English I/English I Honors
Prerequisites: English I Honors requires recommendation from the 8th grade English teacher and As/Bs in middle school English. The Honors level will require more extensive projects and assignments as well as higher level reading assignments.
The English I courses strive to accomplish a number of objectives. In literature, the student reads a variety of genres—drama, epic, short story, nonfiction, the novel, and poetry. Required writing involves tasks of both an expressive and academic nature, and these assignments familiarize the student with research procedures and MLA format. Because the state requires that language arts courses include components of media, speaking, and listening, those elements are also incorporated into English I classes in various presentation and response assessments. In addition, the course also continues to build the student’s grammar and vocabulary knowledge.
English II/English II Honors
Prerequisites: English II Honors requires a recommendation from English I teacher and acceptable grades in English I. The Honors level completes more extensive projects and assignments as well as higher level reading assignments.
English II builds upon the skills learned in English I. In literature students continue to study genre, but this course purposefully exposes students to literature from other countries and cultures as well. Writing and presentation assignments develop students’ research, analysis, and evaluation skills. As with the other language arts courses, students are required to develop and display grammar skills and vocabulary usage appropriate to grade level in preparation for standardized tests and college level work.
In accordance with state recommendations, English III surveys the body of American literature and focuses primarily on persuasive writing. Other modes of writing are assigned from time to time as well, and all assignments require the student to utilize higher level critical thinking skills in preparation for upcoming college work. Students continue to build grammar, vocabulary, speaking, and listening skills.
English III Honors / Dual Enrollment
Credits: 1 high school credit / (6 hrs college credit)
Prerequisites: 21 ACT score overall and a 20 in English for college credit. Honors students must have prior English honors class experience.
Through a partnership with Lipscomb University, this course offers students the opportunity to take both Lipscomb University English 1113: Composition and Reading 1 and Lipscomb University English 1123: Composition and Reading II. This gives 11th grade students the chance to earn 6 hours of college English credit. Both the fall semester and spring semester serve as basic introduction to university-level reading, writing, and research. Students who do not earn the required ACT score may take this class for honors credit. All students are required to purchase their textbooks for both semesters.
Students should be able to do all of the following upon completing this class:
• Recognize and avoid plagiarism in an academic setting
• Produce competently written college-level essays
• Understand writing as a process and implement effective strategies for developing, revising, and editing documents
• Read critically enough to distinguish between strong and weak arguments and effective and ineffective style in their own texts and in the texts of others
In accordance with state recommendations, English IV surveys British literature beginning with the Anglo-Saxons and continuing in a chronological progression. Writing for this course requires use of sources, critical reading, and synthesis and application of varying ideas. Though writing assignments vary from year to year, students might be asked to write a personal narrative, a rhetorical analysis, a literary analysis, or a conceptual definition essay. Students also continue to build grammar, vocabulary, speaking and listening skills. Some class time also continues to address ACT preparation.
English IV Honors / Dual Enrollment
Credits: 1 high school credit / (6 hrs college credit)
Prerequisites: 21 ACT score overall, a 20 in English for college credit, and both semesters of English 3 Dual Enrollment. Students who take this class for the honors option must have prior English honors class experience. All students are required to purchase their textbooks for both semesters.
FALL SEMESTER: Lipscomb University English 2113: Survey of English Literature 1 This class is a survey of English literature from the beginnings of English Literature through the Restoration and the 18th Century. Students will examine the works of significant writers of fiction, poetry, prose, and drama taking into account events in history that influenced them. Students will learn to think critically about literature through discussion and to write critically about it in essays.
SPRING SEMESTER: Lipscomb University English 2123: Survey of American Literature 1 This class will look at American literature from the beginnings during the Age of Exploration up through the Civil War era. Students will examine the works of significant American writers while taking into account the history that influenced them. The class will also consider the ideas and concepts that distinguish American Literature and give it a unique identity.
Students should be able to do all of the following upon completing both semesters of this class:
• Identify characteristics of the distinctive literary periods in English and American literature
• Place and discuss works in a historical context
• Understand the elements that characterize the various genres studied
• Identify the major English authors and their works
• Identify the dominant themes found in English literature and American Literature
• Demonstrate competency in the above using both written and oral skills
This class will develop and strengthen students’ writing and computer skills in an environment where they will be responsible for producing the school yearbook and the student news website. As part of these year-long projects, students will develop skills involving photography, computers, graphic design, and journalistic writing. Students will work individually and in groups to meet the requirements of producing a quality yearbook and news site. This type of hands-on class strongly relates to the realities of modern careers.
