others.

Stewardship: ~ Acknowledging we are blessed in many ways, we as a school will model strong fiscal stewardship and will encourage, train and expect students, staff and parents to be wise and generous stewards over their time, talents, and money.

The Value of Each Person: ~ Demonstrating biblical equality, we will embrace each individual as a distinct creation of God, ensure an emotionally, socially and physically safe and nurturing environment and intentionally enroll a student body, faculty and staff that reflect the socioeconomic and racial make-up of the community in which we live.

A Vibrant Sense of Community: ~ Acting intentionally, we will foster a vibrant, connected culture of caring, fellowship and respect among students, staff and parents.

Accountability: ~ Holding ourselves and each other to the highest standards of integrity, excellence and to constant measurable improvement.

A Joyful Spirit: ~ Having an attitude of gratitude for God’s blessings that are lived out in every day smiles, laughter, and by celebrating demonstrated character and unique achievements. This results in a contagious joy that connects at the heart-level.

(Board Approved May 2011)

44

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 University of Arizona

University of New Hampshire

Wellesley College

University of California-Davis

University of North CarolinaChapel Hill

West Virginia University

University of California-Irvine University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of Charleston University of Cincinnati University of Cincinnati College Conservatory of Music

University of Notre Dame University of Oklahoma University of Oregon University of Pennsylvania University of Pittsburgh University of Redlands

University of Colorado-Boulder

University of Rhode Island

University of Colorado-Colorado Springs

University of Richmond

University of Dallas University of Dayton University of Evansville University of Florida University of Hartford University of Houston University of Illinois-Chicago

Excerpted from Engaging God's World by Cornelius Plantinga Jr. Copyright Š 2002 by Wm. B. Eerdmans Publishing Company

University of North Texas-Dallas

University of Cincinnati-Blue Ash

University of Connecticut

"Thoughtful Christians know that if we obey the Bible's great commandment to love God with our whole mind, as well as with everything else, then we will study the splendor of God's creation in the hope of grasping part of the ingenuity and grace that form it. One way to love God is to know and love God's work. Learning is therefore a spiritual calling: properly done it attaches us to God. In addition, the learned person has, so to speak, more to be Christian with. "

University of North Dakota

University of Illinois-Urbana Champaign University of Indianapolis University of Kansas University of Kentucky University of Louisville University of Maryland-Baltimore County University of Massachusetts-Dartmouth University of Miami University of Michigan University of Minnesota University of Mississippi University of Missouri-Columbia University of Montevallo University of Mount Union University of Nevada

University of Rochester University of San Diego University of San Francisco University of South Carolina University of Southern California University of St. Andrews (Scotland) University of St. Thomas University of Tennessee University of the Incarnate Word University of Toledo University of Utah University of Vermont University of Virginia University of Washington University of Waterloo University of Wisconsin-Madison Utah State University Valparaiso University Vanderbilt University Villanova University Virginia Polytechnic Institute Wake Forest University Washington and Lee University Washington University in St. Louis

43

Western Kentucky University Western Michigan University Wheaton College (Illinois) Wilmington College Winthrop University Wittenberg University Worcester Polytechnic Institute Wright State University Xavier University York University

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

TABLE OF CONTENTS Graduation Requirements

1

Christian Studies

3

English / Language Arts

6

Kent State University

Northwestern University

Seton Hall University

Kentucky State University

Notre Dame College

Sewanee: The University of the South

Kenyon College

Oakland University

Sinclair Community College

Lee University

Ohio Dominican University

Slippery Rock University

Liberty University

Ohio Northern University

Southern Methodist University

Lipscomb University

Ohio University

Southwestern University

Loyola University Chicago

Ohio Wesleyan University

Spelman College

Maine College of Art

Olivet Nazarene University

St. Edward's University

Malone University

Otterbein University

Stony Brook University (SUNY)

Marietta College

Oxford College of Emory University

Syracuse University

Marquette University

Pace University

Taylor University

Mars Hill University

Palm Beach Atlantic University

Temple University

Marshall University

Parson's (The New School for Design) Tennessee State University

Maryland Institute College of Art

Pennsylvania College of Technology

Tennessee Technological University

Marymount Manhattan College

Pennsylvania State University

Texas A&M University

Massachusetts College of Pharmacy & Health Sciences

Pepperdine University

Texas Christian University

Point Park University

The American University of Paris

Pratt Institute

The George Washington University

Princeton University

The Juilliard School

Purdue University

The Ohio State University

Queens University of Charlotte

The Ohio State University-Newark

Rhode Island School of Design

The University of Akron

Rhodes College

The University of Alabama

Robert Morris University

The University of Alabama at Birmingham

Rochester Institute of Technology

The University of Alabama in Huntsville

Roger Williams University

The University of Findlay

Rollins College

The University of Georgia

Rose-Hulman Institute of Technology

The University of Iowa

Rutgers University

The University of Memphis

Saint Joseph's College

The Univesity of Tampa

Saint Louis University

The University of Texas-Dallas

Saint Mary's College

Thomas More College

Saint Xavier University

Transylvania University

Samford University

Trine University

Savannah College of Art & Design

Trinity University

School of the Art Institute of Chicago

Tulane University

Courses listed are offered regularly. Some courses are offered as enrollment and faculty availability permit.

School of Visual Arts

Universidad Fancisco Marroquin

Course of Study prepared by: Karen Smeltzer, PK-12 Academics

McGill University Merrimack College Methodist University Miami University Miami University-Hamilton Miami University-Middletown Michigan State University Mississippi State University Montreat College Moore College of Art & Design Mount St. Joseph University Mount Vernon Nazarene University Muskingum University New York Institute of Technology New York University-Abu Dhabi North Carolina A&T State University North Carolina State University Northeastern University Northern Arizona University Northern Kentucky University

42

Mathematics

10

Science and Engineering

13

Social Studies

17

World Languages

22

Music Fine Arts

26

Visual Fine Arts

28

Health

30

Physical Education

31

Technology and Programming

33

Course Selection Sheet

35

Community Service Requirements

36

Credit Flexibility Statement

37

College and University Acceptances

41

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 College and University Attending and Acceptances 2013 ~ 2016 bold denotes matriculation Adelphi University

Carnegie Mellon University

Eastern Kentucky University

Alabama A&M University

Case Western Reserve University

Eastern Michigan University

Alabama State University

Cedarville University

Elon University

Alderson-Broaddus College

Central College

Embry-Riddle Aeronautical University

American University

Central State University

Emory University

Amherst College

Centre College

Anderson University

Champlain College

Fashion Institute of Design and Merchandising

Appalachian State University

Cincinnati Christian University

Arizona State University

Cincinnati State Technical & Community College

Asbury University Ashland University Auburn University Austin College Babson College Baldwin Wallace University Ball State University Baylor University Bellarmine University

" '...Of all the commandments. which is the most important?' " " 'The most important one,' answered Jesus, 'is this: Hear, O Israel, the Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. The second is this: Love your neighbor as yourself.

There is no commandment greater than these.' " (New International Version, Mark 12. 28-31)

Belmont University Berklee College of Music Berry College Binghamton University Biola University Boston College Boston University Bowling Green University Bradley University Brescia University Bryant University Bucknell University Butler University Calvin College Campbellsville University Capital University

Fisk University Florida College Florida Southern College

Clarkson University

Fordham University

Clemson University

Full Sail University

Cleveland Institute of Art

Furman University

Cleveland State University

George Mason University

Coastal Carolina University

Georgetown University

College for Creative Studies

Georgia Institute of Technology

College of Charleston

Gordon College

College of Mount St. Joseph

Grace College

College of William & Mary

Hanover College

College of Wooster

Harding University

Colorado Christian University

Harvard University

Columbia College-Chicago

High Point University

Columbia University

Hillsdale College

Columbus College of Art and Design

Hofstra University

Covenant College

Hope College

Curry College

Howard University

Dartmouth College

Indiana University

Davidson College

Indiana University-Purdue University Indianapolis

Denison University DePaul University DePauw University

Indiana Wesleyan University Iowa State University James Madison University

Drexel University

John Carroll University

Duke University Duquesne University East Carolina University

41

Johnson & Wales University Kansas State University

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Note NCAA requires courses taken by alternative means must be so indicated on transcripts, while the Ohio Department of Education requires high schools not to differentiate a course by name or grade as taken by alternative means. Please review the statements below about NCAA requirements sent by Ohio Superintendent of Education on June 7, 2010:

incinnati Hills Christian Academy Upper School 9-12 provides for students a Christian environment where the best in academics, enrichment opportunities, resource support, and extracurricular activities builds on the Lower School and Upper School 7-8 experiences. The Upper School 9-12 strives to develop, honor, and validate the talent and interests of each student in academics, athletics, fine and performing arts, and performing Christian outreach. We honor the diverse student population, challenge students to leadership, community outreach, and academic excellence in our Christ-centered environment.

Recent information sent to schools from the National Collegiate Athletic Association (NCAA) Eligibility Center regarding prospective Division I student-athletes and coursework taken in nontraditional classroom settings may impact school district credit flexibility plans. The NCAA guidance applies to all student-athletes entering a Division I NCAA college or university on or after Aug. 1, 2010. http://web3.ncaa.org/ECWR2/NCAA_EMS/NCAA_EMS.html# Specifically, schools are advised to counsel prospective Division I student-athletes not to use the “test-out option” of credit flexibility. They also should advise students that any coursework earned via credit flexibility needs to be comparable in length, content and rigor to credits earned in a traditional classroom setting. The course also must be four-year college-preparatory in nature and have a defined time period for completion.

Although, in general, ODE recommends that districts list “credit flexibility” credits on student transcripts in the same manner as credits earned via traditional classroom settings, the NCAA requires that any credits earned through nontraditional ways (e.g., distance learning, online, credit recovery) must be so designated on the transcripts of potential Division I student athletes. Schools should note on student transcripts submitted to the NCAA for review which course credits were earned through nontraditional ways, or attach an addendum with the explanation. The designation of credits on the transcript applies only for NCAA purposes. If in doubt, contact the NCAA Eligibility Center http://web3.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp for specific advice on this issue. (June 7, 2010. Ohio Dept. of Education EdConnection) Appeals and Review Process If the appropriate department denies a student's alternative learning credit proposal, the student may appeal to the Credit Flexibility Review Panel, which is an interdisciplinary body comprised of faculty, Guidance office personnel, and a school administrator. A student has a maximum of three (3) days from the denial of his petition by the department to indicate that he wishes to appeal the department's decision. The student must contact the Upper School Principal or Flex Credit Coordinator within those three (3) days; no extensions will be permitted. Once a student appeals to the Credit Flexibility Review Panel, the Panel will convene within one week for an appellate hearing.

The student, the student's parents/guardian(s), the department chair, and the Review Panel will meet to hear the student's appeal, and the Review Panel will render its decision. The Review Panel will evaluate if all steps in pursuit of alternative educational options were met as stated in the Cincinnati Hills Christian Upper School 9-12 Credit Flexibility Statement.

C

This Course of Study sets out the academic program for the Upper School 9-12. The academic program fulfills the school vision, mission and core values statements and seeks continuously to improve. We give honor and glory to God and see His blessing on this school and our efforts as we stand for excellence in education in a Christ-centered environment.

A rigorous college preparatory curriculum includes Advanced Placement courses and a community service requirement of 120 hours. A two week intercession term alternating January and May is when CHCA Upper School 9-12 enriches its curriculum with experiential learning. This term is part of the CHCA academic program, course grades appear on the transcript, are calculated in the cumulative GPA, and each intercession term carries a .25 credit. Recommended credits exceed the State of Ohio requirements and minimum entrance requirements for most colleges and universities.

To earn a CHCA diploma students must achieve the following 25 credits: 4 English 1 Elective3 .5 4 Mathematics 3 Social Studies .5 3 Science 3.5 Christian Studies .5 3 World Language .5 Physical Education1 1 .5 Health

Fine Art2 Computer Speech Jan./May Term

CHCA recommends students achieve the following 28 credits 4 English 1 Elective3 4 Mathematics 4 Social Studies 4 Science 3.5 Christian Studies 4 World Language .5 Health .5 Physical Education1

Fine Art2 Computer Speech Jan./May Term

1

2

Communication with Parents and Students The CHCA Credit Flexibility statement will be posted as part of the CHCA Upper School 9-12 Course of Study booklet on the Cincinnati Hills Christian Academy Web site, so that it may be accessed at any time. Copies of the Credit Flexibility statement will be available from the Upper School 9-12 Guidance Office.

40

3

.5 .5 .5 1

CHCA permits 2 full seasons of interscholastic sports, cheerleading, or marching band to satisfy the PE requirement, provided the student take .5 credit in another area, not PE. CHCA requires .5 Fine Art credit.

PE courses may not serve as electives.

1

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Grade Scale: A = 90-100

B = 80-89

GPA Scale for academic courses: A = 4.0 B = 3.0

C = 70-79

D = 60-69

C = 2.0

D = 1.0

F = 59 & below

GPA Scale for Honors Level Courses (includes VT, Vertical Team, designated): A = 4.5 B = 3.5 C = 2.5 D = 1.0 GPA Scale for Advanced Placement Courses: A = 5.0 B = 4.0 C = 3.0

D = 1.0

GPA Scale for High Honors and Honors recognition: High Honors = 3.75 – 4.0 Honors = 3.5 – 3.749 CHCA Upper School 9-12 awards transcripted credit for graduation prior to grade 9. While credit is awarded toward the graduation requirements before grade 9 courses including Alg. I, Geometry, and successful completion of level one in a world language provided that language is first of a sequence continued in grade 9, the credit is a pass/fail credit and does not count toward the student GPA. For a list of courses or a determination, contact the Upper School 9-12 Guidance Office. CHCA works with the University of Cincinnati downtown campus and other course providers in the Ohio Board of Regents College Credit Plus Program. Students must work with their Guidance or College Counselor to meet requirements. We publish this statement of program with trust in its validity and the belief that we will grow as an institution by making widely known our practices.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 assessments must average at minimum 80% and will be recorded as a pass/fail on the transcript. The student should realize that pass/fail might disadvantage a student during the transition to post-secondary life. The department will make a decision regarding the proposal within two weeks of that meeting.

Issuance of credit, once the Personal Learning Plan has been approved, will be determined by the CHCA teacher of record (with input from the off-campus sponsor if one is utilized), even if the program involves an off-campus activity, program, or project system. If, in the course of the student's regular meeting schedule with the CHCA teacher of record, that teacher believes that the student is not making sufficient progress in accordance with the Personal Learning Plan, the teacher of record will write a letter of concern to the student, his or her parents, the off-campus sponsor (if there is one), and the Upper School Principal If, after a subsequent meeting, the CHCA teacher of record still believes that the student is making insufficient progress towards agreed-upon objectives and competencies, then a letter of warning will be written that indicates the student is in danger of not receiving credit for his or her course work. Again, issuance of credit will ultimately be determined by the CHCA teacher of record. A Personal Learning Plan for Flex Credit that is not completed will be recorded as a Fail grade on the student transcript. According to state law, schools must award high school credit for college credit. ORC 3313.613 states, "If a course comparable to the course successfully completed under this section is offered by the school district, the district board shall award comparable credit for the completed equivalent course. If no comparable course is offered by the school district, the district board shall grant to the student an appropriate number of credits in a similar subject area."

Should a student not complete the Flex Credit course after letters of concern, warning and communication with the teacher of record, a Fail grade will be recorded on the transcript. Unless the minimum 80% average of assessments is accomplished, the course will be recorded as a Fail. A student has one opportunity to achieve a given course credit through Flex Credit Should a student fall ill or otherwise have circumstances that prevent on time completion the Flex Credit course for award of credit, the course will be re-taken using the “seat time” option.

Students need to have a Personal Learning Plan in place and approved before credit may be given. Students who seek credit after the fact (after they have begun or completed their proposed learning alternative) without pre-approval will not receive credit. Students who transfer into Cincinnati Hills Christian Academy Upper School bring with them a transcript that includes courses for which credit has been granted by virtue of "seat time" or by alternative means (testing out of a course or through an alternative educational option). The State guidelines indicate a school must accept credit earned via Flex Credit from an Ohio school provided the school met the state's minimum operating standards of OAC Chapter 3301-35 "Local board policies may accept credit from other educational providers including on-line providers in accordance with the operating standards" (note the use of the word "may," not "must").

Students transferring into CHCA Upper School who are in process of a Flex Credit course may have that course plan evaluated and may not receive credit. In addition, all transcript credits are also considered in the placement of students into the proper courses.

Dean Nicholas, PhD CHCA Upper School Principal

Students who seek early graduation must meet with the CHCA Upper School Principal and the College Counselor eighteen months ahead of their desired graduation date in order to prepare an overall strategy for achieving their goal. If their strategy involves the testing out/demonstrating mastery category of required courses and/or alternative educational options, they must follow all the procedures listed for each option for submitting and receiving approval, and monitoring as outlined above.

Ohio High School Athletic Association and the NCAA Any courses taken using alternative means that students wish to conform to the Ohio High School Athletic Association guidelines for student athletic eligibility or that fall under the NCAA core course guidelines should be scrutinized for meeting these requirements when the student applies for the alternative course approval.

Courses for which the student "tests out" do not qualify for meeting course load requirements for eligibility.

2

39

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 the transcript if mastery is achieved. Mastery is demonstrated by the student achieving a minimum of 80% (B-) on the comprehensive assessments. The student who pursues this option needs to understand that pass/fail might disadvantage that student in applying for colleges or during the transition to post-secondary life.

The school must receive a notice of student intent to participate in Flex Credit before May 1 for Summer Credit, on or before August 1 for First Semester or year-long credit, and before November 20 for Second Semester credit. For Demonstrating Mastery/Testing Out, a student has 60 days from the plan approval date to complete all assessments. c) Pursuit of Alternative Educational Options A third required option is for students to develop a plan for pursuing an alternative educational option. The state guidelines offer examples of such options as "distance learning, educational travel, independent study, an internship, music, arts, after school program, community service or engagement project and sports." Independent study is when a student proposes to execute a course already named in the CHCA Upper School 9-12 Course of Study for the given school year but to do so by alternative means. Sometimes this means the student embarks on totally self-paced learning or may engage a tutor or may use community resources. The student and family compose the detailed learning plan and seek approval. The student would follow the process listed below for writing a detailed Personal Learning Plan and meet all requirements. Alternative Educational Options require the student meet the detailed Personal Learning Plan explained here.

The student interested in pursuing an alternative educational option must write a detailed Personal Learning Plan that includes the following elements: 1) Course description, syllabus, and rationale. A narrative that describes the motivation for the alternative option, the specific topics that will be studied (a syllabus), what the student wishes to gain from such a program, and the tangible and intangible results of the Personal Learning Plan. The narrative must include a listing of specific course objectives and desired outcomes, along with how those outcomes will be achieved and measured. Students must discuss how assessment will be done, how often, and what criteria will be used in doing such assessment This Personal Learning Plan will include how the CHCA benchmark curriculum learning and competencies will be met and assessed, and identify any parallels to the CHCA course. It will be the methods to achieve the learning that will differ, but the Department reviewing the Personal Learning Plan must find that the learning evidenced is congruent with the CHCA course for which the student seeks credit. CHCA and its faculty within departments will review any distance learning providers named in a Personal Learning Plan to insure the integrity and accreditation of such provider and may withhold approval of the Personal Learning Plan if such a provider does not meet with CHCA approval.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 CHRISTIAN STUDIES Vision At the heart of our Christian faith is the belief that God is a personal God who reveals to humanity His nature, His redemptive purpose in history, and His love for all creation. Also central to our faith is the crucified and risen Jesus Christ and our belief that the “son of God became a man so that humanity could become children of God” (C.S. Lewis, Mere Christianity). It is our conviction that in understanding the incarnate God, we come to understand our own nature and purpose, for we are created in God’s image. Given these core convictions, the purpose of the Christian Studies curriculum is to create an environment in which we listen to God speak to us through the words of Scripture, encourage a love of learning and the exercise of reason, gain wisdom from the historic voices and traditions of the Church, and seek to understand our own human experience within this world. The goals of this curriculum are therefore to i) develop the student holistically; ii) allow students to articulate a distinctly Christian world view; and iii) encourage students to pursue excellence in order to engage God’s world.

Standards What a CHCA student will know and be able to do in Christian Studies: l Explain God’s love for humanity and a desire for a relationship which yields a life lived in imitation and service to Christ l Explain God’s purpose in restoring humanity and creation into right relationship and humanity’s participation in building the Kingdom of God l Explain the role and value of Scripture, reason, tradition, and experience in theologically forming a Christian world view l Explain the nature of the triune God: God the Father, God the Son, and God the Holy Spirit l Explain the unique nature of Christ as fully divine and fully human l Explain the tools and steps in the responsible reading and interpretation of Scripture and its application to life l Explain the nature of humanity including as made in the image of God yet fallen l Explain God’s redemptive work through Christ for salvation l Explain the importance of spiritual formation through classic spiritual disciplines including prayer, meditation, fasting, study, simplicity, solitude, submission, service, confession, worship, guidance and celebration l Explain the relevance of Church history and historical theology in the formation of faith and appreciation for the diversity of God’s Kingdom l Explain the importance of applying a theologically formed Christian world view into ethics, service and every aspect of vocation and life.

Sequence 9 10 Old & New Testament History of Christianity Covenants Required for graduation: 3.5 Crd in Christian Studies

11 Christian Thought & Spirituality

12 Any .5 Crd Christian Studies Course

2) Textbooks and/or Resources. Students must list the textbooks and/or resources that will be used.

3) Meeting Schedule. Students must include a specific schedule of when the student will meet with and/or have contact with his or her proposed off-campus teacher, supervisor, or program director.

The student must have a CHCA High School teacher of record agree to be his or her sponsor for the Personal Learning Plan, even if the learning plan is based on an off-campus program. The student must also indicate who the lead contact person off campus is. The proposed Personal Learning Plan must be presented to the appropriate department chair. The school must receive a notice of student intent to participate in Flex Credit before May 1 for Summer Credit, on or before August 1 for First Semester or year-long credit, and before November 20 for Second Semester credit. For Demonstrating Mastery/Testing Out, a student has 60 days from the plan approval date to complete all assessments. No extensions on these deadlines will be allowed. Members from the department will meet with the student and parents to understand the plan and mutually agree on the credit being sought and the grading options. Should no agreement be reached about how the grading will be accomplished, the achievement on all 38

Electives: Within the Senior Elective category exists course choice.

Enrichments/Highlights: Possible trips to Israel and Japan, Field trips include Hebrew Union College, Synagogue, In-school Seder, church visits, and Islamic Center visit. becoming acquainted with the ancient culture of Isreal’s neighbors, especially Mesopotamia and Egypt; and hearing the voice of God through Scripture. Additionally, students develop their skill in critical thinking, so that they might know what they know and know how they know it. 1 Crd

CHRISTIAN STUDIES Old & New Testament Covenants Students overview the Bible from Genesis through the four Gospel accounts, with special attention to God’s covenants with Israel and humanity. Objectives include: becoming familiar with the content and background of the Bible;

3

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Lastly the study turns to the modern literary and cinematic retellings and perspectives. .5 Crd

History of Christianity Students continue study in Biblical history begun in the freshman year and take up the birth of the Christian Church in the book of Acts and its growth as seen in the epistles, then study the historical and theological development of Christianity to the present day. Course objectives include: understanding how the church made the transition from a persecuted minority to an empowered majority in the years from Constantine to the Middle Ages; studying the impact of the Reformation on Christianity; investigating the influence of the church on the art, literature, and architecture of Western Civilization; comprehending the effect of the Great Awakening on American Christianity; gaining an appreciation of the depth and diversity of God’s Kingdom in the present day. 1 Crd

Israel in the World Honors Students explore the dynamics of history, religions, and cultures of Israel. James Michener’s The Source forms the main text with the Bible and other sources as supplemental reading. Students see the struggles of history and religion throughout the past millennia which give insight into the complexity of the current Middle East crisis. Myths of the region are exposed as propagated by politicians and religionists in their battle for control of the region. Students appreciate how Christians must engage deeply in the world, avoiding mistakes and missteps of the past. .5 Crd Jesus and the Gospels Through analysis of biblical scholarship and current New Testament archaeology, students examine the historical, cultural, economic, and geographical context of Jesus in order to understand him as a historical figure as well as to better understand his message as it was heard by his historical audience. The course gives attention to the historical, cultural, economic, geographical, and communal context of the audience of the four canonical gospels-Matthew, Mark, Luke, and John so students may understand their variegated presentations of the life of Jesus. .5 Crd

Christian Thought and Spirituality Students begin to think theologically about their faith.

Students read and examine some of the great minds of Christianity, as they ponder why the righteous suffer, wrestle with the relationship of faith to contemporary issues, ask how to grow deeper in their spirituality, and call the faith their own. Course objectives include: enabling students to apply Biblical information to life situations; learning to think about what they call their faith; providing a safe environment to ask hard questions about Christianity.

1 Crd

Bio-Ethics Students explore moral and ethical questions raised in the fields of medicine and biotechnology. Students examine issues surrounding the moral status of human life and personhood at its very beginning and then address questions raised in abortion, assisted reproductive technologies, embryonic stem cell research, reproductive cloning, experimental research, genetics, transplantation, allocation of medical resources, euthanasia and physician assisted suicide. As students examine medical and bioethical issues, they explore the foundations for moral thought and ethics and understand major approaches to the field of ethics, such as virtue theory, deontology, utilitarianism, relativism, emotivism and ethical egoism. Students are asked to examine issues from a Biblical and theological perspective with the task of identifying the contours of a distinctly Christian world view and ethic. .5 Crd

Origins and the Bible Students explore in depth the message of the Bible as it relates to Origins. Students examine other cosmologies from the ancient Near East, biblical passages pertaining to Creation, and a history of their interpretations. Students examine scientific explanations of the origin of the universe, especially the appearance of humans. The work of Darwin, the development of his theory, and modern critiques of his theory will raise topics about the ways the Bible and science have been integrated, especially relating to Creation. Honors .5 Crd The Nature of Scripture Students consider such questions as: How do we know the Bible is true? Students study the Bible in depth and explore questions raised about it in the post-modern world. This class is well suited to those interested in continued study of the Bible and religion in a collegiate setting. Students analyze Exodus 1-15, use readings from religious, historical, literary, folklorist, and feminist perspectives, then explore the stories’ later retellings from the ancient world including Philo, Josephus, the New Testament and others.

4

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 provision to grant credit for course work accomplished by non-traditional means A provision within the Ohio state budget bill (Am. Sub. H.B. 153) exempts nonpublic schools from the requirement to offer credit flexibility as an instructional option for students. Please note that the provision still permits nonpublic schools to include credit flexibility within their educational options. That decision now falls within the authority of the nonpublic school governing board. [Non Public Schools ODE Newsletter, Winter 2012] CHCA Implementation of How Students Will Earn Credit Students may earn credits through any of the following or a combination thereof: a) the completion of courses b) testing out or otherwise demonstrating mastery of the course content; or c) pursuit of one or more "educational options" a) Completion of Courses In terms of ways students will earn credit, Cincinnati Hills Christian Academy will clearly continue to provide credit through "seat time," where 120 contact hours equals one high school credit. We anticipate that the vast majority of our students will continue to accrue credit this way. b) Testing out or Otherwise Demonstrating Mastery A second required option for students is testing out or otherwise demonstrating mastery of a course. The state guidelines give the school the choice of using various commercial assessments (such AP exams and assessments in mathematics or world languages) or locally developed assessments. The process and procedures available to students who want to earn credit through the demonstration of mastery are a local determination. Cincinnati Hills Christian Academy made the decision that "testing-out" may not mean a single paper-pencil, high stakes exam, but rather incorporates multiple measures of student learning. The process includes the completion of applicable quarter or semester exams, or an exam to be named such as commercially available for world languages or forthcoming “end of course exams” as part of the Ohio Department of Education graduation requirement, and one of the following: 1. research paper 2. project-based learning assignment 3. portfolio of work 4. performance (when applicable for courses such as band) and/or other demonstration or performance-based task.

Students begin the process by submitting a request to the Upper School Principal or Flex Credit Coordinator announcing in writing their intent to enter the testing out / demonstrating mastery process and the course they seek to test out of. The Department provides the course benchmarks from the CHCA benchmarked curriculum, a course syllabus, and texts. The Principal or Flex Credit Coordinator will schedule a meeting to include the student, parent, members of the department of the course requested in order to agree on the test out process (the exam(s) plus additional project), dates, times, and locations of testing. Credit granted this way may receive a letter grade weighted similarly to the course level, such as academic courses where a grade of “A” is weighted 4.0, honors level “A” weighted 4.5, and college level and AP “A” weighted 5.0 dependent on the CHCA determination or be graded pass/fail to be determined by mutual agreement. All directions and grading criteria or rubrics used to determine the student's grade would be agreed upon by the department in which the credit applies and the student requesting “test out / demonstrating mastery.” The content and processes evaluated during the “testing out” process will align with the CHCA benchmark curriculum. Should no agreement be reached, the school will record the credit as pass/fail on 37

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Community Service Hour Graduation Requirement CHCA Upper School 9-12 Graduation requirements include 120 hours of community service, including hours of direct contact. A community service contract must be completed for each project. This contract must be documented and verified by the agency where the service is performed.

