Course Catalog

Teaching of technology and library-use skills are incorporated where appropriate as part of the curriculum of the individual subject areas.

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* indicates a required course

*Keyboarding
one trimester
This course stresses the correct techniques for successful touch keyboarding. Students learn the alpha-numeric keys and word processing techniques, which include centering, single and double spacing, underscoring, deleting and adding spaces, words, sentences and paragraphs.
(8th graders new to Minnehaha will need to take this course or demonstrate keyboarding proficiency.)

Advanced Computer Applications and Tools
one trimester
Students in this course will learn how to use several pieces of software throughout three units of study. In the Graphics unit, students learn how to import, manipulate, and edit digital pictures. Next, students use one of the programs learned in the first unit to create digital “Flipbooks” using QuickTime. The course culminates with making movies using digital video cameras and iMovie.

All courses at this level approach writing as a process. As students progress through this process, they foster the development of grammatical and compositional skills in their writing. They are expected to think critically and express their thoughts in a logical manner in all forms of communication.

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* indicates a required course.

*English / Literature 6
year-long
In 6th grade English, the process of writing is introduced with writing assignments that focus on an awareness of purpose, audience and writing in response to literature. Grammar study and usage are taught in conjunction with composition. Literature study emphasizes reading for learning while reinforcing reading skills. Literary terms including plot, setting, characterization, and conflict are introduced and reinforced throughout the year with novels that support a theme of “Around the World through Literature”.

Novels may include: Where the Red Fern Grows, Journey to Jo’Burg, The Cay, Homesick and Anne Frank: The Diary of a Young Girl.

*English 7
year-long
In 7th grade English there is an increasing depth of study into writing processes including grammar, usage and vocabulary development. Students also study and practice library and research skills. Literature appreciation includes the study of writer’s techniques, character development, theme, and point of view. The students study a variety of literary genres including novels, poetry, folktales, and short stories.

Novels include: The View from Saturday and The Giver, plus short stories by O. Henry and a fractured fairytale novel of choice.

*English 8
year-long
In 8th grade English, there is an increasing focus on writing and vocabulary development including preparation of research papers. Students are involved with speech preparation, delivery and evaluation. Literary analysis includes a focus on character development.

Novels include: The Call of the Wild, The Outsiders, A Christmas Carol and To Kill a Mockingbird.

Arts courses seek to broaden each student’s appreciation and artistic skills as he or she participates in visual and performing arts. The department promotes personal confidence, self-worth and creative expression as it integrates faith and learning. Students are encouraged to view their efforts as pleasing to God and of service to others.

Elective art courses may require an additional fee for materials.

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* indicates a required course.

*Art 6
One trimester
This course studies two artists with diverse artistic and racial styles: Frida Kahlo (a Mexican self-portrait artist and symbolic painter) and Romare Beardon (an African-American collage artist). Students also learn cartooning and study Walt Disney’s beginnings in the film industry. Students work with clay to create Mexican clay suns and have the option to learn how to create macramé wall hangings.

Art 7
year-long
Students learn about a variety of artists and emulate their work: painted wall hangings in the style of Faith Ringgold, Impressionism in the style of Van Gogh, Cubism in the style of Picasso, clay sculpting in the style of Augusta Savage, Dadaism in the style of Marcel Duchamp, Australian Aboriginal dream paintings and Native American wall hangings and paintings. Throughout the course students learn and incorporate elements of design. A $30 art fee is charged for paint sets, brushes, palettes, canvas, mats and clay; at the end of the course these supplies are sent home with the student.

Art 8
year-long
Students explore a variety of art forms including acrylic painting, sculpting with clay and other objects, and colored pencil drawing. Students study Michelangelo’s religious art, Matisse’s papercuts and still life paintings, Louise Nevelson’s box sculptures, and Georgia O’Keefe’s acrylic painting. Students work with a variety of mediums as they learn to express beliefs through art. A $30 art fee is charged for paint sets, brushes, palettes, canvas, mats and clay; at the end of the course these supplies are sent home with the student.

General Music 6
year-long
Students develop music-reading skills and demonstrate understanding of basic elements of music (pitch, time, form, tone color, expression). Activities include singing, listening, evaluating recorded performances, playing instruments (recorder, guitar, keyboard), and using computer music technology to create simple compositions. Students do not
perform in concerts outside of class.

Explore Sound 8
one trimester
Students listen to, compare, and learn to recognize a variety of musical styles, and explore the creative process of making music. Students develop an awareness of “what makes good music sound good,” and use this knowledge to make personal music choices. Students also compose their own musical works, using computer software (GarageBand™, Finale Notepad™), guitar, and keyboard.

Drama and Theatre 8
one trimester
Fundamentals of acting, oral interpretation, improvisation, and technical theatre are taught through theatre games, direct instruction, written tests, and preformances. Students may perform in class, convocations and chapels within the Minnehaha community.

6th Grade Girls Choir
7th Grade Girls Choir
8th Grade Girls Choir
6th Grade Boys Choir
7th Grade Boys Choir
8th Grade Boys Choir
each level, year-long
Choir offers a comprehensive approach to musicianship, developing music reading skills and exploring basic elements of music (pitch, time, form, tone color, expression). Special attention is given to healthy vocal technique, and the needs of changing voices during middle school. Choirs are divided by gender to meet the specific needs of boys and girls as their voices mature. The choirs combine occasionally, to sing mixed-voice literature appropriate for this age group. Choirs perform two or three times each year on campus, and off-campus at least once during the year. Audition is not required, but the ability to match pitch is helpful to a singer’s success in choir.

6th Grade Band
7th Grade Band
8th Grade Band
each level, year-long
Prerequisite: must be able to play an instrument. Percussionists enrolling in Middle School band must have 2 years of piano background and must have a bell kit for practicing keyboard mallet parts.
The band program is comprehensive, encompassing all aspects of musicianship including technique, intonation, tone quality and style. In addition, students learn about music history, music theory, and music composition. Students attend a weekly sectional lesson to focus on individual instrument technique. Private lessons are encouraged but not required. This group gives public performances throughout the year.

6th Grade Strings
7th Grade Strings
8th Grade Strings
each level, year-long
Prerequisite: must be able to play an instrument.
Designed for students with some past string instrument instruction, this course gives students opportunity to develop listening skills, experience performance, explore a variety of musical styles and learn aspects of ensemble playing. Private lessons are encouraged but not required.

Co-curricular Groups

Jazz Band
This group focuses on learning about the Jazz in a traditional instrumentation setting. Students learn about jazz history, different styles of jazz music and theory, and improvisation. This group performs multiple times through the year, and meets twice a week throughout the school year. This group is auditioned and made up mostly of 7th and 8th grade students.

Jazz Orchestra
This group focuses on learning about the Jazz in a non-traditional instrumentation setting. Students learn about jazz history, different styles of jazz music and theory, and improvisation. This group performs multiple times through the year, and meets twice a week throughout the school year. Any instrumentalist in grades 6-8 is welcome. Students playing rhythm section instruments may be asked to audition.

Instrumental Lessons
Open to all students on an individual basis.
Special fee.

Redhawk Singers
This co-curricular singing group meets before school once a week and is open to all Middle School students.

Voice Lessons
Open to all students on an individual basis.
Special fee.

Keyboard Studies
Keyboard lessons are offered to all students on an individual basis. Half-hour weekly piano lessons are adjusted to the individual student’s needs. Two piano practice rooms are available for lessons.
Special fee.

The math department helps students develop skills needed for further work in mathematics and everyday life through the teaching of critical thinking, logical reasoning, problem solving and decision making, as well as appreciation for the field of mathematics. Placement in math courses is based on the recommendation of previous math teachers and/or previous courses and test scores. This chart lists recommended, yet flexible, course sequences.

Grade 6 :
Students with average/good math skills: Pre-Algebra I
Students with outstanding math skills: Pre-Algebra II
There is an additional course available to 6th graders who are not yet ready for Pre-Algebra I.

Grade 7:
Students with average/good math skills: Pre-Algebra II
Students with outstanding math skills: Algebra I

Grade 8:
Students with average/good math skills: Algebra I
Students with outstanding math skills: Geometry

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Pre-Algebra I
year-long
This course begins by reviewing the connection between factors, multiples, fractions and percents. The winter portion looks at how to create and interpret graphs (with a unit on trading stocks) and also has a unit on statistics and data analysis (utilizing elements of the Iditarod dog sled race). Spring semester explores predicting outcomes through the use of variables, integers and formulas (pre-Algebra) . This trimester concludes with an introduction to geometry (lengths, areas and the Pythagorean Theorem).

Pre-Algebra II
year-long
This course includes an introduction to algebra, integers and negative exponents, rational numbers, percentages, and strategies for solving equations and inequalities. Topics in geometry, graphing of linear equations, areas and volume, ratio and proportion, and the Pythagorean Theorem are also studied.

Algebra I
year-long
This course includes solving equations and inequalities, operations with real numbers, problem solving, graphing linear equations, applying formulas, solving systems of equations, exponents and radicals, operations with polynomials, solving and graphing quadratics, proportion and rational equations.

Geometry
year-long
This course includes the nature of deductive reasoning, planning and writing proofs, lines, planes, angles, polygons, congruence, parallels, similarity, circles, solids, coordinate geometry, vectors and trigonometry.

The physical education curriculum provides students with opportunities to further develop their physical fitness level while enhancing skills in selected individual and team sports. Emphasis is given to social development, sportsmanship and participation. All Middle School students take a fitness test. All classes are co-ed.

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* indicates a required course.

*Physical Education/Health 6
2 trimesters
Activities include fitness testing, ice skating, softball, track and field, recreational games, scooter hockey, soccer, pickleball, tumbling, floor hockey, football, basketball, volleyball, badminton. Health topics cover Christian perspectives of adolescent changes.

*Physical Education/Health 7
year-long
Physical education units include quadball, basketball, ice skating, fitness testing, pickleball, soccer, rhythms, floor hockey, volleyball, softball, track and field, tumbling, football, recreational games, lacrosse, scooter hockey and health fitness. Health topics include hygiene, nutrition, eating disorders, tobacco, alcohol, bullying/harassment.

