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The Patriot Athletics HeritageWhen AHS student athletes wear the Patriot jersey, they become part of a rich legacy of Christian athletics. We believe Christian-focused athletics to be one of the most powerful tools to accomplish both victories on the field and in the heart—with becoming better disciples and servants of Jesus Christ the paramount goal.
Before joining the UHSAA, AHS maintained membership in several leagues designed for charter schools and private schools. The Patriots saw success in those leagues, winning many state championships in a variety of sports. In 2018, AHS joined the UHSAA and has already collected both individual and state titles, region championships, and individual accolades across all of our sports. We continue to pursue athletic excellence for our more than 40 teams across nine sports thanks to our top-tier facilities (completely donor funded) and mission-minded coaches who are among the best in their field.
For an in-depth look at our philosophy, principles and practices for our extracurricular programs, please read our handbook, The AHS Way.
You can also check out this video to see what our student-athletes have to say about our athletic programs.
“We have a number of high-level, seasoned coaches who instill not only skills and drive, but they also focus on developing Christian character through athletics. Sports offer a unique opportunity to fulfill the mission of AHS to develop the heart, mind and body of our students, and we are excited for students to take advantage of these fantastic programs.”
AHS fans are expected to adhere to the highest levels of sportsmanship, grace, and fellowship at both home and away games. Adult AHS fans should model this behavior as an example to our younger fans. We should cheer for our team and not against the other team. We should not direct negative comments to anyone, including referees, coaches, players, or other fans. PLAYERS play. COACHES coach. OFFICIALS officiate. FANS lift. Always remember the purpose of AHS athletics is to teach life lessons that help our student athletes build a foundation for life as disciples of Jesus Christ. The pursuit of excellence is part of that foundation, yet when viewed with this perspective, “winning the game” is put into its proper place.
The AHS full participation policy means that all students will have the opportunity to participate on a team each season. In most cases, student athletes will be able to participate in their preferred sport. But due to limitations to team size, coaches’ bandwidth, and to provide a positive experience for players, student athletes may be offered an alternative sport to participate in. In the fall, the alternative sport is cross country. In the winter and spring, the alternative sport is Track and Field. Depending on the team situation, a coach may form a JV or developmental team. Playing time is an earned privilege, not a right. Though a student may make a team, he or she may or may not see significant playing time in games. Coaches make these decisions based on what is in the best interest of the team.
We believe that students develop critical attributes of Christian character through broad participation in curricular and extracurricular offerings. American Heritage School remains committed to providing an environment where students can develop “hearts, minds, and bodies…to realize their divine potential.” (See the AHS Mission Statement.) Broadly speaking, academics reach the mind—informing character; arts touch the heart—enticing character; and athletics develop the body—testing and revealing character.
Directors, coaches, and administrators help promote broad participation by working together to coordinate event calendars and minimize potential conflicts. Participation policies have been designed to encourage breadth of participation within reasonable limits. In 2023–24, nearly 94% of high school students participated in an extracurricular activity.(1)
Students may engage in 1) non-concurrent participation, 2) concurrent participation in year-round performing arts activities and athletics, and/or 3) concurrent participation in drama productions and athletics. The conditions for each scenario are outlined below:
1. Non-Concurrent Participation. The after-school program calendar outlines when activities are scheduled throughout the school year. Families can use this guide to choose activities with no participation conflicts.
2. Concurrent Participation in Drama Productions and Athletics.(2) Students may concurrently participate in both a drama production and an athletics team with approval from both the coach and the director. Dual participation may result in reduced opportunity for one or both activities. For example, a student participating in both drama and athletics might not be given a lead role or starting position. These decisions will be made at the discretion of directors and coaches. Baseline commitments for both activities must be met, and compromises must be made when games and performances are in direct conflict. Coaches and directors are committed to working with each other and students to resolve such conflicts.
3. Concurrent Participation in Year-round Performing Arts Activities and Athletics/Drama. Students participating in the year-round Heritage Youth Choirs, Lyceum Youth Orchestras, and/or Improv Troupe can participate in after-school athletics and/or drama. Before tryouts/auditions, families should discuss options with coaches and directors to develop a feasible plan for cross-program participation. Baseline commitments for all activities must be met, and compromises must be made when games, concerts, and/or performances are in direct conflict. As with concurrent participation in drama productions and athletics, simultaneous participation in year-round performing arts activities and athletics/drama may result in reduced opportunity in one or more activities.
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(1) 68% of students participated in after-school athletics, and 61% participated in after-school performing arts. In addition, 81% of students enrolled in an Advanced Placement academic course.
(2) This new option has been made possible through careful adjustments to our athletics and drama calendars, timed to avoid many conflicts between drama performances and athletic tournaments.
AHS-affiliated Community Athletics Programs (not operated by AHS)
We seek to support all students who wish to participate in AHS extracurricular activities, regardless of their family’s financial situation. If financial constraints would prohibit your child from participating, we invite you to apply for financial aid using the confidential form below.
Do you have questions, comments, commendations, or concerns about athletics at AHS? Please see the descriptions of the athletics administrative team below to determine who to contact. Each sport is overseen by a member of the athletics administration. You can contact the administrator or the coach for a specific sport. While each administrator has specific assignments, they collaborate and counsel about all aspects of the program.
Savanah Laycock
Students in this course will learn the basics to live a life of health to fulfill their divine potential. The skills students will develop are teamwork, sportsmanship, honesty, flexibility, cooperation, and self-discipline through a variety of sports, games, and activities. Students will demonstrate their understanding of these topics through active participation in the scheduled activity.
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In this course, students will learn about:
• Zoology – a review of invertebrates and vertebrates with an emphasis on animal habitats and the divine design of animals
• Physics – a look at force and motion with a focus on simple machines (levers, inclined planes, wedges, gears, and pulleys)
• Oceanography – comparing freshwater and salt water, a look at the individuality of the plants, animals, and landforms in the ocean
• Anatomy/Physiology – a look at some of the systems of our bodies (skeletal, muscular, circulatory, respiratory, digestion, and waste) and being good stewards of our bodies, particularly through physical activity and good nutrition
• Meteorology – a study of atmosphere, weather, the water cycle, clouds, and thunderstorms
Students will demonstrate their understanding of the topics by:
• discussing the ideas in class and at home
• creating a habitat model reflecting appropriate shelter, food, and surroundings for an animal of their choice
• creating and using a catapult
• participating in an activity to set goals and track progress in physical activity and eating healthy in conjunction with learning about the stewardship we have over our physical bodies
• making charts and drawings relative to various topics
• writing or telling their thoughts about their work.
Students will explore key thematic questions such as:
• What does every habitat/ecosystem require to sustain life?
• What can happen when one element is missing?
• How can we use tools to build and create useful objects?
• How does what we learn about weather and storm preparation apply to your spiritual life?
In this course, students will learn teamwork, sportsmanship, honesty, tolerance, flexibility, attitude, cooperation, self-discipline, and determination through a variety of sports and games such as volleyball, ultimate Frisbee, soccer, flag football, dodge ball, basketball, kickball, capture the flag, etc.
Students will explore key thematic questions such as:
• How can you use the idea of teamwork in your life, in your family, and in your class?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through active participation in the scheduled sport, game or activity. The most reliable way to receive specific information about course work, including topics and timing, is on-line. For many students, the most challenging part of class is working towards our class 5K at the end of the year. To support your student, please consider encouraging your child to be physically active thirty to sixty minutes each day, and asking your child about the results of his/her in-class training, and encourage your child to set and work towards their personal goal.
In this course, students will learn about” The Seven Loves of Literature” as illustrated by the classic novel (David Copperfield); Shakespeare, his life and plays; biography and autobiography (The Hiding Place); and short stories, speeches, letters, and poetry. Students will also learn strategies for becoming an effective and informed reader by reading original literary works, and participating in class discussions about these works. In addition to being able to discuss the topics students will demonstrate their understanding through writing essays about literature pieces as assigned in Eighth Grade Composition, writing original works of poetry and short stories. The most reliable way for parents to receive specific information about course work, including topics and timing, is on-line. For many students the most challenging part of class is to remain focused in their reading assignments and relate long reading assignments to their own lives. To support your student, please consider reading the literature pieces along with your student, encouraging discussion about the pieces at home, and encouraging the student to be diligent in their reading of the classic novel selection.
Timeline; T-Charts; Character sketches; Book Report—based on the historical fiction piece selected by the student from a list of approved titles—consists of both a written and oral component; Personal Narrative—students write a personal narrative reminiscent of Dickens’ David Copperfield—childhood memories, growing-up experiences, analysis of lessons learned, and projections for the future; ABC Book on David Copperfield; Book Report on The Hiding Place; and Shakespeare performance—students participate in a full dramatic experience, including auditions, scene blocking, rehearsals, and performance.
Shakespeare part for Shakespeare Play, and Sonnet.
In this course students will focus on earth science, astronomy, physical and life sciences. Instructional methods will consist of the didactic, application methods, intellectual discussion, inquiry based learning, projects, word studies and labs. Vocabulary will be taught directly and through contextual format. Assessments will include tests and quizzes, writing assignments, projects and labs.
Students will explore key thematic questions such as:
• How do the accounts of creation found in the scriptures help us understand the formation of the universe?
• What role does gravity play in sustaining the motion of the solar system?
• How can life exist in such a vast array of environments?
(* See Science Teaching and Learning Objectives Grades 6-8)
Students will demonstrate their understanding of the topics by:
• Explain patterns of changes in the appearance of the moon as it orbits Earth.
• Demonstrate how the relative positions of Earth, the moon, and the sun create the appearance of the moon’s phases.
• Describe the relationship between the tilt of Earth’s axis and its yearly orbit around the sun.
• Explain how the relationship between the tilt of Earth’s axis and its yearly orbit around the sun produces seasons.
• Describe and compare the components of the solar system.
• Describe the use of technology to observe objects in the solar system and relate this to science’s understanding of the solar system.
• Describe the forces that keep objects in orbit in the solar system.
• Compare the size and distance of objects within systems in the universe.
• Understand the size of the universe is known to God and is vast.
• Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
• Observe and summarize information about microorganisms.
• Demonstrate the skills needed to plan and conduct an experiment to determine a microorganism’s requirement in a specific environment.
• Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.
• Investigate the movement of heat between objects by conduction, convection, and radiation.
• Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.
• Describe the production of sound in terms of vibration of objects that create vibrations in other materials.
This course provides the student with a careful and unique examination of U.S. History through the lens of key principles (pillars) of good government and liberty. Most importantly, this course is intended to strengthen the student’s understanding and conviction that the United States of America was founded as a covenant land through God’s providence, and is sustained and will flourish only through obedience to Him and to His laws.
Instead of studying U.S. History simply as a series of chronological events, this course explores 13 major periods in America’s history from 1760 to present through the lens of 11 pillars (principles) of good government, which, when correctly understood and applied, have generally produced greater liberty, health, and prosperity for the nations and communities that implemented them.
U.S. History 1760 to Present
| 13 Periods of U.S. History | 11 Pillars of Good Government |
| 1. Founding: 1760-1800 | 1. Basic Constitutional Foundations |
| 2. 2nd Great Awakening: 1800-1840 | 2. Power |
| 3. Civil War: 1861-1865 | 3. Checks and Balances |
| 4. Reconstruction: 1865-1877 | 4. Education |
| 5. Progressive Era; 1890-1930 | 5. Religion |
| 6. World War I: 1914-1918 | 6. Rights |
| 7. Great Depression: 1929-1939 | 7. Democracy |
| 8. New Deal Era: 1933-1938 | 8. Property Rights |
| 9. World War II: 1939-1945 | 9. Money |
| 10. Cold War: 1950-1990 | 10. War |
| 11. Reagan Era: 1980-1990 | 11. Economics |
| 12. Dot.com bubble: 1995-2000 | |
| 13. War on Terror: 2001-present |
Students will “4-R” (Research, Reason, Relate, Record) U.S. History by: conducting research of original historical sources; reasoning principles derived from their research; relating those reasoned principles to historical and current events and to themselves personally; and recording their insights in ways that will make America’s history applicable to themselves. This methodology is intended to help the student view his or her own story and America’s story as directly tied to adherence to or rejection of those principles embodied in the Seven Principles of Personal and Civil Liberty.
