course selection guide 2015-16

2015/16 COURSE SELECTION GUIDE

WESTMINSTER CHRISTIAN ACADEMY800 Maryville Centre DriveTown & Country, MO 63017 314.997.2900 wcastl.org

The Westminster MissionWestminster Christian Academy honors Jesus Christ by providing an excellent education, rooted in biblical truth as interpreted by the Westminster Confession of Faith, for the children of Christian parents. Faculty and staff enable students to discover and embrace a biblical view of the world and integrate that view into every area of life.

Westminster Christian Academy, a private educational institution, admits students of any race, color, sex, and national or ethnic origin to all of the rights, privileges, programs, and activities generally accorded or made available

to students at the school. Westminster Christian Academy does not discriminate on the basis of race, color, sex, and national or ethnic origin in the administration of its education programs, admissions policies, scholarship

programs, athletics, cocurricular activities, or other school-administered programs.

Contents

Why a Christian School 5

Chapel 6

Community 8

Alumni 9

Learning Outside the Classroom 10

Academic Advisory 12

Service and Leadership 13

Academic Hub 14

Guidance and Counseling 15

Administration 16

Upper School 17

Middle School 19

Diploma Course Options 20

AP/Excel/Honors Courses 20

Diploma Unit Requirements 21

Bible 22

Business and Communications 25

English 30

Fine Arts 35

History 41

Mathematics 45

Physical Education 51

Science 52

World Languages 60

Special Services 65

Summer Programs 76

Scripture taken from the Holy Bible, New International Version.

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

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

Preparing Young People

Whether you have been committed to Christian education for years, or whether you are just now

exploring the possibilities, consider this perspective: How can Christian parents best fulfill their

obligation to train and nurture their covenant children (Deuteronomy 6:4-8)? Specifically, what

type of education effectively prepares children for “works of service” (Ephesians 4:12)?

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

not gather with me scatters.”

A Christian school is not a place where a few elements such as prayer, chapel services and Bible

classes merely complement an otherwise secular education. Genuine Christian education seeks to

integrate God’s Word into every facet of the curriculum, cocurricular activities and truly into every

aspect of life. As students study God’s world from the perspective of His Word, it enables them to

make a difference in the world for His purposes.

While a Christian school is not a “safe house” from the evils of the world or a guarantee against sin,

it does teach students about God’s demands and His forgiveness, grace and mercy. The Christian

school should be the place where Christian families, the church and the school prepare students

for effective lives of service in God’s kingdom.

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

Why A Christian School?

The Westminster student community comes together every Wednesday morning for a

30-minute Chapel service. The purpose of Chapel is to present gospel-centered teaching

and worship that is meaningful and authentic to middle and high school students.

Gospel FocusJesus Christ died for our sins, and it is by grace that we have been saved. This is the

foundation for everything that we teach and everything that we do at Westminster.

(Ephesians 2:8-9)

Gospel TransformationAs we begin to understand the gospel, we understand that it demands a response in our

hearts and in how we live. However, our teaching of this value emphasizes a response to

what Christ has done. (Romans 12:1-2)

Chapel

CommunityStudents understand that the foundation of gospel living is loving God and loving

people. This foundation should impact how we interact with one another within this

community. Therefore, our community at Westminster should be one of love, care, and

accountability. (Matthew 22:37-39)

MissionJesus calls us to be missional as we respond to our understanding of the cross. How

are we impacting our communities outside of Westminster? (II Corinthians 5:18-20;

Matthew 28:19)

WorshipIn Worship Matters, Bob Kauflin writes, “Songs are de facto theology. They teach us

who God is, what He’s like, and how to relate to Him.” We apply this thinking when

planning which songs we sing in Chapel. We want to choose songs that are Christ-

centered and that reflect what Scripture teaches.

As Westminster has grown as a school,

so has the sense of community. This

community is made up of parents, siblings,

grandparents, pastors, youth leaders and

others from across the metro area. It does

not represent one neighborhood, one age

group, one social or racial group, or even

one local church congregation. It is not

limited to current students, as alumni

and their friends continue to contribute

to the life of the school. As the years

progress, the depth and breadth of this

community continue to expand.

The Westminster community represents

a common desire to celebrate the

redemption that Christ has made possible

even as this grace permeates education.

Community

Great things to know about the Westminster Community:

• Students represent more than 100 elementary schools.

• Westminster families represent approximately 217 St. Louis-area churches.

• The largest event of the year, aside from graduation, is Spirit Week, a high-energy

week of fun and friendly class competition involving every student.

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

• Each fall students participate in ITSOG (In The Spirit of Giving), collecting

supplies for charitable organizations.

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

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

• As Westminster enters into its third decade, an increasing number of

alumni are enrolling their children as students.

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

congregation.

• Graduates are serving in areas as diverse as accounting and the arts,

in settings as influential as the White House and Hollywood, and in

locations as near as St. Louis and as far as Japan.

Alumni

George Thampy l Class of 2005 Westminster Scholar Bowl state championHarvard University

Former Google intern now working in corporate finance to help impact a broad range of industries.

Caroline Gamache Howard l Class of 2004Westminster varsity soccer athletePurdue University

Helped develop a life-saving medication system for mothers and babies in developing countries.

Service OpportunitiesFaith in Action Senior ServicePeer TutorsTeacher Assistant Program

Clubs/ActivitiesAdventure ClubArt ClubAudiovisual ClubChess Club & TeamsDrama ClubFellowship of Christian AthletesFrench ClubLiterary RoguesMath ClubMovie ClubPep BandScience and Engineering Club

Learning Outside the Classroom

Because learning doesn’t just take place in the classroom, Westminster students have

multiple opportunities to engage in cocurricular programs. These programs are led by

Westminster faculty and staff and give students options for learning about their gifts and

abilities in a variety of ways. Cocurricular activities at Westminster include:

Academic Teams and CompetitionsACS High School Chemistry Exam CompetitionFIRST Robotics TeamScholar Bowl TeamSLAPT Physics Exam CompetitionWe the People: The Citizen and the

Constitution

Student LeadershipClass OfficersChapel Band Middle School Leadership Council (8th)National Honor Society (10th-12th)National Junior Honor Society (7th & 8th)Peer CounselorsSpiritual Life TeamStudent AmbassadorsUpper School Student Council

Clubs/Activities Continued Set ClubService ClubSpanish ClubSpirit ClubStudent and Community GardenUltimate Frisbee Club

Girls’ AthleticsBasketballCheerleadingCross CountryDance TeamsField HockeyGolfLacrosseSoccerSoftballSwimming/DivingTennisTrackVolleyball

Boys’ AthleticsBaseballBasketballCross CountryFootball GolfIce Hockey (Club) SoccerSwimming/DivingTennisTrackVolleyballWrestling

Academic Advisory is designed to encourage students to take ownership and responsibility for monitoring their own academic progress. Each week, students will complete an academic form for their assigned advisory teacher. Using Westminster’s online grade reporting system, students will fill in the form with their updated, overall grades and a list of any missing or failed assignments. Teachers will review these reports to identify the students they will talk to during Academic Advisory. These conversations will allow teachers to brainstorm with students about action steps to encourage stronger academic success.

Academic Advisory

Westminster students are offered a comprehensive servant leadership program in grades 7-12. Middle school students may join the Middle School Leadership Council where biblical principles of leadership are introduced and practiced in the context of their service and social activities. Upper school students are elected or appointed to positions of leadership in the spring for the following school year. These leaders receive formal and on-the-job training and encouragement and are held accountable for service to their classmates, their organizations, and their community. In addition to service projects that each organization and class provides, Westminster seniors participate in “Faith in Action,” a program in which they serve in various help agencies throughout the St. Louis community for two hours each Thursday morning of the school year.

Tim Hall–Dean of Students B.A. Calvin College M.Ed. Covenant College

Susie Brown–Director of Student Services B.S.W. University of Missouri-St. Louis

Craig Walseth–Middle School Leadership Coordinator B.A. Judson College M.A.C. Covenant Theological Seminary

Allison Pautler–Middle School Activities Coordinator B.A. Hope College

Ashley Woodall–Middle School Activities Coordinator

Service and Leadership

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

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

Please direct all questions and requests about the Academic Hub to [email protected].

Ashley Anthony–Academic Hub Monitor M.A. University of Missouri-St. Louis

Marjan Kempen–Academic Hub Facilitator B.A. St. Louis University

Academic Hub

School counselors assist students with academic or personal concerns, especially concerns that prevent optimum school performance. The Guidance Department is committed to helping students:

• Recognize their God-given talents and uniqueness.• Develop particular potentials and gifts.

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

Kathy Karigan–Director of Guidance and Counseling B.S. University of Missouri M.Ed. University of Missouri

Carla Meyer–Upper School Guidance Counselor B.S. University of Missouri M.Ed. University of Missouri-St. Louis

Craig Walseth–Middle School Guidance Counselor B.A. Judson College M.A.C. Covenant Theological Seminary

Kate Kindbom–College and Career Counselor B.A. Kenyon College M.Ed. Harvard University

Chrissy Guerra–College and Career Counselor B.A. Stanford University M.Ed. University of Missouri-St. Louis

Karen Aaberg–Administrative Assistant

Guidance and Counseling

Administration

Tom Stoner, Ed.D., Head of SchoolB.A. Wheaton College

M. Div. Gordon-Conwell Theological SeminaryEd.D. Boston University

Jim Sefrit, Ed.D., Assistant Head of SchoolB.S.E. Northeast Missouri State UniversityM.A. Northeast Missouri State University

Ed.D. Saint Louis University

Cory Snyder, RegistrarB.A. Washington University in St. Louis

M.A. University of Missouri-St. Louis

Tim Hall, Dean of StudentsB.A. Calvin College

M.Ed. Covenant College

Cindy Zavaglia, Director of Teaching and LearningB.A. McKendree College

M.A. Washington University in St. Louis

Ann DeRousse, Assistant Director of Teaching and LearningB.S. University of Missouri

Deana Vandegriff, Director of Middle SchoolB.S. Missouri Baptist University

Kathy Karigan, Director of Guidance and CounselingB.S. University of Missouri

M.Ed. University of Missouri

Craig Walseth, Director of Middle School CounselingB.A. Judson College

M.A.C. Covenant Theological Seminary

Peggy Johnson, Director of AdmissionsB.S. Bowling Green State University

Lucy Erdman, Director of Special ServicesB.S. University of Missouri


Todd Fuller, Director of Finance and OperationsB.B.A. Evangel University

Certified Public Accountant (CPA)

Shelley Milligan, Ed.D. , Executive Director of Institutional Advancement and StrategyB.A. Washington and Lee University

M.Ed. Vanderbilt UniversityEd.D. University of Pennsylvania

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

All courses are subject to teacher availability and student registration.

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

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

Key Concepts for Parents

• Pray with your student regarding available choices.• Help your student establish realistic goals that will

guide decisions and shape performance.• Seek the assistance of the faculty and staff at

Westminster.• Honestly assess the talents and interests God has

given to your student.• Reevaluate the direction and progress of your

student’s educational program each school year.• Listen to your student and be sensitive to his/her

feelings.• Support the spiritual, academic, and cocurricular

programs at Westminster.• Share your thoughts with Westminster faculty and

administration regarding academic and cocurricular programs.

Key Concepts for Students

• The decisions I make today will affect the options that are available tomorrow.

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

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

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

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

Graduation RequirementsThe goal of Westminster Christian Academy is to pre-pare students for effective Christian living. Because most of our graduates pursue a college education, our programs provide the academic experiences that will lead to a successful and rewarding college education. Westminster believes that a thorough exposure to the liberal arts curriculum and a variety of courses in the practical arts are central to a well-rounded secondary school experience.

Students will find that the High School, College Preparatory, and Scholars Diploma Programs provide them with the opportunity to maximize their academic potential and prepare them for college. The High School Program serves students who need to complete high school with minimum requirements. The College Preparatory Program will serve students desiring a challenging college-bound curriculum. The Scholars Program encourages highly capable students to be aggressive learners while also providing the opportunity to earn college credit. The Guidance Department will provide assistance in building an educational program that cultivates each student’s strengths.

PhilosophyWestminster Christian Academy is an independent, coeducational, college preparatory school serving grades 7 to 12, and is founded on the following:• We believe that God is the creator and sustainer of

all things and that Jesus Christ is the only redeemer of our fallen world. As a covenantal school, we are committed in partnership with home and church to a quality education based on these truths.

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

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

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

Upper School Program

Educational Objectives

A Westminster Christian Academy education will encourage students to:• Respond personally to the gift of salvation.• Develop a biblical value system that guides decision

making.• Develop individuality and self-acceptance based on

God’s grace and truth alone.• Appreciate all people as God’s image bearers.• Recognize, embrace and participate in the interper-

sonal relationships within the community.• Develop basic competencies and applicable skills in

theology, sciences, physical education, humanities, foreign languages, and practical and fine arts.

• Become lifelong learners.• Participate in cocurricular activities with tenacity,

poise, and perspective.• Participate in interdisciplinary activities, recognize

the interrelatedness of the disciplines, and synthe-size the disciplines for themselves.

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

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

• Respect and enjoy God’s creation.• Influence our culture, as redemptive agents in a fallen

world, by applying God’s standard of truth and grace.

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

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

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

Westminster teachers will help prepare students for the AP test, but they will not teach to the test or compromise full commitment to the Westminster mission and vision.

Middle School ProgramWestminster’s Middle School program provides a posi-tive, exciting school climate for students in grades seven and eight. Students enjoy a sense of community, coop-eration, and teamwork that is distinctive to middle level education. A focused effort to help students develop spiritual maturity, achieve personal excellence, and learn effective study skills is built within this dynamic program.

The traditional academic disciplines anchor the middle school experience. The middle school has developed relevant and challenging learning experi-ences that establish a strong foundation for success at Westminster. Additionally, Honors classes are avail-able within the PreAlgebra, Algebra, English 7, and English 8 curriculum. Yet many other opportunities exist for students to grow and learn beyond these core classes. The rich experiences in the fine arts include both visual and performing arts. Students choose from a variety of experiences that expose them to opportunities to sing, dance, act, paint and sculpt. These daily classes allow the exploration of individual gifting as well as bring beauty and resourcefulness into our students’ lives.

Westminster’s middle school is fully integrated with it’s one-to-one iPad program. Simply stated, with the iPad, classroom walls are virtually removed. Both inside and outside of the school building, each stu-dent can seamlessly maintain and extend the learning process. Additionally, each student will have access to his/her own particular device and be able to customize it based on his/her own individual educational and organizational needs and preferences.The device itself allows students to engage learning in a 21st-century context. The iPad is a device that allows students to be connected, collaborative, resourceful and creative.

For students interested in an in-depth foreign language opportunity, we offer a challenging two-semester Spanish or French experience. This is a two-

year commitment that requires seventh grade students to complete one semester of Spanish IA or French IA and eighth graders to complete the additional second semester of Spanish IB or French IB. Upon successful completion and teacher recommendation, middle school students will qualify for either Spanish I (Honors) or Spanish II upon entering ninth grade.

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

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

The success of our program is found in the nurturing, loving hands of the middle school teachers. In concert with parents, the teachers take great personal interest in their students and monitor their progress carefully. Grade level teaching teams and other resource person-nel meet daily for interdisciplinary planning, review of students’ progress and needs, and professional develop-ment. Students benefit from the collaborative effort of the Westminster faculty and staff.

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

Grade 7 CORE COURSES Grade 8

Old Testament 7 Old Testament 8

English 7/English 7 Honors English 8/English 8 Honors

Global Studies 7 U.S. History

Pre-Algebra/Pre-Algebra 7 Honors Algebra I/Algebra 1 Honors

Physical Education Physical Education

Science Science

STEM STEM

Fine Arts, Practical Arts, Foreign Language Courses

Art Drama Performing Arts Expo

Band French Spanish

Chorus Health

Diploma Unit Requirements

The High School Diploma is available by administrative approval only.

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

Bible 3 3 3

English 3 4 4

Fine Arts 1 1 1

World Languages 0 2e 2e

History 2 3 3

Math 2 3a 4a

Physical Education 1 1 1

Business & Comm. 1 1 1

Science 2 3b 3b

Electives 7c 3 4

TOTAL 22 24 26d

High School College

Scholars

Preparatory

AP/Dual Credit/Honors Courses

AP Dual Credit Honors

Bible

English

Fine Arts

WorldLanguages

History

Math

PhysicalEducation

Bus., Comm.& Tech.

Science

Spanish III, Spanish III (H)

U.S. Government & Politics

StatisticsCollege Algebra

Entrepreneurship*Marketing*

AP Literature

Art HistoryMusic TheoryFrench IV and VSpanish IV (Language)Spanish V (Language/Literature)

U.S. HistoryU.S. Government & Politics StatisticsCalculus AB (AP)Calculus BC (AP)

BiologyChemistryPhysics 2 (AP)

Expository WritingLiterature of Western CivilizationAmerican Literature

French IIISpanish ISpanish IISpanish IIIWestern Civilization

Algebra IIGeometryPrecalculus

Physics 9ChemistryBiology

Excel – the name for college credit courses through Missouri Baptist University (MBU) – will not enroll freshmen and will only enroll sophomores in special situations (see page 38). Excel requires an overall GPA of 3.0 on a 4.0 scale. Excel students will receive an MBU transcript showing all courses taken and all grades earned at MBU upon completion of each course. *Credit for these two classes will be granted through Missouri State University. To obtain the credit, students must first take Introduction to Business.

Division 1 – 16 Core Courses• 4 years English• 3 years mathematics (Algebra I or higher)• 2 years natural/physical science (one must

be a lab science)• 1 year additional English, math or science• 2 years social studies• 4 years additional core courses (from

any area listed above, or from World Languages, non-doctrinal religion, or philosophy)

NCAA Eligibility Requirements

The Upper School counselors have a list of approved courses specific to Westminster that meet NCAA requirements for college enrollment. Please see any of the counselors if you have questions about this issue. The general guidelines for NCAA eligibility are listed in the boxes below.

Division III – 16 Core Courses(2013 and After)

• 3 years English• 2 years mathematics (Algebra I or higher)• 2 years natural/physical science (one must

be a lab science)• 3 years additional English, math or science• 2 years social studies• 4 years additional core courses (from

any area listed above, or from World Languages, non-doctrinal religion or philosophy)

Division II – 16 Core Courses• 3 years English• 2 years mathematics (Algebra I or higher)• 2 years natural/physical science (one must

be a lab science)• 2 years additional English, math or science• 2 years social studies• 3 years additional core courses (from

any area listed above, or from World Languages, non-doctrinal religion or philosophy)

Beginning August 1, 2016, NCAA Division I schools will require 10 core classes to be completed by the end of the junior year, and seven of the 10 must be a combination of English, Math, or natural or physical science that meets the criteria above.

