Bible course outline 2014-15

High school Bible 2014-15

Mr. Foster NSCA

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  1. Course Description

Senior High Bible is a class where students use their critical thinking skills to approach the tough questions of the Bible. This year’s focus will be a survey of the Bible and Bible doctrine.

  1. Texts

Bible (any mainstream modern translation—KJV, NKJV, NIV, NASV, etc)

Bible Doctrines for Today A Beka Book

  1. Course Goals
    1. To become more familiar with the actual content of the Bible, specifically the main themes of every book of the Bible
    2. To know and understand the basic doctrines of Christianity
    3. To compare the teaching the teaching of the Bible with our daily living and the conduct of the American church, and ask the question, do we need to adjust?
    4. In our relationships with one another and with God, to live and act as the Bible teaches
  1. Academic Policies

Tests, projects, papers                                                       60%

Homework, verse quizzes, short essay                              40%

All work will be evaluated for grammar, punctuation, and spelling, as well as content.

It is the responsibility of the student to make up work missed for any reason. If you miss class, you need to find out what we did.

Work not done at the beginning of class on the day it is due is late. Late homework may be completed late for a maximum of 70%. Any work—homework or quizzes—not made up within a week will result in a 0. Major assignments will lose 10 points per day late.

Notes will sometimes be given formally on the board and as handouts. More often we will have discussions for which you will be accountable as well. Save all your notes throughout the year.

  1. Each Monday we will survey a book (or books) of the Bible that will include a key verse, key themes, author, and background. BEFORE we talk about each book, students need to read at least a chapter of the book and reflect and take notes on its contents. These notes will include date read, chapter read, a significant verse, and its significance. Students will lead a short (2-3 minute) devotional based on the book on a rotating basis. This will be a homework grade. Participation in the discussion will also be a quiz grade. We will proceed alphabetically by grade, beginning Monday, September 8 with Alyssa Cody and Genesis.
  2. Quizzes

There will be a quiz on each section of theology. There may also be pop quizzes when necessary.

  1. Tests

There will be a test on every major unit of Theology, as well as a test on the Old Testament survey and a comprehensive final including the New Testament Survey.

  1. Paper

Each student will write a paper on some issue of theology or Biblical study. Students will approve the topic with me in advance, mainly to allow for discussion of how to develop a good paper. Papers will be typed in Times New Roman Font 12 with 1” margins. For grades 9-10 this will be 3-5 pages. For grades 11-12 it will be 8-10 pages. This paper will be due Thursday, March 26.

  1. Scope and Sequence

Bible Survey—On Mondays                                               Bible Doctrines Tues-Thurs-Fri

                                                                                          Rounded to nearest week

Semester 1

Genesis                  Alyssa                                                  Bibliology        5 weeks

Exodus                  Ashley

Leviticus                Kelsey

Numbers               Shelby

Deuteronomy        Roselyn                                                Theology         5 weeks

Joshua                    Abigail

Judges                    Hannah

Job                         Olivia

Psalms                   Michael                                               Christology      4 weeks

Proverbs                Megan

Ecclesiastes           Alyssa

Song of Solomon   Ashley                                                 Pneumatology  3 weeks

Isaiah                     Kelsey

Jeremiah &Lamentations Shelby                          

Ezekiel                   Roselyn                                                Anthropology 2 weeks

Daniel                    Abigail

Hosea                    Hannah          

Semester 2

Gospels                                                                             Soteriology      2 weeks


1 & 2 Corinthians                                                              Ecclesiology    2 weeks


Ephesians                                                                          Angelology      2 weeks


Colossians                                                                         Eschatology     5 weeks

1 & 2 Thessalonians                                                         

1 & 2 Timothy                               Paper Due March 26





1 & 2 Peter

1,2,3 John



Music Appreciation Syllabus and thought-questions

Music Appreciation Course and questions to consider

I. Course Description

Music Appreciation is a ½ credit elective in which students will learn to listen critically to music and enjoys its many uses.

