The Old Testament is a rich body of sacred texts, the genres of which vary as widely as the situations in which they were composed. This survey course provides each student with an opportunity to read and better understand the text and contexts of the Old Testament (OT) from the beginnings to the fall and exile of Judah around 586 B.C.

It covers much of what the Hebrew canon labels the Law and Former Prophets: Genesis, Exodus, Leviticus, Numbers, Deuteronomy, Joshua, Judges, I & II Samuel, and I & II Kings—supplemented with selected Psalms and prophetic texts as they are chronologically or thematically relevant. In general, the course aims to encourage students in as subtle a hermeneutic of the OT as it deserves.

Assignment design aims to cultivate a holistic knowledge of the historical, literary, and theological fundamentals of the OT. A major study and presentation of one of the Judges narratives allows students to practice the interpretive skills they have cultivated in the course. Students will also explore historically significant expressions of Christian philosophy, theology, service, worship, and disciplines—rehearsing and practicing them together as an expression of their faith and a basis for writing their own statement of belief. At the end of the course, students will begin to understand the significance of the OT and the role it played in the development of the New Testament and the early Christian church.

Wisdom and Prophets is an expositional course that surveys the literature, history, and themes of Psalms, Proverbs, Ecclesiastes, Ezra-Esther, and the exilic and post-exilic prophets. Themes such as the Day of the Lord, judgment, restoration, and promise/fulfillment are explored with an eye to understanding original meaning and contemporary application. Parallel thematic emphasis is placed on ethics, social responsibility, and service. Students memorize several passages of Scripture; a typical sampling might include Psalm 15, Psalm 119:1-11, Psalm 139, and Jeremiah 9:23-24.

Gospels-Acts offers an exposition and application of the first five books of the New Testament. Students are taught how to interpret narrative as divinely inspired literature and how to distinguish between normative and descriptive history. The course surveys Luke and Acts in its Greco-Roman context, historical interpretations of messianic prophecy from Genesis-Malachi, and salvation history through OT. Students read devotionally, and memorize some of the following: books of the NT, beatitudes, the Lord's Prayer, and the Nicean Creed. Attention is given to historical context and to the theology of narrative. The history of the early church is traced as it developed in Jerusalem and expanded to Judea and Samaria, to Antioch, Asia Minor, Macedonia, Achaia, and finally Rome. Auxiliary topics include creedal theology, Christian disciplines, prayer and messianic Psalms, and the winsome proclamation of the gospel. Students memorize several portions of Scripture.

This course surveys the New Testament books of Romans to Revelation. Students learn to pay attention to historical context, and the themes and purposes of the individual books. Special attention is paid to the theology of the Apostle Paul and the Christology of Revelation. Other areas of instruction include exegetical and hermeneutical principles, Christian spiritual disciplines, application of Christian truth to life in culture, the nature of belief, ethics, apologetics, and worldview/cultural analysis. Students memorize several portions of Scripture.

In Digital Media students are introduced to the world of new media. They receive an overview of graphics, print and web design, and are introduced to video editing. Students learn the principles of typography and vector-based graphics using industry-standard Adobe Illustrator. They are also acquainted with the tools used in Adobe Photoshop for photo manipulation and taught how to be effective editors by emphasizing keyboard commands, non-destructive workflows, and intelligent layer management. While learning how to design a graphical web layout, students are introduced to basic HTML, CSS and PHP programming. Finally, students will learn basic video editing theory and videography techniques.

Students will be introduced to the concepts used in computer programming languages, focusing on Objective-C, which is the language used to create applications for iOS devices such as iPhone, iPod Touch, and iPad, as well as the operating system used on Mac computers, Mac OS X. Students will learn how to turn app ideas into concepts and how to create the logic that will make the app run. In addition to learning how to program using Xcode, students will understand the importance of graphical user interface (GUI) design and how to make their apps more user-friendly and intuitive. By the end of the year, students will create a working app that could potentially be submitted to the iTunes App Store.