•

•

We believe the spirit of community service at CHCA ought to reflect our commitment to follow Christ. In Christ’s teachings and examples we see that He placed special emphasis upon serving those less fortunate, such as the poor, widows, and children.

We believe students and society benefit most from direct involvement with people versus task-oriented jobs.

Through direct involvement we break down barriers and build bridges between communities.

What does count: Community service is to be completed through a non-profit agency or event or to a person in the community who would be considered disadvantaged. It is unpaid work at a non-profit agency performed to benefit the community.

What does not count: Please keep in mind that service completed for profit-making businesses/services or individuals who can afford to pay for services rendered, and for family members, including family owned businesses, are not considered community service. Babysitting counts only if approved by the Outreach Office. Neither training nor practicing count.

Requirements: 1. Students are to perform 50% or more of their community service hours in direct participation with marginalized populations, which may be defined as the poor, elderly, handicapped, the widow, orphan, and stranger (homeless). Direct service involves students engaging with people. Preparing goods for distribution are not direct contact hours.

2. Inclusive to the 120 hours of community service hours, students are to complete two service immersion experiences, formerly mission trips, one of which must be a CHCA Upper School 9-12 Service Immersion. Students are to complete one service immersion by the end of their sophomore year and a second service immersion by the end of the first semester of their senior year. To graduate a student must complete 1 service immersion for every 2 years enrolled; 2 service immersions for 3 and 4 years enrolled.

Non-CHCA service immersions must be pre-approved by the Outreach Office.

3. Service immersion trip hours counted are those in which the student is engaged in direct service/ministry.

Hours not counted in the 120 hour requirement are: training, travel, sleeping, eating, social time, and recreation.

4. Students lacking 30 hours of service for each academic year and at least 1 service immersion by end of sophomore year will not be eligible for extra-curricular activities until hours are completed and documented in the Upper School Guidance Office.

5. Hours are to be completed outside of normal school hours.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Ethics and Justice Students explore important ethical and theological questions justice. Students examine alternative systems to achieve justice in the world, the development and significance of human rights, and the degree to which cultural differences impact whether rights and wrongs are universally held. Case studies include genocide and ethnic cleansing, 21st Century slavery, education, women, poverty and the consumption of world resources. Students explore controversial issues where philosophy, ethics, theology and law intersect such as capital punishment, the morality of war, terrorism, racism, gender, and homosexuality.

Students examine these issues, using foundations for moral thought and major approaches to the field of ethics such as virtue theory, deontology, utilitarianism, relativism, emotivism, situational ethics, Rawlsian ethics and ethical egoism. Students examine these issues from a biblical and theological perspective with the task of indentifying the contours of a distinctly Christian world view and ethic. .5 Crd

Faith in Contemporary Fiction and Film Students analyze literature and film as mediums wherein contemporary society wrestles with answers to philosophical and theological questions ranging from identity to memory, purpose, knowing, free will and determinism. Rather than “simply stories” students use these stories to pose thought-provoking questions. Students interpret these questions through a lens of faith, examining the issue from a perspective of belief. Deconstructing these answers through a faith construct enables the students to explore their own understanding of personal, societal, and religious issues in both literature and film. Using their faith concepts in this manner enables students to develop their interpretive skills while fine tuning their critical thinking.

Students combine analysis of these cultural mediums with a practical application of living our faith within culture. .5 Crd Introduction to Biblical Languages: Hebrew Students in grades 11 or 12 may select this course which overviews the vocabulary and language of the Old Testament. Students gain an understanding of basic vocabulary and grammar in this language. As a result students translate basic verses and passage of the Bible. .5 Crd

Eastern World Religions Students examine beliefs and practices of various Eastern traditions beginning with Hinduism and moving eastward through Buddhism, Taoism, Confucianism, and Shinto.

Students compare and contrast these traditions with Christianity and other monotheisms through readings, discussions, media presentations, and field trips. Study reveals the fundamental human need for the Divine helps students gain skills in relating to other peoples and cultures in the world and gain greater depth and appreciation of their own faith by exploring similarities and differences between Christianity and other religions. .5 Crd

Introduction to Biblical Languages: Greek Students in grades 11 or 12 may select this course which overviews the vocabulary and language of the New Testament. Students gain an understanding of basic vocabulary and grammar in this language. As a result students translate basic verses and passage of the Bible. .5 Crd

Western World Religions Students examine beliefs and practices of Western traditions focusing primarily on Judaism and Islam. The course concludes with a brief survey of the major Eastern religions.

Students compare and contrast these traditions with Christianity and other monotheisms through readings, discussions, media presentations, and field trips. By understanding the fundamental human need for the Divine, students gain skills in relating to other peoples and cultures in the world and gain greater depth and appreciation of their own faith by exploring similarities and differences between Christianity and other religions. .5 Crd

6. Record of service hours performed is due immediately after the service is completed to the Upper School 9-12 Guidance Office.

36

5

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 2016-2017 COURSE SELECTION SHEET

ENGLISH / LANGUAGE ARTS Vision As a result of a CHCA Language Arts education, students recognize language is a gift from God and as such should be used to glorify and serve Him. Students are encouraged to develop a lifelong love of learning through reading, study, and applying scriptural principles to these studies. Growing from these studies is an appreciation of the diversity of human experience, culture, and values and an ability to evaluate spoken, written, and media messages for truth. Students apply analytical skills in reading, thought, writing, study, and discussion to realize their unique, God-given gifts and their place in the world. Students pursue research with confidence using a familiarity with sources and their uses and applying the aid that technology brings to learning. Students engage competently in a variety of writing experiences, both academic and personal, demonstrating clarity, logic, persuasiveness, creativity, and accuracy in the use of Standard Edited American English. Articulate, even eloquent, language denotes a person whose ideas are worthy of consideration and respect, thus an education to raise up Christian leaders must provide for sound language arts training. CHCA students speak with confidence, fluency, and precision in a variety of situations as well as work cooperatively and responsively in groups demonstrating appropriate leadership and giving value to others’ work. Students receive academic challenge and support in pursuit of success in language arts.

Standards What a CHCA student will know and be able to do in Language Arts: in Reading: l Demonstrate competence in the general skills and strategies of the reading process l Demonstrate familiarity with a variety of literary works of enduring quality and increasing complexity including the truth of Scripture and its influence on literary forms and themes l Demonstrate competence in applying reading strategies to learn from literature and specific types of informational and functional texts and digital sources. In Writing: l Demonstrate competence in the general skills and strategies of the writing process including narration, exposition and persuasion l Write with a command of the grammatical, mechanical and usage conventions of Standard Edited American English l Demonstrate competence in the stylistic and rhetorical aspects of writing l Gather and use information from a variety of print and digital sources for research purposes. In Speaking/Listening/Discussion: l Demonstrate competence in speaking, listening, and viewing as tools for learning l Participate effectively in a range of interactions to communicate and collaborate.

Sequence 9

10

English 9 English 9 VT English 9 VT Western Studies

11

English 10 English 10 VT

English 11 English 11 VT English 11 VT Heritage Studies AP English 11 Language and Composition

12 English 12 English 12 Honors AP English 12 Literature and Composition

Required for graduation 4 Crd in English plus .5 Speech Crd. Electives:

Creative Writing

Journalism/Yearbook

Enrichments/Highlights: Drama Club, Drama Performances.

6

Drama

Humor: Text and Medium

• • • • •

Please note by course name any subject you intend to fulfill via Summer School or Flex Credit.

LUNCH/PRT will be scheduled 4th, 5th, or 6th bell. * denotes Teacher Approval/Recommendation Required Elective course selections may include additional math, science, social studies, or world language courses Pre-requisites or co-requisites or grade level requirements are listed in parenthesis beside the course name

COURSE SELECTIONS (Please rank elective courses in order of preference 1-4) CHRISTIAN STUDIES (3.5 credits) ____ Old & New Testament Covenants ____ History of Christianity ____ Christian Thought & Spirituality ____ Bio-Ethics ____ Eastern World Religions ____ Ethics and Justice ____ Faith in Film and Fiction ____ Israel in the World- Honors ____ Intro to Biblical Languages – Greek ____ Intro to Biblical Languages – Hebrew ____ Western World Religions ENGLISH (4.0 credits) ____ English 9 ____ English 9VT ____ English 9VT Western Studies ____ English 10 ____ English 10VT ____ English 11 ____ English 11VT ____ English 11VT Heritage Studies ____ AP English 11 Lang & Comp * ____ English 12 ____ English 12 Honors ____ AP English 12 Literature & Comp * MATHEMATICS (4 credits) ____ Algebra I ____ Geometry ____ Geometry VT / Honors ____ Algebra II ____ Algebra II Honors ____ Algebra II VT ____ Pre-Calculus ____ Pre-Calculus VT ____ Calculus ____ Functions & Trigonometry ____ Statistics ____ AP Statistics * ____ AP Calculus AB * (Pre-Calc VT) ____ AP Calculus BC * (Pre-Calc VT) ____ AP Calculus BC * (AP Calc AB) 2nd sem. only for students currently enrolled in APCalc AB

SCIENCE (3 credits) ____ Biology ____ Biology VT ____ Chemistry ____ Chemistry VT ____ Physics ____ Physics Honors ____ AP Physics 1 ____ AP Physics 2 (required with AP1) ____ Anatomy & Physiology ____ Environmental Science I ____ Environmental Science II ____ Organic Chemistry Honors I (p/r Chem VT) ____ Organic Chemistry Honors II ____ AP Biology * ____ AP Chemistry * ____ AP Environmental Science * SOCIAL STUDIES (3 credits) ____ Western Civilizations ____ Western Studies History VT ____ Government ____ Economics ____ US History ____ US History Honors ____ US History VT Heritage Studies ____ AP US History * ____ AP US Government * ____ AP European History * ____ AP Microeconomics * WORLD LANGUAGE (3 credits in same language) ____ Spanish I ____ Spanish II ____ Spanish II Honors ____ Spanish III ____ Spanish III Honors ____ Spanish IV ____ Spanish IV Honors ____ AP Spanish Language and Comp * ____ Latin I Honors ____ Latin II Honors ____ Latin III Honors ____ Latin IV Honors ____ AP Latin * ____ Mandarin Chinese I Honors ____ Mandarin Chinese II Honors ____ Mandarin Chinese III Honors ____ Mandarin Chinese IV Honors ____ AP Chinese Lang and Culture *

35

ELECTIVES Science &Technology Electives (1 Sem required) ____ Computer Applications ____ Computer Layout & Design I ____ Computer Layout & Design II ____ Engineer Your World (Alg II Hon/VT) NOT Tech Credit ____ Intro to Programming I *(Gr. 10-12) ____ Intro to Programming II ____ Video Editing * ____ AP Computer Science Principles* ____ Engineering Systems and Design ____ Topics in Computing and Math Fine Art Electives (1 Sem required) ____ Dance as a Fine Art ____ AP Music Theory * ____ Drama ____ Concert Choir ____ Encore Performing Choir (audition) ____ Girls Ensemble ____ Lab Band ____ Percussion Ensemble / Steel Drum Band (audition) ____ Symphony Orchestra ____ Electric Jazz Orchestra Honors (audition) ____ General Art ____ Ceramics ( p/r Gen Art) ____ Drawing ( p/r Gen Art) ____ Studio Art ( p/r Gen Art) ____ Stained Glass Art ( p/r Gen Art) ____ AP Art * (p/r Gen Art) ____ Computer Layout & Design I ____ Computer Layout & Design II Social Studies & English Electives ____ Business Entrepreneurship * ____ Creative Writing ____ Holocaust: Past and Present ____ Humor: Text and Medium ____ Introduction to Psychology (Gr.10-12) ____ Race, Justice & community (p/r West. Civ) ____ Personal Finance (Gr.11-12) ____ Research in Politics: Campaigns and Elections (Gr.11-12) ____ Speech ____ Sociology (Gr.11-12) ____ World Geography/Climatology World Language Electives ____ Spanish Conversation in Context I (p/r Span III) ____ Spanish Conversation in Context II (p/r Span III) Other Electives ____ Dance as a PE ____ Health ____ Study Hall/PRT ____ Yearbook (Year long ONLY) *

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 AP Computer Science Principles First offered by College Board 2016-17, AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.

Students use technology to address real-world problems and build relevant solutions. Assessment consists of two parts: completion of through-course performance tasks and the end-of-course AP Exam. For the through-course assessment, students upload digital artifacts and written responses via a Web-based digital portal. The two performance tasks, focusing on computing innovations and programming, will remain stable from year to year. The tasks are designed to give students broad latitude in personally selecting the focus and topics of their interest. The teacher chooses the programming language from several options. (p/r Alg I) 1 AP Crd

Intro to Programming with Microcontrollers This year-long course introduces students to the world of programming. No prior coding experience is necessary.

Students will learn to develop stand-alone applications for the PC and Arduino microcontroller. Using common development environments students will learn to receive input from a user, read data from and write data to a file, perform meaningful operations on data, operate devices based on sensor input, aggregate sensor data, and present it in a basic user interface. Work will be primarily project based, with each group making meaningful decisions as to the functionality and end goals of their projects. Extensions for advanced students may include app development with a focus on interfacing with network enabled sensor arrays.

Students may use a school supplied computer or use their own, recognizing that homework assignments will regularly require access to that computer outside of class time.

Instructor approval. 1 Crd

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 and events and their relation to biblical principles. Students produce in a variety of rhetorical modes to analyze, evaluate and synthesize information, defend conclusions, and present findings. Students produce both expressive and academic prose. Students examine literary themes and their congruence to biblical principles. Research and written work adhere to MLA style, and students must learn to use and include electronic sources in their research Units of study are presented in an engaging multisensory manner. Students master skills for success on the ACT Aspire early high school test and PSAT. Summer reading forms the basis of graded work. Double period. Honors 2 Crd

ENGLISH English 9 Students master skills for success on the the ACT Aspire early high school test and PSAT. Students study vocabulary from Classical Roots and within the context of literature.

Rhetorical modes of exposition, narration, persuasion, and analysis allow students to respond to prompts to produce both expressive and academic prose. Literature of all genres develops students’ comprehension and analytical skills.

Students examine literary themes and their congruence to biblical principle. In alignment with the Old and New Testament Covenants class, students study religion/ traditions of Judaism revealed in The Chosen. Students explore various cultures yet the focus of diverse voices in literature is in African-American literature. Summer reading forms the basis of graded work. 1 Crd

English 10 Students master the defining features of a range of genres and write to express opinion and analysis of literature.

Expectations increase for student writing to demonstrate competence in writing modes and conventions of Standard Edited American English. Expectations include higher performance levels in sentence structures and precise diction. Students continue study of vocabulary from Classical Roots and in the context of literature. In addition to essays and short, cited papers, students produce a research paper. Research uses print and online full text databases aid student projects. Thematic aspects of literature and their congruence to biblical principle is a focus. The focus of diverse voices in literature is in Latino literature.

Students master skills for success on the PSAT. Summer reading forms the basis of graded work. 1 Crd

English 9 VT English VT, where Vertical Team refers to the College Board Advanced Placement skills preparation, focuses on skill development in literary analysis and writing for academic purpose. Students identify tone, figures of speech, rhetorical devices and modes then analyze their impact on theme.

Students master skills for success on the ACT Aspire early high school test and PSAT. Students study vocabulary from Classical Roots and within the context of literature.

Rhetorical modes of exposition, narration, persuasion, and analysis allow students to respond to prompts to produce both expressive and academic prose. Literature of all genres develops students’ comprehension and analytical skills.

Students examine literary themes and their congruence to biblical principle. In alignment with the Old and New Testament Covenants class, students study religion/traditions of Judaism revealed in The Chosen. Students explore various cultures yet the focus of diverse voices in literature is in African-American literature. Summer reading forms the basis of graded work. 1 Crd

English 10 VT English VT, where Vertical Team refers to the College Board Advanced Placement skills preparation, focuses on skill development in literary analysis and writing for academic purpose. Students identify tone, mood, figures of speech, rhetorical devices and modes then analyze their impact on theme. Prose, poetry, and drama challenge capable students to extend their ability to discuss, research, and write about varied texts. Students work independently and collaboratively using texts of literary merit, electronic secondary sources, and MLA citation format to produce varied written assignments. Students work to increase vocabulary and examine ideas in light of biblical principles. The focus of diverse voices in literature is in Latino literature. Students master skills for success on the PSAT. Summer reading forms the basis of graded work.

1 Crd

English 9 VT Western Studies Students study Western Civilization and Western Literature to meet both English and Social Studies requirements for grade nine. Students study patterns of continuity and change and the cause and effect nature of historical events primarily from a European perspective. The study begins with formation of democracy in ancient Greece and Rome to the latter part of the twentieth century as students examine literature, culture, politics, economics, and religious systems.

The course focuses on historical documents, key individuals

34

7

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 research. Units of study are presented in an engaging multisensory manner. Summer reading forms the basis of graded work. Double period. English & Social Studies credits. 2 Crd

English 11 Students continue progress in reading challenging texts with an emphasis on American literature. Students place literature in historical context, understand defining features of major literary movements and genres, analyze theme by focusing on evidence. The focus of diverse voices in literature is in Native American literature. Students write with increased mastery over mechanics/usage and rhetorical forms such as: critical, persuasive, and personal essays.

Students write responding to prompts, produce MLA-style research papers, apply research skills to writing and speaking tasks, and engage in discussions. Vocabulary study continues from context and a separate text. Skills aligned with SAT I are embedded throughout units of study.

Summer reading forms the basis of graded work. 1 Crd

AP English 11 Language and Composition Students prepare for AP English Language & Composition Exam of the College Board by learning how to read closely, write effectively, and argue persuasively both across the curriculum and in personal contexts. This course is suited to students who perform at high levels in writing and analytical thinking, who enjoy challenge, and who are committed to the rigors of Advanced Placement course work. The class marries the goals of the AP Language and Composition curriculum with our school’s junior year emphasis on American Literature with some emphasis on African and Native American texts/voices in particular.

Students examine literary themes and their congruence to biblical principles. Students read and analyze both nonfiction and fiction in order to understand better how an author’s rhetorical choices shape a text. Fiction texts provide a context for issues-oriented discussion and research-based persuasive writing. In preparation for the researched argument paper and the synthesis essay, students learn to read and evaluate primary and secondary sources, to synthesize material, and to write material using MLA conventions. Students produce abundant academic writing.

Summer reading forms the basis of graded work. 1 Crd

English 11 VT Students receive challenge beyond English 11. Students examine American Literature with a focus on historical context that reveals how the American experience is portrayed through the unique voice of American writers who separate themselves from the European tradition of literature. Students analyze one Native American text, as well as a Native American anthology. Students write with increased mastery of mechanics and rhetoric, focusing on critical and persuasive writing while using MLA format.

Students hone their skills through the research process and evaluate literary criticism for the works they read. Students continue their growth in strong development of vocabulary.

Skills aligned with SAT I are embedded throughout units of study. Summer reading forms the basis of graded work.

1 Crd

English 12 Students examine principally British Literature and prepare for the challenges of college writing with preparations in literary analysis, critical thinking, and research. Studies from diverse voices focus on Asian-American literature.

Students build upon grammar and usage skills and continue to study vocabulary in literary context. Students place works in historical context and grow in their understanding of literary forms such as the epic, satire, persuasion, and poetic forms with an emphasis on biblical principles.

Students demonstrate leadership in discussions and classroom presentations. Students produce a Literary Research Paper and summer reading forms the basis of graded work. 1 Crd

English 11 VT Heritage Studies Students study American Literature and History to meet the English and Social Studies requirements for grade eleven.

Students study the cultural and ethnic diversity of our rich heritage to acknowledge American’s imperfections and honor her greatness. Students examine the origin and development of American experiences in the study of literature, culture, politics, economics, and religious systems. Study focuses on historical documents, key individuals and events and their relation to biblical principles. Students produce in a variety of rhetorical modes to analyze and synthesize information, defend conclusions, and present findings showing a high level of performance in Standard Edited American English. Skills in writing, grammar, usage, word choice and idiom will align with the SAT I. Research and written work adhere to MLA style, and students learn to use and include electronic sources in their

Humor: Text and Medium Students read and discuss a variety of humorous texts, mostly nonfiction but some fiction. Students discuss the concept of humor and how language shapes our impressions of humor. Students write several "mimicry" writings: writing in the style of the author currently studied. .5 Crd

8

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 TECHNOLOGY and PROGRAMMING Vision As a result of a CHCA education students will implement Technology to conduct research, to promote productivity, to perform basic operations, to communicate, and to enhance problem-solving and decision-making. Students will practice responsible use of technology mindful of the ethical and social issues impacted by biblical principles surrounding this medium. Both academic and personal use of technology will extend the students’ environment and spheres of influence. Students will understand the benefits and cautions that technology now presents us with in the 21st century. CHCA understands that leadership development is predicated not only upon moral principles, discipleship, and collaborative social interaction, but also upon facility in communication, gathering resources, creativity, problem-solving and decision-making, all of which technology aids. Technology literacy of all students is a goal of Cincinnati Hills Christian Academy.

Standards What a CHCA student will know and be able to do in Technology l Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology l Use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others l Apply digital tools to gather, evaluate, and use information l Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources l Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior l Demonstrate a sound understanding of technology concepts, systems and operations. [Informed

by International Society for Technology in Education - National Educational Technology Standards for Students, 2007] Sequence Required for graduation: .5 Crd in Computer Technology and/or Programming; courses have keyboarding as a prerequisite.

Enrichments/Highlights: Create videos, brochures, artwork, graphics, yearbook cover, school planners, t-shirts for admission and advancement offices of CHCA; design school calendar; program computers to execute tasks, design solutions tp problems through programming and design.

TECHNOLOGY and PROGRAMMING

Video Editing Students work with the MacIntosh computers in Final Cut Pro software and use the digital video cameras to film and edit videos. Students are responsible for creating videos to use for school chapel and other events related to the school. .5 Crd

Computer Applications In this beginning course students use the computer as a tool to solve problems. Students create and modify text and visual information; students work in Word, Excel, and PowerPoint, use peripherals such as digital still and video cameras, use the scanner and apply skills in computer graphics, word processing, database, spreadsheets, page layout, and presentation tools. .5 Crd

Computer Layout & Design I, II Students use Adobe Creative Suite 6.0 Photoshop gaining competence in the technical skills needed to execute the capabilities of the products. Students work with the art department to incorporate design using computers. May serve as fine art or computer credit. Each semester. .5 Crd

33

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Dance as PE In this one semester course students learn the basics of ballet, jazz, modern, tap, musical theater, and Latin dance forms. Students participate in daily dance exercise focusing on the use of dance for physical fitness. No experience necessary. All welcome. .25 Crd

The Art of Self Leadership This summer course elective takes students through a journey of self-leadership: We must be able to lead ourselves before we can lead others. In this blended learning course students explore thirteen memorable images, each a series of engaging stories, self-assessment, and thought-provoking discussion topics. Students internalize important principles of good character to aide them in college and careers. Topics include: character, time management, mental toughness, discipline, commitment, and emotional security. HabitudesPlay an online, interactive version of Habitudes, ‘gamifies’ each lesson into exciting quests and activities. In this digital platform students compete with one another while learning core leadership principles and experience a social network encouraging participants to develop emotional intelligence by being rewarded for encouraging and motivating others. .5 Crd

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Speech Students develop confidence in oral communication.

Students gather, analyze, and express ideas for formal speeches, to explain, persuade, demonstrate and motivate and present in less formal presentations and discussions.

Students build self confidence before groups, understand strategies that give speakers control and confidence.

Students learn speech writing techniques, research techniques, and support one another during this time of growth. .5 Crd

English 12 Honors This course provides challenge and rigor beyond English 12. Students examine principally British Literature, as well as one Asian-American voice, a world masterpiece, and study poetry in depth. Students prepare for the challenges of college writing using literary analysis, critical thinking, and the research method. Students hone skills for the SAT II Literature and Writing tests. Students place works in historical context and grow in their understanding of literary forms such as the epic, satire, drama, persuasion, and poetic forms through the lens of biblical principles. Students produce a Literary Research Paper and summer reading forms the basis of graded work. 1 Crd

Creative Writing Students spend a semester exploring the field of creative writing. Students receive instruction that emphasizes the creative process and experimentation with elements of a variety of rhetorical modes. Growing as a writer, taking risks into new forms, and revising are all encouraged. By course end students will have assembled a portfolio of original stories, poems essays and other pieces. .5 Crd

AP English 12 Literature and Composition This course challenges the most capable student to master skills necessary for success on the A.P English Literature & Composition Exam of the College Board. The study, organized around thematic issues, genres, historical movements, or literary devices, spans literature from classic to contemporary pieces of literary merit. Literature focus includes World, British, Asian-American, and in-depth poetry studies. Students write for academic purpose and to grasp both technical devices and thematic issues, discuss interpretive issues, and use research methods and MLA format. The course promotes mastery of a mature writing style including a strong voice, few or no significant errors in conventions of writing and ability to use figurative language to personal purpose. Student writing meets a standard that requires apt and specific reference to text and shows fluency, insight, and eloquence. Particularly relevant to college bound students is further work in the research method and aligned skills for the SAT II Literature and Writing tests. Summer reading forms the basis of graded work. 1 Crd

Journalism Journalism introduces students to reporting, news writing, copy editing, layout and design, and media publication.

Students produce two publications: the yearbook and newspaper. Topics include history of journalism in America and its presence in the 21st century including the role of media in life and culture. Students produce writing for informational, critical, editorial, interview, and blog purposes. Students integrate technology in the journalist process for the online newspaper. To produce the yearbook students compose, edit, and design layouts using specific software. 1 Crd Drama Students work independently and cooperatively to practice essential elements of dramatic arts, to produce and design technical production elements, to research the history of theater, to analyze and create scenes, and to develop verbal and physical skills to create characters. Students actively participate and divide time between theater knowledge and acting skills, and construct and decorate actual productions. .5 Crd

English Language Learners This course is open only to students who seek to gain fluency in English and adapt to the school expectations for reading, writing, and speaking English. ELL is an adapted version of English 9 for those international students for whom English is not their native language. It focuses on essential curriculum concepts of reading comprehension including full-length novels, adapted writing instruction, and academic vocabulary acquisition, including the rules of Standard American English grammar, mechanics, and usage. The course serves to create an English language foundation for ELL students entering the CHCA community at any level and supports adaptation into non-ELL English classes the following year. 1 Crd

32

9

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

MATHEMATICS

PHYSICAL EDUCATION

Vision Mathematics is one tool by which we better understand God’s precise, orderly, and sometimes mysterious creation.

As a result of a CHCA mathematics education, students will value mathematics and develop proficiency in the use of mathematics. Proficiency in mathematics learning refers to conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. [Adding it Up, National Research Council, 2001] Students experience instruction based on Standards for Mathematical Practice. [http://www.corestandards.org/the-standards/mathematics] Students express an understanding of concepts using a variety of methods and media. Developmentally appropriate instruction challenges and supports students.

Vision Above all, Physical Education at CHCA reflects the high value God places on human life and the respect we have for each person in God’s community. Activities offer opportunities for spiritual growth where students are encouraged to explore how Christ would react. CHCA physical education helps students develop in cognitive, psychomotor, affective, and spiritual domains. The program and teaching faculty provide an environment that recognizes individual potential and encourages leadership and participation. Students grow in an understanding of rules, safety, and strategies of games and activities and develop skills and abilities through participation in a variety of team and individual activities. Physical Education incorporates the importance of health-enhancing, lifelong fitness. Students use their God-given gifts to engage in teamwork, individual achievement and physical fitness activities equipping them with a sense of self-esteem and sportsmanship to participate in a diverse society.

Standards What a CHCA student will know and be able to do in Mathematics in courses Algebra I and beyond: Know and apply the concepts of l Number and Quantity l Algebra l Functions l Geometry l Statistics and Probability l Modeling. Standards of Mathematical Practice K-12: l Be mathematical problem solvers l Reason and construct mathematical arguments l Communicate mathematically l See connections within mathematics and to other subject areas l Look for and make use of structure and patterns. Theological Integration: l See God’s orderliness and mystery reflected in mathematics.

Sequence follows recommended order of courses With the recommendation of the math teacher, there is flexibility in the sequences except the prerequisite of precalculus VT prior to AP Calculus AB College Preparatory Algebra I Geometry Algebra II Functions & Trigonometry Pre-calculus

Honors Algebra I (grades 7 or 8) Geometry VT / Honors (grade 8 or 9) Algebra II Honors Pre-Calculus Calculus

Accelerated Algebra I (grades 7 or 8) Geometry VT / Honors (grade 8 or 9) Algebra II VT Pre-Calculus VT AP Calculus AB or BC

Required math credits for graduation: 4 courses that must include Algebra II. Credits toward the required number for graduation are counted beginning with Algebra I customarily taken at grade 7 or 8 or 9. Algebra I and Geometry if taken at grades 7 and/or 8 are counted on the upper school 9-12 transcript as pass/fail.

Elective courses in math:

Electives are courses beyond the sequence Alg. I, Geometry, Alg. II plus one additional to make the 4 credits required for graduation.