II. Materials: no textbook. Maintain a notebook for notes and handouts

III. Course Objectives

  1. To learn the basic terminology of music appreciation
  2. To learn the instruments and instrument families of the orchestra, as well as other instruments
  3. To learn some major artists and movements of the past, by hearing key pieces
  4. To sample some of the diversity of nonWestern music
  5. To understand the philosophical movements that correspond to musical movements
  6. To consider the appropriateness of various types of music for worship and entertainment in the Christian community


IV. Assessment

  1. Weekly vocabulary quizzes. These will subside after the first quarter as we gain mastery of the key terms of music appreciation
  2. Weekly listening responses. Some will be paragraphs, others sketches or discussions
  3. Projects as announced
  4. Participation—assessed as a weekly grade


V. Questions to ask about music

1. What is music? How does it differ from noise?

2. Does music have value?

3. Is some music better than other music? If so, what criteria determine "betterness?"

4. Can music be categorized as "good" or "evil?" If so, how?

5. How can music bring people together? How can it divide people?

6. What is the relationship between instrumental music alone (no lyrics) and emotion?

7. What is the relationship between music and the intellect?

8. In what ways could music be considered a "language?" In what ways does it differ from language?

VI. Questions to ask about a piece of music

1. What genre is it?

2. What is its intended purpose (worship, dancing, soundtrack, etc.)?

3. What is its context (historical, composer, etc)?

4. What kinds of instruments are used?

5. What is the significance of the title?

6. What do you like about it? What do you dislike? Try to use the vocabulary words to express clearly and concretely your likes and dislikes.

American Literature Syllabus

American Literature                2014-15

  1. Course Description

            American Literature is a survey of works in America from the Seventeenth to the Twentieth Centuries. Students will engage the literature in various ways, including readings in and out of class, research papers, essays, and dramatic presentation.

  1. Texts

American Literature Classics for Christians A Beka

Vocabulary book A Beka

The Scarlet Letter, Nathaniel Hawthorne

Fahrenheit 451, Ray Bradbury

  1. Course Goals:
    1. To develop the ability to discern an author’s philosophical and moral beliefs using classic works of American literature and to compare these beliefs to the Bible
    2. To develop the ability to assess a work critically for its technical, aesthetic, and moral merits, and, thus equipped, to be ready to read and evaluate any type of literature in the future. Works will include fiction and nonfiction.
    3. To note connections between literature and history
    4. To write clearly, logically, and effectively
    5. To learn vocabulary which will expand students’ ability to communicate
    6. To learn how to write a research and/or thesis paper—in conjunction with history class
    7. To understand different genres of American Literature, including novel, short story, slave narrative, and lyric poetry
    8. To reflect on the connection between the arts (especially literature) and life
  1. Academic Policies
    1. Assessment

Tests, projects, papers                                                             60%

Homework (including vocabulary homework) and quizzes   40%

                        All work will be evaluated for grammar, punctuation, and spelling, as well as content.

  1. Absence

It is the responsibility of the student to make up work missed for any reason. If you miss class, you need to find out what we did.

  1. Late work

Work not done at the beginning of class on the day it is due is late. Late homework may be completed late for a maximum of 70%. Any work—homework or quizzes—not made up within a week will result in a 0. Major assignments will lose 10 points per day late.

  1. Notes

Notes will be given formally on the board and as handouts. We will also have discussions for which you will be accountable as well. You will need a notebook in which to organize these notes. Save all your notes throughout the year.

  1. Participation

The study of literature is not merely the memorization of facts about works and authors. It is a foray into the world of ideas. All of us will benefit when you are making thoughtful evaluations on our reading, notes, etc. Therefore, each quarter I will give a grade in the quiz category for participation based on your overall involvement.

  1. Reading

The readings will require your careful attention and reflection. You may find some authors difficult. You may have to read some passages more than once, or with another person. You might find you remember more of your reading by taking notes on it. You will be accountable for reading in various ways: homework questions, worksheets, quizzes, essays.

  1. Vocabulary

We will have either a vocabulary homework due or a test every Wednesday based on the A Beka vocabulary book. At times there will be additional vocabulary work based on current readings.

