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Information Bulletin 2012–2013

2

Head-Royce School Calendar

3

Great Expectations!

4

Administration

Governing Boards

4

4

Faculty

7

Head-Royce School at a Glance

8

Lower School Overview & Program

14

Middle School Curriculum Overview

14

Upper School Curriculum Overview

15

9th Grade Sample Schedule

16

Upper School Academic Planning

17

Middle & Upper School Courses

34

College Admissions (2008–2012)

35

Directions and Map

36

The Head-Royce School Mission

Information Bulletin 2012–2013

1


Head-Royce School Calendar 2012–2013 September 2012 Classes begin

Tuesday, Aug. 28

Labor Day (School closed)

Monday, Sep. 3

Founders Day/Convocation

Tuesday, Sep. 4

Picnic and Heads Up Walkathon

Saturday, Sep. 15

October 2012

Admissions Calendar 2012–2013 Lower School Open House October 14 Upper School Open House November 4

Senior College Visits

Tuesday–Friday, Oct. 9–12

All School Fair

Friday, Oct. 26

Middle School Open House November 11

Upper School Fall Play

Friday–Saturday, Nov. 2–3, Nov. 9–10

Veterans Day (School closed)

Monday, Nov. 12

Fall Choral Concert

Wednesday, Nov. 14

Yoshi’s Jazz Concert

Tuesday, Nov. 20

Multicultural Information Evening, Grades K–12 November 27

Thanksgiving Holiday (School closed)

Wednesday–Friday, Nov. 21–23

Grades 5–12 ISEE Testing December 8 and January 12

Upper School Semester Exams

Monday–Wednesday, Dec. 17–19

Holiday Program

Thursday, Dec. 20

Winter Vacation

Friday–Friday, Dec. 21–Jan. 4

Kindergarten Screening Sundays in January and February, by appointment

Young Alumni Reunion Assembly

Friday, Jan. 11

Grades 7–12 Interview Days January 19 and January 26

Global Feast

Friday, Jan. 11

End of first semester

Friday, Jan. 18

Martin Luther King Day (School closed)

Monday, Jan. 21

Upper School Winter Instrumental Concert

Tuesday, Jan. 29

November 2012

December 2012

January 2013

February 2013 NIA/125th Celebration Event

Friday, Feb. 1

FADE Dance Show

Thursday–Saturday, Feb. 14–16

Presidents’ Week Vacation

Monday–Friday, Feb. 18–22

March 2013 125th Celebration Event

Monday, Mar. 18

Upper School Spring Musical

Friday–Sunday, Mar. 22–24

and Friday–Saturday, Mar. 29–30

April 2013 Lower School Music Concert

Thursday, Apr. 4

Spring Vacation

Monday–Friday, Apr. 8–12

New Parents’ Reception

Wednesday, Apr. 17

Spring Choral Concert

Saturday, Apr. 27

May 2013 Middle School Trips Week

Tuesday–Friday, Apr. 30–May 3

Lower School May Dances

Friday, May 3

Alumni Weekend

Friday–Sunday, May 3–5

125th Celebration Gala

Saturday, May 4

Advanced Placement Exams

Monday–Friday, May 6–10, May 13–17

Memorial Day observed (School closed)

Monday, May 27

June 2013 Upper School Semester Exams

Monday–Wednesday, Jun. 3–5

Senior Projects Presentation Evening

Tuesday, Jun. 4

Divisional Promotions; US Commencement

Thursday, Friday, Saturday, Jun. 6–8

Summer Enrichment Program begins (6/17–7/26)

Monday, Jun. 17

Grade 6 Activity Days January 19 and February 2 Grades 1–4 Testing February 9


Great Expectations! Guidelines for School/Home Partnership at Head-Royce School Head-Royce School is a diverse community

Treasure

Other giving opportunities

united on behalf of excellence in education.

It takes more than tuition to fund the operation

In addition to the School’s annual fundraising

We believe that the success of our students is

of Head-Royce School. As a parent, you will be

efforts, we have specific ongoing campaigns

a direct result of the partnership we form with

asked to:

and programs to grow our endowment, improve

families in support of their child(ren)’s educa-

• Make an annual gift to the Head-Royce

our facilities and fund special projects. Through

tion. Parents often ask about their role in this

Annual Fund

the Parents Association, Head-Royce parents

partnership and the “3 T’s” accurately express

• Ask the Development & Alumni Office how

the various opportunities to participate. Here

to match your philanthropic interests with

that you support their annual efforts, too. The

are just a few examples:

the School’s greatest needs

Parents Association funds also help meet the

Time Your gift of time is incredibly valuable to the

• Participate in the Parents Association fundraising events

also help raise funds for the School, and we ask

School’s greatest needs, contribute to various campus capital projects, and help grow the endowed scholarship and faculty enrichment

School and to our students. Service and volun-

Head-Royce Annual Fund

teerism at Head-Royce teach through example

Like many independent schools, Head-Royce

and provide a wonderful opportunity for our

raises funds above tuition in order to provide

children to learn that not all achievements

Help Head-Royce ensure that our students will

our faculty with competitive salaries and

must be rewarded with money or gifts. The

continue to receive an outstanding education!

professional development resources to enhance

Parents Association link on the HRS website

their skills and expertise. The Annual Fund

provides a form to sign up for priority volunteer

makes so much possible, enabling access to a

projects.

Head-Royce education to a diverse body of

• Help with the annual All School Picnic

students through need-based scholarships. 

• Drive your child’s class on a field trip or

Each year, the school raises several thousand

chaperone a student event • Volunteer for one of the Parents Association events

Talent Head-Royce families are extraordinarily talented, and we invite you to share your expertise. You may have special talents you wish to share, and we invite you to describe

funds.

dollars per child beyond the cost of tuition to ensure its commitment to access and excellence. Recognizing that each family has its own unique financial situation and capacity, our goal is to achieve 100% parent participation in this important community-wide effort. Each and every gift makes a difference and is greatly appreciated.

them in the Parents Association survey. We welcome your feedback, suggestions and questions about the ongoing operation of the School. • Tutor or help teach in an area of your expertise • Help make connections for the School with the greater community • Serve on School-wide committees • Suggest and help secure top-notch speakers

Information Bulletin 2012–2013

3


Administration

Governing Boards

Suzanne Abbey

Board of Trustees

Alumni Council

Betsy Crabtree

Tejal Patel ’86

Grade 6

Chair

President

B.A., Colorado College

William Newell

Michael McCune ’88

Frank Williams

Vice President

Head of Lower School B.A., Washington College M.Ed., St. Mary’s College Kate Augus Director of College Counseling B.A., Brown University Brendan Blakeley ’88 Director of Athletics Chair, Physical Education

Co-Vice Chairs Robert A. Lake Head of School

Elena Ortega ’71 Secretary Ann Catrina-Kligman ’88

B.A., UC Davis

Martha Sellers

Nicole Dixon ’98

M.A., St. Mary’s College

Treasurer

Emily Dwybwad ’01

Catherine Epstein

Tim Ripsteen ’93

Director of Admissions and

Secretary

Financial Aid B.S., UC Davis M.Ed., University of Georgia

B.A., Williams College

Samantha Hall

Sabina Aurilio

Director of Alumni

MS Learning Specialist

Diane Bessette

Leo Dorado

Relations

Rachelle Hebrard

Parents Association

Dan Kammen

Diane Bessette

Lisa Benton Hardy ’84

Kym Luqman Tejal Patel ’86

President

Peter Smith ’78

Vice President

B.A., Scripps College

Terry Tao

Nancy So

Assistant Head of School Academic Dean

Scott Verges John Woolard

Secretary

Michelle Avery Fine Arts—Art B.F.A., Parsons School of Design M.F.A., A.E., Maryland Institute College of Art Justin Baker-Rhett MS Humanities Fellow B.A., Amherst College Barry Barankin

Frank Yeary

Dora Wong-Cheng

English

Edie Zusman

Treasurer

US Dean of Students

Erica Bachman Communications Liaison

English

Saundra Anderson

B.A., UC Berkeley

Webmaster

M.A., Stanford University M.A., Middlebury College

B.A., University of Massachusetts M.Ed., Holy Names College

Susan Sherrerd

Crystal Land

B.A., Humboldt State University

Jay Rhodes ’85

Head of Middle School

M.A., Dartmouth College

Fine Arts—Dance

Laura Baxter-Simons

Lucy Arney

B.A., Williams College

Kim Agnew

US Dean of Community Life

Linda Hoopes ’88

Head of School

M.Ed., University of San Francisco

Judy Hunt ’67

Jessica Dodson

Robert A. Lake

B.A., UC Irvine

Rick Arney ’88

K–8 Assistant Director of

B.A., Mills College

MS Dean of Student Life

Mathematics

Dan Chao

Assistant Head for Advancement

Willie Adams

Ann Hertelendy ’92

Director of Diversity

Anna Heidinger

M.A.T., Lewis & Clark College

Naoko Akiyama

Jim Cavalieri

B.A., UC Berkeley

Will Adams

Dakota Gruener ’07

Barbara Gee

Admissions

Rebecca Carr Eaton ’91

Academic Program Staff

Division Liaisons

B.A., Yale University Ph.C., UC Davis Brian Barish Science; Mathematics B.A., College of the Holy Cross J.D., University of Miami School of Law Molly Barrett Mathematics; Science

Ray Louie

Julie Kim-Beal, LS

Director of Educational Technology

Rosanna Mucetti, LS

B.A., UC Berkeley

Eva Camp, MS

M.A., Stanford University

Liz Cook, MS

Holly Below

Hannah Davis, US

LS Technology

Susie Poncelet, US

B.A., University of Minnesota

Dennis Malone CFO; Director of Operations B.A., San Jose State University Carl Thiermann Head of Upper School B.A., Oberlin College M.A., UC Berkeley

4

Head-Royce School

B.A., Williams College M.A., Bank Street College of Education

B.S., Mankato State University Zach Bernard Grade 2 B.A., UC Santa Cruz


Hilary Bond

Sita Rosalie Davis

Matthew Fraser

Teresa Guergue

English

World Language—LS Spanish

Debate; Public Speaking

World Language—Spanish

B.A., Brown University

B.A., Willamette University

B.A. Candidate, UC Berkeley

B.A., UC Berkeley

Aurélie Bordet

Luz Diaz

Mikki Frazier

World Language—French

World Language—Spanish

Director of Programs

Samantha Hall

B.A., University of Burgundy

B.A., Instituto Pedagógico

B.A., Holy Names University

Director of Alumni Relations

M.A., University of San Francisco

B.A., Bowdoin College

Nicole Bowler

Nacional de Lima

M.A., San Francisco State University

Physical Education

Kate Drazen

Alison Frost

Chris Harper

B.A., UC Davis

LS Intern

Fine Arts (Fall Semester)

Science

M.A., St. Mary’s College

B.A., Colgate University

B.A., UCLA

B.A., UC Berkeley

M.F.A., School of Visual Arts

Debra Harper

Karen Bradley

Chris Dunlap

History; US Technology

Grade 2

Laura Galligan

LS Science

Site Director, Global Online Academy

B.A., College of Idaho

Chair, World Language

Sustainability Coordinator

B.A., Yale University

M.A., Mills College

B.A., M.A., Hunter College

B.A., UC Santa Cruz

M.A., Ph.D., UC Berkeley

Rosemary Durousseau

Ryan Garrity

Yaeir Heber ’07

Jennifer Brakeman

LS Counselor

Science

LS Intern

Chair, Science

B.A., Dartmouth College

Grade 7 Dean

B.A., Swarthmore College

B.A., University of Maryland

M.S., San Francisco State University

B.S., Montana State University

Ph.D., Johns Hopkins University

Psy.D., Alliant International University

M.A., CSU East Bay

Kelly Brown

Kristin Dwelley ’88

Stephanie Gee

B.S., Wheelock College

English

Science

World Language—French

M.S., Fordham University

B.A., University of Vermont

B.A., Rice University

B.A., University of Wisconsin

M.Ed., Lesley College

David Enelow

M.A., New York University M.A., Stanford University

Priscilla Hine Grade 1

Carrie Horsey Associate Director of College

Guillermo Campos

English

World Language—Spanish

B.A., UC Berkeley

Alyssa Girsang

B.A., Yale University

B.A., National Cordoba University

M.A., Ph.D., Yale University

LS Intern

M.P.A., Columbia University

B.A., Rutgers University

M.S., Johns Hopkins University

Debra Carr

Emily Esguerra

Grade 1

LS Intern

B.A., University of Michigan

B.A., St. Mary’s College

M.A., St. Mary’s College

Kenny Ewbank

Scott Clark

Mathematics

Chair, Fine Arts

B.A., Georgetown University

MS Technology; Mathematics;

M.A., Stanford University

Fine Arts—Music B.M., M.M.E., Oberlin College

Mary Fahey Director of Community Relations

Ciara Coleman

US Ass’t. Director of Admissions

Grade 6

B.S., San Jose State University

B.S., Cal State East Bay

Nancy Feidelman

Sonya Coles

History; English

LS Intern

Grade 9 Dean

B.A., Westmont College

B.A., Yale University

Rachel Concannon ’96

M.A., Stanford University

US/MS Counselor

Warren Fernandes

B.A., University of Michigan

Mathematics

M.A., St. Mary’s College

B.S., M.S., California Polytechnic

Adrian Correa

Erin Fitzgerald

World Language—Spanish

LS Intern

B.A., Berea College

B.A., University of California Berkeley

M.A., University of Tennessee

M.M., Holy Names University

Chris Davies

April Avila Forde

Mathematics

Grade 1

B.A., Dartmouth College

B.A., CSU Hayward

M.A., Boston University

Counseling

Debra Hughes

Stella Glogover

K-8 Librarian

Science

B.A., National Lewis University

B.S., New York University

M.L.I.S., San Jose State University

S.M., Massachusetts Institute of Technology

Stevie Kaplan English

Mary Goglio

B.A., Tufts University

Library Director

M.A., Stanford University

B.A., San Francisco State University M.L.I.S., UC Berkeley

Carol Kennedy Grade 3

Ying Gong

B.A., Trinity College

World Language—Chinese

M.A.T., Lesley College

B.A., Xi’an University M.A., University of Illinois James Graham Fine Arts—Drama

Chris Kinney Mathematics B.A., Massachusetts Institute of Technology

B.A., University of the Pacific

M.S., Ph.D., UC Berkeley

Stephen Gregg

Laura Krier

Mathematics; Computer Science

English; History

B.A., Kansas State University

B.A., Brown University

M.A.T., UC Davis

Ben Ladue

Julianne Groschupf

Grade 5

World Language—Latin

B.A., University of North Florida

B.A., M.A., Stanford University

M.A., Michigan State University

M.Ed., Harvard University Information Bulletin 2012–2013

5


Caroline Lehman

Leslie Powell

Donna Sjoberg

Gene Vann

Science

Grade 4

Physical Education

Science

B.S., University of Manchester

B.A., UC Santa Barbara

MS Athletics Director

B.A., Swarthmore College

B.A., San Francisco State University

M.Ed., Harvard University

Julia Liedtka

Lauren Railey

LS Intern

History

Anne Smith

Neethi Venkateswaran

B.A., San Francisco State

Grade 8 Dean

World Language—French

Mathematics

B.A., Middlebury College

B.A., B.A., M.A., Faculte de Lettres, Paris

B.A., University of Rochester

Thaddeus Lisowski World Language—Latin

M.A.T., Brown University

Andy Sparks

M.A., Harvard Divinity School

B.A., Harvard University

Kathleen Ray

Grade 6

Owen Von Kugelgen

Ph.D., UC Berkeley

Fine Arts—Drama

B.A., Claremont McKenna College

Science

Brian Madigan

B.A., UC Berkeley

Andy Spear

B.A., UC Berkeley

English; History

Peytra Redfield

Chair, English

Andrew von Mayrhauser

B.A., UC Berkeley

US Learning Specialist

Fine Arts—Drama

Grade 6

B.A., UC Berkeley

Grade 12 Dean

Grade 6 Dean

M.A., Sonoma State University

B.A., Wesleyan University

B.A., Dartmouth College

Saya McKenna English; History

M.A., Louisiana State University

Kathrina Weekes

Grade 10 Dean

Rick Redfield

Director of Global Education

Physical Education

Jacqueline Stark

Kindergarten

B.A., Stanford University

B.A., Lake Forest College

Grade 6

B.A., University of Pittsburgh

M.A., San Francisco State University

B.S., UCLA

M.A., University of Phoenix

Art History; History

Peter Reinke

Michael Talps

Robert Wells

B.A., Tulane University

Chair, History

Physical Education

Fine Arts—Music

M.A., Ph.D., UC Berkeley

B.A., Brown University

B.A., St. Mary’s College

B.A., UC Berkeley

Michele Metz

John Miottel ’79 Assistant Athletics Director

M.A., Columbia University Teachers College

Physical Education

Marlene Sanders

B.S., St. Mary’s College

LS Technology Assistant

M.S., Bank Street College of Education

B.S., M.S., UC Berkeley

Harry Muniz

Shahana Sarkar

Fine Arts—Art

Chair, Mathematics

B.A., Dartmouth College

Director of Scheduling

M.F.A., California College of the Arts

B.A., Cornell University

Ann Murphy

M.A., Johns Hopkins University

Anthony Taula-Lieras Associate Director of Programs B.A., UC Santa Cruz Eric Taylor History B.A., M.A., California State University at Fullerton Kristi Farnham Thompson LS Learning Specialist B.A., UC Berkeley

Fine Arts—Art

Mark Schneider ’00

M.A., Mills College

B.A., University of Kansas

History; English

M.A., John F. Kennedy University

M.F.A., School of Visual Arts

B.A., Northwestern University

Nina Nathan

Paul Scott

Fine Arts—Music

Fine Arts—LS Art

History

B.A., University of Massachusetts

B.A., San Francisco State University

Grade 11 Dean

M.M., University of Oregon

M.A., John F. Kennedy University

B.A., Columbia University

Vylinh Nguyen

M.A., UC Berkeley

English

Jane Shamaeva

B.A., M.A., Stanford University

History

Anna-Marie Nilsson Kindergarten B.A., San Jose State University Sarah Noll Fine Arts—LS Music B.M., M.M., University of Wisconsin Nicole Pope

Director, Heads Up Program B.A., Columbia University M.A., UC Berkeley M.A., Middlebury College Sarah Sharp World Language—LS French B.A., Macalester College M.A., Mills College

Josh Tower

Bret Turner LS Intern B.A., Pomona College Rasheeda Turner Kindergarten B.S., San Francisco State University M.A., UC Berkeley Corey Turoff History; Debate B.A., University of Southern California Lea Van Ness

Mathematics

Grade 4

B.S., Southern University A&M

Assistant Lower School Head

M.S., Cornell University

B.A., University of the Pacific

6

Head-Royce School

B.M., New England Conservatory of Music M.A., San Jose State University Jesse Wilkins LS Intern B.A., Rutgers University M.A., Ph.D., Columbia University Anthony Witte World Language—Chinese B.A., UC Berkeley M.A., San Francisco State University M.A., Columbia University Judy Wu World Language—LS Chinese B.A., Hunter College M.F.A., California College of the Arts Margaret Yee English B.A., M.A., Stanford University Shoshana Ziblatt Associate Director of Development Director of Annual Giving B.A., Scripps College M.A., University of San Francisco Lindsay Zika Grade 5 B.A., University of Notre Dame M.S., Oxford University


Head-Royce School at a Glance Student Body Facts for 2012–2013

Student Activities

Sports: Bay Counties League-East

• 880 students: 260 students in Lower;

• Outdoor Education: Students go on trips

• Fall: Men’s Soccer, Cross Country, Women’s

270 in Middle; 350 in Upper • Our students come from 33 communities and more than 60 zip codes

at the beginning and end of each school

• Winter: Men’s and Women’s Basketball

an overnight ropes course; destinations

• Spring: Men’s Baseball, Volleyball, Tennis,

• Average class size: 16

include Westminster Woods, The Pinnacles,

• Students of color: 50%

Yosemite and Santa Barbara. • Student government and clubs provide

Lower School • Homeroom class structure includes class meetings and study of language arts, social studies, math and science. • French, Mandarin Chinese and Spanish are

Volleyball, Tennis

year. Trips include hiking, river rafting, and

students with leadership skills. • Service learning: Through Advisory program all students are engaged in service. • Elective activities: Middle School students sign up for different activities three times a

Swimming, Track, Golf; Women’s Soccer, Swimming, Softball, Track • 2011–2012 Champions: Men’s Varsity Soccer, Women’s Varsity Volleyball, Women’s Varsity Tennis, Men’s Varsity Baseball, Women’s Varsity Soccer; Baseball NCS Division 5 Champion

year. Options include Community Service,

Student Activities

• Specialist classes each week in art, music,

Current Athletic Team Practice, Study

• Outdoor Education Trips: Fall overnights;

physical education, library, computers and

Hall, Film, Debate, Math Counts Club,

science lab

History Simulation, Swimming, Strength

introduced in Kinder­garten.