This course is an exploration of American argument. As a keystone of local self-government, argument must be considered from an agency perspective. Because rhetoric—the art and finesse of argument—is a powerful tool for influencing agency, it must be wielded responsibly and kept in check. Students in this course will develop a sensitivity as readers and writers to the dynamic interactions among the purposes of a writer, the needs of his or her audience, and the demands of a message. Furthermore, students must learn not only to argue from true premises founded in revealed doctrinal truths but also to humbly recognize the limits of their own understanding of truth and the value of perspectives different from their own. Students who want to be powerful communicators must understand how to appeal appropriately and effectively to those they would persuade, invite, and influence for good. Ultimately this course will help students practice participating as humble and courageous Christians in the American argument.
To this end, students in this course will study a broad and challenging selection of both fiction and literary nonfiction texts. They will analyze both the textual elements and the contextual situation of the readings, examining how authors develop a relationship of trust with their readers, use evidence-based appeals to reason, and craft language to draw upon their reader’s emotions and previous knowledge. To help students understand that authors write in context as part of a larger dialogue, the course readings have been organized in six thematic units: Argument and Democracy, American Land, American Faith and Fear, Liberty and Justice for All, I Pledge Allegiance, Shakespearean Argument.
Through the course of these units, students will engage in close readings of texts—both prose and imaginative literature—to examine not only the messages being conveyed but also the rhetorical choices that contribute to the effectiveness of the communications. Through textual annotation, vocabulary development, daily writing, and critical discussion, students will become attuned to the resources of language: diction, syntax, imagery, tone, organization, form, etc.
Students will practice evidence-based literary interpretation to explore the central themes and messages of great works of world English literature and to identify true principles which are personally significant to individual students. Students will use literature as a mirror for personal reflection and as a portal into empathic understanding of the worldviews and experiences of others. If, through their study of history students gain a knowledge of how to build the Kingdom of God, then through their study of literature students will develop the heart necessary to do so. In advising a troop of actors, Hamlet states that the purpose of acting is “to hold, as ’twere, the mirror up to nature; to show virtue her own feature, scorn her own image, and the very age and body of the time his form and pressure.” This argument can be generalized to literature, for great literature enables readers to see themselves more clearly. It allows them to polish the “dark glass” of self-deception which distorts their ability to engage in true and joyful relationships. Indeed, literature is liberating, but not, perhaps, in the sense in which that word is invoked in our modern world. Literature does not liberate us in the sense of opening our eyes to relativistic definitions of truth, morality, and beauty; rather, it brings into focus the bondage we must escape as well as the bonds we must take up order to enjoy true liberty. Through various works of literature this year, learners will learn to recognize the bondage in which we, often unwittingly, find ourselves entangled, and the bonds to which we can willingly submit which will enable us to give and receive love. To this end, students will develop careful analytic skills in both reading and writing about literature.
Join us as we delve into the histories of various nations and events in order to understand their complexities and principles. We will also see how the hand of God has shaped human history. We will cover the time periods of the 16th century to the present day. Some pivotal times we will look closely at are the Renaissance, the Reformation, the Glorious Revolution, the French revolution, the Industrial Revolution, the founding of America, New Imperialism, World War I, World War II and the Cold War. The objectives for this course include studying World History in a manner that will help us comprehend the ideas and events that took place. By doing this we will be enriched by the principles we learn and how those principles influenced the outcomes of certain events. We will be spiritually uplifted to see the consequences of choices, and how the hand of God worked through so many people’s lives in order for the restoration of the gospel to come forth. Students will consider the current state of the world and kingdom of God by asking which current events are of global significance. They will ask questions about how the world got where it is and will seek answers to shared whole-class questions and individual questions as they delve chronologically backwards into world history. Throughout this process, they will ask what their growing understanding of the web of historical causation requires of them as individual students, American citizens, and Christians. In History, students will consider the events which laid the foundation for the Restoration of the Gospel of Jesus Christ and the subsequent unfolding of the dispensation of the fullness of times. Historical developments from 1500 to 1800—the Renaissance, the Protestant Reformation, the Glorious Revolution, and the American Founding—demonstrate how the Lord prepared the peoples and nations of the earth for the Restoration. Subsequent events from 1800 to the present show how restored priesthood keys set the stage for the great latter-day work of gathering Israel and building the kingdom of God on earth in preparation for the Second Coming of Jesus Christ. Through their study of the French Revolution, the Industrial Revolution, New Imperialism, the World Wars, and the Cold War, students will consider how historical developments during the past two centuries have furthered the work of the Lord in 1) spreading political, economic, and social liberty; 2) preaching the gospel to all peoples; 3) gathering Zion through temples; 4) strengthening families; and 5) restoring truth in all realms of labor, inquiry, and expression. Students will simultaneously note how the Adversary attempts to 1) limit political liberty, create economic bondage, and pervert social liberty; 2) hinder missionary work; 3) impede temple work; 4) destroy families; and 5) eliminate the very concept of Truth. This historical perspective will help learners understand how to use their liberty to be useful in the Lord’s hands in building the Kingdom of God on the earth.
Student learning from history and literature will culminate in Written Portfolio. They will come to experience writing as a relational activity: not one done in isolation, but a process which can be used to build the kinds of relationships they care about—with their friends, with their family, with future employers and college admissions, and even with their Father in Heaven. Students will explore key thematic questions such as:
The best writing is ultimately an act of heart, an act of giving. Students will develop both the skills and the dispositions necessary to think well and to serve others through the power of the written word. They will focus on the value of writing in various forms and the critical thinking it takes to analyze authors intent, purpose, audience, tone, etc. and to use those same skills in both academic and creative writing. Students will also practice writing in a variety of genres and for a variety of purposes and readers—emails, argumentative essays, literary analysis essays, poetry, short stories, research papers, résumés, summaries, tributes, etc. They will experience writing as a process of revision and empathic anticipation, and they will become more sensitive to the elements of language which enhance communication—voice, word choice, sentence structure, organization, and conventions. Class will be organized principally as a writers’ workshop. Improvement in writing abilities is the product of multiple cycles of drafting, feedback, and revision. The teacher will use the tutorial approach to individualize writing feedback. Occasionally the teacher will share “mini-lessons” to provide class-wide instruction. To succeed in this class, students should actively seek and use feedback from a variety of sources including the teacher, peers, family members, and other trusted adults. The objective of this class is to increase in our talents God has given us through thinking and writing. We will become better instruments in his hands to better the world and help our fellow man. We will achieve this by obtaining greater level of writing ability through the study and practice of writing skills.
In this course, students use the Saxon Math 54 textbook. By the end of the fourth grade, students are expected to complete 100 addition problems, 100 subtraction problems, 100 multiplication problems (through 12), and 90 division problems in under five minutes each. The most reliable way to receive specific information about course work, including topics and timing, is on-line. To support your student please practice the math facts at home, and review daily assignments.
The purpose of this course is for students to apply basic arithmetic concepts through the foundations of geometry, measurement, algebra, and scale and graph reading using manipulatives, problem sets, mental math, assessments, and memorization of math facts.
Students will learn how to write compositions, reports, and poetry. Language studies also include: reading comprehension, spelling, grammar, and elocution. The most reliable way to receive specific information about course work, including topics and timing, is on-line. To support your student, please practice spelling and have your child read 20 minutes every day.
The purpose of this course is to improve students’ understanding of the eight parts of speech, composition skills, Greek and Latin roots, phonograms, dictionary and research skills, and the proper use of language.
Publishable or Significant Projects: Book Reports (seven throughout the school year); one to two-page, hand-written term report identifying plot, main characters and theme of a book; Friendly Letters; Thank You Notes; Post Cards; Writing with details (2-3 paragraphs using descriptive words and details); Write about a Picture (write a story about what is happening in a picture using both declarative and interrogative sentences); Writing about a maxim (Explain the meaning and what can be learned from the maxim); Writing using information from an encyclopedia (use own words to write about factual information on a selected subject); Quotation Marks (Write a short story that includes conversations between two or more people. Use correct punctuation.); and Write using comparisons (using adjectives).
Memorizations: 2 Ne. 25:26; Ether 12:27; Moroni 10:4-6; Mosiah 4:30; 1 Ne. 19:9; 1 Ne. 19:23; Proverbs 3:5-6; Luke 2:11-14; Sharpe, R.L., “A Bag of Tools”; Jefferson, Thomas, “Advice From Thomas Jefferson; Alexander, Cecil Frances, “All Things Bright and Beautiful”; Wadsworth, Henry, “The Arrow and the Song.”
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through identifying literary elements by marking their texts, creating t-charts, writing essays, and memorizations. The most reliable way to receive specific information about course work, including topics and timing, is on-line. To support your student, please discuss the literature each week.
Fourth grade literature enables students to develop a life-long appreciation for literary excellence. Literary texts include (1) Proverbs, (2) A Child’s Story of the Prophet Brigham Young, (3) Johnny Tremain, (4) Poetry of Noyes and Longfellow (5) The Secret Garden, and (6) a Shakespeare play.
Memorizations: “The Village Blacksmith” by Henry Wadsworth Longfellow, The Ten Commandments, 2 Nephi 28:30, 2 Nephi 32:3, Mosiah 3:19, Proverbs 3:5-6, and quotes from Johnny Tremain and The Secret Garden
In this course, students will research colonial America from 1607-1775. They learn how the seeds of a Christian nation are planted, which include 150 years of local self-government. This time period covers the French and Indian War and events leading to the Revolutionary War. In preparation for Utah History, we study Lewis and Clark and Mountain Men. Utah History includes exploration of Utah, trappers in Utah, the coming of the Mormons, Utah pioneer life, Utah Indians, colonization of Utah, and political history of Utah. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through reports, essays, tests, and term projects. History comes alive with guest speakers, field trips, celebrations, and living history. The most reliable way to receive specific information about course work, including topics and timing, is on-line. To support your student, please discuss events of historical significance as you visit the various regions of the state.
The purpose of this course is to improve students’ understanding of Colonial America, events leading to the Revolutionary War, Louisiana Purchase, Lewis & Clark, Mountain Men, and a final emphasis on Utah history.
Key Principle: How the Seed of Local Self-Government is Planted
In this course, students will learn the foundations of geography, including the creation, the earth in its universal setting. We will also learn mathematical geography, which includes the motions of the earth, shape and size of the earth, and climatic circles. Physical geography will include a study of the lithosphere, hydrosphere, and atmosphere. Utah political geography includes, man, religions, nations, governments, and industries. Students will also study the geography of India and Australia. Learning will take place through course instruction, practicing map skills, kinesthetic activities, and oral and written exams. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through a county report, group work, and weekly geography bee assignments. The most reliable way to receive specific information about course work, including topics and timing, is on-line. To support your student, please visit areas of Utah and enjoy the diverse geography of our state.
The purpose of this course is to improve students’ understanding of the physical and political geography of western continents, India, and Australia, with an emphasis on Utah geography.
Students will come to understand that geography reveals “God’s handwriting on the earth.” Geography curriculum will cover the areas of mathematical, physical, and political geography.
Students will learn about the following:
• The solar system
• Earth and its land, water, and atmosphere divisions
• Continents and their individuality in people, animals, plants, climate, and weather
• Physical and political maps
Objectives will be covered primarily through in-class work, tests, map and globe studies, Nystrom lessons, and oral discussions.
Key Questions:
• How would knowledge of other people and cultures increase understanding and empathy for differences?
• Why does geographic location affect individuals’ perspectives about roles in families and communities?
Students will see that God is the author of history or “His Story,” which is an autobiography of His relationship with mankind. History curriculum will cover from our pre-mortal existence to His Second Coming, while helping students learn their part in His plan.