The Yearbook course introduces students to journalistic writing, photography, page layout, and graphic design. Students learn how to work on a team and meet strict deadlines; they learn how to interview and convert conversations to the style appropriate to a yearbook; they learn basic photography, the law-of-thirds, and other framing techniques. They are introduced to the strategies behind page layout, and apply instruction on graphic design using a graphic illustration program. The culminating work of the class is the production of a yearbook that attempts to capture the essence of the school year.

In World Literature, students study works from the Americas, Europe, and Asia, and develop their basic grammatical and rhetorical skills. They learn the distinguishing characteristics of literary genres, including the short story, poetry, novel and drama. Students read and analyze a wide variety of works and develop in reading comprehension, written expression, vocabulary development, and grammar and usage skills. They practice writing in journals and write weekly autobiographical, narrative, persuasive, and expository essays. They also complete a video project.

In addition to the material covered in English 1, students engage in extended synthesis and analysis—reading subtler texts, pursuing further research, and writing more often.

This course further develops a students’ ability to read critically, perform research, and write analytically. They read epic and dramatic works from the Classical period to the Renaissance, lyric poetry from the earliest Mediterranean examples to the Modern period, fables from the earliest examples to the more modern iterations, short fiction from the Medieval period to the twentieth century, and twentieth century novels. Students explore the technical terms of literary criticism and rhetorical analysis and bend their increasingly sophisticated critical vocabulary to the explication of rich and rewarding nonfiction texts as well: historical narrative, personal and philosophical essays, and literary criticism. Discussion questions and study guides accompany significant readings as a means of preparing students to engage with the overarching themes of the texts and participate in a conversation about their rhetorical subtleties. Students read as a means of honing their own rhetorical skill—observing the sophistication and strength of powerful writing and imitating it. They will write papers of varying length and rigor, including a ten page study guide on a major work of literature and a ten page research paper in MLA format, complete with a works cited page.

In addition to the material covered in English 2, students engage in extended synthesis and analysis—reading subtler texts, pursuing further research, and writing more often.

This course teaches analytical reading of American literary works from the earliest native American works to the writings of modern poets, authors, and essayists. The course will explore literary analysis of various genres and styles, the distinctions of the periods in American history, and important schools of thought and how they reflect the national mood of the period. Discussion questions and study guides aid the learning process. Students work on improving their writing skills in such areas as journaling, essays, and research papers. Preparation for the SAT test includes expository writing and vocabulary practice. Students also review correct grammatical usage, sentence structure, and paragraph coherency.

In addition to the material covered in English 3, students engage in extended synthesis and analysis—reading subtler texts, pursuing further research, and writing more often.

This British Literature course aims to teach college preparatory analytical writing and critical reading. Students engage in a close reading of poetry (epic, alliterative, mock epic, lyric, etc.), nonfictional prose (history, personal and philosophical essay, literary criticism, etc.), fictional prose (novel, short story, fable, etc.), and literature from the Anglo-Saxon to the Post-Colonial period in English literature. Discussion questions help prepare students to engage with the overarching themes and rhetorical subtleties of the text. Students read to hone their own rhetorical skill, observing the sophistication and strength of powerful writing and imitating it, and writing papers of varying length and rigor. Students learn to write for different ends, whether it be to understand, to explain, or to evaluate. Workshops, handouts, and worksheets guide students in close reading, analytical writing, scholarly research, and literary criticism, with a goal to improve the style, format, and substance of each student's writing. Many of the writing assignments go through a series of drafts that both teacher and other students evaluate and shape. Students work on incisive use of critical vocabulary, varied sentence structure that balances subordination and coordination, effective strategies for organizing and otherwise improving coherency, balanced use of general argument and illustrative detail, and proper modulation of diction and sentence structure to achieve and maintain a controlling voice.

This Advanced Placement Literature and Composition course aims to teach first-year college analytical writing and critical reading in accordance with requirements laid out in the AP English Course Description.