*Physical Education/Health 8
year-long
Tennis, ice skating, speedball, field hockey, softball, football, golf, team handball, pickleball, fitness tests, ultimate frisbee, broomball, aerobics, volleyball, floor hockey, and basketball are physical education units. Health topics include friendships/dating and chemical awareness/abuse prevention.

Bible courses are designed to teach the Word of God, by the enabling of the Holy Spirit, through the following: proclamation of the Gospel, instruction of Bible and religious studies, encouragement of personal spiritual decision and growth, and opportunities for service. Students are recognized as persons who are created by God and who are unique and valuable. All three grade levels require a specific number of community service hours. The community service experience is incorporated into the Bible class requirements.

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* indicates a required course.

*Bible 6 – Old Testament Survey
two trimesters
Sixth grade is an exciting time for learning about the Bible. Students have many questions to ask, so the course includes many opportunities to discuss what we’re reading in the Bible. The curriculum focuses on the Old Testament narrative story of God’s chosen people and their experiences with trusting in the one true God. Students interact with the Bible through character studies, presentations, questions, discussions, Biblical Times newspapers, posters, and research. Students are also asked to devote some time to prayer journaling and learning about different ways people pray. At the core of all these activities is the belief that the Bible is the Word of God.

*Bible 7 – The Life of Jesus
two trimesters
With the developing abilities of seventh grade students to think conceptually, the seventh grade Bible curriculum on the Life of Jesus opens up the analogies, similes and parables found in the Gospels. As students interact with these Gospel writings and images they begin to “unlock” the meaning of symbolic language. Students examine Jesus’ parables and begin to understand more fully the meaning behind the stories and images. Students are also encouraged to develop a daily Bible reading time. At the core of this study of the Gospels is the belief that Jesus is the Christ, the Son of God.

*Bible 8 – The Book of Acts
two trimesters
The focus of this course is on the early Christian Church, exploring the Book of Acts and letters to the early Church. During eighth grade, students can often wrestle with making faith their own. “How can I know this is true?” and “How can I defend my faith with those who disagree with me?” These are the same kinds of questions the early Church faced. Students learn tools to help them study the Bible for the rest of their lives. To answer “Where does it say that in the Bible?” students learn how to use Bible dictionaries, concordances, Bible handbooks and atlases. Various Bible translations are compared. Students are also helped to continue developing a time of daily personal Bible reading. At the core of this class is the belief that Jesus is the Christ and how the early Church dealt with being entrusted with this knowledge. Students are also challenged with “How do we now live as the Church in the 21st century?”

Science is important not only for the questions it answers, but also for the questions it asks. The study of science teaches basic principles of the physical and biological world and their application to everyday lives. Lab performance and projects, as well as small group work and tests, are a significant factor in student evaluation.

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* indicates a required course.

*Science 6
year-long
Sixth grade science is an introductory course to the years of science which follow it. The course provides an overview of life science, earth science, physics and chemistry. Units include cells and heredity, nutrition, plants, structure of matter, gravity and motion, plate tectonics, rocks and minerals. Projects include an animal poster, a nutrition analysis and a research paper.

*Life Science (7)
year-long
In this course students learn about the kingdoms of living organisms, ecology, and human body systems. Students participate in an in-depth study of birds, using student-made bird feeders to collect data for research about local bird populations.

*Earth Science (8)
year-long
In Earth Science the students study geology, environmental science, meteorology, and astronomy. In this lab-intensive course, students learn how to write hypotheses, design procedures to test those hypotheses, collect and analyze data and communicate their results.

The Social Studies department seeks to develop students who can identify and assume the privileges and responsibilities of United States and global citizenship. Students are given opportunities to develop study skills and refine communication skills in dealing with contemporary issues. Students are given the opportunity to effectively use technology as a learning tool and as a means to access content. Students improve their ability to work with historical material, as well as to evaluate history and global studies from a Christian perspective.

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Minnesota Studies 6
Through the study of Minnesota Historical Society texts and primary source documents, students discover first-hand how diverse cultures interacted to shape the state of Minnesota. During this course, we will examine Minnesota’s ancient people and American Indians, Euro-American settlement and immigration, industry and the growth of cities, and contemporary Minnesota. Minnesota’s history, geography, economy, and government will be examined as we study the development of Minnesota chronologically. Throughout the course students are also encouraged and challenged to develop and express an informed Christian worldview.

World Geography 7
In this class students will learn through readings, lectures, discussions, geospatial technologies, debates, simulations, and projects. Students will actively engage in the work of a geographer by asking geographic questions and then acquiring, organizing, analyzing, and interpreting geographic information in order to answer geographic questions. This course will use a regional approach to explore the six essential elements of Geography: Places and Regions, Physical Systems, Human Systems, Environments and Society, The Spatial World and Uses of Geography in Today’s Society. The content will incorporate a variety of scales-from local to global. Classroom materials will include adopted instructional materials and supplementary printed and electronic resources. Throughout the course students are encouraged and challenged to develop and express an informed Christian worldview.

American History 8
In 8th grade students will learn about the history of the United States from the Revolutionary War period through the present.The study of U.S. Government is also embedded in this US History course. This class is taught through readings, lectures, debates, and small group projects. Students have an additional opportunity to experience American History in Washington, D.C., on an optional June trip.

All languages are equally challenging, and study should begin early. Each language stresses the development of language proficiency and culture study. All language levels emphasize listening, reading comprehension, speaking and writing. Grammatical concepts, oral classroom participation and proficiency testing are included. Skits, culture days, visual presentations and music enhance the courses.

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* indicates a required course

*Introduction to Latin (Grade 6)
One trimester
This course will explore the rudiments of the Latin language as well as highlight various aspects of Roman culture. Students will also discover how Latin affects English through word derivation study.

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Grade 7 and 8 Language Options

The first year high school language courses are divided into a two-year study for 7th and 8th grade students. Successful completion of a IA language course in 7th grade allows a student to enroll in the IB course in the 8th grade. Students transferring from another school in 8th grade must pass a proficiency test to be enrolled in any IB language course. Successful completion of IA and IB language in Middle School allows a student to take the second year language course beginning in 9th grade.

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Beginning language programs introduce students to new vocabulary that they use in speaking, writing, reading and listening. Through small-group activities, skits, projects, daily in-class activities, and the study of the culture and geography of the country, students begin to develop an understanding of world language and culture.
Latin 1A
French 1A
Spanish 1A
Chinese 1A
each level, year-long

Latin 1B
French 1B
Spanish 1B
Chinese 1B
each level, year-long

AP Computer Science
1 credit
Open to 10, 11, 12
Application Process
This full-year course is designed for students who have a strong interest in computer science, who want to learn the principles of programming and who wish to prepare for the Advanced Placement Exam in Computer Science. The languages, primitive data types, dynamic allocation of memory, linear data structures and the comparison of searching and sorting algorithms are included. The Java programming language will be used.

AP Computer Science Principles
1 credit
Open to 10, 11, 12
Application Process
AP Computer Science Principles (AP CSP) is an introductory college-level course that introduces students to the foundational concepts of computer science and provides opportunities to explore the personal and global impacts of computing and technology. This course is designed to offer all students a rigorous, engaging, and approachable introduction to the field of computer science that is applicable across many disciples of study. Topics covered in this course include digital information, data, the internet, algorithms and logic, cybersecurity, app development and design, ethics and global impact of computing, and Javascript programming. Students will have the opportunity to earn college credit for this course when they complete the AP CSP exam in the spring. 

Graphic Design
See courses listed under Fine Arts

English courses develop skills in reading, writing, speaking and listening as students read and respond to quality literature in all its forms. Students are expected to write in creative and expository formats and apply grammatical and composition guidelines to their speech and writing as they prepare themselves for the academic rigor of college. Students are asked to think critically and express their thoughts logically.

Selection Process for Honors English or AP English
Students are recommended for Honors or AP English classes by their current English teacher. Students will be accepted into Honors 10, AP English 11 or AP English 12 based on the following four criteria: their English grades for quarters 1, 2, and 3; the quality of their course-work writing; their class participation and attitude. Students already enrolled in an Honors or AP class will not necessarily be recommended for AP English in the following year. Also, any qualified English 12 students interested in taking the AP English exam in the spring may do so.

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* indicates a required course.

 

*English 9
1 credit
This course prepares students for upper-level language and literature study and encourages a life-long love of learning and reading. Students develop their skills in reading, writing, vocabulary, speaking and listening, and critical thinking. Major literary works include The Odyssey (excerpts), Fahrenheit 451, Persepolis (Part I), and Romeo and Juliet, as well as a substantive non-fiction book of the student’s choice. In addition, the class will study poetry, short stories and essays by important authors ranging in time period and style from Emily Dickinson and Langston Hughes to James Hurst and Annie Dillard. Major writing assignments include formal literary analysis essays, a persuasive speech, original poetry, and a writing portfolio that contains original memoirs.

*English 10
1 credit
Over the course of the year, students will practice their reading, writing, speaking, listening, and critical thinking skills through the study of fiction, non-fiction, and poetry that includes both time-honored and contemporary works. Examples of these works include The Odyssey (excerpts), Peace Like a River by Leif Enger, Shakespeare’s Macbeth, and American Born Chinese by Gene Luen Yang. In addition, the class will study poetry, short stories, essays, and short films that range in time period and style. To reinforce and expand their writing skills, students will write in diverse forms, including a full-length literary analysis essay, memoir, in-class essays, multimedia presentations, and original poetry. Writing assessment will be guided by the use of the six writing traits, and studies will include review of vocabulary and the rules of usage and punctuation.

Honors English 10
1 credit
Application process, replaces English 10
Centered on the theme of “points of view,” this class incorporates challenging and diverse works of literature including short stories, poetry, a Shakespeare play, a Dickens novel, and other varied fiction and non-fiction. Instruction combines terms, activities and skills recommended by the College Board. Students develop their critical reading and analytical writing skills focusing on diction, syntax, tone and detail. Other assignments include formal and informal responses to literature, a research paper, literary essays, and creative writing assignments. Summer reading and writing required.