Students will learn about the following:
• Providential view of history
• Christian idea of man and government
• Seven principles of America’s Christian history and government
• American Christian founding
Objectives will be covered primarily through short stories, 19 time-line links, recording notes, teacher-led discussions, completing maps and drawings, and special celebration days.
Key Questions:
• How does studying history with a providential perspective help us view the future with courage and confidence?
• How does the study of history help us see the hand of God in our lives?
Students will use the Spalding method to learn phonemic awareness, systematic phonics, high frequency vocabulary, literary appreciation, text structure, mental actions, sentence construction, and compositions.
• Explain/apply affixes to base words
• Use correct capitalization, punctuation, apostrophes, commas, and underlining
• Compose and explain the attributes of declarative, interrogative, exclamatory, imperative, compound and complex sentences
• Identify types of syllables in spelling words
• Explain the meaning of nouns, verbs, pronouns, adjectives, adverbs, prepositional phrases and conjunctions
• Explain attributes and conventions of paragraphs
• Explain stages in the writing process
• Use the writing process to compose first-person informative-narratives, third-person informative-narratives, informative paragraphs, and third-person narrative paragraphs
• Reflect on author’s use of precise language and emotional appeal
• Compare use of attributes across selections/cultures
• Make predictions of type of writing, topic, topic sentence, main idea, actions, events, behaviors and outcomes
• Reformat/categorize information to identify essential information and additional information
• Mentally summarize retelling narratives in correct sequence, restating information in correct sequence, identifying stated main ideas in text, deriving implied main ideas in text
Objectives will be monitored through spelling assessments, sentence and paragraph construction, creative writing, and reading evaluations.
Key Questions:
• How does knowing the parts of speech improve my ability to communicate effectively?
• Why is effective communication necessary to promote and preserve liberty and freedom?
Students will learn that literature is the highest quality of language. Literature curriculum will include the study of classics, biographies, and poetry.
Students will learn about various genre types as they:
• Define and identify the qualities of literature
• Characterize literary types
• Study the Bible as literature (through the study of Jonah)
• Define and study poets and poetry (including Emily Dickenson, Charles Dickens, and Robert Louis Stevenson)
• Study classics in light of setting, plot, theme, style, and characterization (works include Hans Brinker or the Silver Skates and The Lion, the Witch and the Wardrobe)
• Evaluate a biography as a study of character (works include Johann Sebastian Bach, the Boy from Thuringia and William Bradford, Pilgrim Boy)
• Recognize analogy and symbolism in classic literature
• Appreciate the contributions of William Shakespeare to literature as the master playwright.
Objectives will be covered primarily through the reading of the works listed, writing poetry, and through class celebrations of classic works.
Key Questions:
• How does studying others’ writing help us understand life experiences and history more fully?
• How does the study of another’s character in biographies help us formulate our own value system?
Students will learn mathematics through Saxon’s spiral-format that consistently reviews older concepts, adding more and more information to concepts they’ve previously encountered.
• Number sense and numeration
• Concepts of whole number operations
• Whole number computation (including addition, subtraction, multiplication, and division)
• Fractions and decimals
• Money
• Calendaring and time
• Temperature
• Linear measurement
• Weight (mass) and capacity (volume)
• Area and perimeter
• Spatial relationships and geometric shapes
• Data, statistics, graphing, and probability
• Problem solving skills and strategies
Objectives will be met as students learn math language, mathematical reasoning, and connecting math to daily life. In addition, students’ knowledge will be assessed through completing daily guided class practices, assigned homework, and written tests.
Key Questions:
• How does building foundational math skills prepare one for higher-level critical thinking and real-world problem solving?
In this course, students will learn fundamental math skills including addition and subtraction math fact mastery for numbers 1-10; adding and subtracting single, double and three-digit numbers (including carrying/borrowing); beginning multiplication/division facts; telling time, fractions; counting money; making change; identifying and manipulating geometric shapes; using and understanding patterns; solving story problems; reading, interpreting, and making charts, diagrams, and thermometers; measurement (linear-fractional, inch, foot; and liquid-cup, pint, half gallon, gallon); and calendar skills (days of the week, months).
Students will explore key thematic questions such as:
• In what ways do you use math at home?
• What attributes of these shapes are the same or different?
• How can we use math concepts to help understand the world God has created?
Student will learn math concepts through daily instruction, practice, and homework. When appropriate, manipulatives and other hands-on work are utilized. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through an eighty percent (80%) or better score on the math assessments given after every five lessons. In addition, they will be able to correctly demonstrate knowledge during the periodic oral assessments.
Parent Information: The most reliable way to receive specific information about course work, including topics and timing, is through the weekly newsletters sent home with your child. For many students, the most challenging part of class is to complete assignments regularly and in a timely way and occasionally to have challenges with a specific math concept. To support your student, please consider overseeing the completion of daily homework, practicing math facts with cards or other methods to ensure mastery, and explaining math concepts that your student is struggling with or notifying the teacher of the difficulty.
In this course, the students will learn the basic building blocks of the English language including rules of spelling and syllabication using seventy-eight Spalding phonograms; parts of speech; and simple, compound and complex sentence construction. Students are instructed in Spalding manuscript at the beginning of the school year and introduced to Spalding cursive the second half of the school year. In addition, students are introduced to narrative, informative and narrative-informative text and exposed to fine literature in all genres. Instruction is given in the use of effective reading strategies to increase comprehension. Students are taught to monitor their comprehension, make connections within the text, predict the type of text, reformat the text to recall key elements, and summarize the text by stating a main idea. Elements of good writing are introduced. Activities and assignments in spelling, reading and writing are clearly modeled and demonstrated to help the student gain proficiency
Students will demonstrate their understanding by daily review of phonograms, weekly preparation for spelling tests, daily sentence construction and language activities, daily listening and choral reading, and weekly writing assignments. Daily oral reading at home is expected.
Students will experience the writing process by writing rough drafts, revising, editing and publishing a personal informative paragraph, several informative paragraphs, two multi paragraph essays comparing and contrasting the lives of two President’s wives and two body systems, and a multi-paragraph essay about the Statue of Liberty. Students will explore key thematic questions such as:
• Do I use clear precise language in writing?
• How can my gift of language benefit others through writing?
• How can language help us in building the Kingdom of God?
Parent Information:
The most reliable way to receive specific information about course work, including topics and timing, is in the weekly newsletters sent home with your child. For many students, the most challenging part of the class is mastering the phonograms, having acceptable handwriting, and having the knowledge and confidence to organize thoughts into complete sentences and paragraphs. To support your student, please consider working nightly on spelling words that need practicing, reading aloud with your child for fifteen to twenty minutes per day, and reviewing three to five phonograms daily. The occasional extra written homework will also be listed in your child’s homework folder.
In this course, students will learn about literature and its components through the study of the following scriptural and classical literature selections: 23rd Psalm, poetry (Dickenson, Carroll, Longfellow, and Field), Heidi, Pocahontas, Benjamin West and His Cat Grimalkin, Benjamin Franklin, and a selected Shakespeare play.
Students will explore key thematic questions such as:
• What themes do we learn from the story and how will you apply it to your life?
• What are the elements of classic literature?
• How do I choose good literature?
Students will learn and demonstrate their understanding of fine literature through memorization, class discussions, art projects, notebook work, special celebrations. Students will participate in music, drama, and art activities related to the literature.
Parent Information: The most reliable way to receive specific information about course work, including topics and timing, is through the weekly newsletters sent home with your child. For many students, the most challenging part of class is to complete notebook work in a timely manner and understanding the underlying themes and/or components of literature in the studied works. To support your student, please consider taking opportunities to discuss themes taught in the literature (e.g. how God answers prayer, the providential role of Pocahontas) with your child. These will be generally identified in the weekly parent letter. Please be sure your student is current with the reading.
Key Texts: Psalm 23; Longfellow, Henry Wadsworth, Hiawatha. (ISBN: 0-14-055882-9); Spyri, Johanna, Heidi. Helen B. Dole trans. (ISBN: 0-448-40563-6); Selected poems from Emily Dickenson, Lewis Carroll, and Eugene Field; Henry, Marguerite, Benjamin West and His Cat Grimalkin. (ISBN: 0-9705618-0-6); Benjamin Franklin. (ISBN: 0-9643803-9-0); selected biography assigned by teacher and current play by William Shakespeare.
Publishable or Significant Projects: Write a poem—Students will create their own poem patterned after one of the following poetry forms: Haiku, Cinquain, Free Verse, Diamante, or Acrostic. Poems can be submitted to the Queen Elizabeth Shakespeare contest.
Memorizations: 2 Nephi 32:3; “Creation Poem”; Psalm 23; “Christopher Columbus” by Laurie Stevens; “Song” by Eugene Field; “Prayer”; “Hiawatha” by Henry Wadsworth Longfellow;
I Samuel 16:7; “Child of Royal Birth”; Matthew 22:36-40; “How Doth the Little Crocodile” by Lewis Carroll; Doctrine and Covenants 89:18-20; Job 19:25
In this course, students will learn the nine historical links taught at AHS with emphasis on the following: Old Testament, Bible into English, Jamestown, John Smith, Pocahontas, Lewis and Clark, North American Indians, and Thomas Jefferson.
Students will learn primarily through research, discussions, presentations, group projects, notebook pages, notes, physical activities, and special celebrations.
Students will explore key thematic questions such as:
• How do the historical characters demonstrate self-government?
• How has the character’s self-government affected themselves and others?
• How has God used providential people in history?
• How has God used events in history to bring about His purposes?
Parent Information: The most reliable way to receive specific information about course work, including topics and timing, is through the weekly newsletter. For many students, the most challenging part of class is to complete the written work in a timely manner and understand the chronological order of events on the timeline. To support your student, please consider checking the weekly newsletter for curriculum topics, and encouraging your child to complete all of his/her work to be included in the notebook.
Key Texts: d’Aulaire, Ingri and Edgar, Pocahontas. (ISBN: 0-385-26607-3)
In this course, students will learn about the providential hand of God in the existence and purpose for the earth. Included will be lessons about the solar system, the motion, shape and elements of the earth, climate and weather, directions, poles, and geographic circles. The students will also study continents, islands, oceans, seas, rivers and lakes of the world with an emphasis on the mountains, deserts and plains of North America, Europe, and Asia. During the study of Jamestown, the students will focus on the state of Virginia.
Students will discuss their learning and demonstrate their understanding of these topics through the completion of assignments, maps, projects, and notebook work. The learning will occur primarily through discussions, notebook work, map making, projects, and activities.
Students will explore key thematic questions such as:
• How can studying geographical parts of the earth help us in understanding the creation?
• How does learning about God’s world fit me for his service?
• How can I learn to appreciate God’s creations?
Parent Information: The most reliable way to receive specific information about course work, including topics and timing, are the weekly newsletters sent home with your child. For many students, the most challenging part of class is to master the map standard, complete maps, assignments, and notebook work in a timely way as assigned by the teacher. To support your student, please consider being aware of what work needs to be done and offer encouragement for completion of assignments in Geography. There will be very little homework required.
In this course, students will learn to recognize numbers and understand the quantity of numbers. They will use numbers to complete basic addition and subtraction problems. They will learn how to correctly write numbers, and be able to do simple geometry, measurement, problem solving, reasoning, graphing, patterning, recognizing and counting money, telling time, and basic fractions through direct instruction, discussion, and exploring with manipulatives using the Right Start Math program.
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through the use of the abacus, playing math games, and creating projects with manipulatives.
In this course, students will learn penmanship, phonemic awareness, phonograms, beginning spelling, reading, and the art of composing oral and written sentences through direct instruction, choral and oral reading, individual reading, and reading their own writing. We will implement the Spalding methodology to help the children learn the correct formation of the letters, the sounds, and the spelling of individual phonograms.
In addition to being able to discuss their learning, students will demonstrate: understanding of these topics through recording spelling words in their spelling notebooks, daily phonogram and/or spelling tests; writing sentences for notebook tasks across the curriculum; reading chorally in class; and individual reading in the take-home readers. The students will also be introduced to the different parts of speech. During class, the students will be taught literary appreciation through the oral reading of books by the teacher. Literary appreciation lessons have three areas of focus: attributes of fine literature, fluent and expressive reading, and expanded understanding of text structure in narrative writing, informative writing, and informative-narrative writing.
