Jupiter Christian School - Upper School Course Guide 2018-2019
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Jupiter Christian School
Upper School
Course Guide
2018-2019
Jupiter Christian School
Upper School Course Guide
Contents
Academics ................................................................................................................................... 3
Graduation Requirements............................................................................................................. 4
Guidance Services ........................................................................................................................ 5
Math Department ........................................................................................................................ 6
English Department ................................................................................................................... 13
History Department ................................................................................................................... 19
Bible Department ..................................................................................................................... 24
Spanish Department ..................................................................................................................................... 29
Science Department ................................................................................................................... 31
Health Science Department ........................................................................................................ 41
Fine Arts Department ................................................................................................................ 44
Electives .................................................................................................................................... 49
Accredited by SACS and ACSI
700 South Delaware Street
Jupiter, Florida 33458
www.jupiterchristian.org
561.746.7800
2
Academics
Grading Scale
Grade % Range Standard Quality Honors AP/DE Quality
Points Quality Points Points
A 100-90 4.0 4.5 5.0
B 89-80 3.0 3.5 4.0
C 79-70 2.0 2.5 3.0
D 69-60 1.0 1.5 2.0
F 59-0 0 0 0
Honors Courses
Honors courses are available to those students who meet the academic requirements.
An additional half (.5) grade point is given to the student who takes an honors course and maintains a “C”
average.
Advanced Placement Courses
Advanced Placement courses are available for high school students and are regulated by enrollment demands.
These courses provide students the opportunity to possibly earn college credit for courses taken while still in
high school. AP exams are given in May for all students who have taken AP courses. There is a fee for each
AP course and there is an additional fee for each AP exam taken. Fees are not included in tuition. One
additional (1.0) grade point will be earned by the student who takes an AP course.
Dual Enrollment
Dual enrollment is an opportunity for Jupiter Christian School students to enroll concurrently in college courses
offered at JCS or at a local college or university. Opportunities with local colleges are encouraged and need to
be approved through the Guidance Office to ensure proper credit. Participation in the program is limited to
the following guidelines:
• Student must have completed his/her sophomore year
• Grade point average of 3.0 or higher
• Administration Approval
• Adequate ACT, SAT, CPT, or entrance exam scores per the college requirements
3
Graduation Requirements (Class of 2019-2021)
College Prep Honors Diploma
Bible 4.0 3.5* 4.0
English 4.0 4.0
Science 3.0 4.0
Math (Algebra 1 or higher) 4.0 4.0
Social Science 3.0 3.5* 4.0
Foreign Language 2.0 3.0
PE(Health/PE) 1.0 1.0
Fine Arts 1.0 1.0
Electives 2.0
Total Required 24.0 25.0
*Class of 2022 and following
Honors Diploma
An honors diploma requires 10 courses that are honors, AP or college dual enrollment courses. To receive an
honors diploma the student must have a 3.5 weighted GPA or 3.0 unweighted GPA and no failing grades on
their official transcript. Specific courses in various disciplines are required as outlined above, including
Chemistry and Honors Spanish III.
College Prep Diploma
The required courses meet the minimum requirements for admission to the Florida State University System.
State Universities are highly selective and the student is encouraged to take as many rigorous courses as possible
to increase their chance of admission to and success at college.
NCAA
To qualify for NCAA Division I collegiate athletics, the College Prep student must take two additional courses
from among English, Math, Science, Social Science, or Foreign Language. Students must earn a minimum
required GPA in these core courses (16 total) and a combined SAT or ACT sum score that matches your core
course GPA. Students should submit an NCAA Clearinghouse application during the Junior year.
4
Guidance Services
Individual College Counseling
The Guidance Counselor is available to meet with students and families to assist in setting academic goals for
the students, schedules, discuss the college process and to determine a plan of action for post-secondary study.
College Representative Visits
Over the course of school year, many college and university representatives will schedule time to come and
speak with Jupiter Christian high school students regarding their college or university. This is a great
opportunity for students to talk first hand with admission counselors to learn about requirements, majors,
scholarships, and the college experience specific to each school. Visits take place during the fall semester.
College Visit Days
All juniors and seniors are allowed two college visit days during each semester of their junior or senior year.
The two days will be excused absences. Please contact the main office when you plan to use these days. It is
strongly encouraged that your student is researching and visiting colleges during their junior year.
Testing
At Jupiter Christian School, we administer several national tests to help prepare students for their SAT and
ACT tests which they will take their junior and senior years. These tests offer opportunities to prepare students,
give insight on possible career interests, and to determine future testing strategies as the student applies to
college. All JCS students are registered for the EXPLORE, the PLAN and the PSAT. The test is given during
the regular school day in October of each year.
ACT Aspire
JCS Students in 5th – 10th grade take a yearly, summative assessment called the ACT Aspire. The test
is linked to ACT College Readiness Benchmarks that prepares students for the capstone college
readiness assessment, the ACT. Subject areas include: English, math, reading, science, and writing for
grades 5–8 and early high school (grades 9–10). For more information go to:
www.discoveractaspire.org
PSAT and PSAT 10
The PSAT 10 and The Practice Scholastic Achievement Test is given to all sophomores and junior.s.
The PSAT provides students with a chance to qualify for the National Merit Scholarship Qualifier
(NMSQ). These tests are “practice” SATs and are used to help students prepare for the College Board
SAT, as well as an indicator of their future performance. For more information go to:
www.collegeboard.org/psat-nmsqt
ACT/ SAT
Preparation booklets for the SAT and ACT can be picked up in the Guidance Office. It is the student’s
responsibility to register for the test and to have their scores sent to colleges and universities they are
considering. Students should begin registering to take their first SAT or ACT test during their junior
year. Registration for these tests is done online. Please visit the appropriate sites for registration dates
and information. The JCS school code is 100824. This code is necessary during registration so all
scores will be sent to JCS to be placed on the cumulative transcript.
www.collegeboard.com
www.act.org
Academic and Guidance Assistant: Registrar:
Deirdra Suarez Stephanie Katterheinrich
dsaurez@jupiterchristian.org skatterheinrich@jupiterchristian.org
5
Academic Support Services
Jupiter Christian School offers a specialized program that provides an environment for learners who can
benefit from a guided study approach. Students will be encouraged to identify their learning differences and
develop personal strategies for success that they can apply to the requirements of their other courses as well
as community settings. There will be particular focus on organizing, prioritizing, and scheduling one’s
individual academic course load.