*English 11
1 credit
In this chronological survey of American literature, composition assignments are integrated with the study of important works of American literature such as The Adventures of Huckleberry Finn, The Great Gatsby, Their Eyes Were Watching God, and The Things They Carried. Supplementary readings include nonfiction essays, short stories by American authors, American poets from the 18th century to the present, and at least one modern play such as The Death of a Salesman. Students will gain understanding of literary forms, dominant philosophies and historical background associated with eras of American literature. Writing instruction focuses on the expository essay – narrative, comparison/contrast, literary analysis, and descriptive. Students will prepare for the college application process through grammar study and application; ACT writing preparation; and writing a college application essay.

AP English 11 – Language and Composition
1 credit
Replaces English 11; approval of current English teacher required
This introductory college-level course offers juniors the opportunity to read and carefully analyze a broad and challenging range of American fiction and nonfiction prose selections, deepening their awareness of rhetoric and the function of language. A desire to be challenged in one’s thinking and writing is a requirement. Course readings feature expository, analytical, personal, and argumentative nonfiction from a variety of authors and historical contexts. Students will also examine and work with essays, letters, speeches, images, and imaginative literature such as Hawthorne’s The Scarlet Letter, Fitzgerald’s The Great Gatsby, and O’Brien’s The Things They Carried. In addition, students will complete extensive review of grammar concepts aimed at ACT preparation. Summer reading and writing are required. Students will prepare for the AP Language and Composition Exam in May and may be granted college credit.

*English 12
1 credit
English 12 studies a variety of primarily British works while encouraging students to think deeply and critically. Basic and finer points of both persuasive and expository literary analysis are developed and demonstrated in full-length essays, in-class essays, and a literary research paper.

AP English 12 – Literature and Composition
1 credit
Application process, replaces English 12
Advanced Placement Literature and Composition is a college preparatory course devoted to cultivating and enhancing the critical reading and articulate writing of every student. With a special focus upon the aesthetic and philosophical aspects of British literature, this course asks students to write extensively within a variety of different contexts. These writings include Major Works Data Sheets, short in-class writings, formal papers, and timed in-class essay exams based on previous AP exam prompts. Ultimately, students will emerge with the ability to write thoroughly supported interpretations and analyses.

Advanced Composition
.5 credit
Open to 11, 12
Prerequisite: “B” in previous English courses. Class limited to 16 students. This course is an elective and does not replace a required English course.
This course is designed for students who want to expand their writing, take risks, and work hard. In addition to studying texts like The Elements of Style, Bird by Bird, and Warriner’s Grammar and Composition, students will examine and practice the writing techniques used by novelists, journalists, essayists, and poets. Major writing assignments include a satire, an essay about an object that is characteristic of American life, an editorial (that will be sent to a newspaper), a collection of poems, an interior monologue, an interview, a description of a room, and a dialogue suitable for a one-act play. Students will learn the importance of identifying and writing for a specific audience. In addition, students will learn how to be effective peer editors. By the end of the semester, each student will have a writing portfolio to refer to, to add to, and of which to be proud. Students will be encouraged to enter their pieces in local and national writing competitions and to attend at least one author-reading at a local bookstore.

Beginning Journalism
1 credit
Open to 9, 10, 11, 12
This yearlong course introduces students to journalism from both practical and theoretical perspectives. Students will learn the basics of reporting, news and feature writing, editing, photography and design for both print and online media. They will develop a more sophisticated understanding of the modern news media and develop skills in research, organization, time management, decision making, critical thinking and problem solving. The course includes training in desktop-publishing software (Adobe Photoshop and InDesign). Successful students will be capable writers and curious individuals eager to do their best work, which will be published in the school’s newspaper, yearbook and website.

Intermediate and Advanced Journalism
1 credit
Open to 10, 11, 12
Prerequisite: Teacher approval.
Successful completion of Beginning Journalism normally required; rare exceptions may be made for students especially proficient in marketing, photography or graphic design. This course may be taken more than one year, with “Advanced Journalism” appearing on a student’s transcript for repeated years. Students lead and produce the school newspaper, yearbook and website. They must be self-starters who can meet deadlines and work well independently and in teams. With advanced practice in writing, editing, photography and design – as well as leadership, planning and project management – students refine their communications skills, develop software skills and gain real-world experience with many practical applications beyond high school.

Speech Communication
.5 credit
Open to: 9,10,11,12
Prerequisite: None. This course is an elective and does not replace a required English course.
In addition to delivering five major speeches, students will also learn how to deal with stage fright, how to use the voice and body as natural and effective extensions of the words of a speech, how to write a good introduction, and how to constructively critique other classmates’ speeches in practice rounds. The five major speeches are 1) interview of a classmate 2) oral interpretation of a prose or poetry selection 3) non-original oratory 4) personal experience, and 5) Scriptural passage. Other assignments include analyzing public speakers such as the President and local TV anchors.

Argumentation and Debate
.5 credit (offered fall and spring semesters; may be repeated)
Open to 9,10,11,12
In this course students will learn skills for effective informal, formal, and team debate. Students will develop the ability to analyze arguments, conduct in-depth research on selected topics, and speak persuasively. Topics for debate include contemporary issues, Christian apologetics, and other important subjects. Students who complete this course will be prepared to debate competitively on the Minnehaha Academy Debate team, if they choose to participate.

Fundamentals of Art and Design
.5 credit
Open to 9, 10, 11, 12
Fall and Spring Semester
Students will learn a variety of artistic techniques and gain experience in various art mediums through exploring the elements of art and design: Line, Color, Shape, Space, Form, Texture and Value. Students will learn art fundamentals through assignments in drawing, painting, printmaking, sculpture and ceramics. Shortened Monday periods are used to explore Art History and the context of visual ideas.

Drawing
.5 credit
Open to 10, 11, 12
Fall Semester
Prerequisite: Fundamentals of Art and Design
Students will explore the wide range of artistic possibilities in the subject of drawing, and will create works in pencil, charcoal, ink and pastel. The course will include units in line drawing, portraiture/figure drawing, still life, abstract and perspective technical drawing. Students will keep a regular sketchbook.

Ceramics
.5 credit
Open to 10, 11, 12
Fall Semester
Prerequisite: Fundamentals of Art and Design
This challenging course will introduce students to the wide range of techniques involved in creating functional pottery. Students will use the pottery wheel to create bowls, plates and mugs, as well as create large-scale hand built pots. They will also work with glazes and firing techniques to develop colored finishes.

Painting
.5 credit
Open to 9, 10, 11, 12
Spring Semester
Prerequisite: Fundamentals of Art and Design
Students in Painting class will learn how to control color and advance their skills across a wide range of mediums and techniques. Assignments in the course are designed to teach the importance of good composition and use of the elements and principles of art and design. Students will make paintings using watercolor, acrylic and oil paint. They will also get to stretch their own canvases. We will also study famous paintings in art history.

Sculpture
.5 credit
Open to 9, 10, 11, 12
Spring Semester
Prerequisite: Fundamentals of Art and Design
This class will explore art in the 3rd dimension. Students will learn about sculpture through a range of assignments, including figure sculptures and portrait heads in clay, the assemblage of sculptures from found objects, and carvings in wood and stone. Other materials used in sculpting throughout the semester are cardboard, wax, wire and sheet metal. This class promises to be challenging and fun.

AP Studio Art (Drawing, 2D Design or 3D emphasis)
1 credit
Open to 11, 12
Prerequisite: Fundamental of Art and Design and at least 2 medium courses. Application process and approval of art teacher.
This class is closely modeled after a college-level art course. Students develop their own unique ideas and express them in a series of artistic works. These works fulfill the portfolio requirements of the AP College Board, and are submitted for judging at the end of the year. Students choose the media and subject matter themselves, work one-on-one with the instructor and receive weekly class critiques. This class is especially recommended for those students with interest in pursuing an art related career or college program.

Digital Photography
.5 credit
Open to 9, 10, 11, 12
Students must provide their own DSLR camera
Digital Photography will provide an overview of photo composition and photo editing. Projects will mix artistic and journalistic subjects, including both candid and posed portraits, nature, sports action and photo essays. Other topics include: using Photoshop software; working with natural and artificial light; experimenting with aperture, shutter speed and manual SLR settings; using different lenses; cropping images; choosing and evaluating compact and digital SLR cameras; creating portfolio websites and displaying work in online portfolios; copyright protections and using watermarks; creating online slideshows; and finding resources for independent learning. Student work may be published in the school newspaper, yearbook and online media website.

Exploration of Theatre/Acting
.5 credit
Open to 9, 10, 11, 12
This course may be taken more than one semester.
One thing you can be sure of if you take this class: you will rarely sit in a desk! Daily exercises will challenge your imagination and lead you to understand the cornerstones of performance. Students will learn how to study a text, find a sub-text, create authentic characters, play action rather than emotion, and discover their capacity to portray a range of character types and styles. Also, a comprehensive study of theatre history will show how the past affects the present. Students will be assessed on their performance, class participation and knowledge of class material.

Beginning Filmmaking
.5 Credit
Open to 9,10, 11, 12
A hands-on class where students explore and experiment with how to tell (direct) stories visually. Students will learn the basics in making short films: grammatical visual language, shooting plans, screenwriting, directing and editing. In addition, students will gain an understanding of film history and evolution of the moving image. Students will shoot their short films on digital video cameras and edit them on iMovie and Final Cut. During the course of the semester, students will complete (write, shoot, direct and edit) their own music video, a commercial (:30 or :60 sec.) and a third assignment to be determined by the instructor.

Intermediate Filmmaking
.5 credit
Open to 10, 11, 12
Prerequisite: Beginning Filmmaking
In this second level course, students will build on the basics learned in Beginning Filmmaking. Students will explore different genres of filmmaking and analyze how these genres can affect their own film work. Students will film and edit at least 3 films during the semester. The final film for this class must be entered in a local film festival for judging.

Advanced Filmmaking
.5 credit
Open to 10, 11, 12
Prerequisite: Beginning Filmmaking and Intermediate Filmmaking
This course is the highest-level course in the filmmaking series for students with strong interest and ability. Students will identify a national festival or contest at the start of the semester, and they will write, film, and edit a script for that competition along with 2 other short film projects. Special attention will be paid to the process of revision in all stages of filming.

