Curriculum Objective Guide:Dialectic 2014-2015storage.cloversites.com/veritasclassicalacademy/documents/Blende… · 5. Recite and apply the paradigms and maxims from specific chapters

Curriculum Objective

Guide:Dialectic 2014-2015

SIXTH GRADE COURSE OBJECTIVES

6TH Language Arts

1. Teloi - Grammar: a. Have a thorough understanding of the parts of speech including use in context. b. Understand the distinction and be able to identify and explain the distinction

between subject and predicate. c. Explain and use the different types of noun, adjective, and adverb clauses in

context. d. Be able to label and diagram complex sentences accurately.

2. Teloi - Vocabulary:

a. Identify a number of Greek and Latin roots and meanings. b. Identify and understand word meanings based on root words. c. Employ their knowledge of words and word etymology in developing reading

comprehension. d. Develop an increased ability to use a variety of words for precision and variation

in written expression.

3. Teloi – Literature: a. The class will emphasize discussion of the elements of plot, context, and

connection of themes to prior knowledge and personal experience. b. Required Texts

i. The Children's Homer by Padraic Colum ISBN 9780689868832 ii. The Bronze Bow by Elizabeth George Speare ISBN 9780395137192 iii. King Arthur and Knights of the Round Table (Puffin Classics) by Roger

Lancelyn Green ISBN 9780140366709 iv. Pilgrim's Progress in Today's English by John Bunyan, retold by James H.

Thomas ISBN 9780802465207

4. Teloi – Writing: a. Progymnasmata: Refutation and Confirmation:

i. Understand narratives as expressing logical and moral truths and falsehoods

ii. Summarize narratives with expressions demonstrating bias iii. Select specific narrative elements, characters, and events for analysis and

expression in specific categories iv. Explain the truth or falsehood of the narrative in characters and events in

their v. Obscurity or clarity vi. Improbability or probability vii. Impossibility or possibility viii. Logicality or illogicality ix. Fittingness or Unfittingness x. Profitability or Unprofitability xi. Integrate Refutation and Confirmation in concession or reinterpretation in

explaining a Biblical event

xii. Continue in the development of writing elements introduced and practiced in previous years

b. General:

i. Effectively plan writing assignments from outline to final draft. ii. Apply elements of style to write effectively and persuasively. iii. Use multiple drafts to achieve an excellent final written product. iv. Write clear, coherent essays on a variety of topics. v. Acquire a large and varied vocabulary.

Singapore 6

A. Texts and Materials: 1. Student materials: a. Singapore Primary Math Textbook 6A U.S. Edition b. Singapore Primary Math Workbook 6A U.S. Edition c. Singapore Primary Math Textbook 6B U.S. Edition d. Singapore Primary Math Workbook 6B U.S. Edition 2. Teacher Materials: a. All student resources b. Singapore Teacher’s Guide U.S. 6A c. Singapore Teacher’s Guide U.S. 6B d. Extra Practice for Primary Math U.S. Edition 6 e. Challenging Word Problems 6 B. Prerequisites: Successful completion of Singapore 5 or equivalent. C. Teloi:

1. Review of concepts from previous grade(s) 2. Ratio a. Ratio and Fraction b. Ratio and Proportion c. Changing Ratios 3. Decimals 4. Percentage a. Part of a Whole as a Percentage b. One Quantity as Percent of Another c. Unitary Method 5. Word Problems a. Whle Numbers and Decimals b. Fractions c. Ratio d. Percentage e. Speed 6. Fractions a. Division b. Order of Operations

7. Speed and Average Speed 8. Algebra a. Algebraic Expressions D. Primary Teaching Methods

1. Group Instruction a. Create Power Points to Illustrate 2. Socratic Interaction 3. Individual Seatwork 4. Homework E. Approximate Time Per Week: 1. Instructional Time: 160 minutes per week 2. Assignments: 160 minutes per week