Students may continue courses beyond Calc BC through off campus / online coursework with school support.

Enrichments/Highlights: All math courses provide grade-level appropriate preparation for the ACT Aspire early high school test, PSAT, SAT, and ACT. Each course also incorporates real world applications through the use of graphing calculators, Geogebra, and other computer technology. Math classes make connections to science concepts where appropriate.

Standards What a CHCA student will know and be able to do in Physical Education: l Exhibit responsible personal, social, cooperative, and Christian behavior that respects self and others in physical activity settings l Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities l Demonstrate understand of movement concepts, principles, strategies, and tactics as they apply to learning/performing physical activities l Participate regularly in, and understand the costs and benefits of health-enhancing physical activities l Achieve and maintain a health-enhancing level of physical fitness l Engage in physical activity as it provides the opportunity for enjoyment, challenge, self expression, and social interaction.

Sequence Required for graduation: .5 Crd (two semesters) in Physical Education. Students may sequence Physical Education courses in any order. Effective April 2007 the Ohio Legislature SB311 reads: “…each chartered nonpublic school may adopt a policy to excuse from the high school physical education requirement each student who, during high school, has participated in interscholastic athletics, marching band, or cheerleading for at least two full seasons.

If the board or authority adopts such a policy, the board or authority shall not require the student to complete any physical education course as a condition to graduate. However, the student shall be required to complete one-half unit, consisting of at least sixty hours of instruction, in another course of study.” (adopted 4-07 CHCA Board of Trustees) Students graduating 2014 and beyond may not use physical education courses as electives.

Physical Education This course combines skills to develop improved performance in selected games, sports, and fitness activities.

Flag football, soccer, volleyball, and basketball are some examples of team sports. Badminton and tennis are examples of individual sports. The course promotes training and conditioning which increases endurance, strength, and flexibility. Students demonstrate safe, responsible behavior and practice good sportsmanship. This course leads students to view sports and physical activities as a means to bring honor and glory to God. .25 Crd

Weight Training and Fitness Students work independently and cooperatively to analyze, develop, and experience specific training techniques.

Students work to increase strength, flexibility, speed, quickness, and power. Recreational games and activities will promote cardiovascular fitness. Students set goals and work toward achieving them during the course. Students learn to assess their personal health fitness relative to fitness standards. This course stresses proper safety techniques.

Students are taught to recognize the body as a temple of God and to accept personal responsibility for a healthy lifestyle. .25 Crd

The Math Department sponsors a chapter of Mu Alpha Theta, a math honor society for students who excel in mathematics. Students are provided opportunities to participate in competitive events including the Ohio Council of Teachers of Mathematics math tournament, AMC competition, and the National Assessment and Testing Competitions.

10

31

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 HEALTH Vision As a result of a CHCA health education, students will make informed decisions within a Christian perspective about personal, community, and global health issues. Students receive instruction in mental, physical, social, and spiritual health. Students are encouraged and guided to develop positive self-esteem, to accept themselves and others, to handle stress, to solve problems, and to exercise leadership. By learning about body systems, nutrition, exercise and by practicing physical activities students embrace health allied to physical fitness as a lifelong goal. Social health includes working within diverse relationships to share feelings with friends, family, and peers. Spiritual health places Christ at the center of a Christian’s life. Students are encouraged to seek physical, mental, and social challenges in life utilizing faith-informed, responsible choices Standards What a CHCA student will know and be able to do in Health: l Explain key elements to maintain mental and emotional health l Demonstrate in conversation the relationship of individual health to family health l Explain the fundamental concepts of growth and development l Recognize key elements to maintain and promote personal health l Recognize and apply essential concepts about nutrition and diet l Recognize aspects of substance use and abuse l Explain essential concepts about the prevention and control of disease l Locate the availability and list effective use of health services, products, and information l Explain practices concerning injury prevention and safety l Accept personal responsibility for seeking total health for self and others through recognizing God’s plan for human life.

Sequence Required for graduation: .5 Crd in Health. responsible food choices; the body’s need for nutrients; health and diet; weight control and eating disorders; substance use and abuse. Social health topics include: a child’s relationship with parents; development of friendships; puberty; dating relationships; sexually transmitted diseases; abstinence; the marriage relationship.

Students discuss Christ’s teaching as it relates to all facets of health. Students who meet this required course through online or off site instruction do not necessarily receive the same topics. .5 Crd

Health The Health course presents students with methods to ease the transition from the role of a child to the role of an independent adult. The study of Health encourages useful decisions within the Christian perspective about personal, community, and global health issues. Mental health topics include: building and maintaining self-esteem; taking personal responsibility; understanding personal and emotional needs; examining personality components and some disorders; strategies to cope with stress; setting goals; managing time. Physical health topics include: making

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 MATHEMATICS

Algebra II VT Algebra II VT is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This courses includes the same topics as Algebra II and extends the scope of those topics. This extension is accomplished through critical analysis of the complex relationships between concepts and theoretical examination of topics. This is well suited to students who enjoy the abstract nature of mathematics. (p/r alg I & geometry) 1 Crd

Algebra I Algebra I is a foundational course for future mathematics and science courses. This course explores topics using a function approach and seeks to make connections between symbolic and graphical representations. Topics include: solving linear equalities, inequalities, and systems; solving quadratic equations and inequalities; simplifying polynomial, rational, and exponential expressions and working with their equations and graphs. (p/r pre-alg) 1 Crd

Functions and Trigonometry This course helps students make connections within and between algebraic and geometric concepts before taking pre-calculus. Students explore problems numerically, algebraically, and graphically. Through collections and study of data, and use of technology, students connect algebraic and geometric concepts to real life. This course includes the following topics: polynomial, rational, exponential, and logarithmic functions; systems of equations and inequalities; conic sections; matrices; and sequences. (p/r alg. II & geometry) 1 Crd

Geometry Students explore plane figures and their properties in this study of Euclidean geometry. Students study relationships between congruent and similar figures, study and use deductive and inductive logic to understand the structure of geometry, and use technology to discover relationships.

Topics include: plane figures and their properties, transformational geometry, coordinate geometry, right triangle trigonometry, area and volume. (p/r alg I) 1 Crd Geometry VT/Honors In Geometry VT/Honors students pursue higher intellectual engagement through challenging and academically rigorous explorations. Included are the same topics as Geometry providing opportunities for discovery and proof of conjectures. Students discover the need for clear, concise forms of communication to prove mathematical conjectures. (p/r alg I) 1 Crd

Pre-Calculus Pre-Calculus lays the foundation for the study of calculus.

A calculator-based graphing approach is used to explore functions. Using graphs, students find characteristics of graphs such as extrema, domain, range, and limits of the function. Students graph using transformations. Properties of exponential, logarithmic, rational, and trigonometric functions are specifically studied. Students explore problems numerically, algebraically, and graphically. The study includes applications of matrices, parametric equations, and polar coordinates. (p/r geometry, alg II) 1 Crd

Algebra II Algebra II is a study of functions through algebraic and graphical approaches. This course encompasses the following topics: applications of linear functions; quadratic and polynomial functions; rational expressions; logarithms and exponents; trigonometry; conic sections; matrices; transformations of functions. Students use graphing technology to discover relationships between symbolic and graphical representations. (p/r alg I & geometry) 1 Crd

Statistics In this year-long introduction to statistics, students explore and analyze data through technological methods and predict patterns in data through the use of probability modeling and simulation. Students work cooperatively and independently to understand statistical inferences. This project-based course is designed for students interested in exploring other branches of mathematics and is ideally suited to students interested in non-mathematics intensive college majors.

Topics include: exploring data by observing patterns and departures; determining what and how to measure; anticipating patterns by introducing probability and simulations; and statistical inference. (p/r alg. II or pre-calc) 1 Crd

Algebra II Honors Algebra II Honors is designed for students to pursue intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Algebra II and extends the scope of those topics using critical analysis of the complex relationship between concepts and topics. This course is well-suited to the above-average math student who benefits from more examples and opportunities for practice than the VT course and is well-suited to a student who plans to pursue college studies requiring a calculus-based course in college majors such as pre-med or business. (p/r alg I & geometry) 1 Crd

30

11

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 AP Statistics AP Statistics provides college level work in statistics, providing the equivalent of one semester of non-calculus based statistics. Topics include: exploring data: observing patterns and departures from patterns, planning a study; deciding what and how to measure, anticipating patterns in advance; introducing probability, simulation, and statistical inference; confirming models. Students explore and analyze data through the use of technology and various software.

Students take the A.P. Statistics Exam in the spring. (p/r alg II) 1 Crd

AP Calculus AB AP Calculus AB provides the equivalent of one semester of college calculus. Course topics include the concept of limits, derivatives, integrals, and the relationship between each concept. Students use technology to explore concepts, confirm results, and produce models. Precise communication of mathematical ideas both in written and oral form is a focus of the course. (p/r success in pre-calc & alg II) 1 Crd AP Calculus BC This year-long course provides college level work in calculus approximating at least one college semester and challenges the most capable students to master skills necessary for success on the AP Calculus BC exam of the College Board. In addition to the skills presented in AP Calculus AB, students in BC Calculus explore polynomial approximations and series. Students use technology to explore concepts, confirm results, and produce models. (p/r pre-calc VT) 1 Crd

Pre-Calculus VT Pre-Calculus VT is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Pre-Calculus and extends the scope of those topics through critical analysis and theoretical examination of relationships between concepts. Students use technology to examine applications to physics and other real life situations. (p/r geometry, alg. II) 1 Crd

Advanced Topics in Mathematics This year long course is intended for students who have completed AP Statistics and AP Calculus BC. The course grade is weighted as Advanced Placement. Course topics are selected based on the interests of the enrolled students and the instructor. Topics from which the instructor will choose include introductory topics in Number Theory and Abstract Algebra with an emphasis on understanding and using rigorous proof techniques. Additionally, topics from Multivariable Calculus may be selected to extend students’ experiences in single variable Calculus. (p/r completion of AP stats and AP calc BC) weighted as AP level 1 Crd

Calculus Calculus is designed to prepare students for success in a college Calculus course. This course focuses on the concepts of limits, derivatives, and integrals and the relationships between the concepts. Students work with concrete examples and hands-on explorations to understand the methods and applications of each concept. Students use technology to explore concepts, confirm results, and produce models. (p/r pre-calc) 1 Crd

12

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 VISUAL FINE ARTS

Ceramics Students explore various hand-constructed and wheel-thrown ceramic techniques. Form and function are integral components of the student’s in class production.

Students use creative / design problem solving and demonstration of skill. (p/r gen art) .5 Crd

General Art Students study foundational elements and principles of art/design. Topics include color, value, line, space, shape, form, and texture. Design principles include rhythm, balance, proportion, emphasis, variety, and unity. A Discipline Based Art Education approach is used to insure students receive well-rounded visual arts education. .5 Crd

Stained Glass Art Course presents intensive study of stained glass, its limitations and expressions through student investigations in various techniques and procedures common to material.

Final piece is an aanraku style table lantern. (p/r gen art) .5 Crd

Studio Art I Students explore their creativity through larger scale, more intense endeavors than in General Art. Project based, the class focuses on media and technique. Studio Art II tailored to student interests. Suited to students not aspiring to Advanced Placement. (p/r gen art with 75% + ) .5 Crd/sem

AP Art Studio Students work independently to apply Christian values, integrity, and ethical use of the media and their talents.

Students produce either a Drawing portfolio, 2D Design portfolio, or 3D Design portfolio evaluated on three aspects: Quality of five works, Concentration that shows a series of works organized around a compelling visual concept with twelve digital images, and Breadth where twelve digital images show works that each demonstrate a variety of concepts, media, and approaches. Work submitted to AP program for evaluation in May. Teacher recommendation. (p/r gen art. Drawing desired) 1 Crd

Photography Students receive instruction in the proper use of camera and how to compose a good picture. Aspects of composition and camera use produce desired effects in both digital and a traditional darkroom setting. Photo history and famous photographers are introduced. (p/r gen art) .5 Crd Computer Layout & Design I and II Each a one semester interdisciplinary graphic design course where students produce in a variety of design techniques that encompass free-hand drawing with computer enhancement using Adobe Creative Suite as software design tools. Students enter knowing basic computer applications.

Art or computer credit. .5 Crd/sem

Drawing Students study and produce using various drawing techniques. Media include graphite, charcoal white, charcoal, and ink. Works focus on observation / still life setups, contour drawing, value and gesture drawing.

Aesthetic awareness grows by experimenting with techniques and renderings from realism to non-objective art. (p/r gen art) .5 Crd

29

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

VISUAL FINE ARTS

SCIENCE and ENGINEERING

Vision CHCA Visual Fine Arts is designed to nurture and develop the student’s God-given desire to create and appreciate the aesthetic beauty in God’s universe. Students use value judgments to make decisions about art that honors God and shows appreciation for God’s handiwork and its effect on their lives. Through various processes, students will become aware how art relates to other areas of study. Students examine the human experience through their own creativity, through art history as an expression of culture and through the use of visual mediums, technology, literature, and God’s Word. Students experience and gain skill with the various art processes to gain confidence in their ability and grow in their aesthetic sense. Students value cultural diversity through the knowledge of the visual arts. Visual Fine Arts prepares students to acknowledge their God-given talents and to pursue with confidence opportunities and challenges set before them.

Vision Science is a method of inquiry founded upon the order of the natural world and the design of its Creator, and in addition, science is an ongoing process that is limited as an investigative tool. Students become responsible, independent, questioning, creative, and organized learners moving from curiosity to familiarity, then mastery of scientific skills, processes, concepts, and theories. Students explore the various disciplines of science through an organized progression of class presentations, hands-on activities, and laboratory investigations that emphasize scientific processes and develop critical thinking skills. Students recognize that science integrates with mathematics, technology, written language, consumer and career interests. Resulting from scientific knowledge, students come to acknowledge personal responsibility as stewards to care for humanity and conserve resources for the glory of God.

Standards What a CHCA student will know and be able to do in Visual Fine Arts: l Develop visual awareness of God’s creation in order to produce an individual artistic awareness l Make Christ-centered judgments about art l Make connections between the visual arts, the other fine and performing arts and other disciplines outside the arts l Apply media, techniques, and processes related to the visual arts l Use the elements and principles of visual organization l Choose from a range of subject matter, symbols, icons, and potential ideas in visual arts l Relate the visual arts to history and culture l Value the characteristics and merits of one’s own artwork and expression and appreciate the artwork of others l Develop knowledge of aesthetics and art criticism.

Sequence 9 General Art – p/r for all others Studio Art I after general art semester Computer Layout & Design I & II Photography Stained Glass Art Ceramics Drawing

10

11

General Art

General Art

12 General Art

Studio Art I after general art semester

Studio Art I after general art semester

Studio Art I after general art semester

Computer Layout & Design I & II

Computer Layout & Design I & II

Computer Layout & Design I & II

Photography

Photography

Photography

Stained Glass Art

Stained Glass Art

Stained Glass Art

Ceramics

Ceramics

Ceramics

Drawing

Drawing

Drawing

AP Art Studio

AP Art Studio

AP Art Studio

Required for graduation: .5 Crd in Fine Art.

Enrichments/Highlights: Field trips; shows; competitions.

Standards What a CHCA student will know and be able to do in Science: Scientific Inquiry and Application l Observe and identify questions that can be investigated about the natural world l Generate and evaluate scientific evidence and explanations using the scientific method, models, mathematics, and appropriate technology l Distinguish scientific evidence from opinion and exhibit critical thought to distinguish between fact, myth, and theory l Understand the nature and development of scientific knowledge l Participate productively in scientific practices and discourse l Practice safe and appropriate use of scientific instruments, materials, equipment, and procedures In Physical, Life, Earth and Space Science l Exhibit knowledge of the historical development in science l Understand the unifying concepts and processes of science: systems, organization, rules of evidence, models, explanations, measurement, change, equilibrium, and structure-function relationships l Identify questions and apply skills, concepts and processes to construct further knowledge and understanding using inquiry-based investigations In Theological Integration l Recognize that science plays a profound role in personal and social perspectives relating to natural resources, environmental quality, health, hazards, and global challenges utilizing the biblical directive to be good stewards from a scientific and Christian perspective l Recognize that science is a human endeavor where people interpret scientific knowledge and ethical conduct based on historical context and their personal faith and beliefs l Understand God’s revelation in such verses as: “Ever since the creation of the world His invisible nature, namely, His eternal power and deity, has been clearly perceived in the things that have been made.” [Rom 1:19-20] As well: Gen.1,2; Job 38-41; Psalm 19:1-6; Psalm 24:1-2.

Sequence 9 Biology Biology VT Engineering Systems & Design

10 Chemistry Chemistry VT Engineer Your World Engineering Systems & Design

11 12 Physics AP Physics 2 Physics Honors AP Biology AP Physics 1 AP Chemistry AP Biology AP Environmental Science AP Chemistry Environmental Science I/II AP Environmental Science Anatomy and Physiology Environmental Science I/II Organic Chemistry Honors I/II Anatomy and Physiology Engineer Your World Organic Chemistry Honors I/II Engineering Systems & Design Engineer Your World Engineering Systems & Design Required for graduation: 3 Crd in science: one course from each of the following: Biology or Biology VT; Chemistry or Chemistry VT; Physics or Physics Honors Recommended 4 Crd in Science.

Electives Courses following the 3 credits in science required as listed above.

Science Enrichments/Highlights: Data collection and analysis using CBL; zspace 3D science content models; Projects in: Organelle; Various Dissections; Rockets; Center of Mass; Miniature Golf; “Physics Commentator” Sports Video. Field Trips to and speakers from Industry. Hospital field trips to observe/participate in human surgeries; First Robotics Team, Math/Science Day at Kings Island.

28

13

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 SCIENCE and ENGINEERING

bonding; chemical reactions; organic chemistry; descriptive chemistry; and nuclear chemistry. (p/r alg.I) 1 Crd

Biology Students are introduced to basic biological principles and life processes. Students investigate living organisms from the simplest to the most complex forms of life in their natural environment. The course includes dissection labs.

Topics include: organic / biochemistry principles; cell structure / function; production/use of energy; ecosystems; genetics; evolution and geologic time lines; food webs; zoology and body systems in detailed dissection of pigs, frogs, sampling of in/vertebrates. 1 Crd

Chemistry VT Students admitted with teacher recommendation, PLAN scores, math placement and OGT diagnostics. Topics parallel Chemistry; increased depth and breadth particularly in molecular structure and bonding, equilibria, kinetics, thermodynamics, and electrochemistry. Approach is through guided inquiry, explorative research, and cooperative learning. (p/r or concurrent with alg. II VT, pre-calc/pre-calc VT) 1 Crd

Biology VT Students admitted using teacher recommendation and evidence of strong reading skills. Course challenges students to think scientifically, to integrate concepts, to analyze data, and to explore complex issues. The molecular approach investigates concepts of biology with a focus on the nature and methods of science. Major emphases include genetics, cell biology, development, systematics, behavior, and immunology. Course includes pre-AP strategies such as drawing inferences, asking questions at the application, analysis, synthesis and evaluation levels, using double-entry journals and synthesizing varying perspectives. 1 Crd

AP Chemistry Advanced Placement Chemistry is equivalent to a first year college chemistry program. It is designed to prepare students for the Advanced Placement Exam in Chemistry.

Topics include atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Students take the AP Chemistry Exam. (p/r chem. VT.) 1 Crd

AP Biology Students cover material equivalent to freshman college Biology. Students prepare for the Advanced Placement Exam in Biology; therefore classes meet some double periods. Laboratories are crucial to each unit of study. The AP Biology Framework is organized around four Big Ideas, foundational principles and the essential understandings that arise. This develops in students advanced inquiry and reasoning skills: designing a plan for collecting and analyzing data, applying mathematical routines, and connecting concepts across domains. Emphasis is on science practices. (p/r bio VT and chem. VT) 1 Crd

Environmental Science 1 (Introduction to Aquaponics) Students explore sustainable agriculture through theory, design, and application of aquaponics. Lecture, classroom discussion, engineering design, system fabrication, and system operation and monitoring give students varied learning contexts, with an emphasis on application and experiential activities. Aquaponics topics include botany, fish biology, microbiology, fluid dynamics, and water chemistry. Students explore scientific, political, and ethical issues related to sustainable agriculture in contemporary society. Students reflect on their role as Christians in addressing issues associated with access to food resources.

This course suits students seeking to apply scientific knowledge from previous coursework to address a contemporary global crisis. (p/r biology & chemistry) .5 Crd

Chemistry Students are introduced to the chemical and technological issues confronting our world. Lecture and laboratory periods focus on problem solving techniques. Emphasis is placed on the application and practical use of chemical concepts and their impact on the environment. Topics include: history of science; introduction to chemistry and matter; organization of matter; nomenclature; phases of matter; properties of gases; solutions, acids, bases, pH, and titration; thermochemistry; molecular structure and

Environmental Science II (Urban & Sustainable Agriculture) Students explore sustainable agriculture through theory, design, and application of aquaponics. Lecture, classroom discussion, engineering design, system fabrication, and system operation and monitoring give students varied learning contexts, with an emphasis on application and experiential activities. Aquaponic system topics include daily operation, trouble-shooting, crop selection, and crop and fish harvesting.

Food systems topics include historical global agriculture,

14

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 MUSIC FINE ARTS

Lab Band This ensemble studies different styles of jazz and early rock.

The band performs with the pep band and concert band; students also study and perform a wide variety of jazz charts. Emphasis is to develop individual technique and gain knowledge of music theory, history, performance practices, and musical genres. Students develop stage presence, performance etiquette, and contribute to larger musical productions. Requires prior music experience; private lessons are encouraged. Performance venues include school concerts and football games. Audition required 1 Crd

Percussion Ensemble/Steel Drum Band This ensemble is for percussionists and those who desire to study steel drums. During football season students study drum line and perform at home games. Students develop instrumental technique and knowledge of music theory, history, and performance practices. All welcome. 1 Crd Encore Performing Choir Students are encouraged to further develop their musical confidence and presentation. The focus is on building skills that involve solo and group singing in various musical styles. Choreography is combined with selected songs.

Students continue in the study of music theory, multicultural music, music history, and appreciation. Students exercise leadership and explore careers in music including opportunities to minister through music. Students grade 10 and up. Audition required.

1 Crd

AP Music Theory AP Music Theory develops a student’s ability to recognize, understand, and describe basic materials and processes of music that are heard or presented in a score. This is achieved through listening, sight singing, performance, written, compositional and analytical exercises. The course instills mastery of the rudiments and terminology of music, including hearing and notating: pitches, intervals, scales and keys, chords, metric organization, and rhythmic patterns.

Basic concepts are addressed through listening to a variety of music, including music from a standard Western tonal repertoire and contemporary, jazz, popular music, and the music of nonwestern cultures. The exam includes: Musical Terminology, Notational Skills, Basic Compositional Skills, Score Analysis (with or without aural stimulus), and Aural Skills. 1 Crd

Concert Choir Students learn proper vocal technique, basic sight-singing and musical skills emphasis on part-singing in a choral group. Performances include concerts, chapels, and outreach. All welcome. 1 Crd Electric Jazz Orchestra Honors For the most advanced jazz performers, this ensemble performs jazz literature including swing, bebop, fusion, and rock. Emphasis is on developing individual technique and gaining knowledge of music theory, history, performance practices, and musical genres. Students also develop stage presence, performance etiquette, and contribute to larger musical productions. Frequent performances and end of year tour are highlights. Private lessons required. Audition required. 1 Crd

Dance as Fine Art One semester course for .5 credit in fine arts or as an elective. Students learn and perform basics of multiple dance forms, research culture and history of dance forms, undergo written and performance assessment, view examples of professional dance and create individual choreography. No experience necessary. .5 Crd

Symphony Orchestra This performance group includes ensemble for strings and winds and percussion. Students perform a broad range of orchestral works and literature for concert band with emphasis on developing individual technique and gaining knowledge of music theory, history, performance practices, and musical genres. Students develop stage presence, performance etiquette, and contribute to the larger musical productions. Requires prior music experience and private lessons are encouraged. All welcome. 1 Crd

Girls Ensemble Students focus on a variety of choral literature for treble voices. Students learn music reading skills, healthy vocal technique, and proper choral blend, balance and tone while focusing on performance and musicianship. Audition required. Open women in grades 10-12. 1 Crd

27

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 MUSIC FINE ARTS Vision As a result of a CHCA Music Fine Arts education, students recognize that music is a gift from God and as such should be used to glorify and serve Him. Students are encouraged to develop a lifelong love of music through participation in performance and study. Growing from these studies is an appreciation of the diversity of musical experience, culture, Christian heritage, and an ability to evaluate both aural and written music for quality and to evaluate music and performances congruent with scriptural principles. Students pursue musical opportunities with confidence and knowledge. They engage competently in a variety of musical experiences both for academic and personal purposes demonstrating creativity, appreciation, and expression in a variety of situations. Audiences within and beyond the school provide opportunities for musical outreach. Students work cooperatively and responsively in groups demonstrating appropriate leadership and giving value to others’ work. Students receive challenge and support in pursuit of success in music.

Standards What a CHCA student will know and be able to do in Music Fine Arts: l Sing/Perform on instruments alone and with others a varied repertoire of music including selections of Christian story and praise l Improvise melodies, variations, and accompaniments l Compose music within specific guidelines l Read and notate music l Apply appropriate personal as well as Christ-centered evaluative criteria to music and musical performances that acknowledge music as an art form embracing diversity l Apply appropriate etiquette as an audience member and/or performer l Research and explain, using various technologies including print, electronic, and recordings, the relationship between music, history, and culture l Use music as a personal and interpersonal expression to honor God. Sequence Required for graduation: .5 Crd in Fine Art. Music courses may be taken in grades 9, 10, 11, and 12 schedule permitting.

Enrichments/Highlights: Performances both locally and on national/international tours; performances in outreach and in conjunction with nationally known performers.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 contemporary industrial agriculture, and sustainable and urban agriculture. Students participate in food and agriculture-related service activities with local agencies/ministries. Emphasis is placed on scientific, political, and ethical issues related with the role of sustainable agriculture in contemporary urban society.

Students reflect on their role as Christians in addressing issues associated with access to food resources, particularly in urban settings. This course suits students seeking to apply scientific knowledge from previous coursework to address a contemporary global crisis. (p/r env sci-I) .5 Crd

principles are conservation of energy, momentum, charge, and mass; laws of motion; universal gravitation; work/ energy theorem; forces; impulse; waves, fields. Careful design and analysis of many lab activities lead to understanding these ideas. Topics include: kinematics and dynamics, properties of matter, vectors, rotational motion, heat, thermal energy, thermodynamics, waves, sound, light, optics, electricity and magnetism, and modern physics, nuclear reactions, the study of the universe and emphasizes physical tools and their mathematical integration. (p/r concurrent with pre-calc) 1 Crd

Organic Chemistry I & II Honors These two sequential semesters serve as a survey course of college level organic chemistry. Students may choose to take the first semester, Organic Chemistry I, as a brief introduction to organic chemistry or enroll in both semesters for increased breadth of content. By the end of the Organic Chemistry II topics include: organic nomenclature, isomerism, reaction mechanisms, reactions, structure determination, and synthesis. The goal is to provide a solid foundation to introductory organic chemistry which would facilitate a smooth transition to organic chemistry in the sophomore year of college. (p/r chem VT) .5 Crd/sem

AP Physics 1 First in a two course sequence for algebra-based AP Physics, that explores Kinematics; Newtonian Mechanics; circular motion, universal law of gravitation; simple harmonic motion; impulse, linear momentum and conservation of linear momentum; work, energy; rotational motion; electrostatics; DC circuits; mechanical waves and sound. Students integrate physics principles with mathematical models and design investigations to deepen understanding of physics applications. (p/r or concurrent with pre-calc VT) 1 Crd AP Physics 2 A.P. Physics 2 is second in two course sequence equivalent to second semester college introductory physics Topics include thermodynamics; fluid statics/dynamics; electrostatics; DC and RC circuits; electro/magnetic induction; geometric and physical optics; quantum physics, atomic and nuclear physics. (p/r AP Physics 1 and pre-calc VT) 1 Crd

Physics Physics presents the fundamental principles of physical science and its foundational concepts and operations governing matter, energy, and their interconversion on systems ranging from subatomic to galactic scales. The principles are conservation of energy, momentum, charge, and mass; laws of motion; law of universal gravitation; work/energy theorem; forces; waves; fields. Careful design and analysis of many lab activities lead to understanding these ideas. Topics include: mechanics, properties of matter, thermodynamics, sound, light, electricity and magnetism, modern physics, nuclear reactions, and the study of the universe. Physics focuses on conceptual understanding, qualitative questions, and algebraic problems, using real world analogies and clear explanations. Course includes real world analogies and clear explanations, focusing on qualitative questions and algebraic problems. Physics or Honors Physics is required of all students to graduate. (p/r concurrent with algebra II). 1 Crd

AP Environmental Science The course includes topics: earth systems and resources; the living world; population; land and water use; energy resources and consumption; pollution; and global change.

Students explore the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world and draws upon various scientific disciplines. Students analyze and interpret information and experimental data including mathematical calculations.