Beginning Graphic Design
.5 credit
Open to 9, 10,11,12
Prerequisite: Fundamentals of Art and Design. Students will need access to a digital camera with a removable media card. The school cannot provide digital cameras.
Graphic design is essentially about problem-solving. The core of this course is the skillful combining of images and text through computer-aided page design in order to communicate a given message. Through demonstrations, guided practice, and projects, students learn to use the MAC-based software programs Adobe Photoshop and InDesign. Students study basic design concepts, including typography, layout, space, color and form, and apply these to the creation of informative and persuasive materials. Students shoot their own photographs that are then used in the projects that require images. Specific assignments include creating posters, CD covers, brochures, and magazine layouts.

Advanced Graphic Design
.5 credit
Open to 10,11,12
Prerequisite: Fundamentals of Art and Design and Beginning Graphic Design
The course is a continuation of Beginning Graphic Design, expanding to projects that are larger and more complex in scale. Students learn the business and marketing side of design, and create digital art and designs using Adobe Photoshop and InDesign software programs. A final project consists of creating an original brand and all the parts of the brand’s visual identity.

Women’s Chorale
1 credit
Open to 9, 10, 11, 12
Prerequisite: approval of instructor
This course is designed for freshmen sopranos and altos or any upperclass student without prior choral singing experience. It is an introduction to music literacy, vocal technique and the choral art. Special focus is placed on the needs of the developing adolescent voice with repertoire and methods specific to the female instrument. The choir sings for chapel services and may participate in appropriate festivals in the metro area. The choir sings music of all time periods and performs both a cappella and accompanied literature. This class is a prerequisite to Singers. Auditions for Singers will be held each spring. Students may repeat this class as often as they wish. Grading criteria include daily theory work, concert performances, individual lessons with instructor and concert review papers.

Men’s Choir
1 credit
Open to 9, 10, 11, 12
Prerequisite: approval of instructor
This course is designed for freshmen tenors and basses or any upperclass student without prior choral singing experience. It is an introduction to music literacy, vocal technique and the choral art. Special focus is placed on the needs of the developing adolescent voice with repertoire and methods specific to the male instrument. The choir sings for chapel services and may participate in appropriate festivals in the metro. The choir sings music of all time periods and performs both a cappella and accompanied literature. This class is a prerequisite to Singers. Auditions for Singers will be held each spring. Students may repeat this class as often as they wish. Grading criteria include daily theory work, concert performances, individual lessons with instructor and concert review papers.

Singers
1 credit
Open to 10, 11, 12
Prerequisite: Women’s Chorale or Men’s Choir, and audition. (Exceptions may be made for students with at least one year of high school instrumental music or significant choral experience outside of MA.)
This select choir develops the skills of music literacy, vocal technique and artistic interpretation. The Singers share their music in four major concerts a year and in alternate years choir members have the opportunity to travel on tour. They sing for chapel services and frequently participate in festivals and church services throughout the metro. The choir sings music of all time periods and performs both a cappella and accompanied literature. Membership is granted through an audition process where students must demonstrate a good sense of pitch, a basic knowledge of music theory and the ability to read and carry a vocal part. Grading criteria include daily theory work, concert performances, individual lessons with instructor and concert review papers.

Symphonic Wind Ensemble
1 credit
Open to 10, 11, 12
Prerequisite: audition required
Students in the Symphonic Wind Ensemble are selected by audition to participate in this upper level music course. Class time is focused on mastering advanced band literature and applying music theory and history lessons that inform the way this repertoire is learned. Each student is further challenged by taking 12 individual lessons per year that focus on learning techniques specific to their abilities and needs. Performance is a key aspect of this course; all students play in Pep Band, formal Concerts and school chapel services. Wind Ensemble students are invited to take a concert/study trip on alternating years.

Concert Band
1 credit
Open to 9, 10, 11
Prerequisite: Open to all students that have played a band instrument through middle school.
Students in this course will study the fundamentals of good technique and musicianship through performing a wide variety of quality band literature in various styles. Each student receives 6 individual lessons per semester tailored to their specific musical development and participates in band rehearsals. Students have many performance opportunities in addition to formal concerts, including pep band and chapel services. Students will also gain a basic understanding of music theory and music history relating to the pieces they perform.

Orchestra
1 credit
Open to 9, 10, 11, 12
Orchestra is open to all Upper School string players. Students play a variety of orchestral literature representing different styles and time periods. In addition to class rehearsal time, students participate weekly in one full orchestra rehearsal with winds, brass, and percussion. Student solos and ensembles are encouraged, and all students have the opportunity to compete at state competition. The Orchestra takes an extensive concert tour in alternating years.

Symphony Orchestra
non-credit
Open to winds, brass, and percussion students by audition and recommendation from Band directors.
Symphony Orchestra is a co-curricular ensemble opportunity for band students. Wind, brass, and percussion students join the string orchestra to perform advanced repertoire in a full orchestra setting. These musicians gain solo-quality playing experience, while exploring a variety of symphonic literature.

Madrigal Singers
non-credit
Open to Singers members
Prerequisite: audition required
This 18 voice elite group of singers is auditioned out of the current Singers class. Auditions are held each Spring for the following school year. Rehearsals are held during zero hour twice a week from 7:30-8:20am. The Madrigal Singers are the featured performers in the Madrigal Dinner and Musical Revue that occur on alternating years in February. Typically comprised of upperclassmen, this ensemble features the highest caliber vocalists in the choral program. The Madrigals act as ambassadors for the school, frequently appearing in school events like assemblies, chapels, open houses, the Heritage and Hope scholarship fundraiser, sporting events and special awards ceremonies. The small size of the ensemble enables the group to specialize in chamber music, vocal jazz, and madrigal repertoire.

Jazz Band
non-credit
Open to 9, 10, 11, 12
Jazz Band is a co-curricular course that is open to all students enrolled in the band program, grades 9-12. Jazz Band meets two times per week during zero hour and focuses on learning to play different styles, including swing, blues, funk, rock, bebop, and latin. Students also grow in their knowledge of music theory and apply that knowledge in particular through improvisation.

Pep Band
non-credit
Pep Band is required of all members of Concert and Symphonic Wind Ensemble. The Pep Band performs at selected home games of football, soccer, hockey, and both boys and girls basketball.

Vocal Studies (offered as available)
non-credit
Open to all students on an individual basis. Special fee.
These optional 30 minute lessons, which may be taken during the school day or after school as the student’s schedule permits, are especially valuable for choir students. Concentration is on basis techniques for good vocal production, poise in performance and development of musicianship.

Orchestra Ensembles
non-credit
Advanced chamber groups meet before school. These groups perform a wide variety of music and stress good musicianship. Chamber orchestra participation is determined by audition. Other string ensembles, as well as private and group lessons, are also available.

The math department applies a variety of instructional strategies including interactive instructor and student presentations, hands-on projects and labs, work as individuals and in groups, and video presentations. Technology in the form of graphing calculators, devices and specific computer applications is used throughout. Assessments are both formative and summative and take many forms, including traditional tests/quizzes, gateways/skills tests, presentations, deeper problem sets, and final semester exams. There are mechanisms for learning from mistakes, including test retakes and continuing opportunities for showing mastery. The department’s goal is to teach for understanding, mastery and the ability to apply concept to new situations.

A minimum of three years of mathematics is required in grades 9 to 12. Students are placed in the appropriate course depending on previous courses taken, grades, testing and teacher recommendation. Parents may request a waiver to place the student in a course other than that recommended or to limit the math requirement to two years. Please note prerequisites.

The courses in the chart below are the courses usually taken at those grade levels. There is allowance for flexibility and individual programming.

9th Grade
Algebra I, Geometry, Enriched Geometry, Algebra II, Enriched Algebra II, Enriched Precalculus

10th Grade
Geometry, Enriched Geometry, Algebra II, Enriched Algebra II, Precalculus, Enriched Precalculus

11-12 Grades
Algebra II, Enriched Algebra II, Precalculus, Enriched Precalculus, Statistics/Discrete Math, Calculus I, AP Calc I, AP Calc II, AP Statistics

 

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Algebra I
1 credit
Prerequisite: Teacher recommendation
Students build on their basic understanding of Pre-Algebra (variables, like terms, order of operations, and solving simple equations). Ratios and proportions are used to solve for unknown variables. Sufficient time is spent with Linear Functions: graphing lines, solving linear equations, and modeling using linear functions. Students learn to solve systems of equations and understand the real-life meanings of algebra. Students also learn function notation and are introduced to Quadratic and Exponential Functions. The purpose of the course is to use Algebra to solve real-life problems accurately, thoroughly, and carefully with understanding. 

Algebra II
1 credit
Prerequisite: Completed Algebra I and teacher recommendation
Students will build on their understanding of Algebra, as they continue to study Function Notation, Linear Functions, Quadratic Functions, and Exponential Functions. Students will also be introduced to Logarithmic Functions and the uses of logarithms to solve exponential functions. Students learn to solve systems of equations and understand the real-life meanings of algebra. Right triangle trigonometry and radicals will also be used to solve and model real-world data. The concept of modeling will be taught and experienced through projects. The purpose of the course is to use algebra to solve real-life problems accurately, thoroughly, and carefully with understanding. 

Enriched Algebra II
1 credit
Prerequisite: Completed Geometry and Algebra I and teacher recommendation.
This course covers basic concepts of algebra, inequalities, linear equations, products and factors of polynomials, rational expressions, irrational and complex numbers, quadratic equations and functions, variations and polynomial equations, analytic geometry, exponential and logarithmic functions, conic sections, sequences and series, triangle and circular trigonometry, trigonometric graphs and inverses, trigonometric applications.

Statistics/Discrete Math
1 credit
Prerequisite: Successful completion of at least Algebra II 
This course has two parts. First semester the focus is on triangle trigonometry, an exploration of conics sections, and counting techniques and probability. Second semester the focus is on statistical analysis with an emphasis on exploring patterns, sampling and experimentation, anticipating patterns, and statistical inference.

Geometry
1 credit
Prerequisite: Teacher recommendation.
The course begins by introducing the basic building blocks of Geometry, such as the point, segment and line. The course then studies both two- and three-dimensional figures. Comparisons are made between these figures including congruence, surface area, and volume. Inductive and deductive reasoning skills are used and application to the real world are stressed. Algebra 1 skills are reinforced throughout the course. 

