Mars Hill
Academy
Curriculum Guide
August 6, 2007
Soli Deo Gloria
This Curriculum Guide is dedicated to the glory of God.
The Mars Hill Academy Board would like to acknowledge all the people who worked so hard to complete this Curriculum Guide. As a small school, just growing from “childhood” through “adolescence,” we did not have the resources to devote a full-time staff member to document, compile, review, and publish this guide. Instead, we asked every one of our teachers and staff members to go beyond their full-time roles to contribute to the completion of the MHA Curriculum Guide. This guide is the product of the entire Mars Hill Academy faculty and staff.
The MHA Board is extremely grateful to every contributor. We are grateful because this guide provides a foundation for further improvement of MHA. We hope it also provides encouragement to other schools that good progress can be made toward recovering the lost tools of learning, without many extra resources.
The MHA Board would also like to thank the Logos School in Moscow, Idaho and the Veritas Academy in Lancaster, Pennsylvania for their inspiration and groundbreaking work on defining a Classical and Christian Curriculum. We have benefited from their examples, which is one of the reasons we have decided to provide the MHA Curriculum Guide freely to any requestor.
The lists below are an attempt to recognize the significant roles played by each contributor.
This guide has been developed by the MHA Curriculum Committee, which includes representatives from the board, administration, and teachers. Many thanks to the parent volunteers who contributed their time to bring this document to life.
Old Testament Survey (7th
Grade)
New Testament Survey (8th
Grade)
Biblical Interpretation (9th
Grade)
Biblical Worldview Capstone (12th
Grade)
Orthography (Writing/Spelling)
Kindergarten Orthography (Writing
Road to Reading)
First Grade Orthography (Writing
Road to Reading)
Second Grade Orthography (Writing
Road to Reading)
Third Grade Orthography (Writing
Road to Reading)
Seventh Grade Literature and
Composition
Eighth Grade Literature and
Composition
English Grammar and Composition
First Grade English Grammar and
Composition
Second Grade English Grammar and
Composition
Third Grade English Grammar and
Composition
Fourth Grade English Grammar and
Composition
Fifth Grade English Grammar and
Composition
Sixth Grade English Grammar and
Composition
Second Grade History
(Greek)/Geography
Third Grade History
(Roman)/Geography
Fourth Grade History (Middle Ages)/Geography
Fifth
Grade History (Renaissance and Reformation)/Geography
Sixth Grade History (American
History)/Geography
Eighth Grade History – American Constitution
American Humanities (11th Grade)
Classical and Modern Languages
Latin III – Translation (8th
Grade) Course Description
Integrated Pre-college Mathematics
(11th Grade)
Ninth through Twelfth Grade Choir
Ninth through Twelfth Grade Choir
Ninth through Twelfth Grade Chamber
Singers
The process to update the Mars Hill Academy curriculum is designed to ensure proper review of changes for the following reasons:
· To ensure adequate coverage of a subject within a specific course
· To ensure the appropriateness of the subject material
· To ensure that the course material contributes to the goals of the subject area
· To ensure a smooth transition and adequate review from year to year in a subject area
· To reinforce the best classical methods and Christian worldview principles
Three different groups are involved in the review process: the Faculty Subject Area Committees, the Board Curriculum Committee, and the Mars Hill Academy Board.
A Faculty Subject Area Committee should exist for each major subject area in this guide (e.g., Mathematics, Music, etc.) and be composed of all the teachers who teach courses in that subject area. The committee should have a designated Chairperson assigned by the Headmaster. The Headmaster should be invited to all committee meetings but not required to attend.
The Board Curriculum Committee should be a standing committee of the Mars Hill Academy Board. A current Board member should be the Chairman of the committee, and it should include one additional Board member, the Headmaster, and at least one faculty representative from the Rhetoric School and one from the Grammar School.
The update process can be initiated as part of an ongoing curriculum review schedule or on an ad hoc basis by a teacher who desires to make a change to a course description. In either case, the teacher desiring the change should write a draft of the proposed new course description and follow the process below.
· Submit the draft to the relevant Faculty Subject Area Committee for discussion and review. If the Faculty Subject Area Committee approves of the change, …
· Submit the draft to the Board Curriculum Committee for discussion and review. If the Board Curriculum Committee approves of the change, they will create a recommendation of appropriate action to the MHA Board.
· Submit the recommendation to the Mars Hill Academy Board for review and final approval. If the MHA Board approves the change, …
· Update the official copies of this Curriculum Guide, and publish the change in the school newsletter and on the school web site.
The Board Curriculum Committee will create a schedule of regular curriculum reviews and a curriculum review calendar to ensure continual improvement in all curriculum subject areas, e.g., review one subject area per year beginning in January with recommendations by May.
In the Grammar School (Grades K-6) at Mars Hill Academy, students are expected to complete all the courses for their grade level. There are no optional courses. Students entering MHA in Grammar School will be tested for admission to the appropriate grade level. Remedial tutoring will be made available to assist students to catch up to their grade in Latin if necessary. Students that complete the MHA Grammar School curriculum will be granted admission to the MHA Rhetoric School (Grades 7-12). Students applying to the MHA Rhetoric School from another school must pass an admission test. To graduate with a diploma from Mars Hill Academy, Rhetoric School students must complete the following minimum requirements beginning with the class of 2005.
|
Subject Area |
Courses (# of credits) |
Credits |
|
Bible |
2 |
|
|
|
Biblical Interpretation (0.5) |
|
|
Doctrine (0.5) |
|
|
|
Apologetics (0.5) |
|
|
|
Biblical Worldview Capstone (0.5) |
|
|
|
Humanities |
8 |
|
|
|
Antiquity (2) |
|
|
Christendom (2) |
|
|
|
American Humanities (2) |
|
|
|
Modernity (2) |
|
|
|
Classical and Modern Languages (Spanish or Greek) |
2 |
|
|
|
Spanish I (1) |
|
|
Spanish II (1) |
|
|
|
Ancient Greek I (1) |
|
|
|
Ancient Greek II (1) |
|
|
|
Rhetoric |
2 |
|
|
|
Rhetoric I (1) |
|
|
Rhetoric II, incl. Senior Thesis (1) |
|
|
|
Mathematics |
3 |
|
|
|
Geometry (1) |
|
|
Advanced Algebra (1) |
|
|
|
Integrated Math or Pre-Calculus (1) |
|
|
|
Science |
3 |
|
|
|
Conceptual Physics (1) |
|
|
Chemistry (1) |
|
|
|
Biology (1) |
|
|
|
|
|
|
|
Electives |
1 |
|
|
|
Calculus (1) |
|
|
Physics (1) |
|
|
|
Additional language (Spanish or Greek) |
|
|
|
Choir, Chamber Singers, Studio Art (0.25/sem.) |
|
|
|
College courses or directed independent study |
|
|
|
Total Credits Required |
21 |
|
* The equivalent of two years of Latin and one year of Logic is also required.
The Bible is God’s Word. This sets the Bible apart from all other objects of study, along with its other claims for itself: that it is truth, that not one letter or stroke will pass away until all is accomplished, that it is the product of God’s creative power operating through holy men in such a way that the result is infallible and sufficient to perfectly equip God’s people for life and godliness. It is the only firm foundation for all human knowledge, and the only sure ground for faith and life.
At the same time, the Scriptures testify that they can only be properly understood and received by those who are enlightened by the Holy Spirit, and that those who are ignorant or willfully disobedient often distort their meaning. Diligence in study of the Scriptures and an eagerness to obey what they say are prerequisites to right understanding. As students do this, it will season their understanding in every area of their learning, transforming all their thoughts and actions as they grow more and more into the mind of Christ.
In the Grammar division, the study of the Bible will focus on people, places, promises, and events. A balance of rote memorization and narrative will convey the information needed to give students a familiarity with both the broad outline of redemptive history as well as particular details. An increasing emphasis on critical thinking in the Rhetoric division will result in lectures that focus on more broad analysis, examination of key passages in greater depth, and discussion, writing assignments, and oral presentations that sharpen students’ understanding and develop their ability to express it.
· The student will understand the Bible to be the self-revelation of God, showing His character and His dealings with men based on His promises.
· The student will understand that God’s work of redemption has been carried out in time and space, and will know a timeline of redemptive history from the Fall to the coming of Christ, as well as maps depicting where these events took place.
· The student will know how the path of wisdom diverges from the path of foolishness, and what consequences God has ordained for those who keep His covenant and for those who depart from it or reject it.
· The student will be able to recite substantial portions of Scripture and the Westminster Shorter Catechism that highlight the above.
· The student will embrace the claims of Christ and the life of Christian discipleship.