Some of the objectives for this class include:
• To teach the student skills necessary in communicating in the print media today with emphasis on writing, but including interviewing, observing, reporting, reacting and synthesizing
• To help the student to become an intelligent consumer of the mass media
• To give the student the opportunity to discover and explore the various forms of writing utilized in journalism
• To provide the student with opportunities to analyze his own writing, the writing of others and to have his writing evaluated by a teacher
• To produce the Nashville Christian School yearbook for grades 6 - 12 and the student news site
Dual Enrollment Speech
Credits: 1 high school credit / 3 hours college credit
Prerequisites: 21 ACT score overall and a 20 in English for college credit
This is a class that focuses on public presentation skills. These skills include speaking, debating, interviewing, oral interpretation and participating in a small group. The students also study communication theory that correlates to the previously mentioned subjects, as well as topics such as intrapersonal communication, interpersonal communication, and mass communication. Assessments include speeches, debates, readings, tests, papers, presentations, film analyses, etc.
Honors speech will include the same basic subject matter and performance requirements as dual enrollment speech. Some assignments may be shortened or modified, but the classes will follow the same curriculum. Honors Speech students will not receive college credit.
Spanish I is a course that is designed to initiate a solid foundation of Spanish Language acquisition. Students will understand how Spanish phonetics and punctuation differ from their native language. Students will move from learning accurate Spanish pronunciation to understanding useful phrases and greetings, and be able to engage in a short dialogue. A wide range of vocabulary will be taught and spoken in the course. Students will move on to master grammatical structures like: subject pronouns, indirect and direct articles, verb conjugation for the present tense with regular ar, er, and ir verbs, common irregular verbs, stem changing verbs, reflexive verbs, verbs like “gustar”, possessive and demonstrative adjectives, direct object pronouns, weather expressions, and expressions of obligation. Each unit is designed to give the student valuable skills in reading, writing, speaking, and listening. Culture and geographical knowledge are emphasized in this course as well and will highlight information from all of Latin America.
Spanish II is a continuation of Spanish I and a course which builds on previously learned skills while introducing more advanced grammatical structures and additional verb tenses. Just as in Spanish I this course includes the presentation of functional vocabulary and Hispanic culture. Students will ask and answer questions about basic needs and familiar topics. The student’s ability to understand native speech will be stretched. Students will understand directions and instructions more clearly. They will understand short, routine conversations and simple media messages when delivered in clear, audible speech. Students will understand main ideas and facts from printed materials. Students will write simple, original material on a given topic using the appropriate tense. Every chapter will help students become confident communicating with useful vocabulary for everyday situations. Some grammatical topics to be studied include: review of present tense and reflexive verbs; preterit tense; present progressive tense; informal commands; imperfect tense; present perfect tense; object pronoun placement.
Spanish III is a continuation of Spanish I & II and is a course which continues to build on previously learned skills while also introducing more advanced grammatical structures and additional vocabulary and verb tenses. It is taught primarily in Spanish. Just as in preceding courses, Hispanic culture will be studied. Students will initiate and sustain limited conversations that reflect everyday situations. Students will listen to and interpret meaning from familiar content as well as authentic listening situations from websites, TV programs, podcasts, etc. Students will read and comprehend main ideas and supporting details from authentic materials (short stories, books, newspapers, etc.). Students will create original narrative compositions of paragraph length and express opinions about current topics of interest. This is a course intended for students who show high academic achievement in Spanish I and Spanish II and who demonstrate a strong desire to learn Spanish. Every chapter will help students become confident communicating with vocabulary relevant to everyday life. Some grammatical topics to be studied are: review of all past tenses; future tense; affirmative and negative commands; pluperfect tense; conditional tense; subjunctive mood; adverbial expressions; and hypothetical expressions.
Spanish IV / AP Spanish
The Spanish IV / AP Spanish Language and Culture course is comparable to an advanced level (5th/6th semester) college Spanish language course. It is taught entirely in Spanish. In this course, special emphasis is placed on the use of authentic source materials and the integration of language skills. Therefore, instead of a textbook, you will interact with Spanish materials that were created for Spanish-speaking audiences. The class experience is similar to a college seminar. Students will spend significant amounts of class time presenting, discussing, and collaborating in Spanish. Units of study in the class are organized around relevant, modern themes to facilitate the integration of language, content, and culture and promote language use in a variety of contexts. In each unit, students will be assessed on their ability to present ideas in informal writing (emails), formal writing (5 paragraph essays), informal speaking (conversations), and formal speaking (short presentations with visuals). Each unit will also involve the study and practice of advanced level grammatical concepts, such as if/then statements and various subjunctive tenses.
Utilizing the Latin for Americans textbooks series, NCS offers Latin I to 9th or 10th grade students. It is the purpose of this class to instill a knowledge and appreciation of the Latin language and culture. Since Latin is not a spoken language, emphasis will be given to developing translating skills and an understanding of the value of Latin relative to derivatives in many Western languages. The student will be able to display competency by taking exams, the National Latin Exam, in-class presentations relating to history and culture, and participation in drills, games and other techniques to develop proficiency.