In this course, students will learn how to define literature and identify the qualities of literature. Students will explore key thematic questions such as:
• How can I apply the values found in classical pieces of literature?
• What are the attributes and elements of quality literature?
We will concentrate on the following literary pieces:
Through each classic, we will study the individuality and contributions of each author. We study animal tales by identifying the character qualities of key animals and by discussing the morals and principles learned from the stories.
Objectives: Using the notebook approach, the students will learn the literary elements, such as setting, plot, and characters of each classic. Students will learn through listening to the teacher read the pieces of literature; oral class discussions to identify morals, themes, and literary elements; notebook work; and classroom celebrations of the classics. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through recording simple sentences created as a class on their individual notebook pages, and drawing illustrations.
Key Texts: Tudor, Tasha, The Tasha Tudor Book of Fairy Tales. (ISBN Not specified); Fujikawa, Gyo, Fairy Tales and Fables. (ISBN: 13:978-1-4027-5698-6); Potter, Beatrix, Giant Treasury of Peter Rabbit. (ISBN: 0-517-31687-0); Wallner, Alexandra, Beatrix Potter. (ISBN: 0-8234-1181-8); Felix Salten’s Bambi, adapted by Janet Schulmam. (ISBN: 0-689-81954-4); Wilder, Laura Ingalls, Little House in the Big Woods. (ISBN: 0-06-44001-8); Milne, A. A., Winnie-the-Pooh. (ISBN: 0-14-036121-9); Parin d-Aulaire, Ingri & Edgar, George Washington.(ISBN: 978-0-9643803-1-8); Parin d-Aulaire, Ingri & Edgar, Columbus. (ISBN: 0-9643803-3-1); Parin d-Aulaire, Ingri & Edgar, Pocahontas. (ISBN: 0-9643803-6-6); Smith, E. Brooks & Robert Meredith, The Coming of the Pilgrims. (out of print); Brown, Jeff, Flat Stanley. (ISBN: 978-1-4351-1212-4); The Church of Jesus Christ of Latter-day Saints, Book of Mormon Stories,(ASIN: B000FNQWQI); and The Church of Jesus Christ of Latter-day Saints, Old Testament Stories. (ASIN: B000MU1TWG).
Publishable or Significant Projects: Flat Stanley project; A, B, C phonogram book; A, B, C Christmas book; Kindergarten Devotional; Dance Festival; and Me Book. Memorizations: Smith, Joseph, “First Article of Faith”; Slater, Rosalie, “Starting With Me”; Johnson, Anna, “Child of Royal Birth”; Smith, Joseph, “Second Article of Faith”; Psalm 100; Rossetti, Christina, “Clouds”; and “What Can I Give Him?”, “The Wind”, “Precious Stones”, Robert Louis Stevenson- “Hearts Like Doors”; Margaret Hillert – “Columbus”; Scriptures: 1 Nephi 3:7, Mosiah 2:17, Alma 32:21, James 1:5
Description: In this course, students will learn the first four principles of Christian History which are:
History will be introduced as “His” story, meaning Christ’s story. Through each link, evidence that God provides every detail of His story and that individuals and nations are called to forward His story will be presented. The students are introduced to all nineteen links on the Christian History Timeline which are:
Objectives: Students will learn the principles and content of history and demonstrate their understanding through classroom presentations and discussions, role playing, memorization of poems and songs, and notebook work.
Students will explore key thematic questions such as:
• How can learning about Jesus Christ as the focal point in History affect my choices?
In this course, students will learn the following:
1. The definition of geography; creation and Creator.
2. The Biblical foundation of the creation and the purposes of each continent.
3. The Earth in its universal setting; the solar system and the motions of the earth.
4. The Earth and its shape; introduce the world map and the globe.
5. The Earth; created by God as the dwelling place for man and the stage for his activities.
6. The divisions, or elements, of the surface of the earth: define water, land masses, and atmosphere.
7. The directions: N-S-E-W, the poles, and the equator.
8. The map standard; a simple world map.
9. Waters of the earth: the four oceans and major rivers.
10. Land masses of the earth: continents, mountains, deserts, and plains.
11. The individuality of the people, animals, and plants of each continent.
Students will explore key thematic questions such as:
• How can the study of the individuality of continents and their people help me to understand how I fit in to God’s purpose and plan?
In addition to oral discussion, students will learn concepts through individual map work, creating bulletin boards of each continent, and hearing presentations by outside guests who will come into the classroom to present their experiences of different countries. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through working with individual maps, completing notebook tasks, and bringing pictures of animals and people of each continent to be placed on the classroom bulletin board.
The most reliable way to receive specific information about course work, including topics and timing, is through the weekly newsletters sent home with your child. To support your student, please consider reading the weekly newsletters so that you will be able to help your child find appropriate pictures from the internet, National Geographic magazines, etc. about the continent we are currently studying.
In this course, students will learn about the writing process, including pre-writing strategies, organizational strategies, and revising and editing procedures. Students will learn about various types of written communication and have the opportunity to write in a variety of genres. Students will also study orthography and have opportunities to improve their handwriting. Students will learn primarily through in-class writing assignments, class lecture and discussion. They will also be given opportunities to analyze and critique sample writings in order to learn to identify the characteristics of good writing and incorporate those qualities into their own writing. In addition to being able to discuss these topics, students will demonstrate their understanding through writing a personal narrative, a persuasive essay, a research paper (to be assigned in conjunction with History/Geography), a book report (on The Hiding Place), and the opportunity to experiment with the writing of original works of poetry and short stories. The most reliable way for parents to receive specific information about course work, including topics and timing, is on-line. For many students the most challenging part of class is to master the process of writing a well documented research paper in Modern Language Association (MLA) style. To support your student, please consider encouraging your student to seek to perfect their handwriting, asking them to share their compositions with you, and encouraging them to maintain honesty and integrity in their writing assignments—no plagiarism.
American Heritage School Essay Contest and Freedom Festival Essay Contest.
In this course, students will learn about major forms of government and the United States’ history from the Nation’s founding to the present, including: 1) Laying a History Foundation; 2) Major Forms of Government; 3) Pre-Civil War and Reconstruction; 4) Age of Industry, Politics and Culture; 5) Spanish American War, Progressive Era; 6) WWI, Roaring 20′; 7) The Great Depression; 8) World War II; 9) The Cold War, Korean War, Vietnam War; 10) The War on Terror, Information Age; 11) Hope for the Future. Students will learn through research, lectures, class discussions, studying from The 5000 Year Leap, The Hiding Place, and Quest of a Hemisphere. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through quizzes, exams, projects, and a combined history/geography research paper. The most reliable way to receive specific information about course work, including topics and timing, is on-line. For many students, the most challenging part of class is to write a research paper. To support your student, please consider sharing family history stories and asking student to discuss on a regular basis what they are learning in history.
Research Paper/Master Project—students write research paper based around the life of an ancestor of the student, the project incorporates research on the history and geography that impacted the ancestor’s life, as well as analysis of the qualities and characteristics exhibited by the ancestor.
In this course, students will learn about capitalization, punctuation, sentence structure, and paragraphs, recognizing parts of speech, and improving writing style. Students will learn primarily by writing and spelling exercises, word studies, and learning the Latin and Greek roots of words. In addition to being able to discuss the topics students will demonstrate their understanding through Language Arts Notebook, Papers, essays, oral presentation and worksheets. The most reliable way for parents to receive specific information about course work, including topics and timing, is on-line. For many students the most challenging part of class is to master the seventy-one phonograms; learn the Riggs’ forty-seven Spelling, Plural, Syllabication, Capitalization, Apostrophe Rules; and presenting an oral presentation. To support your student, please consider reviewing these rules with your student (they will receive a copy) and encouraging your child to write letters, stories, poetry, and journal entries.
Five formal word studies and additional informal word studies.
In this course, students will learn about geography terms, the Map Standard, and maps including the political World Map of the Twenty-first century, the physical map of North America and South America, and the physical and political maps of Europe and Asia in the Twentieth century. Students will learn through map studies, worksheets, class activities, and a combined history/geography research paper. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through the school-wide Geography Bee. The most reliable way to receive specific information about course work, including topics and timing, is on-line. For many students, the most challenging part of class is to memorize geographical terms and locations. To support your student, please consider discussing current news events in terms of their geography and discussing the geography of places the family has visited or would like to visit.
Create maps, puzzles, and maps activities.
In this course, students will learn the authentic literature, music, art, and poetry of the Colonial, Revolutionary, and Federal Periods. Writings and art will be analyzed and evaluated for its character-enhancing and building qualities and will be taught in conjunction with the American History course content. Students will come away from this class with a love for great American Literature and for the principles of truth found therein through weekly readings, document annotations, weekly essays, term projects/speeches, small group and classroom discussions, and weekly colloquia. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through weekly compositions (essays), memorizations, writing of poetry, document study and analysis, speeches, and written and oral exams.
Term Essays—Students write four major essays per term, two are graded for content and ideas and two require multiple drafts to prepare the piece for publication in speech or essay contests, local, state, and national; Simulations—Students will prepare for and execute 1-2 simulations per term. These might include mock trials, senate hearings, etc. and they debate and argue about current events, governmental forms and policies, local, state, and national legislation; Major Project—Students will choose a person, event, or book in American History/Literature and either write a research paper concerning this person, event, or book or create a presentation about this person, event, or book, including a writing component.
Various verses from the Book of Mormon, written speech, and poem of choice.
In this course, students will study economics by way of the seven principles of economics and the leading ideas of sound economy presented in F.A.C.E. Adam Smith’s Wealth of Nations, economic worldviews based on Secular Humanism, Marxist/Leninism, and Biblical Christianity, basic economic terms, essays on economics will all be read, discussed, and written about during Term I. Term II will take students through various forms and philosophies of government using materials written by John Locke, William Blackstone, Montesquieu, and other political writings. Terms III and IV will be focused on the study of the US Constitution and its leading ideas and themes all according to original intent. Students will come away from this class with a love for great American Government and for the principles of truth found therein through weekly readings, document annotations, weekly essays, term projects/speeches, small group and classroom discussions, and weekly colloquia. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through written compositions (essays), memorizations, document study and analysis, speeches, and written and oral exams.
Term Essays—Students write four major essays per term, two are graded for content and ideas and two require multiple drafts to prepare the piece for publication in speech or essay contests, local, state, and national; Simulations—Students will prepare for and execute 1-2 simulations per term. These might include mock trials, senate hearings, etc. and they debate and argue about current events, governmental forms and policies, local, state, and national legislation; Speech—Students write and memorize a speech regarding God, Family, Country and Freedom and perform the speech in front of the class and some will enter the annual Freedom Festival Speech Contest as well. This is done in Term III; Major Project—Students will choose a person, event, or book in American Government/Literature and either write a research paper concerning this person, event, or book or create a presentation about this person, event, or book, including a writing component.
Various verses from the Book of Mormon, written speech, and poem of choice.
The Senior Thesis class is intended to introduce the seniors to the process and techniques involved in academic research and writing. This course will also provide help and assistance in completing the Senior Thesis which is both a graduation requirement and considered to be a capstone project for seniors at American Heritage School. Consequently, each student will be required to research and write a 6,000 word thesis on an argumentative topic selected by the student. Topics will need to be approved by the instructor. Research for the Thesis must be in academic sources and largely depend on peer reviewed articles and materials. Each student will present and defend their thesis before a panel of judges on March 16, 2018. Students will also write, edit, and submit an essay for publication by the school regarding their experience at American Heritage. Students will also perform other assignments and write other projects throughout the course. Students will demonstrate their mastery of the curriculum through the following tasks:
This introductory college-level course is an extension of the English 11 course in American argument. Building on the themes and readings from English 11, students in this course will develop additional skills in rhetorical argumentation. Students will practice composing the three types of essays from the free response portion of the AP exam: argument, rhetorical analysis, and synthesis. Through both timed and extended writing assignments, students will develop the ability to draw upon the resources of the English language to facilitate intentional communication. Whereas students in this course are expected not only to master the academic skills of argument but also to engage appropriately in the ongoing arguments within their communities, students will regularly respond to texts from local and national current events. Although one of the purposes of this course is to prepare students to take the AP examination, this is not the focus of the course which is really about developing the compositional skills necessary to succeed in college and, more importantly, to engage as active citizens in democratic dialogue.