Enriched Geometry
1 credit
Prerequisite: Completion of Algebra I and teacher recommendation
Topics include the nature of deductive reasoning, planning and writing proofs, lines, planes, angles, polygons, congruence, parallels, similarity, circles, solids, coordinate geometry, vectors and trigonometry. Students develop the spatial visualization and learn methods of coordinate geometry, thus recognizing how algebra and geometry complement each other. They learn to appreciate the role of inductive and deductive reasoning in both mathematical and nonmathematical situations, as well as the need for clarity and precision of language. A drop-in unit will include topics in probability.

Pre-Calculus
1 credit
Prerequisite: Completion of Algebra II or Enriched Algebra II or Enriched Geometry and teacher recommendation
Pre-Calculus is the study of Functions Modeling Change. Students learn the language and notation of functions (input/output, domain/range, and slope/concavity) to describe functions that represent real-world data. Students use Linear, Quadratic, Exponential, Logarithmic, and Trigonometric Functions to model data. They also study Unit Circle Trigonometry, trigonometric Identities and Polynomials. The purpose of the course is to use functions to model data. Data is presented through tables, graphs, words, and equations.

Enriched Pre-Calculus
1 credit
Prerequisite: Completion of Enriched Algebra II and teacher recommendation 
This course is designed to be a course to follow Enriched Algebra II. Although the topic list is similar to the Pre-Calculus course, there will be less time spent reviewing topics from Enriched Algebra II and more time spent on extending topics that are covered more briefly in the Pre-Calculus course. Some of the initial calculus topics, including limits, will be explored.

Calculus
1 credit
Prerequisite: Completion of Pre-Calculus or Enriched Algebra II and teacher recommendation 
This course description is the same as the AP Calculus I course. The difference is in the pace and depth of the individual topics of the course. The AP class covers the material in a shorter time to facilitate review and preparation for the AP exam in early May. This non-AP class will terminate with a comprehensive exam at the end of the school year. A student in this class will not be prepared to take the AP exam.

AP Calculus I
1 credit
Prerequisite: Recommendation of Pre-Calculus teacher or exceptional performance in Algebra II/Trig and teacher recommendation (Students will attend one required zero hour each week in addition to the regularly scheduled hour. Students taking AP Calculus I will take the AB portion of the Advanced Placement Calculus exam as a required part of the course.)
This course covers topics in differential and integral calculus, including functions, limits, derivatives and integrals of algebraic and transcendental functions and methods of integration. Practical applications are explored through daily assignments and projects.

AP Calculus II
1 credit
Prerequisite: Recommendation of AP Calculus AB teacher. (Note: This course prepares the student to take the BC portion of the Advanced Placement Calculus exam. Students in this course are expected to take the exam.)
This course covers vector functions and their derivatives, parametric equations and graphs and their derivatives, advanced integration techniques, work as an integral, improper integrals, sequences and series and their convergence, MacLaurin and Taylor series and other selected topics. The pace of the course allows for exploration of other topics, including a variety of technology applications.

AP Statistics
1 credit
Prerequisite: Successful completion of at least Enriched Algebra II or Statistics/Discrete Math 
The purpose of the AP course in statistics is to introduce students to major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students enrolled in AP Statistics are expected to take the Advanced Placement Statistics exam in the spring. In AP Statistics, students are exposed to four broad conceptual themes:
1. Exploring Data: describing patterns and departures from patterns
2. Sampling and Experimentation: planning and conducting a study
3. Anticipating Patterns: exploring random phenomena using probability and simulation
4. Statistical Inference: estimating population parameters and testing hypotheses

Multivariable Calculus plus Advanced Topics
1 credit
Prerequisite: Recommendation of AP Calculus BC teacher.
This course covers vector and multi-variable calculus.Topics include vectors and matrices, parametric curves, partial derivatives, double and triple integrals, and vector calculus in 2- and 3-space. The advanced topics include introductions to differential equations and linear algebra. This is a hybrid class, with the content delivery via MIT Open Courseware videos, a physical text (Stewart) and other online text and videos. Students meet for problem solving sessions.

The Physical Education and Health department at Minnehaha Academy provides opportunities for students to develop and understand the importance and value of a healthy lifestyle. Students in physical education are given support to maintain a healthy level of fitness, participate in lifelong activities, use teamwork, be collaborative, and practice sportsmanship. In health classes, through a variety of strategies such as classroom discussion, group projects, internet research, writing papers, personal reflection, students are encouraged to use critical reasoning and independent thinking within the Christian context.

Minnehaha Academy’s core values motivates the department to hold students to a high standard in physical education and health. Students are assessed in a variety of methods including pre- and post-tests, writing papers, group reflection/ discussion, the use of rubrics, teacher observation and self-assessments.

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* indicates a required course.

*Physical Education I
.5 credit
Alternates with Health Studies
Physical Education is education based on learning experiences directly relating to students’ physical health and fitness level. These experiences involve continued development of skills, the acquisition of knowledge as it relates to improving fitness levels, and the development of positive attitudes towards the value of human movement and the care of the body. Fitness For Life is a component of the physical education curriculum and will provide each participating student learning opportunities to mature in the area of physical health. Motivation towards personal goals and lifelong fitness is encouraged throughout the course.

*Health Studies
.5 credit
Alternates with Physical Education I
This course serves to help students become more aware of their overall health and wellness. In addition, this course provides students with information, knowledge, and skills needed to make healthy decisions now and throughout their life. Students’ learning in this course is focussed on maintaining a balanced healthy lifestyle. Personal health and behavior, decision making, effects of stress, nutrition, communicable diseases, drug education, and a study of the human body are included.

*Physical Education II
.5 credit
Usually taken in 10th grade as an alternate with Life and Teachings of Christ
All learning activities in the curriculum will focus on the components of health-related and skill-related fitness. By implementing these components in each of the class electives, students will experience enhanced competency, literacy, and enthusiasm for the sports and physical activities.

Choose one of the following three electives. (Because of limited availability, students are not guaranteed their first choice.)

• A. Sports and Conditioning (CS): This class focuses on proper exercise technique, progression, and the variety of training workouts that are out there. Sports-related activities that develop fitness and skill levels are included. Students will write fitness related goals based on their own health and fitness needs and strive to reach those goals during the semester. Students will get instruction on principles of training, various types of workouts, main muscle groups, proper safety and technique in the fitness room and general guidelines for a workout program. Students will keep workout logs and track their progression throughout the course. At the end of the semester, students will assess how effective their workouts were at helping them reach their goals and make plans for their future health and fitness.
• B. Lifetime Sports (LS): Focus is on lifetime sports and activities. Activities may include indoor and outdoor recreational games, tennis, badminton, volleyball, frisbee/disc games and pickleball.
• C. Team Sports (TS): This course focuses on the multi-dimensional aspects of team sports. The three main objectives of this course are to enhance students’ competency (skills, strategies, and content knowledge), literacy (rules, rituals, traditions, and history of the sport), and enthusiasm (values and enjoys activity, preserves, promotes, and protects activity culture) of team sports.

*Current Health Issues
.5 credit
Open to 11 (and 12 for those seniors who have not yet taken this course)
This course deals with many of the health issues students are confronted with in our society today. The emphasis is on providing accurate information, knowledge, and skills for students to make well-informed, wise, and healthy choices and decisions now and throughout their life. Issues included in the curriculum are ethics and health, recognizing and managing stress, mental health, grief, substance abuse, issues in relationships, and health advocacy. Students are also trained in CPR and emergency first aid.

Personal Fitness
.5 credit
Open to 11, 12 
The main goal of this class is to be the base for the start of a continued lifestyle of health and fitness. In this course students will understand the different components of fitness and how to build fitness levels in those components. Instruction in proper warm up, resistance training and exercise is provided. Students will design their own fitness program suited to their own needs and individual fitness goals. They will be able assess and develop their own personal fitness levels while being involved in weight training and activities/sports that promote cardiovascular fitness.

Sacred Studies courses are designed to teach the Word of God by the enabling of the Holy Spirit through the proclamation of the Gospel, instruction in Biblical and religious studies, encouragement of personal spiritual decisions and growth, and direction for life application. Students are recognized as unique and valuable persons created by God.

All Sacred Studies are 0.5 credit courses.

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* indicates a required course.

New Testament Studies
.5 credit
Open to 11, 12 
In this course students read and discuss the portion of Scriptures from Acts to Revelation. As students read, they uncover issues related to the beliefs, practices, and social, historical, and cultural background of the earliest Christians. Investigations of these issues help students to understand what the writings are saying to their original audiences and to modern readers today.

Honors Christian Ethics
.5 credit
Open to 11, 12
Prerequisite: B+ average in Sacred Studies, Social Studies and English; or permission of teacher
This course is a discussion-based investigation of the topic of morality in the context of a living Christian faith. Students are challenged to think for themselves about what is right and wrong, about how to live lives of moral integrity, and about how to make decisions concerning current social and moral issues. Students in this course are expected to read and write well, to be self-motivated and independent, and to be able to handle sensitive topics in a mature way.

*Senior Capstone
.5 credit
Open to 12
In this discussion-based course students are challenged to wrestle with what it means to be persons of faith in this world. Students are encouraged and guided in the process of making, defining, and defending their own decisions about faith issues. Topics include a range of Christian beliefs, personal discipleship and spirituality, and relating to people who believe differently from oneself.

Students in required and elective science classes are exposed to a variety of instructional strategies throughout the school year that are focused on teaching the student to improve his/her scientific thinking skills and to gain confidence in performing and evaluating the work of a scientist. Students in every science class are engaged in inquiry through student-designed, hands-on lab activities that supplement course content. Students learn the significance of scientific modeling and design using mathematical, computational, visual and virtual models. They participate in problem- and project-based learning as they apply their skills in real world settings. Community collaboration is accomplished inside the classroom through small group activities and peer instruction, as well as outside the classroom through connections with local research scientists. These various instructional strategies are designed to emphasize the overarching science practices that capture important aspects of the work of scientists.