Bible Department

L. B. Graham, Department ChairB.A. Wheaton College

M.Div. Covenant Theological Seminary

Mike BerttucciB.A. Wheaton College


Brian BurkeyB.A. Taylor University


Jim ButzB.F.A. Webster University

Kable CunninghamB.A. Covenant College

M.A. Covenant Theological Seminary

Luke DavisB.A. Covenant College


Nick GrayB.A. University of FloridaM.Div. Covenant Theological Seminary

Nile HeefnerB.A. University of Northern IowaM. Div. Covenant Theological Seminary

Larry HughesB.A. Anderson UniversityM.Div. Covenant Theological Seminary

Jennifer RitzemaB.A. Calvin CollegeM.A. Reformed Theological Seminary

Jason WilkinsB.A. University of Missouri-ColumbiaM.Div. Covenant Theological Seminary

“I am not ashamed of the gospel, because it is the power of God for the salvation

of everyone who believes: first for the Jew, then for the Gentile. For in the gospel a

righteousness from God is revealed, a righteousness that is by faith from first to last,

just as it is written: ‘The righteous will live by faith.’”

Romans 1:16-17

Bible

Bible Vision

The purpose of the Bible Department is to reveal God, His sovereignty, and His deep love for mankind. Students

will be challenged to accept, believe, and apply the Gospel for salvation and a life of daily obedience and power,

growing in grace and giving all glory and honor to God.

Standards

What a Westminster student will learn and be challenged to do through the Bible courses: • Believe that the Bible is God’s

loving and powerful Word to His children • Believe that the Word of God gives direction needed to pursue

obedience in daily life • Understand the responsibilities to care for our world that go with being created in the

image of God • Understand and interpret the world’s philosophical and ethical teachings in the light of God’s

written Word • Serve God through sincere love and fellowship with His people • Share the gospel in love and

service to others • Integrate biblical truth into the entire Westminster Christian Academy curriculum • Develop

a Christian worldview and an understanding of how biblical principles apply to daily life.

Middle School Sequence 7th Old Testament 78th Old Testament 8

Upper School Sequence

EnrichmentIntegration in all departmentsField tripsGuest speakersSeminarsIntegrated service learning

Required

Excel

Honors

AP

Level 9th 10th 11th 12th

New Testament Survey Biblical Ethics Biblical Ethics Worldviews

Bible

Bible

Middle School CoursesOld Testament 7 1 UnitThis course is a survey of the Old Testament beginning with the creation in Genesis through the beginning of the Kingdom in I Samuel. The emphasis is on learning and applying the lessons of faith demonstrated in the lives of the Old Testament people studied. Attention is given to dealing with the sin in our lives today and understanding the far-reaching consequences of our sin. Students are also challenged to understand the relationship between our privileges as Christians and our subsequent responsibilities. Students will:w Understand the importance and relevance of studying and

living the Bible.w Understand that God is the Creator of the universe and

that man is created in the image of God.w Understand the nature and effects of sin.w Gain an understanding of the gospel message in the

Old Testament.& Key Text: The Bible, Take Your Best Shot

Old Testament 8 1 UnitThis course is a completion of the Old Testament sur-vey from the seventh grade. Course material covers Old Testament history from the time of David and the United Kingdom through the Divided Kingdom to the periods of captivity and restoration. The books of the prophets are covered chronologically within the context of history. The emphasis throughout is the covenant relationship between God and his people.Students will:w Become familiar with major writings, themes, characters,

covenants, and events of the Old Testament.w Recognize the work of God throughout the Old Testament in preparing for the coming Messiah.w Understand how the Old Testament is relevant today and

that memorizing, studying, and applying the practical truth of God’s Word is a joy and privilege.

w Practice critical thinking skills as they enter into real conversations with their classmates/teacher about the Bible and how to live with a biblical worldview.& Key Text: The Bible

Upper School CoursesNew Testament Survey 1 UnitThis is an overview of the writings of the New Testament. In the first semester, emphasis will be on the life and teach-ings of Christ and their application to everyday life. In the second semester, the focus shifts to Acts and other letters to encourage students to think about how to live in response to the good news of Christ. The course is required for gradua-tion and is usually taken in grade nine. Students will: w Learn basic principles of biblical studies and how to apply

the truths of Scripture to their lives.w Become familiar with the person and work of Jesus Christ

through understanding His life and ministry. w Gain an understanding of the early church, the

apostles, and their teachings.w Have a clear understanding of the good news of Jesus

Christ and how to share it with others.& Key Texts: The Bible, The Ishbane Conspiracy, The Screwtape Letters

Biblical Ethics 1 UnitThe purpose of this course is to deal with contemporary issues from a biblical perspective. The goal is to demonstrate to the student that the Bible speaks to all areas of life. Some issues dealt with include abortion, racism, truth-telling, use of language, capital punishment, suicide, materialism and poverty, drugs, and sexuality. Students will: w Explore the nature of ethics and the truth of biblical eth-

ics.w Sharpen skills in thinking, presenting, discussing, and

debating ethical issues.& Key Texts: The Bible, Doing Right, Uncommon Decency, handouts

Worldviews 1 UnitStudents will examine what they believe and why in this course. Students will be encouraged to examine all of life from a Christian perspective. The course examines the fundamentals of a Christian worldview, the interaction of Christianity and culture, as well as a number of other philo-sophical and religious worldviews in order to understand the world around us. The goal is to encourage “Christian minds” to think critically and effectively. Students will:w Develop critical skills of analysis and evaluation through

a variety of reading and writing exercises, class discus-sions, class presentations, guest lecturers, as well as several feature-length videos.

w Develop strategies of critiquing the central beliefs of a worldview.

& Key Texts: The Compact Guide to World Religions, The Journey, and The Bible

Bible

Business & Communications Department

Scott Vonder Bruegge, Department ChairB.S. William Jewell College

Jonathan Horn B.S. University of Missouri-Columbia

M.A. Missouri Baptist University

Abby KarstenB.S. Truman State UniversityM.Ed. Covenant College

Han KimB.S. Millikin University

“We work hard with our own hands.”

1 Corinthians 4:12a

Business & Communications

Business & CommunicationsVision

The Business & Communications Department seeks to develop skilled professionals in all disciplines by ensur-ing students see the connection between content knowledge, professional application, and the integration of faith. The department takes advantage of the fact that its courses can and do mesh with other disciplines. An application approach is taken that emphasizes integration of a biblical worldview, the Westminster Christian Academy curriculum, and preparation for professional life.

Standards

Courses in the Business and Communications (BC) Department are designed to expose students to topics and context that would allow them to integrate core learning with their passions into a professional context. The role of Company 800 is to provide an outlet for students to integrate their academic knowledge in a professional capacity while learning how to integrate faith into their personal vision of work success. Fundamental to this, we must help students understand the concept that their professional life and personal life are inseparable.

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

Upper School SequenceNo formal course sequence is recommended.

Electives (all classes listed) Introduction to Business Business Finance and AccountingEntrepreneurshipIntroduction to Economics Magazine Journalism I – Yearbook Magazine Journalism II –YearbookMarketing I Newspaper Journalism I – NewspaperNewspaper Journalism II – NewspaperVideo Storytelling .

Middle SchoolIntegrated Technology

The Middle School practical arts and technology skills are integrated into the core curriculum in both 7th and 8th grade. Within the core courses, students will:w Learn basic computer use, understanding and navigating

through Westminster’s network and peripherals. This includes troubleshooting, understanding of hardware/software and file management.

w Use technology tools to enhance learning, increase pro-ductivity and promote creativity. Communication and productivity tools include word processing, spreadsheet, presentation, multimedia, database, video, photo, print, e-mail and Web browser software. Students can use these tools to research ideas and information and to communi-cate with others.

w Use communication and productivity tools to collaborate in constructing technology-enhanced models, publica-tions and other creative works.

w Practice responsible use of technology systems, informa-tion and software.

w Use technology to locate, evaluate and collect information from a variety of sources and use technology resources for solving problems and making informed decisions.

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

Upper School CoursesBUSINESS

Introduction to Business 1⁄2 UnitIntroduction to Business is the introductory course for the entrepreneurship and business courses. This course provides an introduction to problem solving, business principles, and business planning. Students will learn the underlying skills needed to create a startup business. These skills will include brainstorming, ideation, prototyping, pricing, basic accounting, selling, financial analysis, advertising, analysis, and more. The startups will be either sole proprietorships or partnerships in structure and function as either for-profit or non-profit. Introduction to Business is a semester course and may be taken by students in grades 9-12.

Business Finance and Accounting 1 UnitBusiness Finance and Accounting introduces students to the core components of double entry accounting through an integrated approach of financial accounting and analysis. Students will learn the accounting cycle for sole proprietors, partnerships and corporations with an emphasis on evaluat-ing financial information from an investing and managerial perspective. This yearlong course will include the application of accounting principles in business situations and financial decisions. Students completing Accounting will be equipped with skills needed to analyze economic decisions in an

ethical manner across any industry or profession. Business Finance and Accounting is a yearlong course and may be taken by students in grades 10-12. This course would also expose students to the principles of personal finance that are part of the required graduation requirements of students enrolled in Missouri public schools.

Entrepreneurship 1⁄2 UnitEntrepreneurship uses Design Thinking to develop solu-tions to problems. Design Thinking is a proven and repeat-able problem-solving protocol that professionals employ to build human-centered solutions. Students will develop an understanding for this methodology that will empower them to become entrepreneurs within any organization or context. From this point, students will create a non-profit and for-profit enterprise in the course. The entrepreneur-ship curriculum will focus on three areas including the foundations of business theory, developing business ideas and investigating the nuts and bolts of running a business.Entrepreneurship is a semester course and may be taken by students in grades 10-12. College credit may be earned through Missouri State University. To obtain that cred-it, students must take Introduction to Business as well. Prerequisite: Introduction to Business

Marketing 1⁄2 UnitMarketing blends creative group projects and in-depth analy-sis of innovative marketing strategies being used today. Learn and apply basic concepts of marketing, including marketing functions, branding, advertising and promotion, consumer markets, distribution, market research, ethics and profession-al development. Students will partner with a local business to help them effectively reach their target markets and reach performance objectives. Marketing is a semester course and may be taken by students in grades 10-12. College credit may be earned through Missouri State University. To obtain that credit, students must take Introduction to Business as well. Prerequisite: Introduction to Business

Introduction to Economics 1⁄2 UnitIn this course designed for upperclassmen (grades 11-12), students will learn the basic concepts of economics, such as supply and demand, economic systems, opportunity cost, productivity, scarcity, inflation, labor mar kets and trade. Along with economic principles, they will learn how economic thought has changed and developed along with historical events and the economic climate of the time. As a class, students will follow current events and predict what will happen next. They will investigate economic trade-offs and incentives in our domestic economy and the implica-tions of policy decisions on other societal structures.



Roar Broadcast, and the Foundation Yearbook). First-year yearbook staff members will enroll in this class. In this course students plan, design, and produce the school year-book. Because it is necessary for Christians to have strategic involvement in culture-shaping arenas such as media com-munication and publishing, students will be encouraged to become effective participants in these fields. Students will have the opportunity to work in all aspects of the production process, including photojournalism, design, and writing, as they pertain to feature-based magazine journalism. Staff members will:w Become familiar with ethics and law governing journalism.w Recognize and use journalistic style in writing. w Learn the power and role of story in communicating

through feature-based journalism.w Understand that communication is not merely the realm

of the printed or spoken word but encompasses many mediums and delivery methods.

w Learn and implement journalistic standards related to copywriting, photography, design, interviewing, and research.

w Use technology (Adobe InDesign, Adobe Photoshop, Microsoft Word, and digital cameras) in the production of the Foundation yearbook.

Prerequisites: Application, interview, and teacher recom-mendation

Magazine Journalism II – 1 Unit YearbookThe yearbook staff is one of four student publications staffs in Westminster’s student communications department (The Wildcat Roar newspaper, The Wildcat Roar online, The Wildcat Roar Broadcast, and the Foundation Yearbook). Second-, third-, and fourth-year yearbook staff members will enroll in this class. The course description is the same as Magazine Journalism I–Yearbook with the following additions. Staff members will:w Have the opportunity to apply to specialize in and lead

the yearbook staff in one area of the production process by assuming the role of assistant editor or editor (copy-writing, caption writing, design or photojournalism).

w Have the opportunity to apply to oversee the entire pro-duction and lead the yearbook staff as senior editor.

w Have the opportunity to apply to specialize as a staff photojournalist.

Prerequisite: Journalism I–Yearbook

Multimedia / Video Storytelling 1⁄2 UnitThis course is designed to provide students the basic under-standing of digital video storytelling. As a project-based class, students will learn skills in story design, script writing, direct-ing, producing and video production editing. In addition, students will engage with various video genres, such as the news story, the art of montage, music videos, promotional videos and short film. Students will also explore topics of interest in the field of video/film for class discussion and be challenged throughout the course to examine, discuss and evaluate the role of Christians in the digital world today.

COMMUNICATIONS

Newspaper Journalism I – 1 Unit NewspaperThe newspaper staff is one of four student publications staffs in Westminster’s student communications department (The Wildcat Roar newspaper, The Wildcat Roar online, The Wildcat Roar Broadcast, and the Foundation Yearbook). First-year newspaper staff members will enroll in this class in which students plan, design and produce the various outlets of the school newspa per. Because it is necessary for Christians to have strategic involvement in culture-shaping arenas such as media com munication and publishing, students will be encouraged to become effective participants in these fields. Students will have the opportunity to work in all aspects of the communication and production process, including pho-tography, design, video, web development, and writing as they pertain to newspaper journalism. The staff is comprised of three essential teams: the print team, the broadcast team, and the web team. First-year staff members will work on all teams with the option of specializing in later years according to interest. Staff members will:w Become familiar with ethics and law governing journal-

ism.w Recognize and use journalistic style in news, feature, opin-

ion and sports writing.w Understand that communication is not merely the realm

of the printed or spoken word but encompasses many mediums and delivery methods.

w Learn and implement journalistic standards related to copywriting, photography, broadcast journalism, design, interviewing and research.

w Use technology (Adobe InDesign, Adobe Photoshop, Microsoft Word and digital cameras) in the production of the The Wildcat Roar newspaper.

Prerequisites: Application, interview, and teacher recom-mendation

Newspaper Journalism II – 1 Unit NewspaperThe newspaper staff is one of four student publications staffs in Westminster’s student communications depart-ment (The Wildcat Roar newspaper, The Wildcat Roar online, The Wildcat Roar Broadcast, and the Foundation Yearbook). Second-, third-, and fourth-year newspaper staff members will enroll in this class. The course description is the same as Newspaper Journalism I–Newspaper with the following additions. Staff members will:w Have the opportunity to apply to specialize in and lead

the newspaper staff in one area of the production process by assuming the role of assistant editor (news, news/feature, feature, opinion, sports, or design) or business manager or team lead (print, online, or broadcast).

w Have the opportunity to apply to oversee the entire pro-duction and lead the newspaper staff as senior editor.

w Have the opportunity to apply to specialize as a staff pho-tojournalist or videographer.

Prerequisite: Journalism I–Newspaper

Magazine Journalism I – 1 Unit YearbookThe yearbook staff is one of four student publications staffs in Westminster’s student communications department (The Wildcat Roar newspaper, The Wildcat Roar online, The Wildcat


English Department

Micah Gall, Department Co-ChairB.A. Truman State University

M.A. University of Missouri-St. Louis

Heather Marsee, Department Co-ChairB.S. Union University

Dan BurkeB.A. Covenant College

M.A. Washington University in St. Louis

Gina BushB.S. Missouri State University

M.A. Georgia Southern University

Claire Birchenough B.A.S. University of Missouri-St. Louis

M.A. Missouri Baptist University

Molly GittemeierB.A. Texas A&M University

M.Ed. Texas A&M UniversityM.A. University of Dallas

Kristin JanssenB.A. Dordt College

Sara LaBarreB.A. University of North CarolinaM.A.T. Webster University

Jill KeithB.A. Bradford CollegeM.A. Webster University

Andy KerckhoffB.A. Baylor UniversityM.A. Lindenwood University

Taylor OrrB.S. Mississippi College

Sara SchwambB.A. Fresno Pacific UniversityM.A. Northern Arizona UniversityPh.D. Saint Louis University

Lauren SimpsonB.A. University of Missouri

Cindy ZavagliaB.A. McKendree CollegeM.A. Washington University in St. Louis

“Never to be completely idle, but either reading, or writing, or praying, or

meditating, or working at something useful for all in common.”

Thomas à Kempis

EnglishVision

The purpose of the English Department is to provide students with an appreciation of literature and with the

ability to evaluate great writing in light of Scripture. In addition, English studies provide students with the tools

to communicate the written and spoken language clearly and concisely.

Standards

What a Westminster student will learn and practice in English: • Learn the philosophical basis of literary works

and analyze those works in terms of a biblical philosophy • Improve reading and speaking vocabulary •

Write effectively, concisely, and persuasively, with an expertise in grammar and writing skills • Practice the

recursive writing process in all writing • Learn to write expository essays, short fiction, poetry, and research

papers with a high degree of competence.

Middle School Sequence 7th English 7 English 7 H8th English 8 English 8 H


ElectivesFilm as Literature

EnrichmentIntegration with the History DepartmentCooperation with the yearbook and newspaper staffsWriting standards across the curriculumReading comprehension strategies across the curriculum

Required

Excel

Honors

AP


Expository Writing

Expository Writing

Literature of Western Civilization

Literature of Western Civilization

American Literature

American Literature

Advanced Expository Writing

AP Literature

English

English

Middle School CoursesEnglish 7 1 UnitThis is a foundational, comprehensive, language arts pro-gram that prepares students to successfully advance through the English program. Through a reader-writer workshop format, 7th grade students will be challenged to grow as effective writers, readers, researchers, speakers, and listeners. Inside the classroom learning community, they will grapple with the Christian worldview and draw personal application.Students will strengthen their writing skills as they learn to organize their essay structure, support their argument with specific details, and use proper grammar, mechanics, and for-matting. They will also learn various techniques for writing with better coherence. Essay assignments will include: liter-ary analysis, personal narrative, character analysis, research, and informal daily writing. With the goal of becoming more effective critical thinkers and communicators, students will read a variety of books for both enjoyment and analysis. Also, they will improve their vocabulary while reading and through exercises using Latin and Greek root based words.& Key Text: Get to the Root of It: Complete Greek and Latin

Root Words, Book 1; The Chronicles of Narnia series; The King of Mulberry Street; The Wolves of Willoughby Chase; several independent books; various works of fiction and nonfiction.

