curriculum overview - heritage home school

Heritage Home School Academy

Curriculum Overview

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http://heritagehomeschool.com/


Introduction

“Thank You” for your interest in Heritage Home School Academy. This ministry was

started to give families faced with the dilemma of educating their children in the public

system an alternative that was understandable and affordable.

Heritage Home School Academy uses the “School of Tomorrow” Curriculum. This is a self-

instructional curriculum with a scope of preschool through grade level twelve. It utilizes

more than 800 PACE Workbooks and Score Keys for core curriculum.

The Curriculum covers the 5 basic subject areas: Math, English, Social Studies, Science, and

Etymology(Word Building). Extra curricular subjects such as: Bible Reading, Animal

Science, and Creative Writing, are available in the Elementary and many electives on a High

School level.

The Curriculum Overview gives you samples of Curriculum in four basic subjects: Math,

English, Social Studies, and Science in three levels: Elementary, Junior High, and High

School.

At the back of the Curriculum Overview you will find Curriculum Objectives listed for each

subject at each level. Also we have appended the names of colleges that are known to accept

Home School students.

Heritage Home School Academy will keep a transcript in our office of your child’s progress

and will issue progress reports quarterly. A report card will be given at the end of a years

work. Upon completion of his/her High School work, a diploma will be issued.

Remember, the Help line [1 (877) 532-7665] is open and we welcome your calls.

Table of Contents

Kindergarten . . . . . . . . . . . . . . . . . . . . …………………………………. . . . . . . . . . . . . . . . . Pages A-B

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 1-9 Elementary Level ……………………………….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 2-3

Junior High Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………………………………. Pages 4-6

High School Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………………………………. Pages 7-9

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 10-16 Elementary Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………… Pages 11-12

Junior High Level . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . …………………………………. Pages 13-14

High School Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………………………………. Pages 15-16

Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 17-23 Elementary Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………... Pages 18-19

Junior High Level . . . . . . . . . . . . . . . . . . . …... . . . . . . . . . . . . . . . . . ……….……………….………….……….....Pages 20-21

High School Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………… Pages 22-23

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 24-30 Elementary Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……………………………….. Pages 25-26

Junior High Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……………………...………... Pages 27-28

High School Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………..…………………Pages 29-30

Curriculum Objectives By Subject . . . . . . . . . . . . . . . . . . . . . …………….……… Pages 31-37

Colleges Accepting Home School Students . . . . . .. . . . . . . . ………………..Pages 38-40

Review & Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………………..Inside Back Cover

A

Kindergarten Curriculum

Learning-to-Read Program: ABCs with Ace and Christi

The curriculum we use at Heritage Home School Academy is called the School of To- morrow. Our kindergarten curriculum is called the Learning-to-Read Program. It is a phonics based program that is de- signed to prepare the student to achieve in the

areas of reading and spelling. Throughout their year of kindergarten, our students will work through a series of 12 Word Building workbooks and 3 Math workbooks. In the Word Building workbook curriculum, you will find phonics emphasized. Through

this Learning-to- Read Program, the student will become acquainted with phonics through animals, songs, and stories. This program will better equip the student to learn and associate letter sounds, alphabet sequence, and word relationships.

Components of the ABCs with Ace and Christi Learning-to- Read Program: - Daily Instruction Manual,

Volumes I and II.

- ABCs Audio CD—includes alphabet sounds, the alphabet song, and each animal song.

- 36 Flash Cards—one for each letter sound

- 36 “T” and “K” Cards— for learning formation of letters and numbers through tactile and kinetic stimulation.

Give Heritage Home School A Try!

It’s never too early to start your child in a home school- ing program. Recognizing this, Heritage Home School has a kindergarten program to help your child succeed at a very early age. Kinder- garten lesson plans give

parents, such as you, a choice in educating your children. We enable you to provide to your children a quality education. We also provide you the flexibility in planning and the freedom of scheduling.

E

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Checkup

- v

Write r in the boxes.

f - ·r--1 - --- - I ---- - I- ---- + ---- -1 - -- - - I - - -- - I- -- - - I

-· v

.Vrit"' R in the boxes.

f - r + - - - - I - - - - - I - - - - + - - - - -1 - - - - - I - - - - - I- - - - - -1

v

C t rcl "' the r sound we rd pictur s.

. .

ALGEBRA II -1 1121

2

Sample - Elementary Math

Remember, multipication is a short way of adding numbers that are alike.

6 3 6

x 6 means to add 6 three times + 6

Memorize these 6’s.

1 x 6

Think 1 times 6.

2 x 6

Think 2 times 6.

3 x 6

Think 3 times 6.

4 x 6

Think 4 times 6.

5 x 6

Think 5 times 6.

6 12 18 24 30

Count by 6’s.

Learn to multiply 6 by 1,2,3,4, and 5.

1 2 3 4 5 1 2 3 4 5x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6

6 12

1 2 3 4 5 3 4 2 1 5x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6

3 2 4 1 2 5 1 3 4 2x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6 x 6

Score pages 6 and 7.

Cor rec t mi stak es. Rescore.

3

1 6

5 4 + 2 7 4

9 2 8

Add and “carry”.

Think 4 + 4 = 8. Write 8.

Think 5 + 7 = 12. Write 2. Carry 1.

Think 1 + 6 + 2 = 9. Write 9.

1

4 8 0 5 7 3 1 4 6 3 7 6 6 5 3 4 8 4

+ 3 9 8

+ 1 5 2

+ 5 9 2 + 4 9 1

+ 2 8 3

+ 3 7 2

8 7 8

4 9 1

5 7 3

1 8 5

1 9 3

4 3 5

5 7 3

+

2 3 8

+

1 5 2

+ 1 7 2 + 3 2 2

+ 2 8 3

+ 1 5 2

2 9 7 4 8 0 3 6 6 4 9 0 3 9 8 2 7 5 + 3 4 2 + 3 9 8 + 1 7 1 + 3 2 9 + 4 8 0 + 1 9 2

4 7 4 1 9 2 4 9 1 1 7 2 6 7 3 3 2 9 + 2 7 2 + 2 7 5 + 2 3 8 + 4 7 4 + 1 5 4 + 4 9 0

4 5 6 1 7 0 1 8 2 4 9 1 6 4 2 3 8 1 + 1 8 2 + 3 4 2 + 4 5 6 + 2 3 8 + 2 9 7 + 4 9 7

1 5 4 1 7 2 3 4 2 4 9 7 1 6 7 4 9 7 + 6 7 3 + 1 8 5 + 1 7 0 + 3 8 1 + 2 4 1 + 3 8 1

3

Sample - Junior High Math

VERSE CONCERNED

Do you hurt when someone else gets hurt, Feel badly when they get burned? You can sympathize when you realize it really helps to be concerned.

MY GOALS

To review adding. (pp. 3-5) To review subtracting with borrowing. (pp. 5-9) To review multiplication with checking. (pp. 13-15) To review division with checking. (pp. 16-20) To define the terms of a fraction. (pp. 24, 25) To add fractions. (pp. 26-31) To reduce fractions to lowest terms. (p. 27) To be concerned about the needs of others. (pp. 3, 5, 13, 23, 29, 31)

VOCABULARY Denominator (di näm i nat or). Number below the line

In the fraction

2 , 3 is the denominator

in a fraction. It tells into how many parts something has been divided.

and tells that the object has been divided into 3 parts.

Difference (diférnts). The answer in subtraction.

Digit (dijít). One of the figures 0, 1, 2, 3, 4, 5,

6, 7, 8, 9.

1 0 8

2 2 is the difference. 5

Dividend (divá dend). The number being divided by another number.

Divisor (di vi zer). The number by which another

number is divided Fraction (frak’ shun). One or more of the equal

parts of a whole.

In 8 divided 2, the dividend is 8.

In 8 divided 2, the divisor is 2

2/3

4

5

Use this method for subtraction when problems involve a series of zeroes. Study carefully the following example.

” 6,0 0 0 3,7 2 5

5 6,0 0 0

5 9 6,0 0 0

5 9 9 6,0 0 0

” 6,0 0 0 3,7 2 5

5

Think 5 cannot be subtracted from 0, then, borrow from the next column to the left which is 0 also, thus continue to the next column to the left until a digit other than 0 is available which in this problem is 6. Borrow 1 from the 6, reducing it to 5. Think the borrowed 1 beside the 0 in the next column to the right makes it 10 from which borrow 1 reducing it to 9.