· The student will achieve mastery of the data of the Bible.
· The student will be familiar with using Bible reference tools.
· The student will understand and appreciate the role that extra-biblical contextual data plays in helping to interpret the Scriptures.
· The student will understand and appreciate the role that knowledge of the original languages of the Scriptures plays in helping to interpret them.
· The student will understand and recognize throughout the Scriptures such unifying themes as the covenant, the Messiah, the law of God, and the kingdom of God.
· The student will understand and read Scripture as an organic whole, revealing a single unified divine plan as it unfolds in stages throughout history.
· The student will recognize the antithesis between the wisdom of God as found in the Scriptures and the wisdom of man.
· The student will be equipped to stand firm in the face of unbelieving textual criticism and pseudo-Christian doctrines.
· The student will make fitting application of Biblical truths to his own life, to the life of the Church, and to contemporary culture and society.
· The student will sharpen his skills of researching, outlining, and summarizing, as well as his ability to express his questions and conclusions both orally and in writing.
· The student will generalize from specific incidents, make application from general principles, link cause with consequence, and organize and assign levels of importance to large amounts of information.
The majority of the class time will be spent helping our students become familiar with the great narrative portions of the Bible as they have been summarized in Catherine Vos’ classic The Child’s Story Bible. Most of the readings will come from the Books of Moses and the Gospels; stories found in the historical books and in the Acts and Letters of the New Testament will be read as time permits. In each story, the students’ attention will be drawn to God’s glory and attributes (as they are demonstrated in respective stories) and to his great work of redemption. Students will memorize important portions of Scripture, facts about the stories read in class, and the very elementary doctrinal statements. Students will also memorize many great hymns of praise.
· Students will become familiar with many of the important stories recorded in the Bible, from Creation to David, and the Gospels.
· Students will develop an ability to re-tell (narrate) the stories read in class in their own words.
· Students will develop a love for Bible reading.
· Students will take pleasure in singing praise to the LORD and in memorizing and obeying His Word.
The students will be able to:
· Answer basic questions about God, his existence, attributes, and the Bible as His only written Word.
· Identify the two parts of the Bible, the Old and New Testaments.
· Identify major characters in the Bible and the attributes and/or actions for which they are most remembered.
· Describe the key people and events in each Bible story read and discussed in class.
· Memorize a Bible passage each month and recite it for the teacher.
· Learn one verse of a hymn or psalm each week and participate in daily singing and praying.
· Memorize and recite elementary doctrinal questions and answers from the “Easy Questions for Little Children” Catechism.
· Recite the Lord’s Prayer from memory.
· Large group instruction – using Bible reading, catechetical questions/answers, story telling, pictures, recitation, singing, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· Daily prayers (teacher directed, modeled)
· Projects and artwork, integrated with other subject areas
· The Bible is the inspired Word of God, so it is always true and never wrong.
· Lessons learned from the characters in the Bible apply to our lives.
· Our worship pleases God.
· The Child’s Story Bible by Catherine Vos
· The Pictorial Primer: Easy Lessons for Little Ones at Home
· Hymns
Five 35-minute periods per week
Bible 1 will continue to build upon the solid foundation of Biblical literacy begun in Kindergarten through reading The Child’s Story Bible. The Bible readings cover Exodus through Malachi and selected books from New Testament, which will acquaint the students with the entire scope of the Biblical Testimony. As in Kindergarten, the students’ attention will be drawn to God’s glory and attributes as they are demonstrated in respective stories. The course will reinforce the Biblical admonition against idolatry and God’s great work of redemption through faith by grace. Students will memorize important portions of Scripture, facts about the stories read in class, and the very elementary doctrinal statements. Students will also memorize many great hymns and spiritual songs of praise.
· Students will become familiar with many of the important stories recorded in the Bible.
· Students will develop an ability to re-tell (narrate) the stories read in class in their own words, emphasizing God’s sovereign control of events and the pursuit of His glory.
· Students will develop a love for Bible reading.
· Students will take pleasure in singing praise to the LORD and in memorizing and obeying His Word.
The students will be able to:
· Identify the two parts of the Bible, the Old and New Testaments.
· Memorize and recite elementary doctrinal questions and answers from the “Easy Questions for Little Children” Catechism.
· Recite the Lord’s Prayer.
The students will be able to:
· Read the entire text of The Child’s Story Bible with some exceptions.
· Recite the basic attributes of God: Holy, Just, All-powerful, All-knowing, Ever-present, Loving, Creator, Savior, and Everlasting.
· Recite the names of all sixty-six books of the Bible in canonical order.
· Consistently participate in the daily singing, praying, and catechizing.
· Memorize chapters of scripture: Psalms 1, Psalms 91, and 1 Corinthians 13.
· Memorize Exodus 20:1-17 - Ten Commandments.
· Memorize Luke 2:8-16
· Memorize the Apostle’s Creed
· Memorize the first 20 answers to the Westminster Confession of Faith, Shorter Catechism.
· Large group instruction – using Bible reading, catechetical questions/answers, story telling, pictures, recitation, singing, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· Daily prayers (teacher directed, modeled)
· Projects, artwork, integrated with other subject areas
· The Bible is the inspired Word of God, so it is always true and never wrong.
· God abhors idolatry in any form. God is a jealous god.
· “Man’s chief end is to glorify God and enjoy Him forever.” Shorter Westminster Catechism
· Lessons learned from the Bible apply to our lives.
· The Child’s Story Bible by Catherine Vos
· The Pictorial Primer: Easy Lessons for Little Ones at Home
· Bible Maps
· Hymnal
Five 40-minute periods per week
Bible 2 is the first course in the Grammar School curriculum where the students will read the Bible itself. First, students will review the prominent people and events of redemptive history from Genesis through Judah’s captivity in Babylon. The course will then proceed through the events of Daniel, Ezra, Nehemiah, Esther, the Gospels, and Acts. Attention will be given to the inter-testamental period as well. Students will memorize important portions of Scripture, facts about the stories read in class, and basic doctrinal statements. Students will also memorize many great hymns of praise.
· The students will become familiar with the chronology of Biblical history and the foundational events, themes, people, and places that will illumine their subsequent study of the Bible.
· The students will study the life of Jesus, noting and appreciating its significance for their own lives.
· The students will continue to make progress in their understanding of elementary Christian doctrine, their appreciation of quality hymnody and psalmody, and their own understanding of their relationship with Christ.
The students will be able to:
· Recall the basic people, events, and instructions of the Bible.
· Identify and recall the names of the books of the Bible in canonical order.
· Correctly answer questions about God and the Bible.
· Review/recite answers to the Westminster Confession of Faith, Shorter Catechism, questions 1-20.
· Recall the basic attributes of God (see catechism).
· Review Ex 20:1-17 (the Ten Commandments), 1 Corinthians 13, and other portions of memorized Scripture.
· Recite the Lord’s Prayer and the Apostle’s Creed
The students will be able to:
· Read and understand passages from Daniel, Ezra, Nehemiah, Esther, the Gospels, and Acts.
· Recite, through songs and chants, and recall, through discussion, the basic people and events of Daniel, Ezra, Nehemiah, Esther, the Gospels, and Acts.
· Recall the major events and works of Jesus’ life and ministry, including his birth, miracles, teaching, death, resurrection, and ascension.
· Memorize chapters/large portions of scripture: Psalms 8, Proverbs 3:1-12, and Matthew 5:1-16 (Beatitudes and portions of Sermon of the Mount)
· Identify and describe the basic geographical locations relevant to Daniel, Ezra, Nehemiah, Esther, the Gospels, and Acts.
· Memorize and recite answers 21-40 to the Westminster Confession of Faith, Shorter Catechism.
· Large group instruction – using Bible reading, catechetical questions/answers, story telling, pictures, recitation, singing, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· Projects, art work, integrated with other subject areas
· The Bible is the inspired Word of God, so it is always true and never wrong.
· “Man’s chief end is to glorify God and enjoy Him forever.” Shorter Westminster Catechism
· Lessons learned from the Bible apply to our lives.
· Bible (NKJV)
· Westminster Confession of Faith, Shorter Catechism
· Hymns
· Maps, handouts, and visuals
Five 40-minute periods per week
In Bible 3 the students study redemptive history from Creation to Judah’s captivity. The course begins with the book of Genesis, highlighting the creation, the fall, God’s first promise of redemption (Gen. 3:15), the Flood, Babel, the lives of the Patriarchs, and God’s covenant promises. It then proceeds with the narrative portions of the Penteteuch, including Israel’s exodus from Egypt, the covenant at Mt. Sinai, and the wilderness wanderings. Next covered are the events that take place under the leadership of Joshua and then the Judges (incl. the books of Ruth and I/II Samuel), followed by the period of the monarchy and the divided kingdom (I/II Kings and I/II Chronicles). The course culminates with Judah being taken into captivity in Babylon. Bible 3 will have students memorize important portions of Scripture, of the Westminster Confession of Faith, Shorter Catechism and basic doctrinal statements. Students will also memorize many great hymns.