• Inter-grade “Families” meet regularly for community building and service projects. • Grade 5 Leadership Council provides rotating

Conditioning, Jewelry Making, Ceramics, Readers’ Café, Girl Hang Out, Board Games, and Rap Battle.

Upper School

vocal group and private music lessons);

Academics

sports (swimming and tennis); classes (steel

• We are proud of our challenging academic

drums, chess, knitting and cooking).

high ropes course • Debate: Award-winning team, travel to national tournaments • Student Newspaper: “Hawk’s Eye” and K–12 Yearbook, “Nods and Becks”

leadership skill-building for all students. • After School activities include music (band,

sea kayaking, river rafting, Sierra camps,

program: All Upper School students take

• Clubs: Wide variety of offerings, including Democracy Matters, Asia Club, Black Student Union, FADE dance group, and the Jane Austen Film Club • Student Leadership: Student Council,

four years of English and history, and at

Middle School

Community Service Board, Prefects, Green

least three years each of math, science and

Council, Reps on school-wide Curriculum

Academics

a world language (French, Spanish, Latin,

• All students take English, history, math,

Mandarin Chinese).

science and world language (French, Spanish, Latin, Mandarin Chinese). • Fine Arts choices: drama, instrumental music, chorus, studio art • All students take physical education and

• Students are also required to take two

level projects. In grades 10 through 12,

include drama, instrumental music, chorus,

all students have hourly commitments,

studio arts, film and video, photojournalism,

completing a total of 40 hours by

photography, tech theater). Other electives

graduation. Senior Projects often include a

include Expository Writing (journalism),

incorporated into the school day.

Graphics (yearbook), Computer Science, and Debate.

• Fall: Soccer (boys), Cross Country, Volleyball (girls)

• Senior electives in English, history, math and science provide 12th graders with an

directed productions, Senior Play • Instrumental Groups: Wind Symphony, Jazz Band, String Orchestra • Vocal Groups: Chorus, Colla Voce, Cantabile

such as Shakespeare, Japanese Literature,

• International Trips: Summer trips (recently

Women’s Literature, American Race

• Spring: Baseball (boys), Soccer (girls),

Relations, Ethics, AP Physics, Neurobiology

• 2011–2012 Champions: Girls Varsity

dimension of service to the community. • Drama: School plays, musicals, student-

exciting array of options including courses

• Winter: Basketball, Grade 6 Soccer (girls) Grade 6 Basketball (girls), Volleyball (boys)

variety of service activities through grade-

Fine and Performing Arts classes (options

Life Skills; study skills and study labs are

Sports: Bay Area Interscholastic Athletic League

and Global Citizenship Committees • Service Learning: Students engage in a

and Astronomy, Statistics/Economics. • Advanced Placement Classes: We offer

Volleyball, Boys Varsity Baseball, Girls 6th

16 advanced placement courses from U.S.

Grade Basketball

History to Biology to Studio Art.

to Europe, Central America, Asia, South Africa) • School Year Abroad: Study programs in France, Spain, Italy and China • Workstudy: Jobs on campus include office support, tutoring, Lower School teaching assistants.

Information Bulletin 2012–2013

7


Lower School Overview & Program The Lower School academic program provides

The Specialist Programs in art, languages,

journals and record experiences individually

a strong foundation of concepts and skills in

library, music, physical education, and technol-

and as a group. Developing fine motor skills

the areas of reading, writing, mathematics,

ogy support the School’s mission of whole child

leads to the formation of upper and lower case

social studies, science, art, world language,

education. Basic skills are taught in each area

letters, using correct proportions and spacings.

library, music, physical education and technol-

and some projects are integrated with core

Spelling includes learning to apply phonetic

ogy. In all curricular areas, concepts are intro-

classroom curriculum. A learning resource

knowledge to new words and using common

duced at the concrete level and become more

teacher supports students who need extra

sight words. The students practice auditory

complex and detailed as the student’s knowl-

practice or extension of grade level curriculum.

memory skills including following one, two and

edge and reasoning abilities grow. Teachers

Equally important is the affective curricu-

three part oral directions as well as under-

integrate hands on activities, simulations, field

lum which builds a respectful and nurtur-

standing directional words. Students work to

trips, service learning, and multimedia projects

ing Lower School community. Beginning in

develop their oral language skills: to pronounce

into the academic program. Basic skills are

kindergarten, students learn the importance of

words clearly, express ideas fluently, use com-

taught in a sequential program that progresses

responsibility for behavior and relationships,

plete sentences, expand and enrich vocabulary,

within the grade level and across the six year

group membership, and work. Class meetings

and dictate short stories. Students read and/or

Lower School program.

led by the teacher and/or the Lower School

memorize poetry and patterned literature.

The language arts program begins with the

counselor promote the development of social

References and texts: Rigby PM Series; Health

introduction of reading and writing skills in

skills and the values of respect and respon-

PrePrimers; Beginning to Read, Write and Listen

kindergarten and culminates in grade five with

sibility for ourselves, for others, and for the

(MacMillan-McGraw-Hill); National Geographic

independent, confident readers and authors.

environment. Mixed grade level “families” meet

Nonfiction Series; Guided Reading Leveled Books,

Reading instruction combines phonics and

regularly and the fifth grade leadership council

Secret Stories, Mosaic of Thought

whole language. Many writing assignments are

coordinates community service opportunities

integrated into the reading, social studies and

and spirit days. Each Friday the entire Lower

Mathematics

science curricula. The library and technology

School gathers for a community assembly, fea-

The kindergarten math program introduces the

teachers support classroom lessons.

turing class plays, special guests, appreciations,

rudimentary concepts in each of the six strands

singing and sharing.

covered in the Lower School math curriculum.

The Lower School math program develops

Using a large variety of manipulative materi-

mathematical thinkers who can compute, problem solve and think flexibly. Skills build from year to year in each of the six strands of the math program: number sense, operations and computations, measurement and geometry, patterns and relationships, mathematical reasoning, and data analysis. Concepts are taught from concrete to abstract levels with manipulative materials, texts, workbooks and technology. The social studies curriculum develops an understanding of the components of a respectful and nurturing community. Study begins with family, friendships, and self, and moves out to local, regional and international communities. Students study the history of California and the early United States. A variety of print and Internet resources, interviews, videos, and field trips supports the acquisition of knowledge and understanding of social studies, history, globalism, multiculturalism and ecological literacy. The science curriculum introduces Lower School students to a variety of units in the life, physical and earth sciences. Each year brings more complexity to the skills of questioning, observing, hypothesizing and experimenting. The science resource teacher and the well-equipped science lab support classroom lessons.

8

Head-Royce School

Kindergarten Language Arts

als, students work to develop a wide range of concepts and skills including: securing 1 to 1 correspondence, counting sequentially to 100,

The kindergarten language arts program builds

skip counting by 2s, 5s and 10s, reading and

the foundations for reading, writing and listen-

writing numbers 1–30, understanding number

ing skills. Familiarity with oral language is key

value to 10, recognizing odd and even numbers,

to developing proficient readers. Students listen

and developing math language such as greater

to and recite a wide variety of spoken lan-

than, less than, equal to, plus, and minus. In

guage forms: stories, myths, fairy tales, poems,

addition, recognizing, building and expanding

words to songs and chants. A strong whole

patterns, solving oral problems with manipu-

language program, which combines phonics,

latives, diagrams, drawings, numerals and

shared, guided and independent reading,

graphs, recognizing the concepts of whole and

language experience and story modeling and

one half are introduced. Some practice with

writing, is used. Every day students work on

nonstandard measurement, liquid, linear and

the various strands that comprise the reading

weight, as well as with fractions, the calendar

process are worked on, beginning early in the

and clock time to the hour is included.

year with readiness activities (alphabet study)

Texts: Progress in Mathematics (Sadlier-

and covering more advanced material (guided

Oxford); Marcy Cook; Math Their Way; Everyday

reading) as the year progresses. In prepara-

Math; Teacher Reference Books; Making Math

tion for formal reading kindergartners learn

Real, David Berg

to identify the upper and lower case letters by name, associate consonant sounds with letters,

Social Studies and Science

become familiar with all short and long vowel

Social studies and science are integrated with

sounds and become secure with left to right

language arts and focus on curricular themes.

progression in reading and writing. Students

Social studies units focus on Who am I and

learn to blend sounds to form words, recognize

what is family? and include discussions of

and build word families, and begin to develop

friendship and conflict resolution and problem

a sight vocabulary. Kindergartners practice

solving. Their studies include geographic

writing skills through dictation, writing sen-

awareness of continents and countries. Kinder-

tences, short stories and poems. They write in

gartners gain an understanding of celebrations,


holidays and traditions in a variety of cultures. Service learning occurs at the Salem Lutheran Home elder care facility. In science students gain an understanding of living and

References and Texts: Mosaic of Thought,

The first grade science program develops a love

SRA Multiple Skills Series

and fascination for science. Students develop

nonliving, the inter-relationship between

Mathematics

plant and animal life, the concept that all

The first grade math program promotes

living things require space, air, water, food and

excitement for mathematics while practicing

shelter. Units may include biological studies of

the basic skills in computation and problem

plant and animal life, food and nutrition, birds,

solving. A key first grade concept is place value

marine mammals, dinosaurs, insects, and

and mastery of understanding numbers to 100.

spiders. Physical science includes changes in

Other first grade concepts and skills include:

matter and space.

counting sequentially into the hundreds,

Texts: Social Studies Alive: Me and My World

Science

Secret Stories, Guided Reading, Explode The Code,

reading and writing numbers from 1–100, skip

and My School and Family, Teachers’ Curriculum

counting, identifying and writing two and three

Institute

digit numbers, learning relationships between numbers, addition and subtraction facts to 12,

skills in observing, exploring, experimenting, predicting, and collecting and recording simple data. Units of study include the sun, Earth, the night sky, solids and liquids, the human body, and the beach or a forest habitat. Field trips and the science lab support classroom studies. References and texts: Solids and Liquids; GEMS Guides; Magic School Bus Series, Patricia Lauber, Ruth Below Gross; Science Books by Gail Gibbons, Seymour Simon

Second Grade

Art

and addition and subtraction without regroup-

Language Arts

Art is integrated into all aspects of the curricu-

ing. Fractions, weight and linear measurement,

The second grade language arts program

lum. Projects include, finger painting, painting

coins, clock and calendar time are included.

fosters independent readers and writers and

with tempera, acrylic and watercolors, paper

Students are expected to identify and repro-

encourages reading for pleasure. Regular small

mache, collage, sketching with chalk, crayon,

duce shapes such as rectangles, hexagons, and

group and independent reading of themati-

pastels, sewing and working with clay.

trapezoids. Number, visual and spatial patterns

cally selected texts bolsters reading enjoy-

are integrated throughout the curriculum.

ment.Phonics skills are reviewed and com-

Manipulative materials and strategies are used

prehension skills are emphasized: reading for

throughout. Mathematical reasoning is intro-

specific details and the main idea, sequencing,

duced through addition and subtraction word

predicting outcomes and interpreting figura-

problems.

tive language. Critical reading skills are used

First Grade Language Arts The first grade language arts program promotes an excitement for reading, systematically teaches the discrete skills of the reading process and empowers each child to be an author. The reading curriculum is designed to meet a variety of skill levels and learning styles. Reading instruction includes phonics, comprehension and fluency skills. Children work in small groups, independently or with partners and have opportunities for oral, group, partner, quiet, and choral reading, and drama. Materials include multiple copies of children’s literature, phonics and comprehension workbooks, Word Study program, secret stories, student writing, poetry and songs. Reading and writing are often integrated. Written activities frequently accompany a reading selection. Through a developmental writing program children express themselves in many areas, particularly reading and social studies. For creative writing, children are encouraged to spell the way they think a word sounds. Children write for a variety of venues and audiences, such as poetry, story and journal writing, letters, plays and puppet shows. Examples of authors included in language arts: Patricia Polacco, Robert McCloskey, Tomie de Paola, Paul Goble, Robert D. San Souci, Arnold Lobel, James Marshall, Cynthia Rylant, William Steig, Kevin Henkes, Jan Brett, Eric Carle, Marc Brown, Mo Williams, John Burningham, Roald Dahl

References and texts: Making Math Real,

to identify fiction and fact, cause and effect,

David Berg; Progress in Mathematics (Sadlier-

inferential and evaluative thinking. Students

Oxford); University of Chicago: School Mathematics

read orally for fluency and expression. Spelling

Project: Everyday Math (Everyday Learning Corp.);

and word study units include: multiple mean-

Teacher Reference Books: Marilyn Burns; Law-

ings, homonyms, synonyms and antonyms,

rence Hall of Science; Marcy Cook

rhyming words, simple analogies, comparisons and categorizing, alphabetizing words, simple

Social Studies

dictionary skills and vocabulary extension. Oral

First grade builds a respectful and nurturing

language, active listening and group participa-

classroom culture with studies of community,

tion are practiced. Writing complete sentences,

Mexico, and community outreach. Each class

independent use of writing mechanics, punc-

operates as a model town with businesses and

tuation, capitalization, as well as developing

jobs, such as banker, postmaster, and com-

beginning, middle and ends to stories are the

munity manager. The children gain familiarity

focus of the second grade writing program.

with the larger communities of Head-Royce

Creative expression is encouraged. A Writer’s

School and Oakland through interviews, field

Workshop that includes brainstorming, draft-

trips and community service. They study other

ing, sharing, conferencing, editing, and pub-

cultures to experience customs, traditions, art,

lishing, further develops the writing process.

and geography, and to build a foundation of

Manuscript skills are practiced.

celebrating differences and similarities among

References and texts: Going Places (Silver

groups. Individual students and their families

Burdett & Ginn); Garden Gates (Silver Burdett

share cultural customs and traditions. Field

& Ginn); A New Day (Silver Burdett & Ginn);

trips support the studies.

Working Words in Spelling B, C (Houghton Mifflin

References and texts: Multicultural Literature—Theme of Friendship, Patricia Polacco, Vera B. Williams, Ezra Jack Keats, Kevin Henkes, Carmen

Co.); Daily Oral Language Level 2 (McDougal, Littell); Barnell Loft Specific Skills; Mosaic of Thought

Lomas Garza, Tomie de Paola; Social Studies Alive:

Mathematics

My School and Family and My Community, Teach-

Second grade math students continue work

ers’ Curriculum Institute

in the six math strands. The key concepts for the year are addition and subtraction with regrouping and the introduction of multiplication. Other concepts and skills include: place Information Bulletin 2012–2013

9


value, from ones to thousands, mastery of addi-

in a year-long study of our local Sausal Creek.

Mathematics

tion and subtraction facts through 20, math

The FOSS kit, Balance and Motion gives the

The third grade math curriculum solidifies the

vocabulary for whole number operations: sum,

children an opportunity to learn about physi-

skills learned in the primary grades and applies

difference, product, quotient; the addition and

cal science through the forces of balance and

concepts to larger numbers. Concepts and skills

subtraction of like fractions, liquid and weight

motion. An introductory unit on magnification,

include: recognizing and writing numbers to

measurements, computation of dollars and

through the use of hand lenses and compound

1,000,000; comparing and ordering numbers;

cents, telling time to the minute, adding and

microscopes, provides the children with an

rounding to the nearest 10 and 100 place. Com-

subtracting minutes to and from the hour, sym-

opportunity to use scientific tools. The year cul-

putation is also emphasized through practice of

metry, lines, line segments, angles. Spatial rea-

minates with a study of life cycles, by watching

basic facts in adding, subtracting, multiplying,

soning and numeric and geometric patterns are

the growth and development of silkworms and

and dividing for accuracy and speed. Addition

included. Mathematical reasoning is reinforced

mealworms. Science is integrated throughout

with regrouping to 1000’s place and subtracting

with one and two step addition and subtraction

all curriculum areas.

with regrouping and with zeros through 100’s,

word problems. Problem solving and reasoning

References and texts: Pebbles, Sand and Silt

multiplication of two and three digit numbers

strategies are extended. Pictorial graphs, bar

(FOSS); Kids in Creeks (The Watershed Project);

by one digit numbers and estimation is also

graphs and tables build skills in data analysis.

Balance & Motion (FOSS); Silkworms and Mealworms

taught. Fraction skills include identifying frac-

(Teacher Created Materials, Inc.); Microscope

tion parts, comparing fractions and finding

Explorations (GEMS)

equivalent fractions. Facility with time, money

References and texts: Making Math Real, David Berg; Progress in Mathematics (SadlierOxford); Techniques of Problem Solving, Dale Seymour; TILES, Marcy Cook; University of Chicago: School Mathematics Project: Everyday Math (Everyday Learning Corp.)

and measurement is also developed. Telling

Third Grade Language Arts Third grade is the bridge between the primary

Social Studies

and upper elementary curriculum. The third

The second grade social studies curriculum is

grade program solidifies the primary reading

concerned with relationships among people,

and writing skills and begins the development

families and the community. Through litera-

of inferential and evaluative skills. Students

ture, film and discussion, students compare

continue to grow as independent readers.

and contrast our culture with others. Students

Comprehension and critical reading skills are

study Egypt and Indonesia in depth. Beginning

practiced. Students read orally to enhance

map and globe skills are introduced. Citizen-

expression, phrasing and enunciation. Vocabu-

ship and community leaders are studied with

lary and word study skills are expanded to

an emphasis on African-American and female

include analogies, homonyms, synonyms and

leaders in American history. The family unit is

antonyms, contractions, possessives, prefixes,

a study of various family configurations, includ-

suffixes, and syllabification rules. Dictionary

ing the nuclear family, divorce, gay/lesbian

skills including multiple meanings, guidewords

parenting, adoption, guardianship, and step

and pronunciation key are studied. Students

parenting. The unit focuses on a family’s love,

practice active listening and oral skills through

care and support for its members regardless of

the presentation of reports, puppet shows,

the composition.

plays, and poetry recitation.Written language

References and texts: Junior Classroom Atlas

skills emphasize creativity and clarity. Students

(Rand-McNally); A collection of resource books

are expected to write in complete sentences

and literature on Indonesia and Egypt. A sample

adding active words and descriptive vocabulary.

of the books and literature for the Family Unit:

Skill development includes the use of begin-

Dinosaurs Divorce, Brown; How I Was Adopted,

ning, middle and end in short stories and of

Cole; We Adopted You, Benjamin Koo, Girard; Zack’s

punctuation marks and capitalization. Empha-

Story: Growing Up with Same Sex Parents, Green-

sis is placed on paragraph development using

berg; Beginnings: How Families Come to Be, Kroll;

topic sentences and supporting details. Begin-

All Kinds of Families, Simon; That’s a Family (video),

ning research and note taking skills are intro-

National Council on Family Relations; Social

duced, culminating in a formal, written report.

