EDUCATING THE WHOLE CHILD
MIND, BODY, SPIRIT
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Curriculum Guide
Our curriculum guide is currently in development. You can access it here. Please note that it is subject to change in small ways. A full curriculum guide will be available at registration later this spring.
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Educating to Truth, Beauty and Goodness
Daniel Gurnsey, Ed.D, illustrates beautifully the necessary components to teaching to Goodness, Truth, and Beauty in his 2016 essay entiltled the same: Educating to Truth, Beauty and Goodness - Cardinal Newman Society
We want our students to maximize their human potentials and to both be good and do the good in authentic freedom.
In order to do this, our students need to be able to know how to wisely and fully apprehend and interrogate
all aspects of reality from a solid Christian intellectual tradition. This intellectual tradition involves not just
teaching facts and skills but is also essentially focused on seeking to know the value and nature of things, and in
appreciating the value of knowledge for its own sake.
One method of assisting students to keep focus on these aspects of Catholic intellectual inquiry is to use the
lenses of truth, goodness or beauty to evaluate a subject under consideration. These three elements are often understood
as being among the transcendentals. Transcendentals are the timeless and universal attributes of being.2
They are the properties of all beings. They reflect the divine origin of all things and the unity of all truth and
reality in God. These elements are among the deepest realities. They help unite men across time and culture and
are often a delight to explore and discuss because they are substantive to our very nature.
The transcendentals of truth, beauty, and goodness are closely intertwined. Dubay (1999) observed that, “Truth
beauty and goodness have their being together, by truth we are put in touch with reality which we find is good
for us and beautiful to behold. In our knowing, loving and delighting the gift of reality appears to us as something
infinitely and in-exhaustively valuable and fascinating.”3 In seeking to discuss one, the others are naturally
and organically brought into the conversation.
The following simple definitions and essential questions are provided as a general framework to help facilitate a
discussion on any topic in any subject. The goal is not to generate easy questions for easy answers but to generate
foundational questions for deep inquiry into the value and nature of things, to instill a sense of the intrinsic
value of knowledge and to elicit a sense of wonder.
See the buttons below to read the entire sited essay including questions to reflect on as we seek to guide our students of all ages.
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Understanding the Trivium
The Trivium is the Art of Language in the Seven Liberal Arts consists of three stages of learning: Grammar, Logic and Rhetoric. Grammar, the basic skills of reading, writing, memorization, and imitation is combined with necessary content knowledge needed for a foundation for future learning. A student in the Logic stage, begins to build upon the foundational knowledge and question and think critically about it. It is by reading great literature, poets, artists, and musicians, a student can combine what they glean with habits of mind and theology to get a well-rounded view of the world and their place in it as a child of God. The Rhetoric stage is when a student will take what they have learned over time and form a logical, well formed argument or work of persuasion towards Truth. While this can be done to some extent at each age band, it is formally recognized as being an upper level skill happening in the high school and college year. Humanities: literature, theology, and history, are integrated to help students study deeply those subjects in which the human condition is studied, evaluated, imitated, and explained all leading to Truth.
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Understanding the Quadrivium
The Quadrivium is the Art of number inthe Sevel Liberal Arts focuses on more than quantity, the most familiar to students. This includes four of the liberal arts: Arithmatic, Geometry, Astronomy, and Music. It focuses on the order and structure of nature, as well as the mathematical sciences that are especially proportioned to the young mind. Arithmetic and geometry consider number and magnitude respectively. Music uses number and ratio to produce harmony. Astronomy applies the properties of magnitude to explain the motions of the heavens. All of these components are included in the curriculum guide standards and resources below
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World Languages
K-5 Latin
Kindergarten
Students are exposed to the foundations of Latin through the study of Latin culture and the concept of other languages.
1st Grade
Song School Latin is introduced in first grade. Students engage with Latin through a curriculum appropriate to their energy, developmental level, and fun loving nature. Lessons include songs, enjoyable vocabulary, illustrations, handwriting practice, stories, games, and engaging activities. There are both paper and online resources for practice.
2nd Grade
Students continue their study of Latin through the Sing Song Latin curriculum. Students will complete level 1 Latin in second grade. They will continue to master new vocabulary while also learning how Latin impacts modern languages spoken today!
3rd Grade
Once students have built their foundational Latin learning skills in lower grades, third graders take on light grammar and learn about derivatives. They will continue to engage with the language in a fun, light-hearted atmosphere with stories, illustrations, an engaging workbook, and online games and activities to master vocabulary.
4th Grade
Students complete Song School Latin Book 2 this year which prepares them to take on Latin for Children Primer A. Students will continue their study of Latin culture and vocabulary and prepare to take on Latin grammar more fully.
5th Grade
In fifth grade, students move from Song School Latin to Latin for Children Primer A. This builds on their vocabulary skills from earlier grades, but adds engaging reading and training in grammar and derivatives. This course is a strong companion to fifth grade language arts and builds on the reading skills necessary for middle school.
6-8 Latin
9-12 Latin
Latin 1
Latin 2
Latin 3
AP Latin
9-12 Spanish
Spanish 1
Spanish 2
Spanish 3
Spanish 4
AP Spanish Language and Culture
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Literacy, Listening and Speaking, Literature, Poetry, Story, grammar, writing
In Grades K-6, St. Isidore of Seville Catholic Virtual School will use select resources from primary sources, novels, Memoria Press, and Core Knowledge Foundation that support alignment between theology, literature and history which allows a well rounded view of the subjects.
Kindergarten
Literacy development: Phonological awareness, phonics, fluency and comprehension, and writing are the core of the curriculum at this grade level.
Active listening and the retelling of stories build the necessary skills of sequencing, vocabulary development, and engagement in the art of learning. Reading selections chosen align with age appropriate use of story, rhyme and song to learn information that will be used later in life.- Mother Goose and Other Traditional Poems, a wide variety are included.
- Stories “The Bremen Town Musicians” (Brothers Grimm) “Chicken Little” (also known as “Henny-Penny”) “Cinderella” (Charles Perrault) “Goldilocks and the Three Bears” “How Many Spots Does a Leopard Have?” (African folktale) “King Midas and the Golden Touch” “The Legend of Jumping Mouse” (Native American: Northern Plains legend)
- Aesop’s Fables such as “The Lion and the Mouse” and “The Grasshopper and the Ants” and more. “The Hare and the Tortoise”
- American Folk Heroes and Tall Tales including Johnny Appleseed and Casey Jones round out the course.
- Fairy Tales
Handwriting: Writing Our Catholic Faith
Kindergarten-8th Grade
The Catholic Faith Curriculum for Handwriting covers K-5 in the Universal Handwriting method and important Catholic doctrine. It highlights church-related images and words for grades PK-2, where younger grades focus on developing motor skills and introducing basic strokes and letters. Starting from Kindergarten, traditional illustrations of key moments in Jesus' earthly ministry are used on book covers. Manuscript skills are refined through grade 2, and cursive starts in grade 3. Using portrait format, the curriculum increases the length and amount of religious passages, including Scripture and teachings, for grades 3-5. Grades 6 through 8 each begin with cursive review, and students practice letters within larger passages. These levels teach cursive and provide a wealth of Catholic doctrine and history, complementing our religious instruction.
Phonics: Sadlier Phonics Curriculum
Students are exposed to phonics basics such as letter identification, letter sounds, and vowels.
First Grade
Literacy development continues with more complex phonological sounds, phonemic awareness, fluency and comprehension, and writing. The selections used in first grade complement the areas of history being studied and choice selection of story, poems, fables and fairy tales are utilized to give a firm foundation on which to build.
Poetry “Hope” (Langston Hughes) “I Know All the Sounds the Animals Make” (Jack Prelutsky) “My Shadow” (Robert Louis Stevenson) “The Owl and the Pussycat” (Edward Lear) “The Pasture” (Robert Frost) and many more.
Stories “The Boy at the Dike” (folktale from Holland) “The Frog Prince” “Hansel and Gretel” selections from The House at Pooh Corner (A. A.Milne) “How Anansi Got His Stories from the Sky God” (folktale from West Africa) “It Could Always Be Worse” (Yiddish folktale) “Jack and the Beanstalk” “The Knee-High Man” (African-American folktale) “Medio Pollito” (Hispanic folktale) “The Pied Piper of Hamelin” “Pinocchio” “The Princess and the Pea” “Puss-in-Boots” “Rapunzel” “Rumpelstiltskin” “Sleeping Beauty” The Tale of Peter Rabbit (Beatrix Potter) and more.
Aesop’s Fables “The Boy Who Cried Wolf” “The Dog in the Manger” “The Wolf in Sheep’s Clothing” “The Maid and the Milk Pail” “The Fox and the Grapes” “The Goose and the Golden Eggs” and more.
Different Lands, Similar Stories give students a sense that people all around the world tell certain stories that, while they differ in details, have much in common, introduce students to similar folktales from different lands, such as the following: “Lon Po Po” (China) and Little Red Riding Hood “Issun Boshi”, or “One-Inch Boy” (Japan) “Tom Thumb” (England) “Thumbelina” (by the Danish writer Hans Christian Andersen) “Little Finger of the Watermelon Patch” (Vietnam) Some of the many variations on the Cinderella story (from Europe, Africa, China, Vietnam, Egypt, Korea, etc.)
Sadlier Phonics and Vocabulary
First-Fifth Grade
The Sadlier Vocabulary and Phonics Curriculum is designed for ELA students in grades 1-5. The students curriculum is grade-appropriate, academic, and domain-specific. Students learn words in context and develop their word study skills. In this program, students take an active part in learning vocabulary. They engage with words through writing and speaking activities and collaborate with their peers to comprehend the meanings of the words. The program follows an explicit approach where words are first taught in context through reading passages, followed by learning dictionary meanings. Online leveled passages are also available to cater to different levels of students.
First Grade
The program includes various word-learning strategies such as analyzing word parts, studying Greek and Latin roots, and understanding multiple-meaning words. These strategies enhance students' vocabulary-building skills. Additionally, the program offers digital resources and enrichment activities, including the iWords Audio Program, to supplement vocabulary development.
Shurley English and Grammar
This course will introduce students to various aspects of language, including phonemic awareness, phonics, fluency, vocabulary comprehension, grammar, sentence patterns, and usage. Students will also learn about different parts of speech such as nouns, verbs, verb tenses, adjectives, adverbs, prepositions, and pronouns. The mechanics of writing will also be covered in this introductory course.
Handwriting: Writing our Catholic Faith
Second Grade
Students continue to work on phonological awareness, phonics, fluency and comprehension, and writing. Students focus on various spellings with an emphasis on consonant sounds, one- and two-syllable words,high-frequency Tricky Words, and alternative vowel sounds and contractions.
Poetry: Students will revel in the world of poetry, the use of language in song. The well chosen word to reflect feeling and emotion and to lead to speculation and introspection. Included in the Core Knowledge Foundation 1st edition is: “Bed in Summer” (Robert Louis Stevenson) “Bee! I’m expecting you” (Emily Dickinson) “Buffalo Dusk” (Carl Sandburg) “Caterpillars” (Aileen Fisher) “Discovery” (Harry Behn) “Harriet Tubman” (Eloise Greenfield) “Hurt No Living Thing” (Christina Rossetti) “Lincoln” (Nancy Byrd Turner) “The Night Before Christmas” (Clement Clarke Moore) and more.
Stories “Beauty and the Beast” “The Blind Men and the Elephant” (a fable from India) A Christmas Carol (Charles Dickens) Charlotte’s Web (E. B. White) “The Emperor’s New Clothes” (Hans Christian Andersen) “The Fisherman and His Wife” (Brothers Grimm) “How the Camel Got His Hump” are just a few included in this wonderful collection.- Stories of Ancient India: Students will be enthralled with “The Blind Men and the Elephant” and “The Tiger, the Brahman, and the Jackal.” Note: Roman names are listed in parentheses because, although students do not study ancient Rome until third grade in the CKF Sequence, students begin to build this background knowledge.