Typical assessments used by science teachers evaluate the student’s knowledge and skill level in a variety of science practices. The College Board¹ has defined seven science practices as follows: using representations and models to communicate scientific phenomena and solve scientific problems; using mathematics appropriately; engaging in scientific questioning; planning and implementing data collection strategies; performing data analysis and evaluating evidence; working with scientific explanations and theories; and connecting knowledge across various scales, concepts and content areas. Therefore, students in required and elective science classes are evaluated in their mastery of these science practices. They are evaluated in their daily progress through teacher-designed formative assessments allowing teachers to re-direct learning and work to eliminate scientific misconceptions. Students also demonstrate their progress through performance on summative assessments such as traditional quizzes, tests and papers. Scientific communication skills are evaluated through cumulative lab notebooks as well as formal or informal lab reports. These assignments are assessed on a number of criteria such as skill level in experimental design, scientific observation, organization, math, graphing, data analysis, and literature research. Further communication skills are evaluated through scientific posters and oral presentation of student-designed investigations.

¹College Board Science Practices https://advancesinap.collegeboard.org/stem/science-practices

Science teaches the basic principles of our physical and biological world and their influence on and application to our everyday lives. The core courses of physics, chemistry and biologydevelop a foundation of scientific knowledge emphasizing the use of the scientific method and experimental design. These courses are supplemented with a variety of electives to fulfill college entrance requirements. Lab performance, projects and collaborative group work are significant factors in student evaluation in the science courses, which incorporate 21st century skills in science, technology, engineering and math (STEM).

Advanced Placement Science classes are rigorous courses designed to challenge motivated learners. They assume a high level of individual responsibility. To be accepted into one of these classes, a student must obtain an application from his or her science teacher, from the science department chairperson, or from the Minnehaha Academy website. The application procedure requires parental input, an essay describing the student’s motivation for taking the course, and an evaluation by the members of the Science Department of the student’s ability to succeed in the class in question. The department evaluation focuses on the student’s prior performance in science and math, class behavior, attitude, work ethic and aptitude. Note: Students who have earned A’s in previous courses are not guaranteed admission to AP courses.

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Three years of laboratory science are required for graduation, at least one physical science course and one biology course. The most common sequence is Foundations of Physics or Physics in the 9th grade, Chemistry in the 10th grade, and Biology or AP Biology in the 11th grade, and a science elective in the 12th grade. Instances of students following other sequences are rare, but it may be possible with the permission of the science department and Upper School Vice Principal.

Foundations of Physics
1 credit
Open to 9
This course provides students with an overview of Physics and an introduction to experimental design. Through cooperative laboratory investigations, students develop conceptual and quantitative models of different physical phenomena, such as motion, forces, energy, static and circuit electricity, electromagnetism, waves (including sound and optics), pressure, and modern physics. Conceptual understanding is emphasized throughout the course while maintaining an appropriate amount of quantitative understanding. Students enrolled in Algebra 1 or Geometry are encouraged to take this course in 9th grade.

Physics
1 credit
Open to 9, 10, 11, 12; typically taken in the 9th grade year. 
This college-prep course provides students with an overview of Physics. Through cooperative laboratory investigations, students develop conceptual and quantitative models of different physical phenomena, such as motion, forces, momentum, energy, static and circuit electricity, electromagnetism, waves (including sound and optics), pressure, and modern physics. Conceptual and quantitative understanding are emphasized throughout the course. Students enrolled in Enriched Geometry, Enriched Algebra 2, or Pre-Calculus are encouraged to take Physics.

Chemistry
1 credit
Open to 10, 11, 12; typically taken in the 10th grade year. 
Chemistry is the study of matter and its changes. Topics in this hands-on, laboratory-focused course include properties of matter, chemical bonding, composition of the atom, gas laws, kinetic theory, chemical reactions and stoichiometry, acids and bases, and biochemistry. Through the study of chemistry students develop higher order thinking skills by using STEM methods to solve problems, design experiments, model chemical concepts, and apply their knowledge to everyday experiences.

Biology
1 credit
Open to 11, 12; typically taken in the 11th grade year. 
In this course, students explore modern biology using STEM tools of scientific inquiry including experimental design, data collection and analysis, computer simulation and model-building. Students develop an understanding of the diversity of life and interrelationships between organisms. Course topics include cell biology and biochemistry, heredity and molecular genetics, botany, invertebrate and vertebrate animals, the human role in our ecological world, and the origins of life. Student-directed laboratory experiments foster creativity and intellectual curiosity. Through communication and collaborative work, students become aware of the impact of modern biological studies on a global scale.

AP Biology
1 credit
Open to 11, 12 Application Required. 
AP Biology is an introductory college-level biology course. Students will develop a conceptual framework for modern biology and cultivate their understanding through inquiry-based investigations. They will explore the topics of evolution, cellular processes, energy transfer, genetics, information transfer, ecology, and interactions. Students will have the opportunity to apply biological knowledge and critical thinking to environmental and social concerns. Students develop tools to be collegiate and lifelong learners and are encouraged to use higher order thinking skills as they engage in authentic scientific research and ask questions, make observations and predictions, design experiments, test hypotheses, analyze data, and construct arguments in a collaborative setting. A summer assignment is required.

Honors Anatomy and Physiology
1 credit
Open to 12
Prerequisite: Grades of B or higher each semester in Biology or AP Biology, AND Chemistry; minimum overall GPA 3.0 Application Required. 
Honors Anatomy and Physiology is offered as a part of the College in the Schools program at the University of Minnesota. This yearlong course investigates the main organ systems of the human body, exploring relationships between anatomical structure and physiological function. Students conduct physiology labs using STEM-based probeware, dissect organs, use interactive anatomical tools and models, take weekly cooperative quizzes, and complete an extensive cat dissection in the spring. Course goals include developing an appreciation for the human body’s design and function, resulting in an improved ability to make intelligent, healthy choices in daily living. Upon completion of course requirements students will receive 4 University of Minnesota semester credits. (An additional cost of $145 is required for University of Minnesota credit.)

Environmental Science
.5 credit
Typically taken in the 12th grade year.
Prerequisite: Chemistry and Biology (or concurrent)
This course provides an overview of the earth’s biosphere, ecosystem interactions, climate change, and environmental concerns. It helps develop an understanding of the scientific concepts governing ecosystems and applies these concepts in the laboratory or in field studies. Current environmental issues are examined including water scarcity and pollution, global atmospheric changes, loss of biodiversity, and degradation of soils. These issues will be studied within the context of sustainability, stewardship, and sound science.

AP Physics C
1 credit
Open to 11, 12.
Prerequisite: Successful completion of AP Calculus I and Physics. Application Required. 
This course provides an opportunity for students to receive college credit for introductory physics. This course is calculus based, so a student must have already completed a year of calculus or be enrolled in calculus concurrently. The first semester is classical Newtonian physics; the second semester covers aspects of electricity and magnetism. A weekly laboratory experience is required. Students will attend a weekly zero hour session. All students are required to take the AP Physics exam in May.

Applied Research in Engineering I
0.5 credit
Open to 10, 11, 12. 
In this spring semester course students will be introduced to the process of engineering design and be encouraged to use higher order thinking skills while constructing knowledge in a collaborative setting.  The class includes units on mechanical engineering and manufacturing, civil engineering, electrical engineering, material science, and bioengineering.  Students will engage in the design process through various engineering design challenges documenting their work with the use of an engineering design notebook.  The semester concludes with a final project in which the students design and produce their own prototype to solve a real-world problem while incorporating the process of engineering and the tools of technology.

Applied Research in Engineering II – International Space Station (ISS)
.5 credit
Open to 11, 12
Prerequisite: Applied Research in Engineering I; Application Required
Applied Research in Engineering II – ISS is a semester-long science elective offered in the fall that accepts a limited number of highly motivated science students. The primary goal of this course is the designing, building, testing and sending of an experiment to ultimately be launched to the International Space Station in the spring. Students taking this course strengthen their engineering skills such as programming microcontrollers, soldering components, designing and testing mechanical and electrical components, and scheduling project tasks. This course deliberately combines the mentorship, teamwork, project timelines and incentives found in industry settings with academic coursework and accountability. Students will experience the challenges, excitement, and extraordinary privilege of learning from highly talented industry mentors—while having a once-in-a-lifetime opportunity to send their own experiment to the International Space Station. This is a project-based course therefore the majority of a student’s grade is based on both individual and team performance appraisals.

Independent Research
.5 credit
Open to 11, 12
This is a course for juniors and seniors who have completed two or three years of science in the core courses of physics, chemistry and biology.  Students will develop a conceptual framework for modern scientific research and cultivate their understanding through inquiry-based investigations as well as through a review of classical papers in science.  The class provides an authentic scientific research opportunity for students by including a semester-long project plan that will culminate with students participating in the Twin Cities Regional Science Fair during the spring semester.  Student-designed projects can involve experimental design and empirical research, or engineering design and a building component.

 

Seeking to develop students who can identify and assume the privileges and responsibilities of United States and global citizenship, these courses give students opportunities to develop skills while analyzing and researching to formulate opinions and answer questions. Students refine communication skills in dealing with controversial issues and are urged to broaden historical perspective, as well as to evaluate history and global studies from a Christian perspective.  Classroom activities include student-led discussion, teacher-led discussion, primary source analysis, formative and summative assessments (both written and verbal), simulations, presentations, and lectures.  Within these activities and assessments, increased complexity is required in the following benchmarks and outcomes: knowledge construction, ability to compare and contrast, recognition of changes and continuities, interpretation of evidence, analysis and application of competing theories, and synthesis.

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* indicates a required course.

*World History I
.5 credit
Open to 9
As part of a three-semester, chronological sequence in 9th and 10th grades, the one-semester, 9th-grade course covers the history, geography and culture of global civilizations from their pre-historical roots until about 500 A.D./C.E. Content includes prehistory and the development of early civilizations,ancient Greco-Roman civilization, the development of major world religions, early empires in India and China. Explorations include cross-cultural studies of trade, art and architecture, literature, social class, law and government. A central goal in all upper-school history courses is to teach students to think historically.

