Secondary Curriculum and Instruction (7th-12th)
At the secondary level we emphasize the development of a knowledge base and skill acquisition (as opposed to a focus on social development/decision making or the “practical usefulness” of the material). Our core course sequence is structured to be more than just an education that is sprinkled with a Bible course and some short devotions. We embrace the Biblical vision of education; that the true function, purpose, and value of education is more than occupational preparedness, test scores, or creating a functional citizen but that a student might be wise. Our curriculum is designed to provide the material with which a student might wrestle with in order to learn how to think. The curriculum serves as a shaping instrument; designed to shape, expand, empower, and mature a student’s intellectual skill set and their relational skill set. Our instruction is designed to challenge a student through strong cognitive development along with the necessary relational skill set necessary to engage culture. The curriculum and instruction at CCS is designed to meet the standard course requirements for the state of Oklahoma as well as empowering students with the ability to experience a high degree of post-secondary success.
Classical Studies (Classics I-VI)
Our classical studies program or “Omnibus” is a required course for all students beginning in the 7th grade. Omnibus is a Latin word which means “everything” or “all-encompassing”. Omnibus is a literary study of some of the great written works which have impacted Western culture (including the Bible) within the context of a Biblical framework. Beginning in 7th grade with Omnibus I, our purpose is to begin the process of setting the structural piers for a Biblical worldview through the lens of infallible Scripture. Omnibus is required for all secondary students. Evaluation includes: written tests, formal essays, oral presentations, and recitations (oral exams). Intro and required Text list here.
OMNIBUS I: BIBLICAL AND CLASSICAL CIVILIZATIONS (Classical Literature)
OMNIBUS II: CHURCH FATHERS THROUGH THE REFORMATION (Reformational Literature)
OMNIBUS III: REFORMATION TO THE PRESENT (Contemporary Literature)
OMNIBUS IV: THE ANCIENT WORLD (Ancient Literature)
OMNIBUS V: THE MEDIEVAL WORLD (Medieval Literature)
OMNIBUS VI: THE MODERN WORLD (Modern Literature)
Because the study of philosophy analyzes presuppositions, a working knowledge of basic philosophy and its impact on the systems of culture is vital to every Christian who desires to engage culture with an active Christian worldview. Our philosophy sequence is designed to support and work in concert with families in establishing the structure and pillars of a Biblical worldview which can be reflected in the Christian life. The logic component focuses on teaching students the art and science of reasoning well.
Logic I-An introduction to philosophy and classical/Socratic logic, the right use of reason. Required for 9th grade students
Logic II-A continuation of Logic I. Required for 10th grade students
Philosophy I- A survey of the major contemporary worldviews from a Biblical perspective. Required course for juniors. The major classroom text(s) is the Understanding the Times text.
Philosophy II-A critical analysis of the humanistic ideas which have influenced the systems of our current culture. The major principles of Biblical worldview construction are discussed. An analysis and construction course. Required course for seniors
Foreign Language Core
Our foreign language core assists in the mastery of the English language as well as continued training in the systematic thought process. Our secondary sequence begins in the 7th grade and continues and builds upon the elementary Latin sequence. Students take Latin up to the 11th grade and then begin the Greek sequence. The precise, systematic nature of the Latin and Greek languages makes them an indispensable tool to teach the young mind.
Latin I-7th Grade
Latin II-8th Grade
Latin III-9th Grade
Latin IV-10th Grade
Greek I-11th Grade
Greek II-12th Grade
Mathematics and Science
Our inquiry into the mathematic and natural experimental sciences is from the locus which places each discipline into its true perspective. For science, this includes that which can be measurable, observable, and repeatable all within the backdrop of the scientific method. We start with the fundamental premise that God is the creator of all life and that His providential plan and created natural laws maintain the orderliness reflected in nature.
Science- We use the Apologia series as our primary classroom texts with numerous supplement materials.