- Stories of Ancient Greece - students will learn of ancient Greek gods and goddesses that form the basis of mythology. While not only entertaining to listen to and read, from these stories come the wisdom of the human condition and our need for a savior. By understanding the thoughts and reasoning of the ancient Greeks, we can better understand our need for Jesus, the Incarnation. Students will study Eros (Cupid), Hades (Pluto), Mount Olympus: home of the gods, mythological creatures and characters, Atlas (holding the world on his shoulders), centaurs - Cerberus - Pegasus, and Pan.
- Greek Myths: Students will enter the world of “Prometheus” (how he brought fire from the gods to men), “Pandora’s Box” ,“Oedipus and the Sphinx” ,“Theseus and the Minotaur”, “Daedelus and Icarus”,“Arachne the Weaver” ,“Swift-footed Atalanta” ,“Demeter and Persephone” and Hercules (Heracles) and the “Labors of Hercules”.
Shurley English and Grammar
This course will provide students with an extensive foundation in language by covering various aspects of phonemic awareness, phonics, fluency, vocabulary comprehension, grammar, sentence patterns, and usage. Furthermore, students will be taught about different parts of speech, including nouns, verbs, verb tenses, adjectives, proper adjectives, adverbs, prepositions, and pronouns. The mechanics of writing will also be thoroughly discussed in this introductory course. Moreover, this course will cover topics such as collective nouns, reflexive and intensive verb agreements, titles, and initials; proper adjective writing with a point of view and introduction to research papers; selecting resources for research papers; recording source information, writing a rough draft, revising and editing the outline of a draft, writing a final report reviewing dramas, proverbs, adages, idioms, theme, alliteration, onomatopoeia, and an introduction to reading maps, charts, and graphs. They learn about the use of quotation marks and begin instruction in the writing process, writing narratives and opinions.
Handwriting: Writing our Catholic Faith - continued from previous gradeThird Grade
In third grade, students will reinforce many of the reading skills taught and practiced in the second grade. Students are moving from learning to read to reading to learn. Listening to these stories and participating in associated activities reinforces students’ understanding of story elements and exposes them to rich vocabulary, language, and syntax all while simultaneously learning about the subject matter aligned in history and science. They will focus on Classic stories, poetry, and myths. Many of these selections will also align with their study of Ancient Rome, the Vikings and Native Americans.
Poetry: “Adventures of Isabel” (Ogden Nash) “The Bee” (Isaac Watts; see also below, “The Crocodile”) “By Myself” (Eloise Greenfield) “Catch a Little Rhyme” (Eve Merriam) “The Crocodile” (Lewis Carroll) “Dream Variations” (Langston Hughes) “Eletelephony” (Laura Richards) “Father William” (Lewis Carroll) “First Thanksgiving of All” (Nancy Byrd Turner) “For want of a nail, the shoe was lost . . .” (traditional) “Jimmy Jet and His TV Set” (Shel Silverstein) “Knoxville, Tennessee” (Nikki Giovanni) “Trees” (Sergeant Joyce Kilmer)
Stories: Alice in Wonderland (Lewis Carroll) from The Arabian Nights: - “Aladdin and the Wonderful Lamp” - “Ali Baba and the Forty Thieves” “The Hunting of the Great Bear” (an Iroquois legend about the origin of the Big Dipper) “The Husband Who Was to Mind the House” (a Norse/English folktale, also known as “Gone is Gone”) “The Little Match Girl” (Hans Christian Andersen) “The People Could Fly” (an African American folktale) “Three Words of Wisdom” (a folktale from Mexico) “William Tell” selections from The Wind in the Willows: - “The River Bank” and “The Open Road” (Kenneth Grahame)
Myths and Mythical Characters • Norse Mythology - Asgard (home of the gods) - Valhalla - Hel (underworld) - Odin - Thor - trolls • Norse gods and English names for days of the week: Tyr, Odin [Wodin], Thor, Frigg [Freya] • More Myths and Legends of Ancient Greece and Rome - “Jason and the Golden Fleece” - “Perseus and Medusa” - “Cupid and Psyche” - “The Sword of Damocles” - “Damon and Pythias” - “Androcles and the Lion” - “Horatius at the Bridge”
Shurley English and Grammar
Students will expand their knowledge of English and grammar by learning about fluency, etymology, analogies, idioms, and sentence structure. They will be taught simple subjects, simple predicates, understood subjects, run-on sentences, natural and inverted word order, complex sentences, independent and dependent clauses, direct and indirect objects, predicate nouns, positive nouns, transitive and intransitive verbs, linking verbs, subject-verb agreement, comparative and superlative adjectives, degrees of adverbs, personal pronoun agreement with antecedents, conjunctions, interjections, and modifiers. Additionally, students will gain proficiency in mechanics of writing, such as capitalization, punctuation (periods, commas, apostrophes, quotation marks), letter writing, and different forms of writing such as creative paragraphs, opinion, persuasive, argumentative, descriptive, and narrative writing. They will also learn how to write book reviews, research papers, journals, and blogs. Furthermore, students will hone their listening and speaking skills, as well as their critical thinking and reasoning abilities.
Writing & Rhetoric
Students will begin their first year of the Writing & Rhetoric curriculum in third grade. They will learn about fables and culturally significant examples through various activities. They will have the opportunity to practice fluent reading and accurate copying of text while improving their working memory through dictation exercises. Additionally, they will enhance their understanding of the flexibility and abundance of language by manipulating sentences. Through question and answer sessions and exercises in summary and amplification, students will interact with well-written texts. They will also be encouraged to creatively imitate sentences and fables while exploring the concepts of main idea and character traits.
Handwriting: Writing Our Catholic FaithFourth Grade
Students will learn background information to place the Middle Ages in western Europe in its historical and geographical context. Students learn about the feudal system, chivalry, manors, the growth of towns, the power of the Catholic Church, the Magna Carta, the plague, and the legacy of the Middle Ages. King Arthur and the Round Table, brings the pageantry of knights in shining armor to the study and practice of reading and writing. Students continue to explore their own personal values through the legends of King Arthur and his knights.
Students will engage in a deeper study of poetry as a genre of literature for many reasons. Not only does the genre allow students to study literary techniques unique to poetry, it also exposes students to deep philosophical thoughts and emotional issues not always present in prose. As students read the selected poems, they will focus on literary techniques used in that poetry, such as figurative language, rhyme schemes, metaphor, and repetition. Students will also examine specific vocabulary associated with poetry, including stanza, line, free verse, and narrative poem, and students will be learning how to distinguish poetry from prose.
Poetry: “Afternoon on a Hill” (Edna St. Vincent Millay) “Clarence” (Shel Silverstein) “Clouds” (Christina Rossetti) “Concord Hymn” (Ralph Waldo Emerson) “Dreams” (Langston Hughes) “the drum” (Nikki Giovanni) “Fog” (Carl Sandburg) “George Washington” (Rosemary and Stephen Vincent Benet) “Humanity” (Elma Stuckey) “Life Doesn’t Frighten Me” (Maya Angelou) “Monday’s Child Is Fair of Face” (traditional) “Paul Revere’s Ride” (Henry Wadsworth Longfellow) “The Pobble Who Has No Toes” (Edward Lear) “The Rhinoceros” (Ogden Nash) “Things” (Eloise Greenfield) “A Tragic Story” (William Makepeace Thackeray)
Stories: “The Fire on the Mountain” (an Ethiopian folktale) from Gulliver’s Travels: Gulliver in Lilliput and Brobdingnag (Jonathan Swift) The Legend of Sleepy Hollow and Rip Van Winkle (Washington Irving) “The Magic Brocade” (a Chinese folktale) Robinson Crusoe (Daniel Defoe) “Robin Hood” “St. George and the Dragon” Treasure Island (Robert Louis Stevenson) B. Myths and Mythical Characters • Legends of King Arthur and the Knights of the Round Table - “How Arthur Became King” - “The Sword in the Stone” - “The Sword Excalibur” - “Guinevere” - “Merlin and the Lady of the Lake” - “Sir Lancelot” C. Memoir Brown Girl Dreaming (Jacqueline Woodson)
Speeches: Famous passages from the following speeches should be taught in connection with topics in American History. Patrick Henry: “Give me liberty or give me death” Sojourner Truth: “Ain’t I a woman?”
Shurley English and Grammar
This course will take students’ understanding of verb tenses to the next level by introducing them to principal parts, including perfect tenses, present, past, future, progressive, and emphatic parts. Additionally, they will learn about negative adverbs. Throughout the course, they will have the opportunity to practice various forms of writing, such as writing letters, creative pieces, persuasive opinions, argumentative essays, descriptive narratives,book reviews, research papers, journals, and blogs.
Writing & Rhetoric
This course will allow students to deepen their understanding of various concepts such as plot, dialogue, and description. Additionally, they will have the opportunity to create fables and narratives with clear guidelines and think critically about the various proverbs, sayings, and life stories they encounter, particularly from the Middle Ages. Through this, they will challenge the idea that this period of history was entirely bleak and ethically ignorant. Students will also develop an appreciation for concise sayings and actions and how they can impact their lives, as well as learn how words can influence actions. The course will provide them with tools to organize their thinking and encourage them to creatively imitate and reshape proverbs. Furthermore, they will work on biographical narratives, practicing paraphrasing, short text reading, dictation, sentence manipulation, and discussion to strengthen their memory.
Handwriting: Writing Our Catholic Faith
Fifth Grade
Fifth grade students continue to make tremendous growth in their listening, speaking, reading, and writing skills. An emphasis is placed on integrating information and evaluating evidence as they study the renaissance, the reformation and the effect of Protestantism and new world exploration on the Catholic Church and the world, especially in the western hemisphere. Students continue to be exposed to a wide variety of poetry, stories, speeches, and plays.
Poetry: “To the Snake” (Denise Levertov) “This Is Just To Say” (William Carlos Williams) “Variations On A Theme By William Carlos Williams” (Kenneth Koch) “When I Heard the Learn’d Astronomer” (Walt Whitman) “The Copper Beech” (Marie Howe) “My Father and the Figtree” (Naomi Shihab Nye) “Snow Dust” (Robert Frost) “#359 A bird came down the walk” (Emily Dickinson) “Advice” (Dan Gerber) “Travelling” (Simon Ortiz) “One Art” (Elizabeth Bishop) “Strange Patterns” (Carrie Allen McCray) “Isla” (Virgil Suárez) “Constantly Risking Absurdity (#15)” (Lawrence Ferlinghetti) “The Echoing Green” (William Blake)
Fiction: Stories - episodes from Don Quixote, adapted version (Miguel de Cervantes) - Little Women (Part First) (Louisa May Alcott) - Tales of Sherlock Holmes, including “The Red-Headed League” (Arthur Conan Doyle) - The Science of Breakable Things (Tae Keller) • Myths and Legends - A Tale of the Oki Islands (a legend from Japan, also known as “The Samurai’s Daughter”) - Morning Star and Scarface: the Sun Dance (a Plains Native American legend, also known as “The Legend of Scarface”) - Native American trickster stories (for example, tales of Coyote, Raven, or Grandmother Spider)
Drama: Play- A Midsummer Night’s Dream, adapted version (William Shakespeare)
Speeches Abraham Lincoln: The Gettysburg Address Chief Joseph (Highh’moot Tooyalakekt): “I will fight no more forever”
Shurley English and Grammar
The course aims to help students develop mastery-level skills in reading and grammar, specifically in nouns, verbs, verb tenses, adjectives, adverbs, prepositions, and pronouns. Additionally, the course will also cover writing mechanics to further enhance the students’ writing skills.