Old Testament I Purpose Statement and Overview: Old Testament I is the anchor of the Logic School curriculum. Through it, the themes of creation, fall, redemption and consummation are introduced and set in motion. Beginning with Genesis and completing in II Samuel, students are given the foundation necessary for understanding the entirety of the Scriptures. Key themes are traced throughout, noting God’s love for story and the student’s place in it. A. Primary Tests and Materials

1. Student Materials a. ESV Bible b. Student packet 2. Teacher Materials a. All student material

B. Prerequisites—None C. Teloi:

1. Understand the concepts of creation, fall, redemption, consummation 2. Trace key themes through Scripture 3. Discuss the start of God’s story of redemption through the nation of Israel

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

1. Use history to understand the setting of God’s redemption of the world through Israel

2. Use material from other disciplines better understand the narrative of Scripture 3. Apply truth from the Old Testament to his life.

E. Primary Objectives: Students will have familiarity with the concepts and mastery of the implementation of: 1. The story of creation, fall, redemption, consummation 2. The story of the patriarchs

3. The development of the life of Israel from slavery to David’s kingdom

F. Primary Teaching Methods 1. Reading followed by discussions 2. Socratic Interaction 3. Debate 4. Group discussions/presentations

5. Lecture

General Life Science A. Primary Texts & Materials

1. Student Materials: a. Glencoe Science: Life Science

2. Teacher Materials: a. Glencoe Science: Life Science Teachers Edition b. Other supplemental materials

B. Prerequisites:

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

1. Explain the Nature of Scientific Inquiry 2. Understand God’s Creation and the Rules that Govern it 3. Understand and communicate the increase in complexity from cells to organisms

and from single-cell organisms to humans. D. Integrative Goals: The Student Will Be Able To:

1. Discern patterns in data to use to answer questions 2. Increase in ability with dissection of specimens and following lab procedures 3. Work through processes and instructions

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

1. Basic vocabulary of life science as an introduction to Biology 2. Basic structure and functions of living organisms including:

a. Systems of classification b. Cell Structure and Function c. Reproduction and Genetics.

3. Introduction to various theories on the Origins of Life 4. Basic understanding of Bacteria, Viruses, Protists, Fungi and Plants 5. Basic understanding of the Animal Kingdom both Vertebrates and Invertebrates

to include: a. Structure and Function b. Behavior and Reproduction.

6. Human Body Systems: a. Skeletal and Muscular b. Digestive and Excretory c. Respiratory, Circulatory, Blood, Lymphatic d. Immunity and Disease e. Nervous System, Senses, Endocrine System

f. Reproductive and Human Growth and Development F. Primary Teaching Methods:

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

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

Latin Overview A. Primary Texts & Materials

1. Student Materials: a. Latin Alive! Book 1 b. 300 index cards c. Latin Dictionary (to be left at home) d. Access to Headventureland.com

2. Teacher Materials: a. Latin Alive! Book 1 (and answer key/teacher’s edition) b. Latin Alive! Book 1 cd/dvd set c. Latin Alive! Book 1 tests and assessments pdf d. Latin Dictionary, 501 Latin verbs, other supplements as necessary

B. Pre-requisites:

1. Promotion to sixth grade OR

2. Completion of the Summer Latin Workshop & entrance into sixth grade

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

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

1. Explain English derivatives of the Latin vocabulary 2. Show an understanding of the basic patterns of language 3. Analyze English prefixes and suffixes according to Latin vocabulary 4. Use Latin derivatives in formal writing and speaking


1. Vocabulary and grammar for chapters 1-17 (200+ words) 2. First, Second, and Third conjugation verbs in the present system 3. (Present, Future, and Imperfect tenses)

4. First, Second, and Third declension nouns and adjectives 5. The irregular verb sum, esse in the present system 6. The specifics of the uses and translations of Ablatives, Datives, Vocatives, and