· The students will become familiar with the chronology of Biblical history and the foundational events, themes, people, and places that will illumine their subsequent study of the Bible.
· The students will continue to make progress in their understanding of elementary Christian doctrine.
· The students will continue to appreciate the great hymns of our faith.
· The students will continue to take steps in psalmody, and their own understanding of their relationship with Christ.
The student will be able to:
· Recite, through songs and chants, and recall, through discussion, the basic people and events of redemptive history.
· Recall and describe the basic geographical locations relevant to the above books.
· Review/recite answers to the Westminster Confession of Faith, Shorter Catechism, questions 1-40.
· List/recite the sixty-six books of the Bible in canonical order.
· List/recite the twelve tribes of Israel.
· Recall/recite the Lord’s Prayer and Apostle’s creed.
· Recite Psalm 91 (First Grade).
· Recite Exodus 20:1-17 (Ten Commandments).
· Recite Matthew 5:1-16 (Beatitudes and portions of Sermon of the Mount).
The student will be able to:
· Read and understand narrative passages of the books of Genesis through II Chronicles.
· Recall the major people and events of the time of the Patriarchs and the history of Israe.l
· Identify the basic geographical locations relevant to Old Testament history.
· Construct a model and/or draw pictures of the tabernacle.
· Memorize Psalm 15, Psalm 19, and Psalm 92.
· Recite and sing great hymns and scripture verses as a group daily.
· Recite the books of the Old Testament dividing them into their appropriate divisions: Law, History, Wisdom, Major Prophets, and Minor Prophets.
· Memorize and recite answers to the Westminster Confession of Faith, Shorter Catechism, questions 41-62.
· Large group instruction – using Bible reading, catechetical questions/answers, story telling, pictures, recitation, singing, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· Projects, art work, integrated with other subject areas
· God is holy and just and therefore requires a sacrifice to cleanse us from sin to have fellowship with Him.
· Jesus became the sacrifice required for our redemption.
· The Bible is the inspired Word of God.
· “Man’s chief end is to glorify God and enjoy Him forever.” Shorter Westminster Catechism
· Lessons learned from the Bible apply to our lives.
· Holy Bible (NKJV)
· Westminster Confession of Faith, Shorter Catechism
· Hymns
Five 40-minute periods per week
In Bible 4 students will first review the prominent people and events of redemptive history from Genesis through Judah’s captivity in Babylon. The course will then proceed through the events of Daniel, Ezra, Nehemiah, Esther, the Gospels, and Acts. Attention will be given to the inter-testamental period as well. Students will memorize important portions of Scripture, facts about the stories read in class, and basic doctrinal statements. Students will also memorize many great hymns of praise.
· The students will become familiar with the chronology of Biblical history and the foundational events, themes, people, and places that will illumine their subsequent study of the Bible.
· The students will study the life of Jesus, noting and appreciating its significance for their own lives.
· The students will continue to make progress in their understanding of elementary Christian doctrine, in their knowledge and appreciation of quality hymnody and psalmody, and in their own understanding of their relationship with Christ.
The student will be able to:
· Recall, though responsive question-and-answer, the basic people, events, and instructions of Genesis through II Chronicles.
· Recall and describe the basic geographical locations relevant to the above books.
· Review/recite answers to the Westminster Confession of Faith, Shorter Catechism, questions 1-62.
· Memorize and recite answers 63-84 to the Westminster Confession of Faith, Shorter Catechism.
· Memorize and recite hymns and relative passages of Scripture.
· Large group instruction – using Bible reading, catechetical questions/answers, story telling, pictures, recitation, singing, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· God is holy and just and therefore requires a sacrifice to cleanse us from sin to have fellowship with Him.
· The Israelites rejected the promises of God as they related to Canaan, and though they were punished for their disobedience, God was merciful to them.
· Jesus, as the Son of God, was rejected by many in Israel, and so salvation through His sacrifice was offered to the Gentile elect.
· Jesus became flesh to be the sacrifice required for the redemption of His people, as seen in the book of Luke.
· Holy Bible (NKJV)
· Maps of Israel and Egypt, handouts, quizzes
· Kingdom Songs, Sora Colvin
· Westminster Confession of Faith, Shorter Catechism
Five 40-minute periods per week
In Bible 5 the students study redemptive history from Creation to Judah’s captivity, reinforcing their knowledge and building their understanding of this portion of Scripture previously studied in 3rd grade. The course begins with the book of Genesis, highlighting the creation, the fall, God’s first promise of redemption (Gen. 3:15), the Flood, Babel, the lives of the Patriarchs, and God’s covenant promises. It continues with the narrative portions of the Penteteuch, including Israel’s exodus from Egypt, the covenant at Mt. Sinai, and the wilderness wanderings. Next covered are the events that take place under the leadership of Joshua and then the Judges (incl. the books of Ruth and I/II Samuel), followed by the period of the monarchy and the divided kingdom (I/II Kings and I/II Chronicles). The course culminates with Judah being taken into captivity in Babylon. Bible 5 will have students memorize important portions of Scripture, of the Westminster Confession of Faith, Shorter Catechism and basic doctrinal statements. Students will also memorize many great hymns.
· The students will become familiar with God’s law and its role in the nation of Israel, and appreciate its importance for us today.
· The students will continue to progress in their understanding of elementary Christian doctrine, their knowledge and appreciation of quality hymnody and psalmody, and their own understanding of their relationship with Christ.
The student will be able to:
· Identify major characters in the Bible and/or actions for which they are most remembered.
· Identify and recall the names of the books of the Bible in canonical order.
· Describe the succession of Israelite kings.
· Recall and describe the basic geographical locations relevant to the above books.
· Review/recite answers to the Westminster Confession of Faith, Shorter Catechism, questions 1-83.
The student will be able to:
· Memorize and recite answers 84-107 to the Westminster Confession of Faith, Shorter Catechism.
· Identify the setting and purpose of the Old Testament books studied.
· Recite and describe the days of Creation.
· Memorize major people and events in Genesis.
· Recite the covenant lineage in Genesis from Adam to Joseph’s seed.
· Explain the basic features of the Deuteronomic covenant.
· Identify different kinds of laws (viz., moral, civil, and ceremonial).
· Summarize the blessings and curses pronounced by Moses.
· Identify representative kings of Israel and Judah whose reigns illustrate the blessings-and-curses prophecy of Moses.
· Explain how Acts relates the continuation of the work of Christ after his ascension.
· Explain the basic significance of Pentecost.
· Identify the means God used to spread the gospel in the early days of the church.
· Explain the means God used to reveal His purposes concerning the Gentiles.
· Trace on a map Paul’s missionary journeys.
· Large group instruction – using Bible reading, catechetical questions/answers, story telling, pictures, recitation, singing, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· Continuing the chronological study of Biblical history in the Old and New Testaments
· God’s law is a perfect rule of righteousness, both reflecting and revealing His character and complying with the grace of the gospel.
· God’s covenant promises and warnings form the basis for His relationship with man.
· God’s power and His plan for His people and His kingdom are what drive the course of history.
· Holy Bible (NKJV)
· Maps
· Outlines
Five 40-minute periods per week
In Bible 6 students will first review the prominent people and events of redemptive history from Genesis through Judah’s captivity in Babylon. The course will then proceed through the events of Daniel, Ezra, Nehemiah, Esther, the inter-testamental period, the Gospels, and Acts, reinforcing and expanding students’ understanding of what they learned in Bible 4. Students will memorize important portions of Scripture, facts about the stories read in class, and basic doctrinal statements. Students will also memorize many great hymns of praise.
· The students will become familiar with the chronology of Biblical history and the foundational events, themes, people, and places that will illumine their subsequent study of the Bible.
· The students will study the life of Jesus, noting and appreciating its significance for their own lives.
· The students will continue to make progress in their understanding of elementary Christian doctrine, in their knowledge and appreciation of quality hymnody and psalmody, and in their own understanding of their relationship with Christ.
The students will be able to:
· Identify major characters in the Bible and/or actions for which they are most remembered.
· Identify and recall the names of the books of the Bible in canonical order.
· Sing one verse of a hymn or psalm each week (approx.) and participate in daily singing and praying.
· Review/recite answers to the Westminster Confession of Faith, Shorter Catechism, questions 1-107.
· Recall basic attributes of God and correctly answer basic questions about God and the Bible.