Students will also read excerpts from the following pieces:
Course Description (Hancock): Students will use a variety of written genres, with a particular focus on argumentative writing, to understand how specific writing skills and dispositions can distill, refine, and communicate understanding of truth. Students will explore key thematic questions such as:
Course Description (Hilmo): The 9th Grade Written Portfolio class is an introduction to academic writing. Students will receive instruction in various writing related subjects such as: the writing process, various writing styles, academic research, MLA format and citation, and revision techniques. Students will evaluate mentor texts and work on building their writing intuition. Note that, while some writing assignments will be graded within the Written Portfolio class, the major papers will fall under their English grade. Course objectives for this course are as follows:
Students will graduate from a five-paragraph essay to an eight and eleven paragraph essay.
Course Description (Hancock): In this course, students will learn World History and Geography from the Creation to 1640 through the Notebook and Principle Approach Methods. The six major time periods studied are the Anglo-Saxon, Anglo-Norman, Wycliffe-Chaucer, English Reformation, Elizabethan, and Puritan Era. Students will study the contributions of world civilizations through the study of geography, culture, and literature. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through weekly essays, mapping, word studies, oral presentations, and creative projects. The most reliable way to receive specific information about course work, including topics and timing, is through the teacher’s weekly email. For many students, the most challenging part of class is to master the breadth of the historical time period spanning from the pre-mortal life to 1600s. To support your student, please consider reviewing the weekly email verbally with your student.
Course Description (Hilmo): The 9th Grade History Curriculum examines world history beginning with the Creation and moving forward until approximately the beginning of the Renaissance. We will cover the civilizations of Israel, Babylon, Persia, Greece, India, Rome, Early Medieval Europe, China, and the Far East. Due to the expansive nature of the course, we will focus on select events, people, cultures and ideologies with an emphasis on government development and how these subjects relate to the Restored Gospel of Jesus Christ. General Course Objectives for this course specify that students will demonstrate mastery of the curriculum through the following tasks:
In this course, students will learn methods of communication (both written and oral). The course will focus on the history, syntax, and etymology of the English language.: In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through weekly essays, memorizations, oral presentations, word studies, and a research paper. The most reliable way to receive specific information about course work, including topics and timing, is through the teacher’s weekly email. For many students, the most challenging part of class is to develop the higher-level reasoning skills necessary to understand these pieces of ancient literature. To support your student, please consider reading the texts along with your student, practicing the roots using flash cards, and reviewing the weekly email verbally with your student.
Hancock
Hilmo
In this course, scholars will learn literature as influenced by Christianity’s westward movement. All studies will be founded in the governing principles of the gospel of Jesus Christ. We will study materials from the primary genre of the novel, biography, autobiography, short story, poetry, essay, letter, sermon, speech, and scripture as literature. Specific works are: A Shepherd Looks at Psalm 23, by Phillip Keller, Exiled by Helene Holt, the Shakespearean comedy performed by Eighth Grade, various Sonnets by William Shakespeare, The Christmas Carol by Charles Dickens, Stories from the Life of Joseph Smith by Richard Turley Jr. and Lael Little, short stories such as “They Grind Exceeding Small,” by Ben Ames Williams, and “The Prodigal Son” found in Luke of the New Testament. Additionally, we will study essays such as “Democracy in America,” by deTocqueville, letters among the American Founders, sermons of ancient and modern prophets, seminal speeches such as “Give Me Liberty or Give Me Death,” by Patrick Henry, and “The First Vision” from The Pearl of Great Price by Joseph Smith and the scriptural story of the Nativity as recorded in Luke 2. A Master Project will include reading a biography on a hero who moves forward the cause of Christ. This involves creating an extensive Notebook and oral presentation.
Students will explore key thematic questions such as:
Scholars will learn through lectures, discussions, presentations, reports, oral and written exams, quizzes, 4R sheets, essays, speakers and celebrations. They will also have opportunities to create and display works of art. Scholars will demonstrate their understanding through creating literature of their own.
The most reliable way to access specific information about course work is on-line and newsletters. We encourage parents to contact teachers frequently through e-mail, phone calls, and visits to the classroom. The expectation is that scholars will develop Christian character and self-government through consistent preparation and participation in all activities of this course.
Please provide quiet time and space for your scholar to 4R. Encourage them to contact the teacher if they are uncertain about an assignment. Discuss what they are reading and 4R with them. Encourage them to be prepared with homework on due dates. Editing your child’s work gives you an opportunity to know what he/she is learning and provides another set of eyes for assignments.
Scriptural foundations and principles, as well as the study of the history of the English language will be core to our studies this year. Improvement of orthography (penmanship) is expected. Spelling will be a focus, implementing Riggs phonograms and rules. The students will study prosody by reviewing versification and figures of speech. We will memorize marvelous selections of poetry from Longfellow, Dickinson, Shakespeare and other poets and sources. In our study of etymology, we will review the basics and emphasize word analysis. Dictionary studies will include many word studies and curricular vocabulary. Syntax (grammar) studies will build upon all that scholars have previously learned concerning sentence analysis and the diagramming of complex sentences. The full nature and extent of grammar will be taught as a foundation for success in grades eight through twelve at American Heritage School. We will use sentences from our history, literature and scripture which will be analyzed, broken into shorter sentences and recombined in terms of form and arrangement considerations. Composition will address creating essays, short stories, poetry, letters, dialogue writing, etc. Scholars will learn the Language Arts Writing Methods. Scholars have access to examples of great writing to help them review/learn methods here at our school. Daily and weekly assignments are given. Scholars will learn through written/oral exams and quizzes, papers of some length, essays, writing of poetry, scholar-directed presentations in groups and individually, displaying of talents in a variety of forms, celebrations of learning, class discussions, and a Master Project. Students will explore key thematic questions such as:
The most reliable way to receive specific information about course work, including topics and timing is through the Parent Portal, calendars, phone calls, checking homework folder, calling the teacher, class visits, and discussing assignments with your scholar. For many scholars, the greatest challenge is consistently turning in homework on time and using his/her best abilities. To support your scholar, we encourage you to help with final proofing of your child’s writing assignments. Provide time and a quiet place for your scholar to do his/her work.
In this course, students will learn Foundations and Principles of “His” Story (History); a Review of Timeline links with an emphasis on those studied in 7th grade History; Vaudois; Scriptural Giants of the 1200s through the 1600s; The Reformers; The Explorers; The Reformation; The Colonization of North America; America’s Infancy and Manhood–The Christian Idea of Man and Government Takes Root; The Enlightenment/Age of Revolution and Empire; Explosion of Invention and Industry—Free Enterprise and Economic Prosperity in America; Decline and Fall of British Empire; The Restoration of the Gospel and Fullness of Times. Students will learn through lectures, handouts, worksheets, group projects, media, discussions, assigned student presentations, speakers, exams (oral and written), essays, and field trips. Students will explore key thematic questions such as:
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through term projects/papers, oral presentations, written and oral exams, worksheets, map making, group presentations, displaying talents, class discussions, and a Master Project. The most reliable way to receive specific information about course work, including topics and timing, is through phone calls, On-line, newsletters, calendars, and school visits. For many students, the most challenging part of class is to consistently use 4 R (research, reason, relate, and record) principles in their lives and work; turn in work completed to the best of ability and on time; prepare for and complete a Master Project and memorize facts and principles. To support your student, please check the homework calendar online or in the homework folder. Please help with final proofing of written work, including, but not limited to Word Studies; T-Charts, and essays (without re-writing, please). Provide time for your scholar to read Literature and History assignments.
Students will learn the basics of literary analysis and research thesis structure, support, and organization. Writing assignments and instruction will center around 11th grade English curriculum and the classics. Students will learn techniques of peer review, writing with purpose and clarity, and supporting claims with textual evidence and in-depth analysis.
This course is designed as a continuation of word processing skills. We know that it becomes more and more essential for students to understand these basic skills at a younger age – such is the time in which we live. In order to help our children be useful tools in the Lord’s hand in an ever-changing technological society, this course will develop and strengthen their ability to effectively use a computer keyboard and create written projects.
Students will continue working on mastery of the following skills:
• Identify main components of a computer and their uses.
• Strengthen muscle memory, enabling scholars to type without looking at their hands.
• Type at a speed of at least 30 words per minute with an accuracy of 90% or higher.
• Continue learning the various functions of Microsoft Word and receive an introduction to Microsoft PowerPoint.
In this course, students continue to experience a wide variety of music activities including singing and singing activities, rhythm and rhythm instruments, reading music notation/sight-singing and music listening. The choral experience continues, with the singing curriculum facilitating greater understanding of healthy singing and more independent part-singing skills. The students continue to solidify their understanding of musical elements such as melody, rhythm, harmony, and musical form. The students apply their understanding of musical notation through a variety of singing and rhythmic activities. Specific to 6th grade is a study of Spiritual Lives of the Great Composers.
Key Texts: Jaccard, Jerry L. EdD., A Developmental Music Curriculum; Kavanaugh, Patrick, Spiritual Lives of Great Composers; selected choral repertoire.
Significant Projects: Students will participate in the Christmas Concert, Patriotic Program, Spring Sing and their Class Devotional.
In this course, students will learn understanding that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of this World.” They are introduced to many mediums and styles of creating art images. They learn that partnering with the spirit; they may all become wonderful artists. The students develop their talents through persistent efforts in drawing and painting. They each have personal sketchbooks provided by our school, where weekly homework is required. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through three events that will give each student an opportunity to display their art. These events include a gallery competition in December, a State-wide competition, that will challenge them, in developing Arbor Day posters, and the American Heritage School Art Show which will display all work completed during the year. The most reliable way to receive specific information about course work, including topics and timing, is on-line. For many students, the most challenging part of class is to complete assignments during class time, keep them organized, and remember their sketchbooks. To support your student, please consider checking your student’s sketchbooks and giving encouragement.
This course reinforces basic math concepts previously learned and introduces new concepts. Topics covered include numeration, basic operations, fractional concepts (fractions, decimals, percent, ratios, rates,) estimation, and number theory. The goal for all students is to have a thorough foundation of concrete mathematical concepts and procedures that will enable student to succeed as they progress through spiral review in the field of math.
Prerequisite knowledge for this class includes:
• Mastery of math facts
• Earning a B- or better in Math 65
• Permission from instructor
Students will explore key thematic questions such as:
• How does God use mathematics to number, order, and calculate his kingdom?
• What are the patterns, equations, problem solving, and analytical data that I can see and use in my own life?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily exercises and cumulative tests, which will be taken every 5 lessons or nearly every week. The most reliable way to receive specific information about course work, including topics and timing, is through weekly newsletters. For many students, the most challenging part of class is to master rules for signed numbers and conceptual understanding of fractions and manipulation skills for working with fractions. To support your student, please consider ensuring mastery of math facts before the school year begins and continually reviewing math facts throughout the year and by staying up-to-date on-line and contacting teacher with questions or concerns or if test scores fall below 80%.
In this course, students will learn grammar, spelling, Latin roots, composition styles (biography, auto-biography, persuasive, cause-effect, poetry, newsletter, etc.) and a biographical sketch of Noah Webster through researching, reasoning, relating, and recording.
Students will explore key thematic questions such as:
• How does my ability to read, reason, and relate effect the choices I make and my overall freedom?
• How can I use God’s gift of language to express my ideas, thoughts, and feelings in a respectful, articulate, and correct manner of expression?
