Did you know that ASL is considered a foreign language by many colleges? ASL is not simply signing in English! In fact, ASL has its own grammar, syntax, and culture. For these reasons, ASL meets the foreign language requirement for graduation at most universities including UNCW, UNC-Chapel Hill, and UNCG.

While meeting the foreign language requirement for college admission is certainly beneficial, the primary purpose for these ASL classes is to glorify God.
Did you know that according to the Deaf Bible Society, 98% of the Deaf population is unreached by the Gospel? Our mission at CHC is to gain the ability to communicate with the Deaf in a meaningful way, to help spread the Gospel, and to encourage our Deaf brothers and sisters in Christ. In addition, our hope and prayer is to raise up a new generation of Gospel-focused interpreters to serve the Lord in their home churches or on the mission field or wherever He may lead.

As with most foreign languages, ASL is best taught by native speakers! Therefore, each class has a Deaf and/or Hard of Hearing instructor.

This class is designed for the beginning signer and will teach the alphabet, vocabulary, conversational phrases as well as Christian terminology. Students will progressively learn expressive and receptive sign language and develop basic conversational ability. In addition, the class will study Deaf culture and foster an understanding of the victories and challenges facing the Deaf community.

The course is dual focused. It is designed to teach ASL properly while studying the Bible at the same time. In ASL 1, the students will have nine lessons on the Fruit of the Spirit (Galatians 5:22 – 23) as well as Biblical teaching on the major holidays including Thanksgiving, Christmas, and Resurrection Day.

The required course materials for this class will be 100% online using IXL, but students will also be required to keep a notebook of their notes and work. I will be purchasing a classroom edition to monitor student progress and send out weekly progress reports to parents as well.

By using this curriculum, the desire is to create a student centered approach focused on their individual needs and talents. Students are expected to come to each session with topics or questions they would like to focus on. My goal is to provide them with the tools they need for success. I will also attempt to make myself available between sessions for help.

This class lays the foundation for a Christian worldview by showing how the Bible is both authoritative and true. The understanding of absolute, objective truth has been largely lost. Spend just a few minutes discussing politics or religion and you’ll hear responses like, “There is no truth!” or “That may be true for you,
but not for me.” Understanding the Faith dares to wade into the middle of the controversy with chapters such as:
 Is God Christian?
 Isn’t Claiming Truth Intolerant?
 Is the Bible Anti-Science?
In addition to gleaning the knowledge from this book, students will learn how to
graciously present the information to people they come into contact with by role playing in class.

This exciting new class will be for middle and high school students who are either new to the visual arts or experienced. We will focus on the creation of visual art through painting, drawing, printmaking, sculpture and design. Students will explore a wide range of 2-D and 3-D media, skills and techniques while focusing on gaining confidence in visual creativity and expression. Students will be required to bring their own art supplies to class, so they will be able to work at home as well. There will be not additional material fee for this reason.

Ballroom dance teaches students the art of collaboration and teamwork through learning to lead well and follow well. Students will gain confidence through the discipline, focus and initiative needed to perform these dances as well as have some good wholesome fun in the process!

Students will be introduced to a variety of social dances, social dance etiquette, as well as formal event etiquette. There will be several opportunities to participate in community dances as well as CHC hosted dance events including eligibility to attend the end-of-year formal dinner and ball in May. ​
Students must complete Ballroom 1F (Fall) AND Ballroom 1S (Spring) to move on to Ballroom 2.

Ballroom 1F (Fall) introduces: American Slow Waltz, Rumba, East Coast Swing, and Nightclub 2-step.

Ballroom 1S (Spring) will review Ballroom 1F dances and introduce: Carolina Shag, Single-time Swing, Foxtrot and Cha-Cha.

Prerequisite: Ballroom 1 Fall (BR1F) AND Ballroom 1 Spring (BR1S)

Students will build on the basic dance figures learned in Level 1 while adding new dances to their repertoire. This class will include a review of dance and formal etiquette as well as continued opportunities to participate in community and CHC dances including eligibility to attend the end-of-year formal dinner and ball in May.