· Recall the major events and works of Jesus’ life and ministry, including His birth, miracles, teaching, death, resurrection and ascension.
The students will be able to:
·
·
· Large group (corporate) instruction – Lecture, catechizing, hermeneutic practice, singing, drama, illustration, etc.
· Recitation of verses, facts, and catechism answers individually and corporately
· Individual written and oral presentations
· Our God is the God of Creation – the God of Noah, Abraham, Isaac, Jacob, and Joseph.
· This same God, describing himself as “I Am” became flesh and sacrificed himself for us.
· We who believe are adopted sons and daughters of God and must take our place in the family of God – the body of Christ.
· The Bible (NKJV)
· Westminster Confession of Faith, Shorter Catechism
· Hymns
Five 45-minute periods per week
This course will reinforce students’ knowledge of the chief people, places, institutions, and theological motifs of the Old Testament, and then help them organize and better understand the vast scope of details and concepts contained in these 39 books. Because this will be the second time through the Old Testament for the students and because they are moving into the “Logic” stage of classical education, the focus will be less on facts and memorizing and more on understanding the major unifying concepts of redemptive history, e.g., covenant, the kingdom of God, the Messiah, etc. The historical, cultural, and geographical framework for Biblical events will also be considered.
· The student will understand and recognize throughout the Scriptures such unifying themes as the covenant, the Messiah, the law of God, and the kingdom of God.
· The student will recognize the antithesis between the wisdom of God as found in the Scriptures and the wisdom of man.
· The student will embrace the claims of Christ and the life of Christian discipleship.
· The student will know and use basic principles of Scripture interpretation.
· The student will be able to identify on a map significant places in Mesopotamia and in Israel in particular, as well as the physical geography of the land of Canaan/Israel.
· The student will be able to identify the author, type, date, and occasion for each book of the Old Testament.
· The student will be able to explain the nature and arrangement of Biblical law, the symbolic aspects of Old Testament law, and Biblical law’s function as a pattern for personal, social, and civil life.
· The student will be able to explain the basic redemptive-historical significance of the Fall, Genesis 3:15, the Flood and Noah, Abraham, the Exodus and Mt. Sinai, and the Davidic kingship.
· The student will be able to explain the roles of the prophet, priest, and king in the Old Testament economy, and their redemptive-historical significance.
· The student will be able to describe the major features of the tabernacle and temple and explain their significance for Old Testament Israel.
· The student will be able to identify the kinds of sacrifices and their purposes.
· The student will be able to summarize Israel’s liturgical year, identifying the festivals and feasts and their purposes.
· The student will be able to identify the most basic characteristics and categories of Old Testament wisdom literature and the Psalms, and recognize specific instances of each as encountered in the poetry-and-wisdom writings.
· The student will be able to identify characteristic themes of the Old Testament prophets and recognize specific instances of each as encountered in the prophetic writings.
· The student will be able to use the physical tools (atlas, concordance, commentary, etc.) needed for responsible interpretation of the Old Testament.
· The student will be able to research, outline, and summarize the Scriptures, as well as express questions and conclusions both orally and in writing.
· The student will be able to generalize from specific incidents in the Old Testament, make application from general scriptural principles, link cause with consequence, and organize and assign levels of importance to large amounts of information.
· Socratic instruction – guided discussion of material in question and answer format
· Emphasis on “why” and “how” questions in understanding/interpreting
· Critical examination of assumptions used when reading the Bible
· Relating of important passages of the Old Testament (especially types and prophecies) to the New Testament
· Discussion of personal and worldview applications
· “Round Table” discussion allowing for thoughtful reflection on a variety of special topics
· The Bible is God’s Word, without error, authoritative for all matters of faith and life, and the only sure foundation for knowledge and wisdom.
· God is gracious, compassionate, just, and severe.
· All people are born in desperate need of salvation through the one mediator Jesus Christ.
· God’s law is righteous and good.
· The student should understand the nature of fallen man and of man in covenant with God, and the antithesis between the two.
· Holy Bible (NKJV)
· Archer, A Survey of Old Testament Introduction
· Hill and Walton, A Survey of the Old Testament
· Walton, Chronological Charts of the Old Testament
· Leithart, A House For My Name
· Erickson, The Debater’s Guide
· MHA Lecture notes, lesson plans, handouts, overheads, etc.
Three 50-minute periods per week
This course will reinforce basic knowledge of the New Testament: the central events, places, and themes of the ministries of Jesus and Paul, the historical framework of the 1st centuries BC and AD (including the book of Acts), and the Pauline and General epistles that close out the New Testament. The course will conclude with a very practical as well as theological look at the book of Revelation. As in Old Testament Survey, the historical, cultural, and geographical framework for Biblical events will be considered, as well as major unifying concepts of redemptive history (e.g., covenant, the kingdom of God, the Messiah).
· The student will understand and recognize throughout the Scriptures such unifying themes as the covenant, the Messiah, the law of God, and the kingdom of God.
· The student will recognize the antithesis between the wisdom of God as found in the Scriptures and the wisdom of man.
· The student will embrace the claims of Christ and the life of Christian discipleship.
· The student will know and use basic principles of Scripture interpretation.
· The student will be able to identify on a map significant places in the Mediterranean world during inter-testamental and New Testament times, as well as in New Testament Palestine in particular.
· The student will be able to identify the author, type, date, and occasion for each book of the New Testament.
· The student will be able to explain the basic redemptive-historical significance of Christ’s incarnation, passion, resurrection, and ascension, as well as his sending of the Holy Spirit, his temporal judgment on Jerusalem (prophesied but unrecorded), and his future return.
· The student will be able to explain how Christ fulfills the Old Testament offices of prophet, priest, and king.
· The student will be able to explain the role of the apostles in the New Testament economy and their redemptive-historical significance.
· The student will be able to identify the most basic characteristics of the gospel writings, and recognize specific instances of each as encountered in Matthew, Mark, Luke, and John.
· The student will be able to identify characteristic themes of the epistles and recognize specific instances of each as encountered in these writings.
· The student will be able to use the physical tools (atlas, concordance, commentary, etc.) needed for responsible interpretation of the New Testament.
· The student will be able to research, outline, and summarize the Scriptures, as well as express questions and conclusions both orally and in writing.
· The student will be able to generalize from specific incidents in the New Testament, make application from general scriptural principles, link cause with consequence, and organize and assign levels of importance to large amounts of information.
· Socratic instruction – guided discussion of material in question and answer format
· Emphasis on “why” and “how” questions in understanding/interpreting
· Critical examination of assumptions used when reading the Bible
· Relating of important backgrounds of the New Testament (especially types and prophecies) to the Old Testament
· Discussion of personal and worldview applications
· “Round Table” discussion allowing for thoughtful reflection on a variety of special topics
· The Bible is God’s Word, without error, authoritative for all matters of faith and life, and the only sure foundation for knowledge and wisdom.
· God is gracious, compassionate, just, and severe.
· All people are born in desperate need of salvation through the one mediator Jesus Christ.
· God’s law is righteous and good.
· The student should understand the nature of fallen man and of man in covenant with God, and the antithesis between the two.
· The student should understand the central role of the Church in history.
· The student should understand the central role of the preaching of the gospel in building the Church and the Kingdom.
· Holy Bible (NKJV)
· NKJV Concordance
· Calvin’s Commentaries
· Modern commentaries (New Interpreter’s Bible, Hendricksen & Kistemaker, etc.)
· Background material on New Testament history and Second Temple Judaism (N.T. Wright’s Christian Origins and the Question of God series)
· The Greek New Testament
· The Apocrypha
· MHA Lecture notes, lesson plans, handouts, overheads, etc.
Three 50-minute periods per week
This course focuses on the principles and methods of Biblical interpretation. The philosophical underpinnings and the practical tools of responsible exegesis will be taught as students begin to gain a better understanding of how to interpret God’s word. Extensive practice in applying these tools to specific passages characterizes the second half of the course.
· The student will understand the history of Biblical criticism and interpretation.
· The student will understand various approaches to Biblical interpretation (e.g., word studies, discourse analysis, context studies, and form/source criticism) together with the philosophical underpinnings of each.
· The student will recognize the antithesis between the wisdom of God as found in the Scriptures and the wisdom of man.
· The student will embrace the claims of Christ and the life of Christian discipleship.
· The student will be able to summarize the history of Biblical criticism and interpretation.