Genitives 7. Imperative Mood for First, Second, and Third conjugation verbs

F. Primary Teaching Methods:

1. Recitation of paradigms and vocabulary 2. Board and seat work 3. Mini-lectures for grammar points 4. Lots of practice (at home and in class)

G. Approximate Time Per Week:

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

vocabulary and paradigms)

World History Purpose Statement Although the course sequence is World History I and II, the focus in these courses is on the foundation, growth, development and impact of the West. These courses introduce students to and facilitate development of analysis, appreciation, understanding, and engagement of and with the major figures, events, ideas, and developments in the West. The goal is for students to come to a knowledge and appreciation of their own cultural heritage as a means of providing a basis, with a critical acknowledgment of the limitations and failures of their own heritage, to properly analyze and evaluate the diversity of world cultures and relate to people within them. It is only by understanding the story of their Western heritage in society and culture that students can rightly understand and view themselves, their local communities, their states, nation, and world.

World History I

Overview This covers the period from pre-history to c.1600, exploring the rise of civilization in Mesopotamia and tracing its development through the Egyptian, Greek, Roman, Medieval civilizations and cultures, including the Renaissance and Reformation. The dominant theme of World History I is the struggle to create and maintain stable civilizations in the interplay of geographical, political, social, and economic forces created and acting upon, up to the Reformation.

A. Texts Used for Western Civilization I, History World History, 2009 ed. By Jackson

Spielvogel

B. Prerequisites - None

C. Teloi: a. Learn key figures, trends, ideas, and dates. b. Understand the influence and significance of the major people, nations, and

events that shaped the period under study. c. Understand the social, geographic, economic, political, and philosophical bases of

the period under study.

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

a. Ancient Near East i. Mesopotamian city-states ii. Babylonia iii. Ancient Egypt iv. Ancient Israel v. Assyria vi. Persia

b. Greeks i. From Dark Ages ii. Athens iii. Sparta iv. Classical Greece

c. Hellenistic World i. Alexander the Great and Conquests ii. Hellenistic Culture

d. Roman Republic i. Emergence of Rome ii. Structure of Roman Republic iii. Mediterranean Conquests of Roman Republic iv. Decline and Fall of Roman Republic

e. Roman Empire i. Age of Augustus ii. Pax Romana and Roman Empire iii. Rise of Christianity

f. Early Medieval World i. Late Roman Empire ii. Byzantine Empire iii. Germanic Kingdoms iv. Rise of Islam v. Carolingian Dynasty

g. High Medieval World i. New agricultural techniques ii. Rise of cities and trade iii. Rise of scholasticism and universities

h. Rise of Kingdoms i. England ii. France iii. Spain iv. Holy Roman Empire v. Church

1. Papal Monarchy 2. Religious Orders 3. Crusades

i. 14th century Crises i. Black Death ii. Hundred Years War iii. Church Conflicts

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

k. Reformation i. Church in early 15 century and early 16th century ii. Martin Luther iii. Ulrich Zwingli iv. John Calvin v. Social Impact of Reformation vi. Catholic Reformation

E. Primary Teaching Methods

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

SEVENTH GRADE COURSE OBJECTIVES

7th Language Arts

1. Teloi - Grammar: a. Have a thorough understanding of the parts of speech including use in context. b. Understand the distinction and be able to identify and explain the distinction

between subject and predicate. c. Explain and use the different types of noun, adjective, and adverb clauses in

context. d. Be able to label and diagram complex sentences accurately.

2. Teloi – Vocabulary:

a. Identify a number of Greek and Latin roots and meanings. b. Identify and understand word meanings based on root words. c. Employ their knowledge of words and word etymology in developing reading

comprehension. d. Develop an increased ability to use a variety of words for precision and variation

in written expression.