English 7 (H) 1 UnitThis course is an accelerated and advanced version of the English 7 course for qualifying students. Students are expect-ed to have an exceptionally high aptitude and mastery in ver-bal reasoning, vocabulary, language, reading comprehension, writing mechanics, and writing skills, as assessed through the placement test and standardized test score. They must be self-motivated and responsible learners, independent readers, and effective communicators. Within this course students read ten novels and write eight essays. While read-ing various genres, students learn the art and craft of writing and how to relate literature to their life in a meaningful way.& Key Text: Get to the Root of It: Complete Greek and Latin

Root Words, Book 1; The Chronicles of Narnia series; The King of Mulberry Street; several independent books; various works of poetry, fiction, and nonfiction

English 8 1 UnitThis course is a rigorous and demanding course meant to prepare students for high school English courses. English 8 centers on the belief that good writers are also readers. Language skills are taught in a reader-writer workshop format which focuses on developing advanced literacy and strong writing skills. Students will spend time individually and collaboratively exploring a variety of mentor texts that will serve as models for student writing. The course will challenge students to choose from and write in a variety of genres, including journals, response, fiction, and essays. Students will also study grade-level vocabulary, along with grammar, mechanics, and usage within the context of the writing units. Through the material in the course, students will be challenged to discover the role their story plays inside God’s larger story of redemption as they engage in today’s culture and wrestle with issues presented through secular

literature, both presently and historically. & Key Text: The Outsiders; Romeo and Juliet; Get to the Root of It:

Complete Greek and Latin Root Words Book 2; several indepen-dent books; various works of fiction and nonfiction

English 8 (H) 1 UnitThis course is an accelerated and advanced version of the English 8 course for qualifying students. Students will be expected to think analytically and critically and to write with a high level of proficiency. Students must be self-motivated and responsible learners, independent readers, and effective com-municators. A significant level of effort will need to exist for the student to meet and exceed the requirements of the course. Prerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Text: The Outsiders; Romeo and Juliet; Trouble; Get to the

Root of It: Complete Greek and Latin Root Words Book 2; several independent books; various works of fiction and nonfiction

English as a Second Language 1 Unit (ESL)This course is designed to assist students whose first lan-guage is not English. English grammar, usage, and mechanics are emphasized, as well as academic writing. Students will increase their competency in English language skills in the area of reading comprehension and writing. This course also provides a foundation for ESL students as they transition into middle school level English writing in all other academic area. A major emphasis will be placed on vocabulary to enhance success in the above skills. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. By the end of this course, students will read and comprehend short academic materials in English and identify their main ideas and rhetorical purpose. Also, they will demonstrate an ability to structure simple five-paragraph essays with clearly stated main ideas.

This course is an accelerated and advanced version of the FEW course for qualifying students. Students will be expected to think analytically and critically and to write with a high level of proficiency. Students must be self-motivated learners and independent readers, able to communicate well in small group and whole class discussionsPrerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Texts: Sadlier Vocabulary Workshop, Level D; Antigone;

To Kill a Mockingbird; various works of fiction and non-fiction

Literature of Western Civilization 1 UnitThis course will focus on the great literary works of the Western world, with an emphasis on the literature of the British Isles. The course reinforces the themes and eras studied concurrently in the Western Civilization course, but it also traces the development and qualities of heroes and quests across literature. In addition to reading and discussing excellent literature, students will write at least five expository essays, pen a one-act play, and craft a number of poems. Each writing assignment is designed to teach, review, reinforce, or practice specific writing skills. The goals of this course are for students to learn to read and write analytically while critically interacting with the world.& Key Texts: Sadlier Vocabulary Workshop: Level E; The Death of King Arthur; Things Fall Apart; Frankenstein; Macbeth; The Importance of Being Earnest; several additional selected works of poetry, fiction, and nonfiction.

Literature of Western Civilization (H) 1 Unit

This honors level course is an accelerated survey. The course will focus on the great literary works of the Western world, with an emphasis on the literature of the British Isles. The course reinforces the themes and eras studied concurrently in the Western Civilization (H) course, but it also traces the development and qualities of heroes and quests across literature. In addition to reading and discussing excellent literature, students will write at least five expository essays, pen a one-act play, and craft a number of poems. Each writ-ing assignment is designed to teach, review, reinforce, or practice specific writing skills. The goals of this course are for students to learn to read and write analytically and speak persuasively while critically interacting with the world.Prerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines.& Key Texts: Sadlier Vocabulary Workshop: Level E; The Death of King Arthur; Great Expectations; Jane Eyre; Frankenstein; The Importance of Being Earnest; several additional selected works of poetry, fiction, and nonfiction.

American Literature 1 UnitThis junior level course is a survey of both classic and modern works of American culture. The American dream, the American mosaic, and the question of American iden-tity--both historically and currently--are the themes woven through the readings and the topics for class discussions. Students will read selections of fiction and non-fiction in the form of novels, memoirs, articles, poems, and short stories.

English

Upper School CoursesESL Intermediate 1 Unit Reading and WritingThis course is designed to assist students whose first language is not English. Students will increase their competency in English language skills in the area of reading and writing, including application of grammatical conventions. The focus is to help students obtain English proficiency in order that the students can participate successfully in all academic areas. A major emphasis will be placed on vocabulary to enhance success in the above skills. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. At the end of this course, students will read and comprehend short aca-demic materials in English and identify its main ideas and rhetorical purpose. Also, they will demonstrate an ability to structure simple five-paragraph essays with clearly stated main ideas.

ESL Advanced 1 Unit Reading and WritingThis course is designed to assist students whose first language is not English. This course will review the principles of paragraph structure and focuses on basic five-paragraph essay organization, formatting, and revision. In addition, students will work with a variety of academic reading materials to develop basic reading skills needed to aid all other academ-ic coursework. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. A major emphasis will be also placed on preparation for TOEFL (Test of English as a Foreign Language), an international student admission requirement for American colleges and universities. At the end of this course, students will be able to write five-paragraph essays with correctly structured and coherent paragraphs; build an understanding of American academic expectations of summarizing, paraphrasing, and analyzing the ideas of oth-ers; and develop an awareness of different academic and professional contexts and increase English vocabulary for those purposes.

Freshman Expository Writing 1 UnitStudents learn the fundamentals of composition, grammar, mechanics, and style in this writing course. The goal is to develop students’ reading, writing, listening, and speaking skills through a number of assignments driven by student choice. Students will write several expository essays through out the year, many of which involve research and detailed analysis. Additional creative writing assignments include a personal childhood narrative, descriptive vignettes, and poetry. All writing assignments are individually conferenced using a reader-writer workshop approach. In addition to these writing assignments, students are required to read a number of fiction and nonfiction literary selections and are required to possess an independent reading book of their choice at all times. & Key Texts: Sadlier Vocabulary Workshop, Level D; To Kill a

Mockingbird; various works of fiction and nonfiction

Freshman Expository Writing (H) 1 Unit

In addition to reading the texts, students will interact with worldviews presented in the literature in the form of writ-ing and speaking. Writing assignments include a minimum of five expository essays, including a multi-source research paper, and several creative pieces. Classes are organized around group discussion of the texts and a structured writing process as outlined in the Essentials of Writing Across the Curriculum. The goals of this course are for students to learn to read analytically, write thoughtfully, speak persua-sively, listen intently, and think critically& Key Text: Sadlier Vocabulary Workshop, Level F; Funny in

Farsi; The Color of Water; Scratch Beginnings; Don’t Sing at the Table; The Glass Castle; The Moon is Down; The Crucible; The Scarlet Letter; Incidents in the Life of a Slave Girl; The Great Gatsby; several additional selected works of fiction, nonfiction, and poetry.

American Literature (H) 1 UnitThis honors level course is an accelerated survey of both clas-sic and modern works of American literature and culture. The American dream, the American mosaic, and the ques-tion of American identity--both historically and currently--are the themes woven through the readings and the topics for class discussions. In addition to the assigned reading, stu-dents are required to possess an independent reading book of their choice. Students examine the worldview of each writer, considering how each connects with or departs from a Christian worldview. In conjunction with their reading assignments are a minimum of six expository writing assign-ments, including a multi-source research paper. Additional creative writing assignments include a short story or memoir and a number of poems. Students will also write several demand essays throughout the year in preparation for timed writings on standardized tests. Each writing assignment is designed to teach, review, reinforce, or practice specific writ-ing skills. The goals of this course are for students to learn to read analytically, write thoughtfully, speak persuasively, listen intently, and think criticallyPrerequisite: To enroll in this course, a student must have the recommendation from the previous English teacher based on the English Department guidelines. & Key Text: Sadlier Vocabulary Workshop, Level F; Funny in

Farsi; The Color of Water; Scratch Beginnings; Don’t Sing at the Table; The Glass Castle; The Great Gatsby; Reading Lolita in Tehran; The Crucible; The Scarlet Letter; Incidents in the Life of a Slave Girl; Death of a Salesman; several additional selected works of fiction, nonfiction, and poetry.

Advanced Expository Writing 1 UnitThis course is designed to refine expository writing skills in preparation for college and professional writing. Students will compose more than a dozen original essays in a variety of genres. Essays will deal with contemporary topics, social issues, and literature of many types. Students will also create interactive digital presentations that capture and effectively communicate a writer’s worldview to an audience. Each essay undergoes a number of drafts and is individually conferenced with a teacher. Advanced Expository Writing 12 will equip students to write across the disciplines with a

clean, concise, and persuasive voice.& Key Texts: Sadlier Vocabulary Workshop, Level G; Blue Like

Jazz; Into the Wild; selected readings and essays

AP Literature 1 UnitThis is an Advanced Placement course in literature that offers challenging readings from world classics. The focus of this course is to understand how literature – whether a novel, a poem, a play, or a short story – is an expression of a specific worldview. Students who are selected for this course should be accomplished writers and competent literary critics. Students will respond to literary selections in writing and will be able to tie together particular worldviews and philosophies with the selections they read. All students in this course will be required to take the AP Literature and Composition test at the completion of the class.& Key Texts: Cry, the Beloved Country; The Power and the

Glory; All the King’s Men, A Farewell to Arms, The Sunset Limited, Heart of Darkness, No Exit, The Stranger, Freud’s Last Session; selected readings and essays; various novels, plays, poems; short fiction from African, American and European literature

Film as Literature 1⁄2 UnitFilm as Literature is a one-semester survey designed to chal-lenge students to consider the ideas and messages inherent in classic and modern world cinema. The course will prepare students to be more active and discerning in the way they watch film by teaching them to recognize the techniques filmmakers use to portray a message, theme, or worldview. Students will also seek to understand why film has become an important art form in the modern world and why it has such a profound impact on the culture around us. Students will be assessed on their ability to critique film through a number of substantial writing assignments and will be expected to consistently engage in class discussions.Prerequisite: This course is designed for juniors and seniors only.

Fine Arts Department

Kathy Eichelberger, Chair of Fine ArtsB.M.E. Butler University

M.A.T. Webster University

John Sarra, Chair of Visual ArtsB.A. College of Charleston

M.F.A. Washington University in St. Louis

Jim ButzB.F.A. Webster University Conservatory of the Theater Arts

Emily Dierking B.S. Bradley University

Lara GoekeB.A. Maryville University

Mallory Rohlfing B.S. Calvin College

Allen SchwambB.A. Fresno Pacific UniversityM.M. Northern Arizona University

Helen ScottB.A. Lindenwood UniversityM.T.A. Lindenwood University

Camden St. ClaireB.F.A. Savannah College of Art & DesignM.A.C. Covenant Theological Seminary

Eric TaylorB.M. Belmont University

Lizzie VogelB.F.A. Westminster College

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

Dr. Francis Schaeffer

Fine Arts

Fine ArtsVision

The purpose of the Fine Arts Department is to teach students to express devotion and praise to God, the

Creator, through artistic endeavors and to see biblically how to observe, discover, understand, and express the

truth, beauty, and wonder of His creation.

Standards

What a Westminstser student will learn and be able to do in Fine Arts: • Share artistic expression as a gift from God

in service to others • Develop the discipline to take a piece of work from its beginning to a point of display

or performance • Realize the adventure of developing and submitting all artistic talents and disciplines to the

Lordship of Jesus Christ • Identify the relationship of historical periods/cultures to individual artistic expres-

sions • Be encouraged to develop and understand personal talents and creativity • Acquire the ability to

examine and evaluate various art forms.

Middle School Sequence 7th Art, Drama, Chorus, Performing Arts Expo, Band8th Art, Drama, Chorus, Performing Arts Expo, Band

Upper School SequenceNo formal sequence recommended.

ElectivesArt: AP Art History, Art Survey, Ceramics I, Ceramics II, Drawing, Graphic Design, Oil Painting, Photography, Sculpture, Watercolor Painting Music: Band, Chamber Choir, Concert Choir, Composition, Jazz Band, Music Appreciation, Mixed Chorus, Music Survey, AP Music Theory, OrchestraDrama: Advanced Improvisation, Drama I, Drama II, Drama III, Speech Communication

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

Fine Arts

Fine Arts

Middle School CoursesArt (7) 1⁄4 UnitThis course introduces objectives that emphasize material exploration, the analysis of images, and participation in the creative process through experiential learning. Students develop skills to communicate and interpret ideas through visual language with an emphasis on representational meth-ods. They will explore the meaning of works of art by learn-ing to identify subject matter, themes, genres, and symbols. In addition, students will learn to apply a Christian world-view to the evaluation of beauty, value, purpose, and mean-ing as they are expressed through works of art.

Art (8) 1⁄4 UnitThis course builds on the concepts and practices of 7th Grade Art through synthesis and application. Students will apply more complex technical skills informed by the ele-ments of art and principles of design. Media and techniques are chosen for their expressive and descriptive potential. Students begin to produce works of art that are improved and revised through a process of sketching, studies, and final works. They will compare Western traditions to those of other world cultures and investigate ways that context influences meaning. Students will begin to develop a per-sonal aesthetic through creation and critical dialogue. This articulation of reasoned judgements will allow students to relate the discipline of art to other fields of knowledge and to understand its place within their own worldview.

Beginning Band (7) 1⁄2 UnitThis course is for any student who is interested in learning a new instrument. This class is taught under the assumption that the student has no musical background. Students will learn how to play their instruments along with music nota-tion and music theory. After successful completion of this class, a student will be fully prepared for the regular band class:& Key Text: Tradition of Excellence

Band (7 & 8) 1⁄2 UnitThe instrumental music program builds musical abilities through performances; study of music theory, history, and musicianship; and appreciation of diverse musical styles. Students are required to purchase the method book below ($9-$12). This course can be taken for an entire year or by semester. Students will:w Improve their musical technique and understanding.w Learn the theory and history of music.w Perform at school and community concerts and festivals.& Key Text: Tradition of ExcellencePrerequisite: One year in a traditional concert band class (private lessons and previous general music class do not apply)

Chorus (7 & 8) 1⁄2 UnitThis class seeks to establish each singer’s vocal and musical abili-ties with an emphasis on performance. The class meets every other day for a semester. A wide variety of literature is used to teach vocal concepts. Skills such as healthy vocal production, basic musicianship, and sight singing are included in the class. The class will perform one to two concerts during the semester.

Drama (7 & 8) 1⁄2 UnitThis is a semester overview to orient actors in the art of improvi-sation, creativity, imagination, sensory awareness, concentra-tion and observation skills, voice projection, and movement. This is open to any interested seventh or eighth grader and is limited in size. Students will:w Learn to understand and express the complexities of

human nature.w Discover many of the aspects in which man is created in

God’s image.w Reflect the creativity of their Master.w Sharpen imagination and concentration skills.& Key Texts: Improvisation for the Theatre, Viola Spolin

Performing Arts Expo (7 & 8) 1⁄4 UnitThis class focuses on musical theater from the classic to the contemporary. The class meets every other day for a semes-ter. Students will become familiar with shows by various composers such as Lerner and Lowe, Gilbert and Sullivan, Rodgers and Hammerstein, Strouse, Arlen, and Sondheim as well as study the history of Broadway. Emphasis will be on singing, dancing, and acting skills. The 7th grade class will practice and produce a musical revue for a culminating performance. The 8th grade class will work on a mini musi-cal to perform at the end of the semester.

Upper School CoursesArt Survey (Intro to Visual Art) 1⁄2 UnitThis studio course emphasizes the development of skills to create, discuss, and understand works of art. Students will participate in thematic investigation of visual communica-tion and the creative process while exploring aspects of craft, art history, criticism, and aesthetics in two- and three-dimensional work. Each student will maintain a portfolio of their work, and select pieces will be carried forward to the next level of study. This course is a prerequisite for all visual arts courses.

Drawing 1⁄2 UnitIn this introduction to drawing, students will learn strate-gies of representation and communication using a variety of drawing media. They will explore traditional and contem-porary methods while developing technical and conceptual skill sets. Students will learn to see the world differently and to tap into the creative potential of what they see. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.Prerequisite: Art Survey (Intro to Visual Arts)

Ceramics I 1⁄2 UnitIn this introduction to the ceramic arts, students will learn pinch, slab, and coil methods of hand building with clay while gaining familiarity with the tools and procedures of the ceramics studio. This class explores relationships between form and surface, function, and aesthetics through creative problem solving. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study. Prerequisite: Art Survey (Intro to Visual Arts)

Fine Arts

Fine Arts

the artists. Students will learn to recognize and interpret the human condition as expressed through works of art, recog-nize and understand different styles of art and their contexts, and go on to take the AP exam.& Key Texts: Gardner’s Art Through the Ages: A Global

Perspective, 13th Edition.

Upper School Band 1 UnitThe instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students in this class are expected to go on the spring tour (approximately $450) and purchase a SmartMusic sub-scription ($40). Students will:w Improve their musical technique and understanding.w Learn the theory and history of music.w Perform at school and community concerts/festivals. & Key Texts: Sheet musicPrerequisites: At least one year of instrumental music and demonstrated fluency on instrument

Music Survey 1⁄2 UnitMusic Survey class is intended to develop a more profound understanding and appreciation of music. This semester class is designed for students in grades 9-12 who have little to no experience playing music, but who enjoying listening to music and would like to have a greater appreciation for the art form. This is not a performance class, meaning the class is not meant to create musicians. This class is intended to develop within students a stronger appreciation for the creation of music and to grasp a better understanding of what they are listening to when they hear any genre of music. Students will take a hands-on approach in this class when learning music. Students will:w Learn how to play a band instrument.w Compose music using technology.w Listen to and analyze music. w Understand basic music theory.