· The student will be able to examine a particular portion of Scripture using various principles of Biblical interpretation, including the following:
· The nature of Scripture as the very Word of God,
· The Old Testament’s authority and applicability for faith and life as well as the New,
· The necessity of the inward work of the Holy Spirit for right understanding,
· The clarity of things necessary for salvation,
· The use of clear passages of Scripture to interpret the obscure,
· The relevance of historical and cultural background,
· The importance of redemptive-historical context,
· The significance of different genres (viz., theological history, poetry, law, prophecy, parables, epistles, apocalyptic),
· The use of unifying themes (e.g., covenant, the kingdom of God) as general frames of reference, and
· Recognition of the Bible’s overall focus and frame of reference, viz., Jesus Christ.
· The student will be able to identify contrasting approaches to exegesis underlying orthodox and heretical interpretations of important passages of Scripture.
· The student will be able to use such physical tools as lexicons, concordances, and commentaries for interpreting the Bible.
· Ask the students to examine critically orthodox and heterodox Christian belief according to the tools learned in class.
· Critically examine assumptions used when interpreting the Bible.
· Prepare the students to interpret the Bible within the context of the Church by stressing a historical approach to criticism and analysis.
· Utilize “Round Table” discussion to allow for thoughtful reflection on a variety of special topics.
· Discuss personal and worldview applications of assigned material.
· The Scriptures are the very Word of God.
· God is the sovereign preserver of the Bible.
· The Holy Spirit is the necessary and sufficient revealer of the truths of Scripture.
· Holy Bible (NKJV)
· Bray, Biblical Interpretation
· Carson, Exegetical Fallacies
· Ramm, Protestant Biblical Interpretation
· Silva, Biblical Words and Their Meanings
· MHA Lecture notes, lesson plans, handouts, overheads, etc.
Three 50-minute periods per week
This course seeks to help the student to be “nourished in the words of faith and of good doctrine” (1 Tim. 4:6). Topics include divine revelation, God, man, God’s law, sin, salvation, and the church. The outline of the course is provided by the Westminster Larger Catechism, grounded in the Holy Scriptures, and supported by portions of the Westminster Confession of Faith.
· The student will gain an appreciation for the interrelatedness of all Christian doctrine.
· The student will recognize the antithesis between the wisdom of God as found in the Scriptures and the wisdom of man.
· The student will embrace the claims of Christ and the life of Christian discipleship.
· The student will be able to explain the role of tradition in recognizing right doctrine or in establishing wrong doctrine.
· The student will be able to explain the role of the creeds in establishing and maintaining orthodox Christian belief.
· The students will be able to summarize the outline and content of the Westminster Standards.
· The student will be able to explain a particular doctrine, defend or take issue with its presentation in the Westminster Standards, and find application of it in the Christian life.
· The student will be able to identify the most essential Biblical teachings concerning, among others, divine revelation, the nature and purposes of God, the nature of man, the Fall, God’s plan of redemption, the person and work of Christ, the person and work of the Holy Spirit, the Church, the Law, the Judgment, and the life to come.
· Socratic instruction – guided discussion of material in question and answer format
· Emphasis on “why” and “how” questions in understanding/interpreting
· Critical examination of assumptions used when reading the Bible
· Discussion of personal and worldview applications
· “Round Table” discussion allowing for thoughtful reflection on a variety of special topics
· Utilization of the Bible as the primary and final authority on Christian doctrine
· Utilization of the historic creeds of the Church
· Short, structured debates that challenge the students’ understanding of various points of doctrine and ensure that they use proper hermeneutical principles and logic
· The Scriptures are the very Word of God.
· God’s Truth is definite and absolute.
· The Holy Spirit is the necessary and sufficient revealer of the truths of Scripture.
· Holy Bible (NKJV)
· Westminster Standards, Great Commission Publications, Norcross, GA, 1978
· Primary sources of orthodox Reformed thought: Xeroxed selections from the Heidelberg Catechism, the London Baptist Confession, the Belgic Confession; and very brief snippets from Reformed theologians past and present (including Calvin, Zwingli, Bucer, the Westminster Divines, Jonathan Edwards, John Owen, Dabney, Thornwell, Hodge, Nevin, Schilder, Bavink) to illustrate various views on questions tied to the WLC
· Primary sources of non-Reformed Christian, heterodox, and non-Christian thought: Xeroxed selections from the Remonstrants, Luther, the Lutheran Book of Concord, the Anabaptists, Westphal, and others
Three 50-minute periods per week
This course aims to give students the tools to “defend” the Christian faith as the only true means of salvation and communion with God. As Christians, we should define ourselves and our lives in relation to God, not in relation to non-Christian religions or ideologies. We are part of a venerable tradition of those who wish to “contend earnestly for the faith which was once for all delivered to the saints” (Jude 1:3). Atheism, ideological pluralism, Hinduism, Islam, Judaism, and sectarianism, not to mention Roman Catholicism and Eastern Orthodoxy, continue to rob God of His Glory by shackling people in falsehood. Like Paul, the students will seek to develop and present an offensive defense that adorns the Gospel, furthers devotion to God, and confronts the unbelief of sinners in meaningful language.
· The student will come to appreciate that Biblical Christianity is reasonable.
· The student will understand the Biblical foundations of intellectually and culturally sensitive evangelism and apologetics.
· The student will have a heart for the lost and the courage to seek to dissuade those who are stumbling towards destruction.
· The student will know how to articulate lovingly a consistent Christian worldview in a variety of circumstances.
· The student will able to explain the significance of and articulate the classical arguments for the existence of God, the deity of Christ and the infallibility of Scripture.
· The student will be able to restate the apologetic arguments of Augustine, Luther, and Calvin.
· The student will be able to articulate the tenets of presuppositional apologetics.
· The student will be able to explain the shortcomings of the Arminian and Roman Catholic apologetic methods.
· The student will be able to accurately and fairly depict and assess various non-Christian religions, Christian sects, and atheistic worldviews.
· The student will be able to match culturally sensitive apologetic methods to various evangelical situations.
· Class time will primarily consist of Socratic discussions of a particular doctrine, with readings assigned from primary sources.
· Students will begin each topic by memorizing 3-5 Scripture passages, which support the doctrine under examination.
· Students will compose a variety of position papers using different apologetic arguments and present them orally.
· The students will make off-campus visits to places of worship to conduct interviews, gather data, etc.
· The Christian faith is the only true means of salvation and communion with God.
· The Bible is the primary and only authoritative source of Christian doctrine.
· The Biblical Christian worldview is the only consistent worldview that explains all of reality because it is based on the absolute truth found in God’s Word.
· Holy Bible (NKJV)
· MHA Apologetics Primary Readings (primary sources for class discussion)
· Sproul, Classical Apologetics
· Erickson, The Debater’s Guide
Three 50-minute periods per week
This course serves as the culmination of the Mars Hill Academy Bible
curriculum. It is divided into three components.
· First, students will read and discuss selected books and articles that treat the Christian worldview theoretically. The course readings are chosen to explain the need for a Christian worldview that is Trinitarian (Ralph Smith), incarnational (N.T. Wright), Reformed (Abraham Kuyper). By these readings, students will also be equipped with the investigative skills and concepts for analyzing worldviews as they are encountered in their various forms (cultural symbols, praxis*, and above all, stories) and in various spheres of life (church, state, family, the arts, science, education, etc.).
· Second, students will apply their worldview by responding to ethical situations and cultural evidence from various spheres of life. Using skills gained in their rhetoric courses, they will present their thoughts on these issues in classroom discussions, oral reports, short papers, and formal debates.
· Third, students will attempt to incarnate their own worldview by producing art, whether literary, musical, dramatic, or of other sorts. Each student will be required to give a presentation at a Rhetoric School Convocation, either of their own production or of a worldview critique.
* Praxis refers here to a person’s behavior and actions, or how they live their worldview.
· The student will be able to recognize Christian and unbelieving worldviews as they are evidenced in story, praxis, and symbols.
·
The student will
recognize the interconnectedness of stories, praxis, and symbols in worldviews.
· The student will recognize the marks of faith and unbelief in culture.
· The student will think deliberately about his own worldview and its manifestations in his own life.
· ·The student will be able to summarize the role of Christianity in various cultures throughout history.
· The student will be able to articulate and apply the idea of sphere sovereignty* to thought about worldviews.
· The student will be able to understand the New Testament in light of the 1st century Jewish worldview.
· The student will be able to apply Trinitarian, covenantal, incarnational theology to worldview symbols, questions, and praxis.
· The student will be able to recognize and reject sub-Trinitarian trends and implicit false Christologies in the products of popular or heterodox Christian worldviews.
· The student will be able to describe the influence of Christianity in Western science, philosophy, and culture.
·
The student will be able to contrast Biblical Christian
theology with the “theologies” of other worldviews.
· The student will be able to identify the leading contemporary advocates of various worldviews.