Students will be able to independently use their learning strategies to:
• Obtain and retain information
• Communicate effectively both orally and in writing
• Problem-solve
• Read and comprehend fluently
• Demonstrate use of test-taking skills
• Complete work in a timely manner using time management and organization skills
• Self-advocate, self-evaluate and exhibit self-awareness
• Display decision-making and leadership skills
Assignments are monitored; additional reinforcing exercises are assigned; instruction for improving executive
function is provided; students are guided and assisted as needed; modules of learning strategies are presented
and an encouraging environment is maintained. The learning support teacher serves as a liaison and advocate
for the student, working closely with the classroom teacher to determine progress and need. The classroom
teacher will be able to embrace and understand that students are uniquely designed and be willing to step
outside the box to help each learner achieve their utmost for His glory. Co-laboring with parents also is a key
element for a student’s achievement.
Students have access to computers, classroom materials for all core classes, and teacher input, review and
personal assistance as needed. Class size consists of five students or less to allow for a positive instructional
environment and personal attention. Students will understand they are uniquely created in the image of God
and embrace what makes them distinct, build upon their strengths and strengthen their weaknesses relying on
the power and promises of their Creator.
Director of ESE
Kristen Waychowsky
B.S. Elementary K-6 and Special Education K-12; Palm Beach Atlantic University
M. Ed. Teaching & Learning; Reading Specialist, Nova Southeastern
ESOL Endorsed, Wilson Trained
kwaychowsky@jupiterchristian.org
US Academic Support
Valerie Hall
B.A. Elementary Education, Purdue University
M.S. ESE & Reading, Butler University
Ph.D. Curriculum & Instruction, Purdue University
bross@jupiterchristian.org
US Academic Support Teacher
Dana Garcia
B.S. Elementary Education, Drexel University
M. Ed. Special Education, Grand Canyon University
IP – Ph.D. General Psychology with an Emphasis in Cognition and Instruction, Grand Canyon University
dgarcia@jupiterchristian.org
6
Math Department
Kevin Shaw, Department Head
B.A. History, Messiah College
M. Ed. Educational Leadership, Florida Atlantic University
Rachael Butters
B.A. Secondary Mathematics, Trinity International University
Master of Arts in Teaching and Leadership, Saint Xavier University
Johannah Hill
B.A. Elementary Education & Mathematics, Calvin College
Erin Knight
B.S. Secondary Math Education, Louisiana State University
Diana Williams
B.S. Middle School Mathematics, Gordon College
Vision
The purpose of the Mathematics Department is to provide an opportunity for students to investigate and discover
an order in the natural world; an order designed by God. It is our desire that students be filled with awe and
wonder of their creator and his creation as they investigate the mathematical laws that intertwine with the natural
world, music, art, science, and technology.
Standards
The mathematics student at Jupiter Christian School will:
• Realize that the universe was created with perfect mathematical laws by God the Creator
• Observe that God has created mankind with a finite mind and ability to discover a portion of his
mathematical laws
• Develop their mathematical knowledge and skills based on their personal God-given ability level
• Be given the opportunity to learn all grade specific standards as outlined in the National
Common Core Standards for Mathematics according to the math course being taken
• Be prepared with knowledge and skills for their post-school live
“The chief aim of all investigations of the external world should be to discover the rational order and harmony which has been imposed
on it by God and which He revealed to us in the language of mathematics.” -Johannes Kepler
7
MATH COURSE PROGRESSION
Math 7
Pre-Algebra
AlgebraHonor
I A
Geometry
Honor Ge
AlgebraHonor
II A
DE CollegeII
Advanced Math
Honor
Algebra
DE Calcu
AP Cal
Statistics
8
Math 7 1 Credit • Polynomials
• Rational Expressions,
This course is designed to help students strengthen • Solving Simultaneous Equations
basic math skills. It also teaches students to apply (elimination, substitution, graphing)
these skills to real world situations and begins to • Basic Trigonometric Ratios and
develop critical thinking skills applied to word Pythagorean Theorem
problems. The student will: • Using Proportional Reasoning to solve
• Perform operations with whole numbers various problems including percents
• Perform operations involving fractions • Introduction to Statistics
• Perform operations involving integers
Honors Algebra I 1 Credit
• Calculate percentages
Pre-requisite: Pre-Algebra
• Solve measurement problems and an A or B and teacher recommendation
• Apply basic math skills in verbal
problems Algebra I Honors is the introductory course to all
upper level high school mathematics courses. It is
Pre-Algebra 1 Credit the bridge between arithmetic and abstract
thinking. Students are expected to learn algebraic
This course gives students a review of basic processes to solve problems and to think critically
arithmetic through algebraic concepts. Critical to use those processes in real world situations. The
thinking skills are taught as students apply algebraic workload in this course is much greater than
concepts to real world problems. Algebra I and requires a higher level of abstract
The student will: thinking. This course is aligned to the National
• Perform operations involving whole Common Core standards and is the foundation for
numbers all future mathematics courses in high school and
• Perform operations involving fractions beyond. The student will be expected to master the
• Perform operations involving integers following topics:
• Calculate percentages • Computation with signed numbers
• Perform elementary algebraic operations • Order of Operations
• Exponents and roots
• Perform elementary geometric operation
• Evaluation of expressions,
• Scientific Notation
Algebra I 1 Credit
• Solving equations with one unknown
Pre-Requisite: Pre-Algebra