Having read a rich variety of genres from a broad array of traditions and periods from ancient to modern in previous English courses, students will be prepared to engage in a close reading of poetry (epic, alliterative, mock epic, lyric, etc.), nonfictional prose (history, personal and philosophical essay, literary criticism, etc.), fictional prose (novel, short story, fable, etc.), and literature from the Anglo-Saxon to the Post-Colonial period in English literature.

Students will bend their increasingly sophisticated critical vocabulary to the explication of multivalent texts. Discussion questions accompany significant readings as a means of both preparing them to engage with the overarching themes of the text and to engage in a conversation about the rhetorical subtleties of the text. They will also read as a means of honing their rhetorical skill—observing the sophistication and strength of powerful writing and imitating it in papers of varying length and rigor.

In addition to workshops, handouts, and worksheets that guide students in close reading, analytical writing, scholarly research, and literary criticism, the instructor will guide students in improving the style, format, and substance of their writing. Many of the writing assignments will go through a series of drafts that the instructor and other students evaluate and shape toward the incisive use of critical vocabulary, varied sentence structure that balances subordination and coordination, effective strategies for organizing and otherwise improving coherency, balanced use of general argument and concomitant illustrative detail, and proper modulation of diction and sentence structure to achieve and maintain a controlling voice.

In addition to the material covered in English 2, students engage in extended synthesis and analysis—reading subtler texts, pursuing further research, and writing more often.

“Logic is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning.” We study logic because we desire to think well.

The primary goal of this course is to help students learn how to think and reason well. Students will learn how to formulate strong, sound arguments, and how to identify the difference between good and bad arguments in their various manifestations. They will learn to analyze and classify fallacies, and to analyze and construct good arguments.

Students will be equipped to understand and evaluate arguments set forth, explicitly or implicitly, in everyday contexts, formal and informal. These include conversations with friends and family, arguments presented by the media (in all its forms), political analysis, literature, the news, and classroom instruction of this and other classes. The will learn the difference between language-based arguments, the suggestive arguments of video or language-based narratives, and the entirely non-linguistic semiotic inferences of a shopping mall (for example).

Students will prepare argument evaluations and create arguments to demonstrate excellence in evaluating and creating arguments. They will also complete daily practice exercises for mundane but necessary practice in the details of logic.

This course is designed to introduce and develop basic principles of two and three dimensional art through drawing, sculpture, color theory, and the study of art history. The course surveys art history, beginning with the sculpture and carving of the Paleolithic period, and continuing through the portraiture and figures from the Greek and Roman periods and landscape and design from the Modern period. It implements historical lessons and theory as students learn the basics of drawing and composition using pencil and ink. Sculpture is introduced in various mediums, including carving, relief, wire and clay.

Color theory is introduced using pastels, paint, and construction paper. Workflow, organization and planning is taught as students draw thumbnails, make notations and journal for each final composition. All of the disciplines learned culminate in several major projects throughout the year, which include abstract compositions, a 1-point city street, a 2-point landscape, and a portrait composition. Class critiques follow completed projects, and are designed to help each student see relative strengths and weaknesses in each of their artworks. Artwork is displayed in the library and for various shows.

The Theatre Arts class is designed to teach the basics of stage performance and technical theatre. It is a hands-on, project-driven class in which student participation is vital. During the first semester, the focus is on performance; students learn improvisation, movement, blocking, voice production and articulation, ensemble work, character analysis, character development, and acting technique. A research paper will count as the mid-term exam. The class final will be a performance of scenes assigned by the teacher. Semester two focuses on technical theatre. Students will study the playwright, set design and the designer, lighting, sound, costume, makeup, props, the director and producer, and musical theatre. The class will also cover a brief survey of theatrical history.

