Course Descriptions

Below are the course descriptions for Rancho Christian High School for 2010-11.

English 9
This is a year-long course focused on developing skills in reading, writing, speaking and listening. Students in this course will examine literature written in different time periods and from different cultures. The course will focus on writing creatively and critically, researching, and presenting points of view about literature and literature’s connections to life. Students will be challenged to think and develop ideas through critical analysis. Students shall read all or a portion of at least the following texts: Genesis, Daniel, The Odyssey, Aesop’s Fables, Julius Caesar, Arabian Nights, Romeo and Juliet, Beowulf, Paradise Lost, A Child’s History of Britain.

 

Throughout the year, students will:

  • Read critically from a variety of whole texts and excerpts and respond to them both orally and in writing. They will form convincing arguments about these texts.
  • Understand that cultural and historical influences impact literary works.
  • Locate the author’s use of style and literary devices, such as irony, metaphor and simile, in terms of the impact on the reader. They will identify the speaker, tone, point of view, and other literary characteristics and analyze literary works in these terms.
  • Respond to relevant research questions, as they read from both primary and secondary sources (written and oral) and report on these findings in written form.
  • They will develop written and oral vocabulary while expanding their knowledge of word roots.
  • They will understand and practice the stages of the writing process: prewriting, drafting, revising, editing, and final draft presentation and publishing. They will generate and express their own ideas with clarity, coherence, conciseness, precision, and fluency in both written and oral communication.
  • Respond to literature in written form. They will use appropriate citations in MLA style and support their ideas through detailed analyses of the text.
  • Develop a theme in an essay, using correct sentence structure and demonstrating an understanding of paragraph and essay formats. They will use standard English conventions in writing and speech.
  • Structure ideas and arguments in writing in a logical, coherent, and persuasive way, and support ideas with precise and relevant examples.

English 10
Literature of Western Civilizations Part I is an overview of works of literature leading up to up to the late 1800’s. Students will study the origins of literature beginning with Shakespeare’s Hamlet, appreciating the aspect of drama. This will be followed by a survey of the influence of various political writers such as Swift’s A Modest Proposal. A continuation in the study of the poem Lady of Shalott demonstrates perspective and tone. By reading Jane Eyre and Great Expectations, students will learn how to analyze and criticize literature after researching and thinking critically about a chosen topic, as it relates to the work of literature. The course will conclude with a comparison study of Dr. Jekyll and Mr. Hyde and Frankenstein using the author’s background to influence the understanding and analysis of each work.

 

Throughout the year, students will:

  • Read critically from a variety of whole texts and excerpts and respond to them both orally and in writing. They will form and deliver convincing arguments about these texts.
  • Understand that cultural and historical influences impact literary works.
  • Analyze the author’s use of style and literary devices, such as irony, metaphor and simile, in terms of the impact on the reader. They will identify the speaker, tone, point of view, and other literary characteristics and analyze literary works in these terms.
  • Respond to relevant research questions, as they read from both primary and secondary sources (written and oral) and report on these findings in both oral and written form.
  • They will continue to develop written and oral vocabulary while expanding their knowledge of word roots.
  • They will understand and practice the stages of the writing process: prewriting, drafting, revising, editing, and final draft presentation and publishing. They will generate and express their own ideas with clarity, coherence, conciseness, precision, and fluency in both written and oral communication.
  • Respond to literature in written form. They will use appropriate citations in MLA style and support their ideas through detailed analyses of the text.
  • Develop a theme in an essay and relate it to their own lives, using correct sentence structure and demonstrating an understanding of paragraph and essay formats. They will use standard English conventions in writing and speech.
  • Structure ideas and arguments both orally and in writing in a logical, coherent, and persuasive way, and support ideas with precise and relevant examples.