Studies Alive: My Community and Our Community

Handwriting continues to be emphasized with

and Beyond, Teachers’ Curriculum Institute

practice in manuscript and the introduction and practice of cursive writing.

Science

References and texts: Barnell Loft Specific

The students develop observation, classifica-

Skills; Catching On (Open Court); Reading and

tion, and predictive skills in second grade,

Thinking (Continental Press); Word Study, Level

beginning with the study of earth materials

D (Modern Curriculum Press); Working Words in

in the Pebbles, Sand and Silt FOSS kit. They

Spelling D (Houghton Mifflin); Mosaic of Thought

build on these skills by doing research and experimentation throughout the second grade 10

Head-Royce School

time to the minute, simple elapsed time problems, schedules and the concept of a.m. and p.m. are covered. Fluency with coins, making change, the decimal point and computation with money is strengthened. Measurement skills cover non-standard, standard and metric units of length, weight, volume and temperature. Perimeter, area and estimation are also introduced. Sets, palindromes, Venn diagrams and fact families develop numerical and geometric patterns. One and two-step word problems, estimation skills, problem solving, logic and reasoning strategies are developed. Data collection and graph design help predict results and solutions. References and texts: Making Math Real, David Berg, Progress in Mathematics (SadlierOxford); University of Chicago: School Mathematics Project: Everyday Math (Everyday Learning Corp.); Teacher Reference Books: Marilyn Burns; Lawrence Hall of Science; Marcy Cook; supplemental materials, math games

Social Studies The focus of the social studies curriculum examines and builds an awareness of the multicultural diversity found within the San Francisco bay area. In addition, students learn about people and situations that have had a historically significant impact upon our state. Particular emphasis is given to Japanese, Hispanic (Latino), and Chinese immigrants. Units include: Immigration/Emmigration to California, the San Francisco Earthquake, and the Donner Party. Major themes throughout the year include the “What does opportunity mean?” historical perspective, comparing and contrasting cultural traditions and differences, investigating the process of assimilation into new cultures as well as the impact one culture can have upon


another. Literature, writing and science are

as subject and verb agreement, parts of speech,

Problem Solving, Dale Seymour; Making Math Real,

integrated with the social studies topics. Maps,

punctuation and capitalization, and topic and

David Berg; Math Quest (Interact)

globes, diagrams and models are studied.

concluding sentences. Skills are applied to a

Science

variety of writing styles: creative and exposi-

Social Studies

tory writing, poetry, journals, opinion papers,

Fourth grade social studies is the study of the

An extensive study of the San Francisco Bay

note taking and dictation. Writing assignments

five land regions of North America. The year

Area integrates science with language arts,

are frequently integrated with all other curricu-

begins with a study of California. past and

computers, and social studies. It includes field

lar areas. Cursive writing is refined for legibility

present. The curriculum develops through the

trips to study the ecology and marine life of

and speed. Dictionary skills are practiced.

study of other United States regions with an

the San Francisco Bay. Other science units may

Texts: Daily Oral Analogies (Houghton Mifflin);

emphasis on multiculturalism, globalism and

include: the watercycle, earthquakes, prairie

Daily Oral Language (Houghton Mifflin); Working

sustainability. Geography skills include the

ecosystems, mystery powders, construction

Words in Spelling E (Houghton Mifflin); Daybook

physical features of the United States. Other

(i.e. bridges), and Wisconsin Fast Plants. Third

(Houghton Mifflin); Vocabulary for Achievement

areas emphasized are the states and capitals

graders develop skills of observation and clas-

(Houghton Mifflin); The Winston Grammar Program

and mapping skills. Current events are also

sification, make and test simple hypotheses,

(Precious Memories Educational Resources)

discussed. The fourth grade study goes outside

keep simple records and graph experimental

Literature: Mosaic of Thought; Fourth Grade

with a two-day overnight to Coloma, CA. The

results. A unit on animals includes the study of

Rats, Jerry Spinelli; Sing Down the Moon, Scott

year ends with a culminating report on a state

habitat, adaptations, classification, and behav-

O’Dell; Journey to Topaz, Yoshiko Uchida; In the

within the USA.

ior and culminates with an individual written

Year of the Boar, Betty Bao Lord; The Summer of

research project.

References and texts: Time for Kids, weekly

the Swans, Betsy Byars; By the Great Horn Spoon,

news magazine for students; Atlas (Rand

References and texts used in reading,

Sid Fleischman; My Side of the Mountain, Jean C.

McNally); individual student maps; Daily Oral

social studies, and science: Social Studies Alive:

George; From the Mixed-up Files of Basil E. Frank-

Geography, (Houghton Mifflin); Social Studies Alive:

Our Community and Beyond, Teachers’ Curricu-

weiler, E.L. Konigsberg; Call It Courage, Armstrong

Regions of Our Country, (Teacher’s Curriculum

lum Institute ; San Francisco, Deborah Kent; …

Sperry; Island of the Blue Dolphin, Scott O’Dell;

Institute); Oh, California, (Houghton Mifflin);

If You Lived at the Time of the Great San Francisco

Shiloh, Phyllis Reynolds Naylor; Rules, Cynthia

Understanding California, (The California Histori-

Earthquake, Ellen Levine; People of California,

Lord; Bandit’s Moon, Sid Fleischman; The Ballad

cal Society); Interactive student notebook

Ansary; Dragon Parade, Stephen A. Chin; A Day’s

of Lucy Whipple, Karen Cushman; Riding Freedom,

Work, Eve Bunting; Dnitra Brown, Grimes; The

Pam Muñoz Ryan

Skirt, Gary Soto; Harvesting Hope, Krull; How Many

Science Fourth grade science includes life science

Days to America, Eve Bunting; Coolies, Soentpiet;

Mathematics

units involving ecosystems, food webs, the

The Bracelet, Yoshiko Uchida; Red Means Good

Fourth grade math applies basic skills to

human body and nutrition; physical science

Fortune, Barbara Diamond Goldin; Terror in the

numbers to 100,000,000. Concepts and skills

units include magnetism and electricity; earth

City, Bonnie Taylor; Search for Gold Mountain,

include: rounding numbers to the nearest 1000,

science units include earth materials and the

M.J. Cosson. Pioneers: If You Traveled West in a

mastery of place value to 1,000,000, prime

geological features of California coastal regions.

Covered Wagon, Levine; Next Spring an Oriole,

numbers and factors are introduced; addition

A scientific reasoning and technology unit

Whelan; Across the Wide and Lonesome Prairie,

and subtraction with regrouping of numbers

focuses on simple machines using Legos.

Dear America Series; One Day on the Prairie,

to 1,000,000; multiplication using one and

References and texts: Food Web (Delta);

George. Native Americans: Children of the Wild

two digit multipliers, division using one digit

Electricity & Magnets (FOSS); Earth Material (FOSS);

West, Freedman; Buffalo Jump; Living in a Prairie,

divisors, averaging numbers and estimation;

Human Body/Nutrition (AIMS); Simple Machines

Baldwin; Native American legends by a variety

mental math, word problems; fraction reduc-

(Legos)

of authors, primarily Paul Goble. Bay Area: Our

tion and equivalents, adding and subtracting

Region, Past, Present and Future, Teacher’s Cur-

fractions with like denominators and mixed

Fifth Grade

riculum Institute

numbers, multiplication of fractions, renam-

Language Arts

ing fractions; ratio is introduced; decimal place

Fourth Grade Language Arts The fourth grade language arts program expands the upper level reading and writing skills. Through written work, literature circles and oral discussion students continue to expand their reading comprehension skills as well as their thinking and inferential reasoning skills. Vocabulary development and word analysis skills focus on spelling patterns, root words, suffixes and prefixes, homonyms, synonyms and antonyms. Sentence and paragraph structures are broadened with the addition of detail, attention to language mechanics, such

Fifth grade language arts brings together

value, operations, reading and rounding deci-

the reading and writing skills of the previ-

mals. Geometry skills include, calculating the

ous grades. Novels that incorporate values,

area and perimeters of squares and rectangles

multiculturalism, and decision-making are read

using standard and metric units; compasses

and discussed. In large groups and literature

and protractors are introduced. Geometric

circles short stories are used to practice active

vocabulary, such as simple angle measure-

reading and develop inferential comprehen-

ments, lines, line segments and rays, and the

sion. Reading is connected to writing through

concept of parallel lines are introduced. Prac-

discussion and practice. Specific and critical

tice continues with money in problem solving,

reading skills are taught in literature, social

telling time to the minute and second, using

studies texts, news and children’s magazines,

the symbols of a.m. and p.m. and elapsed time

and research materials including Internet sites

problems. Measurement is also covered.

and on-line databases.

References and texts: Progress in Mathematics (Sadlier-Oxford); TILES, Marcy Cook; Techniques of

Writing instruction emphasizes paragraph formation using topic sentences, narrowing

Information Bulletin 2012–2013

11


ideas from general to specific, and expanding

SOCIAL STUDIES

Specialist Programs

detail and description. A writing portfolio helps

The social studies curriculum begins with a

develop the process of writing, conferencing,

comprehensive study of government. The first

Art

editing and publishing. Assignments include

unit of study follows the evolution of U.S. Gov-

a variety of genres: creative, expository, and

ernment from the strengths and weaknesses of

poetic. Research papers synthesize research

the Articles of Confederation to the structure of

ideas and utilize note taking, outlining and

the U.S. Constitution and Bill of Rights and how

organization skills. Written language skills

they affect the modern world. This unit con-

include: formal grammar and mechanics,

cludes with a study of local governments in the

expanding vocabulary, daily analogy prac-

Bay Area. The second unit is a study of the geo-

tice, and selected spelling/phonics exercises.

political, social, and economic events that led

Oral language skills are developed through

up to the American Revolutionary War and the

speeches, drama, recitation, and listening.

Civil War. The far reaching ramifications of the

References and texts: Daybook of Reading and

wars is a primary focus of the in depth study.

Writing (Great Source); Barnell Loft Specific Skills

The final unit is an examination of American

(Barnell Loft); Vocabulary for Achievement (Great

social justice. Students study the civil rights of

Source). Grade-appropriate novels by well-known

American citizens. They conduct research on a

authors, such as Best Bad Thing, Yoshiko Uchida;

wide range of civil rights topics and integrate

Freedom Train, Dorothy Sterling; The Real Thief,

language arts, social studies and technology in

William Steig; Phantom Tollbooth, Norman Juster

an integrated, multimedia project.

Mathematics Fifth grade math synthesizes the math concepts and skills taught in the earlier grades. Problem solving, flexible thinking and mental math play important roles in skill acquisition. Concepts and skills include: working with numbers to the trillions, scientific notation, prime factors and factorization, rounding and integers, exponents, estimation skills; whole

The Mind That’s Mine unit follows the science unit on the human brain and focuses on memory, diverse learning styles and developing appropriate strategies to become a more effective student. References and texts: History Alive: America’s Past, Teachers’ Curriculum Institute; History of United States Books 5 & 6, Joy Hakim; Freedom Train, Dorothy Sterling; Gold Rush (Interact)

The four main components of the Lower School art program are: 1) exploration, the making of art through a variety of medium, 2) art history, the study of individual artists, art movements and cultures, 3) criticism, learning to critique and assess one’s own work as well as the work of other students and artists, and 4) aesthetics, defining art while developing personal ideas and an appreciation of art. Art lessons focus on: 1) artistic perception—the essential vocabulary of the visual arts and the basic knowledge and skills necessary to communicate in the visual arts, 2) creative expression—experiences that foster problem solving, reflective thinking and that promote originality, imagination and creativity, 3) historical and cultural context—the confidence that comes from making connections with great traditions and the critical judgment that comes from considering one’s work with that of predecessors and contemporaries, 4) aesthetic valuing—to criticize justly and value a work artistically using the first three components. Media include: collage, watercolor, drawing, clay, papermaking, painting, printing, and many others.

WORLD LANGUAGES The French and Spanish language program,

number operations, two digit division, positive

Science

and negative number function, order of opera-

The anatomy, structure and functions of the

tions; converting fractions and decimals into

human brain form a core unit in fifth grade

percents, and finding the percent of a number,

science. Sheep and human brains are observed;

adding and subtracting fractions with common

the development of the brain, learning styles,

denominators. Measurement becomes more

and disabilities are studied; and brain based

accurate and includes length, width, height,

learning strategies are explored. A unit on

depth, elevation, and volume, circumference

mixtures and solutions introduces simple

and conversions with standard measurements.

topics in chemistry through experimentation.

Geometry topics include: vertical and adjacent

Skills in measurement, observation, deduc-

angles, parallel and perpendicular lines, cir-

tion, and experiment design are developed.

cumference and pi, geometric solids, polygons,

Robotics, a program developed by Lego

quadrilaterals and scale drawings. Skills in

Mindstorms, involves the building of complex

mathematical reasoning include solving multi-

working models that incorporate lights, sound,

step problems and word problems, using logical

motors, switches and sensors, and electrical

reasoning, and flexibility in choosing strategies

connections with programming on computers

and problem solving. Pre-algebra equations

to control robots. Mini-units on the eye and

LIBRARY

and use of variables to represent unknowns are

energy sources extend the fifth grade studies.

The Lower School Library supports and

introduced. Data analysis skills are introduced

References and texts: The Mind That’s Mine,

in grades 2–5, is based on communicative language learning. The aim is to create excitement for learning and discovering a new language and culture. The program includes aural immersion, the development of speaking skills and some reading and writing skills. Students practice using the target language in whole group and partner activities, games, songs, and skits. Visuals, props, realia, and hands-on activities are essential for successful student involvement. A wide range of language tools is provided to help students comprehend and express themselves. Students are introduced to cultural customs and celebrations from language-specific cultures around the world.

enhances the curriculum by providing materi-

and reinforced using tables, sample size,

Mel Levine; Computer Program “Robolab” (Lego

als for kindergarten through fifth grades,

variety of graph types, median, mean, mode,

Dacta); Mixtures and Solutions (FOSS)

and is also a resource for older students and

and likely and unlikely outcomes. References and texts: University of Chicago:

faculty. The library fosters an appreciation of traditional and current literature, as students

School Mathematics Project: Everyday Math (Every-

are exposed to the best fiction and non-fiction

day Learning Corp.); Sadlier-Oxford; Making Math

books. Students also learn skills to help them

Real, David Berg; Math Olympics

understand the organization of libraries, and

12

Head-Royce School


use the library for research, incorporating infor-

strategies are stressed at this level. Confidence

mation from reference sources, databases, and

in physical skills as well as the development

the Internet. Story times enhance and extend

of conditioning, cardiovascular efficiency and

issues in the curriculum, highlight special

total fitness are important goals. Students work

classroom content, and provide cultural liter-

together to develop the qualities of leadership,

acy. The librarian collaborates with teachers to

cooperation, honesty and self-control. Group

provide experiences that connect with learning

swim lessons are included for grades 2–5 in the

in the classroom. Time in the library offers chil-

fall and spring.

dren an opportunity to enjoy and share books with friends in a relaxing atmosphere.

TECHNOLOGY All Lower School students regularly visit the

MUSIC

computer lab. The technology program strives

The K–5 music program is based in the Orff-

to prepare media-literate students who can use

Schulwerk approach developed in Europe by

technological resources with ease. Creativity is

composers Carl Orff and Gunild Keetman. It

encouraged through art, writing, and recording

explores and then defines the basic elements

activities, and flexible thinking is developed

of music: rhythm, pitch, dynamics, articula-

as students apply learned skills to increas-

tion, and expression. Children are presented

ingly complex applications. Students employ a

with musical ideas through a variety of modes

variety of software tools for creating graphics,

including games, songs, chants, rhymes, poems,

slide presentations, text documents, video,

folk dances, creative movement, and playing

animations, and podcasts.

classroom instruments. Music literacy follows

Classroom studies are often reinforced with

these direct experiences. Our musical selec-

projects in the computer lab. Software pro-

tions include a wide variety of cultural musics.

grams also support classroom curriculum.

Our instruments include barred instruments (such as xylophones), recorders, ukuleles, and a myriad of percussion instruments. Every year students perform at the Holiday Program. Third through fifth graders also present a spring performance in the theater. There are also after school music opportunities for Lower School students. There is a band for grades 3–5 that meets twice a week; Da Capo is a choir of 4th and 5th graders that meets once a week. Additionally, instrumen-

Examples: • problem solving and critical thinking programs that support math, science, and social studies topics • interactive activities to develop historical background • skill-specific math software to practice basic math facts • interactive phonics and reading software for the younger students Keyboarding, with proper finger placement,

tal private lessons are offered after school on

is introduced in first grade and continues

campus starting in third grade. The band and

through fifth grade through age appropriate

the choir perform on and off campus during

software.

the year.

PHYSICAL EDUCATION

Students begin computer-based research in second grade, practice yearly, and solidify their skills in three rigorous research cycles in

The physical education program, in grades K–3,

fifth grade. Our library data bases and teacher-

provides a variety of experiences to promote

approved web sites assure quality resources,

physical growth and development of the

and an online citation builder helps fourth and

children in an environment that is conducive

fifth graders credit their sources.

to fun and relaxation. Activities used at this level are selected to meet the needs, interests and abilities of the group. The goal is to help children become more physically skilled and to succeed according to their individual abilities. A basic understanding of motor behavior in relation to sports, dance and fitness helps children develop positive self-images and physical skills. In grades 4 and 5 the physical education program incorporates skills learned in the primary years in playing team sports. Rules and

Information Bulletin 2012–2013

13


Middle School Curriculum Overview 6th 7th 8th ENGLISH

Language Arts

HISTORY

Defining Civilization: American History Ancient Civilizations

Regional Studies: Africa and Latin America

MATH

University of Chicago Math Program

Problem Solving

Algebra I

SCIENCE

Topics in Science

Life Science

Physical Science

WORLD LANGUAGES

French A Latin A Spanish A or B Chinese A

French A or B Latin A or B Spanish A or B Chinese A or B

French B or C Latin B or C Spanish B or C Chinese B or C

Composition and Literature

Composition and Literature

FINE ARTS Band Band Band Chorus Chorus Chorus Drama Digital Arts Digital Arts Studio Arts Drama Drama Jazz Band (before school) Jazz Band (before school) Lights, Camera, Action Lights, Camera, Action Orchestra (audition) Orchestra (audition) Songwriting Songwriting Studio Arts Studio Arts PHYSICAL EDUCATION

P.E. 6

All Grades 6–8 ACTIVITIES

Community Service, Current Athletic Team Practice, Study Hall, Film, Debate, Math Counts Club, History Simulation, Swimming, Strength Conditioning, Jewelry Making, Ceramics, Readers’ Café, Girl Hang Out, Board Games, Rap Battle

P.E. 7

P.E. 8

Upper School Curriculum Overview

9th

10th 11th

12th

ENGLISH

Intro to Composition & Lit.

American Lit.

Senior Electives

HISTORY

Regional Studies II: American History (H)* Western Culture & Civ.* Russia, China, India & Globalization

Senior Electives AP Art History Economics

MATH

Geometry Algebra II Precalculus Geometry (H) Algebra II (H) Precalculus (H)

Calculus & Statistics AP Statistics AP Calculus AB/BC Multivariable Calculus

SCIENCE

Conceptual Physics Chemistry (H)* Biology AP Biology

Senior Electives AP Physics AP Environmental Science

Western Classical Lit.