This course allows students an opportunity to develop vocal skills and to use them for worship in a church or worship setting. Students learn techniques for proper breathing, harmonizing, and annunciation, as well as the basic fundamentals of music theory. Performance opportunities include singing in student chapels, all-school Christmas chapel, homecoming basketball games, school Spring Awards Concert, and Senior High graduation. The choir also participates in the annual ACSI Senior High Musicale, a two-day festival in Sacramento during the first week of March, under the direction of a guest conductor from a college or university. Before the festival, students are learn a repertoire of vocal pieces ranging from, but not limited to, Baroque to Classical time periods and sacred and contemporary gospel styles, in languages such as German, Latin, Spanish, and various African tribal dialects. The choir also performs two songs for adjudication.

In Spanish I students develop skills in writing, speaking, reading, and hearing comprehension of Spanish. Grammar lessons include present and preterit tense verb conjugation, prepositions, demonstratives, and object pronouns. To develop students’ hearing comprehension and fluency, they watch several Spanish and Latin American films. Students also learn common phrases of modern Spanish that are used by natives and that may not be found in Spanish textbooks. Assignments are designed help students develop basic grammatical literacy while introducing them to cultural and biblical themes.

Spanish II continues where Spanish I left off. Students develop their reading, writing, and listening skills. Emphasis is placed on developing proficiency, accuracy, and fluency in the ability to communicate orally in most everyday contexts. Students learn all significant elements of grammar, with an emphasis on verbs: the present tense, the preterite tense in its different forms (preterite, imperfect, and present perfect), the future tense, as well as the subjunctive tense. Vocabulary and writing skills are periodically evaluated. Students creatively apply the conversational language skills learned in class through oral presentations, special projects, and video projects.

Spanish III is designed to improve the students’ writing, speaking, reading, and hearing comprehension and prepare them for advanced Spanish and moderate conversation. Assignments range from elementary grammar and vocabulary to cultural, biblical, and speech related projects in the form of oral presentations and research analysis. The course’s grammar includes imperfect and subjunctive verb conjugation, demonstratives, and complex conjunctions. To develop hearing comprehension, students watch several Spanish and Latin American films. Students also learn modern common phrases in Spanish that are used by natives and that may not be found in Spanish textbooks.

In the first semester of this course students study economics in two units.The first unit is theological and evaluates four polarities: freedom and "unfreedom" (in a "free market"); detachment and attachment (in a consumer society); the global and the local; and scarcity and abundance. The conclusions are neither pro- nor anti-free market, but are designed to raise questions. The second unit is economics proper, in which students are exposed to theory of prices and markets, industry and commerce, work and pay, time and risk, the national economy, and the international economy.

Government begins with a close examination of the idea of justice. Students learn to ask questions about the preconditions and central concerns of government, the difference between the various manifestations of government, what kinds of people desire or are qualified to lead government, and what kinds of inherent contradictions may arise from government. From this philosophical approach, students move to a close look at the U.S. Constitution and study the branches of government, separation of powers, the role of Congress and of the Presidency, the place and limitations of individual freedoms, the limits of government, the relationship between federal, state, and local governments, the history of Supreme Court decisions as they relate to the Constitution, and many other related topics. Contemporary political events are woven into the discussion as appropriate.

The class will survey the life and work of C.S. Lewis. We will seek to understand our own world better by entering the worlds of Narnia, Phars, Malacandra, and Perelandra; we will try to experience spiritual truths by joining Lewis in a bus ride through heaven and hell and through the diabolical schemes of Screwtape; we will engage with one of the greatest intellects of the twentieth century by following his thoughts as he, with modern man, places God in the Dock to listen to his divine response.

Algebra 1 is a traditional mathematics course focusing on solving problems. Topics in this course consist of solving equations, inequalities, exponents, polynomials, systems of equations, and quadratic equations. Students learn these concepts through lectures, group assignments, and class assignments. The evaluation of the students' understanding is conducted through homework, quizzes, and tests. These forms of evaluation are designed to challenge students and allow them to show their knowledge.