  1. Scope and Sequence. Dates are approximations

Colonial Literature (Ch5) & Revolutionary Literature 3 weeks         9/3-9/24

*First Quarter Short Story Project                                                      Due 9/26

Beginning of Romanticism (Ch 6) 5 weeks                            9/29-10/31

Transcendentalism, including Civil Disobedience (Ch 8) 3 weeks     11/3-12/1


Realism (Ch 12) 2 weeks                                                                    12/2-12/16

*Second Quarter Slave Narrative Papers                                            Due 12/19

The American Short Story (ch 3, ch15) 5 weeks                                12/22-1/29

End of Quarter            2        1/23

The Scarlet Letter                               4 weeks                                  

The Fireside Poets (Ch 7) 2 weeks

Regional lyric poetry (Ch11)             2 weeks

                                                End of Quarter 3         4/8

Fahrenheit 451                                    4 weeks

Modern lyric poetry (Ch 14) 4 weeks

                                                End of Quarter 4         6/15

  1. Major Projects
    1. First Quarter Short Story project. Due Friday, 9/26. We will be reading some American short stories together in class, but you will read additional short stories in pairs outside of class (that is, each of you will read two stories at a time) and write about them, either comparing, contrasting, or both as you feel is most appropriate. You will write a 2-3 page double-spaced, size 12 font essay in which you:
  • State the titles and authors of both stories (One author might have written both)
  • Clearly state in the introductory paragraph what common or what contrasting grounds the stories have with one another
  • Develop the essay using clear details from the stories
  • Conclude with a paragraph that is more than a restatement of the introduction.
  • Additional outside sources are appropriate but not necessary

If you want ideas about good short stories to read, check out my votes on the Goodreads list I created entitled ‘Best American Short Stories”

If you are looking for certain kinds of stories, just ask! This will NOT be the only writing assignment comparing two works.

  1. Second Quarter Paper due and discussion Friday, December 19

Race issues paper. Everyone will read a slave narrative (the whole book) and write a 3 page (no more than 4 page) typed double-spaced size 12 font paper on it. This reading will enrich not only American Literature, but also U.S. History, and hopefully initiate some discussion of morality which will invite Biblical application as well. In your paper you will include the following:

  • A basic context of the events of the narrative, including dates, locations, etc. You are welcome to look up information online to get ideas for this, but please document your sources (don’t plagiarize).
  • At least two quotes or incidents which summarize the author’s perspective on life and on his or her situation. This part is very important. It will involve more than merely retelling the story.
  • Your thoughts and reflections on the work--what is important to take away from the book. This objective does not require first person (“I”).
  • We will have a discussion in class where we will share what you have read and written, and have a chance to discuss the work in first person. Discussion participation will be a quiz grade.

EXTRA CREDIT: You may read an additional work and complete the work for extra credit. Each extra work will be averaged in as a test grade for either English or History class, as you prefer. The project and criteria must be FULLY completed for extra credit.

Choose from among the list below:

Frederick Douglass, Narrative of the Life of Frederick Douglass

W. E. B. Dubois, The Souls of Black Folk

Harriet Jacobs, Incidents in the Life of a Slave Girl

Solomon Northrup, Twelve Years a Slave

Booker T Washington, Up From Slavery

Additional titles for extra credit only (or do a second book above):

Dee Brown, Bury My Heart at Wounded Knee

      The story of the Indian Wars of the Western Plains from the Native American                    perspective

John Howard Griffin, Black Like Me

      A white reporter travels the deep south as a white man, then colors his skin to pass as a black       man, and writes about the difference.

John Woolman, Journal

      A Quaker who was a strong abolitionist in America and England before the  American  Revolution

Harriet Beecher Stowe Uncle Tom’s Cabin

      A novel that Abraham Lincoln credited with starting the Civil War. Warning: It is LONG!

  1. Fourth Quarter Due May 5—Grandparents’ Day

Poetry Recitation. You will memorize and deliver to the class approximately 40 lines of poetry (more if lines are shorter than pentameter).   Please bring your idea to me for approval by Monday, February 2. You could do one poem, part of a long poem, or several short pieces. You will be assessed on knowing the words (including correctly pronouncing them) and delivery, including articulation and pacing.

