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Eleventh Grade

Eleventh Grade


  • Students deepen their appreciation of scripture as Gods Word by the extended and disciplined study of Pauline Epistles and dedicated study of the Reformation 
  • Students will be able to demonstrate an understanding of how the texts they study were used in medieval and reformation era debates about Paul and justification by faith, among other theological topics, through writing exercises of Encomium and Viturpation and oral exercises of the formal dialectical method. 
  • Students will engage in sustained and disciplined inquiry into the life and work of the Apostle Paul by doing the following: 
  • Debate different medieval and reformation interpretations of the biblical texts through writing exercises and oral exercises of formal dialectic 
  • Become familiar with the way the Pauline Epistles were used in the life of the church, and see how this affects the reading and application of God’s Holy Word to all of life 
  • Engage in a multiyear study of the use of figures of speech in holy scripture, through use of the text by Bullinger 
  • Find events in the text on geographical maps, and observing the change of maps over time, and locate events in the text on a timeline 
  • Memorize sections of the prophets and recite or sing them as a class and individually 
  • Apply biblical concepts learned in class to real-world situations, so that they will be prepared to apply them to unpredictable situations later in life 
  • Engage in a sustained inquiry into the interpretation of life and work of Paul, as seen in a research paper based in the class reading of a book on different interpretations of Paul and examination of his works from a rhetorical perspective  
  • Extended inquiry into the history of reformation as seen in the works of Huss, Wycliffe, Luther, Calvin, and Cranmer seen as an attempt to recapture the church's Pauline spirituality 
  • Pray these scriptures through the adoption of a habitual practice of morning and evening prayer, modeled on Lectio Divina  
  • The student will academically study the same passages they pray so that God’s Spirit will form both the head and the heart for a lifelong love of God’s Word.  



Students will gain an appreciation for the cultural and material life of medieval civilization, from the time of Christ’s Ascension to the advent of the Reformation with specific attention given to the Carolingian renaissance and the rise and decline of the Holy Roman Empire and the Crusades 

Students will engage in sustained and disciplined inquiry into medieval civilization by doing the following: 

  • Debate different historical interpretations of events such as the Crusades through writing exercises of Encomium and Viturpation and oral exercises of formal dialectic 
  • Find events in the text on geographical maps, and observing the change of maps over time 
  • Locate events in the text on a timeline and memorization of Geneva Academy timeline for class 
  • Apply insights from historical research to the real world, so they will be prepared to apply them to unpredictable events in life  
  • Explore changes in different styles of historiography and see the relation of this to history (selections from Historiography: Ancient, Medieval and Modern 3rd Edition, and Hayden White’s Metahistory)  
  • Students will spend extended time developing close reading skills in primary source historical material including but not limited to:  
  • The City of God, by Augustine 
  • Selections about the Crusades  
  • Selections from St. Thomas Aquinas, or Assisi and Aquinas by G.K. Chesterton 
  • The Prince by Machiavelli 
  • Chronicle of the Kings of England, by William of Malmesbury 
  • Lives of Thomas Beckett, by Michael Staunton  
  • The Travels of Marco Polo 

An extended unit on reformation history including selections from The Westminster Confession of Faith, Schleitheim Confession, works of Calvin, Luther, the 39 Articles, Augsburg Confession and Synod of Dordt 

Teacher will draw primarily from Susan Wise Bauer’s The History of the Medieval World and History of the Renaissance World for age-appropriate activities deepening the students understanding of the history of the time leading up to the birth of the Modern world 




Students will gain an appreciation for the literature of medieval civilization from the Ascension of Christ to the time of the Reformation with specific attention given to the literature of medieval Europe, including England.   