• Three forms of Linear Equations
• Graphing Linear Equations
Algebra I is the introductory course to high school
• Polynomials
mathematics. It is the bridge between arithmetic
• Rational Expressions
and abstract thinking. This course expects the
• Solving Simultaneous Equations
student to learn algebraic processes, to solve
(elimination, substitution, graphing)
problems and to think critically to use those
• Basic Trigonometric Ratios and
processes in real world situations. This course is
Pythagorean Theorem
aligned to the National Common Core standards
• Using Proportional Reasoning to solve
and is the foundation for all future mathematics
various problems including percent
courses in high school and beyond. The student
• Introduction to Statistics
will be expected to master the following topics:
• Graphing Quadratic Equations
• Computation with signed numbers
• Using basic operations with Rational
• Order of Operations
Expressions
• Exponents and roots
• Simplifying Radical Expressions
• Evaluation of expressions,
• Solving Radical Equations
• Scientific Notation
• Solving equations with one unknown
• Three forms of Linear Equations
• Graphing Linear Equations
9
Geometry* 1 Credit Algebra II 1 Credit
Pre-Requisite: Algebra I Prerequisite: Geometry
*9th grade students must have passed with an A or B
Algebra II will prepare students for careers where
This course studies the foundations of Geometry. critical thinking and decision making skills are
Students are taught how to use Theorems and needed for solving problems. Algebra II is a
Postulates to answer questions about Geometric continuation of Algebra I and will lay the
figures and to use them in basic proofs. The course foundation for any higher level math course the
requires students to do higher level thinking while student wishes to pursue. This course is aligned to
applying concepts. Hands-on projects help the National Common Core Standards and will
students further understand the different concepts prepare the student for college entrance exams and
that are taught. This course is aligned to the entry level college math courses. Students will learn
National Common Core Standards. Students will: to solve problems algebraically and graphically in
• Learn the basic terminology and symbols the areas listed below:
used in Geometry • Linear equations, inequalities, and systems
• Calculate area and perimeter of 2D • Quadratic relations and functions
objects and surface area and volume for • Polynomial equations
3D objects.
• Radical expressions and equations
• Solving for missing parts of congruent or
similar figures • Exponential and logarithmic functions
• Basic trigonometry to help solve for and equations
missing parts of a triangle • Rational functions and equations
• A study of circles
• Reasoning and logic skills (algebraic Honors Algebra II 1 Credit
proofs and 2 column proofs) Prerequisite: Geometry Honors
And/or Teacher Recommendation
Honors Geometry 1 Credit
Pre-requisite: Algebra I Honors Algebra II Honors is considerably more rigorous
Teacher Recommendation than Algebra II. The pace is faster and requires the
student to master much more material than the
This course takes an accelerated study of the topics regular Algebra II course. Algebra II Honors will
in Euclidean Geometry. Students are taught to be prepare students for careers where critical thinking
able to interpret diagrams and solve for various and decision-making skills are needed for solving
items and prove their answers. In the Honors problems. This course is aligned to the National
section, students can expect to do more proofs, Common Core Standards and will prepare students
word problems and high-level thinking questions to for college entrance exams and more challenging
prepare them for upper level math courses. Hands- math courses, such as Pre-Calculus. Students will
on projects are part of the course that allow learn to solve problems algebraically and
students to do work that isn’t always in a text book. graphically in the areas listed:
This course is aligned to the National Common • Linear equations, inequalities and systems
Core Standards. Students will: • Quadratic relations and functions
• Learn the basic terminology and symbols • Polynomial equations
used in Geometry • Radical expressions and equations
• Calculate area and perimeter of 2D • Exponential and logarithmic functions
and surface area and volume for 3D and equations
• Solving for missing parts of congruent or
• Rational functions and equations
similar figures
• Trigonometry to solve for missing parts • Probability and Statistics
of a triangle • Trigonometry
• In depth study of circles
• Reasoning and logic skills (algebraic
proofs, 2 column proofs, and indirect
proofs)
10Advanced Math 1 Credit AP Calculus AB 1 Credit
Pre-requisite: Algebra II Prerequisite: Pre-Calculus
Teacher Recommendation
Advanced Math is a course designed to help
students who wish to further their math studies Calculus is the study of change, with the basic focus
beyond Algebra II concepts. Students will spend on the rate of change and the accumulation. This
time strengthening their Algebra II skills while also course emphasizes a multi-representational
covering new topics. A TI-84 or higher graphing approach with concepts, problems and results
calculator is required, and instruction on how to use being expressed graphically, algebraically and
this calculator is part of the course. Topics include: verbally. The graphing calculator is used regularly
• Functions, graphs and models to reinforce the relationship among the multiple
• Linear and Quadratic functions representations of functions, to confirm written
• Polynomial and Rational functions work, to implement experimentation and to assist
• Exponential and logarithmic functions in interpreting results. The tools of calculus are
• Modeling with linear systems used in many branches of science, business and
• Matrices and determinants social science, as well as mathematics. It is
• Sequences expected that students who take AP Calculus will
• Probability seek college credit; and therefore all students are
• Analytic Geometry expected to take the Advanced Placement Exam.
Students will
• Work with functions in a variety of ways:
graphical, numerical, analytical, verbal.