*Students may take an AP Preparation Seminar for Chemistry, European History, and U.S. History

All Grades 9–12 WORLD LANGUAGES

Chinese I, II, III, IV (H), V/AP French I, II, III, IV (H), French Literature & Cinema (H), AP Language Latin I, II, III, IV (H)/V, Advanced Latin Seminar (H), AP Spanish I, II, III, IV (H), AP Language, AP Literature, Advanced Spanish Seminar (H)

FINE ARTS

Introductory Courses (1/2 credit) 2D Art: Drawing & Painting 3D Art: Intro to Sculpture Drama I Intro to Dance Tech Theater Photography

OTHER ELECTIVES

Debate Expository Writing (School Newspaper) Intro to Computer Science

Advanced Courses (1 credit) (meets the UC Visual and Performing Arts requirement) Advanced 2D Art: Drawing & Painting Film Making Advanced 3D Art Graphic Design Advanced Dance Jazz Band AP Music Theory Advanced Jazz Band AP Studio Art Orchestra/Wind Symphony Chorus Photography II, III Colla Voce Video Production Drama II

AP Computer Science Advanced Computer Science Advanced Program Design Robotics

Global Online Academy Digital courses offered in science, social science, math, and world language. 14

Head-Royce School


9th Grade Sample Schedule

Information Bulletin 2012–2013

15


Upper School Academic Planning Students should be actively involved in plan-

Service Learning/Community Service

ning their Upper School academic programs.

9th grade: All freshmen are introduced to com-

You have many resources: your advisor, depart-

munity service and service learning through

mental faculty, the Academic Dean, and the

their homerooms and through dedicated grade-

Upper School Head, but the ultimate respon-

level projects.

sibility is yours. Spend time with your parents

Graduation Requirements English

4 credits

History

3 credits

Mathematics

3 credits

thinking about your strengths, your workload,

10th and 11th Grade Community Service

and the focus of your academic career when

Students spend these next two years devoting

choosing advanced and AP courses. While you

20 hours each year to service projects. Up to

must meet all graduation requirements, the

10 hours can be completed over the summer.

focus and tenor of your program may be differ-

If hours are not completed in the appropriate

ent from that of your friends. Think carefully

time, a note is placed on the student’s transcript.

about your own goals in choosing courses and

Homeroom Advisors oversee the community

World Languages

in balancing school, extracurricular activities,

service hours.


A total of three years of language study and a

and sports.

Senior Projects (12th Grade)

Please Note:

All seniors are required to complete a Senior

• Students normally take five academic

Project. This project is designed to empower

completion of Algebra II is required.

Science

3 credits

Physics, Chemistry and Biology

3 credits

minimum of level III in grades 9–12 is required. Fine Arts

1 credit

By graduation, students must complete an advanced, UC-approved fine arts course.

courses each semester and must take at

students to make a positive impact in the world

least four. Electives are offered each year

and encourage them to pursue their passions

based on sufficient enrollment. Seniors are

in college and beyond. During the last month

Electives

required to take five credits each semester.

of school seniors no longer attend their normal

An “elective” is any class beyond the minimum

classes. Instead students intern (for a total of

required for graduation (e.g. Advanced

80 hours) at places that they would like to learn

Photography, French IV, Debate, etc.).

• Ninth graders are required to take two electives freshman year. • All courses are 1 credit per full year taken

more about. Projects are shaped to align with

with the exception of introductory Fine Arts

the School’s mission, to demonstrate the indi-

(1/2 credit) and any other courses otherwise

vidual student’s ownership for his/her learning,

noted in this information bulletin.

and to culminate in a deliverable for public

• Courses are yearlong and may not be dropped midyear.

presentation. All students are asked to reflect on how their work impacts those other than themselves. Although not a formal require-

AP Courses

ment, projects often include a dimension of

The School recommends that students limit

service to the community.

their enrollment in AP courses as these courses assign a higher volume of reading and home-

Calculation of GPA

work. On average, Head-Royce students com-

Grade point averages are cumulative by semes-

plete four AP courses by the time they graduate.

ter, with credit for pluses and minuses. All

Teachers in AP courses may assign homework

academic and arts grades are averaged into the

over vacation, and they may ask students to

GPA, with the exception of grades in physical

attend additional study sessions in prepara-

education.

tion for AP exams. Teachers in other courses may also assign reading over winter and spring vacations, with the exception of the Thanksgiving holiday, when no homework (in any course) is assigned. AP students are expected to complete the course and take the exam in May. Any missed AP exams will be reported to colleges.

16

Mathematics through the 11th grade and

Head-Royce School

University of California Requirements Head-Royce coordinates our graduation requirements with the University of California System. In most instances, our requirements exceed the UC requirements.

Physical Education

1 credit

4 years

Includes Health and Safety taken in 9th grade.


Middle & Upper School Courses Computer Science

students who have successfully completed

participating in guided discussions, making

AP Computer Science A. It covers many of

inferences, finding evidence to support liter-

Upper School Courses

the same topics as a standard second-year

ary points, interpreting an author’s meaning,

Introduction to Programming Using Scratch

college computer science course. In particular,

taking notes from literature to provide support

data structures will be covered thoroughly, as

for composition and discussion, and developing

students will study linked lists, stacks, queues,

a literary vocabulary.

This course is designed to give students an exciting hands-on approach to computer science prior to AP Computer Science. The Scratch programming language, developed at MIT, is being used in high schools and colleges across the country. Students in this class will learn to design their own storyboards, animations, and games through a powerful objectbased language. Scratch is an easy-to-use program that uses objects in a 2D world. These video game like worlds are enticing and challenging for the student. Scratch uses a drag and drop interface allowing students to program without the syntax issues common to most programming languages. Everyone should understand how software and programming works and Scratch is a world that we all can understand. Meeting two days a week, this project based course will be a balance of lectures, hands-on tutorials, learning exercises, and programming. Students should expect to work an average of one to two hours a week on written assignments and programs outside of class.

AP Computer Science A: Introduction to Computer Science Introduction to Computer Science is designed to serve both as an appropriate introductory course for students with serious interest in com-

binary trees, hash tables, sets, and maps.

of expository and creative projects with an

Java Applets. Class meets four days a week

emphasis on paragraph development. Students

for lecture, discussion, and lab work. Students

study vocabulary, effective phrases, sentence

will be able to complete most of their assigned

structure, parts of speech, and the elements of

work in class, but will be encouraged to install

a paragraph. They are asked to add cohesive

a Java compiler on their home computer, so

detail, depth, and transitions to their para-

that their assignments can be completed at

graphs. They use informal writers’ notebooks

home if necessary.

to exercise their writing strengths, play with

Prerequisite: AP Computer Science A

Advanced Program Design: Seminar

Introduction to Programming Using Alice course. Prior knowledge of computer programming is not required or recommended. The course emphasis is on programming language features (variables, if-statements, loops), algorithms, data structures, and the basic concepts of objectoriented programming—all taught in the Java programming language. Students are expected to take the A level AP Computer Science test in May. Class meets four days a week for lecture, discussion, lab work, and testing. Prerequisite: 9th graders must be concurrently enrolled in Geometry Honors or Honors Algebra II. 10th through 12th graders have no prerequisites.

Advanced Computer Science: Data Structures and Java Applets Advanced Computer Science is designed for

creativity, pre-draft more formal compositions, and collect ideas for possible future composi tions of their choice. In the spring students are

Advanced Program Design is designed to

introduced to planning and crafting a standard

provide students with a learning experience

five-paragraph essay. Oral language skills are

beyond AP Computer Science and Advanced

developed through participation in small and

Computer Science. The course is structured as a

whole group discussions. Beyond the assigned

seminar, with lectures and discussion centered

readings below, students also engage in the

around one or more major projects. The topics

ongoing Outside Reading program, which

are chosen at the beginning of the year, and

directs students to read and do projects within

are based on student interest. Previous topics

a rotation of genres.

include hardware design, networking theory,

Texts: Firegold, Calhoun; Witness, Hesse;

explorations of security, practical linux experi-

Nothing But the Truth, Avi; The Pearl, Steinbeck;

ence, web development using PHP and MySQL,

Haroun and the Sea of Stories, Rushdie; assorted

compiler design, and the Scheme programming

short stories; Junior Great Books, Series Six (The

language. This is a rigorous course for those

Great Books Foundation); Vocabulary for Achieve-

students who want to use real-world technol-

ment: First Course, Richek et al, ed.

ogy and challenge themselves with collegelevel computer science theory. Prerequisite: Advanced Computer Science

English 7 English 7 exposes students to major genres of literature (novel, short story, drama, poetry,

puter science, and as a second-year course for students who have successfully completed the

Writing instruction includes a wide range

Additionally, students will learn how to write

English Middle School Courses

biography, and others). Selections from these genres present a variety of perspectives and voices that fall under the overarching theme of “different perspectives, truths, and reali-

English 6

ties.” To supplement the required readings is a

English 6 seeks to expand students’ under-

formalized outside reading program that allows

standing and appreciation of literature and to

students to explore further authors’ craft and

develop their creativity and communication

better understand their own reading pace, pro-

skills in composition. Units in both composi-

ductivity, genre interests. In reading, students

tion and literature are connected by two essen-

are taught to understand both the literal and

tial through-lines that shape emphasis in class

abstract levels of a text. In writing, students

and on projects: 1) How can I use writing to

experiment with an assortment of different

make my reader “get” what I am trying to say;

writing styles, including journal-as-springboard,

2) How does one’s experience shape the way

poetry, short stories, description and analytical

one sees things? In their reading, students are

expository essays. The course teaches spelling,

introduced to major genres of literature includ-

grammar and vocabulary within the context

ing poetry, short stories, and novels. Selections

of required reading and student writing on

focus on three themes: justice and fairness;

quarterly projects such as the E.B. White Imita-

adopting a different perspective; adolescence

tion, Twisted Fairy Tale, Literary Analysis Essay,

and relationships. Specific skills include

Freebie, and the Unsung Hero Profile. Students

Information Bulletin 2012–2013

17


maintain records of their writing and reading.

poetry, and graphic novels; a secondary focus

forces? Do we need “others” in order to know

Periodically, students are asked to reflect upon

of our reading is to expose students to differ

ourselves? What is the relationship between

their progress as writers and readers. Students

ent types of texts, and the strategies used in

power and “otherness”? The class is run pri

are also expected to participate in class discus-

tacking each. In the spring, students complete

marily as a seminar; assessment is based on

sion and in small group work.

the I-Search, an extensive research project

the student’s contribution to discussion and

in which they investigate a contemporary

performance on papers and projects.

Texts: Summer Reading: The Princess Bride, Goldman. To Kill a Mockingbird, Lee; Lord of the

topic primarily through personal interviews,

Texts: In Cold Blood, Capote; Metamorphosis,

Flies, Golding; The Miracle Worker, Gibson; short

and secondarily through library and Internet

Kafka; Frankenstein, Shelly; Fifth Child, Lessing;

stories and poetry; Writers INC

research. We teach grammar throughout the

The Stranger, Camus; Slaughterhouse Five, Von-

year. Vocabulary units supplement vocabulary

negut; Othello, Shakespeare

English 8

from the readings.

ferent styles of reading and writing. Students

stories; Macbeth, Shakespeare; A Fine Balance,

English 12: American Fiction & Poetry: Reading and Writing the Short Story

read texts from the four main literary genres

Mistry; selected poems; The Laramie Project,

This course is a survey of the short story, with

(novel, short story, drama, poetry). Selec-

Kaufman et. al.; Maus I and II, Spiegelman;

emphasis on American writers of the 20th

tions from these genres represent a variety

selected articles and profiles from The New York

century. The course traces the development of

of perspectives or “voices” that fall under the

Times and The New Yorker

the short story through the 20th century, and

English 8 continues to expose students to dif-

Texts: 1984, George Orwell; selected short

overarching theme of “windows and mirrors.”

examines the short story both from the point of view of the literary reader, and from that of

stand both the literal and abstract levels of a

English 10: Composition and American Literature

text. Students continue to experiment with an

In English 10 students develop close reading

cally, students learn to take apart stories from

assortment of different writing styles including

and writing skills at a more advanced level.

the perspective of a writer, analyzing writers’

autobiography, vignette, memoir, short story,

Students continue to work with a variety of

use of elements such as plot, setting, character,

poetry, description, and analytical/expository

compositional modes including narrative,

narrative tone and point of view, etc. Assign

essays. Students write both informal journal

compare/contrast, analytical, and argumenta-

ments include the writing of one’s own stories,

entries and several formal papers. To allow

tive essays. The course focuses on major works

as well as projects involving analysis and his-

for further practice and mastery of mechanic

of American Literature. Students grapple with

torical investigation.

fundamentals by the end of year, spelling,

themes from both traditional and contempo-

grammar and vocabulary are taught within the

rary works, and explore the use of characteriza-

Hemingway, O’Connor, Calvino, Marquez, Carver,

context of the required reading and student

tion, dialogue, plot, theme and symbolism.

Moore, Welty, Kincaid, C. Johnson, Mukherjee,

In all readings, students are taught to under

writing. Students maintain portfolios of their

Texts: A Streetcar Named Desire, Williams; The

the writer. Along with examining stories analyti

Texts: Course reader: writers include

Alexie, Jen, Barthelme, Borges, et al. (including

writing and records of their reading. Periodi-

Great Gatsby, Fitzgerald; The Scarlet Letter, Haw-

reading stories published in major magazines

cally, students are asked to reflect upon their

thorne; Beloved, Morrison; When the Emperor

during the semester the course is offered)

also expected to participate regularly in class

English 11: Western Classical Literature

English 12: Women’s Literature

discussion and in small group work.

English 11 is devoted to the development of

Over the past 100 years, the place that women

reading, writing, and thinking skills and to the

writers have held in the fiction world has

the Rye, Salinger; Kaffir Boy, Mathabane; The Sun-

study of some of the major works of Western

changed dramatically. Issues of gender, race,

flower, Wiesenthal, short stories and poetry, class

Literature from Homer to Shakespeare and

ethnicity, and socio-economic status are key

sets of Writers INC

beyond, with special attention given to the

aspects of this genre. This course, adapting

classical and Biblical traditions.

to reflect these ever-changing personal and

progress as writers and readers. Students are

Texts: Farm City, Carpenter; The Catcher in

Upper School Courses English 9: Composition and Literature The primary goal of the English 9 curriculum

Texts: The Odyssey, Homer; Oedipus Rex and

women’s literature in a broader world and cul-

Exodus, the Book of Job, Mark, Matthew; The Can-

tural discussion. Students, in a seminar format,

terbury Tales, Chaucer; Hamlet, Shakespeare

will explore literature from the U.S., Canada,

is to improve and enhance writing skills so that every student leaves the ninth grade with a basic understanding of expository writing. Throughout the year, students work extensively on descriptive, comparative, and argumenta tive essays using guidelines and models from the Humanities Research and Writing Web Site. This writing program is supplemented by

political themes in society, explores the role of

Antigone, Sophocles; from the Bible: Genesis,

the Middle East and India, while also personally

Senior Electives

exploring how their own cultural context plays

During the senior year, students choose one

into these themes in their own lives. Students

elective each semester from among the offer-

will write several critical essays as well as a cre-

ings. Senior electives may vary from year

ative/personal/fictional piece about the cross-

to year. The following electives are typically

road of gender and culture in their own lives.

offered during the school year.

Texts: The God of Small Things, Roy; The Handmaid’s Tale, Atwood; The Woman Warrior,

a study of literature, in which students read

English 12: Alienation

Hong Kingston; Persepolis, Satrapi; Jane Eyre,

works from different parts of the world, and

In this course students read and discuss texts

Charlotte Brontë

discussions explore the literary, thematic, and

that deal with the experiences of outsiders

historical aspects of these works. We read texts

or “others.” Students grapple with questions

English 12: Japanese Literature and Culture

from a range of literary styles: novels, memoirs,

such as: What does it mean to be an “other”? Is

This is an experiential course on the literature

plays (both contemporary and Shakespeare),

“otherness” self-defined or defined by outside

and philosophy of Japan. Students will read the

18

Head-Royce School


entire Tao Te Ching and selections of Japanese

dramatic genre, and the expression of theme.

be able to understand the roots and tenden

prose and poetry from Murasaki to Kawabata.

They also study character and motive from the

cies of contemporary drama. Students will also

We will discuss Eastern concepts of reality (e.g.

actor’s perspective, analyzing speeches in terms

have an opportunity to write their own plays

non-dualism, karma) and compare them to our

of the dramatic beats, and do dramatic readings.

based on the styles of this period, and to read/

more familiar Western concepts. Students will

Finally, the students write interpre tive essays.

act in their own and others’ plays. Dramatic

be responsible for a limited number of papers and a major experiential project. Texts: Tao Te Ching, Lao Tsu; The Tale of Gengi,

Texts: As You Like It, Henry IV (Part One), King Lear, Shakespeare

and literary theories covered include episodic structure, realism, naturalism, impressionism, expressionism, epic theatre, absurdism, and

Shikibu; “Patriotism,” Mishima; Kitchen, Yoshi-

English 12: Wit Lit: The Art of Satire

moto; selected haiku

In this course students read and discuss texts

play a week, write three major essays or plays,

that not only make us laugh, but also make us

English 12: World Literature: The Big Book

and write several short scenes in the styles

notice social ills and human weaknesses. Stu

they are studying.

Some of the greatest literary pleasure comes

dents will think about how the author gets his/

from sinking your teeth into a substantial

her point across and what the author wants us

novel; and some of the most substantial, most

to do about the problems identified. The class

revered novels are too big to be approached in

will be run primarily as a seminar; assessment

Expository Writing

most classroom settings. But if you’ve looked

will be based on the student’s contribution to

The purpose of this class is to learn various

forward to tackling a Really Big Book, and

discussion and performance on papers and

styles of journalistic writing and to publish the

thought a classroom would make for the best

projects. The culminating assignment asks

school newspaper, The Hawk’s Eye. Not only do

opportunity to revel in the myriad joys that can

students to write their own satires, which will

students learn specifics in writing strong news

only be offered by such a book, your chance

be shared with the whole class.

stories, editorials, features, reviews and sports

has arrived. In the spring, we’ll tackle Tolstoy—

Texts: A Modest Proposal, Swift; Pride and

existentialism. Students are required to read a

Other English Electives

stories, but they also come to under stand

probably Anna Karenina, but possibly War and

Prejudice, Austen; The Importance of Being Earnest,

all aspects of newspaper production includ-

Peace—and immerse ourselves in the profound

Wilde; Alice in Wonderland, Carroll; Monty Python

ing layout and design, interviewing skills and

pleasures of Russian literature. Along with the

and the Holy Grail; assorted poems and songs

journalism ethics. The school newspaper is an

novel we’ll examine criticism, short writings

extremely important part of the high school community as well as the entire Head-Royce

have been made at adaptations of the novel.

English 12: World Literature: Comparative World Mythology

But mostly we’ll just read. There are few writers

Joseph Campbell, building on Jung, claimed

an avenue to air their opinions and to write

in any tradition as great as Tolstoy—now’s your

that dreams were private myths, and myths

about serious and light topics. The importance

chance to learn why.

were public dreams. People certainly have

of publishing a responsible school newspaper

been telling these stories long before books

will be stressed. Course is limited to 30 stu

English 12: Literature and Film

were printed and read. This class will con

dents, selected by advisor and editorial board.