Life Science-7th Grade
Earth Science-8th Grade
Physical Science-9th Grade
Biology I-10th Grade
Supplemental material includes a critical analysis of Darwinian Evolution (text is Darwin’s Black Box).
Mathematics- We use mostly Saxon and Prentice Hall as our primary classroom texts.
Algebra I-8th Grade
Algebra II w/ Trig. (a Pre-Calculus approach)-10th Grade
Calculus I-11th Grade (Early Transcendental Functions)
Calculus II-12th Grade (continuation of Early Transcendental Functions)
Our social science sequence studies history from the position of God’s sovereign transcendent orchestration all for His majesty. The study of the foundations and actions of cultures (including American) is from an original intent position anchored to primary source citations (as opposed to the popular current study of history from a revisionists position). In additional to meeting state curricular requirements, the following institutional courses are also required.
Government-A study on the nature of government from a Biblical framework. We utilize Gary DeMar’s God and Government Vol. I,II,III. Required course for sophomores.
Constitutional Studies I-A comprehensive study of the constitution emphasizing original intent. Required course for juniors.
Click here to download our Curricular Presuppositions.
Q: If I pay a curriculum fee, why do I still have to purchase some books for specific classes?
A: You will notice that our curriculum fee is roughly half that of most private schools in the area, and we rarely increase this fee. That is because the curriculum fee is mainly used for books that a person would not necessarily include in a “personal” library (algebra, calculus, geography, science texts, etc.). Many of the books we use for Omnibus, classical languages, philosophy, and constitutional studies are books which are a valuable addition to any individual’s personal library as well as a valuable reference tool as students move into postsecondary work. In addition, many of these books are published in paperback only and therefore sensitive to the harsh treatment that they may receive throughout the school year. Every year, students will be expected to acquire certain texts for study in some of their classes. The text list will be available on a yearly basis.
Q: Why do we study Latin and Greek (classical languages), aren’t they dead languages?
A: The classical languages provide many intellectual benefits to students, including:
The Latin language reveals a great deal about English and it solidifies the student’s powers to master and effectively use the English language. A large percentage of our English vocabulary (some estimate as high as 80%) is derived from the classical languages of Latin and Greek. Students of Latin enlarge their vocabulary as well as their ability to express the finer qualities of English vocabulary. This is strengthened with the study of Latin roots, prefixes, suffixes, and synonyms. Students learn underlying meanings of words, and grow more familiar with the process of word formation, and gain a greater insight into the structure of English grammar. Latin is a great tool of leverage for mastering our own language.
Another benefit is that it gives the student an understanding of the infancy of our civilization. Not only is our language rich in Greek and Latin words, but our culture exhibits a Greco/Roman influence throughout. This influence can be seen in our use of wedding rings, dollar signs, political structures, architecture, the names of constellations, et cetera.
A third benefit is that classical language study trains the student in the essentials of the scientific method-observation, comparison, and generalization. The study of Latin grammar requires a great deal of precision and its structure is very systematic. Classical language study reinforces one of our methodological themes of teaching process as content.
The study of classical languages provides a great foundation from which to study other modern languages.
5.) Lastly and perhaps the most important reason is so that a student may have the necessary skills to read classical literature and to encounter some of the greatest minds of Western civilization in their original work.
Q: Why do we not have a specific daily Bible course for our secondary student’s?
A: Because the educational process at Claremore Christian School is presuppositional (see curricular presuppositions, core beliefs, etc.) it is impossible for us to teach any course without scriptural grounding. Our curriculum reflects a Scripturally accurate Christian life, namely that of being “seamless”. A byproduct of this type of curriculum development is that we do not reinforce the unbiblical idea of a dualistic/compartmentalized Christian life. ALL our courses are taught not only with Scriptural integration (some more than others), but rest on the laws and principles noted in the Bible. It is our belief that for the educational process to be consistent, ALL education must be proactively reconciled to God as the ultimate author and definer. Any educational process that does not do this is fragmented education at best.