3. Teloi – Writing: e. Progymnasmata: Encomium and Vituperation: The student will:

i. Understand people, places, events, ideas, and abstractions as objects of praise and blame.

ii. Understand how to use selected details to an appropriate effect. iii. Select subjects and specific details for analysis and expression in specific

categories iv. Praise or blame their subjects in terms of their v. Origin (Nation, Homeland, Ancestors, Genesis) vi. Upbringing (Acquired Habits or Skill) vii. Deeds (Mind, Body, Fortune) viii. Comparison by Degree ix. Integrate concession or reinterpretation in praise and blame. x. Continue in the development of writing elements introduced and practiced

in previous years f. General:

i. Effectively plan writing assignments from outline to final draft. ii. Apply elements of style to write effectively and persuasively. iii. Use multiple drafts to achieve an excellent final written product. iv. Write clear, coherent essays on a variety of topics. v. Acquire a large and varied vocabulary.

4. Teloi – Literature: g. The class will emphasize discussion of the elements of plot, context, and

connection of themes to prior knowledge and personal experience. h. Required Texts

i. Julius Caesar by Folger Shakespeare Library ISBN 9780743482745 ii. The Scarlet Pimpernel by Baroness Orczy ISBN 9780140374544 iii. The Hound of Baskervilles (Signet Classic) by Sir Arthur Conan Doyle

ISBN 9780451528018

iv. The Hiding Place by Corrie Ten Boom ISBN 9780553256697 v. Great Expectations (Penguin Classics) by Charles Dickens ISBN

9780141439563

Pre-Algebra

A. Texts and Materials: 1. Student Materials: a. Prentice Hall Mathematics Pre-Algebra, Charles, Davison, and Landau b. Teacher-created materials 2. Teacher Materials:

a. Prentice Hall Mathematics Pre-Algebra TE, Charles, Davison, and Landau b. Men of Mathematics, E.T. Bell c. Teacher-created materials B. Pre-requisites: Successful completion of Singapore 6 or equivalent. C. Teloi: 1. The student will have a mastery of: a. Using variables in mathematical expressions b. Order of operations c. Exponents and powers of 10 d. Basic properties of math e. Positive and negative numbers – addition, subtraction, multiplication, & division f. Positive & negative integers as exponents g. Factors, multiples, prime & composite numbers h. Operations with fractions & mixed numbers – addition, subtraction, multiplication, division, equivalent fractions I. Writing & solving expressions for word problems j. Ration, proportion & percent k. Business & consumer problems – percent of increase or decrease, discounts, profits, simple & compound interest l. Solving equations & inequalities m. The coordinate plane n. Linear Functions & Graphing o. Statistics & Probability 2. The student will: a. Understand the ordered relationships as represented by numbers and mathematical concepts. b. Appreciate the history of mathematical thought & discovery, & to see how it relates to all history. c. Understand the practical applications of math in everyday life & business. d. Recognize God & the beauty & order of His creation through the logic & order of math. e. To see the “why” behind the math. D. Primary Teaching Methods: 1. Group Instruction. 2. Socratic Interaction. 3. Individual Seatwork.

4. Homework. E. Approximate Time Per Week:

1. Instructional Time: 160 minutes per week. 2. Assignments: 160 minutes per week.

Old Testament II Purpose Statement and Overview: Old Testament II is devoted to the continuing story of creation, fall, redemption and consummation. In the course, students follow Israel from the establishment of Solomon’s kingdom to the return from the exile, roughly I Kings through Malachi. Beginning where Old Testament I left off, students are thrust into the chaotic monarchy that follows the death of David. The course traces the life of Israel through the divided kingdom, exile and return from exile. All the while, students glimpsing God’s severe mercy to Israel as spoken through the prophetic books of the Old Testament. Books of the Old Testament are read chronologically rather than thematically, giving students the historical context of the books themselves. A. Primary Tests and Materials:

1. Student Materials a. ESV Bible b. Student packet 2. Teacher Materials a. All student material

B. Prerequisites—None. C. Teloi: 1. Understand the continuing story of redemption of the world through Isreal 2. Understand the content of the monarchy 3. Discuss Israel’s decline into exile 4. Discern the themes set up in Old Testament I D. Integrative Goals—the student will be able to: 1. Use history to evaluate and understand Israel’s history