*Early American History
.5 credit
Open to 11
(Will be taken first semester)
Focusing on political and philosophical interpretations of the nature of the U.S. government through history, this course covers the Colonial Period, the Revolutionary War and the Early Republic, the Constitution, the Era of Good Feeling, Jacksonian Democracy, the Antebellum Period, and the Civil War and Reconstruction Period. Students identify principles of the American political system and address contemporary problems with historical roots by using historical knowledge to refine definition and seek resolution of those problems.

*Recent American History
.5 credit
Open to 11
(Will be taken second semester)
Covering 20th century U.S. History, topics include the Progressive Era, World War I, the 1920’s, the Great Depression and the New Deal, World War II, the Cold War including the Korean War and the Vietnam War, the Great Society, the Civil Rights Movement, and the 1980’s, 1990’s, and 2000’s. Students study the struggles and accomplishments of all Americans as they broaden their historical perspectives. They compare points of view of historical events and form opinions on issues of importance to the United States.

*Economics
.5 credit
Open to 12
(Alternates with U.S. Government and Politics)
The focus of this course will be on the use of basic concepts in economics as a framework for understanding and making intelligent decisions regarding the many economic issues facing our nation and world. Topics such as market pricing, market failure, measurements of the economy, monetary and fiscal policy, and globalization and trade will be among those examined. The course will close with a full critique on the limitations of the economic way of thinking.

*United States Government and Politics
.5 credit
Open to 12
(Alternates with Economics)
This course covers the structure, function, and operation of our national, state and local governments. It will introduce students to the influences of political parties, the media, interest groups and other forces in the political process. The course will emphasize citizenship participation within the political process, and attention will be given to current issues.

Electives:

AP United States History
1 credit
Open to 11
(Replaces both semesters of United States History)
Prerequisite: Application process and department approval.
This fast-paced college level course is a comprehensive study of the political, economic, social, religious, intellectual, and artistic themes of United States from colonization through the present day. The course focuses on detailed content and themes of U.S. History. The development of critical thinking, analytical and writing skills are emphasized. Requirements include a summer assignment, weekly essays, readings supplemental to the textbook, and the taking of the Advanced Placement exam in early May.

AP Microeconomics and AP Macroeconomics
1 credit
Open to 12
(Replaces Economics requirement)
Prerequisite: Application process and department approval.
This course combines AP Microeconomics and AP Macroeconomics and is designed to be taken as a full year course. The objective of this course is to give students a thorough understanding of the basic economic principles underlying the behavior of both individual decision-makers within the economy and the market economy as a whole. Topics include basic economic concepts, the nature and function of product and resource markets, the role of government in measuring and monitoring economic performance, fiscal and monetary policy, and international economics. There is an emphasis on the application of theoretical concepts and the use of economic reasoning, graphing and marginal analysis. Students must be able to understand abstract concepts and process new information quickly. Upon completion of the course, students will have the opportunity to take both the AP Microeconomics and AP Macroeconomics exams.

AP United States Government and Politics
.5 credit
Open to 12
(Replaces regular U.S. Government requirement)
Prerequisite: Application process and department approval
This class is intended for students who wish to complete a course in American Government that would be equivalent to a college introductory government class. It is based on the course of study provided by the Advanced Placement program and provides students with the information and skills needed to pass the AP exam. Students will become familiar with the historical development, organization and function of government in the United States. Topics covered include the constitutional underpinnings of United States government, political beliefs and behaviors, political parties and interest groups, mass media, public policy and civil rights and liberties.

AP European History
1 credit
Open to 12
Prerequisite: Application process and department approval
AP European History is designed to be the equivalent of a two-semester introductory college or university European history course. In AP European History students investigate significant events, individuals, developments, and processes from approximately 1450 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing historical reasoning. The course also provides six themes that students explore throughout the course, all of which provide opportunities for important conversations about our place in the world: Interaction of Europe and the World; Poverty and Prosperity; Objective Knowledge and Subjective Visions; States and other Institutions of Power; Individual and Society; and National and European Identity. Students are expected to take the AP Exam in May.

World History II & AP Human Geography
1.0 credit
Open to 10
World History II + AP Human Geography is designed to be the equivalent of an introductory college course in human geography, as well as a study of major world historical processes from 500 to the present. In AP Human Geography, students will engage in the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications.  The major themes explored in this two-semester course are Thinking Geographically, Population and Migration Patterns, Cultural Patterns and Processes, Political Patterns and Processes, Agriculture and Land-Use Patterns and Processes, Cities and Urban Land-use Patterns and Processes, and Industrial and Economic Development Patterns and Processes.  

African American Studies
.5 credit
Open to 11 and 12
The purpose of this course is to examine the African American experience in the United States. Prominent themes include the development of slavery and the abolition movement, the Civil War, Emancipation and Reconstruction, and the development of the modern civil rights movement and its aftermath. We will also discuss African-American leadership and the black intellectual tradition, including the thought and leadership of Frederick Douglass, Booker T. Washington, Ida B. Wells-Barnett, W.E.B. Du Bois, Anna Cooper, Alain Locke, Martin Luther King Jr., and Malcolm X.

Leadership Studies
.5 credit
Open to all students entering grades 10, 11
Through the use of texts, case studies, scenarios and other meaningful experiences of consequence, students will study and develop transcendent leadership skills, as well as immerse themselves in the implementation of those skills. The desired outcomes will include:

• The creation of a collective, ongoing leadership project (centered on the needs of the school/greater community). This project will be handed over to each successive course group
• A measurable increase in emotional intelligence
• The discovery of individual leadership gifts and talents
• The creative and thoughtful application of the aforementioned gifts and talents in common and specific contexts
• The creation of an individual leadership portfolio (comprised of a Personal Leadership Statement, Leadership Project Proposal, and Learning Logs)
• Transference of learned content to Culture Field Experience (CFE)
• Encouraging a lifelong commitment to service and servant leadership (matching the “others-focused” portion of the Minnehaha Academy Mission to the course itself)

Introduction to Philosophy
.5 credit
Open to 11,12
This elective course will enter you into dialogue with many of the great minds of the Western world. There will be a strong emphasis on clarity and coherence of thought as we address two main questions: what does it mean to be human, and why does being human present so many challenges? The readings will come from the four main historical time periods. A natural curiosity and the ability to read well are essential.

Introduction to Psychology
.5 credit
Open to 11,12
In this course students will be exposed to the divisions and basic schools of thought associated with psychology as a foundation for further study of the subject. Students will also study nature/nurture, psychological disorders, intelligence theories, sleep/dreams, and memory.

Personal Finance
.5 credit
Open to 11,12
Understanding financial management concepts is an important life skill. Wisely managing their money, students become citizens that are more responsible. A thorough understanding of financial concepts, with practical application through activities and projects, will enable students to leave this course with applicable, useful skills for life. After high school, students face a world filled with possibilities, and the more knowledge they can acquire, the higher the probability that their financial future will be secure. Students taking this course will learn to better prepare for their financial futures. The Personal Finance course will equip students to:

• Explain how saving and investing builds financial security. Students will also gain hands-on experience in investing through playing The Stock Market Game.
• Explain how money-management skills benefit financial health.
• Create a budget that includes savings, expenses, and investments.
• Explain the dangers of poor financial habits.
• Discuss and determine principles of credit.
• Distinguish various ways of managing liquid assets including savings, checking, and money market accounts.
• Explain why insurance is purchased, who the various policy types protect and how they reduce risk.
• Discuss retirement savings, including social security, and prepare a plan for the future.
• Learn more about and prepare for possible future career choices.

World Languages help students develop a world perspective necessary for future college study, travel or business. All languages require study; they are equally challenging and should be started early to obtain a high level of proficiency. Each language course stresses the development of proficiency in listening, reading comprehension, speaking and writing. Each level includes grammatical concepts, oral classroom participation, and proficiency testing. Technology, field trips, skits, club activities, visual presentations and music enhance language study. In addition, students participate in competition and off-campus experiences with language students from around the state.

Through the Amity Intern program, French and Spanish classes benefit by having native-speaking young adults who assist in the classroom, bringing current cultural custom and perspectives to the class. Every other year students are offered the opportunity to travel to countries where Chinese, French or Spanish are spoken during the CFE week and spring break. These trips include touring, may include a family stay and are led by the classroom instructors.

Two years of language study in the same language are required for graduation. Requests to delay or waive the taking of language due to a professionally diagnosed, language-based learning disability must be made through the guidance counselor. Completing two years of Minnehaha Academy Middle School Language counts as one of the two years of the graduation requirement for languages. Therefore students meet Minnehaha’s graduation requirement for language after completing the second level of a language in the Upper School.

 

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FRENCH
One of the most amazing things a student can do in school is to learn a language. French is, along with English, considered one of the most important lingua francas in the world. It is one of the official languages of the European Union, the United Nations, the Olympics and many other international organizations. It is the 2nd most commonly taught foreign language in the world after English. It is spoken by well over 200 million people on five continents and it is an official language of 33 countries. Any student who learns French opens up a myriad of possibilities for his/her future in college and beyond.

French I
1 credit
By the end of this course, students will be able to:

1. Speak, understand, write and read basic French.
2. Engage in basic conversation, provide and obtain information, express feelings and emotions, exchange opinions.
3. Understand the relationship between the practices and perspectives of French culture and the cultures of other francophone countries.
4. Understand the nature of language through comparisons of the French language and their own.
5. Understand the foundational aspects of French grammar including recent past, present and near future verb tenses.
6. Understand French pronunciation and be able to pronounce French with a reasonable level of accuracy.
7. Know where French is spoken in the world and by whom.

 

French II
1 credit
By the end of this course, students will be able to:

1. Speak, understand, write and read French, reinforcing and building upon what was learned in French I.
2. Engage in basic conversation, provide and obtain information, express feelings and emotions, exchange opinions.
3. Understand the relationship between the practices and perspectives of French culture and the cultures of other francophone countries.
4. Reinforce and further their knowledge English and of other disciplines through French.
5. Understand the nature of language through comparisons of the French language and their own.
6. Understand the foundational aspects of French grammar learned in French I and more complex grammatical concepts including reflexive verbs, object and relative pronouns, the preterit and imperfect past tenses
7. Understand French pronunciation and be able to pronounce French with a reasonable level of accuracy.
8. Know more about where French is spoken in the world and by whom.