Students identify and analyze environmental problems to evaluate the ecological and human health risks associated with these problems and the solutions for resolving or preventing them. Laboratory and/or field investigations are included. Students' roles as Christian Leaders will integrate with their studies. (p/r bio VT, chem. VT, phys VT) 1 Crd

Physics Honors The course presents the fundamental principles of physical science and its foundational concepts and operations governing the interaction of matter and energy. The

26

15

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Engineering Systems and Design I, II, III Open to students in grades 9-12 with teacher approval during one of the lunch bells, this course combines classroom work in FIRST Robotics Competition (FRC) readiness with afterschool work in a lab setting. Students are contributing members of the multidisciplinary robotics team where they prototype, design, and build a robot to compete in the FRC challenge within a set of rules and requirements. Student roles include work in MDE (Mechanical Design and Engineering), CE (Computer Engineering), and/or E (Entrepreneurship). The MDE student works with a professional engineer mentor to determine necessary features, prototype solutions, create and iterate mechanical designs using 3D modeling software. Topics include: chassis and drivetrain, manipulator, pneumatic systems and others. The CE student works with a professional engineer/computer scientist mentor to determine necessary features, prototype solutions, and write computer programs to control a robot. Topics include power distribution, control of motors, pneumatics, digital and analog sensors, closed-loop motion control and others.

The E student works with a professional market research mentor to identify and pursue revenue streams to support the team budget, create a team brand, communicate team progress to various stakeholders including sponsors, school community, and judges, facilitate intra-team communication, and to determine engineering outreach opportunities in the community. Topics include: brand guidelines, advertising copy, design and sales of team “spirit wear,” awards writing, website design, and presentation/public speaking.

Honors credit available. 1 Crd

Anatomy & Physiology Students engage in comprehensive study of each of the body systems in human anatomy/physiology. Topics include: organization of the body; systems that cover and support the body; systems that control communication; systems that transport and protect; metabolic processing systems; and cycle of life. This course prepares students for pursuing careers in allied health fields and other diverse disciplines such as physical education, art, psychology, or anthropology. Students study the structure and function of the human body using prior knowledge from courses in biology and chemistry. (p/r bio and chem) 1 Crd Engineer Your World This full year elective course engages students in authentic engineering practices in a project-based environment. It teaches important engineering skills such as creativity and innovation, critical thinking and problem solving, communication and collaboration. Through solving authentic problems, students will explore engineering fields and professions, including Chemical, Civil, Mechanical and Electrical/Software engineering. Topics include: addressing customer needs through design, designing with data, reverse engineering, programming, and systems engineering. (co-requisite alg II Honors/VT) 1 Crd

16

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 proficiency for AP work. Students grow in culture and understanding, expressing opinions, debating in current topics and using authentic materials. Story telling, composition and cultural presentations are emphasized, to express higher thinking skills. 1 Crd

Mandarin Chinese II Honors Students enter after successful completion of Chinese I. Students continue their development of listening, speaking, reading, and writing skills through extended conversations, various exercises and research. Students further develop vocabulary and ability in daily Chinese conversations.

Language structure and foundational grammar are developed in written exercises, complex sentences and short paragraphs. More in-depth discussions of Chinese culture, history and social-economic environment are aided by multimedia. 1 Crd

AP Chinese Language & Culture The course prepares students for success on the Advanced Placement exam in May. Students demonstrate proficiency across three communicative modes: interpretive, interpersonal, and presentational. The course addresses cultural competence, connections to other school disciplines, comparisons between Chinese language and culture and the learners’ language and culture, and the use of the language within the broader communities beyond the school. Both conventional print and aural materials give variety to language learning and various forms of communication in print, media, cultural situations present interest to the student. Students develop Chinese handwriting skills and word processing skills in Hanyu Pinyin or Bopomofo. 1 Crd

Mandarin Chinese III Honors This course readies the intermediate language learner for interpersonal, interpretive, and presentational communication in Mandarin Chinese. It builds the foundation for Advanced Placement course work. Student performance in the language focuses on how well does the student understand, how well is the student understood, how accurate is the student’s language production, how extensive and applicable is the language production, how culturally aware is the student. Students learn in scenario contexts to accomplish cultural awareness, comparisons of Chinese to their own language, and explore comparisons and communities of language learners. 1 Crd

Greek I Honors Students learn the entire language from the beginning and

by May can read Greek authors. Parallels with Latin are extensively drawn upon. Greek culture, vocabulary, syntax, forms of nouns and verbs are emphasized. Course does not count toward World Language requirement. (p/r Latin II) 1 Crd

Mandarin Chinese IV Honors This continues the sequence for students to achieve high intermediate language skills to reinforce language

25

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 literary culture. Political history focuses on details of the late republican and imperial eras. Suits students who seek familiarity and confidence in the great works of Latin literature. Students attain Stage Four of Language Development. 1 Crd

Spanish Conversation in Context I This one semester elective is suited to serious Spanish students interested in perfecting oral and written proficiency using vocabulary, grammar, and syntax in situational settings for Christian outreach and mission work. Topics include travel, health and nutrition, Christian outreach and others. Students may have opportunities to apply learning locally for service hours. (p/r Spanish III) .5 Crd

AP Latin Vergil’s Aeneid and Caesar’s Gallic Wars comprise this course in general conformity with college Latin studies fourth to sixth semesters of college Latin study, and prepares students for the AP exam in the spring. Progress in reading, translating, understanding, analyzing, and interpreting Latin in the original is the goal. Students translate the works accurately from Latin into English demonstrating a grasp of grammatical structures, vocabulary, poetic meters, Students engage in stylistic analysis and study the cultural, social, political context of the Gallic Wars. 1 Crd

Spanish Conversation in Context II This one semester elective continues from the first semester or may be taken without the first semester. Topics include education, construction and building, general conversation to use in situational settings. Students may have opportunities to apply learning locally for service hours. (p/r Spanish III) .5 Crd Latin I Honors This course operates within Stage One of Language Development described in the curriculum standards.

Reading and writing are stressed more than speaking and listening. Latin I introduces Latin grammar: syntax, morphology, and vocabulary. Course goals include mastery of the case system, verb conjugations, prepositions, relative pronouns, and nuances of the language. Students discover European-American culture’s dependence on Roman culture through the study of derivatives and begin to read Latin texts with some independence. 1 Crd

Mandarin Chinese Language and Culture This one semester elective course develops basic skills to listen, speak, read and write using interactive multimedia, games, role-play, and songs. Scripture, psalms, and prayer (in Chinese) to reinforce lesson objectives. Students use the Chinese Pinyin system to identify the 5 Chinese tones and recognize Chinese characters through technology.

Students practice basic oral communication using vocabulary of everyday conversation situations. Students learn fundamental grammar and sentence structures of proper spoken Chinese. Culture expressed through videos, internet, presentations and class discussion. This class builds a foundation for understanding Chinese language and culture. As interest allows a second semester will be offered. .5 Crd

Latin II Honors At the close of Latin II students achieve Stage Two of Language Development. This course builds on Latin I. Topics include: forms and functions of participles, irregular verbs, and the subjunctive mood. Vocabulary expectations increase, and students explore more difficult grammatical and syntactic nuances. Texts increase in sophistication; students discover topics in Roman culture and history.

1 Crd

Mandarin Chinese I Honors This beginning Mandarin Chinese course focuses on both language and culture. The Chinese Pinyin system, a Romanized system, aids students to sound out Chinese characters. The course establishes a strong foundation in listening, speaking, reading, and writing and stresses mastery of the 5 tones of the Chinese sound system, rules of phonetic spelling, pronunciations, basic vocabulary and fundamental character writing: stroke order and structure.

Students engage in dramatic play, oral practice through conversations, media, and practice using the internet. 1 Crd

Latin III Honors Course builds on Latin I and II introducing final aspects of general Latin grammar. Study includes: classical Latin texts such as speeches of Cicero and historical/cultural aspects of ancient Rome. Students reach Stage Three of Language Development. 1 Crd Latin IV Honors Students continue the advanced grammar and texts of Latin III. Selections from Horace, Vergil, Cicero and other authors form the basis of study with greater emphasis on Roman

24

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 SOCIAL STUDIES Vision Students acquire an awareness and understanding of the world, its people, and its history and investigate ways the past may influence the present. Within the diverse range of Christian perspective, students explore patterns of human and environmental interaction through history, geography, government, and economics, aware of the interconnectedness of these disciplines. Just as Luke recognized the importance of firsthand accounts in understanding historical events: Luke 1:1-2, “Many people have done their best to write a report of things that have taken place from the beginning,” so too, student learning in the social studies focuses on primary and secondary sources. Technology surrounds students and aids all facets of the learning and presentation process. Students apply Christian principles to examine past and present, local, state, national, and global events, and relationships between these events. Students develop an appreciation for a personal heritage and cultural differences as they evaluate their role and responsibility in God’s creation. Students grow in their ability as Christian citizens to bring reasoned decision-making to a culturally diverse, democratic society, and to a fallen world.

Standards What a CHCA student will know and be able to do in Social Studies: In History: l Develop increasingly precise concepts of time: past, present, and future l Locate, research, analyze, and interpret both primary and secondary sources to draw conclusions l Identify characteristics of civilizations including cities, central governments, religion, job specialization, social classes, arts, public works, and a writing system l Demonstrate knowledge of the significant persons and events of history including characteristics of historical periods l Apply patterns of continuity, irregularity, and attributed or possible purpose in historical events to an understanding of history l Identify and analyze causes and catalysts of change l Identify and apply ways peoples and institutions value cultural diversity l Develop a historical perspective and awareness of bias. In Government l Recognize the need for government as comparing to rules of behavior to establish order in families, classrooms, and organizations l Trace the historical development and structure of the United States Constitution, the division of roles in the federal system, the political processes of the United States government l Identify and apply the roles, rights, and responsibilities of US citizenship in various contexts. l Locate areas of citizen participation in government l Recognize different government systems of the world. In Economics: l Understand economic concepts of scarcity and opportunity cost, price, supply and demand, unemployment and income, savings, investment, and interest rates l Achieve financial literacy so the individual can use knowledge and skills to manage limited financial resources for lifetime financial security l Exercise economic decision making as the student is consumer, producer, saver, investor, and citizen so as to analyze costs and benefits in various contexts l Demonstrate understanding of the United States Government’s role in US fiscal and monetary policy l Identify characteristics of different global economic systems and patterns of economic interdependence on earth. In Geography: l Explain the relationship, both positive and negative, between the human and natural environment l Choose from various tools to understand the earth’s geography and research, compare and contrast characteristics of places, regions, and human processes, migrations and cultural traits l Access, read, interpret, and create maps and geographic representations l Apply concepts of global development and economic interdependence to identify and analyze environmental issues.

In Theological Integration: l Use a Christian theological perspective to understand how the study of social studies and history affects the way we think, live, and learn l Apply the theological framework of intellectual learning that makes no topic beyond discussion l Discuss and apply the role of a Christian citizen in a democratic society and global community l Apply what would be the spectrum of Christian theological perspective to world events l Recognize that a theological perspective combines faith and learning. In 21st Century Skills: l Demonstrate creativity, critical thinking, problem solving, communication and collaboration skills and use technology resources to learn and to share learning.

17

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 into various Hispanic perspectives from the past and present. Hispanic literature and fine arts are discussed.

Teacher/publisher-directed internet research, authentic realia, and texts, audio and video presentations supply topics for debates/discussions. 1 Crd

WORLD LANGUAGES

Sequence 9 10 Western Civilization Government/Economics2 Western Studies AP European History

11 1

U.S. History Heritage Studies1 AP US History1 US History Honors1 AP European History AP Microeconomics2

12 1

U.S. History AP Government AP US History1 US History Honors1 AP European History AP Microeconomics2

Required for graduation 3 Crd. one course from each of the following: Western Civilization / Western Studies; Economics; Government; US History. 1course meets US History graduation requirement 2course meets financial literacy graduation requirement Electives: Courses beyond the graduation requirement. of rhetorical modes to analyze, evaluate and synthesize information, defend conclusions, and present findings.

Students produce both expressive and academic prose and compile a writing portfolio. Students examine literary themes and their congruence to biblical principles. Research and written work adhere to MLA style, and students use various digital media and print sources in their research.

Units of study are presented in an engaging multisensory manner. Students master skills for success on the PSAT. Summer reading forms the basis of graded work. Meets grade nine English and Social Studies requirements. Double period. Honors 2 Crd

SOCIAL STUDIES Western Civilization Western Civilization surveys the history of the Western world from Greece to the Cold War of the 1950s-60s.

Students study patterns of continuity and change and the cause and effect nature of historical events from a predominately Western perspective. Topics include: democracy formation in Ancient Greece and Rome; development of Christianity and Islam; Middle Ages, rise of modern nations; Renaissance and Reformation including art and intellectual mood; the Age of Monarchs, the Enlightenment, and the French, Russian, and Industrial Revolutions; exploration and imperialism; Depression of the 1930s, World Wars, and their aftermath. Students use technology to locate, evaluate, and collect information for use in creative productions. Historically appropriate primary and secondary source analysis and novels serve as resources beyond the text. 1 Crd

Economics Economics provides students an overview of economic theories and principles. Both macro and micro economics are treated including such topics as: scarcity and opportunity cost; supply and demand; monetary, fiscal, and tax policy; personal and governmental budgeting; comparative economic systems; business structure and production choices; family budget project; online Stock Market Game to gather data and manage stock portfolios.

Students use economic formulas to calculate real GDP, change in demand, and values of foreign currencies. This course meets the graduation requirement in financial literacy and includes those benchmarks: using budgets in personal economic decisions; income differences in labor markets; role of individuals as consumers, producers, savers, workers, investors; managing financial resources, budgets, savings, investments, credit and philanthropy; and how interest rates affect savers and borrowers. .5 Crd

Western Studies History VT Students study Western Civilization and Western Literature to meet both English and Social Studies requirements for grade nine. Students study patterns of continuity and change and the cause and effect nature of historical events primarily from a Western perspective. The study spans democracy in ancient Greece and Rome to the latter part of the twentieth century. Students examine literature, culture, politics, economics, and religious systems. The course focuses on historical documents, key individuals and events and their relation to biblical principles. Students produce in a variety

18

Spanish I This course operates at Stage One of Language Development outlined in the curriculum standards document. Students work cooperatively and independently in reading, listening, speaking, and writing to recognize common phrase groups and voice inflection, produce proper pronunciation, correct grammar, and syntax. Students use basic vocabulary to identify objects from everyday environments, school subjects, family members, and express preferences. Students learn numbers, tell time, ask and give directions, and look into the nature of Hispanic culture through interdisciplinary studies such as art and music. Mastery of present and preterite tenses is achieved through the use of texts, workbooks, video/audio tapes, puzzles, flashcards, computer media and authentic realia in language and culture. 1 Crd

Spanish III Honors Develops the same topics as Spanish III but allows for deeper study of language/culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition. 1 Crd Spanish IV This course strives to complete Stage Four of Language Development outlined in the curriculum standards document. Course focuses on both study of authentic literary works and brief historical examinations of various Spanish-speaking countries to appreciate the language and culture. Spanish IV lays the foundation for the more intense study offered in Advanced Placement Spanish. Students work to master all four language skills, listening, reading, writing and speaking, through guided conversations, grammar activities, and compositions. Grammar study includes previous skills adding conditional perfect, future perfect, perfect subjunctive and sequence of tenses. Study topics organize around various countries but do vary and respond to class interest. 1 Crd

Spanish II This course builds upon skills learned in Spanish I. Students review previous grammar and syntax, present and preterite tense and continue to expand their ability to speak, listen, read and write adding additional tenses, double object pronouns, reflexive verb forms, idiomatic expressions, and more complex grammar. Students use the target language to analyze, categorize, compare and contrast, and make associations through cultural readings, videos, authentic realia, and publisher-directed internet research in areas such as religious events, holidays, customs, architecture, and cuisine. Oral competency is acquired through role-playing situations that pertain to topics relevant to high school students. By the close of Spanish II, students achieve Stage II of Language Development. 1 Crd

Spanish IV Honors Develops the same topics as Spanish IV but allows for deeper study of language/culture while students master various grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition.

1 Crd

Spanish II Honors Develops the same topics as Spanish II but allows for deeper study of language / culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition. 1 Crd

AP Spanish Language & Composition Advanced Placement Spanish challenges students to reach proficiency in the language to achieve success on the A.P. Spanish Language Exam in the spring. Students gain mastery of more complex grammar such as the perfect tenses, subjunctive tenses, sequence of tenses, and prepare for the speaking part of the AP Exam by regularly giving responses to prompts. Preparation for the written part includes writing compositions on given topics as well as completing grammar exercises reflective of the exam format. 1 Crd

Spanish III Spanish III strives to complete Stage Three of Language Development. The introduction of more complex vocabulary, grammar, and syntax includes subjunctive, future, and conditional tenses. Students are encouraged to reach a level of confidence and competence in reading, listening, speaking and writing in everyday situations.

Students begin to acquire knowledge of other disciplines through the target language and begin to develop insights

23

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

WORLD LANGUAGES Vision Each World Language, Spanish, Classical, including Latin and Greek, and Chinese, states a unique Vision Statement.

Following is a Vision Statement representing key elements of each. Students at CHCA, through the study of World Languages, will appreciate the unlimited capabilities that God has given all peoples for glorifying and serving Him through language. They will recognize that “the body of Christ is made up of people of faith, of all nations, all languages and races.” Students will gain an awareness of both their own language and culture as well as that of the language and culture targeted. Students will comprehend, analyze, and critique texts and media of excellence and demonstrate competence in listening, speaking, reading, and writing in the target language. Students will also be encouraged to exercise initiative and leadership as well as participate in cooperative learning and research. Students will be afforded opportunities beyond the school setting to practice and expand their knowledge of a world language.

Students receive meaningful instruction, academic challenge and support toward success in learning the language.

Standards What a CHCA student will know and be able to do in World Languages: Communication in the target language (hereafter TL): l Use the TL to engage in conversations, provide and obtain information, exchange feelings, and opinions l Understand and interpret written and spoken language from diverse media l Present information and concepts to an audience of listeners or readers on a variety of topics; Cultures: l Demonstrate knowledge and understanding of perspectives, practices, and products of other countries; Connections: l Reinforce and acquire knowledge of other disciplines through TL l Acquire information and recognize the distinctive viewpoints available only through TL and target culture (hereafter TC); Comparisons: l Develop insight into the nature of language and culture through comparisons; Communities: l Use the TL both within and beyond the school setting.

Sequence 9 Spanish I Spanish II or II Honors

10 Spanish II or II Honors Spanish III or III Honors

11 Spanish III or III Honors Spanish IV or IV Honors

Latin I Honors

Latin II Honors

Latin III Honors

Latin II Honors Mandarin Chinese I Honors Mandarin Chinese II Honors

Latin III Honors Mandarin Chinese II Honors Mandarin Chinese III Honors

Latin IV Honors / AP Latin Mandarin Chinese III Honors Mandarin Chinese IV Honors

12 Spanish IV or IV Honors AP Spanish Language & Composition Latin IV Honors / AP Latin AP Latin Mandarin Chinese IV Honors AP Chinese Language & Culture

Required for graduation 3 Crd: three years of the same world language. Recommended for graduation is four years of the same world language. The three courses must be taken consecutively.

Electives: do not count as the required sequence of 3 classes for graduation

Spanish Conversation in Context semester 1 and semester 2 Mandarin Chinese Language and Culture semester 1 and semester 2 Greek

Enrichments/Highlights: Language Lab; Internet Projects; Read authentic literature and realia based on interest and ability; Foreign Travel (Israel, Mexico, Costa Rica, Puerto Rico, Jamaica, Italy, China); Outreach into Hispanic communities at home and abroad.

22

reform movements; historically appropriate novels; primary and secondary source analysis. 1 Crd

AP Microeconomics Students receive the equivalent of a one-semester introductory college course and prepare for success on the AP US Microeconomics Exam in the spring. The course includes principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the larger economic system. Primary emphasis is on the nature and functions of product markets, including the study of factor markets and the role of government in promoting greater efficiency and equity in the economy. This course meets the graduation requirement in financial literacy and those benchmarks: using budgets in personal economic decisions; income differences in labor markets; role of consumers, producers, savers, workers, investors; managing financial resources, budgets, savings, investments, credit and philanthropy; how interest rates affect savers and borrowers. 1 Crd

US History VT Heritage Studies Heritage Studies is a synthesis of U.S. History and American Literature. This program deepens students’ understanding of the two disciplines, increases their critical thinking and research skills, and teaches to all seven “intelligences” - linguistic, logical/mathematical, musical, bodily/kinesthetic, spatial, inter/intrapersonal. Activities include research, games, songs, crafts in a given time period, and analysis of cultural artifacts. Topics include: development of cultural, political and religious systems; patterns of continuity and change; causal relationships of historical events; significant historical figures and their impact; intellectual, political, artistic, and reform movements; primary and secondary source analysis.

Students use technology to locate, evaluate, and collect information as well as to present findings. Course satisfies the U.S. History graduation requirement. Double period.

Social Studies & English credits. 2 Crd

Government American Government is a survey course that explores the origins of the U.S. Government, its Judeo-Christian heritage, and its present status and functions. Topics include: foundation, structure, and function of government; comparison of different forms of governments to U.S.; rights and responsibilities of a citizen in a democracy; U.S. Constitution and the American legal system; Constitutional Convention project; statistical models to evaluate election returns; and changing laws and court cases. .5 Crd

AP US History The course focuses on students developing historical thinking skills: chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative, and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. Congruent with university U.S. history survey courses increased focus on early and recent American history, the course expands on history of the Americas 1491 to 1607 and 1980 to the present. Teachers have flexibility across nine periods to teach in depth. 1 Crd

AP US Government Students receive the equivalent of a one-semester college course and prepare for success on the AP US Government Exam in the spring. Topics include: Constitutional underpinnings of the US government; intention of the framers including theories of democratic government; political belief and behavior of the voting public; political parties, interest groups, and mass media including electoral laws and systems; institutions of the Congress, the Presidency, the Bureaucracy and the Federal Courts; public policy; and civil rights and civil liberties.

1 Crd

AP European History Students prepare for the AP European History Exam through an in-depth study of Western Civilization from 1450, the High Renaissance, to the present. The redesigned course 2015-16 and following promotes development of the historical thinking skills valued by college and university history departments as central to the study of history. These skills include chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narratives. Students respond with evidence to examine overarching themes within the curriculum framework. 1 Crd

United States History US History meets the 11th grade U.S. History requirement.

Students survey our nation’s origins from the pre-Columbian era to the present, with emphasis on the 20th century. Topics include: development of cultural, political and religious systems; patterns of continuity and change; causal relationships of historical events; significant historical figures and their impact; intellectual, political, and

19

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 historical thinking skills necessary for college level work.

Research and secondary source readings are critical pieces.

Heavy emphasis is placed on reading and interpreting primary sources and reconstructing historical dilemmas through simulation. A culminating course project involves an authentic application of US History understanding.

Possible examples may include American historic archeology field work or historical documentary work. As multimedia and online research are key components of the course, a school-approved electronic device is required.

1 Crd

Sociology Students study patterns of societies and connect theory and practice of social interaction. Two non-western perspectives are included as well as current events, so that students can make informal choices about societal values. .5 Crd Race, Justice, and Community Students explore important questions about ethnicity, race, community, and the role of media in our society. An important component is to examine how people are inspired to take action to help others. Films, outside readings, guest speakers, and discussions and group projects enhance instruction. .5 Crd

Holocaust: Past and Present Students examine the Nazi holocaust, its historical context, and social ramifications. Students examine literature and other media reflecting many perspectives in order to gain a greater understanding of how the holocaust originated, developed, and subsequently affected the lives of people in central Europe and elsewhere in the world. Students study firsthand accounts of holocaust survivors, particularly the forgotten or overlooked victims including women, children, the disabled, elderly, homosexuals, and others throughout Europe who dared philosophically to oppose the Nazi regime. A major focus is to provoke critical thought about the destructive and constructive ways in which cultural differences may be identified and resolved. Students analyze the similarities and differences of contemporary genocide experiences that have occurred in the world.

Special topics include social oppression, conflict identification and management, international peace and justice, and global citizenship. .5 Crd

Personal Finance Course equips students to make informed decisions about real world financial issues. Students analyze personal financial decisions, evaluate costs / benefits of decisions, recognize their rights and responsibilities as consumers, and apply knowledge to wise spending, saving, and credit decisions. .5 Crd Research and Leadership Seminar This course is by invitation and is part of the Cum Laude Scholar experience and students seeking challenge. The course nurtures students’ curiosity and converts interest into research during the remaining high school years. Skills to publish articles, participate in sponsored research, and research competitions provide students with academic and foundational leadership skills. 1 Crd United States History Honors Students survey the narrative of the United States from pre-Columbian America and the Age of Exploration to the changing role of the United States in the post-Cold War world. Recurring points-of-argument in American History provide a context for narrative study throughout: the "clash of cultures" characterizing European exploration and the colonial period; conflicting values and interests emerging from the US Founding to the present; the development of social, economic, cultural, and political institutions that characterize American life; the changing role of American government; the relationship of the United States to democratic, totalitarian, and insurgent entities in the wider world; immigration; the role of American Christianity paralleled with the growth of the Republic. Students hone

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 examine types of rain and precipitation (convectional/ relief / frontal), dew points and humidity, the causes for sea breezes vs land breezes, and how cloud cover effects heat and cold. Throughout the duration of this course students do map work over all parts of the world. .5 Crd

Introduction to Psychology This elective course is a beginning study of the subject of psychology. Topics include principles of learning, types of personality, understanding human behavior, patterns of behavior, emotional and behavioral adjustments, group influences, and psychology and society. (p/r west civ) .5 Crd

Business Entrepreneurship Students are in the role of interns to manage the barista enterprise in the upper school 9-12 commons for one bell.

Interns are selected from an application and interview process which will be used to select only serious interns dedicated to managing, operating, and assessing a successful business enterprise. Interns participate in regular mandatory reading and monthly business meetings, as well as undergo professional training to become a barista. Interns work as a managing barista for one bell: zero bell, bells one through eight, or after school every day and are involved in charting business data and managing employees. Because the course is for serious applicants only, it will be offered as an entire year course awarding half a credit per semester. Interns are given a letter grade based on regular attendance, attitude, management ability, and overall performance. Details available from teacher. .5 Crd/sem

World Geography / Climatology Students examine the Earth in space and how this causes the four seasons, do map-reading, latitude and longitude, determine scale, use various types of map projections and evaluate the benefits / drawbacks of each. Students study phases of the moon and solar and lunar eclipses. Students study over sixty different types of landforms / sea forms, the factors effecting climate (latitude, altitude, winds, continentally, and aspect), the differences between weather / climate / meteorology, various types of cloud forms and weather patterns, climate change, and destructive weather such as tornadoes, hurricanes, draughts, and monsoons. Also, students classify various areas of the world in specific types of climates such as desert / tundra / rainforest / continental / Mediterranean / polar. Students

Research in Politics: Campaigns and Elections Honors Students gain an understanding of election processes in the United States through a variety of approaches. Students study campaigns, elections and political strategies of political candidates. Students examine the use of polls and media in campaigns and the effects of issues and personalities on election outcomes. Students evaluate the presidential primaries, voter turnout, procedures and the Electoral College. Since 2016 is an election year special attention will be paid to the presidential and congressional elections. (p/r any of the following: Gov., US History, AP US History, AP Euro History) .5 Crd

20

21

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 historical thinking skills necessary for college level work.

Research and secondary source readings are critical pieces.

Heavy emphasis is placed on reading and interpreting primary sources and reconstructing historical dilemmas through simulation. A culminating course project involves an authentic application of US History understanding.

Possible examples may include American historic archeology field work or historical documentary work. As multimedia and online research are key components of the course, a school-approved electronic device is required.

1 Crd

Sociology Students study patterns of societies and connect theory and practice of social interaction. Two non-western perspectives are included as well as current events, so that students can make informal choices about societal values. .5 Crd Race, Justice, and Community Students explore important questions about ethnicity, race, community, and the role of media in our society. An important component is to examine how people are inspired to take action to help others. Films, outside readings, guest speakers, and discussions and group projects enhance instruction. .5 Crd

Holocaust: Past and Present Students examine the Nazi holocaust, its historical context, and social ramifications. Students examine literature and other media reflecting many perspectives in order to gain a greater understanding of how the holocaust originated, developed, and subsequently affected the lives of people in central Europe and elsewhere in the world. Students study firsthand accounts of holocaust survivors, particularly the forgotten or overlooked victims including women, children, the disabled, elderly, homosexuals, and others throughout Europe who dared philosophically to oppose the Nazi regime. A major focus is to provoke critical thought about the destructive and constructive ways in which cultural differences may be identified and resolved. Students analyze the similarities and differences of contemporary genocide experiences that have occurred in the world.