All of our learning will be principle-based. We will use the notebook method as a way of recording. We will be writing across all subjects of the curriculum. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily assignments, writing assignments, oral reports, and memorizations. The most reliable way to receive specific information about course work, including topics and timing, is through the teacher’s weekly email. For many students, the most challenging part of class is to record all assignments in their best cursive, and stay focused and keep up with the lessons. To support your student, please consider reviewing your child’s homework each night. This includes the weekly memorization and spelling review, as well as a twenty-minute daily reading time. Please allow for and help your child find a quiet place for one hour of homework each night.
Spelling, Greek & Latin Roots
Spalding: The Writing Road to Reading (Teacher resource)
Students will continue to review and study words which are most commonly used, as well as studying and applying prefixes, suffixes, and Greek & Latin roots.
Grammar
Students will study parts of speech, parts of a sentence, types of sentences, diagramming, editing and mechanics. Students will be able to apply grammar concepts correctly in casual and formal speaking and writing.
Vocabulary
Students will study vocabulary from class literature sources and be able to use context clues, grammar skills, and dictionaries to determine definitions and connotations.
Cursive
Students will continue to practice correct and neat cursive formation. Cursive will be required for all written assignments throughout the curriculum.
Word Studies
Students will learn how to Research, Reason, Relate and Record specifically assigned principle-based words. Students will be able to research the definition (including related synonyms); reason and record the meaning of the word through individually selected relative quotes from LDS leaders and other wise men and women; relate ways to personally apply the reasoned principle; and then conclude with a personal definition based on their research, reasoning, and personal relating in a well-written complete paragraph.
Composition
Applying the 4-R-ing process, students will be able to relate their understanding of concepts from spelling, roots, grammar, vocabulary and cursive and record their work in complete and well-reasoned paragraphs (topic/thesis sentence, details, conclusion sentence) throughout all areas of the curriculum. Students will learn how to write 5 paragraph essays for various topics throughout the curriculum, including research and works cited skills.
Memorization
Students will be able to memorize and recite assigned scriptures, quotes, and/or official documents. Sixth graders will be memorizing “The Living Christ: The Testimony of the Apostles of The Church of Jesus Christ of Latter-Day Saints.” This will be broken down into paragraphs to be memorized January through May. Students will be able to practice using proper public speaking skills: eye contact, poise, articulation, inflection, and projection throughout their recitations. Student will be able to apply their memorization and speaking skills to oral report presentations assigned throughout the curriculum.
In this course, students will learn the “Seven Loves of Literature” and how to choose good reading material. We will study the author, background, settings, themes, and vocabulary of the following novels: The Children’s Homer, The Bronze Bow, and Men of Iron.
Students will explore key thematic messages such as:
• The Plan of Salvation: symbols, archetypes, parallels, and similarities with Latter-Day Saint theology.
• Personal mission and purpose relating to God’s plan for the individuality of his children.
• Overcoming the natural man through comparing and contrasting internal and external character qualities.
All seven FACE principles will be discovered and discussed in each of these novels through the teacher reading aloud, researching, reasoning, relating, and recording. We will complete word studies, research vocabulary, and complete character charts of the major and supportive characters. We will use the notebook method for recording. We will have daily discussions. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily vocabulary notebook additions, chapter work, reading comprehension assessments, oral presentations, group discussions and individual and group work. The most reliable way to receive specific information about course work, including topics and timing, is through the teacher’s weekly email. For many students, the most challenging part of class is to participate and assess on the significant amount of reasoning, relating, and writing involved. If a student keeps focused and remains on task during a lesson, he/she will not have daily literature homework. To support your student, please consider having a daily conversation about the day’s lesson to help determine understanding. Also, please ask your child about any principles he/she may have reasoned and related.
In this course, students will learn about the Creation; the Dispensations of Adam, Enoch, Noah, Abraham, Moses, Christ and Apostles; the Apostasy; and the Renaissance, Civilizations of focus include the World, Mesopotamia (Israel, Egypt, Assyria, and Babylon), Greece, Rome, and England. Students will learn through the principle approach methodology (researching, reasoning, relating, and recording) through oral reports, maps, notebooks, and PowerPoints.
Students will explore key thematic questions such as:
• How does God use nations and individuals to move the cause of liberty?
• What is the cause/effect relationship as the chain of liberty moves from nation to nation?
• What is my place and mission in God’s plan as I learn to discuss right and wrong from the internal characters of history?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through daily assignments and assessments (written and oral). Students will demonstrate depth and understanding of key concepts discussed and their relation to the seven principles of Personal and Civil Liberty. We will also use activity sheets and 2 written history reports throughout the year. The most reliable way to receive specific information about course work, including topics and timing, is through the teacher’s weekly email. For many students, the most challenging part of class is to keep up with reasoning and relating through writing and to participate in classroom discussion. To support your student, please consider initiating conversations with your child regarding principles, lessons, and events connected with each civilization. Discuss with your students the seven principles of American Christian Education as they relate to the Old Testament and World Civilization history.
In this course, students will identify and memorize the countries and capitals located in Asia, Europe, and Africa. In addition, they will learn key map concepts, terms, and locations in a Christian concept relating to the Creation; Dispensations of Adam, Enoch, Noah, Abraham, Moses, Christ and Apostles; the Apostasy; and Old England. Civilizations of focus will include the World, Mesopotamia (Israel, Egypt, Assyria, and Babylon), Greece, Rome, and English geography. Students will learn through the principle approach methodology (researching, reasoning, relating, and recording) while using maps, notebooks, PowerPoints, and atlases. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through map sketches and quarterly tests (written and oral).
Students will explore key thematic questions such as:
• How does the earth’s topography, political boundaries, and national character effect its relationship with the events of history?
• What are all of the countries and capitals of the Eastern Hemisphere and why is it important that I learn them?
Some will require a memorization of facts while others will demonstrate depth of understanding in key concepts and how they relate to the Seven Principles of Personal and Civil Liberty. The most reliable way to receive specific information about course work, including topics and timing, is through the teacher’s weekly email. For many students, the most challenging part of class is to memorize the vast amount of information about people, places, and events studied in geography. To support your student, please consider drilling Middle East, Asian, European, and African capitals and countries, key places, and events connected with these civilizations.
This course is designed as a continuation of keyboarding skills and an introduction to word processing skills. We know that it becomes more and more essential for students to understand these basic skills at a younger age – such is the time in which we live. In order to help our children be useful tools in the Lord’s hand in an ever-changing technological society, this course will develop and strengthen their ability to effectively use a computer keyboard.
Students will continue working on mastery of the following skills:
• Demonstrate understanding of correct ergonomics including posture and hand placement.
• Identify main components of a computer and their uses.
• Strengthen muscle memory, enabling scholars to type without looking at their hands.
• Continue to use proper keyboarding techniques.
• Memorization of the entire keyboarding and correct fingering of all keys.
• Type accurately while a text is dictated or written on a separate paper.
• Type at a speed of at least 25 words per minute with an accuracy of 90% or higher.
• Continued introduction to Microsoft Word and its functions.
In this course, students will learn about:
• Matter – cycling of matter, changes of matter, conservation of mass, physical and chemical changes
• Geology – earth composition, geologic changes over time
• Magnetism and Electricity – magnetic fields, compass, static and current electricity
Students will demonstrate their understanding of the topics by:
• discussing the ideas in class and at home
• creating a volcano brochure
• creating a compass
• creating a working electrical circuit
• making charts and drawings relative to various topics
• writing explanations and summaries
• completing assessments.
Students will explore key thematic questions such as:
• How does using a compass help us find our direction?
• What can we learn from studying the changes in earth through geologic time?
• Why is it important for matter on earth to be recycled?
In this course, students continue to experience a wide variety of music activities including singing and singing activities, rhythm and rhythm instruments, reading music notation/sight-singing and music listening. The choral experience continues, with the singing curriculum facilitating greater understanding of healthy singing and more independent part-singing skills. The students continue to solidify their understanding of melodic and rhythmic concepts, as well as major and minor modes, musical form and other compositional tools. They learn about key signatures and expand their knowledge of musical intervals. Specific to 5th grade is a study of the songs of the Underground Railroad and African-American Spirituals.
Key Texts: Jaccard, Jerry L. EdD., A Developmental Music Curriculum; selected choral repertoire.
Significant Projects: Students will participate in the Christmas Concert, Patriotic Program, and the Spring Sing.
In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of the World” they live in. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.
Students will explore key thematic questions such as:
• How can we appreciate the divinely created world we live in by learning, not to just look, but to artistically “see” our world through?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized. To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level.
In this course, students will apply basic arithmetic concepts through the foundations of geometry, measurement, algebra, and scale and graph reading through daily lessons taught in class, daily problem sets (twenty-five questions), and timed math mastery practice sets.
Students will explore key thematic questions such as: · How do math principles apply to me in the real world today? · How does learning an exact science, such as mathematics, prepare me for life?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through assessments, which will be given after approximately five lessons have been taught and will be about on a weekly basis. The most reliable way to receive specific information about course work, including topics and timing, is on-line or newsletters. To support your student, please consider checking to see that the daily problem set is done each day and going over concepts to help answer questions that may arise at home. About 20 minutes of class time will be used for working on the problem set, however it is helpful to go over the set at home.
In this course, students will learn orthography (spelling, penmanship); etymology (vocabulary, word study); syntax (grammar); composition; poetry; and oration.
Students will explore key thematic questions such as, “How can the development of proper language help me in my communication skills and in my personal life, professional life, and in being a better steward in God’s kingdom?”
Students will practice writing many original compositions by writing a first, second, and final draft. They learn to memorize and then practice speaking to large audiences when they present The Patriotic Program to the school and community. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through spelling notebooks and spelling tests; grammar workbooks; root-word flash cards; and word studies. They will write reports, letters, essays, stories, poetry, and other forms of composition. The most reliable way to receive specific information about course work, including topics and timing, is on-line or in the Class Newsletters.
Students will demonstrate mastery of the phonograms through composition with accurate spelling and grammar skills, practicing cursive writing and penmanship as they record what they have learned in their notebooks; memorizing vocabulary; doing word studies; making their own set of flash-cards to learn thirty Greek and Latin Root Words; using grammar to reason as they learn to diagram sentences.
Students study Robert Frost & his poetry, Literature of the Bible (The Book of Ruth), Carry On, Mr. Bowditch by Jean Lee Latham, Little Women by Louisa May Alcott, Abraham Lincoln by Wilbur Gordy, and William Shakespeare, with selected readings from Shakespeare.
Students will explore key thematic questions such as, “What do I learn from the ongoing struggles and positive examples of this character that can give me hope in my life?”
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through memorizations (i.e. scriptures from the Doctrine and Covenants, Ruth 1:16, Robert Frost’s ―The Road Not Taken, Henry W. Longfellow’s – Christmas Bells, the Preambles to the Declaration of Independence and the Constitution, and Abraham Lincoln’s ―Gettysburg Address), word studies, essays, papers, creative writing, vocabulary tests, and other work in our Notebooks. The most reliable way to receive specific information about course work, including topics and timing, is on-line or class newsletters.
Students will be able to analyze the elements of literature, primarily through researching the background of the book, the author, and the setting; studying the vocabulary of the book as we read the literature together and discover the plot; and reasoning together about how the main characters show good or bad traits that we would want or not.
Students will learn through classroom lessons, discussions, maps, timelines, research papers, history reports, artifact showings, demonstrations, and celebration activities.
Students will explore key thematic questions such as: · What is it about this person’s character and courage that we can emulate and make better in helping to shape the future of our country? · How am I preparing to make a difference in history? · What do we learn from the past that can influence our future?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through quizzes, tests, memorizations, projects, worksheets, and the Freedom Festival Essay. The most reliable way to receive specific information about course work, including topics and timing, is on-line or newsletters. To support your student, please consider asking about the stories they hear from history and letting them share their understanding of them.
In this course, students will be able to identify the causes of the Revolution, the War of Independence, the establishment of our Constitution and government, its Westward settlement, and the Civil War.
Students will explore key thematic questions such as:
• How does learning about geography change our understanding of cultures and people?