Latin II is the natural evolution of Latin I. In addition to continuing the student's acquisition of vocabulary, grammar and culture the second year student will deepen his/her understanding of this foundational language. This will be assessed by exercises, student presentations of grammar and culture, testing, translating, etc... Care will be taken to determine the progress of students formatively, hopefully resulting in enhanced performance relative to the students grade. The ultimate goal is to develop an appreciation of Latin for its own sake, as well as recognizing how Latin is foundational relative to other disciplines.
World History and Geography
This survey course covers world events from the Industrial Period of 1700 to the modern period. It provides the student with a global view of events that led up to the founding of the American nation and, beyond that, events that have shaped the American personality. It also provides the student with a look at the interaction of the nations of the world and the use of resources with regards to modern world politics. This is for the 9th or 10th grade student and meets the state requirement for a social studies elective.
American History and Geography
Pre-requisites: World History and Geography
This is a survey course of American History from the post-reconstruction period to the modern period. It gives the student insight into the building of the American character and personality as well as the use of our resources leading to the how and why of where we are today. This is a junior level course and is required by the state to graduate.
AP American History
Pre-requisites: The student needs to have a 3.0 GPA and strong reading and essay writing skills (determined by the prior English teachers and / or enrolled in dual-enrollment English) and be highly motivated to do the reading required for this course. They also need to be self-motivated to study and learn outside the classroom.
This course is for the highly motivated student who wants the opportunity to test for college credit as well as high school credit. This class covers the time from the American Colonial Period to the present, giving them a more in-depth study of the events that shaped the nation of today. It is designed to give the student a taste of college work and possibly college credit before leaving high school and also fulfills the state requirement for US history.
AP Human Geography
Pre-requisites: The student needs to have a 3.0 GPA and strong reading and essay writing skills (determined by the prior English teachers) and be highly motivated to do the reading required for this course. They also need to be self-motivated to study and learn outside the classroom.
This is a college-level course designed to introduce students to systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students learn to think spatially as they study the world around them. The course covers seven different units that include discussions of geographic tools and thinking, population issues, cultural patterns, political organization of space, agricultural and rural land use, industrialization and economic development, and cities and urban land use. The course is aligned with the National Geography Standards developed in 1994 and revised in 2012. After successfully completing this course students will be able to “interpret maps and analyze geospatial data, understand and explain the implications of associations and networks among phenomena in places, recognize and interpret the relationships among patterns and processes at different scales of analysis, define regions and evaluate the regionalization process, and characterize and analyze changing interconnections among places.”
In Economics, students study the how people, businesses, and governments choose to use resources. The course will integrate the six social studies standards of essential content knowledge and four process skills for instructional purposes. This will include topics related to culture of regions, specific economic systems, geography, governance and civics, history of economic developments, and important individuals, groups and events that developed economic systems. With a present day and historical focus, the class will analyze the means that different subcultures create their own economic and political institutions within the context of a dominant economic and political group. A whole series of historical and present day questions can be confronted such as how did these subcultures function within or outside the boundaries of the dominant economic system, how does this phenomenon manifest itself in terms of society, etc.
The Government course focuses on the United States' founding principles and beliefs. Students will study the structure, functions, and powers of government at the national, state, and local levels. Integrate the six social studies standards of essential content knowledge and four process skills will be integrated for instructional purposes. Topics will include culture at the time of the development of the United States government, economics as it relates to governance, a specific outline of the governmental system of the U.S., the history of the governing bodies and systems, the development of the Constitution with a study of laws and bills, and the important individuals, groups, and events that shaped the development of our government.
Biology is devoted to the study of living things and their processes. Throughout the year this course provides an opportunity for students to develop scientific process skills, laboratory techniques, and an understanding of the fundamental principles of living organisms. Students will explore biological science as a process, cell structure and function, genetics and heredity, evolution and classification, diversity of living organisms and their ecological roles, and an introduction to human body and function.
Biology is devoted to the study of living things and their processes. Throughout the year, this course provides an opportunity for students to develop scientific process skills, laboratory techniques, and an understanding of the fundamental principles of living organisms. Students will explore biological science as a process, cell structure and function, genetics and heredity, evolution and classification, diversity of living organisms and their ecological roles, and an introduction to animal structure and function. As an Honors course student, you have a different sequence of topics and will be working at a faster pace.
Prereq: Biology I
This is an introductory level course designed to prepare the student for fundamental principles anticipated at the college level. Emphasis is placed on the practical nature of chemistry, how principles and mathematics of chemistry are interacted with on a daily basis. Solid background in applied math and basic algebra are helpful, the study of chemistry include (but is not limited to) the following: Study and classification of matter at the micro and macro level (inorganic and organic), chemical equations and stoichiometry, reactions, energy, development of the atomic model, quantum theory, periodic trends and more. Information will be given through use of lecture, discussion, web based resources, and other forms of technology. Grading is based on a wide variety of assessments including traditional quizzes and tests, class work, homework, special projects and lab work.