Honors Pre-Calculus 1 Credit • Analyze graphs
Prerequisite: Algebra II Honors • Find limits of functions
and/or Teacher Recommendation
• Calculate average and instantaneous rates
of change
Pre-Calculus is a rigorous course that ties together
all mathematical concepts from Algebra, • Develop and understand the derivative
Geometry, and Trigonometry and lays the • Use derivatives to analyze graphs to
foundation for Calculus. Students will learn to determine extreme and inflection points
represent functions verbally, algebraically and • Use Riemann sums and the definite
graphically. Students will also make use of the integral
graphing calculator within the course. This course • Use Implicit differentiation
is aligned to National Common Core Standards and • Know and use Theorems: Mean Value
will prepare the student for AP Calculus AB. Theorem, Intermediate Value Theorem
Students will solve problems involving the and Fundamental Theorem of Calculus
following: • Find indefinite integrals
• Converting from radian measure to • Use definite integrals to find area,
degree measure volume, the length of a curve and amount
• Solving linear and angular velocity real of change
world word problems
• Solving triangles using the Laws of Sines AP Statistics 1 Credit
and Cosines (Not offered)
• Solving and verifying trigonometric Pre-requisite: Algebra II Honors
equations Pre-Calculus, or Trigonometry
• Graphing trig functions Teacher Recommendation
• Using trigonometric identities
This course is an advanced look at statistical
• Solving Inverse Trig functions
concepts in preparation to take the AP Exam in the
• Graphing and using Polar Coordinates spring. Students are taught to read and interpret
• Solving Limits data, in word problem form, and give analysis in
everyday language. Students should be strong
readers and have a good understanding of
11mathematical concepts to be successful in the • Solve problems involving population
course. Projects are given every quarter to help growth, growth and decay, and
students use what is learned in real life situations. compound interest
Students are required to have at least a TI-84 • Find specific terms of arithmetic and
calculator, as the course is heavily dependent on the geometric sequences
stat functions. The following topics are covered: • Find sums of arithmetic and geometric
• Displaying data sequences
• Correlation and linear regression
• Use permutations and combinations to
• Surveys and experiments
compute probabilities
• Probability and probability models
• Confidence intervals • Apply the Binomial Theorem using
• Testing hypotheses Pascal’s Triangle
• Analysis of Variance • Derive equations for and graph circles,
Key Text: Stats Modeling the World,1st Edition (Bock, parabolas, ellipses, and hyperbolas
Velleman, De Veaux)
DE College Algebra 1 credit DE Statistics 1 credit
Pre-Requisite: Algebra II
Teacher Recommendation Pre-requisite: DE College Algebra
College Algebra is designed to prepare students Probability and Statistics is an elementary
for their first year of college math. This course introduction to probability and statistics with
presents the material in such a way that aids the applications. The focus of this course is on
student in building a library of elementary statistical ideas, reasoning and application to the
functions, including their properties and uses. real world. Projects are given every quarter to help
The use of technology through the graphing students use what is learned in real life situations.
calculator is an aid in the problem solving process. Students are required to have at least a TI-84
Students are encouraged to solve problems calculator, as the course is heavily dependent on the
numerically, algebraically, and graphically. The stat functions. This course is aligned to the
student will be expected to master the following National Common Core Standards. Students will:
topics: • Learn methods and strategies for
• Define and graph relations, functions, exploring, organizing and describing data
composites, and inverses using graphs and numerical summaries
• Interpret key features of graphs of • Learn how to design samples and
functions experiments in order to produce the data
• Graph linear equations needed to give clear answers to specific
questions
• Solve and graph quadratic equations
• Study probability, how it is used to
• Solve rational and radical equations
describe randomness, and why it is the
• Identify zeros of polynomials and use basis of statistical inference
them to graph
• Study the basic methods of statistical
• Solve and graphs systems of equations inference: confidence intervals and test of
and inequalities significance
• Perform matrix operations
• Use linear programming to solve
problems
• Solve and graph logarithmic and
exponential equations
12English Department
Brittany Flesch, Department Head
B.A. English Education, Cedarville University
Tenika Bloomfield
B.A. English, Florida Atlantic University
M.S. Educational Leadership, Grand Canyon University
Beth Boshammer
B.A. Education & History, Middle Tennessee State University
MBA International Business, Florida Atlantic University
Rachael Childers
B.A. English & History, Huntington University
M.A. English, Wayland Baptist University
David Scott Fields II
B.S. Language Arts Education, Corban University
M.S. Literacy and Learning, Walden University
Emily Malone
B.A. English, Texas A & M University
Vision and Standards
We believe in enriching the lives of students by preparing them for college and beyond by offering a
comprehensive study of language processes, literature, and both verbal and written communication. We strive
to challenge our students and equip them with the tools to be successful readers, writers, and thinkers in the
21st century. To achieve these goals, students participate in small and large group discussions of literature that
foster recognition of diversity.
Through this process, students are encouraged to listen, think, speak, and write critically about important issues
and enduring themes raised by literature. It is our intent to enable students to make connections between literary
experiences, issues that affect their personal lives, and biblical truths. We seek to motivate our students to read
not just for information, but also for enjoyment both now and in the future. We operate under the philosophy
that every JCS student should be made aware of the human condition, our need for the Savior, and develop the
ability to make positive moral choices through exposure to quality literature.
Proverbs 18:15 “The heart of the discerning acquires knowledge; the ears of the wise seek it out.”