• How does learning about the political and physical geography of the United States affect our understanding of early US history?
The students will learn primarily through mastering the vocabulary of geography and studying each region of the United States as they research each state and record what they have learned by labeling and identifying locations on maps. We reason to learn how Heavenly Father made the world in such a way as to make His Plan of Happiness possible and relate this to each region or state as we use geography in our literature, history, and study of the Doctrine and Covenants. We memorize the states and capitals as we learn about them. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through a State Report, map-work of each of the United States regions with questions and tests, and finishing their own United States Flash Cards to study and memorize for the final Fifty States and Capitals Test. The most reliable way to receive specific information about course work, including topics and timing, is on-line or class newsletters.
In this course students will learn about the definition of geography; the Earth and Creation; mathematical, physical, and political geography, with a special focus on the United States and its regions: New England Region, Southwestern Region, Great Lakes Region, Great Plains Region, Southwestern Region, Mountain States Region, and the Atlantic Region.
This course is designed as a continuation of keyboarding skills and an introduction to word processing skills. We know that it becomes more and more essential for students to understand these basic skills at a younger age – such is the time in which we live. In order to help our children be useful tools in the Lord’s hand in an ever-changing technological society, this course will develop and strengthen their ability to effectively use a computer keyboard.
Students will continue working on mastery of the following skills:
• Demonstrate understanding of correct ergonomics including posture and hand placement.
• Identify main components of a computer and their uses.
• Strengthen muscle memory, enabling scholars to type without looking at their hands.
• Continue to use proper keyboarding techniques.
• Memorization of the entire keyboarding and correct fingering of all keys.
• Type accurately while a text is dictated or written on a separate paper.
• Type at a speed of at least 20 words per minute with an accuracy of 90% or higher.
• Introduction to Microsoft Word and its functions.
In this course, students will learn about:
• Matter – the cycling of matter through Earth’s processes (water cycle, carbon cycle, phosphorus cycle, nitrogen cycle)
• Meteorology – water cycle, atmosphere, weather, weather instruments, clouds, and various kinds of storms
• Geology – rock cycles, weathering, erosion, soil and minerals
• Fossils – understanding what and how fossils formed, make inferences using fossils, identify fossils found in Utah
• Biomes of Utah – learn the 4 major biomes of Utah and the plants and animals found there; identify and understand the major adaptations of living organisms to survive in their environment
Students will demonstrate their understanding of the topics by:
• discussing the ideas in class and at home
• creating a biome diorama
• choosing a native Utah animal to study, making a model and writing a summary of their learning to share with the class
• creating a science fair project
• making charts and drawings relative to various topics
• writing explanations and summaries
• completing assessments.
Students will explore key thematic questions such as:
• How do our observations of principals of physics relate to the cause and effect relationship of choice and accountability?
• What life lessons can we learn from our observations of fossils and what inferences can we make about the environment in which they lived?
• What major adaptations animals and plants have to survive in their environment?
In this course, students will learn fundamental skills (using beanbags, playground balls, hoops, basketballs, jump ropes, scooters, and the parachute), enjoy rhythmic movement, play games, and experience quiet time.
Students will explore key thematic questions such as:
• What would happen to us if we all played all day and never did our work?
• What kinds of activities do we do when we are being idle?
• What can our spirits do with our bodies that we could not do if we only had our spirits?
The children will learn primarily through play. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through performing in a school-wide dance festival. To support your student, please consider enjoying recreational activities as a family such as swimming, biking, and playing sports. You could run a marathon with your child, take walks, rake leaves, or do other work projects together. Enrolling your child in a sports program such as soccer, basketball, football, or swimming is also a great way to help them be active.
In this course, students will experience a wide variety of musical activities including singing and singing games, rhythm and rhythm instruments, reading musical notation/sight-singing, and music listening. It is the beginning of the choral experience with supporting repertoire selected from rounds, partner songs and 2-part equal-voice literature. Singing activities facilitate the expansion of vocal range and technique. Students will continue to develop music notation reading fluency. New rhythmic concepts will include more complex dotted rhythms and compound meter. New melodic concepts will include high do, fa and ti. Students will learn to consciously discriminate between major and minor modes. They will expand their awareness and understanding of musical form. Students will become familiar with instruments of the orchestra and to discriminate between them both visually and aurally.
Key Texts: Jaccard, Jerry L. EdD., A Developmental Music Curriculum; selected choral repertoire.
Significant Projects: Students will participate in the Christmas Concert, Patriotic Program, Spring Sing and their Class Devotional.
In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of the World” they live in. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.
Students will explore key thematic questions such as:
• How can we appreciate the divinely created world we live in by learning, not to just look, but to artistically “see” our world through?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized. To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level.
This course is designed as an introduction to keyboarding skills. We know that it becomes more and more essential for students to understand these basic skills at a younger age – such is the time in which we live. In order to help our children be useful tools in the Lord’s hand in an ever-changing technological society, this course will develop and strengthen their ability to effectively use a computer keyboard.
Students will begin their mastery of the following skills:
• Demonstrate understanding of correct ergonomics including posture and hand placement.
• Identify main components of a computer and their uses.
• Strengthen muscle memory, enabling scholars to type without looking at their hands.
• Learn proper keyboarding techniques.
• Name the eight home row keys in proper order.
• Type accurately while a text is dictated or written on a separate paper.
• Type at a speed of at least 15 words per minute with an accuracy of 90% or higher.
In this course, students will learn about:
• Earth Science – an in-depth look at the rotation and orbit of the objects in the universe
• Light and Heat – the nature of light and how it is produced and used; the use of heat as energy
• Forces in Nature – different forces (gravity, friction, push/pull) and their effect on objects
• Interactions in Nature – adaptations of animals and plants to survive in any given environment, the importance of abiotic and biotic factors in a particular community
• Ornithology – the importance of birds, a look at feathers, flight, beaks, feet, eggs, nests, and adaptations of birds that help them thrive (a look at owls as an example)
Students will demonstrate their understanding of the topics by:
• discussing the ideas in class and at home
• participating in experiments, recording results and analyzing those results to draw conclusions
• making observations of birds and taking notes in a birdwatching book
• making charts and drawings relative to various topics
• writing explanations and summaries
Students will explore key thematic questions such as:
• How do animals contribute to our lives and how can our actions affect their lives?
• How can forces contribute to our understanding of the world around us?
In this course, students will learn fundamental skills (using beanbags, playground balls, hoops, basketballs, jump ropes, scooters, and the parachute), enjoy rhythmic movement, play games, and experience quiet time.
Students will explore key thematic questions such as:
• What would happen to us if we all played all day and never did our work?
• What kinds of activities do we do when we are being idle?
• What can our spirits do with our bodies that we could not do if we only had our spirits?
The children will learn primarily through play. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through performing in a school-wide dance festival. To support your student, please consider enjoying recreational activities as a family such as swimming, biking, and playing sports. You could run a marathon with your child, take walks, rake leaves, or do other work projects together. Enrolling your child in a sports program such as soccer, basketball, football, or swimming is also a great way to help them be active.
In this course, students will learn new skills, building on the skills and repertoire from kindergarten. First grade is a big “make conscious” year. What they can do and sing is given a name. The main focus continues to be to provide musical growth in five areas: 1) Singing ability, 2) rhythm, 3) aural perception, 4) creativity and 5) spiritual development.
The third grades will continue to extend their knowledge of notation, identifying more note names on the treble clef, conducting 3 beat meter, introducing low la and low sol. The students will add more rhythmic patterns, learning dotted half note (three-ee-ee) and syncopation (ti-ta-ti), dotted quarter notes (ti-tum) and (tum-ti), other forms of rhythms that involve sixteen notes- (ti-ki-ti)- two sixteenths and an eighth note (ti-ti-ki) –eighth note and two sixteenths and continued staff work. The students will work with all of the notes on the staff – ABCDEFG. The students will continue to work with the pentatonic scale 1-s-m-r-d that will also include low La and low Sol. The students will know what the pentatonic scale is. The students will learn about changing meters in one song. What an octave, P5th, P4th are. The students will demonstrate their understanding of these topics through the demonstrations of hand signals, reading the music, using felt staffs, white board, music books, and reading from the board. Students will explore key thematic questions such as, “Why should we learn to sing in-tune, conduct, and become music literate?” “Why is it important to study composers and different styles of music?” The students will learn 4 Japanese folk songs. The students will continue as the lower grades to have prayers, scriptures at the beginning of class. The students will be in a 2-3 grade choir in the Patriotic Program in March. The students will do a devotional in April focusing on Christian Character.
In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of the World” they live in. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.
Students will explore key thematic questions such as:
• How can we appreciate the divinely created world we live in by learning, not to just look, but to artistically “see” our world through?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized. To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level.
In this course, students will learn about:
• Astronomy – the lives and contributions of Copernicus, Galileo, Newton, and Kepler; telescopes; our solar system and the movement of planets; stars and our sun; the similarities and differences of the planets; the moon; other satellites: meteors, asteroids, and comets; space exploration
• Geology – a look at the layers of the earth, plate tectonics, the creation of mountains, earthquakes, volcanoes and geysers, types of rocks, minerals and crystals, weathering and erosion, and soil types
• Botany – the life and contributions of Carl Linneaus and George Washington Carver; a plant’s life cycle; a review of the purposes of plant parts; flowers and pollination; identifying monocots and dicots; annuals and perennials; and an introduction to trees and other nonvascular plants
Students will demonstrate their understanding of the topics by:
• discussing the ideas in class and at home
• creating a volcano to use in an eruption simulation
• gathering and pressing plant samples at home to put into a plant book in class
• making charts and drawings relative to various topics
• writing or telling their thoughts about their work.
Students will explore key thematic questions such as:
• What can the creations in the universe teach us about its Creator?
• As you consider the physical properties of the earth, what do you learn about the use of materials?
• What connection can you make to your own life from what you have learned?
In this course, students will learn fundamental skills (using beanbags, playground balls, hoops, basketballs, jump ropes, scooters, and the parachute), enjoy rhythmic movement, play games, and experience quiet time.
Students will explore key thematic questions such as:
• What would happen to us if we all played all day and never did our work?
• What kinds of activities do we do when we are being idle?
• What can our spirits do with our bodies that we could not do if we only had our spirits?
The children will learn primarily through play. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through performing in a school-wide dance festival. To support your student, please consider enjoying recreational activities as a family such as swimming, biking, and playing sports. You could run a marathon with your child, take walks, rake leaves, or do other work projects together. Enrolling your child in a sports program such as soccer, basketball, football, or swimming is also a great way to help them be active.
In this course, students will learn new skills, building on the skills and repertoire from kindergarten. First grade is a big “make conscious” year. What they can do and sing is given a name. The main focus continues to be to provide musical growth in five areas: 1) Singing ability, 2) rhythm, 3) aural perception, 4) creativity and 5) spiritual development.
The students will continue with their in-tune skills that will challenge them to bring beauty to their sing with tone quality and diction. The skills learned in First grade about quarter and eight notes (ta) and (ti-ti) will be reviewed and more patterns added to the seven they already know. The students will review the patterns of l-s-m and will echoing short melodic patterns, written rhythmic dictation and adding to understanding of basic note notation through recognizing and conducting four beat meter, recognizing half notes (two-oo) and sixteenth notes (ti-ki-ti-ki), learning G, A, F and adding solfege notation of do-re. The students will work on all of the different patterns that go with the addition of do and re. The students will learn about ledger lines, P5th’s, start work on part singing, what ostinato means, what an anacrusis is (up beat), and ti-ti’s can be separated. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through their music books, and demonstrations of hand signals, reading the music, using felt staff or white boards. Students will explore key thematic questions such as, “How does learning how to read music help us?” The students will do a devotional the end of November that focus on the preparations in history leading up to the restoration of the gospel of Jesus Christ and their part in it. The students will be involved in a 2-3 grade choir for the Patriotic Program in March. In the Kindergarten and First Grade course work it talks about prayers, scripture memorizing and composer study, the students will continue to do this.
In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of the World” they live in. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.