· The student will be able to critique non-Christian worldviews both internally (based on the worldview’s own self-contradictions and implicit or explicit conflict with God’s reality), and externally (based on the worldview’s conflict with God’s inscripturated revelation).
· The student will develop a Christian aesthetic.
* Sphere sovereignty
refers here to the idea that different institutions in society have distinct
realms of influence and authority, each under God’s absolute rule.
· Socratic instruction – guided discussion of material in question and answer format
· Requiring short position papers on application of worldview principles
· Requiring students to give speeches to the class and to the rest of the Rhetoric School
· Utilization of formal and informal debates
· Discussion of personal and worldview applications
· God is sovereign over all of history and current events.
· All of reality reflects the covenantal and Trinitarian nature of the God who made it.
· Man is made to serve and worship God with heart, soul, mind, and strength.
· The Holy Bible (NKJV)
· The Challenge of Jesus, N.T. Wright – Grounds the Christian worldview in Jewish history, thereby reshaping our understanding of who Jesus was, what His worldview was as in his incarnation as a 1st century Jew, and what He did and said on the basis of that worldview.
· Trinity and Reality, Ralph Smith – Demonstrates how the Christian worldview must be Trinitarian through and through, as over against Unitarian and Polytheistic worldviews. The doctrine of the Trinity is not peripheral, but is the heart of our worldview.
· Abraham Kuyper, The Stone Lectures on Calvinism – The classic statement of the Reformed Christian worldview, as over against Roman Catholicism and others. Articulates sphere Sovereignty and presents an application of sola fide and Providence to the Christian’s cultural task.
· Klaas Schilder, Christ and Culture – the classic statement of the Reformed understanding of Christ’s relation to culture as one that transforms human endeavor, rather than rejecting it.
· Dave Hegeman, Plowing in Hope – A Biblical theology of work and culture.
· Douglas Wilson and Douglas Jones, Angels in the Architecture – A Reformed Protestant reclamation of a Medieval – as over against modernist – Christian worldview.
· Al Wolters, Creation Regained – A neo-Calvinist (i.e. “Reformational”) presentation of the Dooyeweerdian analysis of history in terms of the “creation, fall, redemption” motif.
· Richard Mouw, The Calvinistic Concept of Culture – Explanation of Niebuhr, Kuyper, Bavinck, and Schilder on culture.
· Brian Godawa, Hollywood Worldviews – Brings Biblical insights to the critique and appreciation of movies.
· Hans Rookmaker, Art Needs No Justification – A Christian manifesto on the visual arts and their place in the Christian life.
· It is expected that the teacher will keep abreast of other, recent work in modern Reformed thought concerning Christian worldview (e.g. movie reviews in Credenda/Agenda, any new books or articles on relevant topics).
Three 50-minute periods per week
Language is a precious gift by which God communicates knowledge of His works and will, as well as a necessary means of communication among men. The student’s ability to learn any subject, and to respond to His will by proclaiming His excellencies, requires facility with the English language. At Mars Hill Academy, mastery of English is considered foundational for a true Classical Education.
Reading, writing, and spelling are the capstones of initial learning. At Mars Hill Academy, these capstones are taught systematically—using an explicitly phonetic approach, the Riggs-Spalding Writing and Spelling Road to Reading and Thinking. Mastery of the basic elements of words and operations of spelling prepares the student for reading fluency and comprehension. Multi-sensory and Catechistic instruction in the early grammar stage enhances auditory, visual, analytical, and memory skills.
· Students will learn to read by learning the phonetic rules that define the English language.
· Students will learn to write words, using the same multi-sensory approach.
· Students will learn the forming of numerals and letters through auditory and visually directives.
· Students will learn to spell accurately by learning key spelling rules and completing the Ayres list.
· Early course work will evaluate, remediate, and encourage highest-order (possible) thinking through the careful use of comprehension questions, unit studies, Catechistic dialogue, and independent student work.
· Students will utilize explicit phonics by using the 72 phonograms, applying the mnemonic marking system, and identifying the rules that govern our English words.
· Students will emphasize oral/corporate reading in Grades Kindergarten through Three to apply explicit phonics and to build fluency.
Orthography-K will instruct students to utilize explicit phonics by teaching the first 55 phonograms. Orthography-K will also instruct students to apply the mnemonic marking system and the rules that govern our English words. The results of this instruction will be spelling and reading. Orthography-K will teach the process of forming numerals and letters through auditory and visually directives. Orthography-K will use multi-sensory and Catechistic questioning to develop auditory, analytical, and memory skills.
· The students will apply auditory and visual instruction required for manuscript.
· The students will respond to Catechistic questioning.
· The students will begin to think sequentially.
· The students will understand that the English language is composed of phonemes (spoken sounds) and graphemes (written sounds).
· Phonograms
· The students will be able to write, identify, and say the alphabet phonograms (a ,b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, qu, r, s, t, u, v, w, x, y, z)
· The students will be able to write, identify, and say the two- and three-letter phonograms (er, ir, ur, wor, ear, sh, ee, th, ay, ai, ow, ou, aw, au, ew, eu, oy, oi, oo, ch, ng, ea, ar, ck, ed, or, wh, ui, oa)
· Manuscript
· The students will write the six strokes required for all manuscript letters.
· The students will write eight clock letters (starting at 2 on the clock) using all checkpoints (a, c, d, f, g, o, qu, s)
· The students will write eighteen line letters using all checkpoints (b, e, h, i, j, k, l, m, n, p, r, t, u, v, w, x, y, z)
· Spelling
· The students will be able to write grapheme by grapheme through the dictation process.
· The students will be able to recode (reread graphemes) back to the teacher.
· The students will be able to mark words by using mnemonic marking symbols.
· The students will able to identify most spelling rules and syllabication rules that govern each word.
· The students will able to read the word.
· Multi-sensory instruction, including recitation, singing, chanting, visual aids, hand-motions, mnemonic markings, writing, and reading
· Frequent repetition
· Catechistic question and response (poll parrot) format
· We learn to read, so we can read and understand the Bible, God’s Word.
· God is the giver of language, and we honor Him when we learn to communicate well.
· Writing Road to Reading and Thinking Teacher’s Manual (Vol. 1 Riggs Institute)
· Poetry and literature
Two and one half hours per week
Orthography 1 will instruct students to utilize explicit phonics by building on the Kindergarten foundation and teaching the full set of 72 phonograms. Orthography 1 will also instruct students to apply the mnemonic marking system and the rules that govern our English words. The results of this instruction will be spelling and reading. Orthography 1 will teach the process of forming numerals and letters through auditory and visually directives. Orthography 1 will use multi-sensory and Catechistic questioning to develop auditory, analytical, and memory skills.
· The students will begin to understand that God gives us the gift of letters, and He gave us the Bible for us to read.
· The students will be able to comprehend short diagnostic paragraphs.
· The students will able to apply the auditory and visual instruction required for manuscript of numerals and letters.
· The students will respond to Catechistic questioning in groups and individually.
· The students will begin to think sequentially.
· The students will understand that the English language is composed of phonemes (spoken sounds) and graphemes (written sounds).
· Phonograms
· The students will be able to write, identify, and say the alphabet phonograms (a ,b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, qu, r, s, t, u, v, w, x, y, z)
· The students will be able to write, identify, and say the two-, three-, and four-letter phonograms (er, ir, ur, wor, ear,sh, ee, th, ay, ai, ow, ou, aw, au, ew, eu, oy, oi, oo, ch, ng, ea, ar, ck, ed, or, wh, ui, oa, ey, ei, eigh, igh, ie, kn, gn, wr, ph, dge, oe, tch, ti, si, ci, ough)
· Spelling
· The students will be able to write words grapheme by grapheme through the dictation process.
· The students will be able to recode (reread graphemes) back to the teacher.
· The students will be able to mark words by using mnemonic marking symbols.
· The students will be able to explain the rationale of using the mnemonic marking symbols.
· The students will able to identify most marking, spelling, and syllabication rules that govern “new” spelling words.
· The students will able to read the “new” word.
· The students will be able to write sentences using “new” spelling words.
· The students will be able to write the elements and components of English Orthography (spelling and grammar) in a dictation notebook.
· The students will complete a monthly diagnostic spelling assessment.
· Manuscript
· The students will write the six strokes required for all manuscript letters.
· The students will write eight clock letters (starting at 2 on the clock) using all checkpoints (a, c, d, f, g, o, qu, s)
· The students will write eighteen line letters using all checkpoints (b, e, h, i, j, k, l, m, n, p, r, t, u, v, w, x, y, z)
· The students will be assessed (weekly) on manuscript letters using checkpoints evaluation/standard
· Multi-sensory instruction, including recitation, singing, chanting, visual aids, hand-motions, mnemonic markings, writing, and reading
· Frequent repetition
· Daily review/drill of spelling words
· Catechistic question and response (poll parrot) format
· We learn to read, so we can read and understand the Bible, God’s Word.