English 11
American Literature is a true survey course covering many of our country’s major literary works from Colonialism to Present Day.  Students will study the origins of this literature beginning with Puritan poetry from Bradstreet, Taylor and Wheatley.  This will be followed by a study of Romanticism and Transcendentalism, including such authors as Hawthorne, Emerson, and Thoreau.  Our studies will continue through Realism, Naturalism, and Modernism with selections from Twain, Wharton, Hemingway, Steinbeck and others to foster our discussions.  The culmination of the course will be a study of Post-Modernism through several more contemporary 20th Century authors.  By closely aligning the study of American Literature with the study of American History, students will be encouraged to look at all forces acting upon an author, both societal and personal, in order to more fully engage with the texts and form compelling analyses of the works studied.  A substantial joint English/History research project will offer the students an opportunity to delve deeply into a topic of their choosing, thereby further cementing their understanding of the relationship between history, society, and literature.

Throughout the year, students will:

  • Read critically from a variety of poetry, short stories, and novels and respond to them both orally and in writing. They will form and deliver convincing arguments about these texts.
  • Understand that cultural and historical influences impact literary works, and be able to form coherent commentary and argument about this impact.
  • Analyze the author’s use of style and literary devices, such as irony, metaphor and simile, in terms of the impact on the reader. They will identify the speaker, tone, point of view, and other literary characteristics and analyze literary works in these terms.
  • Respond to relevant research questions, as they read from both primary and secondary sources (written and oral).  Make cross-disciplinary connections using literature as a resource to frame their understanding of history, and vice versa.  Create thought-provoking arguments and present these in both oral and written form.
  • They will continue to develop written and oral vocabulary while expanding their knowledge of word roots.
  • They will understand and practice the stages of the writing process: prewriting, drafting, revising, editing, and final draft presentation and publishing. They will generate and express their own ideas with clarity, coherence, conciseness, precision, and fluency in both written and oral communication.
  • Respond to literature in written form. They will use appropriate citations in MLA style and support their ideas through detailed quotation and analysis of the source text(s).
  • Develop a theme in an essay and relate it to their own lives, using correct sentence structure and demonstrating an understanding of paragraph and essay formats. They will use standard English conventions in writing and speech.
  • Structure ideas and arguments both orally and in writing in a logical, coherent, and persuasive way, and support ideas with precise and relevant examples.

Writing Experience

 

Writing Experience is a required English course for the junior year of high school.  This class is proposed for beginners as well as serious writers who want to explore the pleasures and rigors of writing creative non-fiction, poetry, fiction, and writing strategies.  Throughout the semester, numerous writing exercises, reading and discussing one another’s writing in a workshop format and developing a portfolio of writing will be required.  Writing asignments and analyzing examples of creative writing from texts will also be required.  All students can expect a fun, supportive, hardworking, and productive class atmosphere that encourages experimentation and constructive criticism.  The emphasis is on literary development as both reader and writer.

Mathematics

 

Mission: In the mathematics department, we help students to strive with their whole hearts in seeking truth and maintaining integrity in all they do. So they might grow to honor God with their whole life through mathematics. In understanding that in all we do we work for the glory of God; we continue to challenge students in a rigorous mathematics program in an attempt to strive for excellence in all things.  In this way, we equip our students to be able to serve Jesus Christ in any endeavor.

Mathematics Philosophy: Mathematics is the instrument that binds together all the physical laws of creation. It is as if mathematics is the pencil that God used to write the universe. In studying mathematics our students grow to understand who God is.  In loving God with our whole mind, mathematics allows us to continue to exercise our critical thinking. Our curriculum is designed to promote arithmetic skill building, principles of logic, and algebraic problem solving.

Algebra I
Algebra I is the foundation for high school mathematic courses. It is the bridge from the concrete to the abstract way numbers behave and interrelate.  Problem solving techniques are used extensively as students explore solving equations and inequalities, simplifying expressions and polynomials, real number properties and basic algebraic proofs, and factoring. Students also analyze patterns and functions leading to graphing slopes and the use of functional notation. They will use this information to graph functions (quadratic, cubic, square root, and absolute value) and on the translations and reflections of these graphs; quadratic functions and relations. Emphasis will be placed on positive and negative numbers, exponentials, order of operations, statistics and probability, and algebra-based real world problems.  This course also introduces more complex practice with area, volume, and surface area in preparation for Geometry.