Special topics include social oppression, conflict identification and management, international peace and justice, and global citizenship. .5 Crd

Personal Finance Course equips students to make informed decisions about real world financial issues. Students analyze personal financial decisions, evaluate costs / benefits of decisions, recognize their rights and responsibilities as consumers, and apply knowledge to wise spending, saving, and credit decisions. .5 Crd Research and Leadership Seminar This course is by invitation and is part of the Cum Laude Scholar experience and students seeking challenge. The course nurtures students’ curiosity and converts interest into research during the remaining high school years. Skills to publish articles, participate in sponsored research, and research competitions provide students with academic and foundational leadership skills. 1 Crd United States History Honors Students survey the narrative of the United States from pre-Columbian America and the Age of Exploration to the changing role of the United States in the post-Cold War world. Recurring points-of-argument in American History provide a context for narrative study throughout: the "clash of cultures" characterizing European exploration and the colonial period; conflicting values and interests emerging from the US Founding to the present; the development of social, economic, cultural, and political institutions that characterize American life; the changing role of American government; the relationship of the United States to democratic, totalitarian, and insurgent entities in the wider world; immigration; the role of American Christianity paralleled with the growth of the Republic. Students hone

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 examine types of rain and precipitation (convectional/ relief / frontal), dew points and humidity, the causes for sea breezes vs land breezes, and how cloud cover effects heat and cold. Throughout the duration of this course students do map work over all parts of the world. .5 Crd

Introduction to Psychology This elective course is a beginning study of the subject of psychology. Topics include principles of learning, types of personality, understanding human behavior, patterns of behavior, emotional and behavioral adjustments, group influences, and psychology and society. (p/r west civ) .5 Crd

Business Entrepreneurship Students are in the role of interns to manage the barista enterprise in the upper school 9-12 commons for one bell.

Interns are selected from an application and interview process which will be used to select only serious interns dedicated to managing, operating, and assessing a successful business enterprise. Interns participate in regular mandatory reading and monthly business meetings, as well as undergo professional training to become a barista. Interns work as a managing barista for one bell: zero bell, bells one through eight, or after school every day and are involved in charting business data and managing employees. Because the course is for serious applicants only, it will be offered as an entire year course awarding half a credit per semester. Interns are given a letter grade based on regular attendance, attitude, management ability, and overall performance. Details available from teacher. .5 Crd/sem

World Geography / Climatology Students examine the Earth in space and how this causes the four seasons, do map-reading, latitude and longitude, determine scale, use various types of map projections and evaluate the benefits / drawbacks of each. Students study phases of the moon and solar and lunar eclipses. Students study over sixty different types of landforms / sea forms, the factors effecting climate (latitude, altitude, winds, continentally, and aspect), the differences between weather / climate / meteorology, various types of cloud forms and weather patterns, climate change, and destructive weather such as tornadoes, hurricanes, draughts, and monsoons. Also, students classify various areas of the world in specific types of climates such as desert / tundra / rainforest / continental / Mediterranean / polar. Students

Research in Politics: Campaigns and Elections Honors Students gain an understanding of election processes in the United States through a variety of approaches. Students study campaigns, elections and political strategies of political candidates. Students examine the use of polls and media in campaigns and the effects of issues and personalities on election outcomes. Students evaluate the presidential primaries, voter turnout, procedures and the Electoral College. Since 2016 is an election year special attention will be paid to the presidential and congressional elections. (p/r any of the following: Gov., US History, AP US History, AP Euro History) .5 Crd

20

21

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

WORLD LANGUAGES Vision Each World Language, Spanish, Classical, including Latin and Greek, and Chinese, states a unique Vision Statement.

Following is a Vision Statement representing key elements of each. Students at CHCA, through the study of World Languages, will appreciate the unlimited capabilities that God has given all peoples for glorifying and serving Him through language. They will recognize that “the body of Christ is made up of people of faith, of all nations, all languages and races.” Students will gain an awareness of both their own language and culture as well as that of the language and culture targeted. Students will comprehend, analyze, and critique texts and media of excellence and demonstrate competence in listening, speaking, reading, and writing in the target language. Students will also be encouraged to exercise initiative and leadership as well as participate in cooperative learning and research. Students will be afforded opportunities beyond the school setting to practice and expand their knowledge of a world language.

Students receive meaningful instruction, academic challenge and support toward success in learning the language.

Standards What a CHCA student will know and be able to do in World Languages: Communication in the target language (hereafter TL): l Use the TL to engage in conversations, provide and obtain information, exchange feelings, and opinions l Understand and interpret written and spoken language from diverse media l Present information and concepts to an audience of listeners or readers on a variety of topics; Cultures: l Demonstrate knowledge and understanding of perspectives, practices, and products of other countries; Connections: l Reinforce and acquire knowledge of other disciplines through TL l Acquire information and recognize the distinctive viewpoints available only through TL and target culture (hereafter TC); Comparisons: l Develop insight into the nature of language and culture through comparisons; Communities: l Use the TL both within and beyond the school setting.

Sequence 9 Spanish I Spanish II or II Honors

10 Spanish II or II Honors Spanish III or III Honors

11 Spanish III or III Honors Spanish IV or IV Honors

Latin I Honors

Latin II Honors

Latin III Honors

Latin II Honors Mandarin Chinese I Honors Mandarin Chinese II Honors

Latin III Honors Mandarin Chinese II Honors Mandarin Chinese III Honors

Latin IV Honors / AP Latin Mandarin Chinese III Honors Mandarin Chinese IV Honors

12 Spanish IV or IV Honors AP Spanish Language & Composition Latin IV Honors / AP Latin AP Latin Mandarin Chinese IV Honors AP Chinese Language & Culture

Required for graduation 3 Crd: three years of the same world language. Recommended for graduation is four years of the same world language. The three courses must be taken consecutively.

Electives: do not count as the required sequence of 3 classes for graduation

Spanish Conversation in Context semester 1 and semester 2 Mandarin Chinese Language and Culture semester 1 and semester 2 Greek

Enrichments/Highlights: Language Lab; Internet Projects; Read authentic literature and realia based on interest and ability; Foreign Travel (Israel, Mexico, Costa Rica, Puerto Rico, Jamaica, Italy, China); Outreach into Hispanic communities at home and abroad.

22

reform movements; historically appropriate novels; primary and secondary source analysis. 1 Crd

AP Microeconomics Students receive the equivalent of a one-semester introductory college course and prepare for success on the AP US Microeconomics Exam in the spring. The course includes principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the larger economic system. Primary emphasis is on the nature and functions of product markets, including the study of factor markets and the role of government in promoting greater efficiency and equity in the economy. This course meets the graduation requirement in financial literacy and those benchmarks: using budgets in personal economic decisions; income differences in labor markets; role of consumers, producers, savers, workers, investors; managing financial resources, budgets, savings, investments, credit and philanthropy; how interest rates affect savers and borrowers. 1 Crd

US History VT Heritage Studies Heritage Studies is a synthesis of U.S. History and American Literature. This program deepens students’ understanding of the two disciplines, increases their critical thinking and research skills, and teaches to all seven “intelligences” - linguistic, logical/mathematical, musical, bodily/kinesthetic, spatial, inter/intrapersonal. Activities include research, games, songs, crafts in a given time period, and analysis of cultural artifacts. Topics include: development of cultural, political and religious systems; patterns of continuity and change; causal relationships of historical events; significant historical figures and their impact; intellectual, political, artistic, and reform movements; primary and secondary source analysis.

Students use technology to locate, evaluate, and collect information as well as to present findings. Course satisfies the U.S. History graduation requirement. Double period.

Social Studies & English credits. 2 Crd

Government American Government is a survey course that explores the origins of the U.S. Government, its Judeo-Christian heritage, and its present status and functions. Topics include: foundation, structure, and function of government; comparison of different forms of governments to U.S.; rights and responsibilities of a citizen in a democracy; U.S. Constitution and the American legal system; Constitutional Convention project; statistical models to evaluate election returns; and changing laws and court cases. .5 Crd

AP US History The course focuses on students developing historical thinking skills: chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative, and an understanding of content learning objectives organized around seven themes, such as identity, peopling, and America in the world. Congruent with university U.S. history survey courses increased focus on early and recent American history, the course expands on history of the Americas 1491 to 1607 and 1980 to the present. Teachers have flexibility across nine periods to teach in depth. 1 Crd

AP US Government Students receive the equivalent of a one-semester college course and prepare for success on the AP US Government Exam in the spring. Topics include: Constitutional underpinnings of the US government; intention of the framers including theories of democratic government; political belief and behavior of the voting public; political parties, interest groups, and mass media including electoral laws and systems; institutions of the Congress, the Presidency, the Bureaucracy and the Federal Courts; public policy; and civil rights and civil liberties.

1 Crd

AP European History Students prepare for the AP European History Exam through an in-depth study of Western Civilization from 1450, the High Renaissance, to the present. The redesigned course 2015-16 and following promotes development of the historical thinking skills valued by college and university history departments as central to the study of history. These skills include chronological reasoning, comparing and contextualizing, crafting historical arguments using historical evidence, and interpreting and synthesizing historical narratives. Students respond with evidence to examine overarching themes within the curriculum framework. 1 Crd

United States History US History meets the 11th grade U.S. History requirement.

Students survey our nation’s origins from the pre-Columbian era to the present, with emphasis on the 20th century. Topics include: development of cultural, political and religious systems; patterns of continuity and change; causal relationships of historical events; significant historical figures and their impact; intellectual, political, and

19

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 into various Hispanic perspectives from the past and present. Hispanic literature and fine arts are discussed.

Teacher/publisher-directed internet research, authentic realia, and texts, audio and video presentations supply topics for debates/discussions. 1 Crd

WORLD LANGUAGES

Sequence 9 10 Western Civilization Government/Economics2 Western Studies AP European History

11 1

U.S. History Heritage Studies1 AP US History1 US History Honors1 AP European History AP Microeconomics2

12 1

U.S. History AP Government AP US History1 US History Honors1 AP European History AP Microeconomics2

Required for graduation 3 Crd. one course from each of the following: Western Civilization / Western Studies; Economics; Government; US History. 1course meets US History graduation requirement 2course meets financial literacy graduation requirement Electives: Courses beyond the graduation requirement. of rhetorical modes to analyze, evaluate and synthesize information, defend conclusions, and present findings.

Students produce both expressive and academic prose and compile a writing portfolio. Students examine literary themes and their congruence to biblical principles. Research and written work adhere to MLA style, and students use various digital media and print sources in their research.

Units of study are presented in an engaging multisensory manner. Students master skills for success on the PSAT. Summer reading forms the basis of graded work. Meets grade nine English and Social Studies requirements. Double period. Honors 2 Crd

SOCIAL STUDIES Western Civilization Western Civilization surveys the history of the Western world from Greece to the Cold War of the 1950s-60s.

Students study patterns of continuity and change and the cause and effect nature of historical events from a predominately Western perspective. Topics include: democracy formation in Ancient Greece and Rome; development of Christianity and Islam; Middle Ages, rise of modern nations; Renaissance and Reformation including art and intellectual mood; the Age of Monarchs, the Enlightenment, and the French, Russian, and Industrial Revolutions; exploration and imperialism; Depression of the 1930s, World Wars, and their aftermath. Students use technology to locate, evaluate, and collect information for use in creative productions. Historically appropriate primary and secondary source analysis and novels serve as resources beyond the text. 1 Crd

Economics Economics provides students an overview of economic theories and principles. Both macro and micro economics are treated including such topics as: scarcity and opportunity cost; supply and demand; monetary, fiscal, and tax policy; personal and governmental budgeting; comparative economic systems; business structure and production choices; family budget project; online Stock Market Game to gather data and manage stock portfolios.

Students use economic formulas to calculate real GDP, change in demand, and values of foreign currencies. This course meets the graduation requirement in financial literacy and includes those benchmarks: using budgets in personal economic decisions; income differences in labor markets; role of individuals as consumers, producers, savers, workers, investors; managing financial resources, budgets, savings, investments, credit and philanthropy; and how interest rates affect savers and borrowers. .5 Crd

Western Studies History VT Students study Western Civilization and Western Literature to meet both English and Social Studies requirements for grade nine. Students study patterns of continuity and change and the cause and effect nature of historical events primarily from a Western perspective. The study spans democracy in ancient Greece and Rome to the latter part of the twentieth century. Students examine literature, culture, politics, economics, and religious systems. The course focuses on historical documents, key individuals and events and their relation to biblical principles. Students produce in a variety

18

Spanish I This course operates at Stage One of Language Development outlined in the curriculum standards document. Students work cooperatively and independently in reading, listening, speaking, and writing to recognize common phrase groups and voice inflection, produce proper pronunciation, correct grammar, and syntax. Students use basic vocabulary to identify objects from everyday environments, school subjects, family members, and express preferences. Students learn numbers, tell time, ask and give directions, and look into the nature of Hispanic culture through interdisciplinary studies such as art and music. Mastery of present and preterite tenses is achieved through the use of texts, workbooks, video/audio tapes, puzzles, flashcards, computer media and authentic realia in language and culture. 1 Crd

Spanish III Honors Develops the same topics as Spanish III but allows for deeper study of language/culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition. 1 Crd Spanish IV This course strives to complete Stage Four of Language Development outlined in the curriculum standards document. Course focuses on both study of authentic literary works and brief historical examinations of various Spanish-speaking countries to appreciate the language and culture. Spanish IV lays the foundation for the more intense study offered in Advanced Placement Spanish. Students work to master all four language skills, listening, reading, writing and speaking, through guided conversations, grammar activities, and compositions. Grammar study includes previous skills adding conditional perfect, future perfect, perfect subjunctive and sequence of tenses. Study topics organize around various countries but do vary and respond to class interest. 1 Crd

Spanish II This course builds upon skills learned in Spanish I. Students review previous grammar and syntax, present and preterite tense and continue to expand their ability to speak, listen, read and write adding additional tenses, double object pronouns, reflexive verb forms, idiomatic expressions, and more complex grammar. Students use the target language to analyze, categorize, compare and contrast, and make associations through cultural readings, videos, authentic realia, and publisher-directed internet research in areas such as religious events, holidays, customs, architecture, and cuisine. Oral competency is acquired through role-playing situations that pertain to topics relevant to high school students. By the close of Spanish II, students achieve Stage II of Language Development. 1 Crd

Spanish IV Honors Develops the same topics as Spanish IV but allows for deeper study of language/culture while students master various grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition.

1 Crd

Spanish II Honors Develops the same topics as Spanish II but allows for deeper study of language / culture while students master grammar topics. Students prepare for success in Advanced Placement Spanish Language and Composition. 1 Crd

AP Spanish Language & Composition Advanced Placement Spanish challenges students to reach proficiency in the language to achieve success on the A.P. Spanish Language Exam in the spring. Students gain mastery of more complex grammar such as the perfect tenses, subjunctive tenses, sequence of tenses, and prepare for the speaking part of the AP Exam by regularly giving responses to prompts. Preparation for the written part includes writing compositions on given topics as well as completing grammar exercises reflective of the exam format. 1 Crd

Spanish III Spanish III strives to complete Stage Three of Language Development. The introduction of more complex vocabulary, grammar, and syntax includes subjunctive, future, and conditional tenses. Students are encouraged to reach a level of confidence and competence in reading, listening, speaking and writing in everyday situations.

Students begin to acquire knowledge of other disciplines through the target language and begin to develop insights

23

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 literary culture. Political history focuses on details of the late republican and imperial eras. Suits students who seek familiarity and confidence in the great works of Latin literature. Students attain Stage Four of Language Development. 1 Crd

Spanish Conversation in Context I This one semester elective is suited to serious Spanish students interested in perfecting oral and written proficiency using vocabulary, grammar, and syntax in situational settings for Christian outreach and mission work. Topics include travel, health and nutrition, Christian outreach and others. Students may have opportunities to apply learning locally for service hours. (p/r Spanish III) .5 Crd

AP Latin Vergil’s Aeneid and Caesar’s Gallic Wars comprise this course in general conformity with college Latin studies fourth to sixth semesters of college Latin study, and prepares students for the AP exam in the spring. Progress in reading, translating, understanding, analyzing, and interpreting Latin in the original is the goal. Students translate the works accurately from Latin into English demonstrating a grasp of grammatical structures, vocabulary, poetic meters, Students engage in stylistic analysis and study the cultural, social, political context of the Gallic Wars. 1 Crd

Spanish Conversation in Context II This one semester elective continues from the first semester or may be taken without the first semester. Topics include education, construction and building, general conversation to use in situational settings. Students may have opportunities to apply learning locally for service hours. (p/r Spanish III) .5 Crd Latin I Honors This course operates within Stage One of Language Development described in the curriculum standards.

Reading and writing are stressed more than speaking and listening. Latin I introduces Latin grammar: syntax, morphology, and vocabulary. Course goals include mastery of the case system, verb conjugations, prepositions, relative pronouns, and nuances of the language. Students discover European-American culture’s dependence on Roman culture through the study of derivatives and begin to read Latin texts with some independence. 1 Crd

Mandarin Chinese Language and Culture This one semester elective course develops basic skills to listen, speak, read and write using interactive multimedia, games, role-play, and songs. Scripture, psalms, and prayer (in Chinese) to reinforce lesson objectives. Students use the Chinese Pinyin system to identify the 5 Chinese tones and recognize Chinese characters through technology.

Students practice basic oral communication using vocabulary of everyday conversation situations. Students learn fundamental grammar and sentence structures of proper spoken Chinese. Culture expressed through videos, internet, presentations and class discussion. This class builds a foundation for understanding Chinese language and culture. As interest allows a second semester will be offered. .5 Crd

Latin II Honors At the close of Latin II students achieve Stage Two of Language Development. This course builds on Latin I. Topics include: forms and functions of participles, irregular verbs, and the subjunctive mood. Vocabulary expectations increase, and students explore more difficult grammatical and syntactic nuances. Texts increase in sophistication; students discover topics in Roman culture and history.

1 Crd

Mandarin Chinese I Honors This beginning Mandarin Chinese course focuses on both language and culture. The Chinese Pinyin system, a Romanized system, aids students to sound out Chinese characters. The course establishes a strong foundation in listening, speaking, reading, and writing and stresses mastery of the 5 tones of the Chinese sound system, rules of phonetic spelling, pronunciations, basic vocabulary and fundamental character writing: stroke order and structure.

Students engage in dramatic play, oral practice through conversations, media, and practice using the internet. 1 Crd

Latin III Honors Course builds on Latin I and II introducing final aspects of general Latin grammar. Study includes: classical Latin texts such as speeches of Cicero and historical/cultural aspects of ancient Rome. Students reach Stage Three of Language Development. 1 Crd Latin IV Honors Students continue the advanced grammar and texts of Latin III. Selections from Horace, Vergil, Cicero and other authors form the basis of study with greater emphasis on Roman

24

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 SOCIAL STUDIES Vision Students acquire an awareness and understanding of the world, its people, and its history and investigate ways the past may influence the present. Within the diverse range of Christian perspective, students explore patterns of human and environmental interaction through history, geography, government, and economics, aware of the interconnectedness of these disciplines. Just as Luke recognized the importance of firsthand accounts in understanding historical events: Luke 1:1-2, “Many people have done their best to write a report of things that have taken place from the beginning,” so too, student learning in the social studies focuses on primary and secondary sources. Technology surrounds students and aids all facets of the learning and presentation process. Students apply Christian principles to examine past and present, local, state, national, and global events, and relationships between these events. Students develop an appreciation for a personal heritage and cultural differences as they evaluate their role and responsibility in God’s creation. Students grow in their ability as Christian citizens to bring reasoned decision-making to a culturally diverse, democratic society, and to a fallen world.

Standards What a CHCA student will know and be able to do in Social Studies: In History: l Develop increasingly precise concepts of time: past, present, and future l Locate, research, analyze, and interpret both primary and secondary sources to draw conclusions l Identify characteristics of civilizations including cities, central governments, religion, job specialization, social classes, arts, public works, and a writing system l Demonstrate knowledge of the significant persons and events of history including characteristics of historical periods l Apply patterns of continuity, irregularity, and attributed or possible purpose in historical events to an understanding of history l Identify and analyze causes and catalysts of change l Identify and apply ways peoples and institutions value cultural diversity l Develop a historical perspective and awareness of bias. In Government l Recognize the need for government as comparing to rules of behavior to establish order in families, classrooms, and organizations l Trace the historical development and structure of the United States Constitution, the division of roles in the federal system, the political processes of the United States government l Identify and apply the roles, rights, and responsibilities of US citizenship in various contexts. l Locate areas of citizen participation in government l Recognize different government systems of the world. In Economics: l Understand economic concepts of scarcity and opportunity cost, price, supply and demand, unemployment and income, savings, investment, and interest rates l Achieve financial literacy so the individual can use knowledge and skills to manage limited financial resources for lifetime financial security l Exercise economic decision making as the student is consumer, producer, saver, investor, and citizen so as to analyze costs and benefits in various contexts l Demonstrate understanding of the United States Government’s role in US fiscal and monetary policy l Identify characteristics of different global economic systems and patterns of economic interdependence on earth. In Geography: l Explain the relationship, both positive and negative, between the human and natural environment l Choose from various tools to understand the earth’s geography and research, compare and contrast characteristics of places, regions, and human processes, migrations and cultural traits l Access, read, interpret, and create maps and geographic representations l Apply concepts of global development and economic interdependence to identify and analyze environmental issues.

In Theological Integration: l Use a Christian theological perspective to understand how the study of social studies and history affects the way we think, live, and learn l Apply the theological framework of intellectual learning that makes no topic beyond discussion l Discuss and apply the role of a Christian citizen in a democratic society and global community l Apply what would be the spectrum of Christian theological perspective to world events l Recognize that a theological perspective combines faith and learning. In 21st Century Skills: l Demonstrate creativity, critical thinking, problem solving, communication and collaboration skills and use technology resources to learn and to share learning.

17

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Engineering Systems and Design I, II, III Open to students in grades 9-12 with teacher approval during one of the lunch bells, this course combines classroom work in FIRST Robotics Competition (FRC) readiness with afterschool work in a lab setting. Students are contributing members of the multidisciplinary robotics team where they prototype, design, and build a robot to compete in the FRC challenge within a set of rules and requirements. Student roles include work in MDE (Mechanical Design and Engineering), CE (Computer Engineering), and/or E (Entrepreneurship). The MDE student works with a professional engineer mentor to determine necessary features, prototype solutions, create and iterate mechanical designs using 3D modeling software. Topics include: chassis and drivetrain, manipulator, pneumatic systems and others. The CE student works with a professional engineer/computer scientist mentor to determine necessary features, prototype solutions, and write computer programs to control a robot. Topics include power distribution, control of motors, pneumatics, digital and analog sensors, closed-loop motion control and others.

The E student works with a professional market research mentor to identify and pursue revenue streams to support the team budget, create a team brand, communicate team progress to various stakeholders including sponsors, school community, and judges, facilitate intra-team communication, and to determine engineering outreach opportunities in the community. Topics include: brand guidelines, advertising copy, design and sales of team “spirit wear,” awards writing, website design, and presentation/public speaking.

Honors credit available. 1 Crd

Anatomy & Physiology Students engage in comprehensive study of each of the body systems in human anatomy/physiology. Topics include: organization of the body; systems that cover and support the body; systems that control communication; systems that transport and protect; metabolic processing systems; and cycle of life. This course prepares students for pursuing careers in allied health fields and other diverse disciplines such as physical education, art, psychology, or anthropology. Students study the structure and function of the human body using prior knowledge from courses in biology and chemistry. (p/r bio and chem) 1 Crd Engineer Your World This full year elective course engages students in authentic engineering practices in a project-based environment. It teaches important engineering skills such as creativity and innovation, critical thinking and problem solving, communication and collaboration. Through solving authentic problems, students will explore engineering fields and professions, including Chemical, Civil, Mechanical and Electrical/Software engineering. Topics include: addressing customer needs through design, designing with data, reverse engineering, programming, and systems engineering. (co-requisite alg II Honors/VT) 1 Crd

16

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 proficiency for AP work. Students grow in culture and understanding, expressing opinions, debating in current topics and using authentic materials. Story telling, composition and cultural presentations are emphasized, to express higher thinking skills. 1 Crd

Mandarin Chinese II Honors Students enter after successful completion of Chinese I. Students continue their development of listening, speaking, reading, and writing skills through extended conversations, various exercises and research. Students further develop vocabulary and ability in daily Chinese conversations.

Language structure and foundational grammar are developed in written exercises, complex sentences and short paragraphs. More in-depth discussions of Chinese culture, history and social-economic environment are aided by multimedia. 1 Crd

AP Chinese Language & Culture The course prepares students for success on the Advanced Placement exam in May. Students demonstrate proficiency across three communicative modes: interpretive, interpersonal, and presentational. The course addresses cultural competence, connections to other school disciplines, comparisons between Chinese language and culture and the learners’ language and culture, and the use of the language within the broader communities beyond the school. Both conventional print and aural materials give variety to language learning and various forms of communication in print, media, cultural situations present interest to the student. Students develop Chinese handwriting skills and word processing skills in Hanyu Pinyin or Bopomofo. 1 Crd

Mandarin Chinese III Honors This course readies the intermediate language learner for interpersonal, interpretive, and presentational communication in Mandarin Chinese. It builds the foundation for Advanced Placement course work. Student performance in the language focuses on how well does the student understand, how well is the student understood, how accurate is the student’s language production, how extensive and applicable is the language production, how culturally aware is the student. Students learn in scenario contexts to accomplish cultural awareness, comparisons of Chinese to their own language, and explore comparisons and communities of language learners. 1 Crd

Greek I Honors Students learn the entire language from the beginning and

by May can read Greek authors. Parallels with Latin are extensively drawn upon. Greek culture, vocabulary, syntax, forms of nouns and verbs are emphasized. Course does not count toward World Language requirement. (p/r Latin II) 1 Crd

Mandarin Chinese IV Honors This continues the sequence for students to achieve high intermediate language skills to reinforce language

25

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 MUSIC FINE ARTS Vision As a result of a CHCA Music Fine Arts education, students recognize that music is a gift from God and as such should be used to glorify and serve Him. Students are encouraged to develop a lifelong love of music through participation in performance and study. Growing from these studies is an appreciation of the diversity of musical experience, culture, Christian heritage, and an ability to evaluate both aural and written music for quality and to evaluate music and performances congruent with scriptural principles. Students pursue musical opportunities with confidence and knowledge. They engage competently in a variety of musical experiences both for academic and personal purposes demonstrating creativity, appreciation, and expression in a variety of situations. Audiences within and beyond the school provide opportunities for musical outreach. Students work cooperatively and responsively in groups demonstrating appropriate leadership and giving value to others’ work. Students receive challenge and support in pursuit of success in music.

Standards What a CHCA student will know and be able to do in Music Fine Arts: l Sing/Perform on instruments alone and with others a varied repertoire of music including selections of Christian story and praise l Improvise melodies, variations, and accompaniments l Compose music within specific guidelines l Read and notate music l Apply appropriate personal as well as Christ-centered evaluative criteria to music and musical performances that acknowledge music as an art form embracing diversity l Apply appropriate etiquette as an audience member and/or performer l Research and explain, using various technologies including print, electronic, and recordings, the relationship between music, history, and culture l Use music as a personal and interpersonal expression to honor God. Sequence Required for graduation: .5 Crd in Fine Art. Music courses may be taken in grades 9, 10, 11, and 12 schedule permitting.

Enrichments/Highlights: Performances both locally and on national/international tours; performances in outreach and in conjunction with nationally known performers.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 contemporary industrial agriculture, and sustainable and urban agriculture. Students participate in food and agriculture-related service activities with local agencies/ministries. Emphasis is placed on scientific, political, and ethical issues related with the role of sustainable agriculture in contemporary urban society.

Students reflect on their role as Christians in addressing issues associated with access to food resources, particularly in urban settings. This course suits students seeking to apply scientific knowledge from previous coursework to address a contemporary global crisis. (p/r env sci-I) .5 Crd

principles are conservation of energy, momentum, charge, and mass; laws of motion; universal gravitation; work/ energy theorem; forces; impulse; waves, fields. Careful design and analysis of many lab activities lead to understanding these ideas. Topics include: kinematics and dynamics, properties of matter, vectors, rotational motion, heat, thermal energy, thermodynamics, waves, sound, light, optics, electricity and magnetism, and modern physics, nuclear reactions, the study of the universe and emphasizes physical tools and their mathematical integration. (p/r concurrent with pre-calc) 1 Crd

Organic Chemistry I & II Honors These two sequential semesters serve as a survey course of college level organic chemistry. Students may choose to take the first semester, Organic Chemistry I, as a brief introduction to organic chemistry or enroll in both semesters for increased breadth of content. By the end of the Organic Chemistry II topics include: organic nomenclature, isomerism, reaction mechanisms, reactions, structure determination, and synthesis. The goal is to provide a solid foundation to introductory organic chemistry which would facilitate a smooth transition to organic chemistry in the sophomore year of college. (p/r chem VT) .5 Crd/sem

AP Physics 1 First in a two course sequence for algebra-based AP Physics, that explores Kinematics; Newtonian Mechanics; circular motion, universal law of gravitation; simple harmonic motion; impulse, linear momentum and conservation of linear momentum; work, energy; rotational motion; electrostatics; DC circuits; mechanical waves and sound. Students integrate physics principles with mathematical models and design investigations to deepen understanding of physics applications. (p/r or concurrent with pre-calc VT) 1 Crd AP Physics 2 A.P. Physics 2 is second in two course sequence equivalent to second semester college introductory physics Topics include thermodynamics; fluid statics/dynamics; electrostatics; DC and RC circuits; electro/magnetic induction; geometric and physical optics; quantum physics, atomic and nuclear physics. (p/r AP Physics 1 and pre-calc VT) 1 Crd

Physics Physics presents the fundamental principles of physical science and its foundational concepts and operations governing matter, energy, and their interconversion on systems ranging from subatomic to galactic scales. The principles are conservation of energy, momentum, charge, and mass; laws of motion; law of universal gravitation; work/energy theorem; forces; waves; fields. Careful design and analysis of many lab activities lead to understanding these ideas. Topics include: mechanics, properties of matter, thermodynamics, sound, light, electricity and magnetism, modern physics, nuclear reactions, and the study of the universe. Physics focuses on conceptual understanding, qualitative questions, and algebraic problems, using real world analogies and clear explanations. Course includes real world analogies and clear explanations, focusing on qualitative questions and algebraic problems. Physics or Honors Physics is required of all students to graduate. (p/r concurrent with algebra II). 1 Crd

AP Environmental Science The course includes topics: earth systems and resources; the living world; population; land and water use; energy resources and consumption; pollution; and global change.