​

This year-long creation-based course is designed to be a high school student’s first science course. As a college-prep course, it will set the stage for success in students’ years in high school, prepare them for college level courses, and give them an understanding of the basic biological world that surrounds them each day of their lives, so that they can appreciate the real-world relevance of scientific inquiry.

​

Providing a detailed introduction to the methods and concepts of general biology, there is a heavy emphasis on the vocabulary of biology so that students are properly prepared to have scientific discussions, and a strong focus on the scientific method so that students are trained for laboratory sciences in other high school science courses, as well as university studies. Lab work will cover experimentation, field studies, microscopy, and dissection. This course also introduces classification, biochemistry, cellular biology, molecular and Mendelian genetics, ecosystems, and much more.

Each of the sixteen modules will take approximately two weeks to complete. Students will be given out-of-class assignments from the textbook to be completed before coming to class. Classroom time will be primarily spent in laboratory experimentation and discussion of the material.

Students will need a personal gmail account for the Google classroom assignments, submissions and access to materials. Testing will be done at home. Students should expect to spend from 45 minutes to an hour a day for this course work.

This course provides students with a strong foundation in chemistry with the goal of preparing them for college-level studies. While user-friendly in its design, it fosters in-depth discussions and provides clear and thorough explanations of concepts. It also explores the lives and works of Christian scientists who made a difference in the chemistry field while giving glory to God. It is recommended for students who take this course to be proficient in algebra.

The CHC course for the 2024-25 school year will be formatted as instruction that allows students the benefit of discovery and finding answers with a coach. Lectures will be limited. Class time will mainly be answering student questions from modules and performing hands-on experiments with explanations of those concepts. Students will be graded on class participation, lab reports, module tests, quarter and final exams.

Students can expect to spend roughly an hour a day on this subject at home. Each student will need an individual google account to log in to Google Classroom for assignments and submission of work as well as online testing.

The CHC choir class provides a fun opportunity for students to enhance their musical, creative, and expressive skills in an ensemble environment. Students will learn the basics of singing and reading music, learn how to visually and aurally analyze the structure of musical compositions, develop song repertoire, broaden listening skills, interpret music expressively, and create arrangements as a musical ensemble.
From classical to folk to show tunes to praise and worship, students will engage with a wide variety of styles and genres. The choir will perform twice per year at the end of each semester.

Developed for CHC in 2019, students begin this course by learning or reviewing Hebrew dances and their significance in the celebration of our Lord. Students then move on to cultural dance where they gain an understanding of how societies dance around the world, focusing on dance styles from each continent. Students explore the historical significance of each dance and discover how each style can be used in worship while maintaining an atmosphere of mutual respect and compassion for one another. No dance experience is required as these dances are celebratory and encourage everyone to participate regardless of their level of training. As the students progress, they explore drama and liturgical dance. By the end of the year, dance, drama, and worship through dance are explored with hopes that each student has grown in the Lord and as a unique artist who glorifies Him.
**Students will participate in an informal showing of their progression in December. In the spring, these students will perform as the main characters in an onstage production, to be announced.

Students will look at government structure and responsibilities from a Biblical perspective, focusing on the U.S. but noting other types and countries for evaluation. How was our government formed? What are the crucial founding documents? What is the structure? How do political parties and politics factor into the working process of our government? The goal of this is to encourage students to think critically about the history, structure and responsibilities of government and the impact that has on decisions being made on every governmental level as they grow to become informed, participatory citizens of our country. There will be numerous opportunities for research and examination on a variety of government related topics throughout the year in addition to text reading and class discussions.

The Economics portion of the class will survey a wide range of economic aspects from individual to corporate and government with a strong emphasis on Biblical stewardship. Each text chapter also includes a section on personal finance principles. Students will also be researching, modeling, charting, and considering a variety of topics from personal budgeting to entrepreneurial planning, investing, debt, national economic systems and the stock market, to name a few. Students with knowledge in these areas are empowered to make informed economic choices with a Biblical stewardship foundation as they progress into adulthood.