Geometry studies deductive reasoning by closely evaluating the nature of objects and the relationship that exists between them. Axiomatic postulates and theorems are formulated and then function as the basic principles used to evaluate the relationships between points, lines, and planes, rays and angles, triangles, parallel lines, quadrilaterals, polygons, circles, geometric solids, and the concepts of area and similarity. On the foundation of definitions, theorems, postulates and trigonometric functions, students analyze increasingly complex figures and polygons to determine attributes such as similarity, congruence, the measure of angles, segment lengths, arc lengths, area, volume and density. Students frequently review material covered earlier in the course and basic algebraic operations.

Algebra 2 builds on the basic terminology, notation, concepts, and skills learned in previous math classes. Students are introduced to functions, linear systems, matrices, quadratic equations, and polynomials; they then consider concepts involving radical, exponential, logarithmic and rational functions.

The course ends with quadratic relations, sequences, series, probability, statistics, and trigonometry. The final section allows students to explore areas of mathematics that have particular relevance to further study in future mathematics courses. Students learn through lecture, group projects, and in class assignments. Students are evaluate through homework, quizzes and tests.

Prepares for calculus using the text Precalculus (Demana, Waits, Foley, Kennedy) polynomial, power, rational, exponential, logistic, logarithmic, and trigonometric functions and graphs. Analytic trigonometry and geometry. Systems, and matrices. Vectors and polar equations with an introduction to limits, derivatives, and integrals.

Calculus with Trigonometry and Analytic Geometry offers instruction in accordance with requirements laid out in the College Board AP Calculus Course Description. Students receive instruction in the following areas: limits, continuity, derivatives, application of derivatives, the definite integral, application of the definite integral, differential equations, and mathematical modeling. The emphasis of the course is on understanding the concepts and developing the skills to apply the concepts to solve problems. Daily assignments, quizzes, and tests will help students refine the analytical skills needed in problem solving. Classes generally include a brief lecture covering new concepts, review of assigned problems, and guidance in starting new assignments.

This course allows students who play an orchestral instrument to gain the experience of playing in a chamber music group. Students develop rhythmic, harmonic, and stylistic skills necessary for playing with other instruments in an ensemble setting. Students will learn a repertoire of music ranging from Baroque to Romantic, to sacred and gospel arrangements. The ensemble performs at student chapels, all-school Christmas chapel, all-school Spring Awards Concert, and high school graduation, and have opportunities to accompany the choir on certain selected choir numbers. The ensemble will also participate in the annual ACSI Instrumental Solo & Ensemble Festival in January. The ensemble will prepare one song for adjudication at this one-day festival.

Students can learn an orchestral instrument of their choice. Students will learn the basic fundamentals of playing the instrument of their choice, and learn the basic fundamentals of note reading and music theory. Students must commit to consistency in practicing at least three to four times each week. Students will learn to play a variety of folk songs, classical tunes, and sacred songs, and will have opportunities to perform for classmates at least once per month.

This course allows students with a proficient level of piano playing to develop skills and techniques necessary for accompanying performing groups. Students learn the repertoire for choir and instrumental ensemble, and have opportunities to perform in student chapels, all-school Christmas chapel, Grandparents' Day program, all-school Spring Concert, and high school graduation. The students also learn music needed to accompany the choir for the annual ACSI Senior High Musicale in Sacramento.

This Biology Survey course aims to teach Biology as a general overview of concepts in accordance with requirements laid out by the California high school biology standards. This course will cover the following topics: cell biology, genetics, evolution, ecology, diversity, plants, invertebrates, vertebrates, and human anatomy and physiology. To aide in learning, students will be expected to perform regular reading and participate in class discussions. Grading will be based on tests, quizzes, labs and lab reports, participation, projects, and homework assignments. Students are expected to work cooperatively in learning the material and in completing various projects. This course is designed to incorporate different learning experiences balancing conceptual explanation and real-life application.