Students will engage in sustained and disciplined inquiry into the literature of medieval civilizations by doing the following: 

  • Debate different historical interpretations through writing exercises of Encomium and Viturpation and oral exercises of formal dialectic 
  • Locate literary events on a historical timeline and memorization of Geneva Academy timeline for the class 
  • Use experience to interpret texts and apply insights from literature to the real world, so they will be prepared to apply them to unpredictable events later in life  
  • Become familiar with the writing/editing process through a weekly rough draft revision in peer editing sessions and teacher corrections  
  • imitate good writing at the sentence, paragraph and essay level, separating form from content and adapting the form to new content from the student's own experience 
  • develop extensive vocabulary and copious writing skills through the use of Erasmus’ writing exercises, and weekly vocabulary games taken from the readings 
  • Memorization of poetry 

Students will cultivate close reading skills by reading and debating the interpretation of great works of literature in the primary source, including but not limited to the following:  

  • Selections from City of God, by St. Augustine 
  • Marriage of Philology and Mercury by Martianus Minneus Felix Capella 
  • Consolation of Philosophy, by Boethius 
  • Works by Aquinas, medieval dialogues and reformation debates 
  • The Divine Comedy, by Dante 
  • Selections from Canterbury Tales, by Chaucer 
  • Selections from The Decameron, by Boccaccio 
  • Don Quixote, by Cervantes 
  • Shakespearean tragedies or historical plays 
  • Selections from The Fairie Queen, by Spencer 
  • Name of the Rose, by Humberto Eco 
  • Introduction to English poetry with selections from Cooper, Woodsworth, Donne, and others 

The teacher will also draw from European Literature and the Latin Middle Ages, by Ernest Robert Curtius and other resources. 


Students in this class will examine the nation's basic economic structure, giving sustained and disciplined inquiry into the following topics: 

  • Supply, Demand, and Equilibrium 
  • Elasticity and Its Applications 
  • Taxes and Subsidies 
  • The Price System 
  • Price Ceilings and Price Floors 
  • Trade 
  • Externalities 
  • Costs and Profit Maximization Under Competition 
  • Competition and the Invisible Hand 
  • Monopoly 
  • Price Discrimination 
  • Labor Markets 
  • Public Goods and the Tragedy of the Commons 
  • Asymmetric Information 
  • Consumer Choice 

Successful students will be able to articulate the relationship between economic systems, models, political choices and various worldviews or philosophies and a biblical view of stewardship. They will also be able to describe Judeo-Christian teaching on economics in the family and community context, including debt, charity, wealth, money, investment, character, employer-employee relationships, the church, and the marketplace.  

Students will engage in a sustained and disciplined inquiry into the following primary sources about economics including by not limited to:  

  • I, Pencil by Leonard Read 
  • Selections from Economic Sophisms, by Frederick Bastiat 
  • Selections from Wealth of Nations, by Adam Smith  
  • Selections from The Communist Manifesto, by Marx and Engels  
  • Selections from The General Theory of Employment, Interest, and Money by Keynes 



Students will learn the basic format and techniques of formal and informal argumentation, with attention given to apologetical examples.  Selections will be taken from but not limited to the following: 

  • The Luther-Erasmus debate about predestination and free will 
  • The Ham-Nye debate on science and origins 
  • The Harris-Wilson “Letter to A Christian Nation” debate 
  • The Hitchens – Wilson “God is Not Great” debate 
  • The debate surrounding Christian exclusivism as seen in Ravi Zacharias’ book Jesus Among the Other Gods 
  • Others as they become evident in our ongoing “Great Conversation” 

The teacher will make selections for classroom reading and discussion from the following: 

  • Mere Christianity, by CS Lewis 
  • New Evidence that Demands a Verdict by Josh McDowell 
  • The 10 Most Common Objections to Christianity, by Alex McFarland 
  • Tactics: A Game Plan for Discussing Your Christian Convictions, by Gregory Kould 
  • A successful student in this class will be able to do the following: 
  • Recall and apply the five canons of rhetoric and a proper understanding of ethos and pathos to their response to the problem of higher criticism of the Bible as well as philosophical problems such as theodicy (or the problem of evil), naturalism and postmodernism  
  • Properly cite research, compose, memorize and deliver a speech at the speech meet 
  • Critically judge and evaluate the strengths and weaknesses of a debate 
  • Demonstrate critical thinking and persuasive skills defending or adapting personal beliefs when challenged 