This is a Senior level course. All work will be assigned and graded through Google classroom.

As our society becomes more and more sedentary, the obesity rate in our country is reaching an all-time high leading to chronic disease and premature death. Heart disease is now the number one killer in America. Diabetes, once a disease of adulthood , is affecting children at alarming rates. Our food system has been invaded by over processed foods that contain high levels of sugar, salt, color dyes, pesticides, and thousands of unknown additives. Now more than ever we need to equip our young people with the knowledge to care for their own health through exercise and proper nutrition.

In this semester long class, your teen will learn the importance of caring for their bodies through physical fitness, nutritional guidance, and hands-on healthy food preparation. We will alternate weekly between physical fitness activities, nutrition classes, and hands-on healthy food preparation.

The physical fitness portion of the class will include cardio activities, circuit training, stretching and flexibility, rest and recovery, and proper hydration.

The nutrition portion of the class will include how to choose foods that prevent and fight disease, the dangers of sugar, navigating food labels and false claims and how to choose and prepare healthy snacks and meals. Students will have an opportunity throughout the semester to prepare these healthy foods in the CHC kitchen.

This Year’s Theme: Legendary!

The stuff of legends. A character, more myth than man, steps out of the shadowy veil of time and is made immortal by ink and page. This year we will travel alongside such immortals, flying forward on armored steeds of valor, battling monsters and forces of evil, letting loose arrows against the foe, and discovering what makes a hero and what makes a monster. From the magical Grecian archipelagos where murderous monsters lurk to the alabaster porticos of Rome where malicious senators work; from the light-dappled shades of Sherwood Forest to the majestic halls of Camelot, we will discover true grit and bravery. Every sense will rise up to receive the wisdom of such heroes as Odysseus, Beowulf, Brutus, Van Helsing, Robin of Locksley, Merlin, and Arthur, heroes of the ages!

Now, for the details! This is a full year English course (with an Honors option) comprised of literature, writing, and all that goes along with that. Academically, students can expect paced reading assignments, weekly vocabulary, literature-related essays, annotation, vocabulary tests, discussion, and occasional public speaking. By the end of this course, students will have been exposed to the following: 6-8 classic works, 150 memorized vocabulary words, annotation skills, descriptive writing, narrative writing, persuasive writing, expository writing, informative writing, compare/contrast writing, poetry, organizational skills, and important grammar and editing concepts. I have designed all aspects of this curriculum with inspiration from IEW’s theme-based writing, IEW’s Advanced Communication Skills, and seven years of discovering what works for high schoolers and what doesn’t. College and adulthood are just around the corner for these students, so they should expect a rigorous workload.

What can you expect in my classroom? I can’t stand boring lectures, so the first thing you can expect is fun. That’s not to say all students will be smiling ear to ear like they’ve just dismounted the newest amazing roller coaster. I’m not a miracle worker! However, with each class I strive to incorporate friendly, competitive review games, artistic expression, creative writing prompts, and the occasional dad joke because, hey, that’s… how eye roll.

To think logically is to think like God. This class, where apologetics meets logic, will underscore the importance of a Christian worldview and how logic ultimately comes from God. Students will be introduced to the elements that make up a logical argument as well as how to spot 20+ common fallacies, or errors in logic. Students will be exposed to arguments they may encounter online, in the media, or when defending their faith. Approximately 1.5 hours of homework will be assigned per week.

This course provides students with an immersive experience in the theory and practice of
mock trial, focusing on developing essential skills in legal reasoning, case analysis,
argumentation, and public speaking. Through a combination of lectures, workshops, and
simulations, students will learn about the judicial system, rules of evidence, trial procedure,
and advocacy techniques.



The course creates a mock trial team and culminates in a series
of competitions where students will apply their knowledge and skills in a simulated
courtroom setting. The team will register with the NC Mock Trial Program. Please visit
their website for detailed information (www.ncmocktrial.org)


In the first semester the students receive a legal case that they will begin to analyze. The
team’s coaches will divide the students into various roles: attorneys and witnesses. There
is room for the analytical thinkers as well as the dramatic! Based upon their assigned roles, students will prepare opening and closing statements, witness examinations and cross examinations, and witness responses.