Human Anatomy and Physiology
This course integrates biology and chemistry into an in-depth study of the human body and its various systems. The eleven systems of the body are carefully analyzed at both the gross and microscopic levels. Students utilize their understanding of biology and chemistry to build on and explore human physiology. The first nine weeks covers the students’ knowledge of basics anatomy terminology, chemical organization, cellular organization and tissue organization. Building on the foundation from the first nine weeks, students then began their survey of the individual systems of the body covering both the anatomy and physiology. The experience in enhanced by the use of lab time to explore microscopic tissues. The course also includes a dissection of a dogfish shark and fetal pig. Other specimens are used for a comparison of organs. Human disease and disorder are examined and discussed. Students analyze case studies and determine a possible treatment plans for the patient. Knowledge of appropriate lab procedure and equipment is expected. Class is geared toward students who wish to pursue a career in medicine or treat based science (PT, OT, sport trainer etc.)
Prereq: Biology I, Chemistry
Forensic science is the application of science to the criminal and civil laws that are enforced by police agencies in a criminal justice system. Students will learn the basis of processing a crime scene and the physical evidence that maybe discovered. Students will then engage in studies of certain aspects of forensic science. The properties of matter and glass will be explored. Forensics toxicology and serology will investigate laws, drugs and DNA’s influences on the criminal justice system. Trace evidence I and II cover small pieces of evidence and their importance to linking a suspect with a particular crime. Students will evaluate a structure that is under investigation for possibly arson. Student will learn the appropriate procedure for fingerprinting and analysis of such prints. Technological advances and forensics science will be explored. One should be aware that the course material revolves around actual crimes that might be disturbing to some. Discretion by the parents is high recommended. This courses required additional lab time, sometimes outside of class. Throughout the year students are asked to investigate various scenarios and process evidence. Their skills are evaluated the entire year. This course challenges students to think critically and analyze data to determine its relevance in the crime. The students will be asked to conduct a necropsy on a fetal pig as part of their culminating final exam. Students who are interested in pursuing a career in criminal justice should consider this course.
Prerequisite: Prereq: Algebra I, Geometry, Biology and Chemistry
This course provides students with a modern view of the fundamental concepts of the physical world they live in. The major topics covered are mechanics, energy, properties of matter and heat transfer, electricity/ magnetism, sound/light, and modern physics. This course provides students with both a conceptual understanding of concepts as well as a heavy mathematical emphasis. This class includes extensive investigative and laboratory work as well as written lab reports. This course is a prerequisite for AP/Honors Physics.
AP Physics I Honors
Prerequisite: Algebra I, Geometry, Biology, Chemistry
Co-requisite: Algebra II or higher
AP Physics 1 is an introductory Algebra-based Physics Course. Students use modeling, laboratory investigations, lectures, and arguments to explore, refine, and prove understanding of the six big ideas around which the course centers. The six main ideas are:
- Objects and systems have properties such as mass and charge. Systems may have internal structure.
- Fields existing in space can be used to explain interactions.
- The interactions of an object with other objects can be described by forces.
- Interactions between systems can result in changes in those systems.
- Changes that occur as a result of interactions are constrained by conservation laws.
- Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena.
The course covers Kinematics, Forces, Universal Gravitation, Energy, Momentum, Waves, Rotational Motion, and Electricity. Students use conceptual and mathematical skills in the course to solidify understanding of findings and concepts. At the conclusion of the course, students take the College Board AP Exam, with the possibility of earning college credit.
AP Physics C: Mechanics
Prerequisite: AP Physics I, or first year physics with instructor approval
This course ordinarily forms the first part of the college sequence that serves as the foundation in physics for students majoring in the physical sciences or engineering. The sequence is parallel to or preceded by mathematics courses that include calculus. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. The sequence is more intensive and analytic than that in the B course. Strong emphasis is placed on solving a variety of challenging problems, some requiring calculus. The subject matter of the C course is principally mechanics and electricity and magnetism, with approximately equal emphasis on these two areas. The C course is the first part of a sequence which in college is sometimes a very intensive one-year course but often extends over one and one-half to two years, with a laboratory component.
Prerequisite: Biology, Chemistry
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and communication, genetics, information
transfer, ecology, and interactions. This course requires that 25% of the instructional time be spent in hands-on laboratory work, with emphasis on inquiry-based investigations that provide students with opportunities to apply the scientific practices. Students will take the Biology AP Exam in early May.
Prereq: Biology, Chemistry
This course is a study of the environment that includes the physical, biological and social sciences. Emphasis is given to understanding both the living and nonliving elements of our world, and how we as inhabitants of the planet interact with, depend on and must seek to sustain them. This course provides an introduction into the many careers that involve environmental science including research, conservation, business and legislation. Content is introduced in a manner that encourages critical thinking and provides an opportunity for developing responsible study skills and work ethic. Mini labs, case studies and current events are included in the synthesis of concepts learned throughout the year.