The course will examine the important connec

sider what can we learn about being human

tion between literature and film adaptations.

from the stories we tell. What do Quetzalcoatl,

Speech and Debate I

While students are generally familiar with the

Wanjiru, the Buddha, Isis, Jesus, Sita, Bear

The purpose of this class is to introduce stu

“movie” version of a novel they may have read,

Man, and Obi Wan Kenobi have in common?

dents to debate and to develop a basic mastery

in this course they will critically examine the

Are ancient myths relevant today? Are there

of critical thinking skills. The students develop

choices a director makes when adapting a story

modern myths? How does gender play out

their skills by undertaking team policy debate

for the screen. Through critical essays, reading

both in the stories themselves and the way

and one-on-one value debate, and by learning

of novels, film viewing, and personal and class

those stories are interpreted? In this class we

to speak extemporaneously on current events

analysis, the course will examine the similarities

will read classic myths from around the world,

topics. All students are required to participate

and differences between cinematic and novelis

examine the role of archetypes and consider

in two Saturday tournaments against other

tic storytelling. Topics for discussion will include

their influence on art, literature and culture in

northern California schools for the first

cinematic technique; the differing uses of point

the modern world. Specifically, we will focus on

semester, and three Saturday tournaments

of view in film and novels; the use of visual

the archetype of the hero/heroine. Assignments

for the second semester. In addition, students

symbols in films and novels; and the similarities

include short analysis papers, outside reading,

are afforded the opportunity to participate in

and differences in the handling of themes in

class presentations, and creative myth writing.

several invitational tournaments against teams

by Tolstoy’s contemporaries, and efforts that

films and the novels they are based on. Texts and films: Citizen Kane, Welles; Heart of

Texts: The Power of Myth, Joseph Campbell; Mythology, The Voyage of the Hero, David Adams

Darkness, Conrad; Apocalypse Now, Copolla; The

Leeming; excerpts from a variety of mythology

Woman in the Dunes (Abe; Teshigahara)

collections; excerpts from Star Wars and other

English 12: Shakespeare

films

community. The paper provides students with

from many of the nation’s finest schools.

Speech and Debate II The purpose of this class is to continue the development of skills which students learn in Speech and Debate I, with an emphasis on

In this one-semester course students explore

English 12: Modern Drama/Playwriting

improving research and critical thinking skills.

three of Shakespeare’s plays, including a

This course will introduce students to the

The students will develop their skills by under

comedy, a history, and a tragedy. Students study

theories and practice of drama in the intel

taking team policy debate or one-on-one value

Shakespeare’s use of poetic form (including

lectually exciting period from the 1870s to the

debate, and by learning to speak extemporane

his handling of verse and imagery), the role of

1960s. Students will, as a result of their study,

ously on current events topics. All students

Information Bulletin 2012–2013

19


are required to participate in two Saturday tournaments against other northern California schools for the first semester, and three Satur day tournaments for the second semester. In addition, students are afforded the opportunity to participate in several invitational tourna ments against teams from many of the nation’s finest schools. Varsity level students also

Drama Performance Class (Full Year) Students perform in at least two different dramatic productions. Students learn and work on

Upper School Courses Visual Art

costumes and scenery.

2D Art: Drawing, Painting, and Print Making

insuring that students learn the material with

Students learn the skills one uses when acting

sufficient proficiency to begin to pass along

for the camera. They will produce and film

their knowledge to other students.

scenes for this class.

Prerequisite: Speech and Debate I or consent

Middle School Courses Fine Arts 6 In this survey course, students will take classes in drama, studio art, and music. For the music component, students will have the opportunity to choose between chorus (Fall Semester), and band (Spring Semester). No prior music experience is required.

Fine Arts 7/8 Art (Full Year) Digital Media Arts: (One Semester of Full Year Art Course) In this course students will be exposed to

course meets twice a week and receives 1/2 credit. Students interested in pursuing an AP

Music

course in Studio Art need to take this course.

Chorus (Full Year) Middle School Chorus sings good choral litera-

ADV 2D Art: Advanced Drawing, Painting, and Printing

ture in unison, two and three parts. Daily choral

Students explore a variety of art materials and

rehearsals include lessons in vocal technique,

techniques while improving their drawing and

rhythmic training, melodic training, written

painting skills. Starting off with a unit in figure

theory and memorization of choral songs from

drawing, students learn proportions and gain

around the world. MS Chorus performs on and

valuable drawing and painting techniques. A

off campus throughout the year including per-

unit on printmaking includes “silk screen and

formances at the Fall Choral Concert and at the

the art of the multiple image” where students

Holiday Program. MS Chorus attends a music

study pop art and create their own screen print

festival in May.

by making color separations. During the second

Concert Band (Full Year) This is an intermediate to advanced wind band

performs a wide range of music from jazz to

explore aspects of print design and then learn

wind symphony orchestrations.

are also welcome to bring their own cameras. Painting and Drawing: (One Semester of Full Year Art Course) Students will investigate the principles

Orchestra (Full Year) Orchestra is a chamber ensemble with strings, winds, brass, and percussion. The ensemble performs a wide range of music from different musical periods.

Song Writing/GarageBand (Semester) Students explore a wide range of genres of popular song and song forms. They create

of drawing and painting. They will explore a

their own music and lyrics. Using GarageBand

variety of materials such as charcoal, pastel,

software, students prepare recordings of their

ink, and paints such as acrylic and watercolor.

original compositions.

Through these explorations students will draw

In addition to selecting from the courses

the figure, learn one- and two-point perspective, learn measurement and proportion, color mixing, and they will stretch and prepare their

above, students in grades 6–8 may also participate in the MS Jazz Ensemble.

own paint canvases. Students will be intro-

Middle School Jazz Ensemble

duced to master artists, and they will explore

This is an intermediate to advanced jazz group

the role of drawing and painting in art history.

open to all sixth through eighth graders with at least two years of experience on saxophone, trumpet, trombone, piano, guitar, bass or drums (other instruments by approval of instructor).

20

Head-Royce School

als used include: ink, pastels, charcoal, graphite,

produce in class.

software: Adobe Creative Suite. Students will

sion form for use of the equipment. Students

and image making in Adobe Photoshop. Materi-

of the printing press and Adobe Photoshop. This

class meets four periods a week. The ensemble

cards for the digital cameras and sign a permis-

the fundamentals of painting, drawing, printing,

Students write original plays or adaptations to

learn to create works using industry standard

Students will be asked to purchase their own SD

ects and structured assignments, students learn

acrylic paint, collage, monotypes with the use

open to all seventh and eighth graders. The

which are key to strong visual communications.

Working in a combination of independent proj-

Write Your Own Script! (Semester)

digital photography and design. Students will

necessary principals and elements of design,

group meets twice a week before school.

ing some technical work with lights, sound,

Lights, Camera, Action! (Semester)

Fine Arts

skills and play a wide range of jazz music. The

all skills necessary for a performance includ-

become mentors for beginning level students,

of instructor

Jazz Ensemble students learn improvisation

semester, students learn acrylic painting on stretched canvas. After exploring different techniques and structured assignments, students are encouraged to develop their own style and create a small body of work structured around the concept of Identity. The course meets three times per week. Prerequisite: Introduction to 2D Art Meets the University of California (UC) Visual and Performing Arts requirement

Advanced Placement Studio Art Meeting four times per week, this class is for juniors and seniors who are serious about pursuing their artwork in a college level class. Most work is individualized with a heavy emphasis on two-dimensional design (i.e. mixed media, digital art, printing, graphic design, and photography). At the end of their senior year, students are required to submit a portfolio of 24 pieces of work digitally and five original works. Prerequisite: Beginning and Advanced level studio classes Meets the UC Visual and Performing Arts requirement.

Introduction to 3-Dimensional Art and Ceramics This two-period-a-week class includes the basic techniques of ceramics: hand-building


(both functional and sculptural shapes), wheel-

by individual tutorials and group critiques

Graphic Design

throwing, firing and glazing. A semester of the

aiming to facilitate students in the development

This class is open to a limited number of fresh-

class is held in studio 2 where the students

of a thesis project. Students will meet with the

men, sophomores, juniors and seniors. Students

explore a variety of processes for creating 3D

teacher individually during class to discuss

learn graphic layout design while planning and

images. Through the techniques of carving,

thematic interests, how to best communi-

executing school publications. Skills are gained

modeling and construction, students realize

cate their ideas visually, and how the formal

in design and composition. No prior computer

forms in wire, wood, plaster, Styrofoam and

aesthetic aspects of their photography can

experience is necessary as students are taught

plastic. The class will also involve some work in

serve to express the conceptual ends of their

the use of the graphic programs during the

stop-motion animation.

project. Twice during each quarter, there are

class. Students will learn computer graphics

peer-reviewed group critiques whereby other

software including the Adobe Creative Suite

students can provide critical feedback on the

This three-period-a-week class is made up of

that includes InDesign, Photoshop and Illustra-

nature of their projects. The year culminates in

students who have taken the Introduction to

tor. Other assignments include poster and event

a show of their work in the Upper School gallery

3D class or who are otherwise familiar with

design, product design, and identity design.

wherein their thesis projects can be made avail-

the basic techniques of ceramic and sculptural

able to the greater Head-Royce community.

Advanced 3-Dimensional Art & Ceramics

form. The assignments in this class are more general than the assignments in the Introduction to 3D course with more opportunity for

Meets the UC Visual and Performing Arts requirement.

Prerequisite: Photography 2 Meets the UC Visual and Performing Arts requirement.

individual expression. Students learn to make

Dance Introduction to Dance

plaster molds and cast multiple versions of a

Photojournalism

Dance engages students in a physical, intellec-

form. In the second semester students learn

This is an advanced course dealing with the

tual, and creative art form that also provides a

how to work in wood and stone, use power

elements of photography in a journalistic

means of establishing identity and self-esteem.

tools and construct assemblages.

context. The areas covered include news

Dance in our culture and in other cultures

Prerequisite: Introduction to 3D Art

photography, the photo essay, and aesthetic/

around the world has become another way to

Meets the UC Visual and Performing Arts

technical considerations. As well as producing

express and communicate meaning, values and

photographs for the yearbook and other school

customs. Dance also fosters a sense of commu-

publications, students learn the fundamentals

nity and teamwork as students learn to trust

of copy writing, layout and desktop publishing.

and respect each other as they work through

requirement.

Photography 1 This course is an introductory-level course

a series of collaborative, improvisational exer-

investigating the technical and aesthetic

Filmmaking

cises that eventually culminate in a choreo-

considerations of photography as an expres-

This course is tailored for students who wish to

graphed performance. This course class will

sive medium and field of conceptual inquiry.

explore the art of motion pictures. The course

include many forms of dance. Students will not

The main emphasis of this class is to acquaint

investigates the history of cinema as a cultural

only dance, but will study, create, analyze and

students with the broad themes in photography,

force and guides students through the develop-

compare dance forms from different cultures

with particular care given to instruct students

ment and production sequence of independent

and time periods. This course will also focus on

in techniques fundamental to camera operation.

filmmaking. Students become proficient in

basic dance techniques, vocabulary, musicality

Students will become technically proficient with

screenwriting, directing for film, post-produc-

and exercises for the mind and body.

manual camera settings while exploring photog-

tion editing techniques, and showcase their

raphy as a conceptual amalgam of various fields:

creative work in a biennial film festival for the

experience is necessary to take this course. This

artistic, literary, historical, and scientific.

Head-Royce community.

course meets two days each week.

Photography 2 This course is for second-year photo students

Open to Students 9–12. No previous dance

Prerequisite: Photography 1 Meets the UC Visual and Performing Arts requirement (approval pending).

and serves as an advanced level class. Students

Advanced Dance Advanced Dance is a year long class exploring a wide variety of dance disciplines, styles and

will review the technical aspects of camera

Video Production

forms. Students will be required to memorize

operation while delving much further into

This course examines contemporary media

choreography and dance vocabulary, use music

the conceptual potential of photography as a

practice as a field of critical analysis and

terms, create and perform sequences, research

medium of visual investigation. The ultimate

creative expression. Students will investigate

and report about dance, learn about new chore-

goal of the course is to have students master

media in its contemporary audiovisual forms—

ography and cultures. Adding multicultural ele-

the techniques of photography in order to

the Internet, film, television—to examine their

ments to a multi-disciplined dance class will aid

become deeper visual thinkers.

social and aesthetic dimensions. The main

the students in a greater understanding of other

Prerequisite: Photography 1

emphasis of the course will be to apply insights

societies as well as open doors to their own per-

Meets the UC Visual and Performing Arts

gained from this critical framework towards

sonal history. Through creating, performing and

creative media projects using Head-Royce as a

responding to dance, students will develop skills

case-study environment in which to investigate

and knowledge that will assist in the develop-

issues important to the community.

ment of positive team work, problem solving,

requirement.

Photography 3 In this course students will focus on develop-

Prerequisite: Photography 1

ing a particular theme of inquiry to create a

self-esteem, body awareness, self-discipline and

Meets the UC Visual and Performing Arts

an ability to meet expectations. Students must

personal body of work. The class is structured

requirement.

be willing to perform, learn and create, analyze Information Bulletin 2012–2013

21


and compare dance styles. Open to students 9–12. Students must have

costumes, and sets to developing a concept

Symphony. Prior musical experience with an

and a director’s plan for an entire production.

instrument is recommended but not required.

at least one year of beginning dance, or one or

The class will work on individual projects as

more years training outside of school at a dance

well as contributing to school productions, and

academy or team. This course meets three days

running the school’s theater.

each week. Meets the UC Visual and Performing Arts requirement.

Instrumental Music

Vocal Music The Head-Royce Chorus The Head-Royce Chorus is an ensemble open to all upper school students who wish to sing. Pre-

Orchestra (Counterpoint)

vious musical experience or sight reading ability

Counterpoint is a 9–12 chamber ensemble with

is not required. The Chorus rehearses three

strings, winds, brass, and percussion. The class

times a week as a full ensemble. Members of the

Drama I

meets four times a week. The ensemble per-

ensemble are asked to participate in several per-

Students in this class will participate in numer-

forms a wide range of music from classical to

formances each year including the Fall Concert,

ous scenes and plays. All students will direct

pop standards. Performances include two major

the Holiday Program, the Winter Choral Concert,

each other in scenes for performance in class.

concerts a year, the holiday concert, commu-

the Spring Concert, and community concerts.

Students will use theater games, character

nity concerts, and culminates with a tour at the

There is a cost for the annual retreat.

evaluations and criticism to explore drama.

end of the year. Audition required.

Drama and Theater

Students also produce at least one production

Meets the UC Visual and Performing Arts

Meets the UC Visual and Performing Arts requirement.

for a public audience.

requirement.

Theatre Production Class

Advanced Jazz Band (Caravan)

Colla Voce is a select mixed vocal ensemble

The Fall/Spring Play/Musical will be a main

This is an award-winning, advanced, upper

made up of 24–32 upper school singers. Rep-

stage production of a significant dramatic/

school jazz combo limited to students who are

ertoire is selected from the Renaissance to

musical work. Auditions for the play will occur

serious about playing jazz. The ensemble has

contemporary music. Colla Voce rehearses four

during the first weeks of the semester and

performed at Jack London Square, local jazz

times a week. Members of the ensemble are

rehearsals will begin immediately thereafter.

clubs, including Yoshi’s, and at the Montreux

asked to participate in several performances

The course involves an intensive after school

Jazz Festival in Switzerland. The ensemble has

each year including the Fall Concert, the

rehearsal schedule culminating in four to five

a demanding performance schedule and enroll-

Holiday Program, the Winter Choral Concert,

performances. Open to students 9–12.

ment is by audition.

the Spring Concert, and community concerts.

Prerequisite: Audition. May be repeated for

Meets the UC Visual and Performing Arts

Colla Voce

There will be costs for each student throughout

credit.

requirement.

the year for retreat and tour.

Drama II

requirement.

This class is for students who wish to study

Jazz Band I/Introduction to Music Theory/ Improvisation/Jazz Repertoire

acting technique in depth. We’ll work with a

The Lab Jazz Band is an introductory course

Advanced Placement Music Theory

range of concepts, from the personal responsi-

in the performance of jazz music written for

AP Music Theory is an advanced music course

bility of the actor in approaching a script to the

small to large groups. Instruments permit-

that explores the theoretical analysis of music

work of a performing ensemble, and how such

ted include woodwinds, brass, guitar, bass,

and development of aural and sight-singing

groups develop the ability to build collabora-

piano, and drums. Some musical experience

skills. Students will study melody, harmony,

tions. Yearly projects vary, but include presen-

is highly recommended but not required. This

rhythm, texture, form, history, and style of

tations of scenes, small group compositions,

class meets two times per week and performs

music from the Common Practice Period. In

and class productions (short plays, one-acts,

in school concerts during each semester. Suc-

addition, aural analysis of music, melodic/

commedia pieces, silent films...projects shift

cessful completion of this course will help in

rhythmic dictation, and sight-singing will be

from year to year depending on the interests

advancing to the Caravan Jazz Ensemble.

studied in preparation for the Advanced Place-

and composition of the class). The class can be, and often is, repeated for credit. Meets the UC Visual and Performing Arts requirement.

Meets the UC Visual and Performing Arts requirement.

Wind Symphony

Meets the UC Visual and Performing Arts

ment Exam in May. The student’s ability to read and write music is fundamental to such a course and successful completion of Introduction to Music Theory serves as the prerequisite

Wind Symphony is a 9–12 instrumental music

Introduction to Theatre (Tech Theatre)

for this course. Students interested in AP Theory

group made up of woodwinds, brass, and

who have not taken Introduction to Music

This course is designed to give students the

percussion. This ensemble performs music

Theory must pass a pretest prior to enrollment.

skills they will need to work in any of the

from the standard band repertoire covering all

areas of play production. We learn the basics

musical styles in a traditional concert format.

of production and design through hands-on

The Wind Symphony rehearses three days per

involvement with each area. Each student

week and performs in school concerts, the

learns how to operate and focus lights, how

Holiday Concert, CMEA Solo/Ensemble Festival,

to build and paint sets and props, how to find

and regional music festivals. Students interested

costumes, etc. We also cover the more creative

in playing on select pieces with the Counter-

aspects of production—from designing lights,

point Orchestra must be members of the Wind

22

Head-Royce School

Meets the UC Visual and Performing Arts requirement.


History

students to explore geography, culture, and

required to think critically about the secondary

politics. Students will pursue both individual

and primary sources they read, to interpret

Middle School Courses

and group projects as they make connections

evidence and to draw their own conclusions.

between current events and their historical

The curriculum encourages students to explore

precedents. Students will write a number of

connections between past and present by

research papers throughout the year, culminat-

increasing their knowledge of current events

ing in the Big Paper during fourth quarter.

and they are encouraged to think about what

History 6: Ancient Civilizations This course is an investigation into the nature of historical studies and ancient civilizations with a dual focus on how we know about the past and how humans have developed various

Text: World Studies: Africa and World Studies:

their own role in American society and politics

Latin America, Prentice Hall (2008)

is now and will be in the future.

Upper School Courses

Kennedy; The American Spirit (Vols. I and II), Bailey

tion, students investigate the major political

History 9: Regional Studies II–Russia, China, India, and Globalization

Alex Haley; Fast Track to a Five, Epstein; The Auto-

and social fluctuations of these civilizations.