13ENGLISH COURSE PROGRESSION
College Prep Course Progression
CAPSTONE
American Reading &
Literature Writing
English I English II
DE Composition I
Honors American and II
Literature (with
CAPSTONE)
Honors/AP Course Progression
AP Literature &
Composition
(with CAPSTONE)
Honors English I Honors English II Honors American
Literature
DE Composition I &
II (with
CAPSTONE)
14English 7 1 Credit • Evaluate abstract ideas and common
This course emphasizes literacy skills of reading, themes in literature
writing, speaking, listening, comprehending, and
• Strengthen literacy skills
thinking. Practice in grammar, punctuation, and
composition skills are integrated into the process of • Prioritize, organize, study, and review to
writing both structured paragraphs and longer actively participate in class
essays in various modes. Weekly study builds the
deep, word-specific knowledge base necessary for Key Texts: Word Wisdom, Grammar and Composition
reading, writing, and overall communication II, Mirrors & Windows, Level III, Connecting With
success. Reading skills and strategies instruction is Literature
explicit and tailored to the understanding,
appreciation, and evaluation of both fiction and
nonfiction in various subgenres through the use of English I 1 Credit
high-interest, relevant, and common core aligned Literature and Composition
texts. Prerequisite: English 8
Students will:
• Develop writing skills through paragraph English I is a freshman level course that
and essay construction introduces students to the various genres of
• Evaluate abstract ideas and common literature and modes of writing. Students will
themes in literature explore works of fiction, nonfiction, poetry,
drama and folk literature and examine the author’s
• Strengthen literacy skills
purpose, the historical and cultural context, and
• Prioritize, organize, study, and review to the literary devices. Using a gradual release of
actively participate in class. responsibility model, students will use various
reading strategies to comprehend challenging text
Key Texts: Spelling Connections, Grammar and and make personal connections to Christian
Composition I, EMC Mirrors and Windows Level II principles. Additionally, students will practice
grammar, usage, and mechanics through relevant
English 8 1 Credit exercises, academic essays and creative writing. A
Prerequisite: English 7 primary focus of this course is composition.
• Strengthen writing skills through
This course is devoted to developing frequent essay construction
communication and higher level thinking skills • Read, comprehend, and analyze
through the integrated study of language, literature,
various works of World Literature.
and writing. Language study emphasizes sentence
patterns, traditional grammar, mechanics, and • Make text-to-text, text-to-world, and
usage. Vocabulary instruction is explicit and text-to-self connections between
integrated into themed units that highlight specific works of literature
context clues strategies. The study of the writing
process includes further development of skills Key Text: Mirrors & Windows: Connecting with
while working with multi-paragraph writings in Literature, Level IV. St. Paul: EMC Publishing LLC,
narrative, persuasive, research and expository 2012
writing. The study of literature includes the genre
or thematic approach, stressing an understanding Honors English I 1 Credit
of literary terminology and author’s purpose. Both Literature and Composition
in-class and outside reading and writing are Prerequisite: B average in English 8; Department approval
required.
• Develop writing skills through paragraph Honors English I is an advanced, freshman level
and essay construction course that introduces students to the various
• Analyze author’s tone & mood genres of literature and modes of writing.
Following the same curriculum as English I,
students enrolled in the honors program will
15analyze works at of literature in depth. As such, folk literature, and independent selections and
motivated students are expected to actively consider the cultural experiences, development of
participate in intellectual discourse, interpret theme, Biblical application, and rhetorical
challenging texts, and write frequently across strategies. Composition, research, publics speaking,
modes.
Key Text: Mirrors & Windows: Connecting with
test preparation and the use of current technology
Literature, Level IV. St. Paul: EMC Publishing LLC, 2012 are integrated into the year’s study. Improvement
of vocabulary, grammar and usage skills is a focus
through various expository and persuasive essay
English II 1 Credit assignments. Emphasis is placed on the
World Literature & Composition development of critical thinking skills through
Prerequisite: English I or Honors classroom discussion and compositions. Through
frequent expository and persuasive writing,
A comprehensive overview of World Literature, students will master the standard conventions of
grammar, usage, and mechanics in both speaking
English II is a sophomore level, literature and
writing based course that encourages students to and writing. Students will:
critically analyze works of fiction, nonfiction, • Identify a central idea or theme of
poetry, drama, folk literature, and independent text and analyze its development in
selections and consider the cultural experiences, detail
development of theme, Biblical application, and • Write expository and persuasive texts
rhetorical strategies. Through frequent expository to convey complex ideas, concepts,
and persuasive writing, students will master the and information clearly.
standard conventions of grammar, usage, and • Understand how language functions
mechanics in both speaking and writing. Students in different contexts
will:
Key Text: Mirrors & Windows: Connecting with
• Identify a central idea or theme of Literature, Level V. St. Paul: EMC Publishing LLC,
text and analyze its development in 2012
detail
• Write expository and persuasive texts American Literature & Composition 1 Credit
to convey complex ideas, concepts, Prerequisite: English I + World Literature &
and information clearly. Composition
• Understand how language functions
This course surveys both classic and modern works
in different contexts of American culture. Attention is given to major
thematic ideas such as Regionalism,
Key Text: Mirrors & Windows: Connecting with
Transcendentalism, and Modernism, as well as to
Literature, Level V. St. Paul: EMC Publishing LLC, major American authors and significant historical
2012 periods. Composition, research, public speaking,
test preparation, and the use of current technology
Honors English II 1 Credit are integrated into the year’s study. Improvement
World Literature & Composition of vocabulary, grammar and usage skills is a focus
Prerequisite: English I or Honors through various expository and persuasive essay
assignments. Emphasis is placed on the
This is an accelerated level of World Literature, development of critical thinking skills through
English II, a sophomore level literature and writing classroom discussion and compositions.
based course that encourages students to critically
Students will:
analyze works of fiction, nonfiction, poetry, drama,
16• Write multiple expository and collaborative and individualized assignments, such
argumentative essays as standardized timed writings, the college
application essay and academic resume,
• Write and compile a biographical research
interviewing skills, media presentations, applied
paper, analytical and creative pieces on an writing activities, and a senior capstone project.
author of his/her choice
• Read and study both fiction and Students will:
nonfiction selections from the beginnings • Review standard usage/style and
of American tradition to the 21st century composition techniques.