Government syllabus 2014-15

Government Class Course Outline

  1. Course Description: Government class presents the foundations and workings of American government at the national level, as well as state and local governments. The course also will require students to consider their role as citizens, not just in theory, but by actual participation in activities such as writing letters, attending meetings, and volunteering.

  1. Texts: American Government in Christian Perspective. A Beka Book Co

                    The Law          Frederic Bastiat

  1. Course Goals

  1. To be familiar with the foundational documents of the United States, the different branches and levels of government, and the basic workings of each

  2. To understand the beliefs and ideas which created and shaped (and continue to shape) American government

  3. To understand a citizen’s rights

  4. To understand a citizen’s responsibilities and legal obligations

  5. To learn to become contributing and responsible citizens

  6. To consider the basis of government, and its responsibilities and limits
  1. Academic Policies

  1. Assessment

    Tests, projects, papers                         60%

    Homework & Quizzes                         40%


    All work will be evaluated for grammar, punctuation, and spelling, as well as content.

  2. Absence

    It is the responsibility of the student to make up work missed for any reason. If you miss class, you need to find out what we did. Students will have as many days after an absence as they were absent to turn in an assignment.

  3. Late work

    Work not done at the beginning of class on the day it is due is late. Late homework may be turned in within a week for a maximum grade of a 70%. Major projects will lose 10 points a day.

  1. Scope and sequence

Weeks 1-5

Foundations of Am government

The Constitution

Project 1: Interview a current or former elected official or candidate Due October 3

Weeks 6-10


The executive branch

Project 2: Attend a government meeting or event. Due November 3

Weeks 11-15

The federal courts


Project 3: Attend a nonprofit meeting.


State & local government


Project 4: Public policy question paper Due January 16


  1. Project Descriptions

    Project 1: Interview a current or former elected official or candidate.

Step 1: BEFORE YOU TALK TO THE PERSON:Try to get whatever background you can find. If you can’t find the answers to these questions anywhere else, be sure to ask during your interview:

  1. Find out how long he or she has served.

  2. Understand what level of government (town, county, state, etc.) he is part of.

  3. What party does she belong to?

  4. What led him into politics?

    Step 2: Ask the additional questions from below, or think of some of your own:


  1. What is the biggest problem you faced in office?

  2. What is the biggest accomplishment of your tenure?

  3. What is the biggest challenge for your level of government?

  4. Are there threats to the constitution today? If so, what?


  1. What do you hope to accomplish?

  2. How do you see yourself as different from those running against you?

  3. Why is this race or this office important?

Step 3: Type your report as though you were writing a newspaper article on the person.


Project 2: Attend a government meeting. Meetings might include village, town, or school board meetings, county legislature meetings, town hall meetings with legislators, campaign debates, fire district meetings, etc. If the meeting lasts more than 2 hours, you may leave at that point. After attending the meeting, type up a report of about 1 page. Include the time, day, location, government, and main issues discussed at the meeting. Also, were there any surprises for you? What was interesting? What was tedious?


Project 3:Attend a nonprofit meeting. Nonprofit organizations include libraries, churches, many youth sports organizations, many museums and historical societies, etc. I hope you can find an organization that you would be interested in. If you are feeling stumped, attend your church’s business meeting (a church service doesn’t count). Whatever you do, I hope that you will try something NEW and different from what you normally do. Provide the same information as for Project 2 in a write-up.


Project 4: Public Policy question. This will be assessed by an approximately 8-10 page paper you will write regarding some area of public policy. The paper must be typed, size 12 font, and sources documented using MLA style. I might be open to allowing a persuasive speech with support materials as an alternative.

Step 1: You will choose an issue, such as gun control, marijuana use, state-run casinos, illegal immigration, environmental law, property tax rates, etc. You don’t need to choose a national issue.

Step 2: Research the subject. What are the constitutional arguments (and additionally, other popular arguments) regarding the issue?

Step 3: What is the current policy on the subject?

Step 4 How can the policy be improved/What is the answer to the problem? How can this answer be implemented as soon as possible?

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