Algebra I involves a study of the language, concepts, and techniques of Algebra that will help prepare students for solving problems by following a succession of steps. The main goal of this course is to develop confidence in working with linear equations. Students will extend their experiences with tables, graphs, and equations to where they can solve linear equations, linear inequalities, and systems of linear equations and inequalities. Students will extend their understanding of the number system to include irrational numbers. The students will learn to simplify polynomials and begin to study quadratic relationships. Students will use technology and models to investigate and explore mathematical ideas and relationships and develop multiple strategies for analyzing complex situations. The skills taught in this class will help to lay the foundation for upper level math and science courses. Students will be asked to take a state mandated end of course assessment to demonstrate mastery of the curriculum.
Prerequisite: Algebra I
Honors level is offered for students wanting to progress at a fast pace and prepare for AP Calculus
This is a full-year course in Euclidian geometry. The course uses a variety of approaches to connect Geometry to Algebra, Trigonometry, Physics, and most importantly to real world situations. The course also develops the student’s ability to reason logically, to make conjectures and validate them through proofs, or refute them through counterexamples. The course uses technology such as graphing calculators, Geometer’s sketchpad and I-pad applications. Topics include points, lines, planes, angles, deductive reasoning, parallel lines and planes, congruent triangles, quadrilaterals, inequalities for triangles, similar polygons, right triangles, circles, area and volume.
A Geometry I Honors course is also offered, providing more rigorous study and additional topics related to course content.
Honors level is offered for students wanting to progress at a fast pace and prepare for AP Calculus.
The objective of this course is to review and expand upon basic concepts of Algebra I, introduce high level concepts involving conics, logarithms, and trigonometry, and prepare students for a college level Algebra course. The content of this course includes: first degree equations and inequalities, linear relations and functions, polynomials, rational expressions, irrational and complex numbers, quadratic equations and functions, analytic Geometry, exponential and logarithmic functions, triangle trigonometry and trigonometric functions. Functions and a graphing approach are major themes of the course. The class will investigate and make conjectures verbally, algebraically, numerically, and graphically, both with and without the use of a graphing calculator.
Algebra II Honors
Algebra II Honors is designed to build on algebraic and geometric concepts. Standards are taught and reinforced as students develop advanced Algebra skills such as Algebra II foundations, function families, quadratic functions, complex numbers, polynomials expressions and equations, exponential and logarithmic functions, and rational functions. The course introduces trigonometry, matrix algebra, probability, statistics, and analytic geometry to expose the students to higher mathematical studies. Throughout this course, students will develop learning strategies, critical thinking skills, and problem-solving techniques important for students’ success on both the ACT and college mathematics entrance exams. The TI-84 graphing calculator is used throughout the year to build concepts and expand understanding of the material. Honors mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students to take greater responsibility for their learning.
Prerequisites: Algebra II
This course is designed to prepare students for a college level Probability and Statistics course that many majors in humanities, business, engineering and most advanced degrees require. Topics include: Descriptive statistics (graphical and numeric analysis of discrete and continuous variables), Sampling and Experimental design (randomness, sampling distributions and simulations), Probability (simple and compound events, counting principles, various distributions including discrete, normal, binomial and geometric), Inferential statistics (confidence intervals, hypothesis testing, goodness of fit, and regression).
Prerequisites: Algebra II
Many students make it to their senior year of high school having passed Algebra I, Geometry, and Algebra II. However, there are many students who have not mastered the concepts in those classes to a degree that they can be highly successful on the ACT and in college Mathematics. The Bridge Math course is designed to help students in this category be more prepared for ACT and college Mathematics. Topics include: solving equations and inequalities, basic statistics, Geometry terms and figures, properties of geometric figures, measurement, an exhaustive study of linear equations, specific properties of triangles and circles, probability, a study of polynomials including operations, factoring, and rational expressions, quadratic functions, and Trigonometry.
Prerequisites: Algebra II and instructor approval
The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: Exploring Data (describing patterns and departures from patterns), Sampling and Experimentation (planning and conducting a study), Anticipating Patterns (exploring random phenomena using probability and simulation), Statistical Inference (estimating population parameters and testing hypotheses). Students are required to sit for the AP Exam which will impact their final grade in the course. Students who successfully complete the course and exam may receive credit, advanced placement, or both for a one-semester introductory college statistics course. The course is also designed to provide a foundation for science, engineering, and mathematics majors who usually take an upper-level calculus-based course in statistics. AP Statistics expects students to be able to communicate through mathematics therefore writing is a critical component of the course. Students should be prepared to move more quickly through the course material than the standard course.
Prerequisite: Algebra II
The objective of this course is to reinforce and extend the concepts taught in Algebra II and to prepare students for a Calculus course whether it may be taken in high school or college. The content of this course includes: linear and quadratic functions, polynomial functions, general functions, exponential and logarithmic functions, Trigonometry based from circles as well as right triangles, Trigonometric identities, analytic Geometry and conic sections, sequences, series and summations, and limits. The class will investigate and make conjectures verbally, algebraically, numerically, and graphically both with and without the use of a graphing calculator.