• Write multiple literary and expository
essays in preparation for college writing
Key Texts: Mirrors & Windows: Connecting with
• Read, analyze and respond to fiction and
Literature, American Tradition. St. Paul: EMC
nonfiction selections found at the college
Publishing LLC, 2012 level
• Build career and college readiness skills
Honors American Literature & Composition through the practical application of
1 Credit
reading and writing
Prerequisite: “B” in Honors English II or
Department Approval Key Texts: Resources from Mirrors & Windows:
Connecting with Literature, British Tradition. St. Paul:
This course surveys both classic and modern works
EMC Publishing LLC, 2012
of American culture; however, several additional
works of literature will be read and studied
independently at an accelerated pace. The writing
AP Literature & Composition 1 Credit
assignments are challenging and more frequent, (Not Offered)
thus creating a stimulating course designed for the “B” in AP Language and Composition, “B” in Honors
motivated, advanced student confident in writing American Literature, and Department Approval
of various modes. Attention is given to major
thematic ideas such as Regionalism, This rigorous, college-level course engages
Transcendentalism, and Modernism, as well as to
advanced students in the careful reading of a broad
major American authors and significant historical variety of poetry, plays, and fiction with the
periods. This course is required for students to take deliberate objective to experience, interpret and
AP Literature and Composition during their senior
evaluate the complexity and richness of literature.
year. These readings challenge students to explore and
consider a wide range of worldviews and
Key Texts: Mirrors & Windows: Connecting with philosophies from a Biblical perspective.
Literature, American Tradition. St. Paul: EMC
Significant out-of-class reading is required.
Publishing LLC, 2012
Frequent writing assignments focus on the critical
analysis of literature and include expository,
College Reading & Writing 1 Credit
analytical, and argumentative essays. Creative
Prerequisite: American Literature & Composition writing assignments allow students to sharpen their
understanding of literary accomplishments and
This senior-level course is designed to hone critical artistry. Students selected for this course should be
reading and expository writing skills in preparation accomplished writers and competent literary critics.
for the collegiate environment. This course allows Students in this course will be required to take the
greater and more focused practice with scholarly AP English Literature & Composition exam.
research and writing processes. Reading selections Summer reading and work are required. College
will incorporate fiction and nonfiction pieces, as credit depends on exam results.
well as high-interest titles with pacing appropriate
to the typical college-bound student. Emphasis is
Students will:
placed on practical, real-world applications using
reading and writing communication skills through • Closely read, analyze, and interpret
selected texts from representative works
17from various genres, concentrating on DE Capstone Composition I 1 Credit
works of recognized literary merit from the
16th to 21st century. Introduction to academic expository prose with
emphasis placed upon the writing process:
• Develop thoughtful insight based on
defining and developing topics, organizing
biographical, social, and historical contexts
information and writing drafts, and revising and
in literature and communicate the real-
editing to practice the fundamentals of expository
world implications through sound
structure and style. Practice in the application of
academic discourse.
rhetorical patterns as well as review of grammar.
• Write critical essays that reflect
The course also includes practice in the
understanding of literary techniques, style
fundamental techniques of writing and revision.
and criticisms.
The research portion of Capstone process is
Key Texts: Perrine, Laurence. Literature: Structure, facilitated through this course and completed
Sound, and Sense. 8th ed. New York: Harcourt during the first semester. The remaining
Brace, Jovanovich, 2002. Capstone requirements are fulfilled through the
second semester.
Rankin, Estelle, and Barbara Murphy. 5 Steps to a
5: AP English Literature. New York: McGraw Hill, Key Texts: TBD by partnering institution
2013-2014.
18History Department
Jason Payne, Department Head
B.A. History and Religion, University of Florida
M.A. Theological Studies, Liberty University
Mitchell Donahue
B.S. Educational & Biblical Studies, Montreat College
Rick Rimes
B.A. History, Florida Atlantic University
M.S. Ed. Administration of Educational Programs, Nova Southeastern University
Amelia Turner
B.A., Elementary Education, Palm Beach Atlantic University
Vision
History is the unfolding of providence as exercised by the descendants of Adam and Eve, the original image-
bearers of God. Cultures reflect the spiritual paradigms and values held by diverse groups at various times. The
study of history is the examination of this progression through time.
Since we are commanded to hold every thought in captivity to the obedience of Christ, and given that all truth
is God’s truth, students will learn history from a Christian perspective. The following biblical themes will be
intentionally highlighted in the history curriculum: Creation, Fall, Redemption, Providence, and God’s
Sovereignty.
Responsible citizenship will be promoted through developing an understanding and appreciation of our
American republic, our Western culture, and differing world traditions. A particular emphasis will be placed on
developing a growing recognition and appreciation for our civil freedoms and Christian liberty of conscience.
Declaring the end from the beginning, and from ancient times
the things that are not yet done, saying, My counsel shall stand, and I will do all my pleasure.
Isaiah 46:10
19HISTORY COURSE PROGRESSION
Economics/ Comparative
Politics
World History II U.S. History (Class of 2018)
10th Grade 11th Grade Economics/
American Government
Ancient History & the (Class of 2020 and beyond)
Old Testament
9th Grade
AP Government
AP World History AP U.S. History
AP Economics
10th Grade 11th Grade
12th Grade
20World History 7 1 Credit fundamental principles, basic structure,
foundations of our freedoms, and the Christian
This course covers three major time segments: principles upon which our republic was established.