· God is the giver of language, and we honor Him when we learn to communicate well.
· We will also appreciate the order of our language (sequential-ordering of letters, words), seeing that God is a God of order.
· Writing Road to Reading and Thinking Teacher’s Manual (Vol. 1 Riggs Institute)
· Writing Road to Reading Student Notebook (Dictation Notebook)
· McGuffey Readers and Easy Readers
· Writing Road to Reading and Thinking Phonogram cards
· Writing Road to Reading and Thinking Charts
Ten hours per week
Orthography 2 reinforces explicit phonics instruction by reviewing the 72 phonograms. Orthography 2 also reinforces the mnemonic marking system and the rules that govern our English words. The results of this instruction will be greater mastery in spelling and reading. Orthography 2 will teach the process of forming numerals and letters through auditory and visually directives and add cursive manuscript. Orthography 2 will use multi-sensory and Catechistic questions and answers to develop auditory, analytical, and memory skills.
· The students will begin to understand that God gives us the gift of letters, and He gave us the Bible for us to read.
· The students will be able to comprehend short diagnostic paragraphs.
· The students will use multi-sensory instruction to spell, read, and write.
· The students will respond to Catechistic questioning in groups and individually.
· The students will begin to think sequentially.
· The students will understand that the English language is composed of phonemes (spoken sounds) and graphemes (written sounds).
· Phonograms
· The students will be able to write, identify, and say the alphabet phonograms (a ,b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, qu, r, s, t, u, v, w, x, y, z)
· The students will be able to write, identify, and say the two-, three-, and four-letter phonograms (er, ir, ur, wor, ear,sh, ee, th, ay, ai, ow, ou, aw, au, ew, eu, oy, oi, oo, ch, ng, ea, ar, ck, ed, or, wh, ui, oa, ey, ei, eigh, igh, ie, kn, gn, wr, ph, dge, oe, tch, ti, si, ci, ough)
· Spelling
· The students will be able to write words grapheme by grapheme through the dictation process.
· The students will be able to recode words (reread graphemes) back to the teacher.
· The students will be able to mark words by using mnemonic marking symbols.
· The students will be able to explain the rationale of using the mnemonic marking symbols.
· The students will able to identify most marking, spelling, and syllabication rules that govern “new” spelling words.
· The students will able to read the “new” word.
· The students will be able to write sentences using “new” spelling words.
· The students will be able to write the elements and components of English Orthography (spelling and grammar) in a dictation notebook.
· The students will complete a monthly diagnostic spelling assessment.
· Manuscript
· The students will write the six strokes required for all manuscript letters.
· The students will write eight clock letters (starting at 2 on the clock) using all checkpoints (a, c, d, f, g, o, qu, s)
· The students will write eighteen line letters using all checkpoints (b, e, h, i, j, k, l, m, n, p, r, t, u, v, w, x, y, z)
· The students will write the twenty-six lower-case letters in cursive.
· The students will write the twenty-six upper-case letters in cursive.
· The students will be assessed (weekly) on cursive letters using checkpoint evaluation/standard. (starts in 2nd semester)
· Multi-sensory instruction, including recitation, singing, chanting, visual aids, hand-motions, mnemonic markings, writing, and reading
· Frequent repetition
· Daily review/drill of spelling words
· Catechistic question and response format
· We learn to read, so we can read and understand the Bible, God’s Word.
· God is the giver of language, and we honor Him when we learn to communicate well.
· We will also appreciate the order of our language (sequential-ordering of letters, words), seeing that God is a God of order.
· Writing Road to Reading and Thinking Teacher’s Manual (Vol. 2 Riggs Institute)
· Writing Road to Reading Student Notebook (Dictation Notebook)
· Writing Road to Reading and Thinking Phonogram cards
Ten hours per week
Orthography 3 reinforces the use of explicit phonics by reviewing the 72 phonograms, the mnemonic marking system, and the rules that govern our English words. The goal of this review is to improve students’ mastery of spelling and reading. Orthography 3 also reviews the process of forming numerals and letters through auditory and visually directives with a special emphasis on cursive manuscript. In addition, the course uses a variety of exercises and weekly tests to teach and drill word meanings through the progressive addition of more advanced words. Orthography 3 will use multi-sensory and Catechistic instruction to develop auditory, analytical, and memory skills.
· The students will understand that God gives us the gift of letters, and He gave us the Bible for us to read.
· The students will be able to comprehend a larger variety of reading material.
· The students will significantly expand their vocabulary.
· The students will use multi-sensory instruction to spell, read, and write.
· The students will understand word meanings and usages.
· The students will respond to Catechistic questioning in groups and individually.
· The students will begin to think sequentially.
· The students will be able to write, identify, and say the alphabet phonograms (a ,b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, qu, r, s, t, u, v, w, x, y, z)
· The students will be able to write, identify, and say the two-, three-, and four-letter phonograms (er, ir, ur, wor, ear,sh, ee, th, ay, ai, ow, ou, aw, au, ew, eu, oy, oi, oo, ch, ng, ea, ar, ck, ed, or, wh, ui, oa, ey, ei, eigh, igh, ie, kn, gn, wr, ph, dge, oe, tch, ti, si, ci, ough)
· The students will be able to write grapheme by grapheme through the dictation process.
· The students will be able to recode (reread graphemes) back to the teacher.
· The students will be able to mark words by using mnemonic marking symbols.
· The students will be able to explain the rationale of using the mnemonic marking symbols.
· The students will able to identify most marking, spelling, and syllabication rules that govern “new” spelling words.
· The students will able to read the word.
· The students will be able to write sentences using “new” spelling words.
· The students will be able to write the elements and components of English Orthography (spelling and grammar) in a dictation notebook.
· The students will complete a monthly diagnostic spelling assessment.
· Cursive Manuscript
· The students will write the twenty-six lower-case letters in cursive manuscript.
· The students will write the twenty-six upper-case letters in cursive manuscript.
· Vocabulary
· Define assigned words in sentences, as well as in isolation.
· Identify synonyms, antonyms, and general use of words using vocabulary exercises. (Sadlier-Oxford Vocabulary Workshop Level Orange)
· Multi-sensory instruction, including recitation, singing, chanting, visual aids, hand-motions, mnemonic markings, writing, and reading
· Frequent repetition
· Daily review/drill of spelling words
· Catechistic question and response format
· We learn to read, so we can read and understand the Bible, God’s Word.
· God is the giver of language, and we honor Him when we learn to communicate well.
· We will also appreciate the order of our language (sequential-ordering of letters, words), seeing that God is a God of order.
· Writing Road to Reading and Thinking Teacher’s Manual (Vol. 2 Riggs Institute)
· Writing Road to Reading Student Notebook (Dictation Notebook)
· Writing Road to Reading and Thinking Phonogram cards
· Sadlier-Oxford Vocabulary Workshop – Level Orange
Five hours per week
Reading is a particularly important skill and subject of study because God has chosen to reveal himself through the written word in the Bible. To understand and know God as The Word (John 1:1) we must be able to read fluently, comprehend, analyze, and interpret what we read. In the God-inspired Scriptures, God has revealed Himself in prose and poetry including various literary figures and devices (simile, metaphor, parable, etc.), which implies that we must labor to understand various “poetic” uses of human language. We also equip students with the tools of learning to comprehend, analyze, and apply what they read.
As the skill of reading is acquired, Mars Hill Academy strives to reveal to students a small corner of the vast treasure trove of Western literature. Through the literature of the Western world, students can sharpen their understanding of God’s work and His will. Our goal is to use quality literature to help shape the student’s Christian worldview as they view their heritage and culture from the lens of the printed word written by authors of excellence. We do this by using selections from poetry, novels, short stories, biographies, and other classical prose that represent the most important ideas, movements, and people of the Western civilization. We also encourage older students to sharpen their understanding of the Christian worldview by contrast with false ideas illustrated in literature. God validates the importance and even necessity of His people (normally, those judged to be “adult” in their ability to discern) being familiar with non-Christian worldviews, philosophies, and literatures in His Word.
Students will read selections from a “canon” of fiction, poetry, epic, short story, biography, and fantasy works that represent the most important ideas, movements, and people of the Christian West. Age-appropriateness (intended audience) will be an important consideration in determining if/when a given work is taught and/or recommended.
In primary Grades (3-4), some abridged works of classics may be read to build cultural literacy and form a body of knowledge that can be easily accessed in the Rhetoric School.