Think that borrowed 1 beside the 0 in the next column to the right makes it 10 from which borrow 1 reducing it to 9. Now think that borrowed 1 beside the 0 in the first column makes it 10 from which 5 may be subtracted with a difference of 5 which is written immediately under the first column.

” 6,0 0 0

3,7 2 5

Think 2 from 9, a difference of 7 which is written immediately under the second column.

7 5

” 6,0 0 0

3,7 2 5 Think 7 from 9, a difference of 2 which is written immediately under the third column.

2 7 5

” 6,0 0 0

3,7 2 5 Think 3 from 5, a difference of 2 which is written immediately under the fourth column.

2, 2 7 5

This method must be understood before problems involving a series of zeroes can be solved.

Carefully study these procedures.

Work these problems.

(47) 5 0 0 (48) 6 0 0 (49) 7, 0 0 0 (50) 8, 0 0 0 (51) 4, 0 0 0 4 7 5 3 1 3 5, 2 8 0 4, 6 7 5 2, 6 3 7

(52) 9, 0 0 0 (53) 5, 0 0 0 (54) 6, 0 0 0 (55) 3, 0 0 0 (56) 1 0, 5 0 0

7, 5 3 2 1, 9 9 9 3, 7 8 9 2, 0 9 1 6, 4 8 6

6

CHECKUP (4 points, each problem)

Add the following problems. Check the sums by adding up the columns with the answers covered.

(1) 3 5 6 (2) 6 0 1 (3) 1 , 8 0 8 (4) 1 , 3 7 8 (5) 1 , 7 8 0

+ 1 2 0

+ 8 0 9 + 6 , 0 8 6

+ 2 , 3 6 4 + 1 , 3 4 0

(6) 3 5 (7) 4 5 0 (8) 4 , 6 7 5 (9) 2 2 0 (10) 5 3 9 2 4 2 3 5 2 , 5 0 1 6 4 5 4 3 3 3 3 4 0 2 3 , 1 1 2 7 9 7 6 9 7

1 0 + 3 6 0 5 , 4 1 0 6 6 5 3 5 2

+ 2 2 + 1 , 15 2 + 3 9 8 + 4 6 0

Subtract. Check by adding the difference and the subtrahend. The sum of the difference and the subtrahend should equal the minuend.

(11) 2 4 3

(12) 6 9 7

(13) 8 1 7 (14) 6 5 2

(15) 5 3 6 1 0 2 6 9 4 2 7 4 6 1 8 3 2 9

(16) 9 8 3

(17) 4 9 6

(18) 7 2 0 (19) 9 , 0 0 0

(20) 9 , 0 7 0 2 8 7 3 9 7 3 7 8 1 , 325 2 , 0 8 0

Solve the following problems using addition and subtraction as required to determine the solutions.

(21) Bill scored the following number of points in

the first five basketball games of the year: 18, 12, 6, 10, 20. How many total points did he score in the games?

7

Sample - High School Math

What is the number of sides in a regular polygon if the measure of one angle is 140? (Use the Corollary of Theorem 30.)

(n – 2)180

n

= 140

n = number of sides The measure of one angle is known, so place that value in the equation and solve for n.

(n – 2)180 = 140n 180n – 360 = 140n

40n = 360 n = 9

Fill in the blanks.

1. Write Theorem 30.

2. Write the Corollary of Theorem 30.

On this page, you will need separate paper for your calculations. Find the sum of the measures of the angles of each convex polygon.

3. octagon 6. 13-sided polygon

4. pentagon 7. quadrilateral

5. decagon 8. 15-sided polygon

The sum of the measures of the angles of a polygon is given. Find the number of sides of each polygon.

9. 1,080 10. 540 11. 1,620 12. 1,260

Find the measure of each angle in these regular polygons. (Round off to two decimal places if necessary.)

13. heptagon 15. nonagon

14. triangle 16. hexagon

Find the number of sides of a regular polygon if each angle has the following measure.

17. 108 18. 90 19. 144 20. 135______

9

Exterior Angles of a Polygon The exterior angle of a polygon is an angle

formed by the extension of one side of a polygon. In Figure 7, we have formed exterior angles of a quadrilateral and a hexagon. Using a protractor, find the sum of the measures of the exterior angles of the quadrilateral and the hexagon. Do you agree with the conclusion reached in Theorem 31? Figure 7

Theorem 31: The sum of the measures of the exterior angles of a convex polygon, one at each vertex, is

360.

Given: n-gon ABCD...with n sides.

Prove: Sum of the measures of the exterior angles equals 360.

Proof

Statements Reaso ns

1. n-gon ABCD...with n sides. 2. m(ext. ) + m(int. ) (at each vertex) = 180.

3. Sum m(ext. s) + sum m(int. s) = 180n.

4. Sum m(ext. s) = 180n – sum m(int. s).

5. Sum m(int. s) = (n – 2)180.

6. Sum m(ext. s) = 180n – (n – 2)180.

7. Sum m(ext. s) = 180n – 180n + 360.

8. Sum of the measures of the exterior angles

equals 360.

1. Given. 2. The sum of the measures of the s around a

common vertex on one side of a line is 180. (P.13)

3. Multiplication Property. Both sides were multiplied by n.

4. Subtraction Property. Sum m(int. s) was subtracted from both sides.

5. The sum, S, of the measures of the s of anyconvex polygon with n sides is S = (n – 2)180.(T.30)

6. Substitution Property. (n – 2)180 was substituted for sum m(int. s). (Step 4)

7. Distributive Property. – (n – 2)180 = – 180n + 360.

8. Subtraction. 180n – 180n cancels out.

Reason 7 in the proof is the Distributive Property. This is a property with which you may be familiar from algebra. This property states a(b + c) = ab + ac. Both b and c are multiplied by a. The numbers are turned around in the proof, but the same property is used.

Corollary of Theorem 31: The measure of each exterior angle, e, of a regular polygon with n sides is 360.

e = n

10

Examples: What is the measure of each exterior angle of a regular hexagon?

n = number of sides e = measure of each exterior angle

A hexagon has 6 sides, so replace n with 6.

e = 360

n

= 360 6

e = 60

What is the number of sides of a regular polygon if one exterior angle measures 30? n = number of sides

The angle measure is known, so place that value in the equation and solve for n.

Fill in the blanks.

30 = 360 n

30n = 360

n = 12

1. Write Theorem 31.

2. Write the Corollary of Theorem 31.

Find the sum of the measures of the exterior angles of these convex polygons.

3. pentagon 4. nonagon 5. decagon 6. heptagon

7. a polygon with 42 sides Find the measure of each exterior angle of a regular polygon with the following number of sides.

8. 4 sides 9. 10 sides 10. 9 sides Each exterior angle of a regular polygon has the given measure. Find the number of sides.

11. 12 12. 120 13. 15 Fill in the blanks. (You will need separate paper for your calculations.)

14. The measures of two exterior angles of a quadrilateral are 70 and 80. Find the measure of the other two

exterior angles if they are congruent.

15. Find the measures of the exterior angles of a pentagon if m 1 = x + 1, m 2 = x + 2, m 3 = x + 3, m 4 = x + 4, and m 5 = x + 5.

m 1 = m 2 = m 3 = m 4 = m 5 =

Score this page. Correct mistakes. Rescore.

11

Sample - Elementary English

Choose the right word: let or leave. Write the word on the blank.

(1) Pudge will soon to visit Grandfather.

(2) Mrs. Meekway will Pudge go.

(3) Pudge will and Mother will be home.

(4) Mrs. Meekway Ace know Pudge was leaving.

(5) Grandfather Pudge help on the farm.

(6) Pudge will the barn with Grandfather.

(7) If you the gate open, the cows will get out.

(8) Grandfather does not want the cows to .

(9) Please me help you, Grandfather.

(10) Grandfather Pudge help feed the chickens.

Read and fill in the blanks.

(11)

shalt . . .

i n

s a f e t y . Job 11:18

12

To let means to allow.

Please let me go to school.

To leave means to go away or to let stay.

Now I will leave for school.

Choose the r i ght w o r d and draw a l ine under i t .

(1) Sandy thought, “Please (let, leave) me go to school.”

(2) Mrs. McMercy will not let Sandy (let, leave) for school.

(3) Mother will not (let, leave) her go to school today.

(4) Mrs. McMercy will not (let, leave) her go today.