Music Composition 1⁄2 UnitMusic Composition is a project-based class, focused on cre-ation of both classical and commercial music. This course is open to advanced upperclassmen musicians (grades 10-12) who have experience in band, choir, or piano lab. Basic piano skills and music theory are highly recommended. This class will develop students skill in writing music by developing the understanding of part writing, knowledge of various instruments and publishing music both by hand and using technology. Students will have the opportunity to hear the compositions performed by students in Westminster’s bands, choirs, and orchestra.Prerequisites: Band, Choir, Piano Lab, or Orchestra

Jazz Band 1⁄2 UnitJazz Band is open to advanced instrumentalists in grades 9-12 interested in playing and developing their skills in various forms of jazz music. Jazz band meets three times every week before school. Students are expected to attend every rehearsal and to be enrolled in concert band. (An exception can be made for those who play piano, guitar, and bass.) Students will play a wide vari-ety of jazz styles while receiving music theory lessons, listening/transcribing jazz, and studying improvisation.

Ceramics II 1⁄2 UnitIn this advanced ceramics course, students expand their technical and conceptual skill sets while building vessels and sculptural forms. The potter’s wheel is introduced, and students will learn how to throw traditional and innovative vessels. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.Prerequisite: Ceramics I

Watercolor Painting 1⁄2 Unit This course provides an introduction to transparent media with an emphasis on watercolor. Students will gain familiar-ity with materials and methods through experimentation and the creative application of color theory. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study.

Prerequisites: Art Survey (Intro to Visual Arts)

Oil Painting 1⁄2 UnitIn addition to the principles of design and composition, this course will address media-specific issues such as tools, procedures, color mixing, and painting techniques.Prerequisites: Art Survey, Drawing

Photography 1⁄2 UnitThis introduction to digital photography is a studio course that focuses on the elements of art and the principles of design as they apply to photographic image making. Software will play a secondary role in the curriculum. Thematic and technical approaches will provide students with a wide variety of applications for this popular medium. Each student will maintain a portfolio of his/her work, and select pieces will be carried forward to the next level of study. Requirements: Students will provide their own digital camera, batteries, and memory cards. Although point-and-shoots are acceptable, SLR digitals will provide for more creative possibilities. Prerequisite: Art Survey (Intro to Visual Arts) starting with the Class of 2019

Graphic Design 1⁄2 UnitIn this project-based studio course, students learn career and communication skills in graphic design, print media, and commercial art. This course develops the foundational skills in visual communications: design principles, photo edit-ing, color theory, research, project management skills, peer review, and redesign. Students explore various print genres such as poster design and marketing design for communica-tion in a commercial setting. Students learn to work in col-laborative teams, generate and respond to project feedback, and to work with clients. Applications: Google Docs and Presentations, Adobe Photoshop, and Adobe InDesignPrerequisite: Art Survey (Intro to Visual Arts) starting with the Class of 2019

Art History (AP) 1 UnitThis course follows the AP Art History syllabus that covers the beginnings of art to postmodernism. Architecture, painting, and sculpture are explored along with the lives of

Fine Arts

Fine Arts

Drama II 1⁄2 UnitA semester of play production and performance reviews all aspects of acting, blocking, voice projection, and articula-tion. Students will be introduced to new aspects of theatre, such as acting styles, theatre history, stage makeup, and improvisation. At least two productions are required, and at least one public performance outside of class is required.& Key Texts: Various textsPrerequisite: Drama I

Drama III 1⁄2 UnitStudents will be introduced to lighting and sound aspects of theatre. They will also be working with Drama I students as stage managers and directors. They will design and imple-ment costumes and makeup that support the text. If pos-sible, students will participate in the run of a current school production.Prerequisite: Drama I and Drama II

Speech Communication 1⁄2 UnitThis is an overview of the basic aspects of speech. Students will:w Become comfortable in front of an audience.w Increase research ability and verbal and nonverbal com-

munication skills.w Learn the fundamentals of speech making (preparation,

memory improvement, good delivery, platform presence, introduction, conclusion, organizational skills, and criti-cal listening skills).

& Key Texts: Various textsPrerequisite: Completion of Sophomore English

Advanced Improvisation 1⁄2 UnitStudents who are gifted in improvisational skills will be chal-lenged to think creatively and critically in this course. Actors will learn how to support and trust their group, agree with the improvisation, build a scene, and learn improvisation as a team sport. A number of public performances outside of class time are required.& Key Text: Truth in ComedyPrerequisites: Drama I & II

AP Music Theory 1 UnitThis class will prepare upper school musicians for the rigors of university-level music classes. AP Music Theory will present an in-depth look at the ways composers create their music and the theoretical considerations behind music. Topics will include chords, chord sequence, scales, sight-singing, and melodic dictation. Though AP Music Theory is open to all instrumentalists or singers, regardless of whether they have performed in band, choir, or strings, involvement in a performance class at Westminster Christian Academy is highly recommended. Students enrolled in this course will take the AP Music Theory test in May. & Key Texts: Harder, Paul, and Steinke, Greg A. Basic

Materials in Music Theory: A Programmed Course, 12th ed. Upper Saddle River, N.J.: Prentice Hall, 2003; Ottman, Steinke, Greg A. Harmonic Materials in Tonal Music: A Programmed Course (Part 1), 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2003; Ottman

Prerequisite: Enrollment limited to 11th and 12th gradesRecommended: Piano Lab/Intermediate Piano

Requirement: Enrollment in Concert Band (exception: bass guitar, string bass, piano, guitar)

Upper School Orchestra 1 UnitThe instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students in this class are expected to go on the spring tour and will be required to purchase concert dress (men: $15 / women: $25). Students will:w Improve their musical technique and understanding.w Learn the theory and history of music.w Perform at school and community concerts and festivals. & Key Texts: Sheet musicPrerequisites: At least one year of instrumental music and demonstrated fluency on instrument

Mixed Chorus 1⁄2 UnitThis is a SA(T)B choir for beginning singers. Emphasis is on defining the art and practice of choral sing-ing. Training in basic musicianship, sight singing, and vocal production is an integral part of the class. Performance opportunities include in-school and off-campus venues. This is excellent preparation for Concert Choir. No choral experience or audition is required.& Key Texts: Various sheet music

Concert Choir 1 UnitThis is an auditioned SATB choir with openings for highly motivated singers with choral experience. Emphasis is on developing the art and practice of choral sing-ing through a wide spectrum of literature via multiple performing opportunities (in-school and off-campus venues). Membership is based on healthy vocal production, proficiency in basic musicianship, and sight singing. A yearlong commitment is required. Students are required to purchase SmartMusic ($40) and are expected to go on the spring tour (approx. $450).& Key Texts: Various sheet musicPrerequisites: Interview and audition

Chamber Choir 1⁄2 UnitThis SATB choir is auditioned from among those who are selected for Concert Choir. This class meets three days a week before school for 55 minutes. It performs in all the same concerts as Concert Choir, plus several extra perfor-mances. Students must pay a uniform rental charge ($15-$30) and are expected to use SmartMusic and attend the spring tour as part of the Concert Choir.

Drama I 1⁄2 UnitA semester overview exposes students to the use of inner resources, basic movement, and motivation to develop voice and diction, to introduce character development, and to determine blocking. Comedic or dramatic monologues are required in class performances. Students must attend a full professional or college production during the semester. Students are evaluated on their performances, classroom cooperation, and memorization of various roles. This course is limited in size.

Fine Arts

Piano Lab 1⁄2 UnitThis one-semester class exposes students to the many aspects of learning the piano, focusing on the technical, innova-tive, and expressive aspects of the instrument. Students will learn the fundamental techniques of playing the piano, including scales and chords, as well as touching on western tonality, music theory, and some composer study. The class also develops the ear with the inclusion of aural training. Students will acquire the language of music, including pitch, chord, scale, articulation, meter, and harmonization. Repertoire will range from classical to contemporary, includ-ing folk songs and rudimentary jazz improvisation. & Key Text: Alfred’s Group Piano for Adults, Book 1

Intermediate Piano 1⁄2 UnitThis one-semester class exposes students to the many aspects of learning the piano, focusing on the technical, innovative, and expressive aspects of the instrument. Students will learn the fundamental techniques of playing the piano, including scales and chords, as well as touching on western tonality, music theory, and some composer study. The class also develops the ear with the inclusion of aural training. Students will acquire the language of music, including pitch, chord, scale, articulation, meter, and harmonization. Repertoire will range from classical to contemporary, includ-ing folk songs and rudimentary jazz improvisation.& Key Text: Alfred’s Group Piano for Adults, Book 2Prerequisite: Students may be allowed into Intermediate Piano upon approval from instructor or upon completion of Piano Lab.

History Department

Chris Knerr, Director of the Integration of Faith in LearningB.S. Miami University

M.A. Covenant Theological SeminaryM.A. Washington University in St. Louis

Kelley Schwartz, Department ChairB.S. University of Missouri

M.A. University of Missouri

Adam BarbeeB.S. Truman State University

M.A.E. Truman State University

Ken BoeschB.A. University of Wisconsin-Madison

B.C.M. Colorado Christian CollegeM.A.T. Webster University

Slade JohnsonB.A. Wheaton College

Andy KerckhoffB.A. Baylor UniversityM.A. Lindenwood University

Tim MuehleisenB.S. Taylor University

Jennifer RitzemaB.A. Calvin CollegeM.A. Reformed Theological Seminary

Erica OsborneB.S. University of Missouri-ColumbiaM.Ed. University of Missouri-Columbia

Howard WarrenB.S. University of OklahomaGraduate Certificate, Covenant Theological SeminaryM.A. Lindenwood University

Ashley WoodallB.S. University of Missouri

“History is a continuing parable whereby God’s purposes are

revealed for those with eyes to see.”

Malcolm Muggeridge

History

HistoryVision

The purpose of the History Department is to provide the student with the necessary basis to develop a

conceptual understanding of humanity’s patterns of interaction, and to view history as a continuing parable

which reveals God’s purposes. The student will be better prepared to function in and redeem the culture.

Standards

What a Westminster student will learn and be able to do in History: • Use a Christian view of history and life to

understand man • Recognize and attach importance to major people, events, places, ideas, and developments

• Understand current events in terms of historic perspectives • Understand his/her own life in terms of

historic perspectives • Recognize God as Creator • Use history as a basis for responsible decision making to

further God’s Kingdom • Develop habits which will lead to lifelong learning.

Middle School Sequence 7th World Geography 8th U. S. History


*American Government is a required one-semester course.

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

EnrichmentField trips, guest speakers, out-of-class activities

Required

Excel

Honors

AP


The History of Global Conflicts

Western Civilization

Western Civilization (H)

U.S. History

U.S. History

*American Government

U.S. Government & Politics

U.S. Government

& Politics

History

Middle School CoursesWorld Geography 7 1 UnitWorld Geography is a social studies course in which students learn about the regions, nations, and people groups of the world. Students learn how to analyze and develop a deeper understanding and appreciation for the diverse physical geography, economics, government, religion, and culture of the regions of the world. Students also learn to think criti-cally about current events in the news. While students learn hundreds of key vocabulary terms and the location of all the nations of the world, there is a heavy emphasis on map skills and geographic concepts. The first semester is dedicated to developing foundational skills such as reading comprehen-sion, critical thinking, research, and interpreting data. The second semester is devoted to applying these skills and the five themes of geography to various regions of the world. The goal is to create a richer cultural literacy so that they can be more effective in playing a redemptive role in the cultures in which they will live and work. & Key Text: World Geography Today

U. S. History 8 1 UnitThis course is a broad survey of major events in America’s history. It begins with colonial times and the American Revolution through the 20th century. Projects and papers will be an active part of the learning process. Students will:w Evaluate human motives in history in view of the

biblical truths about mankind.w Recognize that man, because he was created by God as

a significant moral individual, can make choices which shape the world in which he lives.

& Key Text: The Americans

Upper School Courses

History of Global Conflicts 1⁄2 UnitThe History of Global Conflicts is a semester-long, problems-based course that explores the historical context of modern conflicts and asks students to evaluate potential solutions in light of the historical and present contours of political and economic tensions around the globe. The course sur-veys the historical and modern complexities of the Indian and Pakistani claims to Kashmir, the complexity of the relationship between Iraq, Afghanistan, and Pakistan, and the Russian, Iranian, and Chinese challenges to American hegemony. The course will also examine the ancient roots of the Israeli-Palestinian conflict and explore the geographic, political, and religious components that combine to make this conflict unique in its complexity. While the course stresses the investigation of regional flashpoints, students are asked to evaluate each conflict from the perspective of American foreign policy to develop an awareness of the com-plexity of each conflict and to understand the political and economic factors that have shaped the American response to these problems.& Key Text: CHOICES Curriculum, Brown University

Western Civilization 1 UnitThis thematic survey investigates the political, social, intel-lectual, and artistic history of the West beginning with the

Greco-Roman world and ending with the rise of dictator-ships in the mid-20th century. The course has two primary foci: 1) it seeks to develop an understanding of Western his-tory and to enable students to identify the contributions of artists, philosophers, writer, filmmakers, and politicians and evaluate their influence and legacy from a Christian perspec-tive; 2) it will explore the West’s interactions with the non-Western world and will attempt to provide historical context for the contemporary problems and challenges confronting the West and its relationship with the developing world. Students will interact with a variety of primary sources, liter-ary selections, films, and artistic works, and will respond to these selections in a series of simulation activities, projects, discussions, and essay responses that enable students to integrate their understanding of historical materials with the surrounding culture. Students will:w Think critically, holistically, and biblically about our

Western culture, identify major figures, ideas, and devel-opments in the history of Western civilization, and explain their interrelationships and significance.

w Explain and evaluate the impact of Western civilization, past and present, on the rest of the world.

w Evaluate the major developments in Western civilization in view of the Bible’s teachings about the human condi-tion and God’s sovereignty.

& Key Texts: Lord of the Flies, 1984, Oedipus Rex, The Essential Homer

Western Civilization (H) 1 UnitThis sophomore course is an advanced course in Western Civilization. Though this course is similar to the regular sec-tion of Western Civilization, its emphasis will be upon the modern era, from 450 BC to 1945. Students will:w Study and evaluate European history in light of

biblical principles.w Explain and evaluate the spread of European culture,

economics, and politics.& Key Text: Lord of the Flies, Oedipus Rex, The Essential

Homer, Plato’s Republic, 1984

U. S. History 1 UnitThis class is a survey of American history from the Civil Warthrough the 20th century. The class is taught using readings, discussion, Socratic seminars, and student collabo-ration. Students will:w Learn to view U.S. history from a Christian world and

life view.w Understand the progress and paradoxes of U.S. history. w Keep informed on current events.

U. S. History (AP) 1 UnitThis college-level survey course meets the Westminster graduation requirement and prepares the student for the AP exam. Students will:w Survey the colonial era to the 1990s.w Prepare for the AP exam.w Approach U.S. history from a distinctly Christian world-

view.& Key Texts: www.hippocampus.org and www.digitalhistory.uh.eduPrerequisite: Teacher and counselor recommendation

American Government 1⁄2 UnitThis course is a study of the origins of the United States government and its present status and functions. It develops in students the ability to recall factual informa-tion, interpret data, and develop and defend theses about causes, effects, and relationships of constitutional issues. This course encompasses the following topics:w Philosophical and historical foundations of the American

political system.w Creation of the Constitution.w Values and principles embodied in the Constitution and

the shaping of American institutes and practices.w Development and expansion of the protections of the

Bill of Rights.w Practical applications of specific rights which are

protected via the Bill of Rights.w Roles of citizens in American democracy.& Key Text: We The People: The Citizen and the Constitution

United States Government 1 Unit and Politics (AP) This course is a rigorous, in-depth study of the origins of the United States government and its present status and functions. It develops in students the ability to recall factual information, interpret data, and develop and defend theses about causes, effects, and relationships of constitu-tional issues. Students will have the option of taking the AP test or taking the course for Excel credit. The course encom-passes the following topics and activities:w Philosophical and historical foundations of the American

political system.w Creation of the Constitution.w Values and principles embodied in the Constitution and

the shaping of American institutes and practices.w Development and expansion of the protections of the

Bill of Rights.w Practical applications of specific rights which are

protected via the Bill of Rights.w Roles of citizens in American democracy.w Competition at the state level in the “We the People” con-

stitutional competition.& Key Texts: We the People: The Citizen and the Constitution Prerequisite: Teacher recommendation

History

Mathematics Department

Dale Beachy, Department Co-Chair B.S. Greenville College

M.Ed. University of Missouri-St. Louis

Jacob Mohler, Department Co-Chair B.S. Hillsdale College

M.A. St. Louis University

Erin AlbrightB.A. Trinity Christian College

Matthew DeJongB.A. Dordt College

Rachel EndelB.S. Union University

David Haas B.S. Wheaton College

M.A.T. Webster University

Rex JanssenB.A. Dordt College

Maggie Moore B.S. Missouri University of Science and TechnologyB.A. Missouri University of Science and TechnologyM.A. Maryville University

Robert MurphyB.S.N. Western Washington UniversityM.Div. Covenant Theological Seminary

Allison PautlerB.A. Hope College

JD PeronaB.S. Taylor UniversityM.A. William Woods University

Rich Van GilstB.S. Calvin CollegeM.A. Western Michigan University

Kelsey WaltonB.A. Calvin College

“In exploring mathematics one is exploring the nature of God’s rule over

the universe; one is exploring the nature of God Himself.”

Vern S. Poythress

Mathematics

MathematicsVision

The purpose of the Mathematics Department is to provide students with the ability to better understand

the creation, hence the mind and character of the Creator; the knowledge and skills necessary to model

quantitative and spatial situations in all disciplines; and the opportunity to develop skills in using logical

reasoning, problem solving, and technology. The courses offered are designed to meet the needs of students of

all abilities, interests, and college and career objectives.

Standards

What a Westminster student will learn and be able to do in Mathematics: • Realize that the universe was created

with perfect mathematical relationships which must be distinguished from our imperfect understanding of

them • Observe that God has created mankind with the ability to discover and then to use mathematics in

understanding His creation • Demonstrate knowledge of mathematical theory, skill in using mathematical

methods, and efficiency in problem solving • Become proficient in using current technology as a tool for

calculation, processing data, and problem solving • Take the mathematics courses necessary to meet his/her

future educational and career objectives • Apply mathematical concepts and problem-solving strategies in other

classes and disciplines as well as in daily life • Value the knowledge of mathematics as a gift from God and use

it in an honest manner and for noble purposes • Demonstrate confidence in his/her ability to use mathematics

to solve problems in all applicable situations.