Writing & Rhetoric
Throughout the course, students will have the opportunity to practice and perfect their paragraph writing skills with a variety of different content. In addition, they will learn to both refute and confirm the stories they encounter, and will be exposed to a range of narrative writing styles and culturally significant stories from early America. To improve their reading abilities, students will practice both fluent reading and reading short texts. The course will also cover important concepts such as narrative, plot, character, fable, parable, fairy tale, history, myth, and ballad. In addition, there will be a focus on legend and an introduction to biography, as well as argument and refutation versus confirmation. To further develop their writing skills, students will work on summarizing and paraphrasing, memory and recital, sentence manipulation, and persuasive essay writing using a four-step outline. Finally, students will also be introduced to revision, proofreading, and collaborative critiquing.
Handwriting: Writing Our Catholic Faith
6-8 English Language Arts
Grade 6 English Language Arts/Reading
This course is for all grade 6 students to develop communication, writing, and speaking skills. Students will develop reading and proper grammatical skills throughout the course. Students will develop and apply effective communication skills through speaking and active listening. A special focus will be on the development of virtues and communicating with others as a young Christian exercising respect and dignity. Both group and individual assignments and projects will be assigned. Reading and writing assignments as well as various assessments in the form of quizzes and examinations will be given throughout the course. Students will be expected to read assigned books and literature.
The Heritage of Ancient Greece and Rome:
The Iliad, the Odyssey, and Other Greek Stories
The Tragedy of Julius Caesar
Poetry: Realms of Gold,
Grade 7 English Language Arts/Reading
This course is for all grade 7 students to further develop communication, writing, and speaking skills. Students will develop reading and proper grammatical skills throughout the course. Students will develop critical thinking skills and apply them to reading and writing. Students will expand their working vocabulary to effectively communicate and understand literature texts. A special focus will be on the development of virtues and communicating with others as a young Christian exercising respect and dignity. Both group and individual assignments and projects will be assigned. Reading and writing assignments as well as various assessments in the form of quizzes and examinations will be given throughout the course. Students will be expected to read assigned books and literature.
Grade 8 English Language Arts/Reading
This course is for all grade 8 students covering English Language Arts, Reading, and Grammar. Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of classical and Catholic literary pieces. Students will discover how to construct meaning and analyze elements from fiction and nonfiction works. The students will use Writing & Rhetoric to develop writing skills and effective written communication. Students will read works such as C.S. Lewis's “The Lion, the Witch and the Wardrobe” and make concrete and abstract meanings of such pieces. This class will build a firm foundation for High School English I.
Handwriting: Writing Our Catholic Faith
9-12 Grade English - 4 credits required for all students
English 1 - 1 credit - full year course - required for all students
Prerequisite: none
Students continue to build on skills acquired through middle school in the areas of deep reading, strong writing, and grammar. As students enter the rhetoric stage of learning they master the art of writing and continue to engage critically with the great works of literature. Teachers carefully craft lessons that pair classical readings with modern texts to create more room for socratic discussion in class. The ninth grade writing curriculum emphasizes the use of vivid language in descriptive writing and introduces the modes of persuasion as students model their writing after studying the writing styles of famous and esteemed individuals. Selection of literature, short stories, poetry will be culled from the Humane Letters, classic literature, literature and poetry anthologies, and will support the overall humanities program and will be aligned to the historical timeline focus area.
Sample reading list - some works will be covered in other courses as well:
Great Books:
Aechylus: Agamemnon
Marcus Aurelius: The Meditations
Homer: The Iliad
Homer: The Odyssey
Plato: Phaedo
Sophocles: Antigone, Oedipus Rex
Suetonius: The Twelve Caesars
Virgil: The Aeneid
St. John Paul II, selections from: “The Place Within”
Thomas More: a letter to his daughter Meg
Potok The Chosen
Great Speeches:
Selections from The Harp and the Laurel Wreath, Berquist
“St. Crispin’s Day”, Henry V, Shakespeare
“Give me liberty or give me death”, Henry
English 2 - 1 credit - full year course - required for all students
Prerequisite: English 1
The second year of high school writing focuses on persuasive essay composition. Students learn to write an effective thesis based essay, the most important form of academic writing. This year includes plenty of practice as students craft narrative, descriptive, expository, and comparative essays. Students also learn the power of persuasion from model rhetoricians and examine literature from around the world. Students continue their study of the great works of literature through deep discussion and socratic questioning. Longer works are complemented by short stories, poetry, and contemporary articles to build strong summary and synthesis skills as students move into their third year of high school study. Selection of literature, short stories, poetry will be culled from the Humane Letters, classic literature, literature and poetry anthologies, and will support the overall humanities program and will be aligned to the historical timeline focus area.
Sample reading list:
Song of Roland
Dante: Inferno, Purgatorio, Paradiso, selections
Shakespeare: Hamlet, Twelfth Night
Goethe: Faust
Tolstoy: The Death of Ivan Ilyich
Rostand: Cyrano de Bergerac
Cervantes: Don Quixote
Paton: Cry, the Beloved Country
Rawicz: The Long Walk*
Nagai and Glynn: Song for Nagasaki*
Ilibagiza: Left to Tell*
Achebe: Things Fall Apart
*indicates options for choice reading
English 3 - 1 credit - full year course - students may choose between English 3 or AP Language and Composition when available
Prerequisite: English 2
Students continue their study of the classical modes of rhetoric this year by adding oratory to their writing toolbelt. In English 2, students crafted strong theses and maintained effective arguments over six paragraphs. This year students will study masters of oratory by examining the speeches of Cicero, Thurgood Marshall, Ronald Reagan, John F. Kennedy, and Malala Yousafzai. They will craft their own persuasive speeches for various audiences from a courtroom to proposing a bill to a legislative body to composing a thoughtful eulogy. Finally, students will study great works of literature and discuss them alongside short stories, poetry, speeches, and articles.
Sample reading list:
Shakespeare: Macbeth
Twain: Joan of Arc
Hawthorne: The Scarlet Letter
Cather: Death Comes for the Archbishop
Crane: Red Badge of Courage
Connelly: Mr. Blue
Fitzgerald: The Great Gatsby
Rose: Twelve Angry Men
Keller: The Story of My Life*
Hemingway: The Old Man and the Sea*
Barrett: Lilies of the Field*
*indicates options for choice reading
AP English Language and Composition - 1 credit - full year course - students may choose between AP Language and Composition (when available), Concurrent Enrollment, and English 4
Prerequisite: Teacher Approval and a grade of A or B in English 2
Special Requirements: Summer reading
Readings in this course will focus on classic and contemporary writers. Major texts for the course are sophisticated, provocative works that require thoughtful investigation and maturity. The curriculum of this course is comparable to that of introductory college English composition courses. Students will spend a great deal of time performing close reading and structural analyses of the major works, from which will emerge topics and material for major writing assignments and presentations. Class discussions over assigned readings will also comprise a large part of this course. Timed writings, practice AP tests, quizzes, and presentations will be included throughout the semester to help prepare for the AP English Language exam and to hone reading, writing, speaking, and listening skills.
Sample reading list:
Shakespeare: Macbeth
Shakespeare: Merchant of Venice
Twain: Joan of Arc
Hawthorne: The Scarlet Letter
Cather: Death Comes for the Archbishop
Crane: Red Badge of Courage
Connelly: Mr. Blue
Fitzgerald: The Great Gatsby
Rose: Twelve Angry Men
Orwell: Animal Farm
Douglass: Narrative of the Life of Frederick Douglass
English 4 - 1 credit - full year course - students may choose between English 4, AP Literature and Composition, Concurrent enrollment in English Comp 1 and 2 when available
Prerequisite: English 3
Students will reach the pinnacle of their writing training in 12th grade. This year students put to use the skills they have gained through the years and craft a senior thesis. Students will still spend the year wrestling with the great works of literature and discussing them at a deep level. While teachers have selected companion works in the previous years, this year students will seek out complementary texts and make connections to the works they read for class. Students leaving this course will be equipped to write college level essays and communicate effectively in the workplace.
Sample reading list:
Beowulf
Chaucer: Canterbury Tales
Shakespeare: Othello
Sir Gawain and the Green Knight
Malory: Le Morte d’Arthur
Eliot: Murder in the Cathedral
Tolkien: The Hobbit
Bolt: A Man for All Seasons
Austen: Pride and Prejudice
Pyle: Robin Hood*
Sutcliff: The Shield Rising*
White: The Once and Future King*
*indicates options for choice reading
AP English Literature - 1 credit - full year course - students may choose between AP Literature and Composition (when available) and English 4
Prerequisite: Teacher Approval and a grade of A or B in English 3 or AP Lang
Special Requirements: Summer reading
This course is designed to teach beginning-college composition and provide a learning experience equivalent to the introductory year of a college literature course. Through the close reading and critical analysis of literary texts, students deepen their understanding of the diction and stylistic devices authors employ to develop themes and provide both meaning and pleasure for the reader. The year culminates in the AP exam. The course aims to prepare all students for success on the May exam. A passing score (3, 4, or 5) may earn students college credit. (Credit and the passing score necessary to earn that credit will vary from college to college.)
Sample reading list:
Beowulf
Chaucer: Canterbury Tales
Shakespeare: Othello and King Lear
Sir Gawain and the Green Knight
Malory: Le Morte d’Arthur
Eliot: Murder in the Cathedral
Milton: Paradise Lost
Tolkien: The Hobbit
Bolt: A Man for All Seasons
Austen: Pride and Prejudice
Bronte: Jane Eyre
Wilde: The Picture of Dorian Gray
Concurrent enrollment: English Composition 1 and 2 - 1 credit - full year course
Students should consult the school counselor about concurrent enrollment. The course description will be dependent on the college or university in which the student is enrolled.
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K-5 Math
Students will be provided with daily opportunities to build conceptual understanding, problem-solve, develop fluency, acquire mathematical language, and consolidate skills to achieve mastery. Students will be led through a concrete, pictorial, and abstract model of learning. Concepts are first introduced using hands-on explorations and concrete examples, followed by pictorial representations. Finally, students progress to an advanced abstract stage where only numbers and symbols are used. The curriculum is designed in such a way that concepts build on one another, allowing students to master each skill before moving on to more advanced topics. This gives them the opportunity to revisit previous topics while building on the foundation that has been laid earlier. Humanities references are used to bring a more human perspective to math and break down barriers between disciplines. This can include references to art, music, architecture, technology, literature, and the Catholic faith.
Kindergarten
Students begin their study of math with these units: counting and comparing whole numbers to 10, 2-D and 3-D shapes, comparison of length, weight, capacity, and numbers to 10, addition and subtraction to 10, place value, numbers 10-20, and counting to 100, and analyzing, comparing, and composing shapes.
First
In first grade students will cover: sums and differences to 10, introduction to place value through addition and subtraction within 20, ordering and comparing length: measurements as numbers, place value, comparison, add and subtract to 40, identifying, composing, and partitioning shapes, and place value, comparison, and addition to 100.
Second
Second graders are ready to tackle these units: sums and differences to 100, addition and subtraction of length units, place value, counting and comparison of numbers to 1000, addition and subtraction within 200 with word problems to 100, add and subtract within 1000 with word problems to 100, foundations of multiplication and division, problem solving with length, money, and data, and time, shapes, and fractions as equal parts of shapes.
Third
In third grade our young mathematicians learn: properties of multiplication and division problem solving with units of 2-5 and 10, place value and problem solving with units of measurement, multiplication and division with units of 0, 1, 6-9, and multiples of 10, multiplication and area, fractions and numbers on the number line, collecting and displaying data, and geometry and measurement word problems.
Fourth
Grade four reviews concepts like place value and multi-digit adding and subtracting of whole numbers in preparation to cover these units: multiplication and division, fractions, equivalence, ordering, and operations, decimals and fractions, angle measures and plane figures, and measurement and data.
Fifth
Fifth graders will prepare for middle school by covering: place value and adding and subtracting whole numbers and decimals, multi-digit whole number and decimal operations with multiplic, and division, addition and subtraction of fractions, multiplication and division of fractions and decimal fractions, addition and multiplication with volume and area, and geometric measurement.