In the second semester the students will scrimmage other mock trial teams in the area in order to prepare for the regional competition held in a courthouse in early February. If the team wins their region, they will advance to the state competition held in Raleigh in mid- March. The competitions include judges and juries who score the teams and provide constructive feedback and individual and team awards.

Teams include an attorney coach, a parent coach, and 8 – 9 students.

Courtroom artist: The NC Mock Trial Program recently added another role for the team –
a courtroom artist. The artist is not required to attend the team meetings but must attend
dress rehearsals and scrimmages in order to gain practice.

Learning Objectives:
1. Understand the structure and function of the judicial system.
2. Analyze legal cases and develop persuasive arguments based on evidence.
3. Master the rules of evidence and trial procedure.
4. Enhance oral advocacy skills through practice and feedback.
5. Develop critical thinking and problem-solving abilities in a legal context.
6. Cultivate professionalism and ethical conduct in the practice of law.

CHC’s Modern Band is designed for high school students who exhibit an intermediate (or higher) proficiency in their instrument and/or have some instrumental ensemble experience. Students will continue to study the ins and outs of music theory and gain invaluable experience working together as a team to arrange songs, culminating in performances at CHC’s Christmas program in December and CHC’s End-of-Semester celebration in May!

*Even though the Instrumental Ensemble class is geared towards Middle School and the Modern Band class is geared towards High School, there is not a hard and fast age/grade rule since skill level is also a factor. If you have any questions about which class is the better fit for your child, please reach out to Kristi.

What are your teens next steps upon leaving high school? Are they armed with the tools, knowledge, and confidence to be successful in their future endeavors?

In this semester long course we will cover different aspects of future planning by identifying their unique gifts, strengths, interests, and values in order to successfully navigate their future path.

They will research and be introduced to the different professions they are considering including job requirements and salary. We will also look into college degrees, trade certifications, apprenticeships, and licensure programs.

We will conduct mock interviews in order to learn how to stand out in an interview and perfect writing and communication skills. We will also cover the importance of goal setting and time management.

Whether your teen is college bound, ready to go straight into the workforce, or looking to spread their entrepreneurial wings, this course will equip them with the knowledge to confidently take their next steps.

This year-long creation-based course is designed to be the last science course the student takes before high school biology. It is generally recommended as an 8th-grade course, but students can use it for their 9th-grade coursework. The material and course work is rigorous in preparation for high school science.

The text covers atomic structure, periodic table, chemical bonds, reactions and energy, motion, forces, energy, waves and sound, light, electricity and magnetism, and Earth’s structure, weathering, and atmosphere. Each of the 15 modules will take approximately 2 weeks to complete.

Class time will be spent primarily in laboratory experimentation, but also will include discussion and explanation.

Students will be tested at home and will need an individual email to log into the online classroom for testing and assignment submissions. Students should expect to spend 30-45 minutes per day on this subject at home.

Psychology has the Greek root word “psyche” which is most often translated as soul. So in essence, Psychology is the study of the soul (or mind). In modern terms, it is an attempt to understand the wonder, complexity, and problems of human thought, behavior, and interaction through scientific means. Seeking to understand God’s created order in biology, chemistry, and the physical sciences is widely accepted in Christian circles; however, Psychology, because of its modern secular domination and influence, has, in many cases, been poorly wielded, mishandled, or altogether dismissed by the church. This secular influence has led many Christians to become discouraged with psychology and “throw the baby out with the bathwater” so to speak.

My hope in this course is to introduce students to the study of psychology and how it can be integrated with Christian theology and spirituality. We will be looking at it as a scientific discipline in search of truth as revealed in God’s created order and as defined by his authoritative Word. The student will be taught the core concepts and definitions of psychology and the scientific evidence that supports them while learning to integrate these concepts into our ever-refining Christian worldview. They will also be taught to think humbly, respectfully, and critically about the nature of interpretation (epistemology) of both psychology and theology which undergirds all of our studies.