Ancient, Middle Ages, and Modern Times. The Students discuss, debate, and analyze
books and coursework focus mainly on the social contemporary political issues. The course is
histories of cultures around the world. This course designed to give students an understanding about
emphasizes collaborative work through creative how our government works and encourages them
and innovative projects. to become active, participating citizens. It will
develop the student’s ability to recall factual
Essential Learnings: information, interpret data, and develop and
● Compare and contrast the development defend theses about causes, effects, and
of human civilizations, governments, and relationships of constitutional issues.
religions
Essential Learnings:
● Analyze the changes in society from a
● Compare and contrast the philosophical
global perspective
and historical foundations of the American
● Examine the forces, events, and figures of
political system
the last two hundred years and how they
● Examine and analyze the creation of the
helped create our world today
United States Constitution
● Apply specific rights guaranteed in the Bill
Key Text: Discovering out past: A History of the World,
2014 of Rights in contemporary context
● Explore the relationship of the Biblical
American History 8 1 Credit principles of individual freedom and social
responsibilities
This course covers U.S. History from the discovery Key Text: Magruder’s American Government, 2016
of the New World to the late 20th century. The
books and coursework focus mainly on political Ancient History & the Old Testament
history with a healthy addition of social history. 1 credit
This course emphasizes the connection between This course is a required ninth grade, year-long
current events and historical events and requires course that emphasizes the study of ancient cultural
collaborative work on creative and innovative regions in terms of location, physical
projects. characteristics, demographics, historical changes,
land use and migratory activity. Students will
Essential Learnings: engage in the study of people, patterns of
● Analyze the changes in the development of population growth and settlement, places, events
government, political figures, and their and developments beginning with pre-history,
lasting impact on society from a biblical Mesopotamia, Egypt, China, India, Persia, Greece,
perspective and Rome. In addition to understanding the
● Compare and contrast cultural and interrelationships and interdependence of cultures,
political changes from the early 1600’s to students will be introduced to the historical and
gospel-focused narrative of the Old Testament as a
the Modern Era story of graceful redemption and how God is
● Analyze the mistakes of the past in order weaving this into human history and its relevance
to avoid repeating them in the future to civilization today.
Key Text: Discovering our Past-A History of the United Essential Learnings:
States, 2014 ● Study and evaluate ancient history in light
of biblical principles
American Government 0.5 Credit ● Examine and evaluate primary sources
(Not offered) ● Think critically, holistically, and biblically
This introductory course examines the
21about world history, identifying major religions of the world. Students will interact with a
figures, ideas, themes, and developments variety of primary sources, literary selections, films,
throughout history and relate them to and artistic works, and will respond to these
current crises selections in a series of simulation activities,
projects, and essay responses that enable students
● Compare and contrast the development of to integrate their understanding of historical
civilization across the globe, identifying materials with the surrounding culture. As a
common trends while recognizing the College Board approved course, students will focus
differences that exist based on geography, on the five Advanced Placement themes, paying
cultural, and regional uniqueness particular attention to global interactions among
Key Text: World History (Pearson, 2016) world cultures and societies on a chronological
basis.
World History II (Exploration to Present) Essential Learnings:
1 Credit ● Study and evaluate World History in light
This course will begin with the events following the of biblical principles
Reformation and trace the unfolding of God’s ● Examine and evaluate primary sources.
immutable plan through the present. Students will ● Think critically, holistically, and biblically
explore how God has providentially unfolded His about world history, identifying major
sovereign plan as He moved in and through the figures, ideas, themes, and developments
lives of men and women across the globe to bring
throughout history and relate them to
about His purpose. Students will be encouraged to
view history as an outworking of His plan and to current crises
seek timeless lessons from the past that can and ● Compare and contrast the development of
have impacted our present. civilization across the globe, identifying
common trends while recognizing the
Essential Learnings: differences that exist based on geography,
● Study and evaluate World History in light
cultural, and regional uniqueness.
of biblical principles ● Special emphasis will be added to the
● Examine and evaluate primary sources identification and interpretation of
● Think critically, holistically, and biblically
primary sources
about world history, identifying major
Key Text: World Civilizations: The Global Experience,
figures, ideas, themes, and developments 2017
throughout history and relate them to United States History 1 Credit
current crises
● Compare and contrast the development of This course covers U.S. History from the discovery
civilization across the globe, identifying of the New World late 20th century. The books
common trends while recognizing the and instruction focus mainly on political history
with a healthy addition of social history. Classwork
differences that exist based on geography, emphasizes the connection between current events
cultural, and regional uniqueness and historical events. To succeed, students should
be able to comprehend the main ideas of their
Key Text: World History (Pearson, 2016) reading, be able to recognize cause-effect
relationships, and be able to analyze the benefits of
AP World History 1 Credit particular events.
AP World History will trace man from creation Essential Learnings:
through various early civilizations to the fall of ● Recognize conflicting viewpoints
Rome, from the Dark Ages to the Renaissance and ● Analyze change over time
Reformation, and from the Age of European ● Incorporate critical thinking into the
Monarchies and Revolutions to the Modern Era. homework
Students will be exposed to the history and Key Text: American Vision, 2010
22AP United States History 1 Credit individual firms in the economic marketplace,
This course covers U.S. History from the discovery economic graphing, and marginal analysis. Because
of the New World to the late 20th century. The this is an approved College Board course, the
books and instruction focus mainly on political students will focus on the AP themes, especially
history with a healthy addition of social history. evaluating cause-effect relationships of economic
Classwork emphasizes the connection between events.
current events and historical events. To succeed,
students should be able to comprehend the main Essential Learnings:
ideas of their reading, be able to recognize cause- • Compute extensive marginal analysis
effect relationships, and be able to analyze the • Determine the effects of scarcity and
benefits of particular events. Additionally, students choice
will absorb a wide body of factual information and
will regularly practice writing synthesis essays in • Chart economic behaviors on graphs
preparation for the AP exam in May. • Explain utility theory
• Evaluate effects of government regulation
Essential Learnings:
● Recognize the changing role of the federal Comparative Politics 0.5 Credit
government Politics compares the structures of various
● Recognize the changes in the American governments focusing on historical impact, key
idea of identity institutions, political culture, and patterns of
● Analyze primary sources to draw a political interaction. Class discussion focuses on
conclusion. these nations’ movement towards democracy,
often in comparison to the U.S.