6-8 Math
Middle school students will build upon foundation concepts from grades K-5.
Sixth
In 6th grade students will progress to units covering ratios & unit rates, operations with fractions & decimals, integers, algebraic expressions, algebraic equations and inequalities, geometry: 2D area 3D total surface area & volume, and statistics.
Seventh
St. Isidore 7th graders learn ratios & proportional relationships, rational numbers, expressions & equations, statistics & probability, geometric properties & construction, and extend their knowledge of geometry.
Eighth
Rising eighth graders will be recommended for 8th grade math or algebra 1. Students in 8th grade math will learn about integer exponents & scientific notation, congruence in geometry, similarity in geometry, linear equations in one variable, linear equations in two variables, functions, and have an introduction to irrational numbers. Students enrolled in algebra 1 will follow the same scope and sequence as high school students. See the high school course descriptions below for more information about algebra 1.
9-12 Math - four credits of math are required for all students
Algebra 1 - 1 credit - full year course - required for all students
Prerequisite - none
This is a course designed to introduce and reinforce basic algebraic language and concepts along with skills to master these concepts. Topics covered include: the structure of the real number system, solving linear and quadratic equations, solving linear inequalities, solving and graphing systems of equations, and inequalities in two variables, exponents, radicals, polynomials, and factors. An emphasis is placed on graphing linear and quadratic equations. Students may take this class in eighth grade for high school credit.
Geometry - 1 credit - full year course - required for all students
Prerequisite: Algebra 1
This is a college preparatory course in which inductive and deductive reasoning skills will be introduced and examined using two column proofs. The course develops a mathematical structure at a level meaningful to the student. Topics include basic geometric terminology, theorems and postulates, three-dimensional concepts, right triangle concepts, (including sine, cosine, and tangent), constructions, area, volume, and coordinate geometry.
Algebra 2 - 1 credit - full year course - required for all students
Prerequisite: Geometry
This is a college preparatory course and is a review and extension of Algebra I with an emphasis on problem solving and graphing. This course utilizes Web 2.0 technology covering topics that include algebraic expressions, radicals, solving higher degree equations, relations and functions, and imaginary numbers. Graphing concepts will include linear and quadratic functions, polynomials, and conic sections. Logarithmic and exponential functions will be explored in depth.
Algebra 3 - 1 credit - full year course - this is an option for the fourth math credit
Prerequisite: Algebra 2
This is a course designed to build Algebra skills and prepare a student for college algebra. In addition, the class will work to prepare students for the ACT and SAT by introducing the students to right angle trigonometry. Other topics covered are basic statistics, probability, sequences and series.
Trigonometry/Pre-Calculus - 1 credit - full year course - this is an option for the fourth math credit
Prerequisite: Algebra 2 or Algebra 3
This is a fourth-year mathematics course designed for those students not enrolled in Algebra 3 or independent study. Topics covered include a study of the complex number system, analytic geometry, sequences and series, vectors, and logarithmic functions. Trigonometric function concepts such as radian measure, circular functions, verifying identities, and graphing trigonometric functions will be introduced.
Calculus - 1 credit - full year course - this is an option for the fourth math credit
Prerequisite: teacher approval and grade of B or higher in Algebra 2 or Trigonometry
This course is designed for students preparing to take advanced college math courses. Topics in the course include continued treatment of polynomial, rational, irrational, exponential, and logarithmic functions. Circular functions and trigonometry will be covered extensively. Analytic geometry, polar coordinates, sequences and series, math induction, vector theory, and an introduction to limits will be included.
Concurrent Enrollment - 1 credit - one semester course
St. Isidore students may choose to enroll in college algebra via concurrent enrollment. Students should consult with the school counselor for information about concurrent enrollment.
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SCIENCE
K-5 Science
Kindergarten
Students begin their study of science by learning about forces and motion, weather patterns, and basic needs of plants and animals. They learn to enjoy and care for God’s creation through the sciences.
First Grade
First graders continue to explore God’s creation through studying needs and characteristics of animals, characteristics of plants, and light and sound. Students also cover basic measurement in conjunction with the math curriculum.
Second Grade
Students begin studying the laboratory sciences this year. Units of study include: living organisms, changes of the earth, physical and chemical properties, and physical and chemical changes.
Third Grade
Students continue their study of laboratory sciences and return to the physical and life sciences as well. Students will study themes like: Engineering and design, Plants & Animals: Structure and Function, Ecosystem Habitats, Patterns of Magnetism, and Weather Patterns Over Time and Natural Hazards.
Fourth Grade
Students learn about earth sciences in fourth grade. Units of study include: Rapid Changes to the Earth, Types of Rocks, Rock Cycle, Minerals, Weathering, & Erosion, Fossils and Geologic Time, Energy Sources & Energy Transfer, Mechanical Waves, and Plant/Animal Structures and Adaptations.
Fifth Grade
Fifth graders begin the study of basic physics and environmental science. Themes of study include: Matter and Energy in Ecosystems, Human Activities and the Earth’s Environment, Earth’s Resources and Systems, Chemical and Physical Properties of Matter, and Stars and the Solar System. Students will be introduced to phenomenon based instruction and laboratory work.
6-8 Science
Sixth Grade
Students in sixth grade return to their study of earth and environmental sciences. They will study units such as: Composition of the Earth, Earth: Past and Present, Earth’s Forces, Atmospheric Changes, and Our Solar System Within the Universe.
Seventh Grade
Seventh graders learn about ecology and biology. The units of study include: Ecology: Role of Biodiversity in an Ecosystem, Ecology: Interactions of Life and the Environment, Cell Structure and Function, Mendelian Genetics, Variation and Adaptation, Life Processes, and Structure and Functions of Human Body Systems.
Eighth Grade
Students in eighth grade prepare for high school science through a survey course of different areas of study in the sciences. Students will cover the following concepts: Matter: Measure, Observe, Analyze, Chemical Properties, Chemical and Physical Changes, Characteristics of Waves, Magnetism and Electricity, One Dimensional Motion, Force and Motion, and Relationship Between Work and Machines.
9-12 Grade Science - 3 science credits are required for all students
Physical Science - 1 credit - full year course - required for all students
Prerequisite - none
This is an introductory course designed to allow students to explore the basic concepts of physical science. Students will be introduced to the history and nature of science as well as some of the major contributing Catholic scientists such as Copernicus, Galileo, Schwann, etc. The course includes an introduction to the fundamental concepts of physics, chemistry, astronomy, and earth science. These descriptions reveal God’s orderly creation of the universe and illustrate the unique capacity of the human mind to discover truths about nature and its laws. Students will be encouraged to explore the relationship between science and everyday life.
This class will have a laboratory component.
Biology 1 - 1 credit - full year course - required for all students
Prerequisite - physical science
In this course, the wonder and awe for the complex processes that make up life on planet earth are investigated. The focus is on the processes that enable life to endure. This course covers the basics of scientific methods, Life science, biochemistry basics and cellular biology. Within this course the focus will be on biological and biochemical functions of organisms and their interaction and survival within our planet’s ecosystem. The biochemical functions that will be studied will include biology, cellular energy, cellular reproduction, Mendelian genetics and meiosis, human heredity, DNA structure and protein synthesis, biotechnology, classification, evolution and ecology.
Students will be required to complete pre-lab, lab and post lab activities as assigned.
Biology II - 1 credit - full year course- This course can be used to satisfy the third credit requirement for science
Prerequisite: Must have a science teacher approval with a grade of B or above in Biology I
This course is designed to dive deeper into the wonderment of life and how God created the complex systems. This course will be discussing in more detail all of the systems. Students will use an inquiry-based learning approach by asking questions, making observations and predictions, and gathering and analyzing data. Critical thinking skills will be used to study the following units: Molecules and cells, heredity and evolution, and organisms and populations. There will be a greater emphasis on labs and lab reports.
Human Anatomy and Physiology - 1 credit - full year course - This course can be used to satisfy the third credit requirement for science or as an elective, but not both
Prerequisite: Biology 1
This course is an introduction to the human body, human anatomy and body systems. Exploration of the human body and systems will have a faith-based approach to the value of human life from the beginnings of a cell, conception and throughout the nine body systems (Cardiovascular, Nervous, Endocrine, Digestive, Skeletal, Muscular, Respiratory, Integumentary and Immune/Lymphatic). We will learn that the heart and brain are the first in embryonic development allowing us to know the Truth and to love God as we are made in His image.
This course will be exploratory through hands on labs including formal lab reports
Chemistry - 1 credit - full year course - This course can be used to satisfy the third credit requirement for science or as an elective, but not both
Prerequisite: Biology 1
This course will cover the fundamental principles of chemistry and chemical interactions. Properties of matter and the make-up of atoms and molecules and their chemical interactions will be introduced and studied. Students will have a basic understanding of the chemical world. Scientific methods and concepts will be emphasized by studying the principles of Chemical theories. A very deep understanding of the atomic makeup and the Periodic Table will be stressed throughout this course. Lab techniques will be utilized to gather, organize, analyze, and record data both atomically and on the larger scale. Lab participation is mandatory with prelab, lab and post lab assignments given. This course uses Algebra I and II skills and knowledge.
Formal lab reports will be completed as well as research papers and research assignments.
Physics - 1 credit - full year course - This course can be used to satisfy the third credit requirement for science or as an elective, but not both
Prerequisite - Teacher approval and Biology 1
This course is designed to cover the basic concepts of Physics: motion, the causes of motion, electricity, sound, light, and other fundamental principles of nature. These descriptions reveal God’s orderly creation of the universe and illustrate the unique capacity of the human mind to discover truths about nature and its laws. Students will learn to think scientifically as they perform laboratory experiments to discover topics such as velocity, acceleration, gravity, Newton’s Laws of Motion, vectors, momentum, energy, sound, light, electricity and magnetism. Students will be expected to use algebraic and trigonometric skills in solving problems, to describe and explain natural phenomena in precise vocabulary, and also demonstrate the ability to perform safe and effective scientific experiments and report findings.
Formal laboratory reports will be written. Students must have completed Biology I, Algebra I, and Physical Science prior to taking this course.
Zoology - 1 credit - full year course - This course can be used to satisfy the third credit requirement for science or as an elective, but not both
Prerequisite - Biology 1 with a grade of B or above and Teacher approval
Zoology is a semester course introducing students to the diverse animal kingdom. Through experimentation, laboratory investigation and library research, students will make a detailed examination of selected animal phyla. The course is designed to develop a sense of wonder about God’s creation and the animals on our planet earth. Students will derive the phylogeny of animal taxa using informative characteristics, compare and contrast sexual and asexual reproductive strategies, and distinguish embryological developmental stages of vertebrates. Students will also compare form and function relationships within animal groups and across key taxa of invertebrates, arthropods and vertebrate animals. Students will be able to explain the similarities and differences among major body plans.
Due to the rigor of this course, students should have earned above average grades in general biology.
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History and Social Sciences
Overview
As students study history, they should develop a general understanding of the “story” of humanity from creation to present through a Catholic concept of the world and man. They encounter and develop an understanding about great figures of history by examining their lives for examples of virtue or vice. As Church history is woven into the history of the continent, country, state, city, or village, students will develop and demonstrate an understanding of the cultural inheritance provided by the Church. Their ability to retell how history begins and ends in God and how history has a religious dimension is an extension of their faith that bookends their understanding of historical events, places, and people. They will understand that Jesus, as God incarnate, existed in history just like we do and the impact on the world as they study the story of humanity in a linear fashion. As they grow, they will be able to explain how the central themes within the stories of important historical and Catholic figures, heroes and saints repeat over time in every age and culture. A common thread of the human condition exists throughout all time. In time, they will be able to explain how beliefs about God, the Catholic church, other religions, humanity in general, and material things affect behavior. All students will learn how history helps us predict and plan for future events using prudence and wisdom gleaned from recognizing previous patterns of change, knowledge of past events, and a richer, more significant, view of personal experiences. The study of history, combined with literature and theology can assist all students in examining the acquisition of values and virtues. By studying both the ancient civilizations and early Church history, students learn to describe beautiful artifacts from different times and cultures. Above all, students demonstrate respect and solicitude to individual differences among students in the classroom and the wider community and understand that we are all made in the image and likeness of God, which will in effect assist students in developing a habitual vision of greatness.