(5) Sandy must not (let, leave) her bed.

(6) She knows Mother will not (let, leave) the house.

(7) Mother will (let, leave) Sandy play with Toby.

(8) Soon Toby wanted to (let, leave) the room.

(9) Sandy (let, leave) Toby go for a walk.

(10) Because Sandy (let, leave) Toby leave, she was sad.

(11) Soon Sandy was well and Mother (let, leave) her get up.

(12) Mrs. McMercy (let, leave) Sandy go back to school.

(13) Sandy will (let, leave) Toby and go to school.

(14) Sandy will (let, leave) Becky watch Toby.

(15) Becky was glad Sandy (let, leave) her watch Toby.


Correct mistakes. Rescore.

13

Sample - Junior High English

I think I now understand single pronouns, but what do I do when a pronoun helps to form a compound sentence part?

Here’s some help, Hapford.

Pudge and I are friends. Stars were given to Sandy and me.

Read.

Ace and I or me went soul-winning.

Now, omitting “Ace and,” read each pronoun as the simple subject of the sentence.

I went soul-winning. Me went soul-winning.

(1) The pronoun is doing the job of a simple (subject, predicate); therefore,

we use the subjective case pronoun which is .

Read.

We invited the girls and he or him .

We use the objective case after an action verb.

Now, omitting “the girls and,” read each pronoun as the direct object of the sentence.

We invited he. We invited him.

(2) The pro noun is do in g the job of a (d i r e c t obje c t , predic a t e no un );

therefore, we use the objective case pronoun which is .

Read.

The winners were Christi and she or her .

We use the subjective case after a linking verb.

Notice: When the verb is a linking verb, turn the sentence around and try each pronoun as the simple subject.

She was the winner. Her was the winner.

(3) The pronoun r e name s the (s imple subject , s imple pr e d i c a t e)

15

We have learned that personal pronouns in the objective case are used in sentences as direct objects, indirect objects, and objects of prepositions.

In each sentence a personal pronoun in the objective case has been underlined. On the line write “direct object,” “indirect object,” or “object of a preposition” to indicate how the pronoun is used.

(1) When Noah built the Ark, did he waterproof it with pitch?

(2) He made one window in it.

(3) God had given him clear instructions.

(4) God had warned him of coming judgment.

(5) Now God is offering you an Ark of Safety — Jesus!

(6) When the children of Israel were hungry, God fed them.

(7) When wisdom cries, turn unto her.

(8) Will you please give her your undivided attention?

(9) O Lord, hide not Thy face from us.

(10) Please deliver me from my enemies.

(11) The Lord will lift up a standard against them.

(12) Grant them equitable judgment for their unholy acts.

(13) His banner over us is love.

(14) Help us to understand Thy precepts.

(15) Thou hast given me a rich heritage.

(16) case pronouns are used in sentences as direct objects,

indirect objects, and objects of prepositions.

Score this page. Correct mistakes. Rescore.

15

Sample - High School English

Underline the correct answer.

CHECKUP My Score (5 points each)

(1) Alongside the neoclassicism of the Age of Johnson was a stream known as the Literature of

(a) Sentiment (b) Reason (c) Romance (d) the Classics.

(2) Literature of Sentiment writers reacted to neoclassicism and its emphasis on (a) emotion

(b) reason (c) satire (d) imagination.

(3) (a) Satire (b) Sentiment (c) Personification (d) Blank verse is a literary technique whereby an

animal or thing is given human qualities.

(4) A/An (a) elegy (b) sonnet (c) preface (d) stanza is a lament for the dead.

(5) Olney Hymns was written by (a) Joseph Addison and Richard Steele (b) Samuel Johnson

(c) Adam Smith and Edward Gibbon (d) John Newton and William Cowper.

Match the following items.

(6) William Cowper’s best poem

(7) Gray’s famous elegy

(8) Literature of Sentiment poem

(9) blank verse

(10) from Olney Hymns

(11) poem of Robert Burns,

Scotland’s greatest poet

(A) The Task

(B) unrhymed iambic pentameter

(C) “To a Mouse”

(D) The Seasons

(E) “Light Shining Out of Darkness”

(F) “Elegy Written in a Country Churchyard”

Match these quotes and poets. (Names may be used more than once.)

(12) “Along the woods, along the moorish fens, Sighs the sad genius of the coming storm;”

(13) “God moves in a mysterious way, His wonders to perform;”

(14) “O, my luve is like a red, red rose, That’s newly sprung in June;”

(15) “The best-laid schemes o’ mice an’ men Gang aft agley,”

(16) “The curfew tolls the knell of parting day,”

(A) James Thomson (B) John Newton (C) William Cowper (D) Thomas Gray (E) Robert Burns

Underline the meaning of the word.

(17) hamlet: a. hero b. villain c. village d. pig

(18) reclusive: a. gregarious b. crowded c. withdrawn d. sad

(19) jocund: a. wise b. straight c. merry d. winding

(20) unfathomed: a. not understandable b. simple c. shallow d. logical

16

Underline the correct answers.

(1) (a) Neoclassicism (b) History (c) Poetry (d) Humanism continued as a major influence in British

literature long after the end of the Augustan Age.

(2) (a) Samuel Johnson (b) Alexander Pope (c) Jonathan Swift (d) Daniel Defoe was the chief

literary figure after the Augustan Age.

(3) Following the Augustan Age, the Age of Johnson was, above all, an age of (a) drama

(b) transition (c) history (d) neoclassicism.

(4) The Battle of Culloden (1746) (a) prevented the Stuart kings from retaking the British throne

(b) was a victory for the British army (c) spelled the final end of monarchial absolutism in

Britain (d) all of these.

(5) In 1763 Britain (a) was the leading colonial power of Europe (b) was not participating in the

Industrial Revolution (c) had no iron and textile industries (d) all of these.

Match these effects and causes. EFFECTS CAUSES

(6) Made Britain the Industrial Revolution leader (7) Brought about rising populations in unhealthy,

overcrowded cities (8) Caused political and military turmoil in America (9) Influenced Age of Johnson literature

(A) Factory system (B) Belief in individuality

(C) New industrial technology (D) British colonial policy

Study the time line on page 3, and answer these questions.

(10) Name the period immediately following the Augustan Age.

(11) Name the two kings who reigned during the Age of Johnson.

(12) The (a) French Revolution (b) Seven Years’ War (c) American War for Independence (d) Battle

of Culloden ended in 1763.

(13) Invented just after the Seven Years’ War, the (a) spinning mule (b) spinning jenny (c) steam

engine (d) boring machine helped usher in the Industrial Revolution.

(14) Samuel Johnson died in the year following the end of the (a) French Revolution (b) Industrial

Revolution (c) American War for Independence (d) invention of the spinning jenny.

(15) The only member of the Literary Club, besides Samuel Johnson, who did not live past the Age of

Johnson was

(16) Johnson’s dictionary was published one year before the

and during the reign of

An X in the box indicates that all my scoring is correct and complete.



18

Sample - Elementary Social Studies

E. The City Community

underground train went very fast. The train stopped and we got off. When we got off, we were able to see where we were going. There were doors underground leading to the

inside of the stores.

Terra City is a city community. Terra City is very busy. Many cars and trucks travel the busy streets. Terra City has trains. Special trains carry busy people to the places where they work. Some trains travel underground. One time we got on an underground train. We could not see

anything underground. The

After we did our shopping, we got on a train which traveled above the ground to go back across the city. Trains are a fast means of travel.

The city is made up of many, many neighborhoods. These neighborhoods are like our town of Highland. These small towns are all around the

busy city.

Fill in the blanks with these words.

b u s y t ra ins t rave l Ter ra

(1) City is a city community.

(2) Terra City is very .

(3) Terra City has cars, trucks, and .

(4) Some trains underground .

19

Travel is faster and buildings are bigger in the city than in the town community. Buildings like the post office are much larger. Much more mail comes in and goes out of the busy city. Big cities have big post

offices and other big buildings. Some of the big buildings go

way, way up in the sky. Citie s are filled with big buildings because so many people live and work in the city. Terra

City is a busy city community

Fill in the blanks with the right words.

(1) Travel is in the city.

(2) Buildings are bigger in the .

(3) Much mail in and out of the city.

(4) Some big buildings go way up in the .

Score pages 22, 23

and 24.