 

Geometry
This course is for 9th grade or accelerated 8th grade students. Geometry stresses inductive and deductive reasoning and higher level thinking skills.  Through the use of theorems, postulates, and definitions, students use their reasoning skills to prove theorems about basic geometric shapes, e.g., triangles, quadrilaterals and circles.  Throughout the year, both plane and solid geometric applications are stressed.  Skills previously introduced in algebra are maintained through the solution of various types of geometry problems.

 

History

History of Western Civilization Ancient to 1500

This course introduces students to several foundational empires of Western Civilization, including Mesopotamia, Israel, Egypt, Greece, and Rome. Knowledge of their geography, social structures, cultures, and major historical figures are stressed. Primary source, period literature, lecture, and textbook reading are used in varying combinations to deliver this information. Writing assignments, research papers, textbook comparisons, and presentations are used as tools that allow students to articulate their findings. The curriculum, assessments, and primary source readings are designed to give students well rounded foundations for their future studies in the social sciences

History of Western Civilization 1500 to Modern

This course continues the advancement of Western Civilization with a European-centric focus. Knowledge of European geography, social structures, cultures, and major historical figures are presented as vitally important information. Primary source, period literature, lecture, and textbook reading are used in varying combinations to deliver this information.  Writing assignments, research papers, textbook comparisons, and presentations are used as tools that allow students to articulate their findings. The curriculum, assessments, and primary source readings are designed to give students the ability to critically look at how each time period was affected by the past, and how they affect their future.

American History

This course gives students the opportunity to get an in-depth overview of American History. Its scope spans from Pre-colonization through to the Modern World of the late 20th century. Knowledge of American geography, social structures, cultures, and historical people who were of vital importance, will be examined throughout the course of study. Primary source, period literature, lecture, and textbook readings will be used in varying combinations to deliver this information. Writing assignments, research papers, textbook comparisons, and presentations are used as tools that allow students to articulate their acquired knowledge and demonstrate critical reasoning and understanding. The curriculum, assessments, and primary source readings are designed to give students well-rounded foundations for their future studies in the social sciences. This course will also give students the ability to see Modern America through a historical lens.

 

Science

Secondary Science

Students who study science are successful when they demonstrate the ability to integrate scientific methods, contextual understandings, critical thinking, and hands on skills.  They have knowledge of basic mathematical concepts and processes in arithmetic, algebra, trigonometry and geometry. Beyond simple memorization of definitions or theories, successful students understand how scientific processes operate and how those processes relate to one another. Science is a process, and it requires certain skills.

Problem Solvers

Students who are successful in science are problem solvers.  They apply mathematical principles and skills to new and challenging situations.  They make observations, analyze data, hypothesize, test and draw conclusions. They are creative and are not afraid to question and investigate as a part of the inquiry process.

Communicators

Students who are successful in science are able to communicate ideas and support conclusions.  They write with clarity, cohesiveness and meaning.  They participate in discussion and are able to construct logical and coherent arguments.

Readers

Students who are successful in science are able to comprehend terminology and context of scientific literature.  They recognize their textbook as a resource and make use of it as they take ownership of the learning process.  Also, as students read scientific literature they exercise scientific common sense, or a healthy skepticism.  As they read, they grow in curiosity and desire to investigate further.

Integrate Faith and Science

Students who are successful in science are able to integrate scientific investigation with their personal faith.  They understand that science and the theories of science are not absolute and should be questioned and challenged.  They understand that new theories will continue to replace current or older ones and scientific theories must stand up to the scrutiny of the scientific community and society.  They also know that the Bible is God’s revealed truth to man and it is the rule and guide by which all other truth is evaluated.  The study of science is an opportunity to examine the creative hand of God and indirectly a window into the mind of God.