AP Calculus AB
Prerequisite: Pre-Calculus, Teacher Recommendation
The objective of this course is to introduce students to the major concepts of a first-year college Calculus course, with the annual objective of preparing the student for the Advanced Placement exam in May. The course is designed according to the College Board Advanced Placement program. The content of this course is mandated by the College Board. Major topics include: prerequisites for Calculus, limits and continuity, derivatives, application of derivatives, definite integrals, differential equations and mathematical modeling, and applications of definite integrals. A study of these topics is concluded with a review for the Advanced Placement exam.
At Nashville Christian School we believe that no education is complete without learning the Bible. Therefore, students at all levels are taught the Scriptures each academic day.
Freshman bible begins at a good place...Genesis, the book of beginnings. We'll study how the creation story relates to us today in a world that is gradually dismissing God as the designer. We'll look at the beginning of sin, the remedy, the first family, evidence of Noah's flood and how it relates to us. We'll continue through Genesis and relate how the lives of these patriarchs parallels today's followers. We hope to learn from the mistakes and faith of ancient followers to help us live in relationship to God. Then we move into Exodus and study how God used Moses to show His power over the gods of Egypt. We'll survey the rest of early Hebrew history, including Samson and other leaders up until the nation of Israel was ripped in two by turmoil. We'll study key Hebrew words, cities and archaeological sites while learning the culture and customs of ancient people. This will lead to an understanding of how Old Testament history is a foreshadowing, prophecy and preparation for Christ.
The Gospel of Luke (1st Semester)
This course will be uncovering and highlighting aspects of the life, ministry and Lordship of Jesus based upon Luke’s narrowed focus on the historical Jewish-Samaritan conflict, and other social and religious conflicts. The course will be exploring an understanding of the numerous ways Jesus seeks to challenge and supersede superficial barriers hindering God’s interest in authentic fellowship with Him and genuine & lasting reconciliation with one another. Great emphasis will be directed to exhibiting the faith lessons and application derived from the disciples of Jesus. The greatest emphasis will be upon the primary concern of Luke’s message that Jesus is presented as the only able and available Savior of all people, regardless of their age, gender, handicap, history, money, morality, nationality, or any other social or cultural factor influencing their “standing” in the community. Among many applicable truths, is the statement found in chapters 1 and 18 – “Nothing is impossible for God.” Mary exhibits this truth as a virgin in her miraculous conception of baby Jesus. Zacchaeus illustrates this truth in his demonstrable change of heart through his eagerness to provide generously for both the poor and any others he previously defrauded. Luke is the prequel to Acts, also authored by Luke. Jesus is magnified as God’s Son, active and involved in the modern church shepherding through his teachings, example, and an active Holy Spirit.
The Book of Acts (2nd Semester)
This course will be considering the successful singular focus of the original church following Christ’s ascension. This church courageously and faithfully implements Jesus’ detailed commission in Acts 1:8 to be His witnesses in Jerusalem, Judea, Samaria, and to the ends of the earth. The instructor will attempt to both inform and inspire the students with the details of this special story for which they are to boldly and enthusiastically continue in their generation. Ultimately, this story will be presented as open-ended, meaning that the story does not stop with Paul preaching in chapter 28, but continues through the lives and efforts of believers who are still commissioned. There will be a particular emphasis placed on identifying the prominent factors of the Holy Spirit, prayer, resurrection message, generosity, trust, and teaching elements in determining and underscoring how and why this church was declared successful in Acts 17:6, and detailed successful through numerical updates in the text and amazing descriptions of faithfulness during adversity. Furthermore, the student will be engaged in thinking regularly about modern comparisons, contrasts, and applications. Current statistics and even approximations will be shared regarding modern martyrs and traveling missionaries. Finally, the student will participate in a spiritual gift inventory, for which will be utilized to attempt to educate the student on his or her individual skill-level, spiritual capacity, and uncompromising mandate in Scripture for each believer to cooperate with the mission in unity and collaboration with other Christians.
Junior/Senior Bible Electives
The course is designed to facilitate the development of leadership in each student. The course will consist of a comprehensive yet focused curriculum. The student will participate in multiple learning and leadership experiences including a personality test, collecting research, conducting interviews, listening to guest speakers, making presentations, utilizing digital resources, and studying the philosophies and principles from several books on leadership.
Apologetics (1st Semester)
Today much of the world views Christianity as myths and fairy tales. This class will teach students to understand the beliefs and scientific theories that the world presents as facts, and most importantly equip them to defend their faith. Students will explore the Bible and science, using reason and logic to find that Science and Faith are not opposites. Comparative Religions: This class will examine the various beliefs and religions of the modern world. Comparing and contrasting our views as Christians with each religion will help us understand what we believe by understanding what others believe. Students will leave this class with their faith reaffirmed while understanding what others believe. Semester 2 -Minor Bible Characters: The story of our God and His plan for his people is without a doubt the most compelling story ever told. Throughout history and His word, he has used people great and small to accomplish His goal. This class will dig deeper than the well-known figures of scripture, instead focusing on the lesser known individuals. This study will look at the minor heroes of our faith and their major contributions. The Greatest Story Ever Told: Once again we look at the story of our God and His plan for his people. In this story however we examine how much of the world’s greatest stories are simply echoes of God’s story found in scripture. We will examine popular culture including, literature, movies, and music to see God’s story told in the modern medium.