Kindergarten
Students will use a combination of Core Knowledge Foundation History Series, Studies Weekly, Teacher Created Resources, and more. See the course descriptions below from the Core Knowledge Foundation Materials.
Let’s Explore Our World: Students begin with their own physical location in this world, expanding from their neighborhood to their city and eventually to the continent on which they live. To understand where they are on the planet, students are taught about maps and how to use them—from two-dimensional maps of their city or state to the globe.
Native Americans: Through the power of story, students will learn about the early inhabitants of this country: Native American tribes in the Eastern Woodlands, American Southwest, and the Pacific Northwest.
Exploring and Moving to America: delves into the sweeping story of America, including the voyages of Columbus, the settlement of the Pilgrims, the struggle for independence, and the sorrowful history of slavery. Students learn about Columbus and why he sailed across the Atlantic to an unfamiliar world. What was the world like in 1492? Why didn’t Columbus and his fellow Europeans know about the Americas? And who was there to greet them when they arrived? Students then hear about the Pilgrims and the difficult voyage of the Mayflower through the eyes of Elizabeth, a young Pilgrim girl. They explore the hardships of the first year of the colony and meet Squanto and other Native Americans, who helped the Pilgrims plant and harvest crops, a kindness that led to a celebration we now think of as the first Thanksgiving. Students then journey along the road to American independence. They see the beginnings of unrest over unfair treatment by the British, meet George Washington, and learn about the Declaration of Independence and why we celebrate America’s birthday on the Fourth of July.
The Mount Rushmore Presidents: Students are introduced to four great U.S. presidents honored on Mount Rushmore. Students discover how the faces of these leaders—George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt—were carved on a mountainside in the Black Hills of South Dakota. They hear that many kinds of Americans can aspire to the presidency: the Mount Rushmore presidents include a farmer, an inventor, a store clerk, and a cowboy. They then learn why Washington is called the “Father of Our Country,” why Jefferson is remembered as the author of the Declaration of Independence, why Lincoln was called Honest Abe, and why Roosevelt decided to set aside conservation lands.
First grade
First grade students will dive into world history with the study of the ancient civilizations of Mesopotamia and Ancient Egypt and the three monotheistic religions of the people of these lands. Their study of the Old Testament biblical heroes will complement this study. In US History they will learn about early explorers and settlers, exploring the west, and the colonies as they move to independence. Wrapping around these will be lessons in civics and map skills, specifically learning about continents and countries. Students will use a combination of Core Knowledge Foundation History Series, Studies Weekly, Teacher Created Resources, the Bible and more. See the course descriptions below from the Core Knowledge Foundation Materials.
Second Grade
Students in second grade will continue their world history studies in the ancient civilizations of India, China, and Greece. In US history the focus is on making the constitution, the War of 1812, American expansion, and the Civil War. Lessons in economics, geography of the Americas, immigration and citizenship, civics and mapping skills and biographical accounts of great Civil Rights leaders through the ages such as Susan B. Anthony, Mary McLeod Bethune, Elenor Rosevelt, Dorothy Day, Rosa Parks, Martin Luther King, Jr., Cesar Chavez, Chief Standing Bear, Fr. Thomas Merton and more will round out the year of study. Students will use a combination of Core Knowledge Foundation History Series, Studies Weekly, Teacher Created Resources, biographies, and more. See the course descriptions below from the Core Knowledge Foundation Materials.
Ancient India: Students will be introduced to the early Asian civilization of ancient India. Students will explore the geography of India, the Ganges and Indus Rivers, and the development of the first civilization in the Indus valley, where present-day western India, Pakistan, and northeastern Afghanistan are located. The importance of settling near a river to be able to farm near a relatively reliable source of water is also reinforced. Students will study the culture and beliefs associated with ancient India. They will learn about the Aryan invaders, who came to the Indus valley from other parts of Asia, and whose beliefs became interwoven with those of the Indus people. As they study this region, many aspects are compared to the Catholic Church in the western hemisphere.
Ancient China: Students are introduced to the civilization of ancient China, first emphasizing China’s development along two major rivers—the Huang He and the Yangtze River. They will discover that these two rivers enriched the farmland along their banks and provided important transportation routes. In addition, students will learn that ancient Chinese connected these two prominent rivers by creating the longest constructed waterway in the world, the Grand Canal, used to transport food to the cities of ancient China.
Students will learn that China became much larger under Emperor Qin, the first emperor of China, who defeated rulers of many kingdoms and ordered that the Great Wall be built to keep out nomads and other invaders. They will also find out that Emperor Qin decided that the Chinese needed to have one style of writing to unite the people. His decision led to what is now the oldest written language, and students will discover how it differs from our alphabet.
In addition, students will explore the teachings of Confucius, along with the ancient Chinese inventions of paper, woodblock printing, gunpowder, fireworks, porcelain, and silk. Students will also learn about the significance of family and ancestors to the Chinese people since ancient times and about the most important of all Chinese celebrations, the Chinese New Year.
Ancient Greece: No ancient civilization has had more influence on the Western world than that of ancient Greece. In this unit, students explore the ideas, patterns of government, and art forms that have formed the basis of much of our own culture.
The unit moves from the early days of city-states, particularly of Athens and Sparta, to the empire of Alexander the Great. Along the way, students learn about the gods and goddesses on Mount Olympus and are introduced to the great philosophers of ancient Greece—Socrates, Aristotle, and Plato. Finally, students witness the origins of the Olympic Games and of democracy.Through the eight chapters of Ancient Greece, students discover many of the political and philosophical building blocks that inform our own society today.
Geographies of the Americas: In this deep dive of geography, students become explorers of the diverse landscapes of North and South America and discover the many ways people have found to survive and thrive in those landscapes.
- Students begin the unit by honing their map skills. They examine different types of maps and the tools needed to understand them, such as the compass rose and map key. After reviewing their map skills, they first travel across North America, beginning in the United States. They cross the mighty Mississippi River on their way to the mist-covered Appalachian Mountains, and then stop to see the Great Lakes before crossing the border into Canada. In Canada they visit the Inuit of the Canadian Arctic, explore the Canadian Rockies, and see the buffalo and antelope of the southern grasslands. The last stop in Canada is Ottawa, the capital, where they see the brightly lit buildings of Parliament Hill at night.
- Students continue their travels by going south to Mexico, visiting Mexico City and beyond, where they explore Aztec ruins, crops growing in the rich volcanic soil, and modern factories. The last stop on the North American continent is a visit to the seven countries of Central America, where students discover the pyramids of the Maya, volcanic landscapes, rainforests teeming with wildlife, beautiful beaches, and fascinating history, and where they also make a brief stop in the U.S. territories in the Caribbean.
- Finally, students head south to the twelve countries of South America. There they visit the world’s driest desert, vast grasslands, the Andes Mountains, and Lake Titicaca—the continent’s largest lake—and see the wonders of the Amazon Rainforest. They even see snow on the equator in the mountains of Ecuador, and they meet indigenous people living high in the mountains.
Making the Constitution: Students who listen to this unit discover that Americans had a difficult task before them after winning the Revolutionary War: they had to figure out a better way to govern themselves. Leaders, such as James Madison, George Washington, Alexander Hamilton, and Benjamin Franklin, traveled to Philadelphia to meet at the Constitutional Convention with the goal of creating a new government. Students learn that the talks were held in secret inside Independence Hall and that American leaders argued about many issues until they agreed to approve a new Constitution.
The War of 1812: What happened when the British navy discovered that it was short of sailors in its war with France? Britain’s navy proceeded to board American trade ships to capture runaways, kidnapping some American sailors in the bargain. In this unit, students discover that this kidnapping of sailors made the Americans very angry. They learn that the British also decided to help Native Americans defend their land from settlement by the Americans, which led to the Battle of Tippecanoe in Indiana and eventually to a war between America and Great Britain in 1812.
Americans Move West: As towns and cities along the East Coast grew, Americans began to look west. In this unit, students will see the new developments in transportation that helped make this happen. Canals, steamboats, wagon trains and, ultimately, the Transcontinental Railroad all took settlers west where they found new ways of living. The Gold Rush lured them to California to mine for gold, and promises of wide open spaces, new land to farm, and jobs along the railroad all helped keep the settlers moving west. Students will experience the great adventures on the new frontier and see the courage of people like Daniel Boone and the riders of the Pony Express. They will discover the innovations of Robert Fulton and DeWitt Clinton. But they will also come to know the negative impact of the westward movement, as the Native Americans who had lived on the land for centuries were forced to adjust, and often forced to leave that land. Finally, students will learn about Sequoyah and his creation of a system to make a written form of the Cherokee language.
The Civil War: In this unit, students explore the difficult subject of the Civil War in an age-appropriate way without avoiding difficult truths. Students see the beginnings of slavery in America and the moral struggles and compromises surrounding it. They meet Harriet Tubman and follow her as she takes her passengers north on the Underground Railroad. They watch the tensions between the slave and free states build until the Union and the Confederacy finally go to war. Students are introduced to the generals Robert E. Lee and Ulysses S. Grant and are shown some of the strategies behind the major campaigns. Finally, they see the surrender of the Confederacy and walk with Lee to meet Grant at Appomattox. The Civil War has a rich and complicated history filled with strong characters. Harriet Beecher Stowe, Clara Barton, and of course, Abraham Lincoln, among others, are shown as people who work to do what they feel is right, even when it is difficult.
Immigration and Citizenship: The immigrant experience often began with a first glimpse of the Statue of Liberty and—after 1892—Ellis Island. Students explore both of these iconic landmarks, and from there are directed to the factories and the tenements of the great cities of America where many immigrants lived and worked. Students see the many people—Chinese in the West, Irish and German in the East—who built the railroads. Thousands of others headed for the Great Plains to farm. There is a well-known saying that the United States is a country of immigrants. This unit looks at the influx of people coming to America from the 1800s to the present day, thinking about who they were and why they came, and what happened to them once they got here. Students look at the reasons people left their home countries—the potato famine in Ireland, or the persecution of Jewish people in Russia, to name two—to their lives in American cities or on farms. Students meet Andrew Carnegie and see how some immigrants became financially successful. Finally, they look at the process of becoming an American citizen and hear about the rights and responsibilities that come with citizenship.
Civil Rights Leaders: This unit celebrates the lives of people who faced injustice with bravery, whose work helped create a greater awareness of the needs and abilities of those who were often ignored, neglected, and abused. In doing so, they championed the words proclaimed in the Declaration of Independence, that all people are created equal, and worked to see the reality of “liberty and justice for all.” Civil Rights Leaders begins with Susan B. Anthony. An abolitionist before the Civil War, she turned her focus to women’s suffrage and was instrumental in getting women the right to vote. Students then learn about Mary McLeod Bethune, an African American woman who devoted her life to the education of African Americans during the time of segregation. Next, the unit turns to Eleanor Roosevelt, who despite being born into privilege, was a champion for human rights and our nation’s first representative to the United Nations. Students discover Jackie Robinson and his courageous work to break the color barrier in Major League Baseball. They then meet Rosa Parks and learn about the Montgomery, Alabama, bus boycott she inspired when she refused to give up her seat to a white man on a city bus. That bus boycott was led by Martin Luther King, Jr., also profiled in the unit. Students learn about King’s life from his childhood in the segregated South to his “I Have a Dream” speech, delivered in 1963 at the Lincoln Memorial in Washington, D.C. Cesar Chavez is honored for the work he did to make the lives of migrant workers more tolerable. The unit ends by paying homage to the Native American Chief Standing Bear; Dorothy Vaughan, Katherine Johnson, and Mary Jackson, three African American women who made significant contributions to NASA; and Juan Felipe Herrera, who became a famous writer, overcoming the disadvantages he faced during his youth as a migrant worker. All these leaders were ordinary people who worked to make America “a more perfect union.”