Middle School Sequence 7th Pre-Algebra, Advanced Pre-Algebra, Pre-Algebra (H)8th Algebra I, Advanced Algebra, Algebra I (H)


ElectivesCalculus AB (AP)Calculus BC (AP)Statistics (AP)Statistics

EnrichmentsSelected math contests

Required or Grade 12 options

Excel

Honors

AP


Algebra ConceptsAlgebra IGeometry ConceptsGeometry

Geometry

Geometry ConceptsGeometryAlgebra II ConceptsAlgebra II

Algebra II

Algebra II ConceptsAlgebra IIAdvanced Math ConceptsCollege Algebra

College AlgebraPrecalculus

Precalculus

Statistics

Advanced Math ConceptsCollege Algebra Statistics

StatisticsCollege AlgebraPrecalculus

Precalculus

Calculus AB (AP) Calculus BC (AP)Statistics

Mathematics

Middle School CoursesCourses taught using a problem-based approach are indicated by (PBI). Courses taught using a direct instruction approach are indicated by (DI).

Pre-Algebra (H) (DI) (7th Grade) 1 UnitThis course is designed to prepare students for Honors Algebra I and Honors Geometry. It is intended for those who have a strong aptitude in math and have demonstrated mastery of basic pre-algebra skills. Students will explore more advanced pre-algebra concepts that require higher-level thinking skills. Students will also be introduced to beginning algebra concepts and will:w Sharpen their arithmetic skills by working with

fractions, decimals, percents, ratios, and proportions.w Develop a foundation for algebra by understanding

and working with integers, number theory, variables, variable expressions, and equations.

w Study the coordinate plane and graphing techniques by graphing linear equations in slope-intercept and point-slope form, solving systems of linear equations and graphing linear equations.

w Develop a foundation for geometry by understanding and working with angle relationships, area and volume.

w Introduce irrational numbers, specifically square roots, and apply them to finding distance and using the Pythagorean theorem.

w Work with polynomials and solve quadratic equations.w Implement problem solving strategies and techniques to

approach multi-step, real-life application problems. w Relate math concepts to God’s Word.& Key Text: PreAlgebra: McDougal Littell, 2005

Pre-Algebra (DI) (7th Grade) 1 UnitThis course is designed to prepare students for Algebra I and Geometry. Students will:w Sharpen their arithmetic skills by working with

fractions, decimals, percents, ratios, and proportions.w Develop a foundation for algebra by understanding

and working with integers, number theory, variables, variable expressions, and equations.

w Study the coordinate plane and introductory graphing techniques by graphing linear equations and inequalities in slope-intercept form.

w Develop a foundation for geometry by understanding and working with shapes, area, perimeter, volume, and angles.

w Introduce irrational numbers, specifically square roots, and apply them to finding distance and using the Pythagorean theorem.

w Implement problem solving strategies and techniques to approach multi-step, real-life application problems.

w Relate math concepts to God’s Word.& Key Text: PreAlgebra: McDougal Littell, 2005

Algebra I (H) (PBI) (8th Grade) 1 UnitStudents use a problem based approach to study the tradi-tional topics of Algebra I. This course is designed to com-municate that math is important as a modeling and problem solving tool. Students will:w Learn the terminology and symbols of algebra.w Review and use fractions, decimals, percents, ratios, and proportions.w Create and use expressions and equations to solve

problems.

w Simplify rational, radical, and polynomial expressions.w Write and solve linear equations and linear systems.w Recognize that a constant rate of change produces a linear

graph.w Graph linear functions using slope.w Solve quadratic equations.w Review operations with polynomials.w Use basic geometric and algebraic properties and formulas

to solve problems.& Key Text: Math 1 Packet - adapted from Phillips Exeter

Academy

Algebra I (DI) (8th Grade) 1 UnitThis course is designed to communicate that math is impor-tant as a modeling and problem solving tool. Students will:w Learn the terminology and symbols of algebra.w Review and use fractions, decimals, percents, ratios, and proportions.w Create and use expressions and equations to solve

problems.w Simplify rational, radical, and polynomial expressions.w Write and solve linear equations and linear systems.w Recognize that a constant rate of change produces a linear


to solve problems.& Key Text: TBA

Upper School CoursesCourses taught using a problem-based approach are indicated by (PBI). Courses taught using a direct instruction approach are indicated by (DI). Dual enrollment offerings with Missouri Baptist University are indicated by (E). Advanced Placement courses are indicated by (AP).

NOTE: Graphing calculators are required for all courses beginning with Algebra II and Algebra II (Honors). The TI-84 Plus Silver is recommended.

Algebra I (DI) (9th Grade) 1 UnitStudents study the traditional topics of Algebra I. This course is designed to communicate that math is important as a modeling and problem solving tool. Students will:w Learn the terminology and symbols of algebra.w Review and use fractions, decimals, percents, ratios, and proportions.w Create and use expressions and equations to solve




w Learn to identify and solve problems using congruent or similar figures.

w Calculate the volume and surface area of three-dimen-sional figures.

w Develop deductive reasoning skills using two-column and coordinate proofs.

w Solve circle problems involving chords, secants, and tangents.

& Key Text: Geometry, Houghton Mifflin Harcourt Publishing Co., 2011

Geometry Concepts (DI) 1 UnitMaterial is presented in a step-by-step method that emphasizes the major geometric concepts. Hands-on activities and other manipulative aides are used to further meet the needs of these special learners. Topics covered in this course include recognizing various types of two- and three-dimensional figures, including their particular parts and properties; finding area, volume, perimeter, circumfer-ence, and surface area; and learning to measure and draw angles, segments, and other figures that make geometry pos-sible. Students will:w More fully develop their ability to recognize, measure, and

work with various geometric shapes and figures.w Learn to utilize vocabulary related to geometry and its concepts.w Learn from one another through review activities and

hands-on projects.w Gain self-confidence in the area of mathematics to sup-

port further efforts in higher math classes.& Key Text: Geometry Concepts and Skills, McDougal Littell,

2003; Discovering Geometry, Key Curriculum Press, 2008

Algebra II (H) (PBI) 1 UnitStudents use a problem-based approach to study the tradi-tional topics of Algebra II. The pace of the class allows for additional topics and accommodates deeper exploration of the following concepts. This course prepares students for Precalculus by focusing on the following:w Quadratic, exponential, absolute value, and power models for sets of data pointsw Rational functionsw Polynomial functionsw Trigonometry functions& Key Text: Math 2 - adapted from Phillips Exeter AcademyPrerequisite: Grade of B or above in Honors Geometry and/or teacher recommendation

Algebra II (DI) 1 UnitStudy of the topics in Algebra II will allow students the opportunity to build on concepts learned in Algebra I and Geometry. Students will learn to work with and solve prob-lems algebraically, graphically, and with a graphing calcula-tor in these main areas of study:w Linear equations, inequalities, and systemsw Quadratic functions and relationsw Polynomials and polynomial functionsw Roots and powersw Exponential and logarithmic functions and equationsw Patterns of growth and rates of changew Rational functions and equations.& Key Text: Algebra 2, McDougal Littell, 2008Prerequisite: Geometry

Algebra I Concepts (DI) 1 UnitStudents study the traditional topics of Algebra I. The small class size allows the teacher to differentiate instruction to meet the individual needs of learners. Students will:w Learn the terminology and symbols of algebra.w Review and use fractions, decimals, percents, ratios, and proportions.w Create and use expressions and equations to solve




Geometry (H) (PBI) 1 Unit

Students use a problem-based approach to study the tradi-tional topics of geometry. The pace of the class allows for additional topics and accommodates deeper exploration of the following concepts, in turn preparing students for Algebra II:w Learn the tools, terminology, and symbols of geometry.w Investigate and discover the properties of triangles, quad-

rilaterals, and circles.w Calculate the perimeters and areas of plane figures.w Study vectors and their applications to velocity and forces

in physics.w Learn to identify and solve problems using congruent or

similar figures.w Calculate the volume and surface area of three-dimen-

sional figures.w Develop deductive reasoning skills using two-column and

coordinate proofs.w Solve circle problems involving chords, secants, and

tangents.& Key Text: Honors Geometry, adapted from Ben Lippen

Christian High School and Phillips Exeter Academy

Prerequisites: Grade of B or above in Algebra I and/or teacher recommendation

Geometry (DI) 1 UnitIn this course the standard topics of Euclidean geometry are developed using the traditional synthetic approach, the analytical coordinate approach, and the modern trans-formational approach. Both inductive and deductive thinking skills are developed as students move from informal reasoning to formal proof. Extensive amounts of algebra and trigonometry are interwoven throughout the course. Students will:w Learn the tools, terminology, and symbols of geometry.w Investigate and discover the properties of triangles, quad-

rilaterals, and circles.w Calculate the perimeters and areas of plane figures.w Study vectors and their applications to velocity and forces

in physics.

Mathematics

Mathematics

cal skill in using their properties. The goal of this course is for students to see the power and beauty of algebra and to build a solid foundation for further mathematics courses. Students will study:w Real number system: its operations and properties.w Expressions, equations, inequalities and intervals. w Linear, absolute value, quadratic, and polynomial functions.w Power functions and radical functions.w Exponential and logarithmic functions.w Transformations of functions and their graphs.w Solving systems of equations and using matrices.w Probability and counting principles.w Sequences and series.& Key Texts: TBAPrerequisite: Grade of C or above in Algebra II

Advanced Math Concepts (DI) 1 UnitThis course is designed for students who desire a college preparatory mathematics elective. Material is presented in a step-by-step format at a pace dictated by the needs of the stu-dent. This course is designed to give students practical appli-cations of math in and outside the classroom, a foundation in mathematical disciplines, and a better background for the college experience. Students will cover the following units:w Problem Solving Strategiesw Real Number Theoryw Scientific Notation and Conversionw Financial Applications in Mathw Probabilityw Statisticsw Worldview Perspectives in Mathw Algebraic & Geometric Theoryw Graph Theory and Discrete Math& Key texts: Math in Our World, 2011, McGraw Hill

Calculus AB (AP) (DI) 1 UnitThis course in single-variable calculus includes both the tech-niques and the applications of the derivative and the definite integral along with terminology of limits. Each calculus topic is examined using verbal, algebraic, numerical and graphical representations. Students will use graphing calculators for exploration and in problem solving to find limits, deriva-tives and integrals. Students will gain a deep understanding of the ideas of calculus, as well as technical skill in applying derivatives and integrals. Students will discover the logic of calculus and build a strong foundational understanding of the fundamental ideas and methods of calculus in prepara-tion for further study. Students will:w Calculate average and instantaneous rates of change using

the notation of limits.w Develop an understanding of the derivative and discover

the rules for differentiation.w Use derivatives to analyze the graphs of functions to determine extrema and inflection points.w Acquire an understanding of the Riemann sum and the

definite integral.w Learn the methods of implicit and logarithmic differentia-

tion and apply those methods in related rate problems.w Study the important theorems of calculus: Mean Value,

Extreme Value and Intermediate Value Theorems.w Develop skill in finding indefinite integrals (antide-

rivatives) and discover the Fundamental Theorem of

Algebra II Concepts (DI) 1 UnitIn this course, material is presented in a step-by-step format at a pace dictated by the needs of the students. The main goal is to increase students’ algebraic understanding to better prepare them for the ACT test and college mathematics. Students will learn to work with and solve problems in the following main areas of study:w Linear and quadratic equations and inequalities.w Linear equations and inequalities in two variables.w Systems of linear equationsw Polynomial, rational, exponential and radical expressions

and equations.& Key Text: Algebra 2, Cord Communications, 2011

Precalculus & Statistics (AP) (DI) 1 UnitThis course begins with a thorough treatment of functions, which will prepare students for AP Calculus. It concludes with the topics covered on the AP Statistics exam. Students will:w Study algebraic, exponential, logarithmic, and trigono-

metric functions; limits; and parametric equations.w Learn to use the function model as the primary tool for

solving problems involving variables.w Learn methods and strategies for exploring, organizing,

and describing data using graphs and numerical sum-maries.

w Learn how to design samples and experiments in order to produce the data needed to give clear answers to specific questions.

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

w Study the basic methods of statistical inference: confidence intervals and tests of significance.

& Key Texts: Functions Modeling Change, 2nd edition 2004, John Wiley & Sons; The Practice of Statistics, 4th edition, 2012, W. H. Freeman

Prerequisites: Grade of B+ or above in Honors Algebra II and/or teacher recommendation

Precalculus (H) (PBI) (DI) 1 UnitThis course consists of a thorough treatment of algebraic and transcendental functions. Functions will be repre-sented with words, tables, formulas, and graphs. Students will use the function model as the primary tool for solv-ing problems involving variables. This course will prepare students for AP Calculus. Students will study:w The transcendental functions (trigonometric, inverse

trigonometric, exponential and logarithmic).w Function topics such as transformations, compositions,

decompositions, inverses, rates of change and limits.w Piecewise defined functions and parametric equations.& Key Text: TBA Prerequisite: Algebra II and/or teacher recommendation

College Algebra (E) (DI) 1 UnitThis course is designed as a comprehensive treatment of algebraic and exponential functions. Each function will be examined in terms of its formula, graph, table of values and applications. Students will use the function model for problem solving involving variables. Students will gain a conceptual understanding of functions, as well as techni-

Statistics (DI) 1 UnitThis is an introductory course in statistics. The focus of this course is on statistical ideas and reasoning and their relevance to today’s world. Students will:w Learn methods and strategies for exploring, organizing,

and describing data using graphs and numerical sum-maries.


w Study probability, how it is used to describe random-ness, and why it is the basis of statistical inference.

w Study the basic methods of statistical inference: confi-dence intervals and tests of significance.

& Key Texts: Statistics Through Applications, 2nd edition, 2011.

Prerequisite: Algebra II

Computer Programming with 1⁄2 Unit Visual BASIC Students learn Microsoft Visual BASIC 10 and concepts used in object-oriented programming. Basic programming skills are applied to practical problems and ideas. Students will learn data structures common to all programming languages and demonstrate problem-solving and creative program design skills while using Visual Basic 10. & Key Text: Microsoft Visual Basic 10, Comprehensive,

Shelley and Corinne Hoisington

Computer Programming with C++ 1⁄2 UnitIn this programming class, students will learn how to develop computer programs using the C++ programming language. The class begins with structured C++ program-ming and moves to object-oriented programming includ-ing C++ class design. Through a variety of class projects, students will learn the syntax, concepts, and tools neces-sary to create computer programs that will solve puzzles, simulate physics models, and interact with routines writ-ten by their classmates.Prerequisite: Teacher recommendation.

Calculus.w Use definite integrals to find area, volume, the length of a

curve and the amount of change in a quantity.w Solve differential equations and apply them in modeling

rates in business and the physical sciences.w Learn the techniques of integration by parts, algebraic and

trigonometric substitution, and partial fractions.w Study the approximation of functions using tangent lines

and Taylor Polynomials.& Key Text: Interactive AP Calculus Binder, Haas, Winter Park

Publishing, updated 2014 Supplementary Text: Calculus, Early Transcendentals, 7th

edition, AP edition, James Stewart, Brooks/Cole, 2012Prerequisites: Grade of C or above in Precalculus (Honors) and/or teacher recommendation

Calculus BC (AP) (DI) 1 UnitThis is a course in multivariable calculus where students study the calculus of functions of several variables. The course emphasizes the topics needed for the BC Calculus AP exam. Students will study the calculus of plane curves using parametric equations. Polar coordinates will be used for finding areas and arc lengths. Euler’s method will be used to approximate the solution to differential equations and the logistic model will be studied in depth. Students will gain further skills in integration techniques such as integration by parts, partial fractions, and trigonometric substitution as well as examine improper integrals. Students will study the calculus of Taylor polynomials and series. Vectors will be used to study the geometry of three-dimensional space using the rectangular, cylindrical and spherical coordinate systems. Students will learn the differentiation and integration of vector-valued functions to measure arc length, curvature, velocity, and acceleration. Partial derivatives, directional derivatives, and gradient vectors will assist students in finding tangent planes, normal lines, and the extrema of functions of two variables. Double, iterated, and triple integrals will be used to find surface areas and volumes using the rectangular, cylindrical and spherical coordinate systems. Vector analysis will include vector fields, line integrals, Green’s Theorem, surface integrals, the Divergence Theorem, and Stoke’s Theorem. & Key Text: Multivariable Calculus, 7th edition, James Stewart,

Brooks/Cole, 2011.Prerequisite: Algebra II, Grade of B or above in Calculus AB (AP) and/or teacher recommendation.

Statistics (AP) (DI) 1 UnitThis course includes the topics covered on the AP Statistics exam. Students will:w Learn methods and strategies for exploring, organiz-

ing, and describing data using graphs and numerical summaries.


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

w Study the basic methods of statistical inference: confidence intervals and tests of significance.

& Key Text: The Practice of Statistics, 4th edition, 2011Prerequisites: Grade of B or above in Honors Algebra II and/or teacher recommendation

Mathematics

Physical Education Department

Annie Westhoff, Department ChairB.S. Truman State University

M.A.E. Truman State University

Doug ColemanB.S. Missouri Baptist University

Dave SchallB.S. Southwest Missouri State UniversityM.S. University of Central Arkansas

“Whatever you do, work at it with all your heart,

as working for the Lord, not for men.”

Colossians 3:23

Middle School Courses

Physical Education (7 & 8) 1⁄2 UnitMiddle School Physical Education is a year-round program which provides exposure to a variety of recreational activi-ties with the emphasis on fitness. Students will begin to explore physical activities through the lens of health and fitness, understanding not only sport skills but concepts such as fitness components, target heart rate, and circuit training.

Health and Wellness (7 & 8) 1⁄2 UnitMiddle School Health is a semester program that provides students the opportunity to enhance their knowledge and gain a Christian perspective on health issues facing teens today. The class places an emphasis on wellness and what it means to live healthily. Throughout the semester, students will: • Be involved in hands-on training demonstrations

with Westminster Cafe staff• Understand the benefits of healthy eating• Evaluate levels of personal fitness• Develop a personalized fitness plan• Learn about eating disorders and their long/short-term

effects on the body, mind, and soul• Identify positive relationships• Develop a Christian perspective when making decisions• Learn about stress and stress management• Learn about drug and alcohol effects on the body• Learn first aid and CPR skills

MissionFor Westminster students to know how to monitor and

maintain their own health, fitness and athletic develop-

ment, so as to serve them for life.