The Bible & the Spade: Digging Deeper (1st Semester)
We’ll study topics that aren’t usually covered in the average bible class such as: DaVinci Code vs. Bible, Dead Sea Scrolls, Customs & Culture of Scripture, How the Bible Came to Be, How Archaeology Confirms Scripture, and Stories Between the Old & New Testament. Semester 2 - What’s Paul Saying to Us?: This study is a survey of Paul’s letters that will cover contemporary topics such as: What’s My Purpose , The Christian & Government, How to Handle the Gray Areas of Life, How to Be Right Before God, and How Does the Spirit Operate In My Life
Comparative Religions (1st Semester)
This class will examine the various beliefs and religions of the modern world. Comparing and contrasting our views as Christians with each religion will help us understand what we believe by understanding what others believe. Students will leave this class with their faith reaffirmed while understanding what others believe.
Discipleship (1st Semester)
This class will seek to answer the question, "What does it mean to follow Jesus?"
Understanding the Bible (2nd Semester)
By studying the principles of language (figurative and literal), meaning, context, culture, geography and types of literature in scripture the purpose of better understanding the Bible will, hopefully, be achieved.
Jesus in the Gospels (1st Semester)
This class will look at the places Jesus went, the things He said, the people He reached out to touch and the difference He made. In studying these scenes in the life of Christ, it is our aim to equip each student with the lessons Jesus shows us.
The Greatest Story Ever Told (2nd Semester)
The story of our God and His plan for his people is without a doubt the most compelling story ever told. Throughout history and His word, he has used people great and small to accomplish His goal. We will look at the story of our God and His plan for His people examining the underlying plan of salvation throughout the Bible and continuing to the modern day. We will examine how much of the world’s greatest stories are simply echoes of God’s story found in scripture. We will examine popular culture including, literature, movies, and music to see God’s story told in the modern medium.
This introductory course of the visual arts is taught in a “hands on” fashion with emphasis on the elements and principles of art and design. It includes a study of traditional media such as graphite, charcoal, paint, pastel and clay. Nontraditional media will also be explored; this includes ink, wood, repurposed and found items. Students will enjoy participating in a wide variety of techniques and styles from impressionism and realism to abstract, pop art and trompe l'oeil. They will be exposed to famous historical artists and movements like the Renaissance movement and the works of Leonardo Da Vinci, Michelangelo Buonarroti, Titian (Tiziano Vecellio) and Raphel (Raffaelo Sanzioof). Students will also be introduced to 20th century movements and artists such as the conceptual art movement with the examples of Jackson Pollock’s drip paintings and Andy Warhol’s pop art. While continually challenged with basic art criticism and aesthetic valuing, students will compare and contrast famous works as well as their own studio projects against the foundation of our Biblical Christian perspective. Issues concerning art, the functions of art, the meanings and the power of using visual art as a light to the world, will be ongoing topics. Students will be constantly encouraged to find their own God given style and technique, through constantly engaging in “hands on” studio production. All art work will be presented at the annual NCS art show and fundraiser.
This intermediate course of study will begin alongside Art I, with a review of the elements and principles of art and design. It will also involve a skills review of drawing and painting through the use of traditional media such as charcoal, paint and pastel. From a Christian worldview, students will then be encouraged to seek out their area of concentration through a variety of themed projects such as “The Interior of Something” and “The Shoe Project.” Working independently, they will be continually challenged in art criticism and aesthetic valuing of their projects and ideas. Students will also apply this knowledge to a study of historical art works and art movements such as the “Water Lily Pond” by Claude Monet and “The Bridge at Moret” by Alfred Sisley completed during the impressionist movement. They will begin to assemble a portfolio to be used for presentation in regional art exhibits and scholarships applications. They will present their work at the annual NCS art show and fundraiser and be encouraged to use their visual gifts and talents to find ways to give back to our school and our community.
This advanced course will build on knowledge gained from Art I and Art II classes. Designed to allow students to continue their studies of the visual arts this course will assist them in building a strong portfolio. Students will be given opportunities to exhibit and earn scholarships in regional and state level art competitions such as, the Tennessee Regional Art Exhibition and the Scholastic Art Competition. They will work independently in their chosen medium and area of concentration on themed assignments like the “Name Illustration Portfolio cover” ,the “Shoe Project”, and the “Monochromatic Action painting” and will assist as peer tutors in the Art I and Art II classes to further reinforce their skills. Students will also display their work and participate in the organization and set up of the annual NCS art show and fundraiser. As with all visual art classes, the students are encouraged to use their visual gifts and talents to give back to our school, our community and to use them to glorify God.