We also add to this list those Catholic leaders of Catholic Social Justice who have made an impact on the world around them, such as: Dorothy Day, Fr. Thomas Merton, St. Josephine Bakhita, Daniel Berrigan, Daniel Rudd, and more.
Lessons in Economics: This unit provides a broad introduction to economics, including:- what is an economy
- the difference between a goods and a service
- the difference between needs and wants
- the three types of resources: natural, human, capital
- how people make economic choices
- what scarcity means
- what a marketplace is
- how government can help economy
- why countries trade with each other
Third Grade
Third Grade continues the travel along the historical timeline. It also marks a shift when students are reading to learn instead of learning to read. As such, the work of building background knowledge in a fun and engaging way is of primary importance. Students will use a combination of Core Knowledge Foundation History Series, Studies Weekly, Teacher Created Resources, biographies, and more. See the course descriptions below from the Core Knowledge Foundation Materials.
World Rivers: Students begin a serious study on World Rivers and learn how to use maps and globes to locate the continents, major oceans, and important world rivers. Students explore the benefits and dangers of rivers. They learn why ancient civilizations and modern cities were established near rivers, and how rivers are often associated with major historical events. Rivers studied include the Ganges, Indus, Yellow (Huang He), Yangtze (Chang Jiang), Tigris, Euphrates, Nile, Niger, Congo, Amazon, Orinoco, Mississippi, Mackenzie, Yukon, Murray, Darling, Volga, Danube, and Rhine.
Ancient Rome: Students embark on a study of the ancient Roman Civilization and begin with information on the geography of the Mediterranean region. Students are introduced to Roman mythology (including the legend of Romulus and Remus), daily life in early Rome, the Roman Republic, Julius Caesar, Cleopatra, Caesar Augustus, the Roman Empire, Pompeii, and the rise of Christianity. They learn about ancient Rome’s lasting contributions to political ideas and institutions, architecture, and literature. Students also investigate historical sources, compare and contrast rulers, such as Theodosius II, Emperor of Constantinople whose edict of Thessalonica changed Rome and the rest of the western world in its adoption of Christianity, and the rise and fall of Rome.
Vikings: Students experience the adventure of Scandinavia, homeland of the Vikings. Their expertise as sailors and shipbuilders, their fierce raiding spirit, ability to trade, conquer, settle and explore over a vast area. Students learn about the voyages of Eric the Red and his son, Leif Eriksson. Students are introduced to Norse mythology, including stories of Odin, Thor, and Loki.
The Earliest Americans: Students will be introduced to some of the different native peoples who populated America many years before the arrival of European explorers. Students learn how some of the earliest Americans arrived in North America as early as thirty thousand years ago along the Pacific Coast, whereas others traveled from Asia across Beringia, the land bridge. Over time, native peoples migrated throughout the North American continent and into Central and South America. Students explore how these early peoples adapted to their environments and developed unique cultures. Chapters focus on the Inuit, the Ancestral Pueblo and Mound Builders, and specific Native American peoples of the American Southwest, Southeast, and Eastern Woodlands.
Exploration of North America: Students will focus on English, French, and Spanish explorers who crisscrossed the Americas in search of new finds, whether gold, riches, or a passage through the continent from east to west. After reviewing the explorations of Columbus, students learn about Ponce de León’s search for the Fountain of Youth, De Soto’s long march to the Mississippi, Coronado’s quest for cities of gold, the founding of St. Augustine, and the development of settlements around Spanish missions. The focus then shifts to the explorers who undertook perilous voyages to find the Northwest Passage, a shortcut across North America to Asia, including John Cabot, Samuel de Champlain, and Henry Hudson. Throughout the unit students reinforce their map skills and geographic knowledge, and also learn about the interactions of the explorers with Native Americans, including Popé and the Pueblo Revolt
The Thirteen Colonies: Students will explore how three regions of English colonies in North America—Southern, Middle, and New England—developed differently as a result of each region’s geography, climate, and the different religions and beliefs of the colonists settling each area. Students learn about differences in climate and agriculture, as well as the growth of important cities including Philadelphia, Boston, New York, and Charleston.
Early lessons focus on Jamestown, labor by indentured servants, and a growing reliance on enslaved workers. Students learn how religious motives influenced the founding of the New England colonies by the Pilgrims and Puritans, and explore what life was like for children in a Puritan colony. Students explore how the Middle Colonies were founded for financial and religious motives, with a focus on the Dutch in New York and the Quakers in Pennsylvania. They will also learn what Catholics were doing during this time.
Fourth Grade
Fourth grade students cover regions of the United States, basic civics, and Oklahoma History. Units of study include: Oklahoma’s Geography & Settlement, The Eastern Region, The Midwest Region, The Southern Region, and The Western Region. Each unit includes study of geographical features and economics of the region and concepts of self-governance. In addition to this they continue with their study of world history and US history. Students will use a combination of Core Knowledge Foundation History Series, Studies Weekly, Teacher Created Resources, biographies, and more. See the course descriptions below from the Core Knowledge Foundation Materials.
Using Maps: This unit provides information and activities to help students use maps and globes effectively. Students learn geographical terms and how to use map symbols, keys, and map scales. They are introduced to longitude and latitude along with using coordinates and degrees to find a specific location. Students also learn about time zones, maps depicting elevation and depression, and the relationship between a three-dimensional globe and a “flat” map.
World Mountains: In this unit, students review their skills of using maps and globes and then apply those skills in learning about major mountains and mountain ranges. They explore the Himalayas and Urals in Asia; the Atlas Mountains in Africa; the Andes in South America; the Appalachians and Rockies in North America; and the Alps and Caucasus in Europe. Students also study the tallest mountains on each continent.
Medieval Europe: Study begins by providing the historical and geographical context of the Middle Ages in Western Europe. Students learn about the Western and Eastern Roman Empires, the influence of the Roman Catholic Church, Charlemagne, the feudal system, castles and manors, chivalry, the growth of towns, women in the Middle Ages, William the Conqueror, the Magna Carta, Parliament, St. Joan of Arc, the plague, and the legacy of the Middle Ages. Students also learn about medieval European art, architecture, and music, as well as the fictional King Arthur and Camelot.
Early Islamic and Medieval African Kingdoms: This unit explains the historical significance of Muhammad and the origins of Islam in the Arabian Peninsula. Students learn about the importance of the Koran and the Five Pillars of Islam. Students also learn about the achievements of Muslim scholars and artists and the growth of Muslim empires. The unit concludes with a brief account of the Crusades, the long series of wars during the Middle Ages in which European Christians attempted to retake control of the Holy Land and other formerly Christian territories in the Middle East.
Part II of this unit begins with an overview of the varied geography of Africa, including tropical rainforests, savanna (grasslands), and deserts. Students learn about the early African kingdoms of Kush and Aksum, and about the medieval trading kingdoms of Ghana, Mali, and Songhai. Students explore the city of Timbuktu as a center of trade and learning. Students are also introduced to African works of art, including the ritual, ceremonial, or celebratory purposes of many artworks
Dynasties of China: This unit introduces the succession of dynasties that ruled China for nearly two thousand years. Students learn about the Qin dynasty and the first emperor, Shihuangdi, who began construction of the Great Wall; about the Han dynasty, when trade in silk and spices flourished along the Silk Road; about the Tang and Song dynasties, which witnessed important inventions including the compass and gunpowder; about the Mongol invasion led by Chinggis Khan and the Yuan dynasty founded by Kublai Khan; and, about the Ming dynasty, which established the capital at Beijing and built the Forbidden City. Students also become familiar with Chinese art, including silk scrolls, calligraphy, and porcelain.
The American Revolution: Study begins with background information on the establishment of the thirteen colonies. Students learn about early alliances, the French and Indian War, as well as the causes and provocations of the American Revolution, such as British taxes, the Stamp Act, the Boston Massacre, and the Boston Tea Party. Students are introduced to major ideas in the Declaration of Independence and to key figures in the Revolution, including George Washington, Crispus Attucks, Patrick Henry, Paul Revere, Samuel Adams, John Adams, Thomas Jefferson, Benedict Arnold, John Paul Jones, and Nathan Hale. Students are also introduced to art and literature representative of the period. Catholic influence on the new nation will also be explored: John Barry, Charles Caroll, Bishop John Carroll, the country’s first bishop, and his consecration of the country to the Immaculate Conception. 1790 Letter from George Washington to the Catholic Community (National Archives), St. Elizabeth Ann Seton and Catholic education. St. Junípero Serra, St. Rose Philippine Duchesne, St. Mother Théodore Guérin
Fifth Grade
Maya, Aztec and Inca Civilizations: three ancient Mesoamerican civilizations in geographical context. Students explore ruins of ancient Mayan temples and pyramids as they learn about Mayan culture, including their knowledge of astronomy and mathematics. Students learn about the warrior culture of the Aztecs and the city of Tenochtitlán. They hear about the complex network of roads and the city of Machu Picchu built by the Incas. Students also read about the Spanish conquistadors and the demise of both the Aztec and Inca, and the mysterious disappearance of the Maya.
The Age of Exploration: This unit introduces students to European exploration and trade from 1400 to the 1600s. Students learn about motivations for European exploration, including profit from the trade of goods—such as gold, silk, sugar, and spices—as well as the desire to spread Christianity. Students study specific explorers (Bartolomeu Dias, Vasco de Gama, Pedro Cabral, Columbus, Magellan, and Vasco de Balboa) and learn about their encounters with indigenous peoples. Students also learn about John Cabot and the search for the Northwest Passage, Sir Francis Drake, Jacques Cartier, Samuel de Champlain, and Henry Hudson. Students are introduced to the early slave trade and the beginnings of slavery in the Americas.
Social studies takes on the feel of a full history course this year. Students study units such as: Exploration & European Expansion, Colonial Times in North America, American Revolution, Creating the Constitution, Times of Change as the Nation Grows, and The Civil War.
The Renaissance: Students learn how artists were supported by patrons, such as the wealthy Medici family, or Pope Julius II for whom Raphael painted frescoes and Michelangelo the ceiling of the Sistine Chapel. Students are introduced to the lives and works of Leonardo da Vinci and Michelangelo, to Castiglione’s writings on courtly behavior, to Machiavelli’s ideas about politics, and to Shakespeare and Cervantes as exemplars of the Renaissance spirit in literature. Students also learn how the Renaissance spread to northern Europe.
The Reformation: This unit tells the story of the 16th-century religious upheaval known as the Reformation, which led to the founding of Protestantism and had far-reaching social and political consequences. Students learn how Gutenberg’s printing press made the Bible widely available and encouraged the spread of literacy. Students learn what led Martin Luther and John Calvin, the most influential leaders of the Reformation, to protest against the authority of the Catholic Church. Students also learn about the Church’s efforts to reform its practices, known as the Counter-Reformation. Students also explore how the findings of Copernicus and Galileo led to conflicts between science and the Catholic Church.
Students will also explore England in the 1500s and 1600s, a time of religious conflicts and political change. Students learn about Henry VIII and the founding of the Church of England. They explore the reign of Queen Elizabeth I, during which there was a time of expansion abroad, peace and prosperity at home, and extraordinary literary achievements (including many of the works of Shakespeare). They learn about Charles I and the English Civil War, Oliver Cromwell and the Puritans, and the Restoration era under Charles II. Students also learn about the “Glorious Revolution” that put William and Mary on the throne, and the importance of the English Bill of Rights.