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Sample - Junior High Social Studies

Ace’s father was happy to take him to the International Institute, and soon the Virtuesons were on their way. When they arrived at the International Institute, they asked a college student at the information desk how to get to the library. The student directed them to the library where they met Mrs. Cooperative, the librarian at the International Institute.

Mrs. Cooperative was very interested in

Ace’s project and was very helpful. She sat down at a table with Ace and began to ex- plain to him how to find information in a library. “Ace, do you see all of these shelves with these hundreds of books? There are so many thousands, and probably millions, of pages in these books that the information you need may seem very hard to find. However, if you locate the right books, finding the information you need will not be so difficult. When we want to find a specific piece of information in this great storehouse of

learning, we must start by considering the whole library in sections according to topics. Within these topic sections, we must look for even smaller divisions.

“Once we have done this, we can find the book we want in the section that deals with the topic of our report. For instance, suppose you were looking for a book about horses. Under what topics would you expect to find horses?”

Ace thought for a while, then answered, “I think that horses would probably be in a section on animals.”

“You’re right, Ace,” said the librarian. “Now, if the library did not have a section just about animals, where would you find animals? Is there a section that might include animals as a topic? Is there a branch of science that deals with animals?”

“Yes, ma’am. I think the branch of science that deals with animals is called ‘zoology,’” replied Ace.

“Very good!” exclaimed Mrs. Cooperative. “Now you are beginning to understand. You are supposed to research the life of Mr. John Wycliffe – is that right?”

“Yes, ma’am,” answered Ace. “You will probably find information about

Mr. John Wycliffe in two sections. One of the sections will be the section on Biography. Biography is the section that deals with the personal histories of famous people. You may also find material about Mr. Wycliffe in the section on Religion. He was a Christian leader, so I am sure there are books about him in that section.”


Wherefore lying, speak every

man truth with his neighbour. Ephesians 4:25a

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Fill in the blanks with the correct answers.

(1) Who is the librarian at the International Institute?

(2) Mrs. Cooperative was very interested in Ace’s and was

very .

(3) If you , finding the

information you need will not be so difficult.

(4) We start by considering the whole library in sections according to .

(5) A book on horses would probably be in what section?

(6) What is the branch of science that deals with animals?

(7) Information on Mr. John Wycliffe could probably be found in sections.

(how many?)

(8) What was the first section given where information could be found?

(9) What is Biography?

(10) What other section may contain information about Mr. Wycliffe?

Score pages

6,8,9, and 10. Correct mistakes. Rescore.

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Sample - High School Social Studies

III. The Balkan Nations

The Balkan Nations are on the Balkan

peninsulas of Europe. (The others are the Iberian

Peninsula and the Italian Peninsula.) The Balkan

Peninsula is bordered on the east by the Black Sea,

on the southeast by the Aegean Sea, on the south

by the Mediterranean Sea, on the southwest by the

Ionian Sea, and on the west by the Adriatic Sea.

Because the northern edge of the peninsula

gradually becomes part of the European mainland, a

northern boundary is difficult to define.

Although the Danube River is often considered

the northern boundary, Romania and the nations

formed by the breakup of Yugoslavia are usually

considered Balkan nations even though they are

north of the Danube.

Most of the Balkans is a mountainous region, and the word balkan means, “mountains” in Turkish. The heavily forested mountains are a source of lumber and mineral deposits and are used for grazing where forests are less dense.

The people of the Balkan Peninsula are ethnically, religiously, culturally, and linguistically diverse. Although the mountainous terrain has helped keep the different groups isolated, their differences have often led to wars, boundary disputes, and other conflicts.

Romania

Romania was ruled by a communist government from the end of World War II until 1989. In 1965

Nicolae Ceausescu (ne • ko • li cho • shes´koo) be-

came head of the government, a post he held until December 1989. Ceausescu ruled with an iron fist and was known for his harsh policies. His was the last communist government in Eastern Europe to fall. He was overthrown in a brief but violent revolution in December 1989, and he and his wife were executed. Multiparty elections were held on May 20, 1990, and the new legislature immediately began work on a new constitution, which was adop ted by the Romanian parliame nt o n November 21, 1991. The new constitution

established the Republic of Romania as a

house parliament.

ROMANIA

Official name: Republic of Romania Capital and largest city: Bucharest Area: 91,699 square miles (237,500 km2) Elevation:

Highest: Mount Moldoveanu, 8,343 feet (2,543 m) above sea level Lowest: Sea level along Black Sea coast

Official language: Romanian

Geographically, Romania has three distinct

regions. The Transylvania (tran´s l•vaný n)

Basin is at the center of the nation. This region contains hilly, fertile farmlands.

Surrounding the Transylvanian Basin are three ranges o f the Carpathian Mountains. The Southern Carpathians, or Transylvanian Alps, on the southern edge of the basin are the highest of the ranges. The highest peak in Romania, Mount Moldoveanu (môl•dôv• •änóo), is in the Southern

Perhaps you have heard of Transylvania in a context other than as a geographical region. In 1897 Irish author Bram Stoker (bram sto´k r) wrote his famous horror novel, Dracula (draký •l ). In this story, which was set in London and Transylvania, Stoker tells the story of Count Dracula. Stoker based his novel very loosely on the life of Vlad the Impaler, Prince of Walachia (wä•la´ke • ) (a region of Romania), who was known for his inhuman treatment of both his own subjects and his enemies. To some Romanians, however, Vlad was a hero who protected their nation from invasion by the Turks.

Today tourists flock to Transylvania only because of a fictional character. In so doing, they miss the opportunity to learn about the truly fascinating history and people of the region. Transylvania is the largest, richest, and most

beautiful area of Romania. A region of old castles and lovely medieval towns with cobblestone streets, it is, or has been, rich in gold, silver, salt, copper, forests, rivers, and fertile soil.

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(74) The Balkan Peninsula is primarily .

(75) and mining are primary economic activities in the heavily forested

areas, while of cattle and sheep is important in other areas.

(76) The ethnic, religious, cultural, and linguistic among the peoples of the Balkan Peninsula have often caused problems.

(77) The last communist government is eastern Europe to fall was that of ,

where the government head was overthrown in .

Draw the boundaries of Romania and label it on your map.

(78) The Transylvanian Basin is a region of , fertile .

(79) Of the three ranges of the Carpathian Mountains in Romania, the

Carpathians have the highest elevation, and the Carpathians have the lowest.

(80) The forms most of the southern border of Romania and forms a

large marshy region where it empties into the

.

(81) The climate of Romania is .

(82) Romania’s economy is based on both and .

(83) Romania’s energy needs are provided by power and by its supplies of

.

Match the following with their locations on the map of Romania below.

(84) Black Sea

(85) Bucharest

(86) Bulgaria

(87) Hungary

(88) Moldova

(89) Ukraine

(90) Yugoslavia

(91) Danube River delta

(92) Eastern Carpathian Mountains

(93) Southern Carpathian Mountains

(94) Western Carpathian Mountains

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Sample - Elementary Science

Man Invents New Ways

When man thinks of a new way to make something, we say he invents. He takes things which God created and puts them together in a new way. Thus, we say he invents. Man does not create, however. Only God can create. Only God can make something from nothing. Man invents new things. He puts things together that God has created.

A long time ago, a certain man was working. He happened to pick up two clear

pieces of glass and put them together. He happened to look through those two clear pieces of glass at something far away. This thing he looked at was on top of a church. What he saw looked quite large through the two clear pieces of glass. God helped this man to find a way to make a telescope. The man made the telescope with pieces of glass together. This man invented the telescope.

Fill in the blanks with these words.

man invented two

(1) God helped a make a telescope.

(2) A man made a telescope with pieces of glass.

(3) A man a telescope.

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After the telescope was invented, a man named Galileo used the telescope to look at the sky. Galileo

happened to see mountains on the moon. With the telescope Galileo s a w many stars which no one had seen before. Galileo happened to see spots on the sun with he telescope.

God helped a man find a way to invent a telescope with two clear pieces of glass. With this telescope man could see more of God’s creation. With a telescope man could see more of God’s great universe.

Draw a line under the best answer.

(1) (Ace, Galileo, Baba) used the telescope to look at the sky.

(2) Galileo saw mountains on the (sun, stars, moon).

(3) Galileo saw (stars, glass, work) which no one had seen before.

(4) Galileo saw (stars, spots, glass) on the sun.

(5) With two pieces of (quite, moon, glass), man invented a telescope.