Students in drama will study, write, research, critique, create, design, perform and participate in a variety of theatre-based learning experiences. The course will include instruction in history, performance, and design techniques-- creating performance-based experiences while using appropriate technology and media. The course will develop critical thinking, creativity and aesthetic perception and will reinforce skills in leadership and collaboration. The program of study will generate a heightened sensitivity to the arts and will explore theatre's significance and influence on society. Students will work together with the instructor to create a safe, creative and collaborative experience where individuals may explore their own talents in a nurturing environment.
Areas of Study:
• Vocabulary: Students will study and display mastery of drama terms and meanings.
• Improvisation: Students will investigate and practice improvisation through independent and group work designed to increase creativity and performance ability.
• Writing: Students will write scripts and responsive critiques of performances.
• Subject Matter: Will include elements of acting, character creation and analysis, production
• process, technical theater, forms of drama, theater history and performance.
Entertainers membership is by audition only and is comprised of freshmen, sophomore, junior and senior students. This group consists of ten to twenty talented, energetic, and enthusiastic high school students with a passion for music and entertaining. Entertainers perform a variety of musical styles including madrigals, vocal jazz, pop, Broadway and country. Off campus performing engagements and participation in the Christian School Choral Festival are required.
Rock Band membership is by audition only and is comprised of freshmen, sophomore, junior and senior students. This group consists of talented, energetic, and enthusiastic high school students with a passion for music and entertaining. Rock Band performs a variety of musical styles but focuses mainly on popular music. Rock Band performs at the Christmas show, the annual Spring Concert and other on-campus events that arise.
ACT/SAT Test Prep
The ACT/SAT Test Prep class is designed to assist students in preparing for the ACT/SAT test. The focus of the course will include exploring the format of the SAT/ACT test, understanding the types of questions found on the test, developing strategies for answering questions correctly, developing strategies for timed testing, and building confidence towards success.
Computer Tech and Video Production
Credit: ½ per Semester
The Computer Tech course is designed to develop computer technology skills. Students will use a variety of computer software and hardware tools and features of an electronic information network. Students will explore the, historical, social and ethical issues of using computer technology. The students will develop skills that will assist them with efficient production; accurate production analysis; management of information; and design and presentation of a multimedia project. Additionally, this course is designed to improve student use and understanding of information age technology. Mastering the standards will enable students to learn about and effectively access and use technology resources. Students will use a variety of computer applications and tools and will explore the social, historical and ethical implications of using computer technology.
Media and Broadcasting
This is an introductory course that explores the industry of Media and Broadcasting. Students learn the basic fundamentals of broadcast production, including writing, producing, and computer editing. Students receive basic training in photography and videography techniques using digital technology to create various broadcasts for TV and the Internet (Podcasts). The work students do for this class will be featured on ncsstudentnews.com and other outlets. Each student will learn to work in a cooperative environment and show leadership skills in managing personalities and talents of all students while working on both group and individual projects. Students will develop their skills through a series of in-class exercises, studio and field exercises and critical evaluations of past and present production styles.
Health and Physical Education
In this class we present to the students a broad base of relevant health topics and activities that will impact their well being. Through these activites and ensuing discussions we emphasize the importance of physical activity and its role in maintaing their body—that the decisions they make and disciplines they establish now will have a large influence on their quality of life.
Personal Finance is a course designed to inform students how individual choices directly influence occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. Students will design personal and household budgets; simulate use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and evaluate and understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial decisions.
In the state of Tennessee, Psychology is considered a social studies course and is shaped around the same standard terminology as other social studies classes. Accordingly, students look at the course through the lenses of culture, economy, geography, governance, history, and group interactions. In addition, in this introductory course, students study the development of the individual and the personality. Students will complete tasks requiring them to analyze how culture, economic status, and geography impact a person’s development and values. They will also consider how civic structures provide order and stability in a society and the roles of citizens within their communities. These strands of learning will be woven together with learning about psychology as a science and the history of that science.
This course is designed for the student that wants to enhance their physical abilities. In this course mental strength is emphasized along with physical strength. While under careful supervision the student is instructed how to push their physical abilities to a new level thereby, thereby developing in them a mental toughness and confidence that allows them to look past and fight through physical barriers.
This course is designed to develop effective academic skills, study strategies, and personal goals for all students. Topics of instruction include: Time Management, Note Taking, Study Environment, Motivation, Active Learning and Study Strategies, Memory, Reading in Content Areas, Academic Vocabulary, Test Taking/Test Anxiety, Interacting with Teachers/Self Advocacy, Listening Skills, Learning Styles, Goal Setting, Organization, and Digital Literacy. Goals of the course include developing student success skills for all content area classes, developing and reinforcing study and organizational skills, and promoting student responsibility and personal life skills.