 

French III
1 credit
By the end of this course, students will be able to:

1. Speak, understand, write and read French, reinforcing and building upon what was learned in French II.
2. Engage in creative, extended and open conversation, provide and obtain information, express feelings and emotions, exchange opinions.
3. Understand the relationship between the practices and perspectives of French culture and the cultures of other francophone countries.
4. Reinforce and further their knowledge English and of other disciplines through French.
5. Understand the nature of language through comparisons of the French language and their own.
6. Understand the aspects of French grammar learned in French II and more complex grammatical concepts using all the verb tenses and the subjunctive.
7. Express conditions, emotions, wishes and hypotheses in complex sentences.
8. Understand French pronunciation and be able to pronounce French with a reasonable level of accuracy.
9. Know more about where French is spoken in the world and by whom.

 

Honors French IV
1 credit
This course focuses on three areas: Conversation, topics in modern society (for example, education, environmental protection, economy), French literature, and the regions of France and French-speaking countries. By the end of this course, students will be able to:

1. Speak, understand, write and read French, reinforcing and building upon what was learned in French III.
2. Engage in creative, extended and open conversation, using specific conversation strategies.
3. Understand the relationship between the practices and perspectives of French culture and the cultures of other francophone countries.
4. Gain confidence in speaking French by understanding that minor mistakes made don’t necessarily impair the listener’s ability to understand.
5. Understand the nature of language through comparisons of the French language and their own.
6. Understand the foundational aspects of French grammar learned in French III and more complex grammatical concepts using all the verb tenses.
7. Express conditions, emotions, wishes and hypotheses in complex sentences.
8. Understand French pronunciation and be able to pronounce French with a reasonable level of accuracy.
9. Know in great detail the regions of France and many francophone countries.

 

Honors French V
1 credit
This course will focus on the following topics: French literature, French history, and topics in modern society. By the end of this course, students will be able to:

1. Speak, understand, write and read French, reinforcing and building upon what was learned in previous levels of French.
2. Engage in creative, extended and open conversation, provide and obtain information, express feelings and emotions, exchange opinions.
3. Understand the relationship between the practices and perspectives of French culture and the cultures of other francophone countries.
4. Reinforce and further their knowledge English and of other disciplines through French.
5. Understand the nature of language through comparisons of the French language and their own.
6. Understand all aspects of French grammar.
7. Understand French pronunciation and be able to pronounce French with a reasonable level of accuracy.
8. Understand where French is spoken in the world and by whom.

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SPANISH

Spanish I
1 credit
Beginning language programs introduce students to pronunciation, intonation patterns and basic structures of the language and enable them to use these structures within a defined vocabulary range in speaking, listening, reading and writing. The vocabulary and structures also incorporate material on culture and geography. Students use basic language structures with ease and accuracy, understand the language when spoken slowly with a limited vocabulary, and carry on simple conversations in the language. They express ideas in writing using a basic vocabulary and understand the written language in a controlled vocabulary situation.

Spanish II
1 credit
Prerequisite: Successful completion of Language 1A and 1B at MA’s Middle School OR Spanish I.
The second year of a language continues the study of structural patterns. Classroom activities concentrate on developing listening and speaking skills. Reading and writing skills are developed through authentic reading materials. Slides, films, tapes and magazines develop understanding of culture and civilization while reinforcing language skills and vocabulary. Students develop proficiency in speaking, understanding, reading and writing by focusing on communication with accuracy in an authentic cultural context.

Spanish III
1 credit
Open to 10, 11, 12
Prerequisite: A grade of B- (80%) or higher for the second semester of Spanish II.
The third year course is designed to review and reinforce what was learned in courses I and II while learning more grammar and vocabulary. Special emphasis is placed on learning to use and understand the language in real-life situations. In addition, students read authentic literature and learn strategies which make reading easier and more enjoyable. A variety of media in the language are used to integrate language and culture. Students demonstrate greater confidence and fluency in speaking and writing the language. Daily oral participation in class, in addition to oral and written evaluation, will determine student grades at this level.

Honors Spanish IV
1 credit
Prerequisite for Spanish IV: Grade of B+ or higher in Spanish III; application and teacher recommendation are required.
Students learn to use the language in a personal, creative and realistic way while discussing issues related to the culture. In the fourth year students continue the development of conversation, reading and writing strategies. Real-life situations are used to practice the language skills. Literature is read in the authentic text and discussed. Grammar is reviewed and taught as necessary, and vocabulary is greatly expanded and practiced.

Honors Spanish V (CIS)
1 credit
Open to 11, 12
Students have the opportunity to earn 3 college credits by taking a Bethel University Spanish Language course. The course objectives focus on a further development of communicative language ability, and making cultural and linguistic comparisons.

AP Spanish
1 credit
Open to 11, 12
Prerequisite: Grade of B+ or higher in Spanish IV; application and teacher recommendation are required.
AP Spanish Language and Culture is a language acquisition course that prepares students to use Spanish in authentic contexts. It provides students with the necessary skills and intercultural understanding to enable them to communicate effectively in the target language, and offers students opportunities to develop language proficiency across the three modes of communication: Interpretive, Interpersonal, and Presentational.

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LATIN

Latin I
1 credit
What was Pompeii like in the first century A.D.? Students in this course will be introduced to the language and culture of the Romans by the family of Lucius Caecilius Iucundus, a banker whose home survived the eruption of Mt. Vesuvius. In this course, students will learn to read for comprehension and develop an understanding of the history and culture of Roman civilization.

Latin II
1 credit
Prerequisite: Successful completion of Language 1A and 1B at MA’s Middle School or Latin I.
Students will travel with Quintus, a survivor of the eruption of Mt. Vesuvius, to Britannia and back to Rome as they learn how the Roman Empire expanded northward. Grammatically, students will gain a better understanding of the framework of the Latin language as they learn about verb voices and moods, participles, and special grammatical constructions. Completion of this course satisfies Minnehaha Academy’s graduation requirement for foreign language.

Latin III
1 credit
Open to 10, 11, 12
Prerequisite: A grade of B- (80%) or higher for the second semester of level II.
Latin III is a transitional course in which students begin to read unadapted works of Roman authors alongside those composed by the modern textbook authors. Focus is placed on learning complex grammatical constructions along with rhetorical devices. Upon completion of this course, students will be prepared to read Latin literature with the help of commentary.

Honors Latin IV
1 credit 
Open to 11, 12
Prerequisite: Grade of B+ or higher in Latin III, application and teacher recommendation are required.
In this course students will improve their translation and interpretation skills while reading a selection of influential poets including Horace, Ovid, and Catullus. Weekly grammatical and vocabulary exercises will supplement the translation assignments. Additional emphasis will be placed on relevant historical, archaeological, and philosophical elements that are pertinent to the texts.

Honors Latin V (College in the Schools)
1 credit
Open to 12
University of Minnesota: 4 Credits (Equivalent of one year of college Latin)
Cost: Approximately $140 tuition
Prerequisite: Grade of B+ or higher in Honors Latin IV; application and teacher recommendation are required.
In this course, students will read large selections of Vergil’s Aeneid in Latin. The aim of this course is to improve the student’s ability to read, translate, analyze, and interpret Latin. Reading and interpretation of the text will be coupled with vocabulary and grammatical exercises. Additional emphasis will be placed on relevant historical, archaeological, and philosophical elements. The student will gain substantial knowledge of the Latin language and develop a foundation for independent research skills appropriate for university philological research.

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CHINESE

Chinese I
1 credit
This is an introductory course focusing on establishing a solid foundation in Mandarin Chinese. Students will learn the Pinyin Romanization system and the basic principles of Chinese character writing: strokes, stroke order and radicals. Students will also learn basic vocabulary and sentence structures for use in essential everyday situations through various forms of practice. While linguistic aspects of the Chinese language are the primary focus, introduction to the social and cultural background of the language will also form an important part of the course. This course is designed for students who have had little or no previous exposure to the Chinese language.

Chinese II
1 credit
Prerequisite: Successful completion of Chinese I
This course is a continuation of Chinese I with further development of reading and writing skills in Mandarin. This course will emphasize the mastery of tones and pronunciation, fundamental skills of writing Chinese characters, sentence composition, and more conversational skills. Basic grammar in Mandarin Chinese will be covered. Students will gain additional proficiency in understanding, speaking, reading, and writing Mandarin in practical situations. A supplemental introduction to Chinese culture will also be included.

Chinese III
1 credit
Prerequisite: Successful completion of Chinese II
This course builds on language skills developed in Chinese I and II. Students continue to develop all four-language skills. Many of the grammatical constructions introduced in Chinese I and II will be repeated in this course with increasing sophistication in terms of style and usage. In this course students are required to further develop their ability in reading and writing Chinese characters and comprehend and produce paragraph-level Chinese. Students will also build vocabulary, expand reading comprehension, and practice extensive conversation in Chinese.

Honors Chinese IV
1 credit 
The emphasis in this course is on strengthening conversational skills and listening comprehension, as well as literacy. Chinese is required for written and oral work in class. The text used is Chinese Link (Level 2), which integrates these components in an engaging manner. Students in this course will be expected to further their exploration of the Chinese language and culture through the study of supplementary Chinese and English material.

AP Chinese
1 credit
Open to 11, 12
The AP Chinese Language and Culture course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese, or the point at which students would typically complete about 250 hours of college-level instruction. The course prepares you to demonstrate your level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. The course aims to provide you with many opportunities to further develop your proficiency across the full range of language skills while learning about Chinese culture and society.

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World Language Honors Courses, AP Exams and College in the Schools
All students have the opportunity to take the Advanced Placement test after the fourth or fifth year. The college credits received by the following courses may be transferable to colleges and universities other than those through which the course is offered. Additional fees to the college are required and students will be required to purchase texts.

Learning Lab
.5 or 1 credit
Open to 9, 10, 11, 12
Admission by special process – see counselors.
Organization and study habits are developed as students do homework from other classes. Designed for students with diagnosed learning disabilities or academic needs which require additional classroom support, the class is graded pass/fail based on effective use of class time. Students become increasingly independent in knowing and working with their academic strengths and weaknesses.