Geography of the United States: This unit reinforces map and globe skills as students learn about the geographic characteristics of different regions of the United States: New England, Mid-Atlantic, South, Midwest, Great Plains, Rocky Mountain, Southwest, and West Coast. Students explore each region’s climate, natural resources, culture, and other distinctive characteristics.
Westward Expansion Before the Civil War: Students explore how and why Americans moved west from the early to mid-nineteenth century. Throughout the unit, students study many geographical features of the U.S. Opening lessons introduce early explorers, including Daniel Boone, Zebulon Pike, and Lewis and Clark, who were aided by Sacagawea. Students learn how new developments in transportation (such as canals, steamboats, and railroads) spurred westward expansion. Students are introduced to Tecumseh as a leader of Native American resistance to settlers and government officials who broke treaties and pushed Native Americans off their homelands. Students learn how the concept of Manifest Destiny was used to justify acquisitions of territory by the U.S. from the 1850s onward. Students also learn about the Indian Removal Act and the Seminole resistance led by Osceola. Students explore how the annexation of Texas gave the U.S. additional territory, fueled the controversy over slavery, and provided a pretext for war with Mexico. Students also explore westward movement along the Oregon Trail, the experiences of the Brigham Young and the Mormons, and the gold rush that drew many people to California.
The Civil War: Students will study the causes and consequences of one of our nation’s greatest crises, the Civil War. Students learn how arguments over slavery and states’ rights, along with the election of Abraham Lincoln, led to Southern secession and armed conflict. Students consider the influence of Frederick Douglass and other abolitionists, the Dred Scott decision, Harriet Beecher Stowe’s Uncle Tom’s Cabin, and the Emancipation Proclamation. Students explore important battles, new technologies (such as ironclad ships), and major leaders, including Robert E. Lee, Ulysses S. Grant, and especially President Lincoln. Students engage with selections from primary sources, including the Gettysburg Address and Lincoln’s Second Inaugural Address. Students learn about Lincoln’s assassination and the divisive struggles of the Reconstruction era.
St. Katharine Drexel- Link to the Mission Schools in Oklahoma History.
6-8 Social Studies
Middle school social studies courses spiral again with a deeper dive into the civilizations of the world, the role of Christianity and especially the Catholic church from the dark ages to the enlightenment, the age of exploration, the founding of a new world and its evolution to the modern era. Students will utilize the Catholic Textbook Project to integrate the elements of Church history into world and American history to build from their prior knowledge base to create a strong foundation for secondary school. Course description excerps below are taken from the Catholic Textbook Project at https://shop.catholictextbookproject.com/collections/history-textbooks
Sixth Grade
Textbook: All Ye Lands, Origins of World Cultures by Catholic Textbook Project
The 6th grade history curriculum covers world history and culture from prehistory through the Greeks, the rise of Christianity, up through the Middle Ages, as well as developments in China, Japan, Russia, Europe, Africa and the Americas up to the mid 1800’s. The lavish use of color photos, drawings, and maps combined with excellent writing, thumbnail biographies, lives of saints, and other features.
Seventh Grade
Textbook: Light of the Nations, Part I by Catholic Textbook Project
From the coming of Jesus Christ, through the achievements of medieval Christendom, to the threshold of the Enlightenment projects of the 18th century, God’s work in history reveals itself. Students will study narrative accounts with the necessary facts, dates, short biographies, and concept definitions needed for cultural understanding. The central concern of the volume is the effect on human civilization wrought by the Christian Faith. Drawing on the work of Catholic historians of the 20th century — Christopher Dawson, Hilaire Belloc, and Frederick Wilhelmsen — the authors have crafted a Catholic and accurate account of our Western heritage to convey our story to youth. Geography is a large part of the study in the 7th grade as well as the basic components of American Civics. Students will reference materials used in 6th grade as well as look forward to materials to be used in 8th grade.
Eighth Grade
Textbook: The American Venture by Catholic Textbook Project
Covering the history of the United States from the first settlements to the mid-20th century, students enter the story of the Catholic Church in America together with standard historical themes. It includes discussions of the U.S. and state constitutions, a civics treatment of the U.S. Constitution, and historical treatments of European, non-European, and Native American cultures in the United States. Integrated is the lavish use of color photos, drawings, and maps with excellent writing, thumbnail biographies, and the lives of saints. Told in a narrative format to engage student interest and invite them into the story of history.
9-12 Grade Social studies - 3.5 credits of social studies courses are required for all students
Oklahoma History - 1/2 credit - one semester course - required for all students
This course is a one semester course required by the State of Oklahoma. This course covers the history of our great state beginning with the land run until present day. Major Oklahoma events will be covered as well as how our state government was instituted.
Ancient Civilizations - 1/2 credit - one semester course - required for all students
This is a one semester course covering the ancient history of Mesopotamia, Egypt, and the Christian Holy Land. It will also provide an introduction to the Greek city-states and Roman Empire. This course works hand in hand with the ninth grade theology curriculum and should be taken during the same semester as Natural Theology.
AP World History - 1 credit - full year course - students may take AP World History (when available) or World History as their second year social studies requirement
Prerequisite: Grade of A or B in Pre-AP English; Grade of A in English 1 and Teacher Approval.
Special Requirement: Summer reading and assignment.
This survey course focuses on the political, social, cultural, and economic changes in human history and how they impact our present world. This course follows the national-standardized Advanced Placement course outline and is taught and graded at the college level. Because of the accelerated pace, the course requires a high level of student commitment and motivation as well as higher-level reading and writing skills. Students in the course will develop their critical thinking and essay-writing skills as well as learn to analyze primary and secondary sources for bias and point-of-view. Students will also develop an understanding of major artistic movements and recognize significant works of art and architecture. Summer reading is required. Students may elect to take the Advanced Placement World History exam at the end of the second semester.
World History - 1 credit - full year course - students may take World History or AP World History (when available) as their second year social studies requirement
Prerequisite - Ancient Civilization
This course is an introduction to the post-Pagan Roman world (which encompassed the province of Britannia, in the west, to the Kingdoms of Armenia and Georgia in the east), and to the expansion and transformation of that world, i.e. the new lands won for Christ by missionaries and the renewal or abolition of many western and central European institutions and traditions. This history course is an attempt to present as an elaborate thriving organism, an often slandered or overlooked period in which the Christian ideal shaped and inspired the social and political order. This course will continue to modern day and the political climate and choices that have shaped our world. We will also look at the role of the Catholic church in our modern history and traditions.
AP US History - 1 credit - full year course - students may take AP U.S. History (when available) or U.S. History as their third year social studies requirement
Prerequisite: Grade of A or B in AP World History or A in World History. Teacher approval.
Special Requirement: Summer reading and assignment.
This survey course introduces students to the major events, concepts, and themes in American history from European contact to the present day. The course follows the national-standardized Advanced Placement course outline and is taught and graded at the college level. Because of the accelerated pace, the course requires a high level of student commitment and motivation as well as higher-level reading and writing skills. Students in the course will develop their critical thinking and essay-writing skills as well as learn to analyze primary and secondary sources for bias and point-of-view. Summer reading is required. Students may elect to take the Advanced Placement U.S. History exam at the end of the second semester.
US History - 1 credit - full year course - students may take U.S. History or AP U.S. History (when available) as their third year social studies requirement
This year-long required course presents the history of the United States from the stories of the first Americans to the arrival of European peoples to the 21st century, including the contributions of the Catholic Church, Catholic communities and individuals and Catholic ideas to the rich and tempestuous American story. Man’s thoughts are shaped by his beliefs, his habits (be they virtue or vice), his society, culture, custom, environment, experience, and education. Man shapes history through his choices, which are rooted in the soil of his thought. As you read the pages of modern history you will see that man’s thought—beliefs and philosophies—are some of the most powerful forces on earth.
Financial Literacy - 1/2 credit - one semester course - required for all students
Prerequisite: none
Personal Financial Literacy is designed for students in Grades 7-12. These standards of learning are priority, essential, and necessary for all Oklahoma students. Learning the ideas, concepts, knowledge, and skills will enable students to implement personal financial decision-making skills; to become wise, successful, and knowledgeable consumers, savers, investors, users of credit, money managers, and to be participating members of a global workforce and society.
U.S. Government - ½ credit - one semester course - required for all students
Prerequisite: none
This is a one semester required course covering how our United States government was founded and how policies and laws are created and developed. We will cover the basics of democracy and how our constitution was created and how we, the people, have carried out constitutional rights with laws and policies.
AP US Government and Politics - ½ credit - one semester course
Prerequisite: Grade of A or B in AP U.S. History or A in U.S. History. Teacher Approval.
Special Requirement: Summer reading and assignment.
This course follows the Advanced Placement course outline and is taught and graded at the college level. The course begins by examining the Constitutional foundations of American government and the civil rights and liberties outlined in the Bill of Rights. Students will also explore political ideology and participation, as well as the impact of political parties, the mass media, and interest groups on the political process. The three branches of government and the supporting bureaucratic structures are studied followed by the public policy process. It is essential that students keep up with lectures and assigned readings and are prepared to critically analyze issues in current American politics.
Current Events - ½ credit - one semester course - Grades 11-12
Prerequisite: None
This course is designed to provide discussion and thought about many of the problems which the world faces today. Students will become more familiar with the everyday happenings of today’s society through the study of contemporary newspapers and news magazines, through analysis of network broadcasts and through lectures, speakers, films and discussion. Contemporary world issues, major political developments, and economic trends will be discussed and interpreted to help the student become familiar with and better understand the world.
Global Issues - ½ credit - one semester course - Grades 11-12
Prerequisite: None
This elective course uses Catholic social teaching as the foundation to examine major issues that impact the world today. With a focus on developing the student’s awareness of being a global citizen, the major issues addressed include genocide and globalization. The semester will finish with a model United Nations that will produce resolutions for problems discussed in class.
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Religion/Theology
K-5 Theology
Kindergarten
Spirit of Truth by Sophia Institute Press: Students are taught about the Blessed Trinity, the Holy Family, and the saints. They learn about the concepts of virtue and sin and the importance of forming good habits. Additionally, they are taught that they can communicate with God through prayer. Students build the foundation for their understanding of community and faith.
First Grade
Spirit of Truth by Sophia Institute Press: Students are introduced to God as our Father in Heaven who is the creator of Heaven and earth. They will also learn about the basic parts of the Mass, the reality of sin and how it connects with the Sacrament of Confession, the lives of saints, and the basics of prayer as a conversation with God.
Second Grade
Spirit of Truth by Sophia Institute Press: The curriculum includes teachings on Jesus Christ's love for children and how His death and resurrection have opened the gates of heaven. Students also explore the different parts of the Mass, the lives and lessons of the saints, various ways to pray, and have a special focus on the Sacraments of Confession and Eucharist.
Third Grade
Spirit of Truth by Sophia Institute Press: Students delve into the teachings of the Catholic Church, exploring the Holy Spirit's guiding role and the continuation of Jesus' mission through the Church. They also gain knowledge of the basics of the Trinity, all seven Sacraments, living as children of God, Jesus' Parables of the Kingdom, and Mary's role as the Mother of the Church. As an additional supplement, the curriculum includes a section on Confirmation.
Fourth Grade
Spirit of Truth by Sophia Institute Press: Students focus on the moral life and learn about what it means to be created in the image and likeness of God. They also learn about how to respond to His grace so they can spend eternity with Him in Heaven. The curriculum includes topics such as conscience formation, the Ten Commandments, the Beatitudes, the Golden Rule, and the Great Commandment. In addition, students learn about the reality of sin and the importance of practicing virtue. In fourth grade students continue to learn how faith is an essential part of everyday life.