(6) With a telescope man can see (all, more, core) of God’s creation.


(7)

. . . the which we

h a v e h e a r d . Hebrews 2:1

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Sample - Junior High Science

The second function of plant roots is to provide water for the plant. The roots of a plant collect water and minerals from the soil and conduct them to the plant stem. The water and mineral can then be used to help the plant grow. Lack of water is what caused the plants to die in the parable told by the Lord Jesus in Matthew 13. The plants did not have good roots and could not provide the water needed by the plants when the sun was hot. Because the plants could not get water, they were burned by the sun and died.

Third, roots sometimes function as storage areas for food. When the plants are not able

Storage roots

Fill in the blanks with the correct answers.

to make food, they depend on the food stored in their roots. Have you ever eaten carrots? The carrot itself is the root of the carrot plant. The carrot roots store food for the carrot plant (and for us).

Jesus Christ told us the importance of having “roots,” or character, when He taught the disciples the meaning of the parable of the sower. In Matthew 13:20 and 21, the Lord Jesus said, “But he that received the seed into stony places, the same is he that heareth the word, and anon with joy receiveth it; Yet hath he not root in himself, but dureth for a while: for when tribulation or persecution ariseth because of the word, by and by he is offended.”

Jesus Christ was teaching that same people, though they receive the Gospel and begin to row spiritually, have very little character, or no deep “roots.” When persecution comes like the heat from the sun, some people are not able to stand. They are offended and do not become profitable Christians. We need to learn to have strong character l ike deep-rooted trees so that we can become fruitful servants of Jesus Christ. When persecution comes, we need to be the kind of Christians who will stand and continue to bear fruit.

(1) The second function of plant roots is to provide for the plant.

(2) What do the roots of a plant collect from the soil and conduct to the plant stem?

(3) is what caused the plants to die in the parable told by the Lord Jesus.

(4) Thirdly, roots sometimes function as for food.

(5) When the plants are not able to make food, they depend on

.

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Checkup My score (4 points each)

Fill in the blanks with the correct answers using words from the list.

cactuses characteristics complex compound

conducting decorations groups leaf

lilies moisture roses simple

stalk stems strawberries structures

(1) Flowering plants, ferns, and trees are all classified as plants.

(2) Plants are put into groups with other plants according to their common

.

(3) Complex plants have a system for carrying water and food.

(4) The similar of complex plants set them apart from simple plants.

(5) The most important function of a is to collect light so that the plant can

manufacture its own food.

(6) use their leaves for protection.

(7) Leaves shade the soil to preserve for the plant’s roots.

(8) The conducts water and food between the rest of the plant and the leaf.

(9) leaves are arranged on the stalk in a pattern of one leaf to each stalk.

(10) Leaves attached to the stalk in are called compound leaves.

(11) hold the plant leaves off the ground.

(12) have special structures on their stems which help protect the plant.

Say from memory as much of Psalm 112:5 as you can. Check yourself by looking up the verse in your Bible. Use your Bible to complete the verse on the lines below.

(13) sheweth favor, and lendeth: he

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Sample - High School Science

refining, and tempering of metals were known to people living centuries before Christ.

Modern Man

I discovered something new!

That’s not new. We’ve had it for years!

Ancient Man

The greatest amount of evidence that chemistry existed during Bible times is found in metallurgy – the use of metals. Evolutionists would have us believe that man first made use of softer metals such as copper during the so-called “Copper Age.” This, they tell us, was followed by the use of a copper alloy, bronze, which occurred during the supposed “Bronze Age.” Then, as man “evolved intellectually,” he discovered how to use iron; and so, the “Iron Age” began.

Both archeology and the Bible contradict this view of “metallurgical evolution.” Both of these sources prove that man had become rather skillful using gold, silver, iron, copper, bronze, lead, and tin by the year 1000 B.C. Iron and gold artifacts have been discovered inside pieces of coal. This would indicate that man had been using iron and gold by the time of the Flood when the coal was formed. (Even many evolutionists today acknowledge the fact that a violent flood is the only possible explanation for the rapid formation of coal and other fossil fuels.)

As Biblical proof, the Book of Genesis refers to Tubal-cain as “an instructor of every artificer in brass and iron.” According to Biblical records, Tubal-cain, who lived about

3200 B.C., used both brass and iron long before the Iron Age supposedly began!

The Greeks were the first to begin to study science as an academic subject. About the year 600 B.C., Greek scholars began objective observations of the natural processes around them. These first scientists were called philosophers, a word derived from the Greek word philósophos meaning “love of knowledge.” Although many Greek philosophers believed the entire nature of the world could be learned by reasoning alone, some, called natural philosophers, believed that the universe had to be examined by using both observation and reasoning. Their knowledge developed from a study of nature. Table 1 on page 4 is a list of several early Greek philosophers and their contributions to science.

Aristotle

By the year 350 B.C., many of the teachings of the natural philosophers had been replaced by the thinking of philosophers such as Aristotle. Aristotle was a careful observer and a clear, logical thinker; but, like many other Greek philosophers of his day, he failed to perform even simple experiments that would have either proved or disproved his theories.

Aristotle supported Empedocles’ four-element theory for earthly substance and reasoned

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Remember: In all activities involving calculations, round only the final answer.

Using the Words to Know on pages 1 and 2 in the PACE, fill in the blanks with the correct answers.

(1) Please express your lengthy answer in more terms.

(2) God’s Word, the Bible, is .

(3) The hobo leaned against the of the old building.

(4) He checked his math problem at every step to insure the of his answer.

(5) Because this dictionary was published in 1965, it is .

(6) Before he landed on Mars, the astronaut had several ideas about its soil formations.

(7) The diagnosis and treatment of cancer are outside the of a pharmacist’s knowledge.

(8) When a person tells a lie, he may himself when he tells it a second time.

(9) We confined our dog to a area of the yard.

(10) Before continuing his investigation, the scientist made a note of his

.

(11) Before the football game, the coach will a plan of action for his team.

(12) If you wish to your goal, you must be willing to work hard.

(13) Because space seems to be endless, we refer to it as being .

(14) When he told us of his discovery, we were astonished at his .

(15) I believe your hypothesis may be or .

(16) Before the tennis player met his opponent, he had a that he could beat him.

(17) People in Christopher Columbus’ day had a false about the shape of the Earth.

On pages 2-9 of the PACE, study carefully: I. Science

Definition of Science Limitations of Science Science and Scripture

Fill in the blanks. If the activity is a question, answer with a complete sentence.

(18) Early Greek scientists were called .

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Mathematics

Core Curriculum Objectives Scope & Sequence

A science dealing with measurement, properties, and relationships of quantities, as expressed in numbers or symbols. Mathematics includes arithmetic, algebra, geometry, calculus, etc.

Grade Levels 1-4 In Level 1 the student learns...

*Numbers in symbol and name from zero to ten *Counting from zero to one hundred *Simple addition and subtraction

In Level 2 the student...

*Counts by twos, fives, and tens *Identifies odd and even numbers *Learns carrying and borrowing *Counts by very large numbers *Tells time *Recognizes geometric shapes


*Expands his basic addition and subtraction skills *Is introduced to two-and three-digit addition and subtraction *Learns Roman numerals *Is introduced to money values and measurements of weight, liquid, and length.


*Advances in addition, subtraction, and multiplication *Solves word problems *Gains an understanding of the basic concept of sets, number patterns, measurements, Roman numerals, and

money Grade Levels 5-8 At the outset of each PACE, the goals are clearly stated. Since review is one of the most important aspects of learning, your student will see immediately what is going to be reviewed. In Level 5 there is...

*An introduction of division *Emphasis on mastering more difficult problems *Concentrated study of fractions and decimals *Learning of Roman numerals through one thousand

In Level 6 there is...