The introduction to chemistry course surveys all the traditional topics of chemistry: organic, inorganic, analytical, physical, and biochemistry. Students learn the basics of chemical theory, the structures and changes in matter, molecules, atoms, and chemical reactions. Students learn to use reaction stoichiometry to understand how atoms and molecules behave. Students are expected to perform regular reading and participate in class discussions. Grading is based on tests, quizzes, labs, participation, projects, and homework assignments. Assessments are given in a form of book analysis, prose and poetry comparison, and a mock test similar to the AP test.

This college level chemistry course includes 23 hands-on laboratory experiments to familiarize the students with mathematical procedures, chemical processes, and laboratory techniques. The course prepares students for the AP exam and conforms to the AP curriculum requirements. Subject matter includes: atomic structure, periodic properties of the elements, molecular geometry and bonding, intermolecular forces, stoichiometry, aqueous reactions, acid-base reactions, thermochemistry, chemical kinetics, electrochemistry, and organic chemistry. Students prepare for the AP Exam by working homework and test problems representative of those presented on past exams, and all students are required to take the AP Chemistry Exam. The class meets six periods per week including a two-period lab per week and requires a substantial time commitment to complete the homework assignments.

Physics is designed for students who have completed Algebra and have a solid foundation in trigonometry. The class examines the concepts of force, motion, momentum, energy, thermal and fluid properties, oscillations, waves, optics, electricity, and magnetism. Lectures and demonstrations are supplemented by labs, research projects and hands-on projects, so that students primarily learn through discovery.

In addition to the material covered in the college prep Physics course, students engage in extended synthesis and analysis—engaging in more rigorous labs, pursuing further research, and writing more often.

World History surveys the entire history of the world, beginning with the precursors to civilization, then moving into the civilizations of the ancient world (with emphasis on Greece, Rome, and the Ancient Near East), Christendom, Renaissance Europe, the Reformation, the expansion of the Muslim world, the Scientific Revolution, the Enlightenment, parallel history in China, India, Japan, Africa, and the Americas, and twentieth century world history. Students study the interaction of politics, warfare, technology, culture, media, and religion. Papers and field trips augment the reading and allow students to dig deeper and see the same things from different perspectives.

The course will survey the history of the United States, from the Progressive Era (beginning around 1890) to the present day. Knowledge of earlier U.S. history will be assumed and referred to frequently, but is not the focus of the course. Philosophical, social, technological, cultural, religious, and political perspectives on U.S. history will be explored, with an emphasis on the history of culture and ideas in the United States.

AP United States History surveys the history of Americans from the first people to the present, with particular emphasis on social, economic, and religious factors. Students do college-level work using a sophisticated college text and writing document-based essays on a regular basis. Textbook study and written assignments begin in the summer before the start of school. Students who take this course would benefit from concurrently taking a class in American literature, which is also offered during the junior year. All are expected to take the AP United States History exam in May.

This course introduces students to public speaking. Students learn the art and technique of speaking in public through the study of great communicators and the elements of effective speaking. Students gain skill, confidence, and fluency through practice in correct posture, the use of voice, eye contact, techniques for overcoming nervousness, writing speeches, delivery methods, and techniques for relaxation. They prepare and deliver persuasive, informative, and humorous speeches, and a speech focusing on a biblical theme.

An apologia is a defense of something; apologetics is the defense of the faith. This class compares and contrasts different views of rationality and truth, considers the nature of faith and unbelief (both manifested in all worldviews), studies the role of natural theology in apologetics, and reflects on the differences between how secular philosophy and Scripture conceive of God. It then addresses particular arguments for and against atheism and other non-Christian ways of looking at the world, and arguments for and against Christianity. By the end of the course students are both strengthened in their faith and more able to articulate it to others in a winsome and loving manner.

Students will have the opportunity to serve God by serving others in different areas of ministry. This includes serving as part of the band, tech team, prayer & ministry team, etc. The goal of the ministry elective is to bring students to a point of deeper understanding of what it means to truly follow Christ, and the sacrifice of love and effort that it takes to accomplish this. Practical skills will also be taught, such as leadership methods, vocal and instrumental techniques, sound and computer technology, and music theory.