● Critique conflicting viewpoints
Essential Learnings:
• Explain how a nation’s history has affected
Key Text: By the People: A History of the U.S. 2015 its current political situation
Economics 0.5 Credit • Analyze how economics, geography, and
people have affected a nation’s outlook
This course covers the basic concepts of economics
touching on both microeconomic and Key Text: Countries and Concepts, 2016
macroeconomic theories. Students will study AP American Government 0.5 Credit
marginal analysis, the relationship between scarcity
and choice, utility theory, economic growth, and This course covers the structure and functions of
international trade markets. Success in this course the U.S. federal government in detail. Class
is very much dependent upon a student’s ability to discussions focus on the historical foundations of
recognize cause-effect relationships. the Constitution, judicial precedents regarding the
reach of the federal government, and the
Essential Learnings: interaction of interest groups, bureaucracies, and
● Recognize and analyze the results of a elected government officials. Students will
change in one factor of a market interpret a wide body of information and will
regularly write synthesis essays in preparation for
● Recognize and analyze how markets are the AP exam in May.
intertwined Essential Learnings:
• Analyze the development of the Constitution
Key Text: Economics: Principles in Action, 2016 • Evaluate the application of Constitutional
principles to assorted
AP Micro Economics 0.5 Credit
(Not offered) • Explain how the federal government works
AP Microeconomics teaches the fundamentals of • Compare various opinions related to political
microeconomics at a college level. The course theories. Key Text: The Challenge of Democracy,
focuses on decisions made by individuals and 2010
23Bible Department
Jeremy Eagan, Department Head
B.S. Christian Ministries, Southwestern Bible College
M. Ed. Curriculum and Instruction; Bible Literacy, Concordia University
Jeremy Hill
B.A. Christian Education, Wheaton College
Bill Murawski
B.S. Youth Ministry, Liberty University
Jason Payne
B.A. History and Religion, University of Florida
M.A. Theological Studies, Liberty University
Rick Rimes
B.A. History, Florida Atlantic University
M.S. Ed. Administration of Educational Programs, Nova Southeastern University
Vision
The Bible Department at Jupiter Christian School longs to see God revealed for who He is in the minds and
lives of our students, in all of His majesty, glory, sovereignty, holiness, and love. Students will be encouraged
to trust in this magnificent God through His Son, Jesus Christ, for salvation and daily living.
Standards
Through the Bible courses at Jupiter Christian, our students will be equipped to: - Believe that the Bible is
God’s inspired, inerrant, authoritative Word – Believe that the Bible is sufficient for salvation, spiritual power,
and direction toward a life that glorifies God – Develop an increasingly Christian worldview – Recognize false
religions, ideas and worldviews – Move from child-like to more adult faith in Christ – Integrate biblical truth
into all other academic subjects – Understand, believe, and share the Gospel.
“For we do not preach ourselves but Christ Jesus as Lord, and ourselves as your bondservants for Jesus’ sake. For God, who
said, ‘Light shall shine out of darkness,’ is the One who has shone in our hearts to give the Light of the knowledge of the glory of
God in the face of Christ.” - 2 Corinthians 4:5-6
24BIBLE COURSE PROGRESSION
Ancient History & Life of Christ and New Testament Biblical Worldview
the Old Testament the Early Church Literature & Culture
25Old Testament Survey 7 & 8 1 Credit
Ancient History & the Old Testament 1 Credit
This course is a survey of the Old Testament 9th Grade
beginning with creation in Genesis through the
prophets. The emphasis is on learning and This course is a required ninth grade, year-long
applying the lessons of faith demonstrated in the course that emphasizes the study of ancient cultural
lives of the Old Testament people studied. regions in terms of location, physical
Attention is given to dealing with the sin in our lives characteristics, demographics, historical changes,
today and understanding the far–reaching land use and migratory activity. Students will
consequences of our sin. Students will: engage in the study of people, patterns of
• Recognize the importance and relevance population growth and settlement, places, events
of studying and living the Bible and developments beginning with pre-history,
• Believe that God is the Creator of the Mesopotamia, Egypt, China, India, Persia, Greece,
universe and that man is created in the and Rome. In addition to understanding the
image of God interrelationships and interdependence of cultures,
• Realize the nature and effects of sin students will be introduced to the historical and
gospel-focused narrative of the Old Testament as a
• See the reality of the gospel message in
story of graceful redemption and how God is
the Old Testament
weaving this into human history and its relevance
• Become familiar with major writings , to civilization today.
themes, characters, covenants and events
of the Old Testament Essential Learnings:
● Study and evaluate ancient history in light
Key Texts: The Bible and God’s Unfolding Kingdom
of biblical principles
New Testament Survey 7 & 8 1 Credit ● Examine and evaluate primary sources
● Think critically, holistically, and biblically
This course is a survey of the books of the New about world history, identifying major
Testament. The first semester will focus primarily figures, ideas, themes, and developments
on the story of Jesus Christ as found in the four throughout history and relate them to
Gospels and the students’ response to the salvific current crises
message of the gospel. The second semester will
shift to the book of Acts and the Epistles of the ● Compare and contrast the development of
New Testament with the focus being how we civilization across the globe, identifying
should live in response to the gospel message of common trends while recognizing the
Jesus Christ. Students will: differences that exist based on geography,
• Develop a thorough knowledge of the cultural, and regional uniqueness
person of Jesus Christ as presented in Key Text: World History (Pearson, 2016)
Scripture, through in-depth study of His
life and ministry Life of Christ and the Early Church 1 Credit
• Study the beginnings of the early church, 10th Grade
the apostles, and their teachings
• Gain an understanding of how these This course focuses on the New Testament
topics relate to the biblical metanarrative Gospels, studied in chronological order from
and how to apply them to their lives Christ’s birth to His ascension and the beginning of
the Church in Acts 1- 7. Emphasis is placed on the
Key Texts: The Bible and Hope For God’s Kingdom works of Jesus Christ for us in His faithfulness,
death, and resurrection that alone justifies believers
and reconciles us with God. We will explore the
opportunities for trust that Jesus provides for us
every day if we chose to follow after Him.
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