Students explore the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world and draws upon various scientific disciplines. Students analyze and interpret information and experimental data including mathematical calculations.

Students identify and analyze environmental problems to evaluate the ecological and human health risks associated with these problems and the solutions for resolving or preventing them. Laboratory and/or field investigations are included. Students' roles as Christian Leaders will integrate with their studies. (p/r bio VT, chem. VT, phys VT) 1 Crd

Physics Honors The course presents the fundamental principles of physical science and its foundational concepts and operations governing the interaction of matter and energy. The

26

15

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 SCIENCE and ENGINEERING

bonding; chemical reactions; organic chemistry; descriptive chemistry; and nuclear chemistry. (p/r alg.I) 1 Crd

Biology Students are introduced to basic biological principles and life processes. Students investigate living organisms from the simplest to the most complex forms of life in their natural environment. The course includes dissection labs.

Topics include: organic / biochemistry principles; cell structure / function; production/use of energy; ecosystems; genetics; evolution and geologic time lines; food webs; zoology and body systems in detailed dissection of pigs, frogs, sampling of in/vertebrates. 1 Crd

Chemistry VT Students admitted with teacher recommendation, PLAN scores, math placement and OGT diagnostics. Topics parallel Chemistry; increased depth and breadth particularly in molecular structure and bonding, equilibria, kinetics, thermodynamics, and electrochemistry. Approach is through guided inquiry, explorative research, and cooperative learning. (p/r or concurrent with alg. II VT, pre-calc/pre-calc VT) 1 Crd

Biology VT Students admitted using teacher recommendation and evidence of strong reading skills. Course challenges students to think scientifically, to integrate concepts, to analyze data, and to explore complex issues. The molecular approach investigates concepts of biology with a focus on the nature and methods of science. Major emphases include genetics, cell biology, development, systematics, behavior, and immunology. Course includes pre-AP strategies such as drawing inferences, asking questions at the application, analysis, synthesis and evaluation levels, using double-entry journals and synthesizing varying perspectives. 1 Crd

AP Chemistry Advanced Placement Chemistry is equivalent to a first year college chemistry program. It is designed to prepare students for the Advanced Placement Exam in Chemistry.

Topics include atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Students take the AP Chemistry Exam. (p/r chem. VT.) 1 Crd

AP Biology Students cover material equivalent to freshman college Biology. Students prepare for the Advanced Placement Exam in Biology; therefore classes meet some double periods. Laboratories are crucial to each unit of study. The AP Biology Framework is organized around four Big Ideas, foundational principles and the essential understandings that arise. This develops in students advanced inquiry and reasoning skills: designing a plan for collecting and analyzing data, applying mathematical routines, and connecting concepts across domains. Emphasis is on science practices. (p/r bio VT and chem. VT) 1 Crd

Environmental Science 1 (Introduction to Aquaponics) Students explore sustainable agriculture through theory, design, and application of aquaponics. Lecture, classroom discussion, engineering design, system fabrication, and system operation and monitoring give students varied learning contexts, with an emphasis on application and experiential activities. Aquaponics topics include botany, fish biology, microbiology, fluid dynamics, and water chemistry. Students explore scientific, political, and ethical issues related to sustainable agriculture in contemporary society. Students reflect on their role as Christians in addressing issues associated with access to food resources.

This course suits students seeking to apply scientific knowledge from previous coursework to address a contemporary global crisis. (p/r biology & chemistry) .5 Crd

Chemistry Students are introduced to the chemical and technological issues confronting our world. Lecture and laboratory periods focus on problem solving techniques. Emphasis is placed on the application and practical use of chemical concepts and their impact on the environment. Topics include: history of science; introduction to chemistry and matter; organization of matter; nomenclature; phases of matter; properties of gases; solutions, acids, bases, pH, and titration; thermochemistry; molecular structure and

Environmental Science II (Urban & Sustainable Agriculture) Students explore sustainable agriculture through theory, design, and application of aquaponics. Lecture, classroom discussion, engineering design, system fabrication, and system operation and monitoring give students varied learning contexts, with an emphasis on application and experiential activities. Aquaponic system topics include daily operation, trouble-shooting, crop selection, and crop and fish harvesting.

Food systems topics include historical global agriculture,

14

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 MUSIC FINE ARTS

Lab Band This ensemble studies different styles of jazz and early rock.

The band performs with the pep band and concert band; students also study and perform a wide variety of jazz charts. Emphasis is to develop individual technique and gain knowledge of music theory, history, performance practices, and musical genres. Students develop stage presence, performance etiquette, and contribute to larger musical productions. Requires prior music experience; private lessons are encouraged. Performance venues include school concerts and football games. Audition required 1 Crd

Percussion Ensemble/Steel Drum Band This ensemble is for percussionists and those who desire to study steel drums. During football season students study drum line and perform at home games. Students develop instrumental technique and knowledge of music theory, history, and performance practices. All welcome. 1 Crd Encore Performing Choir Students are encouraged to further develop their musical confidence and presentation. The focus is on building skills that involve solo and group singing in various musical styles. Choreography is combined with selected songs.

Students continue in the study of music theory, multicultural music, music history, and appreciation. Students exercise leadership and explore careers in music including opportunities to minister through music. Students grade 10 and up. Audition required.

1 Crd

AP Music Theory AP Music Theory develops a student’s ability to recognize, understand, and describe basic materials and processes of music that are heard or presented in a score. This is achieved through listening, sight singing, performance, written, compositional and analytical exercises. The course instills mastery of the rudiments and terminology of music, including hearing and notating: pitches, intervals, scales and keys, chords, metric organization, and rhythmic patterns.

Basic concepts are addressed through listening to a variety of music, including music from a standard Western tonal repertoire and contemporary, jazz, popular music, and the music of nonwestern cultures. The exam includes: Musical Terminology, Notational Skills, Basic Compositional Skills, Score Analysis (with or without aural stimulus), and Aural Skills. 1 Crd

Concert Choir Students learn proper vocal technique, basic sight-singing and musical skills emphasis on part-singing in a choral group. Performances include concerts, chapels, and outreach. All welcome. 1 Crd Electric Jazz Orchestra Honors For the most advanced jazz performers, this ensemble performs jazz literature including swing, bebop, fusion, and rock. Emphasis is on developing individual technique and gaining knowledge of music theory, history, performance practices, and musical genres. Students also develop stage presence, performance etiquette, and contribute to larger musical productions. Frequent performances and end of year tour are highlights. Private lessons required. Audition required. 1 Crd

Dance as Fine Art One semester course for .5 credit in fine arts or as an elective. Students learn and perform basics of multiple dance forms, research culture and history of dance forms, undergo written and performance assessment, view examples of professional dance and create individual choreography. No experience necessary. .5 Crd

Symphony Orchestra This performance group includes ensemble for strings and winds and percussion. Students perform a broad range of orchestral works and literature for concert band with emphasis on developing individual technique and gaining knowledge of music theory, history, performance practices, and musical genres. Students develop stage presence, performance etiquette, and contribute to the larger musical productions. Requires prior music experience and private lessons are encouraged. All welcome. 1 Crd

Girls Ensemble Students focus on a variety of choral literature for treble voices. Students learn music reading skills, healthy vocal technique, and proper choral blend, balance and tone while focusing on performance and musicianship. Audition required. Open women in grades 10-12. 1 Crd

27

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

VISUAL FINE ARTS

SCIENCE and ENGINEERING

Vision CHCA Visual Fine Arts is designed to nurture and develop the student’s God-given desire to create and appreciate the aesthetic beauty in God’s universe. Students use value judgments to make decisions about art that honors God and shows appreciation for God’s handiwork and its effect on their lives. Through various processes, students will become aware how art relates to other areas of study. Students examine the human experience through their own creativity, through art history as an expression of culture and through the use of visual mediums, technology, literature, and God’s Word. Students experience and gain skill with the various art processes to gain confidence in their ability and grow in their aesthetic sense. Students value cultural diversity through the knowledge of the visual arts. Visual Fine Arts prepares students to acknowledge their God-given talents and to pursue with confidence opportunities and challenges set before them.

Vision Science is a method of inquiry founded upon the order of the natural world and the design of its Creator, and in addition, science is an ongoing process that is limited as an investigative tool. Students become responsible, independent, questioning, creative, and organized learners moving from curiosity to familiarity, then mastery of scientific skills, processes, concepts, and theories. Students explore the various disciplines of science through an organized progression of class presentations, hands-on activities, and laboratory investigations that emphasize scientific processes and develop critical thinking skills. Students recognize that science integrates with mathematics, technology, written language, consumer and career interests. Resulting from scientific knowledge, students come to acknowledge personal responsibility as stewards to care for humanity and conserve resources for the glory of God.

Standards What a CHCA student will know and be able to do in Visual Fine Arts: l Develop visual awareness of God’s creation in order to produce an individual artistic awareness l Make Christ-centered judgments about art l Make connections between the visual arts, the other fine and performing arts and other disciplines outside the arts l Apply media, techniques, and processes related to the visual arts l Use the elements and principles of visual organization l Choose from a range of subject matter, symbols, icons, and potential ideas in visual arts l Relate the visual arts to history and culture l Value the characteristics and merits of one’s own artwork and expression and appreciate the artwork of others l Develop knowledge of aesthetics and art criticism.

Sequence 9 General Art – p/r for all others Studio Art I after general art semester Computer Layout & Design I & II Photography Stained Glass Art Ceramics Drawing

10

11

General Art

General Art

12 General Art

Studio Art I after general art semester

Studio Art I after general art semester

Studio Art I after general art semester

Computer Layout & Design I & II

Computer Layout & Design I & II

Computer Layout & Design I & II

Photography

Photography

Photography

Stained Glass Art

Stained Glass Art

Stained Glass Art

Ceramics

Ceramics

Ceramics

Drawing

Drawing

Drawing

AP Art Studio

AP Art Studio

AP Art Studio

Required for graduation: .5 Crd in Fine Art.

Enrichments/Highlights: Field trips; shows; competitions.

Standards What a CHCA student will know and be able to do in Science: Scientific Inquiry and Application l Observe and identify questions that can be investigated about the natural world l Generate and evaluate scientific evidence and explanations using the scientific method, models, mathematics, and appropriate technology l Distinguish scientific evidence from opinion and exhibit critical thought to distinguish between fact, myth, and theory l Understand the nature and development of scientific knowledge l Participate productively in scientific practices and discourse l Practice safe and appropriate use of scientific instruments, materials, equipment, and procedures In Physical, Life, Earth and Space Science l Exhibit knowledge of the historical development in science l Understand the unifying concepts and processes of science: systems, organization, rules of evidence, models, explanations, measurement, change, equilibrium, and structure-function relationships l Identify questions and apply skills, concepts and processes to construct further knowledge and understanding using inquiry-based investigations In Theological Integration l Recognize that science plays a profound role in personal and social perspectives relating to natural resources, environmental quality, health, hazards, and global challenges utilizing the biblical directive to be good stewards from a scientific and Christian perspective l Recognize that science is a human endeavor where people interpret scientific knowledge and ethical conduct based on historical context and their personal faith and beliefs l Understand God’s revelation in such verses as: “Ever since the creation of the world His invisible nature, namely, His eternal power and deity, has been clearly perceived in the things that have been made.” [Rom 1:19-20] As well: Gen.1,2; Job 38-41; Psalm 19:1-6; Psalm 24:1-2.

Sequence 9 Biology Biology VT Engineering Systems & Design

10 Chemistry Chemistry VT Engineer Your World Engineering Systems & Design

11 12 Physics AP Physics 2 Physics Honors AP Biology AP Physics 1 AP Chemistry AP Biology AP Environmental Science AP Chemistry Environmental Science I/II AP Environmental Science Anatomy and Physiology Environmental Science I/II Organic Chemistry Honors I/II Anatomy and Physiology Engineer Your World Organic Chemistry Honors I/II Engineering Systems & Design Engineer Your World Engineering Systems & Design Required for graduation: 3 Crd in science: one course from each of the following: Biology or Biology VT; Chemistry or Chemistry VT; Physics or Physics Honors Recommended 4 Crd in Science.

Electives Courses following the 3 credits in science required as listed above.

Science Enrichments/Highlights: Data collection and analysis using CBL; zspace 3D science content models; Projects in: Organelle; Various Dissections; Rockets; Center of Mass; Miniature Golf; “Physics Commentator” Sports Video. Field Trips to and speakers from Industry. Hospital field trips to observe/participate in human surgeries; First Robotics Team, Math/Science Day at Kings Island.

28

13

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 AP Statistics AP Statistics provides college level work in statistics, providing the equivalent of one semester of non-calculus based statistics. Topics include: exploring data: observing patterns and departures from patterns, planning a study; deciding what and how to measure, anticipating patterns in advance; introducing probability, simulation, and statistical inference; confirming models. Students explore and analyze data through the use of technology and various software.

Students take the A.P. Statistics Exam in the spring. (p/r alg II) 1 Crd

AP Calculus AB AP Calculus AB provides the equivalent of one semester of college calculus. Course topics include the concept of limits, derivatives, integrals, and the relationship between each concept. Students use technology to explore concepts, confirm results, and produce models. Precise communication of mathematical ideas both in written and oral form is a focus of the course. (p/r success in pre-calc & alg II) 1 Crd AP Calculus BC This year-long course provides college level work in calculus approximating at least one college semester and challenges the most capable students to master skills necessary for success on the AP Calculus BC exam of the College Board. In addition to the skills presented in AP Calculus AB, students in BC Calculus explore polynomial approximations and series. Students use technology to explore concepts, confirm results, and produce models. (p/r pre-calc VT) 1 Crd

Pre-Calculus VT Pre-Calculus VT is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Pre-Calculus and extends the scope of those topics through critical analysis and theoretical examination of relationships between concepts. Students use technology to examine applications to physics and other real life situations. (p/r geometry, alg. II) 1 Crd

Advanced Topics in Mathematics This year long course is intended for students who have completed AP Statistics and AP Calculus BC. The course grade is weighted as Advanced Placement. Course topics are selected based on the interests of the enrolled students and the instructor. Topics from which the instructor will choose include introductory topics in Number Theory and Abstract Algebra with an emphasis on understanding and using rigorous proof techniques. Additionally, topics from Multivariable Calculus may be selected to extend students’ experiences in single variable Calculus. (p/r completion of AP stats and AP calc BC) weighted as AP level 1 Crd

Calculus Calculus is designed to prepare students for success in a college Calculus course. This course focuses on the concepts of limits, derivatives, and integrals and the relationships between the concepts. Students work with concrete examples and hands-on explorations to understand the methods and applications of each concept. Students use technology to explore concepts, confirm results, and produce models. (p/r pre-calc) 1 Crd

12

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 VISUAL FINE ARTS

Ceramics Students explore various hand-constructed and wheel-thrown ceramic techniques. Form and function are integral components of the student’s in class production.

Students use creative / design problem solving and demonstration of skill. (p/r gen art) .5 Crd

General Art Students study foundational elements and principles of art/design. Topics include color, value, line, space, shape, form, and texture. Design principles include rhythm, balance, proportion, emphasis, variety, and unity. A Discipline Based Art Education approach is used to insure students receive well-rounded visual arts education. .5 Crd

Stained Glass Art Course presents intensive study of stained glass, its limitations and expressions through student investigations in various techniques and procedures common to material.

Final piece is an aanraku style table lantern. (p/r gen art) .5 Crd

Studio Art I Students explore their creativity through larger scale, more intense endeavors than in General Art. Project based, the class focuses on media and technique. Studio Art II tailored to student interests. Suited to students not aspiring to Advanced Placement. (p/r gen art with 75% + ) .5 Crd/sem

AP Art Studio Students work independently to apply Christian values, integrity, and ethical use of the media and their talents.

Students produce either a Drawing portfolio, 2D Design portfolio, or 3D Design portfolio evaluated on three aspects: Quality of five works, Concentration that shows a series of works organized around a compelling visual concept with twelve digital images, and Breadth where twelve digital images show works that each demonstrate a variety of concepts, media, and approaches. Work submitted to AP program for evaluation in May. Teacher recommendation. (p/r gen art. Drawing desired) 1 Crd

Photography Students receive instruction in the proper use of camera and how to compose a good picture. Aspects of composition and camera use produce desired effects in both digital and a traditional darkroom setting. Photo history and famous photographers are introduced. (p/r gen art) .5 Crd Computer Layout & Design I and II Each a one semester interdisciplinary graphic design course where students produce in a variety of design techniques that encompass free-hand drawing with computer enhancement using Adobe Creative Suite as software design tools. Students enter knowing basic computer applications.

Art or computer credit. .5 Crd/sem

Drawing Students study and produce using various drawing techniques. Media include graphite, charcoal white, charcoal, and ink. Works focus on observation / still life setups, contour drawing, value and gesture drawing.

Aesthetic awareness grows by experimenting with techniques and renderings from realism to non-objective art. (p/r gen art) .5 Crd

29

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 HEALTH Vision As a result of a CHCA health education, students will make informed decisions within a Christian perspective about personal, community, and global health issues. Students receive instruction in mental, physical, social, and spiritual health. Students are encouraged and guided to develop positive self-esteem, to accept themselves and others, to handle stress, to solve problems, and to exercise leadership. By learning about body systems, nutrition, exercise and by practicing physical activities students embrace health allied to physical fitness as a lifelong goal. Social health includes working within diverse relationships to share feelings with friends, family, and peers. Spiritual health places Christ at the center of a Christian’s life. Students are encouraged to seek physical, mental, and social challenges in life utilizing faith-informed, responsible choices Standards What a CHCA student will know and be able to do in Health: l Explain key elements to maintain mental and emotional health l Demonstrate in conversation the relationship of individual health to family health l Explain the fundamental concepts of growth and development l Recognize key elements to maintain and promote personal health l Recognize and apply essential concepts about nutrition and diet l Recognize aspects of substance use and abuse l Explain essential concepts about the prevention and control of disease l Locate the availability and list effective use of health services, products, and information l Explain practices concerning injury prevention and safety l Accept personal responsibility for seeking total health for self and others through recognizing God’s plan for human life.

Sequence Required for graduation: .5 Crd in Health. responsible food choices; the body’s need for nutrients; health and diet; weight control and eating disorders; substance use and abuse. Social health topics include: a child’s relationship with parents; development of friendships; puberty; dating relationships; sexually transmitted diseases; abstinence; the marriage relationship.

Students discuss Christ’s teaching as it relates to all facets of health. Students who meet this required course through online or off site instruction do not necessarily receive the same topics. .5 Crd

Health The Health course presents students with methods to ease the transition from the role of a child to the role of an independent adult. The study of Health encourages useful decisions within the Christian perspective about personal, community, and global health issues. Mental health topics include: building and maintaining self-esteem; taking personal responsibility; understanding personal and emotional needs; examining personality components and some disorders; strategies to cope with stress; setting goals; managing time. Physical health topics include: making

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 MATHEMATICS

Algebra II VT Algebra II VT is designed to pursue higher intellectual engagement through challenging and academically rigorous explorations. This courses includes the same topics as Algebra II and extends the scope of those topics. This extension is accomplished through critical analysis of the complex relationships between concepts and theoretical examination of topics. This is well suited to students who enjoy the abstract nature of mathematics. (p/r alg I & geometry) 1 Crd

Algebra I Algebra I is a foundational course for future mathematics and science courses. This course explores topics using a function approach and seeks to make connections between symbolic and graphical representations. Topics include: solving linear equalities, inequalities, and systems; solving quadratic equations and inequalities; simplifying polynomial, rational, and exponential expressions and working with their equations and graphs. (p/r pre-alg) 1 Crd

Functions and Trigonometry This course helps students make connections within and between algebraic and geometric concepts before taking pre-calculus. Students explore problems numerically, algebraically, and graphically. Through collections and study of data, and use of technology, students connect algebraic and geometric concepts to real life. This course includes the following topics: polynomial, rational, exponential, and logarithmic functions; systems of equations and inequalities; conic sections; matrices; and sequences. (p/r alg. II & geometry) 1 Crd

Geometry Students explore plane figures and their properties in this study of Euclidean geometry. Students study relationships between congruent and similar figures, study and use deductive and inductive logic to understand the structure of geometry, and use technology to discover relationships.

Topics include: plane figures and their properties, transformational geometry, coordinate geometry, right triangle trigonometry, area and volume. (p/r alg I) 1 Crd Geometry VT/Honors In Geometry VT/Honors students pursue higher intellectual engagement through challenging and academically rigorous explorations. Included are the same topics as Geometry providing opportunities for discovery and proof of conjectures. Students discover the need for clear, concise forms of communication to prove mathematical conjectures. (p/r alg I) 1 Crd

Pre-Calculus Pre-Calculus lays the foundation for the study of calculus.

A calculator-based graphing approach is used to explore functions. Using graphs, students find characteristics of graphs such as extrema, domain, range, and limits of the function. Students graph using transformations. Properties of exponential, logarithmic, rational, and trigonometric functions are specifically studied. Students explore problems numerically, algebraically, and graphically. The study includes applications of matrices, parametric equations, and polar coordinates. (p/r geometry, alg II) 1 Crd

Algebra II Algebra II is a study of functions through algebraic and graphical approaches. This course encompasses the following topics: applications of linear functions; quadratic and polynomial functions; rational expressions; logarithms and exponents; trigonometry; conic sections; matrices; transformations of functions. Students use graphing technology to discover relationships between symbolic and graphical representations. (p/r alg I & geometry) 1 Crd

Statistics In this year-long introduction to statistics, students explore and analyze data through technological methods and predict patterns in data through the use of probability modeling and simulation. Students work cooperatively and independently to understand statistical inferences. This project-based course is designed for students interested in exploring other branches of mathematics and is ideally suited to students interested in non-mathematics intensive college majors.

Topics include: exploring data by observing patterns and departures; determining what and how to measure; anticipating patterns by introducing probability and simulations; and statistical inference. (p/r alg. II or pre-calc) 1 Crd

Algebra II Honors Algebra II Honors is designed for students to pursue intellectual engagement through challenging and academically rigorous explorations. This course includes the same topics as Algebra II and extends the scope of those topics using critical analysis of the complex relationship between concepts and topics. This course is well-suited to the above-average math student who benefits from more examples and opportunities for practice than the VT course and is well-suited to a student who plans to pursue college studies requiring a calculus-based course in college majors such as pre-med or business. (p/r alg I & geometry) 1 Crd

30

11

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

MATHEMATICS

PHYSICAL EDUCATION

Vision Mathematics is one tool by which we better understand God’s precise, orderly, and sometimes mysterious creation.

As a result of a CHCA mathematics education, students will value mathematics and develop proficiency in the use of mathematics. Proficiency in mathematics learning refers to conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. [Adding it Up, National Research Council, 2001] Students experience instruction based on Standards for Mathematical Practice. [http://www.corestandards.org/the-standards/mathematics] Students express an understanding of concepts using a variety of methods and media. Developmentally appropriate instruction challenges and supports students.

Vision Above all, Physical Education at CHCA reflects the high value God places on human life and the respect we have for each person in God’s community. Activities offer opportunities for spiritual growth where students are encouraged to explore how Christ would react. CHCA physical education helps students develop in cognitive, psychomotor, affective, and spiritual domains. The program and teaching faculty provide an environment that recognizes individual potential and encourages leadership and participation. Students grow in an understanding of rules, safety, and strategies of games and activities and develop skills and abilities through participation in a variety of team and individual activities. Physical Education incorporates the importance of health-enhancing, lifelong fitness. Students use their God-given gifts to engage in teamwork, individual achievement and physical fitness activities equipping them with a sense of self-esteem and sportsmanship to participate in a diverse society.

Standards What a CHCA student will know and be able to do in Mathematics in courses Algebra I and beyond: Know and apply the concepts of l Number and Quantity l Algebra l Functions l Geometry l Statistics and Probability l Modeling. Standards of Mathematical Practice K-12: l Be mathematical problem solvers l Reason and construct mathematical arguments l Communicate mathematically l See connections within mathematics and to other subject areas l Look for and make use of structure and patterns. Theological Integration: l See God’s orderliness and mystery reflected in mathematics.

Sequence follows recommended order of courses With the recommendation of the math teacher, there is flexibility in the sequences except the prerequisite of precalculus VT prior to AP Calculus AB College Preparatory Algebra I Geometry Algebra II Functions & Trigonometry Pre-calculus

Honors Algebra I (grades 7 or 8) Geometry VT / Honors (grade 8 or 9) Algebra II Honors Pre-Calculus Calculus

Accelerated Algebra I (grades 7 or 8) Geometry VT / Honors (grade 8 or 9) Algebra II VT Pre-Calculus VT AP Calculus AB or BC

Required math credits for graduation: 4 courses that must include Algebra II. Credits toward the required number for graduation are counted beginning with Algebra I customarily taken at grade 7 or 8 or 9. Algebra I and Geometry if taken at grades 7 and/or 8 are counted on the upper school 9-12 transcript as pass/fail.

Elective courses in math:

Electives are courses beyond the sequence Alg. I, Geometry, Alg. II plus one additional to make the 4 credits required for graduation.

Students may continue courses beyond Calc BC through off campus / online coursework with school support.

Enrichments/Highlights: All math courses provide grade-level appropriate preparation for the ACT Aspire early high school test, PSAT, SAT, and ACT. Each course also incorporates real world applications through the use of graphing calculators, Geogebra, and other computer technology. Math classes make connections to science concepts where appropriate.

Standards What a CHCA student will know and be able to do in Physical Education: l Exhibit responsible personal, social, cooperative, and Christian behavior that respects self and others in physical activity settings l Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities l Demonstrate understand of movement concepts, principles, strategies, and tactics as they apply to learning/performing physical activities l Participate regularly in, and understand the costs and benefits of health-enhancing physical activities l Achieve and maintain a health-enhancing level of physical fitness l Engage in physical activity as it provides the opportunity for enjoyment, challenge, self expression, and social interaction.

Sequence Required for graduation: .5 Crd (two semesters) in Physical Education. Students may sequence Physical Education courses in any order. Effective April 2007 the Ohio Legislature SB311 reads: “…each chartered nonpublic school may adopt a policy to excuse from the high school physical education requirement each student who, during high school, has participated in interscholastic athletics, marching band, or cheerleading for at least two full seasons.

If the board or authority adopts such a policy, the board or authority shall not require the student to complete any physical education course as a condition to graduate. However, the student shall be required to complete one-half unit, consisting of at least sixty hours of instruction, in another course of study.” (adopted 4-07 CHCA Board of Trustees) Students graduating 2014 and beyond may not use physical education courses as electives.

Physical Education This course combines skills to develop improved performance in selected games, sports, and fitness activities.

Flag football, soccer, volleyball, and basketball are some examples of team sports. Badminton and tennis are examples of individual sports. The course promotes training and conditioning which increases endurance, strength, and flexibility. Students demonstrate safe, responsible behavior and practice good sportsmanship. This course leads students to view sports and physical activities as a means to bring honor and glory to God. .25 Crd

Weight Training and Fitness Students work independently and cooperatively to analyze, develop, and experience specific training techniques.

Students work to increase strength, flexibility, speed, quickness, and power. Recreational games and activities will promote cardiovascular fitness. Students set goals and work toward achieving them during the course. Students learn to assess their personal health fitness relative to fitness standards. This course stresses proper safety techniques.

Students are taught to recognize the body as a temple of God and to accept personal responsibility for a healthy lifestyle. .25 Crd

The Math Department sponsors a chapter of Mu Alpha Theta, a math honor society for students who excel in mathematics. Students are provided opportunities to participate in competitive events including the Ohio Council of Teachers of Mathematics math tournament, AMC competition, and the National Assessment and Testing Competitions.