History 9 represents the second year of our

In the second semester ancient Greece and

two-year global studies program at Head-Royce

Rome are the focus of study, each for about

(though each year functions as a discrete

nine weeks. In this work students are asked to

course). As 9th graders, students explore three

become familiar with both the values and the

non-Western superpowers—Russia (the world’s

reality of these cultures. Throughout the year

largest country), China (the world’s most

comparisons and contrasts of different cultures

populous), and India (the world’s biggest Third

are emphasized. Meeting four days per week,

World democracy). Our study is rooted in both

students have ongoing opportunities to prac-

contemporary issues and their historical prec-

tice research, in-class note taking, outlining,

edents. By the end of the program, students will

and oral presentation skills. Teachers imple-

have a rich knowledge of national differences

ment original units as well as those from the

and the forces of globalization which shape our

History Alice! Curriculum Institute. All lessons

quickly changing world. History 9 also contains

seek to engage and challenge students with a

a strong thematic component as we discuss

variety of learning angles with an emphasis on

models of governments, mechanisms of politi-

interactive activities and projects.

cal change, utopian ideologies and their demise,

History 11: Western Culture and Civilization

to name just a few themes. We want this course

This course is a historical and cultural survey

to engage students, as they become deep-think-

from the Classical World to the present. It

ing historians and more worldly individuals.

provides a chronological and topical analysis

societies. During the first semester, students study Mesopotamia, ancient Egypt, and ancient China with a focus on how geography affected the development of these civilizations. In addi-

Text: A Message of Ancient Days, Armento et al. (1999)

History 7: American History This course is divided into two parts: a survey of U.S. history and a seminar format that explores three topics in depth. The first part of

Texts: The American Pageant, Bailey and

Texts: History 9 Readers: Russia, China,

and Kennedy; The Autobiography of Malcolm X, biography of Frederick Douglass; assorted articles and documents Advanced Placement is an option for History 10 students. Students who choose this option are given targeted preparation for the College Board’s Advanced Placement exam. Preparation includes test taking strategies and practice with the Document Based essay, a format in which students analyze a set of documents in defending their answer to a question. Additional emphasis is placed on student writing/analytical skills and in-depth content areas appropriate for the AP exam. Students will receive credit on their transcripts for electing the AP option.

of the political, cultural, social and economic

India; Animal Farm, George Orwell; Tao Te Ching,

forces that have shaped the Western tradi-

Mitchell (trans.)

tion. It examines, as well, the consequences of European contact with the non-Western world.

organized lectures and readings that explore

History 10: United States History/ Advanced Placement U.S. History

major themes, concepts, periods and events

This survey course traces the political and

in U.S. history. The second part of the course

social forces shaping the United States from

is a seminar format during which students

early settlement to the 1980s. Along with

explore—utilizing various primary documents—

providing a sense of chronological continuity,

the history of race, gender and socioeconomic

the curriculum focuses on major themes which

class in U.S. history. Small and large group

define the country’s heritage while consider-

discussions are an important part of the course,

Art History Component

ing the contributions of diverse peoples and

making student participation crucial. We also

This course surveys Western art from classi-

cultures to the development of the United

place a strong emphasis on writing skills.

cal Greece to the present. The teacher presents

States. The curriculum addresses social, politi-

major works of painting, sculpture, and architec-

cal, economic, geographic, and cultural topics.

ture for discussion in relation to the historical

Students think about historical debates and

development of forms and styles. Students

why we have them, and they are introduced to

examine how different styles of art and architec-

concepts of historiography. Students actively

ture reflect the ideas and technical knowledge of

use the Internet to further their knowledge

the societies in which they arise, and how styles

and develop their historical interests, and

change and are transmitted. Special attention is

they complete a research project in the spring

paid to the interaction of art and society.

the course consists of a series of chronologically

Text: History Alive!: The United States, Teachers Curriculum Institute (2002)

History 8: Regional Studies I — Africa and Latin America History 8 represents Part One of our two-year global studies program. Our eighth graders will explore the geography, history, culture, and current events of Africa during first semester and Latin America during second semester. Materials from the Teacher’s Curriculum Institute and a variety of readings will allow

A weekly survey of western art is incorporated into this course. Texts: The Western Experience, Vols. I and II, Chambers; The Western Tradition, Vols. I and II, Weber; A History of Western Art, Adams; course readers

semester. Classes vary from lecture and discusrange from exams and reading quizzes to ana-

AP European History Seminar (second semester only; optional)

lytical essays. On a regular basis, students are

This seminar is meant to be a one semester

sion to simulation and role-play. Evaluations

Information Bulletin 2012–2013

23


enrichment and review for those students

to Asian-American slavery in late 19th and 20th

interested in taking the Advanced Placement

century California and the systemic enslave-

History 12: Broadcast Documentary: Analyzing History Through a Lens

test of the College Board. The seminar, offered

ment of African-Americans during the Antebel-

This course provides students an opportunity

in the second semester, focuses on European

lum period. Students will participate in a review

to study the history, structure and role of the

history from 1450 to the present. While it

of the experiences of undocumented Americans

broadcast documentary, as well as the way in

follows the outline of the History 11 course, the

and and the working poor in order to explore

which visual messages have great power to

seminar explores topics with greater depth and

whether these communities share any com-

inform, educate and persuade an individual.

reviews the analytical and writing skills appro-

monalities with slavery. We draw on the works

We will also examine the way documenta-

priate for the AP test. Students will receive

of Booker T. Washington, W.E.B. Dubois, Martin

ries serve as both a cultural influence and a

credit on their transcripts for their participa-

Luther King, Jr., Cesar Chavez, James Baldwin

historical archive of important experiences,

tion in the seminar.

and others to explore how race influenced the

events and issues in American society. Through

late 19th through early 21st century United

the analysis of select documentaries, we will

States. We also dialogue with leaders of the Civil

consider through what “lens” we come to

During the senior year, students choose

Rights movement, ranging from Federal Judges

understand these historical and current events.

one elective each semester from among the

to community activists in Oakland so that we

How do documentaries both punctuate and

offerings.

can assess whether the United States is truly a

put perspective around our issues and experi-

post-racial society. Lastly, students will partici-

ences? How does the filmmaker’s “perspective”

History 12: Advanced Placement Art History

pate in a series of film projects and family oral

influence our understanding of these issues

histories exploring how race has played out in

and experiences? Is objectivity possible and/

This course builds upon the Art History com-

modern society and in our families. Mr. Reinke’s

or desirable? Is the study of history in essence

ponent of the History 11 class. Students focus

critically acclaimed collection of racist artifacts

a study of personal perspective? Students

on periods not touched on in the junior level

from throughout American History will be used

will study theories and approaches to docu-

class from Antiquity through the Modern era.

throughout the course. Parts of Mr. Reinke’s col-

mentaries, gain a historical perspective of

They develop critical reading skills and a more

lection was featured in the film Ethnic Notions.

the documentary medium, delve into issues

Senior History Electives

sophisticated method of analyzing works of art.

Texts: Up From Slavery, Booker T. Washington;

surrounding ethics and objectivity, and engage

This course prepares students for the College

Souls of Black Folks, W.E.B. DuBois; The Adventures

in historical, critical, and aesthetic analysis of

Board Art History Exam in the spring.

of Pudd’nhead Wilson, Mark Twain; Far More Terrible

select documentary films. In addition, students

for Women, Patrick Minges; Black on White, Roedi-

will gain practical experience in researching,

ger; Uncle Tom’s Cabin, Harriet Beecher Stowe;

organizing, structuring and producing docu-

assorted writings of Cesar Chavez, Martin Luther

mentaries of their own.

Text: Gardner’s Art Through the Ages, Vols. I and II (Tansey and Kleiner)

History 12: The Constitution and the Law

King, Jr., and Maxine Hong Kingston; class reader

History 12: Comparative Politics

Constitutional Law examines the origins of the United States Constitution and its impact

History 12: Asia Rising

Why is that some representative democracies

on the legal system. We start the semester

This course will examine Northeast Asia’s rapid

have eight major political parties and ours has

by exploring the vision of the founders for

industrialization and economic development.

only two? Why do some democracies have a

the document, and importantly, the concerns

Why did growth happen so rapidly and suc-

premier and a president? What is voter turnout

of those founders who found aspects of the

cessfully? Together we will explore economic,

like in other countries? How are minority group

document troublesome. We then shift to look

political and cultural factors as potential

interests represented in different countries?

at the various ways in which the Constitution

drivers behind Northeast Asia’s amazing rise.

What is the role of religion in government? Can

may be interpreted with respect to several key

Concentrating on Japan, China and Korea, we

socialism and democracy be combined without

issues, including, but not limited to: Abortion,

will reflect on how these factors continue to

undermining democracy?

conscription, death penalty, due process, free

affect Asia today. Will growth continue, to what

speech, jury selection, same sex marriage, the

extent? How did trade relations with Japan

answer these questions. Now students can.

O.J. Simpson case, affirmative action, terrorism.

drive our current manufacturing crisis in the

This comparative politics course is designed

auto industry? What is the local impact of

to provide students with the conceptual tools

ist Papers, Alexander Hamilton, John Jay, James

trade with China? The world economy? What

necessary to develop an understanding of some

Madison; The Federalist Papers In Modern Language,

is the current status of the denuclearization

of the world’s diverse political structures and

Mary Webster; I Dissent: Great Opposing Opinions

of the Korean Peninsula? Classroom activities

practices. In it we will study six specific countries

in Landmark Supreme Court Cases, Mark Tushnet;

will revolve around the analysis of scholarly

(the US, Great Britain, France, China, Russia, and

several online articles distributed throughout

articles, interactive lessons such as trade simu

India), plus some of students’ own choosing and

the semester

lations and topical debates, as well as off-site

general concepts used to understand political

study excursions. Upon completion, students

relationships and institutions that are found

will learn to think critically about the economic

in nearly all political systems. We will discuss

history of the region, and also about current

current events as well as historical foundations

events that are shaping Asia’s continued rise.

as appropriate. Our goal is to become better

Texts: The U.S. Constitution; The Federal-

History 12: American Race Relations, 1850–2010 This course examines how race has played a role in American society from the 1850s through the modern day. The course focuses on slavery, both historic and in modern day, throughout the United States. Particular attention is given 24

Head-Royce School

Texts: Course reader of assorted articles provided by teacher

Many American adults can’t even begin to

versed in paradigms of different types of political systems so that we can be better citizens not only of the United States but also of the world.


better economic decisions their own life, and be

some new trends in our own society, issues like

to Global Challenges, Hauss; How Much is Enough?

more informed citizens and voters. The course

sustainable agriculture and slow food. Humans

The Consumer Society and the Future of the Earth,

focuses on economic theory and therefore will

imagine their environment into existence

Durning; current periodicals

often rely on abstract concepts. However, the

around them, and the entity we create and call

course will emphasize the application of these

nature is a reflection of our values and ideals;

concepts to real world situations through fre-

it is a mirror reflecting civilization back upon

quent in-class discussions of current events and

itself. Today nature is a battlefield: environmen

interactive learning exercises.

talists struggle with developers and industrial

Texts: Comparative Politics: Domestic Responses

History 12: Introduction to Cultural Anthropology This course will give students tools and opportunities to understand how individu-

ists, the fate of humanity seems to lie in the

als are shaped by culture: the rules, systems,

History 12: Ethics

rituals, and symbols that surround them. The

This course asks students to think deeply

origins of this battle and give us ammunition to

class will expose students to the ways other

about some of the major ethical dilemmas of

participate for ourselves in the future.

cultures (from the past and the present) have

the modern world. Throughout, students are

viewed and ordered the world in order to

expected to read and to express their views

The Spell of the Sensuous, David Abram; The Omni-

meet the same underlying needs (subsistence,

with care and precision. The purpose of this

vore’s Dilemma, Michael Pollan

social organization, communication, etc.).

course “is not to make up anyone’s mind but to

We will start by defining the idea of “culture”

open minds, and to make the agony of decision

History 12: Introduction to Psychology

and introducing students to basic anthropo-

making so intense that you can escape only

During the first quarter, the class covers the

logical methods. We will then delve into five

by thinking.” Topics addressed include ethical

major movements in modern psychology,

distinct “units,” each tackling a significant

traditions, ethics and community, ethical

including psychoanalysis, behaviorism, devel-

area of anthropological study: 1. Subsistence,

issues raised by the legal system and media,

opmental psychology, and abnormal psychol-

2. Language, 3. Family/Kinship, 4. Gender/

the ethics of journalism and moral dilemmas

ogy. In the second quarter, the class focuses

Sexuality, 5. Cultural Evolution. In each unit,

which come up in business and government.

on social psychology and draws readings and

we will examine specific case studies from

The course’s aim is not to be philosophical

discussion from Elliot Aronson’s The Social

both Western and Non-Western cultures. In

or abstract, but concrete. By semester’s end,

Animal. Topics covered during the second

addition, certain topics in the syllabus address

students will acquire an appreciation for how

quarter include conformity, prejudice, aggres-

interdisciplinary approaches to studying

ethical dilemmas are woven through every life

sion, persuasion, and attraction. Also, during

culture (incorporating biology, ecology, econom-

path. They will be able to clearly perceive where

the final part of the semester, students will

ics), thus encouraging students to make con-

ethical dilemmas exist in daily life and will

conduct, write up, and present group psychol-

nections to their other classes and reinforcing

have developed language and critical thinking

ogy experiments.

the importance of collaboration. Along the way,

skills to make the pondering of ethical issues

students will be asked to reflect on their own

part of their own lives.

culture, how it has been constructed, and how it has molded them. The culminating assign-

Texts: Ethics in America: Study Guide, Newton

balance. This course will introduce us to the

Texts: Course reader; Robert Pogue Harrison;

Texts: Course reader; The Social Animal, Aronson

History 12: Islam

ment will ask students to create their own

History 12: Environmental History

The history of Islam encompasses a vast chunk

ethnographies after observing a local cultural

In a book about the environmental conse

of the history of the world. Just the Middle East

phenomenon (e.g., a baseball game, a walk

quences of Europe’s encounter with the New

is not enough. Today its influence permeates

down Telegraph Avenue, a school dance, etc.).

World, the historian Alfred Crosby writes, “The

states from Morocco to Indonesia, from the

first step to understanding man is to consider

Sudan to former Soviet Republics like Kazak

History 12: Economics

him as a biological entity which has existed

stan. This history all began in a small merchant

This course is designed to acquaint students

on this globe, affecting, and in turn affected by,

village on the Arabian Peninsula called Mecca

with the basic tools of microeconomics and

his fellow organisms, for many thousands of

in the seventh century. This class will follow

macroeconomics. Economics is the study of

years.” To understand any human society we

the history of Islam from its humble origins in

how society allocates its scarce resources;

must first understand their ecological footing.

Mecca and the visions of Mohammed through

microeconomics is the study of the behavior of

In order to study any human culture, we need

its centuries of military and mercantile con

households and firms, whose collective deci-

to investigate how that group of people has

quest across North Africa and into Europe and

sions determine how resources are allocated in

thought about and acted toward the natural

East to India, Malaysia, and Indonesia through

a free market economy. Macroeconomics is the

environment. In search of this understanding

to our own time when it seems impossible to

study of the performance and structure of the

we will follow a number of historical trails. We

for Westerners to think of Islam outside the

entire (regional, national, or global) economy,

will read excerpts from important works of

extremes of fundamentalism and terrorist vio-

looking at aggregate indices like GDP or unem-

Western philosophy and science, from people

lence. In the course of our class, we will see how

ployment. They will explore models that explain

such as Plato, Galileo, Bacon, and Descartes.

trade turned the Indian Ocean into an Islamic

the relationship between things like national

But to provide comparison and contrast, we

Sea, how Islamic culture influenced the Euro-

income, output, consumption, unemployment,

will also read books and essays about some

pean Renaissance and was in turn influenced by

inflation, savings, investment, international

traditional, indigenous cultures in parts of

European imperialism. We will also spend time

trade and international finance. The goal of the

the world that we rarely encounter in Head-

investigating the relationship between reality

course is to teach students to “think like an

Royce courses: Aboriginal Australians, Pacific

and stereotypes in twentieth century Islam.

economist,” which we hope, will help students

Northwest Indians, Amazonians. By the end

And in the end, we will try to imagine what the

to understand the world around them, make

of the semester, we will also have investigated

future holds for Islam in an era of globalization. Information Bulletin 2012–2013

25


Texts: Al-Qur’an, Ali (trans.); Mohammed,

These topics are presented with an

as Geometry with more advanced problems

Armstrong; Hayy ibn Yaqzan, Ibn Tufayl; selected

emphasis on the formal strategies of Problem

and at a considerably faster pace. Topics are

poetry of Rumi; Nine Parts of Desire, Brooks

Solving: Guess & Check, Working Backwards,

covered in more depth and intensive problem

Finding a Pattern, Making a Table, Drawing a

solving is required of the students. Students

Diagram, Making it Simpler, Using a Model,

enrolled in the honors sections are expected

Writing Mathematical Expressions and others.

to have an inherent love of mathematics and

Extensive use of project based assessments and

possess superior numerical skills. Throughout

writing assignments are included in addition to

the course, students work with The Geometer’s

class group work.

Sketchpad software with which they perform

Mathematics Middle School Courses Mathematics 6 The sixth grade math classroom is a space for students to exchange ideas, build skills, deepen

Prerequisite: Completion of 6th Grade Mathematics or equivalent

constructions, transformations and investigations. Special topics include construction,

their understandings and find their best

Text: Connected Mathematics

coordinate geometry, trisection, networks,

practice as mathematicians. Sixth grade level

Calculator requirement: Scientific calculator

transformations, tessellations, and fractals.

math is a comprehensive review of elementary concepts and skills involving natural numbers,

(TI-30X or equivalent—no graphing calculators)

Prerequisite: Algebra I Text: Discovering Geometry

fractions, and decimals, and is an exploration

Algebra I (8th Grade)

of extensions of these areas in preparation

This course covers all of the topics of first year

for higher math. We strive to improve com

algebra. It begins with a review of using math-

putation, to develop logical reasoning and

ematical properties to solve for an unknown

Algebra experience are expected to complete

problem solving skills, and ultimately, to build

variable. Algebra I also includes the study of

Algebra I through private tutoring or equivalent

confidence and flexibility of thinking. Students

operations with polynomials and radicals.

summer school course before enrollment in

leaving sixth grade should have a strong under-

Additionally, there is significant time dedi-

Geometry. Speak to the Dept. Chair to receive

standing of how to be an efficient and effective

cated to work with algebraic functions (linear,

confirmation for the student’s plan of action.

mathematician.

exponential and quadratic), linear equations,

Calculator requirement: A scientific calculator is required (no graphing technology needed) Note: Ninth grade students with no previous

and inequalities. The course is tied together

Algebra II (Regular and Honors)

graphs, understanding and applying proportion

by having students develop the ability to move

Algebra II Regular spends the majority of the

(rate, ratio, proportions and percent), analyzing

fluidly between the three representations of a

year examining the major families of math-

data, calculating simple statistics, using scien-

function: the graph, the equation, and the table.

ematical functions including linear, quadratic,

tific notation, investigat ing variables and linear

Algebra I builds on the problem solving and

exponential, logarithmic, absolute value, and

equations, introducing integers, geometry,

reasoning from 7th grade Problem Solving. The

variation. Throughout the study of each func-

creating and using formu las. Both computation

students apply their newly acquired algebraic

tion family, students work with tables, graphs

(including mental math) and application are

skills to a wide assortment of problems. Suc-

and equations, and they strive to model real-

emphasized in each unit. Students have only

cessful completion of Algebra I fully prepares

world phenomena. A unit on systems and linear

limited access to calcula tors. The class uses

the student for either Geometry or Honors

programming is included. Students also solve

manipulatives, drawings and discussion, which

Geometry in the 9th grade.

in-depth problems requiring them to connect

Some topics include reading and creating

often ask students to explain their thinking. Text: Sadlier-Oxford Progress in Mathematics– Grade 6 (2008) with teacher supplements

Prerequisite: Problem Solving

different ideas. Along the way, students famil-

Text: Algebra I (McDougall, Littell, & Co., 2000)

iarize themselves with their new graphing cal-

Calculator requirement: Scientific calculator

culator and even write a number of short pro-

(TI-30X or equivalent)

Problem Solving (7th Grade) The 7th grade Problem Solving course is designed to prepare students for success in Algebra and Geometry. The main goal is to allow students to learn and think mathematically, to make the transition from the computation and mechanics of arithmetic to the abstract reasoning of higher mathematics, and to become problem solvers and critical thinkers. Through a series of different units, we begin to explore proportions and proportional reasoning, how we compare things and what those comparisons mean, what big numbers look like and how we understand them, measurement and counting, understanding volume and surface area, graphing linear functions, probability (theoretical, experimental, “what is fair?”), equations, and geometry. Through all of these topics, we focus on communicating mathematics, and looking at the subject matter in depth. 26

Head-Royce School

grams.. The last third of the course is devoted to topics in discrete mathematics. These topics

Upper School Courses Geometry (Regular and Honors) Geometry: The course covers traditional Euclidian topics of plane and solid geometry. Units include lines and angles, triangles, polygons, congruence, similarity, circles, Pythagoras, area, and volume. Students quickly learn how to define new terms and also to think inductively. Unlike many “traditional” courses, they are asked to examine geometric situations and make their own conjectures. In late fall, students are exposed to the ideas and logic behind deductive proof. They then practice turning their conjectures into theorems. Mixed into the curriculum are algebra review, coordinate geometry, right triangle trigonometry, and some transformational geometry. Honors Geometry covers the same topics

include sequences, series, dynamical systems, counting, and probability. (Note: Units on complex numbers, rational expressions, rational functions, polynomials, and trigonometry are postponed until Precalculus Regular.) Algebra II Honors is dedicated to learning the many functions of the TI-83+, including programming. The honors course covers the same topics as Algebra II in more depth and at a faster pace. Students are asked to do a fair amount of independent learning and are expected to have a desire to put in extra time as well as possess superior skills of symbolic manipulation. Additionally, topics such as matrices, complex numbers, Euler’s number e, the natural number phi, conic sections, polynomial functions, rational functions, and radical functions are studied in Honors Algebra II. Prerequisite: Geometry (Regular or Honors)


AP tests are given as an exposure to the test

to accommodate a variety of learning styles.

throughout the year. Students who are enrolled

This content will be interwoven with the Cal-

Calculator requirement: TI-83+ or TI-84

in Calculus are required to take the AP exam in

culus ideas throughout the course of the year.