StandardsWhat a Westminster student will learn and be able to do in

Physical Education: • Develop, model and apply the skills

necessary for maintaining a healthy lifestyle • Develop,

model and apply basic proficiencies in cardiovascular

endurance, muscular strength and endurance, flexibil-

ity, and body composition • Gain a working knowledge

and application of various recreational and competitive

activities as they relate to one’s overall health• Apply

knowledge of basic human anatomy and physiology to

their personal fitness and sports training programs •

Recognize the mental and emotional health benefits

associated with exercise and physical activity • Practice

Christian social interaction and respect in relationships

through exercise, physical activity, and competition •

Develop a sense of Christian stewardship in the use of

leisure time and choices of recreational activities

Middle School Sequence 7th Physical Education8th Physical Education

Upper School SequenceChoose any two courses before graduation, one of which should be completed by the end of the sopho-more year.

Middle School ElectivesHealth and Wellness

Upper School ElectivesAll courses are electives.

EnrichmentField tripsInterscholastic sports–Middle SchoolGuest speakersRecognition of Physical Fitness Achievement

Physical Education

Physical Education

Physical Education

Upper School CoursesFemale Fitness 1⁄2 UnitFemale Fitness is a class designed specifically for females who want to enhance their personal fitness in a non-competitive, individualized fashion. This class is geared towards females who desire to maintain a healthy lifestyle, now as well as in the future, outside the realm of competitive sports. Emphasis will be placed on group aerobic workouts such as Step Aerobics, Pilates, and Zumba, along with basic strength and core training which can be done in general settings with minimal equipment. This class will encourage students to take fitness into their own hands and expand their exercise experience. Students will:• Develop an understanding of basic cardiovascular/

strength workouts, as well as the health benefits of those workouts

• Improve their personal physical fitness using multiple aerobic and anaerobic styles and techniques.

• Improve their body’s core and strength.• Develop the understanding and skills necessary to

create their own personal aerobic/cardiovascular work-out.

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

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

Male Fitness 1⁄2 UnitMale Fitness is a class designed specifically for males who want to enhance their personal fitness in a non-competitive, individualized fashion. This class is geared towards males who desire to maintain a healthy lifestyle, now as well as in the future, outside the realm of competitive sports. Emphasis will be placed on cardiovascular endurance, along with basic strength and core training, which can be done through circuit training, small-sided sports games and general group workouts with minimal equipment necessary. This class will encourage students to take fitness into their own hands and expand their exercise experience. Students will:• Develop an understanding of basic cardiovascular/

strength workouts, as well as the health benefits of those workouts

• Improve their personal physical fitness using multiple aerobic and anaerobic styles and techniques.

• Improve their body’s core and strength.• Develop the understanding and skills necessary to

create their own personal aerobic/cardiovascular work-out.

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

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

Strength & Conditioning I 1⁄2 UnitThis course is an introduction to the concept of athletic performance training. Emphasis will be placed on master of basic strength training techniques in the form of free weight, body weight and medicine ball exercises. Other components of the class include plyometrics, speed and agility train-ing, dynamic flexibility work, cardiovascular training and nutrition education. Completion of this course will equip students to take Strength & Conditioning II. Prerequisite: None.

NOTE: Students with chronic back, knee or other physi-cal ailments should not take this course. Students who are working out at another facility or plan to workout some-where else during the semester should not take this course.

In cases in which students have been regular participants in the after-school or summer Strength & Conditioning program, it may be appropriate to test out of Strength & Conditioning I and into Strength & Conditioning II. This decision is at the discretion of the individual teacher and Physical Education Department Chair. Students who test out of Strength & Conditioning I must still earn one full credit in P.E.

Strength & Conditioning II ½ UnitThis course builds off of the concepts learned in Strength & Conditioning I to serve the needs and desires of the seri-ous athlete or fitness enthusiast. A strong emphasis will be placed on ground-based, multi-joint, explosive movements such as “Olympic-style” weight training, advanced levels of plyometrics and speed training, in addition to rigorous con-ditioning work. Nutrition for athletic performance will also be a large component of this course. Prerequisite: Strength & Conditioning I or teacher approval

NOTE: Students with chronic back, knee or other physi-cal ailments should not take this course. Students who are working out at another facility or plan to workout some-where else during the semester should not take this course.

Science Department

Andrew Shaw, Department ChairB.S. Covenant College

M.A. University of Tennessee-Chattanooga Ph.D. University of Missouri-St. Louis

Laura BerryB.S. North Carolina State University

Ph.D. Washington University in St. Louis

Steve BradleyB.S. Southwest Missouri State University

M.Ed. William Woods University

Luke BreemsB.A. Calvin College

Gina ButterfieldB.A. Taylor UniversityM.S. Taylor University

M.Ed. University of Missouri-St. Louis

Anne DeRousseB.S. University of Missouri

Tim HallB.A. Calvin College

M.Ed. Covenant College

Lisa HardingB.S. Drexel University

Katherine LongB.S. Covenant College

Maggie MooreB.S. University of Missouri (Science and Technology)B.A. University of Missouri (Science and Technology) M.A. Maryville University

Evan MungerB.S. Auburn UniversityM.Ed. Lee University

Karen PollackB.A. Calvin CollegeM.A. Governors State University

Mallory RohlfingB.S. Calvin College

Jeff ShultzB.S. Purdue UniversityM.S. Purdue UniversityM.A. Covenant Theological Seminary

Warren SmithB.A. Covenant CollegeM.Ed. University of Tennessee-Chattanooga

Cory SnyderB.A. Washington University in St. LouisM.A. University of Missouri-St. Louis

Karen Thompson B.A. Drake UniversityM.S. Washington University in St. Louis

Sandra WinchesterB.S. Truman State UniversityPh.D. St. Louis University

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

He is before all things, and in Him all things hold together.”

Colossians 1:16–17

ScienceVision

The purpose of the Science Department is to enable students to become more knowledgeable about the

works of an all-knowing God, to be more fully awed by the works of an awesome God, and to become more

responsible in the care, use, and application of the works of an all-providing God. Science is the process of

systematically investigating God’s creation.

Standards

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

Middle School Sequence 7th Science 78th Science 8

Upper School Sequence*


Required PhysicsPhysical Science

Concepts

ChemistryChemistry Concepts

BiologyBiology Concepts

Excel

Honors Physics Chemistry Biology

AP BiologyChemistryPhysics 2 (AP)

BiologyChemistryPhysics 2 (AP)

ElectivesBiology (AP)Chemistry (AP)Physics B (AP)Human Anatomy & PhysiologyIntroduction to Engineering Design (IED)Principles of Engineering (POE)Engineering Design (CAD)Applied Scientific Research (ASR)Civil Engineering and Architecture (CEA)

*Note: Students who wait until their freshman year to take Algebra should begin their science sequence (Physics, Chemistry, Biology) in their sophomore year.

Science

Middle School Courses Science 7 1 UnitThis course is an integrated approach to the fundamental study of the sciences and God’s orderly universe. Most of the content of this class will weave together the sciences of biology, chemistry and physics. In particular, this course introduces the following concepts: life at the cellular level, human anatomy and physiology, energy at work, molecules in motion and forces in action. Each unit is taught from a perspective of appreciation for the marvel of God’s creation, His work in sustaining that creation and our responsibility of good stewardship toward His creation. Students will:w Understand the methods of scientific investigation in

studying God’s Creation, the rules of laboratory safety and the techniques for making accurate scientific measure-ments.

w Develop an understanding of the anatomy and physiology of the human body.

w Be introduced to the Periodic Table of the Elements and begin to probe the differences between elements, com-pounds, molecules, and atoms.

w Develop an understanding of cellular biology by exploring the structure and processes of the cell

& Key Text: Science Level Green, Glencoe/McGraw-Hill, 2008.

Science 8 1 Unit This course will integrate the study of chemistry, phys-ics, and earth science, including geology, ocean-ography, and astronomy. Together, teacher and student will make every effort to answer creation’s challenging questions by keeping our discoveries relevant and by demonstrating concepts with hands-on activities. Special attention is given to the development of research, lab, and cooperative skills. Students will:w Understand the theory of plate tectonics and the forces

behind earthquakes, volcanoes, and mid-ocean ridges.w Investigate the ocean through a study of its different

regions. Students will also understand how waves, tides and currents affect life in the ocean.

w Expand their knowledge of God’s creativity through the study of our Earth, our Solar System, stars, galaxies, and other celestial bodies.

w Expand their understanding of the Periodic Table, its periods and families, ionic and covalent bonding, oxidation numbers, and types of chemical reactions.

& Key Text: Science Level Blue, Glencoe/McGraw-Hill, 2008.

STEM 7 1⁄2 Unit The purpose of this class is to provide a project-based context that works alongside the content of the core science and math courses. This course seeks to inspire students to solve problems using the engineering design process, as well as to help students think criti-cally about science, technology, and math. The students will design and build a vehicle powered by Newton’s 3rd Law, investigate elec-tronics, investigate principles of genetics, and build an underwater Remotely Operated Vehicle (ROV). Throughout each challenge, students will engage in research, collaborative group work, and sys-tematic problem solving all while participating in the engineering design process. Students will utilize the science and math content covered in core classes to solve problems embedded in each project.

STEM 8 1⁄2 Unit Science, technology, engineering, and mathematics (STEM) principles are woven together to create a hands-on, collabora-tive, and problem-solving educational experience. Adding to the 7th grade experience, 8th grade students actively engage a variety of new projects as they research, design, build, and test their creations. As students experience the practical use of mathematics and science in the engineering process, students grow in their ability to become problem-solvers, innovators, inventors, and logical thinkers while becoming technologically literate.

Upper School Courses

Physical Science Concepts 1 UnitPhysics is the study of the fundamental principles by which God providentially governs and maintains His creation. Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. Admission to this course requires recommendations from the guidance office and the science department chair. Students will:w Gain a working knowledge of the fundamentals of phys-

ics, studying units covering motion, forces, energy and work, sound, light, electricity and magnetism, weather, and astronomy.

w Recognize the relevance of physics by relating physics principles to everyday life examples.

w Grow in their understanding of God’s character as revealed in the study of physics.

w Develop important teamwork skills necessary in labs and class activities with partners or in small groups.

& Key Text: Physical Science: Concepts in Action, Wysession, Frank and Yancopoulos, Pearson, Prentice Hall; 2006.

Prerequisite: Recommendation by Guidance Department and Science Department Chair

Physics 9 1 UnitPhysics is the study of the fundamental principles by which God providentially governs and maintains His creation. Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. While this course requires less mathematical rigor than the honors physics course, these students will apply their algebra and geometry skills to the natural laws at work around them to more fully understand God’s creation. Students will:w Gain a working knowledge of the fundamentals of phys-

ics, studying units covering motion, forces, energy and work, phases of matter, heat, sound, light, electricity and magnetism, and nuclear reactions.




w Apply algebra and geometry to some problem-solving exercises in physics.

Science

While using a combination of traditional and thematic approaches in presenting chemistry principles, students are challenged to recognize the relevance of chemistry and apply what they have learned to everyday issues and problems. Students will:w Gain and demonstrate a working knowledge of proper-

ties, classification, and changes in matter.w Relate chemistry to personal and social issues.w Be awed by the creativity, complexity, and precise design

of God’s creation.w Be challenged to become God’s vice regents in caring for

and ruling creation.& Key Text: Chemistry: Discovering Chemistry You Need to

Know, Kendall/Hunt, 2009Prerequisites: Algebra I and Physics 9

Chemistry (H) 1 UnitAny study of God’s creation inevitably leads to an inves-tigation of the basic components that He made and used to form the universe. Chemistry is the study of these components—atoms—and what makes them different, how they bond together, and the special properties that result. With this basis, other topics, including the phases of matter, formulae, stoichiometry, electronic structure, the Periodic Table, solutions, kinetics, equilibrium, acids and bases, and nuclear and organic chemistry, are covered. Honors Chemistry homework and tests include extensive problem-solving requiring strong algebra skills. Students will:w Gain and demonstrate a working knowledge of proper-

ties, classification, and changes in matter.w Relate chemistry to personal and social issues.w Be awed by the creativity, complexity, and precise design

of God’s creation.w Be challenged to become God’s vice regents in caring for

and ruling creation.& Key Text: Introductory Chemistry, Zumdahl & DeCoste,

Brooks/Cole 2011.Prerequisite: Algebra I, Physics 9 (H), or Physics 9 teacher recommendation based on Science Department guidelines. Must be taken concurrently with Algebra II unless special permission is given.

Biology Concepts 1 UnitBiology Concepts is the study and application of the complexity of life processes in a fallen world. There are five broad themes of study: environmental stewardship, components of biological molecules and cells, growth and development, genetics and patterns of inheritance, and the organization of earth’s biodiversity. In addition to a basic knowledge of biological processes, students will be expected to apply their understanding to issues of justice and mercy in the world around them. Students will: w Use a variety of tools in the classroom, laboratory, and

community to investigate living things.w Recognize relationships between the structures of life and

their functions at the following levels: cells, organs, systems, organisms, populations, and communities.

w Compare and contrast various strategies of life in the following areas: energy needs, movement, response to environment, growth, self-maintenance, and reproduc-tion.

w Relate environmental, health, and origin-of-life issues to the biblical themes of creation, the fall, and redemption.

& Key Text: Conceptual Physics, Paul Hewitt, Pearson, Prentice Hall; 2006.

Prerequisite: Algebra I

Physics 9 (H) 1 UnitPhysics is the study of the fundamental principles by which God providentially governs and maintains His creation. Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. Though conceptual in presenta-tion, this course is for those students identified as having outstanding math/science abilities. Therefore, this course requires more extensive math and lab work and deeper explo-ration of topics than regular freshman physics. Admission to this course requires the recommendation of the eighth grade science teacher and the approval of the science department chair. Students will:w Gain a working knowledge of the fundamentals of phys-

ics, studying units covering motion, forces, energy and work, phases of matter, heat, sound, light, electricity and magnetism, and nuclear reactions.




w Apply algebra and geometry to extensive problem-solving exercises in physics.

& Key Text: physicsclassroom.com.Prerequisite: Algebra I and recommendation by Science Department Chair and 8th Grade Science Teacher

Chemistry Concepts 1 UnitStudents explore the underlying principles of the complex chemical world and develop a respect for the creativity, sover-eignty, and providence of God. This course does not require extensive math skills. Admission requires the recommenda-tion of the guidance counselor and approval of the science department chair. Students will:w Gain a working knowledge of the fundamental principles

of chemistry in the context of thematic units based on real-life issues.

w Realize that science helps them understand God not only as creator but also as providential sustainer of His creation.

w Recognize that they are God’s vice regents, with respon-sibilities for caring for His creation and unlocking its potential.

w Become familiar with proper laboratory techniques, pro-cedures, and safety precautions.


& Key Text: Chemistry in the Community, W. H. Freeman & Company, 2001

Prerequisite: Recommendation by Guidance Department and Science Department Chair

Chemistry 1 UnitChemistry is the study of the basic components God used to create His universe. Chemistry is the study of atoms, what makes them different, how they bond, and the proper-ties of the compounds that result from the combination.

Science

Science

& Key Text: Life Science: Concepts and Challenges, 4th Edition, Bernstein, Schacter, Winkler, & Wolfe, 2003

Prerequisite: Recommendation by Guidance Department

Biology 1 UnitBiology is the study and application of the complex-ity of life processes in a fallen world. There are five broad themes of study: environmental stewardship, components of biological molecules and cells, growth and development, genetics and patterns of inheri-tance, and the organization of earth’s biodiversity. In addition to a basic knowledge of biological processes, students will be expected to apply their understanding to issues of justice and mercy in the world around them. Students will:w Use a variety of tools in the classroom, laboratory, and com-

munity to investigate living things.w Recognize relationships between the structures of life and

their functions at the following levels: cells, organs, systems, organisms, populations, and communities.

w Compare and contrast various strategies of life in the following areas: energy needs, movement, response to environment, growth, self-maintenance, and reproduction.

w Relate issues of faith and science to the biblical themes of creation, the fall, redemption, and restoration.

& Key Text: Biology, Miller & Levine, Pearson/Prentice Hall, 2008

Prerequisites: Algebra I, Honors Chemistry, or Chemistry teacher recommendation based on Science Department guidelines

Biology (H) 1 UnitBiology is the study of the complexity and diversity of God’s living creation and the complexity of the processes that gov-ern life. There are several broad themes of study: components of biological molecules and cells, growth and development, genetics and the pattern of inheritance and the organization of the diversity of life. In addition to the basic knowledge of biological processes, students will interpret observations and experimental results and relate biological concepts to the biblical themes of creation, the fall and redemption. & Key Text: Biology Concepts and Connections, 6th edition,

Campbell, Reece, Mitchell and Taylor, Benjamin Cummings, 2008

Prerequisites: Honors Chemistry

Human Anatomy and Physiology 1 UnitHuman Anatomy and Physiology is the study of the pin-nacle in God’s creation, mankind. Anatomy is the study of the structure of body parts and their relationships to one another. Physiology concerns the functioning of the body’s structural machinery, that is, how the parts of the body work and carry out their life-sustaining activities. Physiology is explainable only in terms of the underlying anatomy. Through this course, students will learn to understand the function of the body God gave them and the importance of taking care of God’s temple. Students will:w Gain and demonstrate a working knowledge of the struc-

ture and function of the human body.w Gain a better understanding of disease and how it affects

the human body.

w Be awed by the creativity, complexity, and precise design of our bodies.

w Be challenged to maintain God’s creation by proper nutri-tion and exercise.

& Key Text: Essentials of Human Anatomy and Physiology, Marieb, 9th edition, Pearson Benjamin Cummings, 2009

Prerequisites: Chemistry, Biology (Honors Biology and Honors Chemistry strongly recommended)

Chemistry (AP) 1 UnitBuilding upon the foundation of first-year chemistry, AP Chemistry is a course designed to be the equivalent of a freshman college chemistry course. Topics covered will be the same as those in General Chemistry, but will be presented in more depth and with a higher degree of difficulty. Most of the labs will use computers and data acquisition probes. Students will take the AP exam. Students will:w Learn techniques and procedures appropriate to the

college-level laboratory.w Describe atomic structure based on the principles of cur-

rent atomic theory.w Organize information in the study of chemical bonding.w Investigate the principles of the Kinetic Theory of Matter.w Apply acquired information to the study of chemical

reaction types.w Describe equilibrium in relation to solution dynamics.w Explain electrochemistry as a component of oxidation-

reduction.& Key Text: Chemistry and Chemical Reactivity, Kotz &

Treichel, 8th Edition, Thomson Brooks/Cole 2011Prerequisites: Algebra II, Physics 9, Honors Chemistry

Biology (AP) 1 UnitThis course follows Honors Biology and will give students a deeper understanding of biological concepts as they prepare for the AP Biology exam. The class will focus on guided and independent research topics and laboratory techniques in accordance with the AP Biology laboratory guidelines established by the College Board. Students will learn how to research, design, and analyze the data from their scientific investigations. Students will also gain a deeper understand-ing of such topics as ecology, medical ethics, biotechnology, and environmental stewardship while engaging in class dis-cussions.& Key Text: Biology, Campbell & Reece, 8th Edition,

Benjamin Cummings, 2009Prerequisite: Honors Biology

Physics 2 (AP) 1 UnitMotion, forces, energy, work, phases of matter, thermal effects, sound, light, statics, electricity, magnetism, atomic structure, nuclear reactions—these are the main topics of study in AP Physics. Through extensive problem solving and numerous labs, the infinite complexity, awesome diversity, and yet remarkable unity of God’s creation, laws, and pro-cesses are more fully realized and understood. Students will:w Understand the relationship between the philosophy of

science and the Christian faith.w Realize the continual providence and wisdom of God the

Creator in ordering and sustaining His creation through the natural laws that we try to discover, understand, and

apply.w Recognize the responsibility that we as Christians have to

understand some of the physics involved in many modern problems such as pollution, energy needs, health, and medi-cines, so as to deal effectively with them.

w Be awed by the precision, design, and complexity of God’s creation, especially as it relates to the principles of physics and the application of them.

w Become familiar with proper laboratory procedures, tech-niques, and safety precautions.

w Demonstrate the ability to problem solve, especially by using dimensional analysis, scientific notation, and vector and free body diagrams.