10

31

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Dance as PE In this one semester course students learn the basics of ballet, jazz, modern, tap, musical theater, and Latin dance forms. Students participate in daily dance exercise focusing on the use of dance for physical fitness. No experience necessary. All welcome. .25 Crd

The Art of Self Leadership This summer course elective takes students through a journey of self-leadership: We must be able to lead ourselves before we can lead others. In this blended learning course students explore thirteen memorable images, each a series of engaging stories, self-assessment, and thought-provoking discussion topics. Students internalize important principles of good character to aide them in college and careers. Topics include: character, time management, mental toughness, discipline, commitment, and emotional security. HabitudesPlay an online, interactive version of Habitudes, ‘gamifies’ each lesson into exciting quests and activities. In this digital platform students compete with one another while learning core leadership principles and experience a social network encouraging participants to develop emotional intelligence by being rewarded for encouraging and motivating others. .5 Crd

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Speech Students develop confidence in oral communication.

Students gather, analyze, and express ideas for formal speeches, to explain, persuade, demonstrate and motivate and present in less formal presentations and discussions.

Students build self confidence before groups, understand strategies that give speakers control and confidence.

Students learn speech writing techniques, research techniques, and support one another during this time of growth. .5 Crd

English 12 Honors This course provides challenge and rigor beyond English 12. Students examine principally British Literature, as well as one Asian-American voice, a world masterpiece, and study poetry in depth. Students prepare for the challenges of college writing using literary analysis, critical thinking, and the research method. Students hone skills for the SAT II Literature and Writing tests. Students place works in historical context and grow in their understanding of literary forms such as the epic, satire, drama, persuasion, and poetic forms through the lens of biblical principles. Students produce a Literary Research Paper and summer reading forms the basis of graded work. 1 Crd

Creative Writing Students spend a semester exploring the field of creative writing. Students receive instruction that emphasizes the creative process and experimentation with elements of a variety of rhetorical modes. Growing as a writer, taking risks into new forms, and revising are all encouraged. By course end students will have assembled a portfolio of original stories, poems essays and other pieces. .5 Crd

AP English 12 Literature and Composition This course challenges the most capable student to master skills necessary for success on the A.P English Literature & Composition Exam of the College Board. The study, organized around thematic issues, genres, historical movements, or literary devices, spans literature from classic to contemporary pieces of literary merit. Literature focus includes World, British, Asian-American, and in-depth poetry studies. Students write for academic purpose and to grasp both technical devices and thematic issues, discuss interpretive issues, and use research methods and MLA format. The course promotes mastery of a mature writing style including a strong voice, few or no significant errors in conventions of writing and ability to use figurative language to personal purpose. Student writing meets a standard that requires apt and specific reference to text and shows fluency, insight, and eloquence. Particularly relevant to college bound students is further work in the research method and aligned skills for the SAT II Literature and Writing tests. Summer reading forms the basis of graded work. 1 Crd

Journalism Journalism introduces students to reporting, news writing, copy editing, layout and design, and media publication.

Students produce two publications: the yearbook and newspaper. Topics include history of journalism in America and its presence in the 21st century including the role of media in life and culture. Students produce writing for informational, critical, editorial, interview, and blog purposes. Students integrate technology in the journalist process for the online newspaper. To produce the yearbook students compose, edit, and design layouts using specific software. 1 Crd Drama Students work independently and cooperatively to practice essential elements of dramatic arts, to produce and design technical production elements, to research the history of theater, to analyze and create scenes, and to develop verbal and physical skills to create characters. Students actively participate and divide time between theater knowledge and acting skills, and construct and decorate actual productions. .5 Crd

English Language Learners This course is open only to students who seek to gain fluency in English and adapt to the school expectations for reading, writing, and speaking English. ELL is an adapted version of English 9 for those international students for whom English is not their native language. It focuses on essential curriculum concepts of reading comprehension including full-length novels, adapted writing instruction, and academic vocabulary acquisition, including the rules of Standard American English grammar, mechanics, and usage. The course serves to create an English language foundation for ELL students entering the CHCA community at any level and supports adaptation into non-ELL English classes the following year. 1 Crd

32

9

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 research. Units of study are presented in an engaging multisensory manner. Summer reading forms the basis of graded work. Double period. English & Social Studies credits. 2 Crd

English 11 Students continue progress in reading challenging texts with an emphasis on American literature. Students place literature in historical context, understand defining features of major literary movements and genres, analyze theme by focusing on evidence. The focus of diverse voices in literature is in Native American literature. Students write with increased mastery over mechanics/usage and rhetorical forms such as: critical, persuasive, and personal essays.

Students write responding to prompts, produce MLA-style research papers, apply research skills to writing and speaking tasks, and engage in discussions. Vocabulary study continues from context and a separate text. Skills aligned with SAT I are embedded throughout units of study.

Summer reading forms the basis of graded work. 1 Crd

AP English 11 Language and Composition Students prepare for AP English Language & Composition Exam of the College Board by learning how to read closely, write effectively, and argue persuasively both across the curriculum and in personal contexts. This course is suited to students who perform at high levels in writing and analytical thinking, who enjoy challenge, and who are committed to the rigors of Advanced Placement course work. The class marries the goals of the AP Language and Composition curriculum with our school’s junior year emphasis on American Literature with some emphasis on African and Native American texts/voices in particular.

Students examine literary themes and their congruence to biblical principles. Students read and analyze both nonfiction and fiction in order to understand better how an author’s rhetorical choices shape a text. Fiction texts provide a context for issues-oriented discussion and research-based persuasive writing. In preparation for the researched argument paper and the synthesis essay, students learn to read and evaluate primary and secondary sources, to synthesize material, and to write material using MLA conventions. Students produce abundant academic writing.

Summer reading forms the basis of graded work. 1 Crd

English 11 VT Students receive challenge beyond English 11. Students examine American Literature with a focus on historical context that reveals how the American experience is portrayed through the unique voice of American writers who separate themselves from the European tradition of literature. Students analyze one Native American text, as well as a Native American anthology. Students write with increased mastery of mechanics and rhetoric, focusing on critical and persuasive writing while using MLA format.

Students hone their skills through the research process and evaluate literary criticism for the works they read. Students continue their growth in strong development of vocabulary.

Skills aligned with SAT I are embedded throughout units of study. Summer reading forms the basis of graded work.

1 Crd

English 12 Students examine principally British Literature and prepare for the challenges of college writing with preparations in literary analysis, critical thinking, and research. Studies from diverse voices focus on Asian-American literature.

Students build upon grammar and usage skills and continue to study vocabulary in literary context. Students place works in historical context and grow in their understanding of literary forms such as the epic, satire, persuasion, and poetic forms with an emphasis on biblical principles.

Students demonstrate leadership in discussions and classroom presentations. Students produce a Literary Research Paper and summer reading forms the basis of graded work. 1 Crd

English 11 VT Heritage Studies Students study American Literature and History to meet the English and Social Studies requirements for grade eleven.

Students study the cultural and ethnic diversity of our rich heritage to acknowledge American’s imperfections and honor her greatness. Students examine the origin and development of American experiences in the study of literature, culture, politics, economics, and religious systems. Study focuses on historical documents, key individuals and events and their relation to biblical principles. Students produce in a variety of rhetorical modes to analyze and synthesize information, defend conclusions, and present findings showing a high level of performance in Standard Edited American English. Skills in writing, grammar, usage, word choice and idiom will align with the SAT I. Research and written work adhere to MLA style, and students learn to use and include electronic sources in their

Humor: Text and Medium Students read and discuss a variety of humorous texts, mostly nonfiction but some fiction. Students discuss the concept of humor and how language shapes our impressions of humor. Students write several "mimicry" writings: writing in the style of the author currently studied. .5 Crd

8

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 TECHNOLOGY and PROGRAMMING Vision As a result of a CHCA education students will implement Technology to conduct research, to promote productivity, to perform basic operations, to communicate, and to enhance problem-solving and decision-making. Students will practice responsible use of technology mindful of the ethical and social issues impacted by biblical principles surrounding this medium. Both academic and personal use of technology will extend the students’ environment and spheres of influence. Students will understand the benefits and cautions that technology now presents us with in the 21st century. CHCA understands that leadership development is predicated not only upon moral principles, discipleship, and collaborative social interaction, but also upon facility in communication, gathering resources, creativity, problem-solving and decision-making, all of which technology aids. Technology literacy of all students is a goal of Cincinnati Hills Christian Academy.

Standards What a CHCA student will know and be able to do in Technology l Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology l Use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others l Apply digital tools to gather, evaluate, and use information l Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources l Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior l Demonstrate a sound understanding of technology concepts, systems and operations. [Informed

by International Society for Technology in Education - National Educational Technology Standards for Students, 2007] Sequence Required for graduation: .5 Crd in Computer Technology and/or Programming; courses have keyboarding as a prerequisite.

Enrichments/Highlights: Create videos, brochures, artwork, graphics, yearbook cover, school planners, t-shirts for admission and advancement offices of CHCA; design school calendar; program computers to execute tasks, design solutions tp problems through programming and design.

TECHNOLOGY and PROGRAMMING

Video Editing Students work with the MacIntosh computers in Final Cut Pro software and use the digital video cameras to film and edit videos. Students are responsible for creating videos to use for school chapel and other events related to the school. .5 Crd

Computer Applications In this beginning course students use the computer as a tool to solve problems. Students create and modify text and visual information; students work in Word, Excel, and PowerPoint, use peripherals such as digital still and video cameras, use the scanner and apply skills in computer graphics, word processing, database, spreadsheets, page layout, and presentation tools. .5 Crd

Computer Layout & Design I, II Students use Adobe Creative Suite 6.0 Photoshop gaining competence in the technical skills needed to execute the capabilities of the products. Students work with the art department to incorporate design using computers. May serve as fine art or computer credit. Each semester. .5 Crd

33

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 AP Computer Science Principles First offered by College Board 2016-17, AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course introduces students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts.

Students use technology to address real-world problems and build relevant solutions. Assessment consists of two parts: completion of through-course performance tasks and the end-of-course AP Exam. For the through-course assessment, students upload digital artifacts and written responses via a Web-based digital portal. The two performance tasks, focusing on computing innovations and programming, will remain stable from year to year. The tasks are designed to give students broad latitude in personally selecting the focus and topics of their interest. The teacher chooses the programming language from several options. (p/r Alg I) 1 AP Crd

Intro to Programming with Microcontrollers This year-long course introduces students to the world of programming. No prior coding experience is necessary.

Students will learn to develop stand-alone applications for the PC and Arduino microcontroller. Using common development environments students will learn to receive input from a user, read data from and write data to a file, perform meaningful operations on data, operate devices based on sensor input, aggregate sensor data, and present it in a basic user interface. Work will be primarily project based, with each group making meaningful decisions as to the functionality and end goals of their projects. Extensions for advanced students may include app development with a focus on interfacing with network enabled sensor arrays.

Students may use a school supplied computer or use their own, recognizing that homework assignments will regularly require access to that computer outside of class time.

Instructor approval. 1 Crd

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 and events and their relation to biblical principles. Students produce in a variety of rhetorical modes to analyze, evaluate and synthesize information, defend conclusions, and present findings. Students produce both expressive and academic prose. Students examine literary themes and their congruence to biblical principles. Research and written work adhere to MLA style, and students must learn to use and include electronic sources in their research Units of study are presented in an engaging multisensory manner. Students master skills for success on the ACT Aspire early high school test and PSAT. Summer reading forms the basis of graded work. Double period. Honors 2 Crd

ENGLISH English 9 Students master skills for success on the the ACT Aspire early high school test and PSAT. Students study vocabulary from Classical Roots and within the context of literature.

Rhetorical modes of exposition, narration, persuasion, and analysis allow students to respond to prompts to produce both expressive and academic prose. Literature of all genres develops students’ comprehension and analytical skills.

Students examine literary themes and their congruence to biblical principle. In alignment with the Old and New Testament Covenants class, students study religion/ traditions of Judaism revealed in The Chosen. Students explore various cultures yet the focus of diverse voices in literature is in African-American literature. Summer reading forms the basis of graded work. 1 Crd

English 10 Students master the defining features of a range of genres and write to express opinion and analysis of literature.

Expectations increase for student writing to demonstrate competence in writing modes and conventions of Standard Edited American English. Expectations include higher performance levels in sentence structures and precise diction. Students continue study of vocabulary from Classical Roots and in the context of literature. In addition to essays and short, cited papers, students produce a research paper. Research uses print and online full text databases aid student projects. Thematic aspects of literature and their congruence to biblical principle is a focus. The focus of diverse voices in literature is in Latino literature.

Students master skills for success on the PSAT. Summer reading forms the basis of graded work. 1 Crd

English 9 VT English VT, where Vertical Team refers to the College Board Advanced Placement skills preparation, focuses on skill development in literary analysis and writing for academic purpose. Students identify tone, figures of speech, rhetorical devices and modes then analyze their impact on theme.

Students master skills for success on the ACT Aspire early high school test and PSAT. Students study vocabulary from Classical Roots and within the context of literature.

Rhetorical modes of exposition, narration, persuasion, and analysis allow students to respond to prompts to produce both expressive and academic prose. Literature of all genres develops students’ comprehension and analytical skills.

Students examine literary themes and their congruence to biblical principle. In alignment with the Old and New Testament Covenants class, students study religion/traditions of Judaism revealed in The Chosen. Students explore various cultures yet the focus of diverse voices in literature is in African-American literature. Summer reading forms the basis of graded work. 1 Crd

English 10 VT English VT, where Vertical Team refers to the College Board Advanced Placement skills preparation, focuses on skill development in literary analysis and writing for academic purpose. Students identify tone, mood, figures of speech, rhetorical devices and modes then analyze their impact on theme. Prose, poetry, and drama challenge capable students to extend their ability to discuss, research, and write about varied texts. Students work independently and collaboratively using texts of literary merit, electronic secondary sources, and MLA citation format to produce varied written assignments. Students work to increase vocabulary and examine ideas in light of biblical principles. The focus of diverse voices in literature is in Latino literature. Students master skills for success on the PSAT. Summer reading forms the basis of graded work.

1 Crd

English 9 VT Western Studies Students study Western Civilization and Western Literature to meet both English and Social Studies requirements for grade nine. Students study patterns of continuity and change and the cause and effect nature of historical events primarily from a European perspective. The study begins with formation of democracy in ancient Greece and Rome to the latter part of the twentieth century as students examine literature, culture, politics, economics, and religious systems.

The course focuses on historical documents, key individuals

34

7

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 2016-2017 COURSE SELECTION SHEET

ENGLISH / LANGUAGE ARTS Vision As a result of a CHCA Language Arts education, students recognize language is a gift from God and as such should be used to glorify and serve Him. Students are encouraged to develop a lifelong love of learning through reading, study, and applying scriptural principles to these studies. Growing from these studies is an appreciation of the diversity of human experience, culture, and values and an ability to evaluate spoken, written, and media messages for truth. Students apply analytical skills in reading, thought, writing, study, and discussion to realize their unique, God-given gifts and their place in the world. Students pursue research with confidence using a familiarity with sources and their uses and applying the aid that technology brings to learning. Students engage competently in a variety of writing experiences, both academic and personal, demonstrating clarity, logic, persuasiveness, creativity, and accuracy in the use of Standard Edited American English. Articulate, even eloquent, language denotes a person whose ideas are worthy of consideration and respect, thus an education to raise up Christian leaders must provide for sound language arts training. CHCA students speak with confidence, fluency, and precision in a variety of situations as well as work cooperatively and responsively in groups demonstrating appropriate leadership and giving value to others’ work. Students receive academic challenge and support in pursuit of success in language arts.

Standards What a CHCA student will know and be able to do in Language Arts: in Reading: l Demonstrate competence in the general skills and strategies of the reading process l Demonstrate familiarity with a variety of literary works of enduring quality and increasing complexity including the truth of Scripture and its influence on literary forms and themes l Demonstrate competence in applying reading strategies to learn from literature and specific types of informational and functional texts and digital sources. In Writing: l Demonstrate competence in the general skills and strategies of the writing process including narration, exposition and persuasion l Write with a command of the grammatical, mechanical and usage conventions of Standard Edited American English l Demonstrate competence in the stylistic and rhetorical aspects of writing l Gather and use information from a variety of print and digital sources for research purposes. In Speaking/Listening/Discussion: l Demonstrate competence in speaking, listening, and viewing as tools for learning l Participate effectively in a range of interactions to communicate and collaborate.

Sequence 9

10

English 9 English 9 VT English 9 VT Western Studies

11

English 10 English 10 VT

English 11 English 11 VT English 11 VT Heritage Studies AP English 11 Language and Composition

12 English 12 English 12 Honors AP English 12 Literature and Composition

Required for graduation 4 Crd in English plus .5 Speech Crd. Electives:

Creative Writing

Journalism/Yearbook

Enrichments/Highlights: Drama Club, Drama Performances.

6

Drama

Humor: Text and Medium

• • • • •

Please note by course name any subject you intend to fulfill via Summer School or Flex Credit.

LUNCH/PRT will be scheduled 4th, 5th, or 6th bell. * denotes Teacher Approval/Recommendation Required Elective course selections may include additional math, science, social studies, or world language courses Pre-requisites or co-requisites or grade level requirements are listed in parenthesis beside the course name

COURSE SELECTIONS (Please rank elective courses in order of preference 1-4) CHRISTIAN STUDIES (3.5 credits) ____ Old & New Testament Covenants ____ History of Christianity ____ Christian Thought & Spirituality ____ Bio-Ethics ____ Eastern World Religions ____ Ethics and Justice ____ Faith in Film and Fiction ____ Israel in the World- Honors ____ Intro to Biblical Languages – Greek ____ Intro to Biblical Languages – Hebrew ____ Western World Religions ENGLISH (4.0 credits) ____ English 9 ____ English 9VT ____ English 9VT Western Studies ____ English 10 ____ English 10VT ____ English 11 ____ English 11VT ____ English 11VT Heritage Studies ____ AP English 11 Lang & Comp * ____ English 12 ____ English 12 Honors ____ AP English 12 Literature & Comp * MATHEMATICS (4 credits) ____ Algebra I ____ Geometry ____ Geometry VT / Honors ____ Algebra II ____ Algebra II Honors ____ Algebra II VT ____ Pre-Calculus ____ Pre-Calculus VT ____ Calculus ____ Functions & Trigonometry ____ Statistics ____ AP Statistics * ____ AP Calculus AB * (Pre-Calc VT) ____ AP Calculus BC * (Pre-Calc VT) ____ AP Calculus BC * (AP Calc AB) 2nd sem. only for students currently enrolled in APCalc AB

SCIENCE (3 credits) ____ Biology ____ Biology VT ____ Chemistry ____ Chemistry VT ____ Physics ____ Physics Honors ____ AP Physics 1 ____ AP Physics 2 (required with AP1) ____ Anatomy & Physiology ____ Environmental Science I ____ Environmental Science II ____ Organic Chemistry Honors I (p/r Chem VT) ____ Organic Chemistry Honors II ____ AP Biology * ____ AP Chemistry * ____ AP Environmental Science * SOCIAL STUDIES (3 credits) ____ Western Civilizations ____ Western Studies History VT ____ Government ____ Economics ____ US History ____ US History Honors ____ US History VT Heritage Studies ____ AP US History * ____ AP US Government * ____ AP European History * ____ AP Microeconomics * WORLD LANGUAGE (3 credits in same language) ____ Spanish I ____ Spanish II ____ Spanish II Honors ____ Spanish III ____ Spanish III Honors ____ Spanish IV ____ Spanish IV Honors ____ AP Spanish Language and Comp * ____ Latin I Honors ____ Latin II Honors ____ Latin III Honors ____ Latin IV Honors ____ AP Latin * ____ Mandarin Chinese I Honors ____ Mandarin Chinese II Honors ____ Mandarin Chinese III Honors ____ Mandarin Chinese IV Honors ____ AP Chinese Lang and Culture *

35

ELECTIVES Science &Technology Electives (1 Sem required) ____ Computer Applications ____ Computer Layout & Design I ____ Computer Layout & Design II ____ Engineer Your World (Alg II Hon/VT) NOT Tech Credit ____ Intro to Programming I *(Gr. 10-12) ____ Intro to Programming II ____ Video Editing * ____ AP Computer Science Principles* ____ Engineering Systems and Design ____ Topics in Computing and Math Fine Art Electives (1 Sem required) ____ Dance as a Fine Art ____ AP Music Theory * ____ Drama ____ Concert Choir ____ Encore Performing Choir (audition) ____ Girls Ensemble ____ Lab Band ____ Percussion Ensemble / Steel Drum Band (audition) ____ Symphony Orchestra ____ Electric Jazz Orchestra Honors (audition) ____ General Art ____ Ceramics ( p/r Gen Art) ____ Drawing ( p/r Gen Art) ____ Studio Art ( p/r Gen Art) ____ Stained Glass Art ( p/r Gen Art) ____ AP Art * (p/r Gen Art) ____ Computer Layout & Design I ____ Computer Layout & Design II Social Studies & English Electives ____ Business Entrepreneurship * ____ Creative Writing ____ Holocaust: Past and Present ____ Humor: Text and Medium ____ Introduction to Psychology (Gr.10-12) ____ Race, Justice & community (p/r West. Civ) ____ Personal Finance (Gr.11-12) ____ Research in Politics: Campaigns and Elections (Gr.11-12) ____ Speech ____ Sociology (Gr.11-12) ____ World Geography/Climatology World Language Electives ____ Spanish Conversation in Context I (p/r Span III) ____ Spanish Conversation in Context II (p/r Span III) Other Electives ____ Dance as a PE ____ Health ____ Study Hall/PRT ____ Yearbook (Year long ONLY) *

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Community Service Hour Graduation Requirement CHCA Upper School 9-12 Graduation requirements include 120 hours of community service, including hours of direct contact. A community service contract must be completed for each project. This contract must be documented and verified by the agency where the service is performed.

•

•

We believe the spirit of community service at CHCA ought to reflect our commitment to follow Christ. In Christ’s teachings and examples we see that He placed special emphasis upon serving those less fortunate, such as the poor, widows, and children.

We believe students and society benefit most from direct involvement with people versus task-oriented jobs.

Through direct involvement we break down barriers and build bridges between communities.

What does count: Community service is to be completed through a non-profit agency or event or to a person in the community who would be considered disadvantaged. It is unpaid work at a non-profit agency performed to benefit the community.

What does not count: Please keep in mind that service completed for profit-making businesses/services or individuals who can afford to pay for services rendered, and for family members, including family owned businesses, are not considered community service. Babysitting counts only if approved by the Outreach Office. Neither training nor practicing count.

Requirements: 1. Students are to perform 50% or more of their community service hours in direct participation with marginalized populations, which may be defined as the poor, elderly, handicapped, the widow, orphan, and stranger (homeless). Direct service involves students engaging with people. Preparing goods for distribution are not direct contact hours.

2. Inclusive to the 120 hours of community service hours, students are to complete two service immersion experiences, formerly mission trips, one of which must be a CHCA Upper School 9-12 Service Immersion. Students are to complete one service immersion by the end of their sophomore year and a second service immersion by the end of the first semester of their senior year. To graduate a student must complete 1 service immersion for every 2 years enrolled; 2 service immersions for 3 and 4 years enrolled.

Non-CHCA service immersions must be pre-approved by the Outreach Office.

3. Service immersion trip hours counted are those in which the student is engaged in direct service/ministry.

Hours not counted in the 120 hour requirement are: training, travel, sleeping, eating, social time, and recreation.

4. Students lacking 30 hours of service for each academic year and at least 1 service immersion by end of sophomore year will not be eligible for extra-curricular activities until hours are completed and documented in the Upper School Guidance Office.

5. Hours are to be completed outside of normal school hours.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Ethics and Justice Students explore important ethical and theological questions justice. Students examine alternative systems to achieve justice in the world, the development and significance of human rights, and the degree to which cultural differences impact whether rights and wrongs are universally held. Case studies include genocide and ethnic cleansing, 21st Century slavery, education, women, poverty and the consumption of world resources. Students explore controversial issues where philosophy, ethics, theology and law intersect such as capital punishment, the morality of war, terrorism, racism, gender, and homosexuality.

Students examine these issues, using foundations for moral thought and major approaches to the field of ethics such as virtue theory, deontology, utilitarianism, relativism, emotivism, situational ethics, Rawlsian ethics and ethical egoism. Students examine these issues from a biblical and theological perspective with the task of indentifying the contours of a distinctly Christian world view and ethic. .5 Crd

Faith in Contemporary Fiction and Film Students analyze literature and film as mediums wherein contemporary society wrestles with answers to philosophical and theological questions ranging from identity to memory, purpose, knowing, free will and determinism. Rather than “simply stories” students use these stories to pose thought-provoking questions. Students interpret these questions through a lens of faith, examining the issue from a perspective of belief. Deconstructing these answers through a faith construct enables the students to explore their own understanding of personal, societal, and religious issues in both literature and film. Using their faith concepts in this manner enables students to develop their interpretive skills while fine tuning their critical thinking.

Students combine analysis of these cultural mediums with a practical application of living our faith within culture. .5 Crd Introduction to Biblical Languages: Hebrew Students in grades 11 or 12 may select this course which overviews the vocabulary and language of the Old Testament. Students gain an understanding of basic vocabulary and grammar in this language. As a result students translate basic verses and passage of the Bible. .5 Crd

Eastern World Religions Students examine beliefs and practices of various Eastern traditions beginning with Hinduism and moving eastward through Buddhism, Taoism, Confucianism, and Shinto.

Students compare and contrast these traditions with Christianity and other monotheisms through readings, discussions, media presentations, and field trips. Study reveals the fundamental human need for the Divine helps students gain skills in relating to other peoples and cultures in the world and gain greater depth and appreciation of their own faith by exploring similarities and differences between Christianity and other religions. .5 Crd

Introduction to Biblical Languages: Greek Students in grades 11 or 12 may select this course which overviews the vocabulary and language of the New Testament. Students gain an understanding of basic vocabulary and grammar in this language. As a result students translate basic verses and passage of the Bible. .5 Crd

Western World Religions Students examine beliefs and practices of Western traditions focusing primarily on Judaism and Islam. The course concludes with a brief survey of the major Eastern religions.

Students compare and contrast these traditions with Christianity and other monotheisms through readings, discussions, media presentations, and field trips. By understanding the fundamental human need for the Divine, students gain skills in relating to other peoples and cultures in the world and gain greater depth and appreciation of their own faith by exploring similarities and differences between Christianity and other religions. .5 Crd

6. Record of service hours performed is due immediately after the service is completed to the Upper School 9-12 Guidance Office.

36

5

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Lastly the study turns to the modern literary and cinematic retellings and perspectives. .5 Crd

History of Christianity Students continue study in Biblical history begun in the freshman year and take up the birth of the Christian Church in the book of Acts and its growth as seen in the epistles, then study the historical and theological development of Christianity to the present day. Course objectives include: understanding how the church made the transition from a persecuted minority to an empowered majority in the years from Constantine to the Middle Ages; studying the impact of the Reformation on Christianity; investigating the influence of the church on the art, literature, and architecture of Western Civilization; comprehending the effect of the Great Awakening on American Christianity; gaining an appreciation of the depth and diversity of God’s Kingdom in the present day. 1 Crd

Israel in the World Honors Students explore the dynamics of history, religions, and cultures of Israel. James Michener’s The Source forms the main text with the Bible and other sources as supplemental reading. Students see the struggles of history and religion throughout the past millennia which give insight into the complexity of the current Middle East crisis. Myths of the region are exposed as propagated by politicians and religionists in their battle for control of the region. Students appreciate how Christians must engage deeply in the world, avoiding mistakes and missteps of the past. .5 Crd Jesus and the Gospels Through analysis of biblical scholarship and current New Testament archaeology, students examine the historical, cultural, economic, and geographical context of Jesus in order to understand him as a historical figure as well as to better understand his message as it was heard by his historical audience. The course gives attention to the historical, cultural, economic, geographical, and communal context of the audience of the four canonical gospels-Matthew, Mark, Luke, and John so students may understand their variegated presentations of the life of Jesus. .5 Crd

Christian Thought and Spirituality Students begin to think theologically about their faith.

Students read and examine some of the great minds of Christianity, as they ponder why the righteous suffer, wrestle with the relationship of faith to contemporary issues, ask how to grow deeper in their spirituality, and call the faith their own. Course objectives include: enabling students to apply Biblical information to life situations; learning to think about what they call their faith; providing a safe environment to ask hard questions about Christianity.

1 Crd

Bio-Ethics Students explore moral and ethical questions raised in the fields of medicine and biotechnology. Students examine issues surrounding the moral status of human life and personhood at its very beginning and then address questions raised in abortion, assisted reproductive technologies, embryonic stem cell research, reproductive cloning, experimental research, genetics, transplantation, allocation of medical resources, euthanasia and physician assisted suicide. As students examine medical and bioethical issues, they explore the foundations for moral thought and ethics and understand major approaches to the field of ethics, such as virtue theory, deontology, utilitarianism, relativism, emotivism and ethical egoism. Students are asked to examine issues from a Biblical and theological perspective with the task of identifying the contours of a distinctly Christian world view and ethic. .5 Crd

Origins and the Bible Students explore in depth the message of the Bible as it relates to Origins. Students examine other cosmologies from the ancient Near East, biblical passages pertaining to Creation, and a history of their interpretations. Students examine scientific explanations of the origin of the universe, especially the appearance of humans. The work of Darwin, the development of his theory, and modern critiques of his theory will raise topics about the ways the Bible and science have been integrated, especially relating to Creation. Honors .5 Crd The Nature of Scripture Students consider such questions as: How do we know the Bible is true? Students study the Bible in depth and explore questions raised about it in the post-modern world. This class is well suited to those interested in continued study of the Bible and religion in a collegiate setting. Students analyze Exodus 1-15, use readings from religious, historical, literary, folklorist, and feminist perspectives, then explore the stories’ later retellings from the ancient world including Philo, Josephus, the New Testament and others.