Students will explore key thematic questions such as:
• How can we appreciate the divinely created world we live in by learning, not to just look, but to artistically “see” our world through?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized. To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level.
In this course, students will learn fundamental skills (using beanbags, playground balls, hoops, basketballs, jump ropes, scooters, and the parachute), enjoy rhythmic movement, play games, and experience quiet time.
Students will explore key thematic questions such as:
• What would happen to us if we all played all day and never did our work?
• What kinds of activities do we do when we are being idle?
• What can our spirits do with our bodies that we could not do if we only had our spirits?
The children will learn primarily through play. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through performing in a school-wide dance festival. To support your student, please consider enjoying recreational activities as a family such as swimming, biking, and playing sports. You could run a marathon with your child, take walks, rake leaves, or do other work projects together. Enrolling your child in a sports program such as soccer, basketball, football, or swimming is also a great way to help them be active.
In this course, students will learn new skills, building on the skills and repertoire from kindergarten. First grade is a big “make conscious” year. What they can do and sing is given a name. The main focus continues to be to provide musical growth in five areas: 1) Singing ability, 2) rhythm, 3) aural perception, 4) creativity and 5) spiritual development.
The students will continue working on in-tune skills, building on what was learned last year or if the student is new taking them from where they are with their ability to sing in-tune. The students will review finding the heartbeat in all the different songs they know. When all students can do this, there is a make conscious lesson where they learn that the heartbeat has a name- beat. The beat has a symbol and what it looks like, its real name is quarter note but we call it (ta). The same procedure is done with the eight notes (ti-ti) it has two sounds on one beat. The students will learn seven different rhythm patterns, quarter rest, identifying staff – treble clef, bar lines, measure, double bar lines, strong and weak beats and 2/4 meter. The students will learn to conduct this basic pattern. The students will be able to tell the high and low notes in their simple folk songs and give them the names of sol and mi. The students will learn the note la. The students will learn all the patterns associated with 1-s-m. They will use the established hand signs and translate this knowledge to written form. The students will be able to read examples on the board with the 1-s-m that they do not already know. The students will be able to write their songs on green felt staffs, or white boards or in their beat books. The children will continue learning about different composers and move their music. The children will make up their own song using the l-s-m pattern and write this in their beat books. The children also do a devotional the end of January that focuses on our pioneer heritage and music that supports the devotional. We continue what was talked about in the Kindergarten course work with prayers, scripture memorization, and music being a gift from God, etc. The first grades will learn 4 Spanish folk songs.
In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of the World” they live in. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.
Students will explore key thematic questions such as:
• How can we appreciate the divinely created world we live in by learning, not to just look, but to artistically “see” our world through?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized. To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level.
Saxon math is the mathematical course of study. By mastering math, an individual may more fully demonstrate the character of God especially in the areas of dominion and justice. The scope of math covers the science of numbers and the art of computation with expectation of mastery of the addition facts to twenty. Geometrical shapes are introduced or reviewed, units of measurement including time are taught, and reasoning of mathematical computations from stories is developed. The most reliable way to receive specific information about course work, including topics and timing, is through weekly email, paper, or On-line communication from teachers to parents. To support your student, please consider reviewing and discussing the weekly communication.
The students will demonstrate their acquired skills through assessments, written and oral, class and homework assignments, and fact mastery.
Language is taught through Spalding Education International program, which is comprehensive of phonemic spelling, rules of composition, and reading. Students are required to do daily homework from their spelling notebook and recording on daily reading logs. The most reliable way to receive specific information about course work, including topics and timing, is through weekly email, paper, or On-line communication from teachers to parents. To support your student, please consider reviewing and discussing the weekly communication.
Key Texts: Spalding, First Grade Teacher’s Guide (ISBN:978-1-935289-46-3), Spalding, The Writing Road to Reading (ISBN:978-0-06-208393-7).
Students will demonstrate their mastery of language through spelling assessments, notebook recording, penmanship, leveled reading advancement, and creative writing.
Literature comes alive as our students learn the importance of classical writings as an expression of life in word and truth, the record of man’s spirit and history of the human soul.
Students will explore key thematic questions such as:
• How does studying this piece of literature show me how Heavenly Father wants me to be?
Major literary works include: poetry of Isaac Watts, Robert Louis Stevenson, William Blake, and Henry Wadsworth Longfellow; the fictional work of Pinocchio by Carlo Collodi; a biography of Abigail Adams; and a fictional tale of Charlotte’s Web by E.B. White. The principle of Christian Self-government is learned through analyzing the external and internal characteristics of the individuals studied in the literary works. From class discussions, students learn to reason from leading ideas to principles found in scriptural accounts of Noah, Isaac, and Joseph. Students will demonstrate their knowledge and understanding of these works through memorization and notebook recording. The most reliable way to receive specific information about course work, including topics and timing, is through weekly email, paper, or On-line communication from teachers to parents. To support your student, please consider reviewing and discussing the weekly communication.
Key Texts: Collodi, Carlo, Pinocchio. (ISBN: 978-0-14-036708-9): The Church of Jesus Christ of Latter-day Saints, Doctrine and Covenants Stories. (ASIN: B000F6NOVQ); and White, E.B., Charlotte’s Web. (ISBN: 0-590-30271-X).
Memorizations: Watts, Isaac, “Praise For Creation”; Stevenson, Robert Louis, “The Swing”; and Blake, William, “The Lamb.”
Students will receive a vision of the power of language, identify and discuss its importance as a gift from God, raise the standard of quality in language, and learn to emphasize the individual’s responsibility to use this gift as God would have it be used.
In this course, students will learn about God’s providential view of history and how He calls individuals to forward “His” story as He prepares and protects them.
Students will explore key thematic questions such as:
• How does history show evidence of “His Story?”
Christian character is highlighted in the study of Adam and Eve, Noah, Enoch, Abraham, Moses, Abigail and John Adams, and other patriots. Their lives exemplify the principles of liberty of conscience and voluntarily yielding their wills to God. The Christian form of government is introduced through studying the Pilgrims, the foundation of our American government, and national symbols of liberty. While all links on the Chain of Christianity are discussed, our key link focuses on God’s providential preparation of Christopher Columbus, his character, and his mission of discovery. Students will show their understanding and application of their studies by notebook work, memorization, and writing. The most reliable way to receive specific information about course work, including topics and timing, is through weekly email, paper, or On-line communication from teachers to parents. To support your student, please consider reviewing and discussing the weekly communication.
Key Texts: Witter, Evelyn, Abigail Adams. (ISBN: 0915134-94-2); and Roop, Peter and Connie, Christopher Columbus. (ISBN: 0439-15807-9).
Each child will feel their equal and independent worth, their potential and unique gifts in Christ, and their use of those gifts in their calling and place in history.
In this course, students will learn about the creation of the universe, earth, and all creations in view of God’s Principle of Individuality. Included are continents, oceans and rivers, mountains, deserts and plains, people’s cultures, and cardinal directions.
Students will explore key thematic questions such as:
• How does studying this continent denote there is a God?
The most reliable way to receive specific information about course work, including topics and timing, is through weekly email, paper, or On-line communication from teachers to parents. To support your student, please consider reviewing and discussing the weekly communication.
Students will demonstrate their understanding of this topic through notebook work, map work, and recording.
In this course, students will learn fundamental skills (using beanbags, playground balls, hoops, basketballs, jump ropes, scooters, and the parachute), enjoy rhythmic movement, play games, and experience quiet time.
Students will explore key thematic questions such as:
• What would happen to us if we all played all day and never did our work?
• What kinds of activities do we do when we are being idle?
• What can our spirits do with our bodies that we could not do if we only had our spirits?
The children will learn primarily through play. In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through performing in a school-wide dance festival. To support your student, please consider enjoying recreational activities as a family such as swimming, biking, and playing sports. You could run a marathon with your child, take walks, rake leaves, or do other work projects together. Enrolling your child in a sports program such as soccer, basketball, football, or swimming is also a great way to help them be active.
In this kindergarten year the children will start to prepare to learn the basic elements of music that will begin in First grade and continue through the other grades. The basic materials that will be used are folk songs and the games that go with them and that are in their vocal and maturity range, nursery rhymes and rhymes, use of some instruments and listening examples from great composers. The main focus will be to provide musical growth in five areas: 1) Singing ability, 2) rhythm, 3) aural perception, 4) creativity and 5) spiritual development.
The children will work on in-tune singing skills. If they do not already match pitch we will work on this. They will be able to use and find their upper voices by doing activities and games that allow them to move their voices such as rhymes that use upper and lower voices, elevators, etc. Use of animal puppets and objects will also be used. The children will be able to match pitch when the teacher sings a question to them, of course this is a continual process if they cannot already do this. The children will be able to hear simple rhythmic phrases and repeat them back as a class and individually. As we sing our songs the children will follow the teacher as she puts the beat on her lap, the children will copy not knowing the term until the teacher makes it conscious to them at the end of the year. At the end of the year the heart beat is “made conscious”- which is what they have been doing all year but a name is given to what they already can do. The children will be able to hear the difference between high and low, slow and fast, etc. The children when we are listening to composer selections will be able to move to the music as it makes them feel. With some of our folk songs they will be able to make up new verses to go with them. Before each class period a child is chosen to say the prayer and we repeat a scripture that has to do with music. We memorize it and change to a new one almost every month. In the fall we start working on Christmas songs for our Kindergarten devotional that we do in December. Each song brings to us a remembrance of our Savior and his birth. We learn that music is a gift from God, our singing voices are gifts from God, when we sing and play our games together we bring joy to Heavenly Father, ourselves, and others. When we work together we are happier. We raise our hands and wait to be called on when we want to talk.
In this course students will learn to create artwork with their own hands and know that they are part of the Divine Design. They will learn the elements of design and how to observe the “Beauty of the World” they live in. The students will have an introduction to many tools, mediums and styles of creating art images. They will learn about the great masters of the past and that in partnering with the spirit, they can all become accomplished artists. The students will develop their talents through persistent efforts in the art practices of coloring, cutting, drawing, painting, clay-building, and print-making.
Students will explore key thematic questions such as:
• How can we appreciate the divinely created world we live in by learning, not to just look, but to artistically “see” our world through?
In addition to being able to discuss their learning, students will demonstrate their understanding of these topics through two main events that will give each student an opportunity to display their art. The first event is a gallery competition in December celebrating the Christmas Season. The second is the American Heritage art show in May where the work of outstanding artists will be displayed in every grade level from work completed during the year. Guest artists will also be invited to come and demonstrate their skills and knowledge. The most reliable way to receive specific information about course work including topics and timing is on-line where the scope and sequence of each class will be posted starting next week. For many students, the most challenging part is completing assignments during class time and keeping themselves organized. To support your student please consider coloring and cutting at home and encouraging creativity in any media. All students will be expected to do their own personal best performance. The 5th graders will keep a sketchbook with weekly assignments. Participation will be the main emphasis of grades given in every grade level.
Thank you for your willingness to partner with us in providing the American Heritage experience to so many young and developing children. Following are instructions for submitting donations via check:
American Heritage School
736 N 100 E
American Fork, UT 84003
In this course, students will learn about:
• Zoology – an introduction to invertebrates and vertebrates with a focus on insects, worms, mammals, fish, reptiles, amphibians, and birds
• Scientific Processes – predicting, observations and scientific processes
• Astronomy – an introduction to the sun, moon, stars, and planets
• Geology – a look at the layers of the earth, types of rocks, and fossils
• Anatomy/Physiology – a study of the five senses
• Botany – an introduction to flowering plants with a focus on their roots, stem, leaves, flowers, and seeds
Students will demonstrate their understanding of the topics by:
• discussing the concepts in class and at home
• sorting pictures of animals into their correct families
• describing why Earth is in the right place for us
• creating a five senses booklet that contains their favorite things to see, smell, taste, touch, and hear
• making drawings
• writing or dictating their thoughts about their drawings.
Students will explore key thematic questions such as:
• How do animals contribute to our lives?
• How do plants help us and how do we help them?