2. Use material from other disciplines to evaluate the meaning of prophetic books 3. Apply the truths of the Old Testament to his life

E. Primary Objectives: Students will have familiarity with the concepts and mastery of the implementation of: 1. The themes of redemption 2. The Kings of Israel

3. The failure of the kingdom of Israel 4. The content of the prophetic books

F. Primary Teaching Methods: 1. Reading followed by discussions 2. Socratic Interaction 3. Debate

4. Group discussions/presentations 5. Lecture

7th Earth Science A. Primary Texts & Materials

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

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

Universe c. Other supplemental materials

B. Prerequisites:

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

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


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


1. The Nature of Science 2. Earth Origin Theories and Comparisons 3. Basic theories of Astronomy

a. Galaxies and the Universe b. Our Solar System c. Earth-Moon System d. Mapping our world (physical geography) e. General overview of the Atmosphere, Hydrosphere, Biosphere and Geosphere f. Basic theories, methods and ongoing study of Oceanography g. Basic theories, methods and ongoing study of Meteorology h. Basic theories, methods and ongoing study of Tectonics and Earthquakes i. Basic theories, methods and ongoing study of Geology

vi. Identifications and properties of minerals and rocks j. Basic theories, methods and ongoing study of Paleontology

vii. Identifications and dating of Fossils k. Basic theories, methods and ongoing study of Environmental Science

4. Primary Teaching Methods: a. Dialectic method b. Discussion

c. Lecture

5. Approximate Time Per Week: a. Two hours in class each week b. Approximately two hours home-day work each week

7th Latin

A. Primary Texts & Materials

1. Student Materials: a. Latin Alive! Book 1 b. Latin Alive! Book 2 c. 300 index cards d. Latin Dictionary (to be left at home) e. Access to Headventureland.com

2. Teacher Materials: a. Latin Alive! Book 1 (and answer key/teacher’s edition) b. Latin Alive! Book 1 cd/dvd set c. Latin Alive! Book 1 tests and assessments pdf d. Latin Alive! Book 2 (and answer key/teacher’s edition) e. Latin Alive! Book 2 cd/dvd set f. Latin Alive! Book 2 tests and assessments pdf g. Latin Dictionary, 501 Latin verbs, other supplements as necessary

B. Pre-requisites:

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

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

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

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


1. (In addition to sixth-grade objectives) 2. Vocabulary and grammar from LA1 chapters 18-29 (100 words) 3. Vocabulary and grammar from LA2 chapters 7-18 (150 words) 4. Chapters 1-6 are review and not covered. 5. Irregular verbs ire, ferre, posse, volo, nolo, malo 6. Personal, Demonstrative, Reflexive, Relative, Intensive, & Interrogative Pronouns

7. Numerals (Cardinal and Ordinal 1-10, tens, hundreds) 8. Partitives of place, time, and space 9. Adverbs 10. Fourth conjugations verbs in the present system 11. Perfect system (Perfect, Pluperfect, and Future Perfect tenses) 12. Fourth and fifth declension nouns and adjectives 13. Comparative adjectives (positive, comparative, & superlative) 14. Passive Voice (Present & Perfect systems) 15. Dependent Clauses 16. Interrogative Sentences 17. Irregular Noun vis, vis


1. Recitation of paradigms and vocabulary 2. Board and seat work 3. Mini-lectures for grammar points 4. Lots of practice (at home and in class)


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

vocabulary and paradigms)

World History Purpose Statement Although the course sequence is World History I and II, the focus in these courses is on the foundation, growth, development and impact of the West. These courses introduce students to and facilitate development of analysis, appreciation, understanding, and engagement of and with the major figures, events, ideas, and developments in the West. The goal is for students to come to a knowledge and appreciation of their own cultural heritage as a means of providing a basis, with a critical acknowledgment of the limitations and failures of their own heritage, to properly analyze and evaluate the diversity of world cultures and relate to people within them. It is only by understanding the story of their Western heritage in society and culture that students can rightly understand and view themselves, their local communities, their states, nation, and world.