Students will determine the nature of functions and their limits, and explore the concepts of infinite and instantaneous.  Most importantly, they will learn about the Derivative and the Integral, and the special relationship that they share, as well as advanced topics such as Multiple Integrals.  Along the way, we will explore the historical development of calculus, and the discoveries that lead us to know calculus the way we do today. A student who successfully finishes this course should be able to do the following: 

  • Define a function  
  • Define the domain and range of a function 
  • Determine if a graph represents a function 
  • Determine the nature of the function from the graph 
  • Work with and know the Laws of Logarithms  
  • Determine the limit of a function 
  • Calculate limits using the limit laws 
  • Give the precise definition of a limit 
  • Determine the continuous or discontinuous nature of a function 
  • Find horizontal asymptotes 
  • Take the Derivative of a function using differential rules 
  • Apply the rates of change, growth, and decay to the natural sciences 
  • Use Sigma Notation and Riemann Sums to define and determine the value of a definite Integral 
  • State the Fundamental Theorem of Calculus (Part 1 and 2) 
  • Use the substitution Rule to perform a change of variables thus simplifying the Integral 



This course will introduce traditional concepts of chemistry, as well as the rhetorical and dialectical strategies of successful Chemists.  Students will look at chemists and the study of matter under the framework that God created and governs it all.  Chemistry is the study of atoms, how they arrange themselves into compounds, and the changes they undergo.  The course will include a review of measurement and the metric system, study of atomic structure in some detail, investigation of the periodic table and its meaning, a study of various types of chemical bonding, and investigation into different chemical compounds and why they behave as they do (as far as we know).  Conceptual and mathematical understanding of chemistry will be stressed.  Problem-solving skills, test-taking skills, hands-on activities, time-on-task, problem-based learning, critical thinking situations, and activity and lab-based learning will be incorporated throughout the course.  A student who successfully completes this course should be able to do the following: 

  • Experience wonder and awe as they discover the intricate design, order, and complexity of God’s creation. 
  • Have a deeper understanding of how chemistry impacts their daily lives. 
  • Appropriately use practical scientific skills, which they can use to investigate, study and explain the world around them, from a Biblical worldview.  (All students are required to prepare an original project and research paper for Geneva’s bi-annual science fair) 
  • Conduct inquiry in the spirit of scientific investigation and with it the attitudes of accuracy in thought and work. 
  • Have an awareness of rhetorical and dialectical strategies of scientists more generally and chemists in particular  




Students will deepen their appreciation of God’s beauty and the many artistic gifts he has given throughout the ages. Students who successfully complete this class will be able to do the following: 

  • Define the study of aesthetics and articulate its value in general and to a Christian 
  • Understand and use correctly the vocabulary of artistic concepts, methods, materials 
  • Accurately describe the links between art and the cultures of 14th century France and Italy, 15th century Northern Europe and Italy, and high renaissance Italy, France and England and the Baroque period. 
  • Recognize key works of art and architecture from each of the civilizations studied 
  • Explain how Christians of the Reformation and Counter-reformation incarnated their beliefs into art and architecture in the 16th and 17th centuries 
  • Accurately describe a work of art in writing and analyze it 



Introductory Choral Music with the Kodaly method 

Increasingly taking a leadership role in the choral singing in class and school 

Folk songs, hymns, patriotic songs, and Christian holiday works are introduced and practiced 



Advanced Art students will learn more about the elements of Art and Principles of Design, including a study in lettering and typography, paper cutting, drawing (with pen, ink, graphite, charcoal, and oil and chalk pastel), ceramic Sgraffito wedding vase. Successful students will also study:   

  • High relief and bas relief sculpture 
  • Plaster figure sculpture  
  • Relief printmaking,  
  • Ceramic Greek red/black figure vessels 
  • Watercolor painting 
  • Acrylic painting 



Twice a week with exercises, stretching, and individual and team games. 

Emphasis on general fitness and cultivating lifelong habits of activity