4

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 provision to grant credit for course work accomplished by non-traditional means A provision within the Ohio state budget bill (Am. Sub. H.B. 153) exempts nonpublic schools from the requirement to offer credit flexibility as an instructional option for students. Please note that the provision still permits nonpublic schools to include credit flexibility within their educational options. That decision now falls within the authority of the nonpublic school governing board. [Non Public Schools ODE Newsletter, Winter 2012] CHCA Implementation of How Students Will Earn Credit Students may earn credits through any of the following or a combination thereof: a) the completion of courses b) testing out or otherwise demonstrating mastery of the course content; or c) pursuit of one or more "educational options" a) Completion of Courses In terms of ways students will earn credit, Cincinnati Hills Christian Academy will clearly continue to provide credit through "seat time," where 120 contact hours equals one high school credit. We anticipate that the vast majority of our students will continue to accrue credit this way. b) Testing out or Otherwise Demonstrating Mastery A second required option for students is testing out or otherwise demonstrating mastery of a course. The state guidelines give the school the choice of using various commercial assessments (such AP exams and assessments in mathematics or world languages) or locally developed assessments. The process and procedures available to students who want to earn credit through the demonstration of mastery are a local determination. Cincinnati Hills Christian Academy made the decision that "testing-out" may not mean a single paper-pencil, high stakes exam, but rather incorporates multiple measures of student learning. The process includes the completion of applicable quarter or semester exams, or an exam to be named such as commercially available for world languages or forthcoming “end of course exams” as part of the Ohio Department of Education graduation requirement, and one of the following: 1. research paper 2. project-based learning assignment 3. portfolio of work 4. performance (when applicable for courses such as band) and/or other demonstration or performance-based task.

Students begin the process by submitting a request to the Upper School Principal or Flex Credit Coordinator announcing in writing their intent to enter the testing out / demonstrating mastery process and the course they seek to test out of. The Department provides the course benchmarks from the CHCA benchmarked curriculum, a course syllabus, and texts. The Principal or Flex Credit Coordinator will schedule a meeting to include the student, parent, members of the department of the course requested in order to agree on the test out process (the exam(s) plus additional project), dates, times, and locations of testing. Credit granted this way may receive a letter grade weighted similarly to the course level, such as academic courses where a grade of “A” is weighted 4.0, honors level “A” weighted 4.5, and college level and AP “A” weighted 5.0 dependent on the CHCA determination or be graded pass/fail to be determined by mutual agreement. All directions and grading criteria or rubrics used to determine the student's grade would be agreed upon by the department in which the credit applies and the student requesting “test out / demonstrating mastery.” The content and processes evaluated during the “testing out” process will align with the CHCA benchmark curriculum. Should no agreement be reached, the school will record the credit as pass/fail on 37

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 the transcript if mastery is achieved. Mastery is demonstrated by the student achieving a minimum of 80% (B-) on the comprehensive assessments. The student who pursues this option needs to understand that pass/fail might disadvantage that student in applying for colleges or during the transition to post-secondary life.

The school must receive a notice of student intent to participate in Flex Credit before May 1 for Summer Credit, on or before August 1 for First Semester or year-long credit, and before November 20 for Second Semester credit. For Demonstrating Mastery/Testing Out, a student has 60 days from the plan approval date to complete all assessments. c) Pursuit of Alternative Educational Options A third required option is for students to develop a plan for pursuing an alternative educational option. The state guidelines offer examples of such options as "distance learning, educational travel, independent study, an internship, music, arts, after school program, community service or engagement project and sports." Independent study is when a student proposes to execute a course already named in the CHCA Upper School 9-12 Course of Study for the given school year but to do so by alternative means. Sometimes this means the student embarks on totally self-paced learning or may engage a tutor or may use community resources. The student and family compose the detailed learning plan and seek approval. The student would follow the process listed below for writing a detailed Personal Learning Plan and meet all requirements. Alternative Educational Options require the student meet the detailed Personal Learning Plan explained here.

The student interested in pursuing an alternative educational option must write a detailed Personal Learning Plan that includes the following elements: 1) Course description, syllabus, and rationale. A narrative that describes the motivation for the alternative option, the specific topics that will be studied (a syllabus), what the student wishes to gain from such a program, and the tangible and intangible results of the Personal Learning Plan. The narrative must include a listing of specific course objectives and desired outcomes, along with how those outcomes will be achieved and measured. Students must discuss how assessment will be done, how often, and what criteria will be used in doing such assessment This Personal Learning Plan will include how the CHCA benchmark curriculum learning and competencies will be met and assessed, and identify any parallels to the CHCA course. It will be the methods to achieve the learning that will differ, but the Department reviewing the Personal Learning Plan must find that the learning evidenced is congruent with the CHCA course for which the student seeks credit. CHCA and its faculty within departments will review any distance learning providers named in a Personal Learning Plan to insure the integrity and accreditation of such provider and may withhold approval of the Personal Learning Plan if such a provider does not meet with CHCA approval.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 CHRISTIAN STUDIES Vision At the heart of our Christian faith is the belief that God is a personal God who reveals to humanity His nature, His redemptive purpose in history, and His love for all creation. Also central to our faith is the crucified and risen Jesus Christ and our belief that the “son of God became a man so that humanity could become children of God” (C.S. Lewis, Mere Christianity). It is our conviction that in understanding the incarnate God, we come to understand our own nature and purpose, for we are created in God’s image. Given these core convictions, the purpose of the Christian Studies curriculum is to create an environment in which we listen to God speak to us through the words of Scripture, encourage a love of learning and the exercise of reason, gain wisdom from the historic voices and traditions of the Church, and seek to understand our own human experience within this world. The goals of this curriculum are therefore to i) develop the student holistically; ii) allow students to articulate a distinctly Christian world view; and iii) encourage students to pursue excellence in order to engage God’s world.

Standards What a CHCA student will know and be able to do in Christian Studies: l Explain God’s love for humanity and a desire for a relationship which yields a life lived in imitation and service to Christ l Explain God’s purpose in restoring humanity and creation into right relationship and humanity’s participation in building the Kingdom of God l Explain the role and value of Scripture, reason, tradition, and experience in theologically forming a Christian world view l Explain the nature of the triune God: God the Father, God the Son, and God the Holy Spirit l Explain the unique nature of Christ as fully divine and fully human l Explain the tools and steps in the responsible reading and interpretation of Scripture and its application to life l Explain the nature of humanity including as made in the image of God yet fallen l Explain God’s redemptive work through Christ for salvation l Explain the importance of spiritual formation through classic spiritual disciplines including prayer, meditation, fasting, study, simplicity, solitude, submission, service, confession, worship, guidance and celebration l Explain the relevance of Church history and historical theology in the formation of faith and appreciation for the diversity of God’s Kingdom l Explain the importance of applying a theologically formed Christian world view into ethics, service and every aspect of vocation and life.

Sequence 9 10 Old & New Testament History of Christianity Covenants Required for graduation: 3.5 Crd in Christian Studies

11 Christian Thought & Spirituality

12 Any .5 Crd Christian Studies Course

2) Textbooks and/or Resources. Students must list the textbooks and/or resources that will be used.

3) Meeting Schedule. Students must include a specific schedule of when the student will meet with and/or have contact with his or her proposed off-campus teacher, supervisor, or program director.

The student must have a CHCA High School teacher of record agree to be his or her sponsor for the Personal Learning Plan, even if the learning plan is based on an off-campus program. The student must also indicate who the lead contact person off campus is. The proposed Personal Learning Plan must be presented to the appropriate department chair. The school must receive a notice of student intent to participate in Flex Credit before May 1 for Summer Credit, on or before August 1 for First Semester or year-long credit, and before November 20 for Second Semester credit. For Demonstrating Mastery/Testing Out, a student has 60 days from the plan approval date to complete all assessments. No extensions on these deadlines will be allowed. Members from the department will meet with the student and parents to understand the plan and mutually agree on the credit being sought and the grading options. Should no agreement be reached about how the grading will be accomplished, the achievement on all 38

Electives: Within the Senior Elective category exists course choice.

Enrichments/Highlights: Possible trips to Israel and Japan, Field trips include Hebrew Union College, Synagogue, In-school Seder, church visits, and Islamic Center visit. becoming acquainted with the ancient culture of Isreal’s neighbors, especially Mesopotamia and Egypt; and hearing the voice of God through Scripture. Additionally, students develop their skill in critical thinking, so that they might know what they know and know how they know it. 1 Crd

CHRISTIAN STUDIES Old & New Testament Covenants Students overview the Bible from Genesis through the four Gospel accounts, with special attention to God’s covenants with Israel and humanity. Objectives include: becoming familiar with the content and background of the Bible;

3

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Grade Scale: A = 90-100

B = 80-89

GPA Scale for academic courses: A = 4.0 B = 3.0

C = 70-79

D = 60-69

C = 2.0

D = 1.0

F = 59 & below

GPA Scale for Honors Level Courses (includes VT, Vertical Team, designated): A = 4.5 B = 3.5 C = 2.5 D = 1.0 GPA Scale for Advanced Placement Courses: A = 5.0 B = 4.0 C = 3.0

D = 1.0

GPA Scale for High Honors and Honors recognition: High Honors = 3.75 – 4.0 Honors = 3.5 – 3.749 CHCA Upper School 9-12 awards transcripted credit for graduation prior to grade 9. While credit is awarded toward the graduation requirements before grade 9 courses including Alg. I, Geometry, and successful completion of level one in a world language provided that language is first of a sequence continued in grade 9, the credit is a pass/fail credit and does not count toward the student GPA. For a list of courses or a determination, contact the Upper School 9-12 Guidance Office. CHCA works with the University of Cincinnati downtown campus and other course providers in the Ohio Board of Regents College Credit Plus Program. Students must work with their Guidance or College Counselor to meet requirements. We publish this statement of program with trust in its validity and the belief that we will grow as an institution by making widely known our practices.

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 assessments must average at minimum 80% and will be recorded as a pass/fail on the transcript. The student should realize that pass/fail might disadvantage a student during the transition to post-secondary life. The department will make a decision regarding the proposal within two weeks of that meeting.

Issuance of credit, once the Personal Learning Plan has been approved, will be determined by the CHCA teacher of record (with input from the off-campus sponsor if one is utilized), even if the program involves an off-campus activity, program, or project system. If, in the course of the student's regular meeting schedule with the CHCA teacher of record, that teacher believes that the student is not making sufficient progress in accordance with the Personal Learning Plan, the teacher of record will write a letter of concern to the student, his or her parents, the off-campus sponsor (if there is one), and the Upper School Principal If, after a subsequent meeting, the CHCA teacher of record still believes that the student is making insufficient progress towards agreed-upon objectives and competencies, then a letter of warning will be written that indicates the student is in danger of not receiving credit for his or her course work. Again, issuance of credit will ultimately be determined by the CHCA teacher of record. A Personal Learning Plan for Flex Credit that is not completed will be recorded as a Fail grade on the student transcript. According to state law, schools must award high school credit for college credit. ORC 3313.613 states, "If a course comparable to the course successfully completed under this section is offered by the school district, the district board shall award comparable credit for the completed equivalent course. If no comparable course is offered by the school district, the district board shall grant to the student an appropriate number of credits in a similar subject area."

Should a student not complete the Flex Credit course after letters of concern, warning and communication with the teacher of record, a Fail grade will be recorded on the transcript. Unless the minimum 80% average of assessments is accomplished, the course will be recorded as a Fail. A student has one opportunity to achieve a given course credit through Flex Credit Should a student fall ill or otherwise have circumstances that prevent on time completion the Flex Credit course for award of credit, the course will be re-taken using the “seat time” option.

Students need to have a Personal Learning Plan in place and approved before credit may be given. Students who seek credit after the fact (after they have begun or completed their proposed learning alternative) without pre-approval will not receive credit. Students who transfer into Cincinnati Hills Christian Academy Upper School bring with them a transcript that includes courses for which credit has been granted by virtue of "seat time" or by alternative means (testing out of a course or through an alternative educational option). The State guidelines indicate a school must accept credit earned via Flex Credit from an Ohio school provided the school met the state's minimum operating standards of OAC Chapter 3301-35 "Local board policies may accept credit from other educational providers including on-line providers in accordance with the operating standards" (note the use of the word "may," not "must").

Students transferring into CHCA Upper School who are in process of a Flex Credit course may have that course plan evaluated and may not receive credit. In addition, all transcript credits are also considered in the placement of students into the proper courses.

Dean Nicholas, PhD CHCA Upper School Principal

Students who seek early graduation must meet with the CHCA Upper School Principal and the College Counselor eighteen months ahead of their desired graduation date in order to prepare an overall strategy for achieving their goal. If their strategy involves the testing out/demonstrating mastery category of required courses and/or alternative educational options, they must follow all the procedures listed for each option for submitting and receiving approval, and monitoring as outlined above.

Ohio High School Athletic Association and the NCAA Any courses taken using alternative means that students wish to conform to the Ohio High School Athletic Association guidelines for student athletic eligibility or that fall under the NCAA core course guidelines should be scrutinized for meeting these requirements when the student applies for the alternative course approval.

Courses for which the student "tests out" do not qualify for meeting course load requirements for eligibility.

2

39

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Note NCAA requires courses taken by alternative means must be so indicated on transcripts, while the Ohio Department of Education requires high schools not to differentiate a course by name or grade as taken by alternative means. Please review the statements below about NCAA requirements sent by Ohio Superintendent of Education on June 7, 2010:

incinnati Hills Christian Academy Upper School 9-12 provides for students a Christian environment where the best in academics, enrichment opportunities, resource support, and extracurricular activities builds on the Lower School and Upper School 7-8 experiences. The Upper School 9-12 strives to develop, honor, and validate the talent and interests of each student in academics, athletics, fine and performing arts, and performing Christian outreach. We honor the diverse student population, challenge students to leadership, community outreach, and academic excellence in our Christ-centered environment.

Recent information sent to schools from the National Collegiate Athletic Association (NCAA) Eligibility Center regarding prospective Division I student-athletes and coursework taken in nontraditional classroom settings may impact school district credit flexibility plans. The NCAA guidance applies to all student-athletes entering a Division I NCAA college or university on or after Aug. 1, 2010. http://web3.ncaa.org/ECWR2/NCAA_EMS/NCAA_EMS.html# Specifically, schools are advised to counsel prospective Division I student-athletes not to use the “test-out option” of credit flexibility. They also should advise students that any coursework earned via credit flexibility needs to be comparable in length, content and rigor to credits earned in a traditional classroom setting. The course also must be four-year college-preparatory in nature and have a defined time period for completion.

Although, in general, ODE recommends that districts list “credit flexibility” credits on student transcripts in the same manner as credits earned via traditional classroom settings, the NCAA requires that any credits earned through nontraditional ways (e.g., distance learning, online, credit recovery) must be so designated on the transcripts of potential Division I student athletes. Schools should note on student transcripts submitted to the NCAA for review which course credits were earned through nontraditional ways, or attach an addendum with the explanation. The designation of credits on the transcript applies only for NCAA purposes. If in doubt, contact the NCAA Eligibility Center http://web3.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp for specific advice on this issue. (June 7, 2010. Ohio Dept. of Education EdConnection) Appeals and Review Process If the appropriate department denies a student's alternative learning credit proposal, the student may appeal to the Credit Flexibility Review Panel, which is an interdisciplinary body comprised of faculty, Guidance office personnel, and a school administrator. A student has a maximum of three (3) days from the denial of his petition by the department to indicate that he wishes to appeal the department's decision. The student must contact the Upper School Principal or Flex Credit Coordinator within those three (3) days; no extensions will be permitted. Once a student appeals to the Credit Flexibility Review Panel, the Panel will convene within one week for an appellate hearing.

The student, the student's parents/guardian(s), the department chair, and the Review Panel will meet to hear the student's appeal, and the Review Panel will render its decision. The Review Panel will evaluate if all steps in pursuit of alternative educational options were met as stated in the Cincinnati Hills Christian Upper School 9-12 Credit Flexibility Statement.

C

This Course of Study sets out the academic program for the Upper School 9-12. The academic program fulfills the school vision, mission and core values statements and seeks continuously to improve. We give honor and glory to God and see His blessing on this school and our efforts as we stand for excellence in education in a Christ-centered environment.

A rigorous college preparatory curriculum includes Advanced Placement courses and a community service requirement of 120 hours. A two week intercession term alternating January and May is when CHCA Upper School 9-12 enriches its curriculum with experiential learning. This term is part of the CHCA academic program, course grades appear on the transcript, are calculated in the cumulative GPA, and each intercession term carries a .25 credit. Recommended credits exceed the State of Ohio requirements and minimum entrance requirements for most colleges and universities.

To earn a CHCA diploma students must achieve the following 25 credits: 4 English 1 Elective3 .5 4 Mathematics 3 Social Studies .5 3 Science 3.5 Christian Studies .5 3 World Language .5 Physical Education1 1 .5 Health

Fine Art2 Computer Speech Jan./May Term

CHCA recommends students achieve the following 28 credits 4 English 1 Elective3 4 Mathematics 4 Social Studies 4 Science 3.5 Christian Studies 4 World Language .5 Health .5 Physical Education1

Fine Art2 Computer Speech Jan./May Term

1

2

Communication with Parents and Students The CHCA Credit Flexibility statement will be posted as part of the CHCA Upper School 9-12 Course of Study booklet on the Cincinnati Hills Christian Academy Web site, so that it may be accessed at any time. Copies of the Credit Flexibility statement will be available from the Upper School 9-12 Guidance Office.

40

3

.5 .5 .5 1

CHCA permits 2 full seasons of interscholastic sports, cheerleading, or marching band to satisfy the PE requirement, provided the student take .5 credit in another area, not PE. CHCA requires .5 Fine Art credit.

PE courses may not serve as electives.

1

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 College and University Attending and Acceptances 2013 ~ 2016 bold denotes matriculation Adelphi University

Carnegie Mellon University

Eastern Kentucky University

Alabama A&M University

Case Western Reserve University

Eastern Michigan University

Alabama State University

Cedarville University

Elon University

Alderson-Broaddus College

Central College

Embry-Riddle Aeronautical University

American University

Central State University

Emory University

Amherst College

Centre College

Anderson University

Champlain College

Fashion Institute of Design and Merchandising

Appalachian State University

Cincinnati Christian University

Arizona State University

Cincinnati State Technical & Community College

Asbury University Ashland University Auburn University Austin College Babson College Baldwin Wallace University Ball State University Baylor University Bellarmine University

" '...Of all the commandments. which is the most important?' " " 'The most important one,' answered Jesus, 'is this: Hear, O Israel, the Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your mind and with all your strength. The second is this: Love your neighbor as yourself.

There is no commandment greater than these.' " (New International Version, Mark 12. 28-31)

Belmont University Berklee College of Music Berry College Binghamton University Biola University Boston College Boston University Bowling Green University Bradley University Brescia University Bryant University Bucknell University Butler University Calvin College Campbellsville University Capital University

Fisk University Florida College Florida Southern College

Clarkson University

Fordham University

Clemson University

Full Sail University

Cleveland Institute of Art

Furman University

Cleveland State University

George Mason University

Coastal Carolina University

Georgetown University

College for Creative Studies

Georgia Institute of Technology

College of Charleston

Gordon College

College of Mount St. Joseph

Grace College

College of William & Mary

Hanover College

College of Wooster

Harding University

Colorado Christian University

Harvard University

Columbia College-Chicago

High Point University

Columbia University

Hillsdale College

Columbus College of Art and Design

Hofstra University

Covenant College

Hope College

Curry College

Howard University

Dartmouth College

Indiana University

Davidson College

Indiana University-Purdue University Indianapolis

Denison University DePaul University DePauw University

Indiana Wesleyan University Iowa State University James Madison University

Drexel University

John Carroll University

Duke University Duquesne University East Carolina University

41

Johnson & Wales University Kansas State University

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

TABLE OF CONTENTS Graduation Requirements

1

Christian Studies

3

English / Language Arts

6

Kent State University

Northern Kentucky University

School of Visual Arts

Kentucky State University

Northwestern University

Seton Hall University

Kenyon College

Notre Dame College

Sewanee: The University of the South

Lee University

Oakland University

Sinclair Community College

Liberty University

Ohio Dominican University

Slippery Rock University

Lipscomb University

Ohio Northern University

Southern Methodist University

Loyola University Chicago

Ohio University

Southwestern University

Maine College of Art

Ohio Wesleyan University

Spelman College

Malone University

Olivet Nazarene University

St. Edward's University

Marietta College

Otterbein University

Stony Brook University (SUNY)

Marquette University

Oxford College of Emory University

Syracuse University

Mars Hill University

Pace University

Taylor University

Marshall University

Palm Beach Atlantic University

Temple University

Maryland Institute College of Art

Parson's (The New School for Design) Tennessee State University

Marymount Manhattan College

Pennsylvania College of Technology

Tennessee Technological University

Massachusetts College of Pharmacy & Health Sciences

Pennsylvania State University

Texas A&M University

Pepperdine University

Texas Christian University

Point Park University

The American University of Paris

Pratt Institute

The George Washington University

Princeton University

The Juilliard School

Purdue University

The Ohio State University

Queens University of Charlotte

The Ohio State University-Newark

Rhode Island School of Design

The University of Akron

Rhodes College

The University of Alabama

Robert Morris University

The University of Alabama-Birmingham

Rochester Institute of Technology

The University of Alabama-Huntsville

Roger Williams University

The University of Findlay

Rollins College

The University of Georgia

Rose-Hulman Institute of Technology

The University of Iowa

Rutgers University

The University of Memphis

Saint Joseph's College

The Univesity of Tampa

Saint Louis University

The University of Texas-Dallas

Saint Mary's College

Thomas More College

Saint Xavier University

Transylvania University

Samford University

Trine University

Savannah College of Art & Design

Trinity University

Courses listed are offered regularly. Some courses are offered as enrollment and faculty availability permit.

School of the Art Institute of Chicago

Tulane University

Course of Study prepared by: Karen Smeltzer, PK-12 Academics

McGill University Merrimack College Methodist University Miami University Miami University-Hamilton Miami University-Middletown Michigan State University Mississippi State University Montreat College Moore College of Art & Design Mount St. Joseph University Mount Vernon Nazarene University Muskingum University New York Institute of Technology New York University New York University-Abu Dhabi North Carolina A&T State University North Carolina State University Northeastern University Northern Arizona University

42

Mathematics

10

Science and Engineering

13

Social Studies

17

World Languages

22

Music Fine Arts

26

Visual Fine Arts

28

Health

30

Physical Education

31

Technology and Programming

33

Course Selection Sheet

35

Community Service Requirements

36

Credit Flexibility Statement

37

College and University Acceptances

41

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017 Universidad Fancisco Marroquin

University of Nevada

Washington University in St. Louis

University of Arizona

University of New Hampshire

Wellesley College

University of California-Davis

University of North CarolinaChapel Hill

West Virginia University

University of California-Irvine University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of Charleston University of Cincinnati University of Cincinnati College Conservatory of Music

University of North Dakota University of North Texas-Dallas University of Notre Dame University of Oklahoma University of Oregon University of Pennsylvania University of Pittsburgh

University of Cincinnati-Blue Ash

University of Redlands

University of Colorado-Boulder

University of Rhode Island

University of Colorado-Colorado Springs

University of Richmond

University of Connecticut University of Dallas University of Dayton University of Evansville University of Florida University of Hartford University of Houston University of Illinois-Chicago

"Thoughtful Christians know that if we obey the Bible's great commandment to love God with our whole mind, as well as with everything else, then we will study the splendor of God's creation in the hope of grasping part of the ingenuity and grace that form it. One way to love God is to know and love God's work. Learning is therefore a spiritual calling: properly done it attaches us to God. In addition, the learned person has, so to speak, more to be Christian with. "

University of Illinois-Urbana Champaign

Excerpted from Engaging God's World by Cornelius Plantinga Jr. Copyright Š 2002 by Wm. B. Eerdmans Publishing Company

University of Louisville

University of Indianapolis University of Kansas University of Kentucky University of Maryland-Baltimore County University of Massachusetts-Dartmouth University of Miami University of Michigan University of Minnesota University of Mississippi University of Missouri-Columbia University of Montevallo University of Mount Union

University of Rochester University of San Diego University of San Francisco University of South Carolina University of Southern California University of St. Andrews (Scotland) University of St. Thomas University of Tennessee University of the Incarnate Word University of Toledo University of Utah University of Vermont University of Virginia University of Washington University of Waterloo University of Wisconsin-Madison Utah State University Valparaiso University Vanderbilt University Villanova University Virginia Polytechnic Institute Wake Forest University Washington and Lee University

43

Western Kentucky University Western Michigan University Wheaton College (Illinois) Wilmington College Winthrop University Wittenberg University Worcester Polytechnic Institute Wright State University Xavier University York University

Cincinnati Hills Christian Academy Upper School 9-12 Course of Study 2016 ~ 2017

Cincinnati Hills Christian Academy…Unleashing a passion to learn, to lead, to serve Vision Cincinnati Hills Christian Academy will unleash each student’s God-given gifts through Christ-centered academic excellence.

We are devoted to developing the whole person, and instilling a lifelong passion for learning, leading and serving.

Mission Cincinnati Hills Christian Academy is a Christ-Centered, Non-Denominational, College Preparatory Academy that exists to prepare students intellectually and spiritually for success in higher education and to impact and influence the world according to their unique gifts and talents. This will be accomplished by l Creating an environment that encourages students, faculty, staff and families to develop and live out their relationship in Jesus Christ; l Developing a passion for lifelong learning that leads to thoughtful, effective service through excellent, intentional curriculum and extra-curricular offerings; l Empowering outstanding Christian faculty and staff to fully use their passions and expertise to create engaged critical thinkers; l Fostering an exceptional environment that develops students’ gifts and talents in the arts, athletics, leadership, and additional extra-curricular opportunities for God’s purposes; l Building an engaged school community – encompassing faculty, staff, students, families, alumni, and donors – that reinforces the school’s vision, mission, and core values.

Core Values: We Believe In Christ-Centeredness: ~ Following how Christ himself led, served, taught, loved, and lived; we strive to base all we do on His word.

Academic Excellence: ~ Reflecting we are an academy of learning, it is our primary, but not exclusive goal to prepare our students academically for college and beyond.

The Whole Person: ~ Recognizing all are gifted by God in unique ways, we believe in developing all forms of those spiritual, intellectual, artistic and athletic gifts in each student to their fullest potential.

Servant Leadership: ~ Believing in the power of servanthood, servant leadership will be taught, modeled and encouraged to all students, staff and parents so that all are equipped for the situations in life that God calls them to lead.

Outreach/Service: ~ Modeling Christ in all we do, we will provide opportunity daily and through special events for students, staff, and parents to share Christ’s love through service and witness to others.

Stewardship: ~ Acknowledging we are blessed in many ways, we as a school will model strong fiscal stewardship and will encourage, train and expect students, staff and parents to be wise and generous stewards over their time, talents, and money.

The Value of Each Person: ~ Demonstrating biblical equality, we will embrace each individual as a distinct creation of God, ensure an emotionally, socially and physically safe and nurturing environment and intentionally enroll a student body, faculty and staff that reflect the socioeconomic and racial make-up of the community in which we live.

A Vibrant Sense of Community: ~ Acting intentionally, we will foster a vibrant, connected culture of caring, fellowship and respect among students, staff and parents.

Accountability: ~ Holding ourselves and each other to the highest standards of integrity, excellence and to constant measurable improvement.

A Joyful Spirit: ~ Having an attitude of gratitude for God’s blessings that are lived out in every day smiles, laughter, and by celebrating demonstrated character and unique achievements. This results in a contagious joy that connects at the heart-level.

(Board Approved May 2011)

44

Association of Christian Schools International Exemplary Program

Cincinnati Hills Christian Academy Administrative Offices Upper School 9-12 11525 Snider Road 8283 East Kemper Road Cincinnati, OH 45249 Cincinnati, OH 45249 Phone: 513-247-0900 http://www.chca-oh.org

2016 ~ 2017

COURSE OF STUDY

U.S. Department of Education Nationally Recognized School of Excellence

MARTHA S. LINDNER HIGH SCHOOL CAMPUS: CARL AND EDYTH LINDNER FINE ARTS CENTER

CINCINNATI HILLS CHRISTIAN ACADEMY UPPER SCHOOL 9-12

MARTHA S. LINDNER HIGH SCHOOL CAMPUS: RON AND PHYLLIS MCSWAIN ACADEMIC CENTER