*Thorough and ongoing review of all basic math concepts *Emphasis on mastering more difficult problems *Concentrated study of fractions and decimals *Learning of Roman Numerals through one thousand


*Reads, and writes, and works with whole and mixed numbers, integers, and common fractions *Learns the proper mathematical vocabulary - dividend, multiplicand, product, simplify, minuend, quotient,

numerator, and denominator; how to change fractions and decimals to percent; how to find the number when a percent is known

*Is introduced to business and consumer arithmetic-profit and loss, commission, discounts, bills and receipts, and invoices with discounts

*Discovers business methods needed to function at home-keeping cash and household accounts, budgets, insurance, and the reading of gas and electric meters

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In Level 8 the student achieves mastery in... *Using formulas *Solving equations *Finding volume and surface areas of solid figures - prisms, cylinders, pyramids, cones, and spheres *Basic geometry and geometric vocabulary - points, angles, etc. *Tables and graphs - their preparation and use *Rates, time, and distance *Use of Pythagorean Theorem - using right triangles to find height and distance, finding hypotenuse of a right

triangle *Square roots *Use of positive and negative numbers

High School Mathematics Algebra I Basic algebraic concepts are introduced in a carefully structured way so as to make the learning material understandable. This curriculum includes principles for logically solving, transposing, and canceling algebraic equations.

The student works with: *Monomial and polynomial expressions *Algebraic addition, subtraction, multiplication, and division *Factoring, quadratic equations, positive and negative numbers, averages, percent, interest, rations, and

proportions

Algebra II This advanced study in algebra includes:

*Parabolas, hyperbolas, permutations, logarithms, and matrices Students learn to operate with:

*Radicals, fractions, and equations *Arithmetic and geometric sequences

The approach is practical, enabling the student to use his reasoning abilities. The program effectively equips your student with necessary knowledge to excel in the real world.

Geometry This course:

*Develops the deductive reasoning powers of students *Reviews previously learned material *Introduces new concepts

The student learns:

*Properties and theorems and how to use them for solving problems *To reason logically and systematically

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English English, the language of the people of England, the United States and most of the regions formerly under U.S. or British dominion.

Grade Level 1

The first-level English material reviews consonant and vowel sounds, and introduces reading and writing of word families and sentences. As the child develops reading comprehension skills, he finds satisfaction and success in reading, writing, and spelling.

Grade Level 2

The student is introduced to punctuation and parts of speech. He also studies word meanings and order, compound words, and rhyming words. The curriculum develops visual discrimination and increases reading comprehension skills.

Grade Level 3

This level concentrates on verbal skills. The material covers types of sentences, parts of speech, confusing word pairs, and simple punctuation. Cursive writing is emphasized so that the student may achieve penmanship excellence. The child expands his knowledge of poems and rhyming words, and creative writing is encouraged.

Grade Level 4

This level covers three basic sentence types with an emphasis on usage and the writing process. The student studies nouns, verbs, and other parts of speech along with more confusing word pairs. The material touches on proper telephone manners and the writing of friendly and business letters.

Grade Level 5

Includes exercises and review of capitalization, punctuation, and sentence structure. The eight parts of speech are covered more extensively as well as synonyms, antonyms, homonyms, and heteronyms. The student learns sentence diagraming, agreement of subject and verb, conjugation, and sentence elements. Letter writing and dictionary work are also a part of this course.

Grade Level 6

Students continue to work at identifying, reviewing, and diagramming simple, compound, and complex sentence patterns. They review principal parts of regular and irregular verbs. Verb study involves perfect tenses as well as conjugation of all six tenses.

Grade Level 7

Students continue to work at identifying, reviewing, and diagramming simple, compound, and complex sentence patterns. They review principal parts of regular and irregular verbs. Verb study involves perfect tenses as well as conjugation of all six tenses. Progressive verb forms, troublesome verbs, transitive and intransitive verbs are studied as well. Noun and pronoun study becomes more intense. Infinitives, participles, and gerunds are introduced. There is opportunity to develop writing and communication skills through use of sentence variety, outlining, paragraph writing, composition writing, and proofreading.

Grade Level 8

Sentence patterns and parts continue to be emphasized. Action and linking verbs are reviewed, as well as verb tenses, conjugations, the progressive form, and the emphatic mood. Diagramming concentrates on pronouns, adjectives, adverbs, prepositional phrases, and sentence patterns. The student continues to develop writing skills, which include topic sentences, outlining, and paragraph development. He learns to recognize sentence fragments and run-on sentences and is guided in writing several short biographical sketches.

High School English English I

The students will enjoy learning about the history of the English language. They will also be challenged by the comprehensive review of grammar - including emphasis on basic sentence patterns and the eight parts of speech - review and practice of punctuation and capitalization along with verb conjugations. Writing skills are again emphasized as students are encouraged to think analytically and to write with clarity.

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English II This course begins with an intensive study of the four kinds of paragraphs and practice writing each. From

there, students move on to biography and autobiography, with a detailed reading and study of God’s Tribesman and The Hiding Place.

The course also includes poetic forms and poetry appreciation, but students especially enjoy and are challenged by the study of the various types of newspaper articles and techniques for writing them. Also included is practical application of library skills - how to locate and use the fiction section, reference books, and the Reader’s Guide to Periodical Literature.

Grammar is again an integral part of this course, and special emphasis is placed on correct sentence structure and noun and verb functions, including verbals. English III

Students find out how America’s history has affected its literature as they follow the chronological presentation of American literature in this course. Included are Christian writers whose works are not found in most other American literature courses. Students learn how to evaluate an author’s philosophy and style. Appropriate writing activities provide challenging experiences in various writing genres.

Each unit incorporates a review of grammar. Emphasis and detailed instruction is given in essay writing. Research paper preparation is explained and visualized as a step-by-step process. English IV

Students will learn what constitutes good literature as they complete our 12th level English course. All twelve PACEs provide examples and analysis of the best literature from various writers and literary periods of British literature. Students learn how to evaluate a writer’s style and technique and find reading of classical works enriching and enlightening. Along with reading comes opportunity for self-expression as students write summaries, comparisons, contrasts, sketches, and evaluations.

Grammar is an integral part of the course with thorough review of parts of speech, sentence structure, and proper usage. Most unique is that the text for grammar exercises provides the biblical perspective of life principles. Writing skills are covered along with basics of speech preparation and presentation.

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Social Studies Social Studies, the science of the study of people, their activities, customs, and institutions in relationship to other people. Social studies includes history, economics, geography, and government.

Grade Level 1

Level 1 introduces young students to the basic principles of life. Students learn to recognize and are challenged and motivated to do what is right. They also learn to be kind, to share, and to be obedient to rules and laws.

Grade Level 2

At this level the material builds visual discrimination and vocabulary and teaches about our nation and some of the great political and godly leaders of the past.

Grade Level 3

This level covers communication, conservation, agriculture, geography, and the discovery of America. This approach to history encourages your students to love and respect their country. The heroes and heroines to whom they are introduced provide role models representing ideals and aspirations for which students can strive.

Grade Level 4 Students do required reading and write their answers to questions in cursive. They learn to use maps and globes

for understanding World Geography and cultures.

Grade Level 5 Focuses on American history in a decidedly biblical approach and sets forth relationships of social and

economic development. It covers systems of government, great leaders, wars, and current events. Grade Level 6

Students study history from Adam through the Great Awakening. The course includes an introduction to the Bible, early Church, and Reformation leaders.

Grade Level 7

In six PACES, students are introduced to 55 professions and vocations. Students learn what skills and talents are involved in each and what preparation is needed to enter each field. The second half allows for a State History, if needed.

Grade Level 8 Historical facts are presented in a way that personally involves the student in the exciting events in American history. Understanding of the subject matter is enhanced with time lines, maps, and activity questions that require an understanding of the concepts and interpretation, as well as memorization of facts.

High School Social Studies World History

World history from Creation to the present is viewed from a biblical perspective. The view includes ancient civilizations, the Middle Ages, the Renaissance, colonialism, the age of revolution, and spiritual awakenings.

World Geography - Included in this course:

*Reading, drawing, and interpreting of various kinds of maps and a continent-by-continent study of geography *An exciting Map Mania, double-page world political map, and single-page climate and topographical maps

American History

The student views American history from the colonial period to the present. Beginning with discovery of the New World, the study includes the War for Independence, the Jackson Era, the War Between the States, the two World Wars, America’s foreign relations after World War II, the Cold War, space exploration, Civil Rights, the United Nations, Watergate, and the awakening which continued on from 1970.

U.S. Civics

This course will help prepare students for their responsibility toward government, and to help them take part in the processes of government. It provides a study of the historical foundations of our government. U.S. Civics consists of six full-color, reusable PACEs and six consumable Activity Pacs.

Economics This is a ½ credit course that introduces students to the study of economic systems: price theory, production,

free enterprise, free trade, banking, investments, international trade, stewardship, and government and the economy.

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Science Science; knowledge based on observed facts, tested truths, presented in an orderly fashion. Science includes the study of plants, animals, biology, physical science, chemistry, and physics.

