CCA Eleventh Grade Curriculum

Eleventh Grade Curriculum Guide

‍Summa Theologica
Theme/Master Question:
What is the nature of God and his relationship with mankind?

Description:
The purpose of this course is to give students an overview of Christian theology and apologetics. Students are introduced to all the major topics of systematic theology with the purpose of maturing students’ understanding of orthodox Christian teaching and increasing their ability to discern unbiblical teaching, namely, heresy. The course aims to equip students to answer major challenges to Christianity. Ultimately, by understanding the nature and work of God more fully, the course aims to strengthen students’ faith in and love for God.While students have been reading and discussing Scripture throughout their time at CCA, as well as gained an overview of the narrative and story of scripture in Bible Survey I and II, it is in this course that students gain a systematic overview of all areas of theology and apologetics. This course is meant to be the culmination of students’ theological training at CCA, as well as prepare students for challenges to their faith they will encounter as they move into adulthood. The apologetics and theology emphasis of this course is complemented by the apologetics and theology emphasis of Comparative Civilizations. This is the first of two summa courses in which students write and defend a thesis on a key issue, which in this course is a theological issue.This is done through:lecture and readings on major areas of theology, essential Christian doctrines, and apologetic issues.class discussions and debates on apologetics and theological questions;essays on matters of apologetics and theology;instruction in junior thesis involves coaching as students work on researching, writing, revision, and presentation of thesis papers on a theological issue (2nd semester);

‍Humane Letters III (history, Bible, literature)
Theme Question:
Reformation to Present Worldview HumanitiesIdentity: Who are we, and who should we be? What makes us the people we are?

Description:
Covering c. 1650 to present, this is the final course in the “logic” phase of our worldview humanities (WVH) track. During the logic phase of WVH, students study the who, what, when, where, and why of history. They discuss the important events of history and seek to clearly understand the reasons behind historical circumstances and events. This course uses primary sources to understand the culture and thinking of the people who have lived in the latest eras of Western civilization, with particular emphasis on the United States and national identity.

This is done through:
• primarily discussion-oriented, based on individual or in-class readings using Socratic Discussion Rubric as a methodological guide; aim for at least 50% discussion
• classes and units should be built around Key Questions which build to higher Major and Master Questions for each work, unit, semester, and course
• debates, recitations, and student presentations
• lecture and discussion, particularly as introductory material or historical framework requires
• viewing and discussing pertinent works of art, literature, music, and poetry
• class should begin each day with a brief activity, questions to consider, or written response designed to focus the class discussion and prepare students for the lesson.

‍Algebra II
Theme/Master Question:
How does one solve for the unknown? How do equations reflect the order of Creation?

Description:
This course emphasizes facility with algebraic expressions and forms—especially linear, quadratic, and polynomial forms; power; and roots—along with functions based on these concepts. Students study logarithmic, trigonometric, polynomial, and special functions both for their abstract properties and as tools for modeling real-world situations.Emphasis will be placed on understanding and facility with problem-solving techniques.This is done through:teaching is primarily coaching, working with students individually and in small groups to practice problem-solving strategies and conceptual thinking about math;math should be presented as often as possible with real-life situations;
emphasis should be placed on logical evaluation of how and why math works as well as aesthetic evaluation of the elegance of the mathematical systems and solutions;class should begin each day with a brief activity, questions to consider, or written response designed to focus the class discussion and prepare students for the lesson.

‍Chemistry
Theme/Master Question:
Why is chemistry considered the “central science?”

Description:
This college preparatory course in general chemistry challenges students as they investigate historical concepts (how Dalton came up with his atomic postulates) and discuss current controversies (whether or not entropy is truly a disorder). Students will develop their skills in the laboratory through hands-on experience and will learn proper lab techniques. Topics covered include dimensional analysis, atomic theory and structure, periodic trends, nomenclature, stoichiometry, molecular structure and geometry, acid-base chemistry, gas laws, thermodynamics, and kinetics.This is done through:teaching is primarily lecture and discussion, during which the instructor introduces or reviews concepts from student readings and students respond;class should begin each day with a brief activity, questions to consider, or written response designed to focus the class discussion and prepare students for the lesson;laboratory work and experimentation are key parts of this class, both individually and in groups;group projects and in-class problem solving;