& Key Text: College Physics, 8th Edition, Serway and Vuille, Thomson Brooks/Cole Publishing, 2010

Prerequisites: Honors Physics 9, Honors Precalculus, and Honors Chemistry strongly recommended

Introduction to Engineering 1 Unit Design (IED)The major focus of this course is to expose students to the design process, including research and analysis, teamwork, communication methods, global and human impacts, engi-neering standards, and technical documentation. Students will use 3-D solid modeling design software to help them design solutions to solve proposed problems. Students will also learn how to document their work and communicate solutions to peers and members of the professional commu-nity. This course is primarily for freshmen.Prerequisite: Teacher approval.

Principles of Engineering (POE) 1 Unit Designed for sophomores and juniors, this survey course exposes students to major concepts they’ll encounter in a post-secondary engineering course of study. Topics include mechanisms, energy, statics, materials, and kinematics. Students will develop problem-solving skills and apply their knowledge of the research and design to create solutions to various challenges, document their work, and communicate solutions.Prerequisite: Teacher approval.

Computer Assisted Design (CAD) 1⁄2 UnitThis course is an introduction to computer-aided design and drafting, with an emphasis on solid, feature-based, and assembly modeling. Using the application, NX, by Siemens PLM Software, students will design and assemble objects in 3D space. The course also includes exposure to photo-real-istic rendering, computer-aided manufacturing and motion simulation:

Civil Engineering & Architecture (CEA) 1 UnitStudents will learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of residential and commercial properties and structures, as well as LEED certification. In addition, students will use 3-D software to design and document solutions for major course projects and then communicate and present these solutions to their peers and members of a professional community of engineering and architects using Excel and PowerPoint. There are numerous field trips for soil

testing, surveying, and environmental analysis. This course is designed for juniors and seniors.Prerequisite: Approval of the CEA teacher, successful completion of IED or POE (ideally both), and completion/concurrent enrollment in Precalculus.

Applied Scientific Research (ASR) 1⁄2 UnitIn this semester course, students will work individually or in teams to research, design, and work toward a solution of a specific scientific question. Some students will learn how to design a research question, do a literature search, and then suggest an experimental approach that will address their question. Some students may be independ3ently involved in studying a research question and actively conducting scientific experimentation, perhaps under the guidance of a STEM Mentor. Other students will, as a team, design and implement a research plan that will enable them to compete in a STEM competition. (The requirements of this course toward the completion of the STEM major or minor may be met in other ways outside of school, such as through the summer STARS program. However, in such cases, it would not count toward any graduation credits. Approval from the teacher is required in advance.) Prerequisite: Successful completion of the application process

Science

World Languages Department

Joan Dudley, Ph.D., Department ChairB.S. University of Missouri

M.Ed. University of MissouriPh.D. Saint Louis University

Peter BarrsB.A. Princeton University

M.A. Washington UniversityC.A.P.E.S. Education Nationale, France

Kami BelmontB.A. Lindenwood UniversityM.A. Saint Louis University

Sarah DeVriesB.A. Calvin College

Centre Universitaire d’Études Francaises Université de Grenoble

M.A. Middlebury College

Michelle GilbertB.A. University of Missouri-St. Louis

Dan LegtersB.A. Covenant CollegeM.Div. Covenant Theological Seminary

Ming LiB.A. Huazhang University of Science and TechnologyM.S. Institute of Physics, Chinese Academy of SciencePh.D. Nankai University

Gina MeeksB.A. University of GuadalajaraM.A. University of Pamplona

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

Psalm 33:8

World LanguagesVision

The purpose of the World Languages Department is to lead students to an appreciation of the cultures God has

created, to master the language skills and understand the literature of these cultures, and to seek to integrate

one’s personal faith with these language and culture studies.

Standards

What a Westminster student will learn and be able to do in World Languages: • Develop reading, listening, speaking, and

writing language skills • Understand and appreciate the target culture • Read and appreciate literature in the

original context • Seek cross-cultural experiences that will use the target language.

Middle School Sequence 7th French 7MS 8th French 8MS 7th Spanish 7MS8th Spanish 8MS

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

ElectivesAll courses are electives except for the required units to graduate.

Excel Credit

Spanish IIISpanish III (H)

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

EnrichmentSpring or summer foreign travel tours led by members of the departmentField trips to cultural venuesNative speakers in classesCross-cultural chapelsNotification of and encouragement to attend Spanish-speaking churches and local folkfests

World Languages

World Languages

Middle School CoursesFrench 7MS (7th Grade) 1⁄2 Unit This course introduces the fundamentals of language learn-ing in areas of pronunciation, vocabulary development, grammar, reading and speaking skills, consistent with the French I course presented in the Upper School. Students seeking to advance to French II as a 9th grader must com-mit to another semester of French instruction in 8th grade. Students will:w Learn basic grammar and develop a base of vocabulary.w Understand and communicate in basic spoken French.w Become familiar with French culture.w Learn proper pronunciation of French phonics.& Key Text: Discovering French: Noveau Bleu I

French 8MS (8th Grade) 1⁄2 Unit This course is a continuation of French 7MS taken in 7th grade. Upon successful completion of both French 7MS and French 8MS, middle school students will advance to French I or French II as a 9th grader based upon the teacher’s recommendation. This course will provide further under-standing of the structure of the French language developed through grammar and vocabulary. Students will practice the four language skills of reading, writing, listening and speak-ing. Students will:w Learn basic grammar and develop a base of vocabulary.w Understand and communicate in basic conversational

French.w Become familiar with French culture.w Learn proper pronunciation of French phonics.& Key Text: Discovering French: Noveau Bleu IPrerequisite: French 7MS (7th grade)

Spanish 7MS (7th Grade) 1⁄2 UnitThis course introduces the fundamentals of language learn-ing in areas of pronunciation, vocabulary development, grammar, reading, and speaking skills, consistent with the Spanish I course presented in the Upper School. Students seeking to advance to Spanish I (Honors), Spanish II (Honors), or Spanish II as a 9th grader must commit to another semester of Spanish instruction in eighth grade. Students will:w Learn basic Spanish grammar and develop a base of

vocabulary.w Understand and communicate in basic spoken Spanish.w Become familiar with Hispanic culture.w Learn proper pronunciation of Spanish phonics.& Key Text: Así se dice

Spanish 8MS (8th Grade) 1⁄2 UnitThis course is a continuation of Spanish 7MS taken in seventh grade. Upon successful completion of both Spanish 7MS and Spanish 8MS, middle school students will advance to Spanish I (Honors), Spanish II or Spanish II (Honors) as a 9th grader based upon the teacher’s recommendation. This course will provide further understanding of the structure of the Spanish language developed through grammar and vocabulary. Students will practice the four language skills of reading, writing, listening and speaking. Students will:

w Learn basic Spanish grammar and develop a base of vocabulary.

w Understand and communicate in basic spoken Spanish.w Become familiar with Hispanic culture.w Learn proper pronunciation of Spanish phonics.& Key Text: Así se dicePrerequisite: Spanish 7MS (7th grade)

Upper School CoursesChinese I 1 UnitThis is a beginning level course that will introduce students to the fundamentals of Mandarin Chinese (simplified). Students will practice the four language skills of listening, speaking, reading, and writing. Students will:w Practice accurate Chinese phonetics (pinyin).w Develop a vocabulary base.w Learn basic grammar and sentence structure.w Understand and communicate in basic conversational Chinese.w Become familiar with Chinese culture. & Key Text: Integrated Chinese Level 1 (Part 1)

Chinese II 1 UnitThis course is a continuation of Chinese I. Students further develop their skills in speaking, reading, listening, and writ-ing. Vocabulary is expanded and grammar is studied more in-depth. Students will:w Expand vocabulary.w Continue grammar and sentence study.w Develop reading comprehension skills.w Increase skills in conversational Chinese.w Know and appreciate Chinese culture and customs. & Key Text: Integrated Chinese Level 1 (Part 2) Prerequisite: Chinese 1

Chinese III 1 UnitIn this advanced course, students will expand their vocabu-lary and review grammatical structure. Increased emphasis is placed on reading, writing, listening, and speaking skills. The students will study Chinese poetry and literature. They will analyze literary passages within the context of the related culture. Students will:w Expand vocabulary.w Review grammar.w Read Chinese poetry.w Increase skills in conversational Chinese.w Know and appreciate Chinese culture, customs, and cur-rent affairs. & Key Text: Integrated Chinese Level 2 (Part 1) Prerequisite: Chinese 1 and Chinese II

French I 1 UnitFrench I introduces students to the structures of the French language through grammar and vocabulary. Students prac-tice the four language skills of reading, writing, listening, and speaking. Students will:w Learn basic grammar and structure of the French

language.w Understand and communicate in basic conversational

and vocabulary. Students daily practice the four language skills of reading, writing, listening, and speaking. Students will:w Learn basic Spanish grammar and develop a base of


Spanish I (H) 1 UnitThis course includes all that the regular Spanish I course requires, but the class will proceed at a faster pace with an intensified focus on reading, writing, listening, and speaking in the target language. Students will:w Learn basic Spanish grammar and develop a base of


Spanish II Concepts 1 UnitStudents further develop their skills in speaking, read-ing, writing, and listening. Grammar and vocabulary are recycled and expanded using a structured and multisensory approach. Hispanic culture, history, customs, art, and geog-raphy continue to be discussed. Students will:w Review and continue study of vocabulary and grammar.w Increase skills in conversational Spanish.w Read and write short passages in Spanish.& Key Text: Así se dicePrerequisite: Spanish ITeacher and Counselor recommendation

Spanish II 1 UnitStudents further develop their skills in speaking, reading, listening, and writing. Grammar is studied more in-depth, and vocabulary is expanded. A focus on conversational Spanish is expanded through various class activities, and Latin American short stories are read. Hispanic culture, his-tory, customs, art, and geography continue to be discussed. Students will:w Continue study of grammar and writing.w Increase skills in conversational Spanish.w Learn to read more advanced Spanish.& Key Text: Así se dicePrerequisite: Spanish I or Spanish I (H)

Spanish II (H) 1 UnitThis advanced course will include all that the regular Spanish II course requires, but the class will proceed at a faster pace with an intensified focus on reading, writing, listening, and speaking in the target language. Students will:w Continue study of grammar and writing.w Increase skills in conversational Spanish.w Learn to read more advanced Spanish.& Key Text: Así se dicePrerequisite: Spanish I or I (H)

French.w Become familiar with French culture.w Practice accurate French pronunciation.& Key Text: Discovering French Nouveau–Bleu

French II 1 UnitThis course is a continuation of French I. Grammar is studied more in-depth and vocabulary is expanded. There is additional emphasis on reading passages and discussing them in French. Students will:w Continue grammar study and writing.w Further conversational growth.w Involve themselves in special activities highlighting the

French world.w Learn to read more advanced French.& Key Text: Discovering French Nouveau–BlancPrerequisite: French I

French III (H) 1 UnitFrench III is an advanced course in grammar, vocabulary, reading comprehension, and oral skills. The students continue to build on what they have learned in French I and French II. More emphasis is placed on reading and culture. Students will:w Increase skill in conversational French.w Read more advanced French.w Know and appreciate French culture, customs, and cur-

rent affairs.& Key Text: Discovering French and Nouveau-RougePrerequisite: French II

French IV (AP) 1 UnitFrench IV introduces advanced students to the history of French literature with selections from the 16th-20th centu-ries. Advanced grammar enables students to further develop written and verbal ability. This class will follow specific AP guidelines. Students will: w Review all grammar studied in previous years and

continue in advanced grammar.w Read more advanced French.w Prepare for the AP exam.& Key Text: Interaction, Le Petit PrincePrerequisite: French III

French V (AP) 1 UnitFrench V is designed for the very gifted student. This course continues the study of French literature. Students strive for oral and written proficiency. This course will follow specific AP guidelines. Students will:w Increase knowledge of French literature and history.w Master grammar and oral expression.& Key Text: Autour de la LittératurePrerequisite: French IV (AP)

Spanish I 1 UnitThis course introduces students to the language and cultures of Spain and Latin America. Through the study of these cultures, as well as the Hispanic influences in the United States, an appreciation of this particular group of God’s people will be inspired. An understanding of the struc-ture of the Spanish language is developed through grammar

World Languages

World Languages

w Learn the history of Spain and Latin-American coun-tries.

w Prepare for the AP Language exam.& Key Text: Así se dice; AP guidelinesPrerequisite: Spanish III, Spanish III (H), or Spanish IVTeacher and counselor recommendation

Spanish V: AP Language/Literature 1 UnitIn this course, the very gifted student continues the study of Hispanic literature and culture. Through a thematic survey of representative works by Peninsular and Latin American Spanish authors, the student analyzes the many literary themes and their relevance within historical, socio-cultural, and geopolitical contexts, as well as from the Christian worldview. Students strive for oral and written proficiency. This course follows specific AP guidelines. Students will:w Increase knowledge of Spanish literature and culture.w Master oral communication skills.w Write short responses and analytical essays in Spanish.w Prepare for the AP exam. (Students may opt to take

either the AP Spanish Language or the AP Spanish Literature exam.)

& Key Text: Selected readings from novels, plays, poems, short stories, and essays from Spanish and Latin-American literature and audio passages from news media.

Prerequisite: Spanish IV: AP LanguageTeacher and counselor recommendation

Summer Cultural 1⁄2 Elective Unit & Language Immersion Experience (SCLIE)SCLIE is an intense, highly motivating, authentic opportunity for advanced world language students to apply and practice their language knowledge and skills. During these 10-15-day trips, students will be immersed in the language and culture through an extended stay with a host family, an exchange program with a Christian school, and guided travel. Students will:w Improve conversational and aural skills.w Gain personal competence and confidence in using the

target language in everyday situations.w Function in an international home stay, customs, com-

merce, geography, history, politics, culture, money, and transportation.

w Strengthen and enhance vocabulary and grammar.w Develop biblical understanding and respect of diverse

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

Credit:w Students who participate in the SCLIE and complete

the requirements would earn one-half elective credit. This credit does not count towards the two-year world language study requirement.

w Grading will be based on participation and performance in the pre- and post-department meetings and comple-tion of required assignments.

& Key Text: The Gift of the Stranger, and Foreign to Familiar

Spanish III (E) 1 UnitThis is an advanced course in vocabulary, grammar, reading, comprehension, and oral skills. Students will further the study of Spanish grammar and structure while incorporating skills learned in Spanish I and II. Students will:w Increase skills in conversational Spanish.w Read more advanced Spanish.w Know and appreciate Hispanic culture, customs, and

current affairs.w Write and illustrate their own children’s book.& Key Text: Así se dicePrerequisite: Spanish II or Spanish II (H)

Spanish III (E) (H) 1 UnitThis is an advanced level course with emphasis on devel-oping greater fluency in reading, writing, speaking, and listening. Students will learn to communicate in daily life situations, write longer critical compositions, and read stories and Scripture from the Spanish Bible. They will acquire a broader vocabulary and improve their command of grammatical structures. A continuing focus on culture will further increase students’ understanding of Latin America and Spain. Students will:w Read more advanced Spanish.w Know and appreciate Hispanic culture, customs, and cur-

rent affairs.w Write and illustrate their own children’s book.& Key Text: Así se dicePrerequisite: Spanish II or Spanish II (H)Teacher and Counselor Recommendation

Spanish IV 1 UnitThis is an advanced course with emphasis on developing greater fluency in reading, writing, speaking, and listening. Students will learn to communicate in daily life situations, write longer critical compositions, read stories by recognized Hispanic authors. They will acquire a broader vocabulary and improve their command of grammatical structure. A continuing focus on culture will further increase students’ understanding of Latin America and Spain with a special emphasis on Mexico. Students will:w Review all grammar studied in previous years.w Read more advanced Spanish, including short stories.w Immerse themselves in available cultural activities.w Learn the history of Spanish people.& Key Text: Así se dicePrerequisite: Spanish III or Spanish III (H)

Spanish IV: AP Language 1 UnitThis is an AP course with emphasis on developing greater fluency in reading, writing, speaking, and listen-ing. Students will learn to communicate in daily life situations, write longer critical compositions, read stories and a full-length novel by recognized Hispanic authors. They will acquire a broader vocabulary and improve their command of grammatical structures. A continuing focus on culture will further increase students’ understanding of Latin America and Spain, with a special emphasis on Mexico. Students will:w Read more advanced Spanish, including novels,

poetry, and short stories.w Immerse themselves in available cultural activities.

Special Services

Lucy Erdman, Director of Special ServicesB.S. University of Missouri


Codi HeefnerB.A. University of Northern Iowa

Melissa HortonB.A. Truman State University

M.A. Truman State University

Rene HowseUpper School Special Services

B.A. Missouri State UniversitySpecial Education Certification,University of Missouri-St. Louis

Rebecca ZylstraUpper School Special Services

B.A. Calvin College

Aaron LaytonMiddle School Special Services

B.A. Southeast Missouri State UniversityM.A.E. Lindenwood University


Kaitlin LehdeMiddle School Special ServicesB.A. North Park University

Paul Lewis Upper School Special ServicesB.A. Murray State University Chris PedersonLead Teacher - Upper SchoolB.S. Quincy UniversityM.S.E. Quincy University

Nancy ProvinMiddle School Special ServicesB.S.Ed. University of Missouri-ColumbiaM.Ed. University of Missouri-Columbia

Amy St. JohnB.S.W. University of Missouri-St. Louis

“Search me, O God, and know my heart; test me and know my anxious thoughts. See if there is any offensive way in me, and lead me in the way everlasting.”