Grade Level 1 This course material presents the young student with the facts of Creation as presented in the Bible. He learns

about the human body as well as concepts of health care and hygiene.

Grade Level 2 This level sets forth the days of Creation and what was created on each day. It also demonstrates how various

plants and animals function in today’s world. It reveals God’s original instructions to man and the consequences of man’s violation of those instructions.

Grade Level 3

The student is brought into an understanding of matter and the laws of nature. Microbiology and early researchers with their equipment are studied. The student learns about simple standards by which scientific observations are made - measurements, time, length, weight, and temperature in both metric and English systems.

Grade Level 4

The student is brought into an understanding of matter and the laws of nature. Microbiology and early researchers with their equipment are studied. The child learns about simple standards by which scientific observations are made - measurements, time, length, weight, and temperature in both metric and English systems.

Botany, zoology, meteorology, chemistry, geology - fascinating subject matter that intrigues the fertile mind of students at this level - are introduced.

Grade Level 5 Basic earth science principles captivate the student’s interest in:

*molecular and atomic theories *friction, heat, and gravity *expansion and contraction

There is a study of: *geology *aviation and *zoology *sound *chemistry aerodynamics *meteorology *botany

Grade Level 6 More details and in-depth studies of subject matter previously presented includes: chemistry, light and

electricity, and magnets and magnetism. Students also study the central nervous system, skeletal and muscular systems, internal organs, and the germ

theory of disease.

Grade Level 7 Life Science PACEs introduce and prepare students for more advanced Biology. The student learns about the

habitats and characteristics of plants and animals along with ecology and God’s balance in nature. The interrelationships between organisms are discussed. The attributes essential to life are seen in relationship

to the Bible and biblical Creation.

Grade Level 8 These Earth Science PACEs introduce specific areas of study such as astronomy, volcanology, topography,

oceanography, meteorology, and mineralogy with proofs of the Creation. Students learn about the perfection of God’s design for the universe. Weather science is a fascinating study as a part of this Curriculum.

High School Science Biology

This course explores the wonders of the living Creation. Included are studies of birds, mammals, fish, amphibians, reptiles, sponges, coelenterates, mollusks, echinoderms, worms, arthropods, plants, and microorganisms. A study of the human body includes the integumentary, skeletal, muscular, nervous, circulatory, respiratory, digestive, and endocrine systems. Genetics and embryology are incorporated into the study of the human reproductive system.

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Physical Science This course presents in clear and understandable language, an introduction to chemistry and physics. After

finishing the course, the student will have a better understanding of science, and a college-bound student will have a good foundation for more rigorous chemistry and physics courses.

Each PACE contains a short story interspersed between sections of the text. Each story deals with a particular problem faced by many of today’s teens. The character, in the process of solving his problem, applies scriptural principles and demonstrates character development. Prerequisite: Algebra I.

Chemistry

Students are given a solid introduction to the science of chemistry. All units view the material from a biblical perspective and provide necessary helps. This course covers:

*Organic and inorganic chemistry *Periodic Table of Element *Biochemistry *Properties of metals, nonmetals, and metalloids *Molecular bonding *Chemical equilibrium *Chemical reactions *Thermodynamics *Gas laws *Acids and bases *Electrochemistry *Quantitative and qualitative analysis *Balancing of chemical equations

Physics The basics of Physics are practical, interesting, and understandable in this completely self-contained course. Full of illustrations and applications, it covers:

*Measurements and mathematics *Radiation and nuclear energy *Force and motion *Electrochemistry *Momentum and energy *Magnetism \ electrical circuits *States of matter *Light and electricity *Gas laws *Optics and optical instruments *Heat and kinetic theory *Wave motion and sound

Prerequisites: Algebra I and Physical Science Word Building Grade Level 1 Learning to Read

This course provides activities that accompany the ABCs with Ace and Christi Learning-To-Read Program. These PACEs provide the foundational phonetic skills needed for reading and writing mastery. Your child will learn 35 letter sounds and 11 additional blends and diphthongs that are basic to all reading. Each student should be able to read even unfamiliar words and material when he has completed this program.

Grade Level 2-8

Increases the student’s vocabulary base and reinforces his confidence and capability in spelling. Earlier levels expand the student’s grasp of phonetic sounds and combinations. Each level presents appropriate spelling rules and their exceptions by both statement and drill.

Grade Level 9 Etymology

This course leads students to an understanding of word origins. It also demonstrates the value in knowing those origins. There is an emphasis on learning the spellings, meanings, and functions of words. Practice exercises show the student how to avoid wordiness and how to be precise in the choice and use of words.

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Selective Colleges That Have Accepted Home School Students More than 400 schools of higher education appear on these pages. Entries are those confirmed to have admitted at least one homeschooled applicant. Asterisks (**) following names of schools known to accept home school students show how many printed sources of college ratings mention those schools as “selective” or “good” colleges.

Selective Colleges Known to

Have Admitted Home School Students

Adelphi U. - NY ** Agnes Scott C. - GA *** Albertson C. - ID **** Albion C. - MI ** Alfred U. - NY **** Allegheny C. - PA *** Alma C. - MI ** Alverno C. - WI * American U. - DC **** Amherst C. - MA ****** Antioch C. - OH * Arizona State U. - AZ ** Asbury C. - KY * Assumption C. - MA * Auburn U. - AL ****** Augustana C. - IL * Austin C. - TX **** Baylor U. - TX ***** Beloit C. - WI **** Bemidji State U. - MN * Bennington C. - VT *** Berea C. - KY * Berklee C. of Music - MA * Berry C. - GA ** Bethany C. - WV * Bethel C. - MN * Biola U. - CA * Birmingham-Southern C. - AL ***** Boston C. - MA ****** Boston Conservatory - MA * Boston U. - MA ****** Bowdoin C. - ME ****** Bradley U. - IL ** Brandeis U. - MA ***** Brigham Young U. - UT ***** Brown U. - RI ****** Bryn Mawr C. - PA ****** Bucknell U. - PA **** Buena Vista U. - IA * Butler U. - IN ** California Institute of Technology – CA ****** California Polytechnic State U., San Luis Obispo - CA * California State U. - Los Angeles - CA *

Calvin C. - MI ***** Capital U. - OH * Carleton C. - MN ***** Carnegie Mellon U. - PA ****** Carroll C. - MT * Case Western Reserve U. - OH ***** Catholic U. of America - DC ***** Cedarville C. - OH * Central C. - IA * Christian Brothers U. - TN * Claremont McKenna C. - CA ******* Clemson U. - SC ***** Coe C. - IA * Colby C. - ME ****** C. of St Benedict - MN * * C. of St Scholastica - MN * C. of the Atlantic - ME *** C. of William and Mary - VA ******* C. of Wooster - OH **** Colorado C. - CO **** Colorado School of Mines - CO ***** Colorado State U. - CO * Concordia C - Moorhead, MN* Cornell C. - IA ** Cornell U. - NY ****** Creighton U. - NE **** Dartmouth C. - NH ****** David Lipscomb U. - TN * Davidson C. - NC ******* Delaware Valley C. - PA * Denison U. - OH **** DePaul U. - IL **** DePauw U. - IN *** Dickinson C. - PA *** Drake U. - IA *** Drew U. - NJ *** Drexel U. - PA ** Drury C. - MO * Duke U. - NC ****** Duquesne U. - PA ** Earlham C. - IN **** Eckerd C. - FL *** Edinboro U. of Pennsylvania - PA * Elizabethtown C. - PA * Emory U. - GA ***** Evergreen State C - WA ***

Fashion Institute of Technology - NY * Florida Institute of Technology - FL ** Franciscan U. of Steubenville OH - ** Franklin and Marshall C. - PA **** George Fox U. - OR * George Mason U. - VA *** George Wa. U. - DC **** Georgetown U. - DC ****** Georgia Institute of Technology - GA ******* Gettysburg C. - PA *** Goddard C. - VT * Gordon C. - MA * Goshen C. - IN * Goucher C. - MD *** Grinnell C. - IA **** Grove City C. - PA ***** Guilford C. - NC **** Gustavus Adolphus C. - MN **** Hampshire C. - MA *** Hanover C. - IN *** Harding U. - AR * Harvard U. - MA ******* Harvey Mudd C. - CA ***** Hastings C. - NE ** Haverford C. - PA ******* Hillsdale C. - MI **** Hiram C. - OH **** Hobart and William Smith Colleges - NY *** Hood C. - MD * Hope C. - MI *** Houghton C. - NY *** Humboldt State U. - CA * Illinois Institute Of Tech - IL **** Ill. Wesleyan U. - IL **** Indiana U., Bloomington - IN **** Iowa State U. - IA **** Ithaca C. [yes] NY * James Madison U. - VA ***** John Brown U. - AR * Johns Hopkins U. - MD ****** Juniata C. - PA ** Kalamazoo C. - MI *** Kansas State U. - KS * Kenyon C. - OH *****