The goals of this course are that students will 1) acquire a basic understanding of how the brain and mind function, 2) develop a solid Christian integrated foundation for college-level psychology (which is predominantly secularized), and 3) be sharpened in their Christian worldview to integrate Psychology (and it’s growing body of scientific evidence) into their discipleship as followers of Jesus Christ.

Did you know that Spanish is the second most commonly spoken language in the United States? It also ranks as one of the top three languages spoken in the world. As students begin to study Spanish, they will gain insight into the culture and language of our diverse global community. In this year-long Spanish 1 course, students will learn to appreciate God's gift of language. Students will build a foundation in reading, writing, listening, and speaking Spanish through a variety of activities both in class and at home. They will develop basic grammatical skills and the vocabulary to express themselves in simple sentences and phrases. Students will become familiar with Spanish-speaking countries, culture, and geography. Students will be expected to study vocabulary, practice grammatical concepts, memorize passages from the Bible and occasionally prepare presentations to share in class. Upon completion of this course, students will be prepared to continue with Spanish 2, which will provide a solid foundation for introductory college-level Spanish courses.

In this year-long Spanish 2 course, students will continue their journey of appreciating God's gift of language. Students will build upon concepts studied in Spanish 1 and will complete a variety of activities to strengthen reading, writing, listening, and speaking skills in the target language both at home and in class. They will develop grammatical skills such as using reflexive verbs, indirect and direct objects, the preterits, and imperfect tenses. Students will also continue their study of native Spanish-speaking cultures. Students will be expected to study vocabulary, practice grammatical concepts, memorize passages from the Bible, and occasionally prepare presentations to share in class. Upon completion of this course, students will have met the foreign language requirement for most major universities in the United States. Students will have a solid foundation for introductory college-level Spanish.

Whether your child is a reluctant or passionate public speaker, Wilmington's Seeds of Faith Speech and Debate club is a great way for them to grow their communication skills. Partnering with STOA, a Christian Speech and Debate league for Christian homeschooling families, I will be aligning this class with STOA’s main objective: To develop world-class communicators who speak boldly and change the world for Christ. My heart is to see young people develop confidence to effectively communicate in whatever endeavor God calls them. I also hope to have lots of fun in the process. I encourage every student to participate in at least one nearby STOA tournament in the school year. My very reluctant son fell in love with debate through his first tournament.

We will meet every other week from August through March and focus on speech and debate skills. Expect tournament options to fall on Fridays and Saturdays, October -February. We will practice delivering a wide variety of speech events including dramatic monologues, informative presentations, persuasive arguments, apologetic reasonings, and much more. The other component of the class is a focus on learning about government policy through team policy debate. Each year STOA picks a topic that will guide debate through the year. This year's topic was healthcare reform, but this summer STOA will announce a new topic. We will learn about government policy surrounding the issue. Pre-crafted arguments are available to make this very doable for students. By the end of they year, every student will have a better grasp on a wide variety of public speaking skills and even understand a new field of government policy. More importantly, I hope that students discover an increased confidence in Christ as they challenge themselves to grow as communicators.

Study Hall will be provided only for the following reasons:

A student who is in a first and third period class and needs Study Hall second period.

A student who is waiting after class for a sibling or another student for carpooling purposes.

This is an opportunity for students to work quietly under the oversight of an adult.

Computer use during this time is up to the discretion of CHC as the need arises.

This year long high school history course will guide students through the a survey of history, starting with creation and continuing to the present. Utilizing our time together with discussion and review of homework assignments we will analyze: justice, power, citizenship, environment, and world religions throughout history from a Biblical perspective. We will include studies on Africa, Asia, pre-colonization Americas, and empires in Africa, India, and Asia. As we trace patterns in world history, we hope to see how those themes point clearly to the triumph of the kingdom of God.
Text work done at home will facilitate discussion in class to be sure the students are thoroughly grasping the content and its potential application today. There will be oral and written essay assignments as well as a research project. Tests will be emailed to parents and taken at home, to return for grading. This preserves class time for discussion and review. This course counts as one full high school credit.