As students study science they must continue to realize the importance of applying Biblical principles to their activity.  They must show perseverance when meeting difficult challenges and ambiguous situations.  They must work with their “whole heart”, not being afraid of failure, and recognizing every success brings honor to God.  They must demonstrate integrity and honesty in results, realizing that the goal is to seek truth, not to manufacture truth.  They will understand that although science may provide solutions to some of the problems that face individuals and society, but real salvation comes only through the Son of God.

Take Ownership

The successful science student will see themselves as a “student of science”.  They will understand that education of any kind is dependent upon the willingness of the individual to invest oneself in the process.  The teacher provides wisdom and experience.  The curriculum provides the resources.  The student must provide the open mind and the motivation to succeed.

Course Descriptions

Earth Science

Introductory course to topics in Earth Science including: Geology, Topography, Plate Tectonics, Oceanography, Meteorology, and Astronomy.  Students shall gain a basic knowledge of the general topics of Earth Science.  Students will gain an understanding of the basic methodology of science through the completion of an independent investigative project.  Students will develop fundamental skills of measurement, observation and analysis of data.

Physical Science

Introductory course to topics in Physical Science including: Atomic Structure, Chemical Composition, Chemical Reactivity, Electricity, Magnetisme, Light, Sound, Motion, Work and Energy.  Students shall gain a basic knowledge of the general topics of Physical Science.  Students will gain an understanding of the basic methodology of science through the completion of an independent investigative project.  Students will develop fundamental skills of measurement, observation and analysis of data.

Life Science

Introductory course to topics in Life Science including: Celluar Biology, Taxonomy, Anatomy, Genetics, and Ecology.  Students shall gain a basic knowledge of the general topics of Life Science.  Students will gain an understanding of the basic methodology of science through the completion of an independent investigative project.  Students will develop fundamental skills of measurement, observation and analysis of data.

Foundations of Modern Science

An overview of the history of science leading up to the development of empiricism and the modern scientific method first introduced in the west by Galilleo Galillei.  Students will study the origins of science in western philosophy beginning with the Greeks, Aristotle, Archimedes, Eratosthenes, and Hippocrates.  This will be followed by a survey of the influence of Arabic science including the astronomy of Ptolemy leading to the alchemy of the middle ages.  A continuation in the study of astronomy will lead students to the work of Tycho Brahe and Johannes Kepler, concluding with the heliocentric view of the universe, first proposed by Copernicus and later confirmed by Galilleo.  The course will conclude with a study of rudimentary kinematics and mechanics first introduced by Galilleo and later developed by Isaac Newton.

Biology

Biology is a full year course and fulfills the UC A-G requirement for lab science.  Students will study the process of science as it relates to the study of living systems beginning with a thorough understanding of cell biology including structure, function and processes such photosynthesis, respiration and transport.

Students will also study the origins, development and interdependence of living things through the evidence of speciation, paleontology, ecology and genetics.  Students will have a thorough understanding of taxonomy and comparative anatomy with a special empasis given to the study of the anatomy and physiology of the human species.

Chemistry

Chemistry is a full year course and fulfills the UC A-G requirement for lab science.  First semester is an introduction to the structure of matter including: atomic structure, chemical bonding, chemical formulas, chemical equations and stoichiometry relationships.  Second Semester focuses more on chemical behavior and energy and includes:  thermodynamics equilibrium, acid-base equilibrium, kinetics, oxidation-reduction, and nuclear chemistry.  Students will read from the primary source literature of science including the works of: Antoine Lavoisier, Michael Faraday, Robert Boyle, John Dalton and Joseph Priestly.

Physics

Physics is a trigonometry based first year laboratory science.  During the first semester students will study all law and principles governing kinematics and mechanics including the laws of motion, forces, work and power.  During the second semester students will explore energy relationships within the physical universe including studies in light and optics, electricity and magnetism, thermodynamics, nuclear physics and particle physics.  This course requires that a student has completed Algebra II with Trig.