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Kettering U. - MI ** King C. - TN * Knox C. - IL **** Lafayette C. - PA **** Lake Forest C. - IL *** Lawrence U. - WI ***** LeTourneau U. - TX * Lewis & Clark C. - OR *** Linfield C. - OR * Louisiana State U. and Agricultural and Mechanical C. - LA **** Loyola C. - MD *** Loyola U. Chicago - IL *** Luther C. - IA * Macalester C. - MN ***** Marietta C. - OH * Marlboro C. - VT *** Marquette U. - WI ***** Maryland Institute C. of Art - MD ** Maryville C. - TN * Massachusetts Institute of Technology - MA ****** Messiah C. - PA * Miami U. - OH ***** Michigan Technological U. - MI **** Middlebury C. - VT ****** Mills C. - CA *** Montana State U.—Billings - MT * Montana State U.—Bozeman - MT * Montana Tech of the U. of Montana - MT ** Mount Holyoke C. - MA **** Muhlenberg C. - PA *** Muskingum C. - OH New C. of the U. of South Florida - FL **** New Mexico Institute of Mining and Technology (New Mexico Tech) - NM **** New York U. - NY ***** No. Carolina State U. - NC ***** North Central C. - IL * Northeastern U. - MA ** Northwestern C. - IA * Northwestern U. - IL ****** Oberlin C. - OH ***** Occidental C. - CA **** Oglethorpe U. - GA **** Ohio Northern U. - OH ** Ohio State U.@ Columbus Campus - OH **** Ohio U. - OH ***** Ohio Wesleyan U. - OH **** Oklahoma City U. - OK * Oklahoma State U. - OK *

Oregon State U. - OR * Ouachita Baptist U. - AR * Pacific Lutheran U. - WA * Pennsylvania State U. University Pk Campus - PA **** Pepperdine U. - CA ****** Philadelphia C. of Pharmacy and Science - PA * Pitzer C. - CA *** Polytechnic U. [yes] NY * Pomona C. - CA ****** Princeton U. - NJ ****** Providence C. - RI **** Purdue U. - IN ***** Quincy University - IL * Radford U. - VA * Reed C. - OR **** Regis U. - CO * Rensselaer Polytechnic Institute - NY **** Rhode Island School of Design - RI **** Rhodes C. - TN ****** Rice U. - TX ****** Ripon C. - WI *** Rochester Institute of Technology - NY **** Rose-Hulman Institute of Technology - IN **** Rutgers C., State U. of New Jersey, - NJ ** *** St. Andrews Presbyterian C. - NC * St. Bonaventure U. - NY * St. John’s C. - MD & NM ** *** St. John’s U. - MN *** St. Joseph’s C. - ME * St. Joseph’s U. - PA * Saint Mary’s C. - IN *** St. Mary’s C. of California - CA *** St. Mary’s C. of Maryland - MD **** St. Norbert C. - WI ** St. Olaf C. - MN ***** St. Vincent C. - PA * Samford U. - AL ** Sarah Lawrence C. - NY **** Seattle U. - WA * Seton Hall U. - NJ * Shepherd C. [yes] WV * Simmons C. - MA * Simon’s Rock C. of Bard - MA ** Smith C. - MA ***** Southern Methodist U. - TX **** Spring Arbor C. - MI Stanford U. - CA ******* State U. of New York at Binghamton - NY *****

State U. of New York C. at Geneseo - NY *** Stephens C. - MO * Stetson U. - FL *** Swarthmore C. - PA ****** Sweet Briar C. - VA *** Syracuse U. - NY **** Taylor U. - IN * Temple U. - PA * Texas A & M U., College Station - TX ***** Texas Christian U. - TX *** Thomas Aquinas C. - CA *** Trinity U. - TX ***** Truman State U. - MO **** Tulane U. - LA ***** Union U. - TN * United States Air Force Academy - Colo- rado Springs, CO *** United States Coast Guard Academy - CT *** United States Military Academy - West Point, NY * *** United States Naval Academy - Annapolis, MD **** U. of Alabama, Tuscaloosa - AL ** U. of Alabama in Huntsville - AL * U. of Arizona - AZ **** U. of California: Berkeley - CA ***** U. of California: Davis - CA ***** U. of California: Riverside - CA ***** U. of California: San Diego - **** U. of California: Santa Cruz - CA **** U. of Chicago - IL ******* U. of Cincinnati - OH ** U. of Colorado at Boulder - CO ***** U. of Connecticut - CT **** U. of Dallas - TX ***** U. of Dayton - OH ***** U. of Delaware - DE **** U. of Denver - CO **** U. of Evansville - IN ** U. of Florida - FL **** U. of Georgia - GA ***** U. of Houston - TX * U. of Idaho - ID ** U. of Illinois at Urbana-Champaign - IL ****** U. of Iowa - IA **** U. of Kansas - KS ***** U. of Kentucky - KY *** U. of Maine, Farmington - ME * U. of Maine, Orono - ME ** U. of Maryland, College Park - MD **** U. of Massachusetts Amherst - MA *****

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U. of Miami - FL **** U. of Michigan - MI ***** U. of Minnesota, Morris - MN *** U. of Minnesota, Twin Cities - MN ****** U. of Missouri-Columbia - MO *** U. of Missouri-Kansas City - MO * U. of Missouri-Rolla - MO *** U. of Montana - MT * U. of Nebraska-Lincoln - NE * U. of New Hampshire - NH * *** U. of North Carolina at Asheville - *** U. of North Carolina at Chapel Hill - NC ***** U. of North Dakota - ND * U. of Notre Dame - IN **** *** U. of Oklahoma - OK **** U. of Oregon - OR ** U. of Pennsylvania - PA ** ***** U. of Pittsburgh - PA ***** U. of Portland [yes] OR * U. of Puget Sound - WA *** U. of Redlands - CA *** U. of Rhode Island - RI ** U. of Richmond - VA ***** U. of Rochester - NY *** U. of St. Thomas - MN * U. of San Francisco - CA * U. of South Carolina - SC ** U. of Southern Cal - CA **** U. of Tennessee - TN **** U. of Texas at Austin - TX ****** U. of the South - ****** U. of Utah - UT ** U. of Vermont - VT **** U. of Virginia - VA ****** U. of Wa. - WA ****** U. of Wi-Madisonn - WI ****** U. of Wyoming - WY * Ursinus C. - PA *** Valparaiso U. - IN *** Vanderbilt U. - TN ***** Vassar C. - NY ****** Villanova U. - PA ***** Vir. Polytechnic Institute and State U. - VA * * * * Wabash C. - IN ****** Warren Wilson C. - NC * Wartburg C. - IA * Washington and Lee U. - VA ******* Washington C. - MD ** Washington U. - MO ****** Wellesley C. - MA ****** Wells C. - NY ** Wesleyan U. - CT ******

West Virginia Wesleyan C. [yes] WV * Westminster Choir C. of Rider U. – NJ * Westminster C. - MO Wheaton C. - IL **** Wheaton C. - MA *** Whitman C. - WA ***** Whittier C. - CA *** Willamette U. - OR *** William Jewell C. MO * Williams C. - MA ******* Wingate U. - NC * Winona State U. - MN * Wittenberg U. - OH **** Wofford C. - SC ***** Worcester Polytechnic Institute - MA **** Xavier U. - OH * Yale U. - CT ******

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Review & Evaluate

If, at any time within the first 30 days after your curriculum is received, you are not satisfied with the product or service, you may receive a refund of 100%

of the “Tuition” paid.

‐ Terms And Conditions

Simply return all material you have been sent, the curriculum (unmarked and usable), and the score

keys

Upon receipt of the above, you will be sent the refund of “Tuition” you have paid


www.heritagehomeschool.com

(877) 532-7665

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curriculum overview - heritage home school

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