Psalm 139:23-24

Special Services

Special ServicesVision

Special Services supports the educational needs of covenant families who have students with diagnosed learning

differences. Special Services enhances academic success by providing tools and strategies to utilize in classroom

settings, executive functioning, homework commitments, and in testing situations. Special Services assists

students in understanding their learning profile well enough to confidently compensate according to a defined

learning program, and to advocate for themselves in the academic setting. As a result of a student receiving

service, he/she will become a self-reliant, successful learner for life.

Standards

As a result of receiving Special Services, Westminster students will become competent in the following:

• Study skills strategies

• Applications of test-taking strategies

• Effective and enhanced written language skills

• Improved self-reliance, self-acceptance, and self-advocacy

Middle School Options Placement recommendations are made on an individual basis.

Study Skills 7Study Skills 8 English Skills 7 English Skills 8Class-Within-a-Class English 8Math 7Math 8Class-Within-a-Class Pre-Algebra Class-Within-a-Class Algebra

Upper School OptionsPlacement recommendations are made on individual basis.

Study Skills 9Study Labs 10, 11, 12 English 9English 10American Literature (CWC)Advanced Expository Writing (CWC)

Special Services Learning Center Services

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

ProgramLearning Center: Most students receive services through the Learning Center. These students are enrolled in a Learning Center class and benefit from many of the services listed below.Consultative to the Learning Center: The consultative service meets the needs of LC students who have completed the study skills courses and are able to function well with limited, part-time support. Consultative students maintain an ISP and have access to accommodated testing. Consultative students are not enrolled in a Learning Center class.

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

Services Provided:w Well-defined educational plans.w Learning Center teacher advocacy with the teaching staff.w Parent support and communication. w Instruction in study techniques appropriate to student needs.w Accommodated testing arrangements.w Accommodated curriculum, such as adjusted amounts of classwork and /or homework.w Study helps including (but not limited to) word banks, books on tape, study guides, provision of class notes

or outlines, and formula cards in math.w Small class instruction in English and mathematics for those who qualify.w Concept level courses in upper school math and science for those who qualify. w Developmental Writing for students in the Upper School who continue to need basic skill development.w Testing center services.

Concept Courses are available in the Upper School in the following areas:Science: Physics, Biology, Chemistry

Mathematics: Algebra I, Geometry, Algebra II, Advanced Math Concepts

Special Services

Special Services

Middle School CoursesStudy Skills 7 1 UnitStudy Skills is the basic class for any seventh grade student enrolled in the Middle School Learning Center program. The course comprises the following study skills: memory techniques, test-taking strategies, stress-management strategies, reading comprehension skills, written expression, note-taking skills, organization, and self-advocacy. Tools and activities are also provided, such as study guides, test-review games, academic calendars, assignment book maintenance, and chapter summaries for some novels. Accommodations and modifications of regular classroom work are provided through this program, as well as support for tests.& Key Text: Keeping A Head in School, Levine; The Middle

School Student’s Guide to Ruling the World, Mulcaire; Step Up To Writing, Sopris West Educational Services

Study Skills 8 1 UnitStudy Skills is the basic class for any eighth grade student enrolled in the Learning Center program. It is an extension of the seventh grade class, requiring the application of Study Skills across the curriculum with accountability through the Study Skills course. Units include time management, visualizing and verbalizing, critical thinking, listening comprehension and following directions, organization, and demystification of students’ learning challenges. Tools and activities are provided to aid in the achievement of class work. Accommodations, modifications, and support for tests are provided. This class prepares students receiving The Learning Center services for the upper school experience.

English Skills 7 1 UnitThis class includes the study of basic English skills in a small class setting. It is designed for students who require remediation of basic skills in one or more of the following areas: reading comprehension, written expression, spelling, grammar, mechanics, and vocabulary development. This class will include an emphasis on increasing development of vocabulary using context clues, literary analysis, and sequenced writing skills. When appropriate, the class will utilize the same novels and text-books as the other 7th grade English classes. & Key Text: The Language of Literature 7, McDougal Littell; Write

Source, Houghton Mifflin Co., Get to the Root (vocabulary) Supplemental Text: Step Up to Writing, Sopris

English Skills 8 1 UnitEnglish Skills 8 includes the study of basic English skills in a small class setting. It is designed for students who require remediation of basic skills in one or more of the following areas: reading comprehension, written expression, spelling, grammar, mechanics, and vocabulary development. English Skills 8 will include an emphasis on increasing reading and writing fluency. The students will read, discuss, and analyze three novels during the course of the year and will write in several different genres, with MLA formatting integrated into each writing unit. & Key Text: Monster, Walter Dean Meyers, Romeo and Juliet,

Globe Fearon; All But My Life, Gerda Weissman Klein

Class-Within-a-Class (CWC) 1 Unit English 8 This CWC class allows a student who struggles in Language Arts skills, such as reading, writing, and grammar, to remain in the regular classroom. A special educator goes into the classroom to provide close attention and support, such as co-teaching, modified homework, modified assignments, adjusted tests, and further explanation of concepts and assignments.

Math 7 1 UnitThis class is for students who are below grade level in math and require remedial small-group instruction. The class is largely individualized to meet each learner’s particular set of needs. Manipulatives and spiraling are two of the techniques used to inspire success.

Class-Within-a-Class (CWC) 1 Unit Pre-Algebra Class-Within-a-Class (CWC) 1 Unit Algebra These CWC algebra classes allow a student who struggles in math to remain in the regular classroom. Special educa-tors go into the classroom to provide close attention and support, such as: co-teaching, modified homework, adjusted tests, further explanation, and notes as reference guides.

Math 8 1 Unit This class is offered for students who need Pre-Algebra as 8th graders. The small-group instruction and skills-based instruction provide success. The teacher “spirals” back through the curriculum regularly to help reinforce previ-ously learned material for long-term use. Graphic organizers and other special instruments assist students in excelling at their level of potential. As pre-algebra concepts are mastered, algebra is introduced.

Upper School CoursesStudy Skills 9 1 UnitThis course is an introduction to the study skills needed for success in high school. A specific curriculum is presented to the students in the areas of time management, organization, listening skills, outlining, note-taking, test preparation, self advocacy, reading skills, and goal management. In addition, this course supports and enhances core academic classes and offers accommodated test services.& Key Text: Seven Habits for Highly Effective Students

Study Labs 10, 11, 12 1 UnitThis course is a “structured” study laboratory and is offered to benefit students with diagnosed learning disabilities/ADHD. Grade-level Study Labs are elective classes designed to support and enhance core academic classes while keeping the students organized. Calendars and study materials are

taught and used for each writing. & Key Text: Groundwork for College Reading, John LanganThis book is designed to develop students’ reading, thinking, and writing skills. The course focuses on the following skills: dictionary use, understanding vocabulary in context, recog-nizing main ideas, identifying the supporting details, locat-ing main ideas, understanding relationships within reading passages, making inferences and evaluating arguments. The skills are taught and applied through class discussions, out-lining, mapping and summarizing activities. The students are assessed throughout the course to determine if mastery has been met after each skill has been taught and applied.

Books: The Secret Garden, Frances Hodgson Burnett; Anne of Green Gables, L.M. Montgomery; The Hiding Place, Corrie Ten Boom

Supplemental Readings: Throughout this course, additional readings, such as magazine and newspaper articles, will be used to present teachable principles in critical reading and writing. Films will also be used to present powerful themes useful for writing development.

Writings: Classification essay on topic of choice; argumenta-tion essay on topic of choice (identify, analyze, evaluate); short essays on the themes in The Secret Garden; creative writ-ings inspired after reading Anne of Green Gables; definition essay on the themes in The Hiding Place

Grammar: Occasional lessons on PUGS (punctuation, usage, grammar, and spelling) will be taught to further improve student writing and editing skills

English 12 1 UnitEnglish 12 is a senior level literature course designed to prepare students for college-level reading. Students will read classic literature along with other non-fiction readings and respond through discussion and various types of writings. The focus of the class is motivating students to become stronger readers. Both fiction and non-fiction texts will be utilized. & Key Text: Empowered College Reading: Motivation Matters,

Linda A. Lee Using this text, students will learn to become active readers who will be able to “reap information, ideas, and inspiration from any text.” (Lee)

Supplemental Readings: Throughout this course, non-fiction readings, such as web, magazine, and newspaper articles, will be used to present teachable principles in active reading and writing. Empowered College Reading: Motivation Matters includes numerous non-fiction writings for student use and practice.

Along with non-fiction writings, the following fiction books will be used: Les Miserables, Victor Hugo; The Adventures of Sherlock Holmes, Arthur Conan Doyle; Little Women, Louisa May Alcott; The Princess Bride, William Goldman.

Special Services

planned for long-term project management and for better test preparation. Reviewing is done prior to tests to clarify concepts and apply study techniques. Students will:w Meet deadlines set by the LC teacher to ensure project

and assignment completion in other classes.w Participate in small-group discussions.w Develop strong self-advocacy skills.w Participate in a reading remediation program that targets

specific reading skills.w Learn and implement the “Habits of Highly Effective

Teens.”

English 9 1 UnitEnglish 9 is a freshman level course dedicated to the development of students’ essay writing and reading comprehension skills. Closely following the Expository Writing 9 curriculum taken in the traditional English sequence, it is arranged for students who require assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 9 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format will be integrated into each writing unit. Books used to develop reading skills parallel the traditional English curriculum and provide the themes for much of the writing over the course of the year.

English 10 1 UnitEnglish 10 is a sophomore level class focusing on the literature of western civilization. This course parallels the content of the Literature of Western Civilization course taken by sophomores in the traditional English sequence. It is specifically designed for preparing sophomores for the process of critical, expository writing and improvement of reading skills. Themes and topics covered include heroic quest literature, tragedies, Romanticism, and poetry. This course is for those students requiring assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 10 focuses on the writing process required for literary analysis and critical expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format is taught and used for each writing. Selections used to develop reading skills include the British Literature from the Literature of Western Civilization course and provide the themes for much of the writing over the course of the year.

English 11 1 UnitEnglish 11 is a junior level reading and writing course. It is specifically designed to prepare juniors in the area of expository writing along with improving their reading skills. Students will write several papers over the course of the year. Writings will be based on books and essays and will also include some creative writing projects. English 11 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph build-ing, thesis development, research and more. MLA format is

Class-Within-a-Class (CWC) 1 Unit American Literature This CWC class provides the expertise of the American Literature teacher with the learning strategies of the LC teacher. The Learning Center teacher is in the American Literature classroom to provide modifications and accommodations including the following: co-teaching, note-taking, modified assignments, modified homework, adjusted tests, assistance in writing papers, and further explanations of concepts.

Class-Within-a-Class (CWC) 1 Unit Advanced Expository Writing This CWC class pairs the Learning Center teacher and the Advanced Expository Writing teacher. This co-teaching arrangement allows senior students with diagnosed language disabilities in written expression to remain in the regular classroom. The Learning Center teacher provides an adaptive curriculum that parallels that of the writing teacher.

Special Services

Special Services

Extended Learning Center ServicesThe Extended Learning Center (ELC) provides an excellent educational setting for students grades 7 to 12 diag-

nosed with significant learning needs. In order to provide for each student’s needs in the least restrictive learning

environment possible, the ELC dually pursues inclusion in traditional classes and provides the necessary intensive

classes. The ELC strives for each student to realize his or her God-given potential, embrace his or her identity and

role within the body of Christ, and effectively work within the Kingdom of God.

StandardsThrough the ELC, Westminster students will:

• Develop core competencies to the level of individual ability in reading, mathematics, language arts, and the Bible

• Gain knowledge of history, science, and technology

• Participate and grow in physical education and the arts

• Develop interpersonal relationships to foster the growth of Christian character

• Learn self-reliance, self-acceptance, and self-advocacy

Courses

The following is a guideline for the average educational experience for students who receive ELC service. In actual-

ity, each student will be placed in the least restrictive environment that the Special Services Planning Team deems

appropriate to meet ISP goals and spiritual and social needs.

Para-professional Support

Students receivng ELC service in both the middle and upper schools may receive support from Para-professionals

for core grade level classes. The Para-professional facilitates the acquisition of course content by acting under the

supervision of the lead teacher. The Para-professional develops and administers assessments as approved by the

lead teacher. Para support provides exposure to subject-specific teachers and socialization opportunities with age-

and grade-level peers. Para support is determined on an individual basis.

Special Services

Middle School

Self-Contained Courses

English-Language Arts 1 Unit

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

Math 7 (ELC) 1 Unit

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

Math 8 (ELC) 1 Unit


Study Skills 7/8 (ELC) 1 Unit

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

Special Services

Upper School

Self-Contained Courses English 9 (ELC) 1 Unit English 9 is a freshman level course dedicated to the development of students’ essay writing and read-ing comprehension skills. Closely following the Expository Writing 9 curriculum taken in the tradi-tional English sequence, it is arranged for students who require assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 9 focuses on the writing process required for expository writing such as essay architec-ture, sentence development, paragraph building, the-sis development, research and more. MLA format will be integrated into each writing unit. Books used to develop reading skills parallel the traditional English curriculum and they provide the themes for much of the writing over the course of the year.

English 10 (ELC) 1 Unit English 10 is a sophomore level class focusing on the literature of western civilization. This course parallels the content of the Literature of Western Civilization course taken by sophomores in the traditional English sequence. It is specifically designed for preparing sophomores for the process of critical, expository writing and improvement of reading skills. Themes and topics covered include heroic quest literature, tragedies, Romanticism, and poetry. This course is for those students requiring assistance in skill develop-ment in one or more of the following areas: reading comprehension, written expression, spelling, gram-mar, and vocabulary development. English 10 focuses on the writing process required for literary analysis and critical expository writing such as essay archi-tecture, sentence development, paragraph building, thesis development, research and more. MLA format is taught and used for each writing. Selections used to develop reading skills include the British Literature from the Literature of Western Civilization course and provide the themes for much of the writing over the course of the year.

Mathematics 1 Unit


Study Lab 9 1 Unit each Study Skills 10, 11, 12 (ELC)

These courses are designed to teach the study skills needed for success in high school. A specific curriculum is presented to the students in the areas of time man-agement, organization, listening skills, outlining, note-taking, test preparation, self-advocacy, reading skills,

Special Services

and goal management. In addition, this course supports and enhances core academic classes and offers accommodated test services. Social skills are addressed from a biblical per-spective and supplemented by language-based materials. & Key Text: Seven Habits for Highly Effective Students

Special Services

The Gifted Program

VisionThe Gifted Program provides effective services that meet the diverse social and academic needs of gifted students at Westminster. The Westminster Gifted Program is a specially designed program to assist gifted students with

accelerated and enriched learning.

Westminster Definition of Gifted Learners:

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains.

The Gifted Program focuses on giftedness in the core academic domains of mathematics, science, and humani-ties as well as the social and emotional needs of gifted students. “What is Giftedness?” National Association* Gifted Children. NACG: 2014

The Gifted Program serves identified students in three areas:

Gifted Case Management – Throughout the six-year program, the gifted coordinator supports the students in ap-propriate accelerated course sequences in science, mathematics, and the humanities. Westminster offers a depth of coursework in these areas that meets the needs of gifted students. If a student masters all coursework avail-able in a particular aria of study, the gifted coordinator supports the family in securing and enrolling in college courses.

Academic Acceleration –The program compacts and accelerates curriculum and uses interdiciplinary enrich-ment to challenge gifted students to explore core content areas in greater depth. Gifted students are encouraged to explore areas suitable to their academic needs and interests.

Social-Emotional Development – The program assists gifted students in identifying and managing the challenges and opportunities of giftedness from a reformed perspective. Special guidance is also provided for families who seek to better understand how to assist their child in his/her social and emotional development.

Summer Programs

Christopher Knerr, Director B.S. Miami University

M.A. Covenant Theological SeminaryM.A. Washington University in St. Louis

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

Civil War ½ Elective UnitThe Summer Seminar in Leadership will be a trip to Gettysburg, Antietam, the New River Gorge and Shenandoah National Park. Fifteen sophomores, identified for their leadership potential, are invited to participate. Students will spend three days at the battlefields and will study specific snapshots of leadership and the corresponding responsibilities it requires. The trip culminates with a three-day hike in which students implement the principles learned during the visits to the battlefields.

South Dakota ½ Elective UnitOver the course of a 10-day trip through the Badlands and Black Hills of South Dakota, students explore the theme of “restoration” through core courses in literature, history, and science. The focus of the course is the development of a biblical understanding of restoration: the responsibility of all Christians to work toward the restoration of the earth to God’s original intent. Students will interact with a variety of literary selections and participate in a three-day bike tour on the Mickelson Trail, day hikes in the Badlands and Mt. Harney, and a two-day kayaking trip on the remote White River. The trip also includes a guided tour of Dan O’Brien’s Broken Heart buffalo ranch.

Oregon ½ Elective UnitOver the course of a 10-day trip through northern Oregon, students will explore the theme of “beauty in restoration” in core courses in literature, theology, and science. The focus of the course is the development of a biblical understanding of beauty and our responsibility as Christians to recognize, seek, and create beauty. Students will interact with a variety of literary selections during a five-day backpacking excursion through the Wallowa Mountains and a three-day float trip on the Grande Ronde River.

New York ½ Elective UnitOver the course of a ten-day trip through New York, students will explore the notion of the created as creators who both create and redeem human culture. Using this idea as the organizing principle, students will explore the arts, architecture, literature, and theatre as expressions of creation in one of the greatest cities in the world. This course will feature literary and architectural tours along with visits to the Metropolitan Museum of Art, the Guggenheim Museum, and the Frick Gallery, all led by art teacher Lara Goeke. During their stay in New York, students will attend four performances – two Broadway musicals and two off-Broadway plays. Jim Butz, Allen Schwamb, and Kathy Eichelberger will lead three drama seminars to help those interested in the performing arts develop a vision for the Christian in the world of theatre.

Summer Cultural and Language Immersion Experience France and Spain ½ Elective Unit SCLIE is an intense, highly motivating, authentic opportunity for advanced world language students to apply and integrate their language knowledge and skills. During these 10-15-day trips, students will be immersed in the language and culture through guided travel and an extended stay with a host family. This year’s trips are to Madrid, Spain and Paris, France.

South Korea ½ Elective Unit A small group of students will travel to Seoul, South Korea in order to assist at a summer camp at Westminster’s sister school, Saemmul Middle School. Students will learn cross-cultural communication skills.

Summer Programs

Last Updated: January 2015800 Maryville Centre Drive • Town & Country, MO 63017

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course selection guide 2015-16

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