· MHA will teach explicit phonetics in Grades K-6, with an assumption that we not teach elementary reading after 4th Grade (through tutorial alone).
· Reading instruction in Grades 3-6 will be focused on development of “functional literacy” and, if possible, to “mature reading” which entails the development of elementary literary analysis and understanding, e.g., worldview, themes, character, genre, etc.
· Emphasize oral/corporate reading in the Grammar School to build fluency and presentation skills and delight in story telling.
· Evaluate, remediate, and encourage highest-order (possible) thinking through the careful use of comprehension questions, unit studies, Socratic dialogue, and independent student work.
· In 7-8 Grades, further develop critical reading skills, i.e., skill in handling genre, worldview, themes, character, etc.
Literature in Kindergarten gives students a greater understanding of God and His creation, as He uses language to reveal Himself and all that He has created. Students are also exposed to a variety of genres of literature, including fairy and folk tales, legends, moral stories, fables, historical fiction, histories, and non-fiction. Students are introduced to poetry in order to gain an understanding of the rhythm and rhyme of language.
· Students will begin to understand God and His creation through the study of literature.
· Students will have increased vocabulary as new words are read and explained in literature.
· Students will begin to express ideas gained from listening to and discussing literature and will relate them to God’s Word.
· Students will be exposed to a significant cross-section of children’s literature.
· Students will be exposed to an array of poetry and will memorize certain selections of it.
· Students will be able to define various literary terms, i.e., author, illustrator, main characters, title page, table of contents, fiction, and non-fiction.
· Students will be able to retell a story.
· Students will be able to sequence story events.
· Students will be able to recite memorized selections of poetry.
· The teacher will read to the students.
· Students will learn and recite poetry using hand-motions to enhance memory.
· God uses language to reveal Himself and all that He has created.
· By reading/hearing literature in which the Christian Worldview is evident, students become steeped in Biblical patterns of thought.
· Selected Fairy tales – Easily discerned good and evil
· Brothers Grimm
· Hans Christian Anderson
· Dr. Seuss books – Phoneme awareness and rhyme
· The Cat in the Hat
· The Cat in the Hat Comes Back
· Green Eggs and Ham
· ABC
· Hop on Pop
· One Fish, Two Fish
· Non-Fiction – Teach About God’s Creation
· Series - Young Explorer Books: Busy Beavers, Animals in Summer, Baby Birds and How They Grow, God’s Plan for Seeds, God’s Plan for Plants, The Sheep, Frogs
· Folk Tales
· The Mitten
· The Snow Child
· Poetry – Expose to it and memorize some
· A Child’s Garden of Verses
· When We Were Very Young
· Mother Goose Rhymes
· Books with easy story line to follow to build comprehension, listening skills, and vocabulary
· Winnie the Pooh
· Frances Books
· Margaret Wise Brown Books
· Curious George
· Harry the Dirty Dog
· Little Bear
· Make Way for Ducklings
· Blueberries for Sal
· The Little House
· Mike Mulligan and His Steam Shovel
· Caps for Sale
· Books to Teach a Lesson/Biblical Character Trait (or lack of)
· The Little Engine that Could
· The Carrot Seed
· The Gingerbread Man
· Aesop’s Fables
· The Fisherman and His Wife
· The Elves and the Shoemaker
· Beatrix Potter Tales
· The Rag Coat
· The Josephina Story Quilt
· The Velveteen Rabbit
· The Story of Ping
Two and one-half hours per week
Literature in First Grade gives students a greater understanding of God and His creation, as He uses language to reveal Himself and all that He has created. Reading 1 exposes students to a significant cross-section of carefully selected poetry and stories that is age-appropriate. Reading 1 provides students with a framework in which to learn to read, through explicit phonics. Explicit phonics strengthens decoding skills, which provides students with the structure whereby they will be able to continue to improve both oral and silent reading. The course will teach the students to be responsible for what they read by recalling the main ideas. Reading 1 begins to provide students with strategies for reading comprehension. The course will also utilize diagnostic testing on a weekly basis.
· Students will begin to understand God and His creation through the study of literature.
· The students will begin to express how literary ideas relate to God’s Word.
· The students will be exposed to a variety of children’s literature, both prose and poetry.
· The students will read a variety of age-appropriate literary works, while they are still gaining the ability to learn to read.
· Students will gain increased vocabulary as new words are read and explained in literature.
· The students will appreciate poetry and stories.
The students will be able to:
· Use explicit phonics such as prescribed in the Orthography (Writing Road to Reading) curriculum section to help sound out words.
· Read the Eclectic and Pictorial McGuffey Primers upon completion of 150 words through the explicit phonics program.
· Read book readers that correspond to their reading level (1-3) by the fourth month of school.
· Read orally McGuffey First Reader with fluency.
· Read short paragraphs and answer questions using McCall-Harby Primary Reading Tests.
· Tell/re-tell in their own words stories or fables, including their morals.
· Recite/sing the literature jingles describing the components/definitions of various literature genres, e.g., fable, simple tale, fairy tale, etc.
· Apply the literature jingles to analyze short stories for improved reading comprehension.
· Recitations of definitions and writing concepts , e.g., components of a simple tale
· Story telling/retelling tales
· Large group instruction/demonstration by teacher
· Recitation of poetry (using hand-motions)
· Individual and small group work
· Integration with other subjects and life situations
· The better students learn to read, the better they can understand God’s Word, the Bible.
· By reading/hearing literature in which the Christian Worldview is evident, students become steeped in Biblical patterns of thought.
· Little Bear,
· Frog and Toad, Arnold Lobel
· All Aboard Readers (select titles)
· Thornton Burgess Books
· McGuffey – Primer
· McGuffey – Eclectic
· McGuffey – Pictorial Primer
· McGuffey – First Reader
· McCall-Harby: Test Lessons in Primary Reading (Diagnostic Paragraphs)
· Poetry
Five 45-minute periods per week
Literature in Second Grade gives students a greater understanding of God and His creation, as He uses language to reveal Himself and all that He has created. Reading 2 exposes students to a significant cross-section of carefully selected poetry and stories that is age-appropriate. Reading 2 builds on the framework of explicit phonics, reinforced in Orthography, to enable students to grow in their mastery of reading. Explicit phonics strengthens decoding skills, which provides students with the structure they need to be able to read words that are more complex. The course will teach the students to be responsible for what they read by recalling the main ideas. Reading 2 continues to provide students with strategies for reading comprehension. The course will also utilize diagnostic testing on a weekly basis.
· Students will begin to understand God and His creation through the study of literature.
· The students will begin to express how literary ideas relate to God’s Word.
· The students will be exposed to a variety of children’s literature, both prose and poetry.
· The students will read a variety of age-appropriate literary works, while they are still gaining the ability to learn to read. The literary works will be a canon of titles reserved for Second Grade from which the teacher may choose (see Texts and Materials).
· Students will gain increased vocabulary as new words are read and explained in literature.
· The students will appreciate poetry and stories.
The students will be able to:
· Use explicit phonics such as prescribed in the Orthography (Writing Road to Reading) curriculum section to help sound out words.
· Read, appreciate, and recite, from memory, an array of poetry from First Grade.
· Read short stories from various primary readers concentrating on literal comprehension.
· Read, aloud and silently, age-appropriate materials.
· Tell/re-tell in their own words stories or fables, including their morals.
· Recite/sing the literature jingles describing the components/definitions of various literature genres, e.g., fable, simple tale, fairy tale, etc.
The students will be able to:
· Read aloud and silently the McGuffey Second Reader.
· Fluently read aloud and silently other age-appropriate materials.
· Read chapters orally in pairs or groups, as well as individually silently.
· Read a prepared passage with fluency and expression using the rules of reading a passage aloud.
· Recite/sing the literature jingles describing the components/definitions of additional literature genres, e.g., myth, expository paragraph, etc.
· Silently read several short, age-appropriate paragraphs and answer comprehension questions. (McCall-Crabb Diagnostic Tests)
· Recitations of definitions and writing concepts , e.g., components of a myth
· Story telling/retelling tales
· Large group instruction/demonstration by teacher
· Recitation of poetry (using hand-motions)
· Individual and small group work
· Integration with other subjects and life situations
· The better students learn to read, the better they can understand God’s Word, the Bible.
· By reading/hearing literature in which the Christian Worldview is evident, students become steeped in Biblical patterns of thought.
· Box Car Children (Vol.1), Gertrude Chandler Warner
· The Courage of Sarah Noble, Alice Dalgliesh
· Trumpet of the Swan, E. B. White
· The Hundred Dresses, Eleanor Estes
· The Lion, Witch, and the Wardrobe, C. S. Lewis
· Thornton Burgess Books
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