World History II

Overview This covers the period from c.1600 to present, exploring the formation of kingdoms and nations and the developments and changes in the Industrial Revolution, Congress of Vienna, World War I, World War II, and Cold War. The dominant focus remains upon Western Europe, though recognition is made to the ways in which Western Europe interacted with the East, Africa, and related areas. It is within this narrative that students will gain an understanding of the entrance of the Americas in the western narrative. While the United States plays an increasing role on the world stage, the focus of the course remains upon Europe and those areas Europeanized (Russia, etc.) and where European power and influence extend. The goal is for students to have

an appreciation of the story of the world from a Western, but not uniquely, American perspective nor one that gives undue weight to the American experience as formative to the variety of cultural. The dominant themes of World History II are the development of the concept of a "kingdom" and then the concept of a "nation" and the various ways in which citizens and governments related to each other in these frameworks and the later confusion and disintegration of a coherently “Western” experience in a "global" experience. \

A. Texts Used for World History I

World History, 2009 ed. By Jackson Spielvogel

B. Prerequisites - None

C. Teloi: a. Learn key figures, trends, ideas, and dates. b. Understand the influence and significance of the major people, nations, and

events that shaped the period under study. c. Understand the social, geographic, economic, political, and philosophical bases of

the period under study. D. Primary Objectives: Primary Goals - The student will apply the primary goals to the

following periods and events. a. Age of Exploration

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

b. Rise of States i. German states ii. Italy iii. Russia iv. France v. England

c. Scientific Revolution i. Astronomy

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

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

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

d. Enlightenment i. Social and cultural background ii. Montesquieu iii. Rousseau iv. Locke

v. Voltaire e. Enlightened Absolutism and the degree to which it was implemented f. French Revolution

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

g. Napoleon i. Rise of Napoleon ii. Domestic Policies iii. Fall of Napoleon

h. Industrial Revolution i. Origin in Great Britain ii. Spread to the European continent iii. Social Impact

i. Early 19th European century Ideologies i. Conservatism ii. Liberalism iii. Nationalism iv. Socialism v. Romanticism

j. Nation Building in 19th century Europe i. France and Napoleon III ii. Italy and Unification iii. Germany and Unification

1. Bismarckian System k. Mass Society and Progress

i. Industrialization and Progress ii. Marxist Response

l. Modern Consciousness i. Marx ii. Nietzsche iii. Freud

m. Spread and influence of Imperialism i. Africa ii. Asia iii. Implications

n. World War I i. Background (Nationalism and Militarism) ii. Schlieffen Plan and Trench Warfare iii. Great Illusion: 1914-1916 iv. Great Slaughter: 1917-1918 v. Technology and new warfare vi. Peace Settlements

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

p. Europe between the wars i. Social and economic impact of World War I ii. Great Depression iii. Democratic States vs. Authoritarian States

q. World War II

i. Connection to World War I ii. Hitler and Democracy iii. Early years: Blitzkrieg iv. War in Asia v. Allied Invasion vi. Peace Settlements

r. Cold War i. Incipient signs in early 20th century ii. Connection to World War I & II iii. Connection to technology iv. Major Conflicts

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

s. End of Cold War i. Detente ii. Gorbachev's policies iii. Fall of Berlin Wall

t. Modern Contexts and Challenges i. Global Economy ii. Global Government iii. Breakdown of Nation States iv. Terrorism and Responses