Note: TI-89, TI-92s and all calculators that

May. Whether or not college credit is granted is

The statistics content will include three main

perform symbolic manipulation are allowed in

determined by the policies of the various col-

strands: (1) Probability and Sampling; (2) Data

Head-Royce mathematics classes but are not

leges and universities each student will attend.

Analysis/Mathematical Modeling and (3) Visual

Calculus BC covers the same topics as AB

Design. In each strand, there is an approach in

Text (for Algebra II Regular): Algebra II, Holt, Reinhart, Winston (2004)

usually admitted on exams administered by ETS and the College Board.

Precalculus/Precalculus (H) Precalculus is a regular level course designed

with additional topics of sequences and series

which students can do interesting work with a

and further techniques of integration. In addi-

fairly low level of math. But at the same time,

tion, some topics have additional sub-topics. In

there is a wealth of deep mathematics available

some years, AB and BC are taught together.

for the stronger students.

to give students exposure to all the basic

Prerequisite: Precalculus Honors

functions ordinarily studied in high school

Text: Calculus (Rogawski, 2008)

a variety of real world problems, and seek

mathematics. There is a systematic review

Calculator requirement: TI-83+ or TI-84

multiple approaches to solving them (analyti-

of functions first encountered in Algebra II

For the calculus topics, we will look at

cal, graphical, algebraic). These units will have

(exponential and logarithmic functions, in

Advanced Placement Statistics

particular), with an added emphasis on func-

AP Statistics is a college level course. It begins

quizzes). We will refer to the texts used in other

tion transformations and the use of graphing

with a study of descriptive statistics, normal

courses (Precalculus and Calculus).

calculator technology. Then, students briefly

distributions and regression analysis. Each

review conic sections. Trigonometric functions

fall, students complete a statistical poster that

a Horoscope survey (connection to random

are studied thoroughly, beginning with a review

strives to clearly tell the story of a large data

sampling, double-blind surveys, 90% confidence

of right triangle trigonometry and continuing

set culled from the internet. Next, experimental

intervals); a Data Analysis project (collection

with a discussion of trigonometric graphs and

design and data gathering methods are studied

of two forms of data—numerical and categori-

equations. The course concludes with discrete

extensively. In the winter, student teams

cal—and analyzing the data. Will also include

mathematics and a preview of statistics and

perform their own surveys on campus. Students

a visual design element.); a Survey project (this

Calculus. Spring topics include sequences and

then examine probability and random variables.

is a major project in which students will pick a

series, sigma notation, combinatorics, probabil-

The course concludes with several units on

relevant topic and conduct a school-wide survey

ity theory, and random variables. Students are

statistical inference (the logic and mathemat-

using the principles we’ve discussed—random

introduced beginning topics in Calculus, such

ics behind confidence intervals, hypothesis

sampling, bias, survey design, visual design,

as limits, simple derivatives and tangent lines.

testing, and decision making). Students put

analysis and the 90% confidence intervals.) and

these sophisticated techniques into practice as

a Visual Design project. We will also read from

curriculum and more. Students are expected

they analyze the data collected in their surveys.

Edward Tufte’s books, How We Conduct Polls, and

to have mastered basic algebra skills, and will

In general, the Advanced Placement syllabus is

The Universe and the Teacup by K.C. Cole.

be asked to solve non-routine problems on a

followed closely and the last weeks of the class

regular basis. Trigonometry, in particular, is

are spent reviewing for the AP exam. Students

studied at a more advanced level, with the

take the AP exam in May and are often eligible

Three-Dimensional Geometry and Multivariable Calculus

addition of the double and half angle formulas,

for credit at their university of choice.

Multivariable Calculus is a second-year

Honors Precalculus covers the Precalculus

and the study of polar coordinates. Moving beyond Precalculus, the course ends with the

Prerequisite: Algebra II Honors or Precalculus Regular.

standard assessments (homework, tests and

For the statitsics topics, work will include

college level mathematics course, designed for students who have already taken AB or BC

study of limits and the derivative at a level of

Note: Due to scheduling constraints, AP Sta-

sophistication close to what students will see

tistics is reserved almost exclusively for seniors.

mathematical experience. Considerable time

in AP Calculus the following year.

It may be taken simultaneously with another

will be spent at the start of the year study

mathematics course.

ing three-dimensional analytic geometry

Note: Students interested in taking AP Calculus must take Honors Precalculus. Prerequisite: Algebra II (Regular or Honors) Text: Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis Calculator requirement: TI-83+ or TI-84

Text: The Practice of Statistics, Moore, Yates, and Starnes (3rd Edition, 2008) Calculator requirement: TI-83+ or TI-84

Statistics and Calculus

Calculus and desire an even more advanced

(3D graphing, equations of lines and planes, vectors), and then we will proceed to study the standard topics of multivariable calculus (partial derivatives, multiple integration, vector calculus). As only strong students with serious

This course is intended as a non-AP option for

Calculus (Advanced Placement AB and BC)

interest in science and mathematics should be

senior year, for students who want to con-

enrolled in this course, it is likely that at least

Calculus AB is a college level course in dif-

tinue their mathematical studies. It will work

some class time will be devoted to prepara

ferential and integral calculus of one variable.

on mastery of certain topics from Precalculus

tion for national mathematics contests. Other

Considerable time is spent devoted to under

(Algerbraic simplification, log and exponent

advanced mathematical topics outside of the

standing the major concepts of the derivative

rules, trig identities and relationships) in the

normal syllabus for this particular course are

and the integral and applying them to a variety

context of an introduction to topics in Calculus.

likely to be touched on as well.

of problems. The Advanced Placement syllabus

We will specifcally focus on Limits and deriva-

Prerequisite: Calculus AB or BC

is followed closely and the last month of the

tives. The statistics portions will contains much

Text: Calculus, Rogawski 2008

class is spent reviewing for the AP exam.

of the content of other Statistics classes but

Calculator requirement: TI-83+ or TI-84

In addition, sample problems from old

with a more hands-on, project based approach Information Bulletin 2012–2013

27


Physical Education

this class: personality indexing, learning styles

physiology, including the digestive, cardiovascu-

and learning differences, assertiveness train-

lar, and nervous systems. The year culminates in

Middle School Courses

ing, nutrition and exercise, stress management,

the study of plants with an emphasis on flowers

The Middle School Physical Education program

psychological wellness and dysfunction (eating

and their interrelationships with pollinators.

introduces a variety of instructional units over

disorders, depression, suicide), personal safety,

a three-year period. The emphasis is on partici-

preventing drug abuse and addiction, sexuality

pation and the development of skills.

and reproduction, managing relationships and

Physical Science 8

managing fertility. During the last few weeks

This course is a hands-on, lab-based physical

of the course, prefects (Head-Royce juniors and

science course. Topics include basic weather

seniors) who have been trained as peer educa-

and climate change concepts, measurement,

tors, will reinforce/teach the sections on sub-

physical properties of solids, liquids, and gases,

stances and sexuality. Some of these subject

mixtures and compounds and their separa-

areas to be addressed will be determined, in

tion, and introduction to web page design.

part, by class input as being current and of

Applications of concepts are made to real life

special significance/interest.

scenarios. Projects and short presentations

Upper School Courses Four years of physical education are required in the Upper School. This requirement can be satisfied by attending physical education classes, participating on Head-Royce athletic teams, participating in an acceptable option program, or a combination of the above. Students wishing to apply for the option program must meet the following criteria: 1. Be a student in grade 10, 11, or 12. 2. Have an excellent academic and physical education record. 3. Pass the swimming requirement before starting the option. 4. Participate in a program conducted by a certified instructor. This program must involve

about current science and technology develop-

CPR/First Aid Component

ments are important parts of the course as

Students are given instruction from the Ameri-

well. Throughout the year the course empha-

can Red Cross First Aid and CPR courses, with

sizes the development of scientific process and

the opportunity to gain Red Cross Certification

thinking, especially obtaining and analyzing

in First Aid and CPR.

quantitative data. The course culminates with a qualitative analysis project.

Science

the student in physical activities that build

Middle School Courses

fitness, physical skills and social interaction

Science 6

skills.

The sixth grade science program seeks to

5. Submit an application for a P.E. option by

develop students’ curiosity and to equip them

Friday, May 31, 2013, for the following school

with the basic understandings and skills

year.

needed to explore the natural world. Meeting

6. The last day to make changes will be Friday,

four days per week, the year’s curriculum is

September 7, 2012.

divided between earth science and life science

All freshmen are automatically enrolled in

in five distinct segments. Units in the first

Physical Education which includes CPR and

semester include astronomy and ecology, where

First Aid. They will take Health and Safety for a

students study a fictitious community plagued

third of the year. (see below).

with dying fish (Environmental Detectives). In the second semester students participate in a

Health and Safety

science contest, investigate geology and learn

Health Component

about human biology. During the course of the

The intent of this class is to provide students with an overview of the most critical areas of health and provide resources and direction if further exploration is desired. The class will be structured so that some days will be spent providing and overview of a topic, while other days will be spent doing an activity or exercise to practically apply and reinforce the subject matter covered. Class discussions and debates, group work, role-playing, instructional videos and guest lecturers will supplement class lectures. Demonstration and instruction in the use of functional coping mechanisms (i.e. stress management, time management, goal planning, communication skills, decision-making) will provide individual strategies to use with personal issues. The following topics have been chosen for

28

Head-Royce School

Texts: California Life Science

year, students are introduced to the scientific method, controlled variables, and lab reports. Curricular materials are both teacher-generated and derived from FOSS and GEMS units developed by the Lawrence Hall of Science at the University of California at Berkeley.

Life Science 7 Life Science emphasizes science process skills of prediction, observation/data collection, inference, and analysis of data. Scientific communication is also a focus of the skills curriculum. This course is an exploration of life around us. It covers basic topics in human biology and ecology. The first part of the year focuses on environmental science, including basic ecological principles, biomes, and the impact of humans on the environment. The second portion of the year focuses on the human body and

Text: Bound syllabus of labs and readings designed and written in-house by P. Curtin, et al., revised yearly

Upper School Courses Conceptual Physics In this freshman course, students learn the essential concepts of physics through demonstrations, simulations, laboratory work and discussion. Understanding concepts, communicating that understanding and careful gathering and analysis of quantitative data are stressed. Topics covered in this course include sound, light, mechanics, electricity, and magnetism. Text: Conceptual Physics, Prentice Hall (2006)

Honors Chemistry This sophomore course provides a foundation in chemical principles for further course work in science at the high school or college level. Major concepts emphasized include stoichiometry, the atomic/molecular model of matter, chemical bonding, intermolecular forces, gas laws, reaction rates, equilibrium and energy changes in chemical reactions. Topics in nuclear and organic chemistry are also discussed. The course stresses problem solving, and laboratory exercises. Prerequisite: Conceptual Physics Text: Chemistry: Matter and Change, Dingrando, Tallman, Hainen and Wistrom (Glencoe Science)

Biology Biology is the study of life. In this course, the students learn about matter and energy on the cellular and molecular level, as well as on


the level of community and ecosystem. They

AP Physics B Examination through this course.

that regulate the populations of organisms

also learn about the modes and mechanisms

This course is not required for graduation.

is stressed, including human impact on the

of inheritance, the evidence for and theory of evolution, as well as the structure and function of living things, on a cellular and physiological level. Students also do activities and labs to assist them in understanding these essential concepts. This course covers many of the same fundamental topics covered in AP Biology, but

Seniors who have completed the biology requirement are given priority. Prerequisite: Conceptual Physics and Chemistry Text: Physics: Principles and Applications, 6th Ed., Douglas C. Giancoli

Prerequisite: Chemistry

Advanced Placement Environmental Science

Text: Biology: Concepts and Applications, 7th

AP Environmental Science a year long course

more time is devoted to their understanding.

Ed., Cecie Starr

that covers the equivalent of a one semester college level course in environmental science.

environment. The course is built around 8–10 laboratories and field trips. Most field trips are scheduled into the school day. Weekend field trips may also occur depending on student interest and time available. The course also includes laboratory work, speakers and outside reading. The class may choose to work on an outdoor volunteer or research project. Prerequisite: Conceptual Physics, Chemistry and first semester of Biology Text: Readings will be selected from a variety of sources, including web sites and ecology texts.

Advanced Placement Biology

It is for senior students with a special interest

This course is the equivalent of two semes-

and ability in science. The course begins with

ters of college level biology and introduces

a study of environmental ethics, economics,

Science 12: Chem Mystery: Qualitative Analysis

the organization of life from the cellular and

and policy. This provides the student with a

In this class we will use logical, linear think-

molecular level to the level of community and

framework to analyze and discuss issues that

ing to analyze samples that contain various

ecosystem ecology, emphasizing the unity and

deal with the humankind’s connection to and

ionic compounds. Much of the analytic plan

diversity of living organisms. Students learn

impact on the environment that the class will

can be presented in a flow-chart format. We

about themselves by learning about genetics

encounter during the year. Some of the topics

will develop a comprehensive theoretical

and human anatomy and physiology. Labo-

covered include human population, agriculture,

understanding of the reactions performed,

ratory observations and experiments are a

biodiversity, urbanization, freshwater resources,

and use that understanding in direct hands-on

weekly part of the course. The College Board

atmospheric science, global climate change,

chemical experimentation. Students will learn

recommended Advanced Placement laboratory

fossil fuels, and waste management. The course

various separation techniques, and use them

syllabus is covered, with additional material on

has several labs and activities that relate to the

repeatedly during the year. One important

some units. Students will be well-prepared for

topics covered, and will give students an oppor-

technique is to use differential solubilities to

the AP exam in May.

tunity to apply their science process skills to a

separate and identify various compounds. Then

Prerequisite: Chemistry, Conceptual Physics

variety of scenarios and problems. This course

we can corroborate the identifications by react-

Texts: Biology: The Unity and Diversity of Life,

will prepare students for the AP Environmental

ing the substances with other compounds. The

Science Exam in the spring.

idea is to produce colorful, and unmistakable,

12th Ed., Cecie Starr and Ralph Taggart

Prerequisites: Conceptual Physics or

Senior Electives Senior Science Electives

Chemistry, and Biology Text: Environment: The Science Behind the Stories,

compounds that confirm the analysis. Prerequisite: Chemistry Text: Introduction to Semimicro Qualitative

3rd Ed., by Jay Withgott and Scott Brennan

Analysis (8th edition), Lagowski & Sorum

take one fall elective and/or one spring elective,

Science 12: Astronomy

Science 12: Eco Design

or a year-long AP course from among the offer-

Astronomy utilizes a Starlab Portable Plan-

This one-semester course will help students

ings. AP Physics and AP Environmental Science

etarium, films, lectures, readings, and diverse

build an understanding that in the 21st century,

are year long courses. When space and sched-

activities to provide an intimate understanding

sustainability in all aspects of life around the

uling allow, AP Physics or AP Environmental

and appreciation of our night sky, the stars,

globe is critical for the continuing develop-

Science students can take additional electives.

galaxies, and the universe. Tools and methods

ment of human societies. Initially students will

The following electives are typically offered

used by astronomers are studied as well. As

research the connection between sustainability

during the school year.

part of a team, students produce and present

and culture in several societies, investigate the

a planetarium show lower school students.

cradle to cradle product life cycle model versus

Topics covered include the celestial sphere,

the current cradle to grave model. The final

telescopes, and stellar evolution.

project is to test, research and design a product

During the senior year, students may choose to

Advanced Placement Physics Advanced Placement Physics is a college level course for junior and senior students with special interest and ability in science. Students study topics including Newtonian mechanics, fluid mechanics, thermodynamics, electricity and magnetism, waves and optics, and

Prerequisite: Conceptual Physics and Chemistry Text: Astronomy, A Beginner’s Guide to the Universe (Prentice Hall, 2004)

atomic and nuclear physics. This course goes

Science 12: Bay Area Ecology

beyond ninth grade Conceptual Physics in both

This one-semester course is an introduction to

content breadth and depth, and in the use of

basic ecology. It is also designed to introduce

mathematics. The emphasis in classroom and

students to the wide variety of ecosystems that

laboratory is on the quantitative application

exist within the Bay Area and California. The

of physics principles. Students prepare for the

interaction of the physical and biotic factors

which will improve the lives of a third world community for example a better cook stove which incorporates both cultural sensitivities and sustainable practices in the manufacture and use of the product. Prerequisites: Conceptual Physics, Chemistry, and Biology/AP Biology Text: Cradle-to-Cradle by William McDonough & Michael Braungart; Biomimicry by Janine Benyus

Information Bulletin 2012–2013

29


Science 12: Molecular Genetics

responsibility for their own learning through

French A

More than half of the classroom time in this

research, classroom discussion, and oral

This is an introductory course for Middle School

second-semester elective will be laboratory

presentations. The classroom environment is

students. Class work emphasizes speaking and

work emphasizing molecular biology, recombi-

one of curiosity, collaboration and respectful

listening skills, while home study concentrates

nant DNA techniques and PCR. Each group of

debate.

on reading, writing and vocabulary acquisition.

students will design and implement a series of labs involving constructing and subcloning

Prerequisite: Conceptual Physics, Chemistry, and Biology

a plasmid. The rest of the course will explore current molecular forensic science techniques. The course may also include a field trip to genetics labs, an ethical debate, and watching GATTACA as a springboard for discussing ethical considerations of genetic testing. Prerequisite: Conceptual Physics, Chemistry and first semester of Biology Text: Human Genetics: Concepts and Applications, 7th Ed., Ricki Lewis

Students engage in a variety of communicative activities to develop proficiency. Class work involves paired/group practice, dialogues, and

World Languages Middle School Courses Chinese A This is an introductory Mandarin Chinese course designed for Middle School students. The course focuses on basic communica-

music. The course includes basic grammar, short reading selections, and an introduction to the geography and culture of the Francophone world. Language lab, overhead projections and videos are used to reinforce language skills. Open to: Grades 6 & 7 Texts: Discovering French: Bleu, Première Partie (text and workbook)

tion skills in speaking, listening, reading and writing simplified characters with the option of

French B

Science 12: Neurobiology

learning traditional characters. The course also

This is a continuing course for Middle School

This fast-paced one-semester course will review

includes lessons on Chinese culture. In addition

students who have completed the curriculum

current biological knowledge of how the human

to the acquisition of linguistic skills, the course

outlined for French A. Listening, speaking,

brain functions. Nervous system function will

also aims to equip students with the skills

reading and writing skills are given equal

be analyzed from the cellular and biochemical

needed to learn foreign languages in natural,

emphasis. Students learn to express them-

level to higher order functions such as vision

authentic settings. Class work includes com-

selves more completely in the present and in

and motor function. Topics will include, but are

municative activities, dialogues, music, movies

the past tenses. There is continued exploration

not limited to, the biophysical basis of neuron

and student-centered pair/group practice.

of geography and culture. Students engage in a

function, neurochemistry as it relates to drugs

Open to: Grades 6 & 7

variety of communicative activities to develop

and mental illness, and the biological basis of

Text: Huanying, Vol I

proficiency. Language lab, overhead projections and videos are used to reinforce language skills.

eating, sex and stress. As a final project, each student will write a mock pre-doctoral grant

Chinese B

Open to: Grades 7 & 8

proposal on the subject of his or her choice.