 

French I
French 1 is an introductory course for students who wish to learn a foreign language. It is intended to develop limited facility in each of the major communication skills: listening, reading, speaking, and writing in a variety of authentic contexts. Major emphasis is on development of the ability to speak fluently with accurate pronunciation and intonation, while fostering an appreciation of the culture. Prerequisites: None

 

French II
French 2 is designed to teach students to communicate in French. Instruction will emphasize listening, speaking, reading, and writing skills in preparation for advanced work. Students will be able to express themselves at a basic level in present and past tenses. Additional emphasis will be focused on reading comprehension in the target language. Prerequisites: French 1

 

Spanish
Spanish is a collaboration of language development and cultural literacy through the lens of a Christian worldview.  The courses are designed to help students meet the national standards using a variety of instructional approaches to develop insight in to the nature of both language and culture.  It approaches Spanish using all components of  language acquisition  including reading, writing, listening, and speaking.  Each unit has a cultural objective with correlated contextual vocabulary.

 

Spanish 1
Spanish 1 focuses on  a grammatical perspective along with articles, adjectives, pronouns, prepositions, and infinitives: we will be covering the present, present progressive, future, and past tense verbs.

 

Spanish 2
Spanish 2 focuses on a grammatical perspective along with reflexive verbs, mandates, and adverbs, the students also learn imperfect, progressive imperfect, subjunctive, and conditional tenses while reviewing correlated components learned in Spanish 1.

 

Spanish 3
Spanish 3 focuses on a grammatical perspective that expounds upon the foundation built in the students first two years of language by going into a more in depth study of specific difficult concepts seen in the first two years. In addition, it covers past participles, por y para, past progressive, past perfect, and many irregular conjugations of specific verbs.

 

Physical Education
The purpose of a quality physical education program is to guide all children regardless of age, race, or ability in becoming physically active and healthy for a lifetime. Physical education provides students with regular, healthful physical activity, skill development, improved physical fitness development, maintenance of physical skills, and development of basic movement and manipulative skills. It provides self-discipline, self-esteem, and enhanced self-efficacy. Positive social skills teach children the ability to get along with others in movement environments, tools to make active participation enjoyable for others, good sportsmanship, and develop an understanding and respect for others. Curriculum includes age and level appropriate lessons, team and individual sports, problem solving activities, fitness education, aerobics, nutrition, journals, and the quest for personal success.  A positive and safe learning environment will encourage students to enjoy and seek out physical activity, develop and maintain acceptable levels of physical fitness, seek out social interaction through physical activity, and maintain a healthy, active lifestyle.

 

Health 10 (a 1 Semester Academic Course)
Students will study health and wellness as it relates to the Christian young adult, using scripture, sermons, and class discussions to explore each area. They will build on prior health knowledge (from PE) to become well-rounded, healthy, and respectable students.

 

Some of the areas of study will be:

  1. Relationships: Adolescence, Adulthood, and Family Life
  2. Drugs
  3. Diseases and Disorders
  4. Reproductive Health (split up by gender for most of this unit)

PE9 High School Physical Education
This course provides exposure to a variety of individual and team sports with an emphasis on higher level skills and strategy. Lecture units on nutrition, fitness, muscular-skeletal anatomy, and cardio-respiration offer enhancement to Health curriculum. Students’ level of fitness is measured regularly in accordance with state and national testing programs. Curriculum intends to develop understanding of and appreciation for lifelong fitness and healthful living

 

Introduction to Theatre
In the words of William Shakespeare, “All the world is a stage.”  In the theatrical and dramatic arts we observe the world around us and how art and life imitate each other.  Introduction to Theatre is a semester long elective course designed to introduce students to a variety of theatrical arts, including acting, directing, production, and theatre history. Students will learn theatre terminology, will participate in performances and class discussions, and will undertake projects and activities. These activities will expand the students’ imaginations, will strengthen life skills, and will help students gain an appreciation of theatre as a tangible art form. Drama students are trained in a Christian environment to utilize their God-given talents and maximize their dramatic and design potential.