F. Primary Teaching Methods

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

EIGHTH GRADE COURSE OBJECTIVES

8th Language Arts

1. Literature: a. Texts Used for Eighth Grade American Literature

i. American Short Stories 1. The Devil and Tom Walker 2. The Apparition of Mrs. Veal by Daniel Defoe 3. Young Goodman Brown by Sophocles 4. Dr. Heidegger’s Experiment 5. A Descent Into the Maelstrom by Edgar Allan Poe 6. The Murders in the Rue Morgue by Edgar Allan Poe

ii. Poetry 1. Contemplations by Anne Bradstreet 2. A Forest Hymn by William Cullen Bryant 3. Hymn to the Night, The Rainy Day, The Day is Done, Paul Revere’s

Ride by Henry Wadsworth Longfellow 4. The Raven, by Edgar Allan Poe 5. Because I could not stop for Death, I heard a fly buzz when I died,

Going to Heaven! By Emily Dickinson. 6. The Valley of the Shadow, The Wandering Jew, by E. A. Robinson

iii. Novels 1. The Adventures of Huckleberry Finn by Mark Twain 2. O Pioneers! By Willa Cather 3. The Old Man and the Sea by Ernest Hemingway 4. Call of the Wild by Jack London 5. A Separate Peace by John Knowles

b. Prerequisites- None c. Teloi:

i. Understand basic story, themes, and critical issue of each work. ii. Develop sensitivities to genre and interpret works within their particular

genres. iii. Develop skill to interpret the texts within their original historical time

periods and culture. iv. Gain an appreciation and an understanding of poetry. v. Develop ability to use literary terms esp. Allegory, Allusion,

Anthropomorphism, Assonance, Colloquialism, Dialect, Irony, Metaphor, Paradox, Satire, Simile, Theme,

d. Integrative Goals - the student will be able to: i. Understand the general trend of American Literature in historical context

(Puritanism, Romanticism, Realism, Naturalism, Modernism, Post-Modernism)

e. Primary Objectives - the student will apply the primary goals for each of the aforementioned texts

f. Primary Teaching Methods i. Reading (in class and at home) followed by discussion ii. Dialectical Journal iii. Mock Trials in character

2. Teloi – Writing: a. Progymnasmata: Comparison:

i. Understand people, places, events, ideas, and abstractions as objects of praise and blame.

ii. Understand how to use selected details to an appropriate effect. iii. Select subjects and specific details for analysis and expression in specific

categories iv. Praise or blame their subjects in terms of their

1. Origin (Nation, Homeland, Ancestors, Genesis) 2. Upbringing (Acquired Habits or Skill) 3. Deeds (Mind, Body, Fortune) 4. Comparison by Degree

v. Integrate concession or reinterpretation in praise and blame. vi. Continue in the development of writing elements introduced and practiced

in previous years b. General:

i. Effectively plan writing assignments from outline to final draft. ii. Reinforce basic grammar rules. iii. Apply elements of style to write effectively and persuasively. iv. Use multiple drafts to achieve an excellent final written product. v. Write clear, coherent essays on a variety of topics. vi. Acquire a large and varied vocabulary.

Algebra I

A. Primary texts and materials:

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

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

B. Prerequisites:

1. Successful completion of Pre-Algebra.

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

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

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

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

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

1. Solving Word Problems a. Consecutive Integer b. Distance/Rate/Time

2. Relations and Functions 3. Graphing

a. Slope-Intercept Form 4. Systems of Equations

a. Substitution b. Elimination

5. Polynomials a. Factoring b. Multiplying

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

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

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

New Testament

Purpose Statement and Overview: New Testament continues the story of creation, fall, redemption and consummation from Old Testament II. In this chapter of the history of redemption, fulfillment is the theme. Jesus of Nazareth, God Incarnate, has come to fulfill and complete the work he began in Genesis. New Testament follows the life of Christ through the Gospels, taking note of his persona and work on behalf of a fallen world. Upon his ascension, he sends the Holy Spirit to continue the work of redemption through the Church. Thus, New Testament traces the growth of the church through the book of Acts and considers the letters of the New Testament as they reflect on the work of Christ. A. Primary Tests and Materials