Fifth Grade
Spirit of Truth by Sophia Institute Press: Students will have the opportunity to delve deeply into the incredible gift of God's grace in the Sacraments. They will gain a comprehensive understanding of each Sacrament, including its purpose, the reason for its institution by Jesus Christ, the form and matter of its celebration, as well as its history and significance. The curriculum also covers essential topics such as the meaning of God as the ultimate source of life, the Holy Mass, and Holy Days of Obligation. Moreover, students will have the chance to read longer biographies of the saints, with a particular emphasis on young saints, enabling them to learn about their lives and gain inspiration from their examples. As students mature they take on more responsibility for making their faith their own and learning the foundations of Christianity.6-8 Theology
Sixth Grade
Spirit of Truth by Sophia Institute Press: Students spend the year immersed in God's Word in Sacred Scripture and explore how the Bible, written under the inspiration of the Holy Spirit, records God's plan of salvation. They learn the basics of how to use the Bible and Magisterial authority, how and why we should pray with Scripture, and how the Bible is different from other books. Additionally, students learn about the four senses of Scripture. This survey of the Holy Scripture. Sixth grade covers the majority of the Old Testament laying the foundation for the New Covenant found in Christ.
Seventh Grade
Spirit of Truth by Sophia Institute Press: In this curriculum for middle-school students, the focus is on exploring Jesus and the Gospel message, with an emphasis on unifying themes in Scripture and an in-depth examination of the four Gospels. The curriculum also covers personal growth, including the origin, dignity, and destiny of the human person. Additionally, students will explore each Sacrament in-depth and learn about prayer, its elements, qualities, and challenges, ways of praying, and Mary and the saints as models of prayer. Seventh graders explore their personal relationship with God through reflection and group discussion as they feel comfortable.
Eighth Grade
Spirit of Truth by Sophia Institute Press: Students will embark on a five-unit curriculum that aims to broaden their knowledge of various concepts. One of the key areas of focus is personal growth, which will delve into our calling to love and the responsibilities we have towards our fellow human beings and God. Alongside this, they will learn about morality, with an emphasis on forming one's conscience through prayer and understanding the objective moral standards set by God. The curriculum will also cover the citizen and government topic, highlighting the natural rights of every individual and the purpose of government. As a supplementary resource, students will be able to learn about God's Plan for Marriage and the Family, which will touch on topics such as gender identity, sexual abuse, and resisting temptation to develop virtues and avoid sin.9-12 Grade Theology - 4 theology credits are required for all students
Natural Theology - ½ credit - one semester course - required for all students
Natural Theology examines various ancient mythological and philosophical explanations of what it means to be human—where we came from, why we are here, where we are going, the existence of God and how to attain a state of happiness in this life and the next. A survey of Aristotelian Socratic logic will be utilized to note the successes and failures of discussions concerning the nature of human existence as an exceptionally robust preparation for the study of Divine Revelation. Upon completing this course, students will be able to explain how the ancient views of the human condition respond effectively to many of history’s (and the present day’s) most radical skeptics. In short, this course is ‘man’s search for God’.
Covenantal Theology - ½ credit - one semester course - required for all students
Covenantal Theology explores Christianity as the existence of God and how to attain a state of happiness in this life and the next. After examining biblical- interpretive strategies presented in Dei Verbum, as well as the history of Scripture in Tradition itself, this course goes on to explore the covenants of the Old Testament, culminating in the realization that the life of Christ fulfills every significant element of each of the Old Testament covenants. Upon completing this course, students will be able to recall and describe in brief the covenants with Adam, Noah, Abraham, Moses, Jacob, Israel, David, and Solomon. Using typology, students will then be able to show how each of these covenants prefigured some significant aspect of the New Covenant in Christ. In short, this course is ‘God’s search for man’.
Catholic Ethics - ½ credit - one semester course - required for all students
This course will cover the essential themes of Christian ethical teaching, answering the questions: What makes a “good person,” and what are we made for? To properly contextualize the Christian tradition, students will begin with secular moral theories, weighing the arguments of thinkers throughout the Western tradition, such as Aristotle, Kant, and Stuart-Mill. After establishing points of agreement with the Christian tradition, students will be able to articulate the depths of the Church’s wisdom on subjects such as sin, conscience, rights, and freedom. Students will gain insights on how to judge the morality of an action, and how to utilize the guidance of Scripture and Tradition in the formation of their character. Finally, students will explore the value of a morality based on sacrifice and the pursuit of beatitude.
Liturgy and the Sacraments - ½ credit - one semester course - required for all students
After exploring the nature of a well-formed Christian character, students will learn how Christ works in the Church to bring souls to beatitude; namely, the divinizing power of Christ’s presence in the soul, commonly called “grace.” Students will learn about each of the seven Sacraments, focusing not merely on “matter and form,” but will also discover the object, significance and history. Students will also spend time peering into the rich symbolism employed in the sacramental rituals. The class will also address Christian worship, focusing on the sacrificial aspect of the Mass, explaining the meaning behind the words and gestures of the priest and faithful in the Liturgy. Overall, students will be grounded in both the reality and the goodness of God’s creation, focusing on how Christ uses created things such as bread and wine to communicate his Real Presence to us.
Church History 1 - ½ credit - one semester course - required for all students
The course will begin the survey of the Church’s 2,000 years of history, noting the events and circumstances that continue to shape it today. Students will examine the Church as the living Body of Christ, governed by the successors of the Apostles, and sustained by the work of the Holy Spirit. Particular attention will be paid to the Church in the divine plan, the Great Commission, the proclamation of the Gospel, and the important events and figures who advanced the kingdom of God by their lives and witness to the faith.
Church History 2 - ½ credit - one semester course - required for all students
The course will survey the Church from the Middle Ages to the beginning of the Modern Age identifying the events and circumstances that continue to shape the Church today. Students will study the impact of heresies, the inquisition, divisions in the Church, Crusades, wars, famine, disease, and reforms, as well as the The Renaissance and how this period contributed to the rebirth of scholarship and the arts. Students will continue to examine the Church as the living Body of Christ, governed by the successors of the Apostles, and sustained by the work of the Holy Spirit. Particular attention will be paid to the Church in the divine plan, the missionary nature of the Church, Ecumenical Councils, and the important figures who advanced the kingdom of God by their lives and witness to the Faith.
Catholic Social Teaching - ½ credit - one semester course - required for all students
The course is designed to increase an understanding and awareness of social justice issues in our community and the world through the lens of Catholic Social Teaching. The course will address these major themes and core principles, what they express about God’s plan for all people, and our obligation to care for one another, especially those who are the most vulnerable.
Senior Theology Electives
Spiritual Leadership - ½ credit - one semester course - elective option for seniors
The purpose of this course is to analyze the life of a servant leader and to discover how to live as an authentic Christian leader. Students will work together to plan a variety of events for the school and community with the goal of increasing individual faith and relationship with God and furthering the ministry of the Church at each event. Through service learning students will encounter opportunities to share their gifts with the St. Isidore Catholic Virtual School community.
The Abrahamic Faiths - ½ credit - one semester course - elective option for seniors
This course focuses on the cultural, historical, and biblical intersection of Judaism, Christianity and Islam. Students spend time researching these three religions through immersion experiences and Catholic teaching. Students will use a project-based methodology to discover the history of Abraham and discover the commonalities of Christianity, Islam and Judaism, their differences, and the ecumenical approach each religion adopts.
Sacred Art and Music - ½ credit - one semester course - elective option for seniors
The class will study the basic principles of how art is used by the Church, so that students can encounter and understand symbolic literacy in all its forms. This will include exposure to sacred music, understanding how to interpret an icon, discovering how to “read” a cathedral, and to appreciate why the Church uses poetry and other artistic forms. This course aims to offer “the way of beauty” to heal our vision regarding the true essence of Christianity, bringing us in contact with the God who became man, who in taking on creation, allows us to use created things to give his act of love full expression.
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Special Electives
Overview
Electives provide additional learning opportunities for students by engaging them in high interest or high practical need areas. Electives are subject to change according to instructor availaibiliy and student interest. As new ideas for engaging electives are presented and deemed viable, the selection will expand.
Kindergarten
Computers, tablets, and smartphones are a part of our lives and it’s never too early to teach our children about appropriate screen time boundaries and careful use of digital devices. Students learn basic computer skills and how to interact appropriately with these expensive and fragile devices. Units in kindergarten include: The Computer and Me, Internet Safety, Interacting with Software, Patterns and Sequences, and Introduction to Coding.
First and Second Grade
First and second grade students will cover topics such as: Computer Parts, Digital Citizenship, Keyboarding, Interacting with Software, Publishing Your Work, Computer Research, Interacting with Data, and Coding.
Third through Fifth Grade
In third, fourth, and fifth grades students will learn about: How a Computer Works, Digital Citizenship, Keyboarding, Software Skills, Productivity Software, Computer Research, Coding, and Data Analysis.
6-8 Electives
Computer Literacy/Computer Science
Middle school students will continue their study of keyboarding and basic software needed for school work. They will also learn academic uses for computers. Additionally, students will learn the basics of networks, algorithms, and artificial intelligence and they will continue their study of coding.
Video editing and production
Students will learn video editing skills and how to create compelling video productions. They will learn aspects of journalism and media production as well. The course will culminate with a full production project.
Podcasting
Podcasts are a form of entertainment, source of information, and a new form of investigative journalism for the 21st century. Students will learn principles of preparing outlines, researching topics, and writing scripts. In the second half of the course students will apply their knowledge and work with others to create a podcast over a topic of their choosing (as approved by the instructor).
Reading for Fun/Meeting of the Minds
Students will select a book (with parent approval) and meet with other readers to critically discuss what they are reading. Most of this course is discussion based. The teacher will moderate discussions and guide students toward deeper thinking. Students will consider the author’s perspective, the intended audience of different works, themes, plot, and literary elements and devices.
Math Counts
Students engage in competitions through the national MathCounts program. Class time is spent preparing for competition, doing math for fun, and building team camaraderie as a team of students that just love doing math.
Speech and Drama
Students will learn the fundamentals of various competitive public speaking events and a basic history of the dramatic arts along with career opportunities in the theatre industry.
9-12 Electives - 5 full credits required for high school graduation
Bible as Literature - 1/2 credit - one semester course
Prerequisite: Covenantal Theology and English 1
Students will examine the beauty of the Word of God. While students discuss the philosophical and religious content in their theology courses, they can dive into the literary perspective of the Bible and the beautiful writings of the saints and doctors of the church throughout history. Students will recognize styles of writing, modes of persuasion, and how God has spoken to people through the centuries.
Computer Science/Coding - 1/2 credit - one semester course
Prerequisite: none
High school students move beyond the basics of computer science covered in middle school and develop more specific skills in network management, coding languages, and artificial intelligence training models.
Culinary Arts - 1/2 credit - one semester course
Prerequisite: none
Students will practice the art and science of cooking. Students will learn to prepare family meals and independent living skills. While cooking is an element of this course, reviewing recipes, grocery shopping, and budgeting are also skills covered. Note: there is no specific fee associated with the course, but students may need to purchase ingredients from time to time.
Current Events - see the Social Studies course listings
Global Issues - see the Social Studies course listings
STEM/Robotics - 1/2 credit - one semester course
Prerequisite: teacher approval
This is the perfect course for students interested in engineering, math modeling, and real-world problem solving. This is a project based course and students will have the opportunity to compete in local, state, and national competitions in the related fields. Students will interact with professionals in STEM fields through guest speaker lectures and interviews.
Study of Architecture - 1/2 credit - one semester course
Prerequisite: Ancient Civilization
Study of Architecture is a survey course in which students learn the beauty and lasting impact of classical architecture. Students will apply what they’ve learned in their theology and history courses to put architecture in context and see how it was used to elevate God or, in some cases, man. Finally, students will examine modern architecture and how the work of the Greeks and Romans influenced contemporary designers.
Weight-training - see the Physical Education course listings
Work Study - 1/2 credit - one semester course
Prerequisite: none, however this course is only available to juniors and seniors
The work study program is designed for students who are currently employed but do not necessarily have an interest in keeping that particular job as a career. Students earn credit for documenting work hours and engaging in activities that emphasize career planning and life skills.
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