1. Student Materials a. ESV Bible b. Student Packet 2. Teacher Materials a. All student material

B. Prerequisites—None C. Teloi:

1. Understand the connections between the Old Testament and the work of Christ 2. Trace the chronology of life of Christ 3. Discuss the significance of the person and work of Jesus 4. Give account of the major themes of the New Testament epistles D. Integrative Goals—the student will be able to: 1. Use history and geography to evaluate the milieu in which the New Testament was

written 2. Use material from other disciplines to evaluate truth of Christian doctrines 3. Take the life of Christ and apply it to all areas of life

E. Primary Objectives: Students will have familiarity with the concepts and mastery of the implementation of: 1. The development of the New Testament canon 2. The chronology of the life of Christ

3. The history of the early church in Acts 4. The content of the epistles of the New Testament

F. Primary Teaching Methods 1. Reading followed by discussions 2. Socratic Interaction 3. Debate 4. Group discussions/presentations 5. Lecture

General Physical Science


1. Student Materials: 2. Glencoe Science: Physical Science

a. Teacher Edition Glencoe Science: Physical Science b. Other supplemental materials

B. Prerequisites:

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

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


1. Discern patterns in data to use to answer questions 2. Increase in following basic lab procedures, safety and recognition of equipment 3. Work through processes and instructions


1. Motion and Forces a. Laws of Motion

b. Work and Simple Machines c. Forces and Fluids

2. Energy and Matter a. Energy and Energy Resources b. Thermal Energy c. Foundations of Chemistry d. States of Matter

3. Properties of Matter a. Understanding the Atom b. The Periodic Table c. Elements and Chemical Bonds

4. Waves, Electricity and Magnetism a. Waves b. Sound c. Electromagnetic Waves d. Light and Color e. Electricity f. Magnetism


1. Dialectic method 2. Discussion 3. Lecture 4. Lab

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

Latin 1


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

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

B. Pre-requisites: 1. Completion of seventh-grade Latin and promotion to eighth grade

OR 2. Completion of the Summer Latin workshop and entrance into eighth grade

C. Teloi:

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

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


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

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


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

(practicing vocabulary and paradigms)

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

A. Primary Texts and Materials

a. The American Vision by Glencoe McGraw-Hill

B. Prerequisites - None C. Teloi:

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

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

and how this affected their global involvement.

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

E. Primary Objectives a. Colonization

i. Early formation ii. Separation from Britain

1. Growing resentment 2. Revolutionary War

b. The United States i. Compromises made for the Union ii. Attempts at early governing

c. Manifest Destiny i. Instrumental in self-understanding

d. Civil War i. Slavery and its defining nature of the nation ii. Course of war and later unification iii. Recovery from the war

e. Industrialization i. Industrial giants and growth of American industry ii. Regulation and reform

f. World War I & World War II i. Neutrality then involvement ii. Effect on America's conception of itself and place in the world. iii. Effects on demographics and cultural changes in America

g. Cold War i. Connection to America's involvement in World War's and conception of

itself to the present. ii. Break up of the Soviet Union and American acceptance of a Unipolar

world h. Civil Rights Movement i. Modern Context and Tensions

i. Global Economy ii. Global Government iii. The War on Terror, including wars in Iraq and Afghanistan

iv. Modern American Challenges, social, economic, political

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

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

1. Student Materials a. Teacher-created materials

2. Teacher Materials

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

B. Prerequisites—None

C. Teloi:

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

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

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

of effective presentation including appropriate movement of voice and body.

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

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

interests.

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

implementation of: 1. Presentation of self

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

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

F. Primary Teaching Methods

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

Documents

Curriculum Objective Guide:Dialectic 2014-2015storage.cloversites.com/veritasclassicalacademy/documents/Blende… · 5. Recite and apply the paradigms and maxims from specific chapters