This is a continuing course for Middle School

Prerequisite: French A or equivalent

students who have completed Chinese A. Com-

Texts: Discovering French: Bleu, Deuxième Partie

Prerequisite: Conceptual Physics, Chemistry and Biology

munication skills in speaking, listening, and reading basic Chinese are emphasized as well

French C

as writing simplified characters with the option

This is a continuing course for Middle School

of learning traditional characters. Class work

students who have completed the curriculum

Science 12: Robotics

involves communicative activities, dialogues,

for French A and B. The course is the equivalent

This one-semester course will focus on the

music, and paired/group practice.

of an Upper School French II class. There is

Text: Neuroscience: Exploring the Brain, 3rd Ed., Lippincott, Williams and Wilkins

design, construction, analysis, and control

Open to: Grades 7 & 8

more emphasis on listening, speaking, reading,

of robotic systems. Students will learn how

Text: Huanying, Vol I

and writing in this course. In addition to the acquisition of a broad practical vocabulary, stu-

step motors and various sensors work, while using them in the construction of autonomous

Chinese C

dents are exposed to more complex grammati-

robots. In the process students will also learn

This is a continuing course for Middle School

cal structures. Students will become competent

and apply various skills — from engineering

students who have completed Chinese B or the

conversing and writing in the past tenses,

design principles to soldering and program-

equivalent coursework. This course continues

in giving commands and in using the future

ming. An historical overview of robotics and a

to increase students’ communicative capacity

and conditional. Students write compositions

peak into future trends will also be presented.

in speaking, listening, reading and writing Man-

and stories using a variety of verb tenses and

Active student participation, teamwork and

darin. Authentic materials are employed. The

vocabulary. Students engage in a variety of

creative problem solving will be stressed.

class revisits themes and grammar items that

communicative activities to develop profi-

are introduced in Chinese A and B, however,

ciency. Language lab, overhead projections and

the emphasis in Chinese C is to understand

videos are used to reinforce language skills.

Prerequisite: Conceptual Physics

Science 12: Science Issues

the material in depth. Accuracy in production

Open to: Grade 8

This one-semester seminar is for seniors who

is the focus. Class work includes communica-

Prerequisite: French A and B or equivalent

wish to extend and apply their knowledge

tive activities, dialogues, music, movies and

in science to the study of current issues in

student-centered pair/group practice and more

science, technology and society. Topics vary

in-depth projects.

Texts: Discovering French: Blanc (text and workbook)

year to year, ranging from local environ-

Open to: Grades 7 & 8

Latin A

mental issues to storage of nuclear waste,

Text: Huanying, Vol I

This is an introductory course for Middle

global warming and bioethics. Students take 30

Head-Royce School

School students. Class work focuses on


translation, writing and vocabulary acquisition.

outlined for Spanish A. The course starts with a

course continues to increase students’ com-

The basic grammar includes declensions 1–3,

review of the material covered in Spanish A. It

municative capacity in speaking, listening,

present and imperfect tenses of conjugations

also offers more practice of listening, speaking,

reading and writing Mandarin. Authentic mate-

1–4, and agreement of adjectives. The student

reading, and writing skills at the beginning level.

rials are employed. The class revisits themes

is introduced to Roman culture, history, and

Students review the tenses covered in Spanish

and grammar items introduced in Chinese I,

mythology through reading selections, student

A and learn the imperative and the past tense

however, the emphasis in Chinese II is to under-

reports and presentations.

of regular and irregular verbs. We continue to

stand the material in depth. Accuracy in pro-

Open to: Grades 6 & 7

learn about the Spanish-speaking world through

duction is the focus. Class work includes com-

Texts: Ecce Romani IA; The Odyssey, Robin Lister

projects and oral presentations in Spanish. At

municative activities, dialogues, music, movies

the end of Spanish B, students will be able to

and student-centered pair/group practice.

Latin B

express themselves in Spanish at a basic level.

Open to: Grades 9, 10, 11 & 12

This is a continuing course for Middle School

Open to: Grades 7 & 8

Prerequisite: Chinese B or I

students who have completed the curricu-

Prerequisite: Spanish A or equivalent

Text: Huanying, Vol I

lum for Latin A. The focus of the course is on

Texts: Paso a Paso B, Activity Workbook, and

developing translation skills through reading,

Writing, Audio & Visual Activities Workbook

writing, and further vocabulary acquisition.

Chinese III This is a continuing course in Mandarin Chinese

Grammar topics include declensions 4–5, past

Spanish C

for Upper School students who have completed

and future tenses, demonstrative and personal

This is a continuing course for Middle School

the curriculum outlined in Chinese II or Chinese

pronouns. There is continued exploration of

students who have completed the curriculum

C. Speaking, listening, reading and writing

Roman history and culture through selected

for Spanish A and B. It is the equivalent of an

authentic Mandarin Chinese are emphasized in

readings, student reports, and presentations.

Upper School Spanish II class. In addition to the

this level. This course uses authentic materials

Open to: Grades 7 & 8

acquisition of a broad practical vocabulary and

to increase students’ communication capacity in

Prerequisite: Latin A or equivalent

idioms, students are exposed to more complex

the target language. This course deepens com-

Texts: Ecce Romani IB

grammatical structures. Writing and reading

petence in written and spoken language. It also

are introduced and improved through a literary

exposes students to literary genres including

work and a research paper, along with a variety

short stories, documentary prose, and essays.

of communicative activities.

Upon departmental approval, heritage speaker

Latin C This is a continuing course for Middle School students who have completed the curriculum

Open to: Grade 8

students may join this class to sharpen their

outlined for Latin B. Class work emphasizes

Prerequisite: Spanish A and B or equivalent

reading and writing skills.

building translation skills through readings

Texts: Book En Español II and practice work-

of lengthier, more complex passages, and

book; and selected readings

Open to: Grades 9, 10, 11 & 12 Text: Huanying, Vol I

continued vocabulary acquisition. Grammar topics include introduction to the subjunctive, participles, relative pronouns, and irregular verbs. There is continued exploration of Roman history and culture through selected readings, student reports, and presentations. Open to: Grades 7 & 8 Prerequisite: Latin B or equivalent Texts: Ecce Romani IIA and IIB

Spanish A This is an introductory course for Middle School students. The primary goal of Spanish A is to develop basic speaking, listening, reading, and writing skills. Students are also introduced to the Spanish-speaking world through a variety of documentaries and geography lessons. Class work involves communicative activities, dialogues, music, and paired/group practice. By the end of Spanish A, students will be able to express themselves using the present tense, the present progressive, and the immediate future. Open to: Grades 6 & 7 Texts: Paso a Paso A, Activity Workbook

Spanish B This is a continuing course for Middle School students who have completed the curriculum

Upper School Courses Note: Advanced Foreign Language courses will be offered according to a number of factors including enrollment and staffing.

Chinese IV This is a continuing course in Mandarin Chinese for Upper School students who have completed the curriculum outlined in Chinese III. In addition to extensive practice in all

Chinese I

linguistic domains (speaking, listening, reading

This is an introductory Mandarin Chinese

and writing), this course offers a thorough

course designed for Upper School beginning

review of Chinese grammar. This course also

students. The course focuses on basic commu-

exposes students to Chinese cultural traditions

nication skills in speaking, listening, reading

and customs. Through the study of various

and writing standard Mandarin Chinese. The

literary genres, students in this course start to

course also includes lessons on Chinese culture.

develop pragmatic awareness in Chinese.

In addition to the acquisition of linguistic skills,

Open to: Grades 10, 11 & 12

the course also aims to equip students with

Text: Taiwan Today, Shou Hsin Teng

the skills needed to learn foreign languages in natural, authentic settings. Class work includes communicative activities, dialogues, music, movies and student-centered pair/group practice. A variety of educational and authentic materials are used to reinforce language skills. Open to: Grades 9, 10, 11 & 12 Text: Huanying, Vol I

Chinese V (with AP option) Chinese V (with AP option) is the continuation of Chinese IV. This course aims to provide students with on-going and varied opportunities to further develop their proficiency across the full range of linguistic skills. In this course, students will continue to improve their Chinese skills in listening, speaking, reading, and writing.

Chinese II

Students communicate within a cultural frame

This is a continuing course for students who

of reference reflective of the richness of Chinese

have completed Chinese I in the Upper School

language and culture. They read a variety of

or Chinese A & B in the Middle School. This

literary works as well as authentic texts on a

Information Bulletin 2012–2013

31


wide range of areas such as current events,

learn about the French way of life, French atti-

course is conducted in French, and students are

social studies, and humanities. Regular discus-

tudes, and customs. An introduction to French

expected to speak French exclusively. Stu-

sions on readings will be conducted in Chinese.

literature is offered trough poems and readings.

dents will expand their cultural understanding

In this course, students further develop their

Open to: Grades 9, 10, 11 & 12

through a variety of media and will develop

knowledge of Chinese language to include pro-

Prerequisite: French C or French II

their communicative skills in interpersonal,

nunciation; vocabulary; idiomatic expressions;

Text and novels: Discovering French: Rouge

interpretive, and presentational modes using a

grammatical structures; and written characters. If appropriate, some students may opt to take

(text and workbook); Le Petit Prince

wide range of authentic materials. This course meets the requirements of the new 2012 College

the Advanced Placement Exam in Chinese and

French IV

Language and Culture.

This course offers a thorough review of

and revolves around the five language objec-

Open to: Grades 11 & 12

grammar as well as an opportunity to learn

tives outlined in the Standards for Foreign

Prerequisite: Chinese IV or Department

more about the history of France as well as the

Language learning in the 21st Century: Com-

culture of contemporary France and Franco-

munication, Culture, Connections, Compari-

phone countries. Students are given extensive

French I

sons, and Communities. Students who enroll

practice in all four language skill areas: reading,

in this course are expected to take the French

This is an introductory course for Upper School

writing, speaking and listening. They also con-

Language AP examination in May.

students. Class work emphasizes speaking, lis-

tinue to explore French literature. All activities

tening, and writing skills. The course covers all

are conducted in French.

approval

the material noted above in French A and B at

Open to: 10, 11 & 12

an accelerated pace. The student is introduced

Prerequisite: French III or equivalent

to different aspects of Francophone culture and

Text and novels: Le Petit Nicolas by G. Sempe;

Board AP French Language and culture exam

Open to: Grades 11 & 12 Prerequisite: French IV, or Department approval Texts: Face à Face, variety of readings

customs. A video series, movies, transparencies

Trésors du temps; Oscar et le dame rose by Eric

Latin I

and a computer program provide a variety of

Emmanuel Schmidt

This is an introductory course for Upper School

ways to engage with the language.

students. Class work emphasizes reading,

Open to: Grades 9, 10, 11 & 12

French Literature and Cinema

Texts: D’Accord, Vista Higher Learning &

Films are an excellent way to introduce students

tion. The basic grammar includes declensions

to literature. The class will look at adaptation

1–5, conjugations 1–4, all tenses, as well as

of French literary works into movies. The class

French II

personal, and relative pronouns. The student

will be conducted in French only, and students

is introduced to Roman culture, history, and

This is a continuing course for students who

will be exposed to various texts from novels to

mythology through short reading selections

have completed the curriculum for French

plays. Students will be encouraged to look at

and student reports. English derivatives from

A and B in the Middle School or French I in

the filmed version with a critical eye and they

Latin roots receive special attention.

the Upper School. This course is conducted

will write about what they read and see. They

Open to: Grades 9, 10, 11 & 12

almost entirely in French. Students will become

will look specifically at what choices the film’s

Texts: Latin for the New Millenium I

competent conversing and writing in the past

director and crew have made in the transition

tenses, in giving commands and in using the

from text to film: What has been added? What

Latin II

future. They will also acquire a broad, practical,

nuances or uncertainties have been simplified or

This is a continuing course for students who

everyday vocabulary. Using these verb tenses

stripped away? How the choice of genre affected

have completed the curriculum outlined for

and everyday vocabulary students will write

the way the story is told? We will take time to

Latin I. Translation, grammar, and vocabulary

paragraphs and stories. Students will also read

take an in-depth look at the written text and

acquisition are again the focus of the class.

short stories and selections. A video series

the filmed version. We will also learn technical

Grammar topics include indirect discourse,

accompanies the textbook, exposing students

vocabulary used in the analysis of films and look

subjunctive uses, participles, and relative pro-

to authentic speech and a deeper understand-

at written film reviews. At this level grammar

nouns. There is continued exploration of Roman

ing of the Francophone world.

review is done in context and is kept to a

culture, history and mythology through selected

minimum. Class is conducted in French only.

readings, reports, and presentations, as well as

Cahier d’exercices

Open to: Grades 9, 10, 11 & 12 Prerequisite: French A & B or French I

Open to: Grades 11 & 12

Texts: D’Accord, Vista Higher Learning &

Prerequisite: French IV, French AP Language

Cahier d’exercices

with Department approval Text and readings: “Le Cinéma,” Vanoye,

grammar, translation, and vocabulary acquisi-

continued study of English derivatives. Open to: Grades 9, 10, 11 & 12 Prerequisite: Latin A & B or Latin I Texts: Latin for the New Millenium II

French III

Frey, Goliot-Lété. Repères Pratiques, Nathan 2007.

This is a continuing course for students who

Excerpts from Madame Bovary, Un Barrage Contre le

Latin III

have completed the outlined curriculum for

Pacifique, Le bossu, Le Gone du Chaâba, Un Secret.

This course begins with a review of complex

French II or French C. The course, which is

Latin grammar and syntax, and then it serves

conducted entirely in French, requires increas-

Advanced Placement French: Language

as an introduction to the reading of Latin texts

ingly sophisticated listening, speaking, reading

The AP French Language and Culture course is

as literature. Readings focus on Roman history

and writing skills. Students learn to express

designed for students who already have a good

of the pre-Republic and Republican periods.

themselves more completely by acquiring

command of French grammar and vocabu-

Later readings include selections from the Sue-

broad practical and abstract vocabulary as well

lary, and are motivated to gain competence in

tonius’ biography of Julius Caesar. By the end

as proficiency in all the verb tenses. Students

reading, writing, listening, and speaking. The

of this course, students will have been exposed

32

Head-Royce School


to all major topics in Latin grammar, and they

Spanish I

opportunity to learn more about the culture,

will have read original Latin texts and begun to

This is an introductory course for Upper School

film and art of Spain and Latin America, as well

treat literary themes within the texts that they

students. Class work emphasizes speaking and

as read a full-length novel from Chile.

are reading.

listening skills, while home study concentrates

Open to: Grades 9, 10, 11 & 12

on reading, writing and vocabulary acquisition.

Prerequisite: Latin C or Latin II or equivalent

The course covers all the material noted above

Texts: Latin III Reader

in Spanish A and B at an accelerated pace. The

Latin IV/V The readings for this course may vary, but they will always include some prose of Cicero and some exposure to Latin verse (e.g., Catullus, Horace, Ovid). The focus of the course is to develop the student’s ability to translate

student is introduced to aspects of Hispanic culture and customs. A video series, movies, transparencies, and audiotapes enrich textbook material. Open to: Grades 9, 10 & 11 Texts: En Español I; Beginning Reader

Prerequisite: Spanish III or equivalent Texts: Encuentros Maravillosos; Listening Comprehension Skills; Cartero de Neruda

Advanced Spanish Seminar This course is designed as an advanced seminar open to all students who have successfully completed Spanish IV, Spanish AP Language or Spanish AP Literature. The purpose of the course is to provide a format for advancing students’ speaking, reading and writing skills in Spanish

complex passages of Latin while understanding

Spanish II

through the study of Hispanic literature, culture,

how the text works on multiple levels. Students

This is a continuing course for students who

politics and film. Students will participate in

undertake a large project in the winter that

have completed the curriculum for Spanish A

discussion and will be expected to write topical

includes translation and analysis of poetry or

and B in the Middle School or Spanish I in the

essays and prepare presentations on issues

prose as well as the design of a web site for

Upper School. This course is conducted entirely

that relate to the Spanish-speaking world. The

displaying their work.

in Spanish. Students will become competent

cultural component is enhanced by the practice

Open to: Grades 10, 11 & 12

conversing and writing in the past tenses, in

of Caribbean and Argentinean dances.

Prerequisite: Latin III and/or IV

giving commands and in using the future and

Texts: Ovid’s Metamorphoses; Cicero: Somnium

the conditional. They will also acquire a broad,

Scipionis or In Catilinam; Excelability in Advanced

practical, everyday vocabulary. Using these verb

Latin

tenses and everyday vocabulary students will

Advanced Latin Seminar This rigorous course serves as the culmination of a student’s work learning and reading Latin in earlier Latin coursework; it is offered every other year, alternating with the AP Latin course. The curriculum follows very closely the AP-mandated curriculum for the former AP Latin Literature course, which is now no longer part of the AP program. As such, we read the masterpiece poems by Catullus and Horace. All facets of good, rigorous poetic analysis and

write short stories and compositions. They will also read short stories and three short novellas. Since the development of verbal fluency is paramount, oral reports, group projects, and conversations are essential parts of the curriculum. Open to: Grades 9, 10, 11 & 12 Prerequisite: Spanish A & B or Spanish I Texts: Vistas: Introducción a la lengua española, Activity Workbook and Lab Book en Español II and practice workbook; La ciudad de los dioses; La chica de los zapatos verdes; Panico en la discoteca

good, precise, accurate translation are covered

Spanish III

during the course.

This is a continuing course for students who

Open to: Grades 11 & 12

have completed the outlined curriculum for

Prerequisite: Latin IV/V, or Department

Spanish II or Spanish C. The course requires

approval Texts: Arnold, Aronsen, Lawall, Love and Betrayal: A Catullus Reader, Garrison, Horace

Advanced Placement Latin: Vergil This course features an in-depth study of books I, II, IV, VI, X and XII of The Aeneid in Latin, and a reading of the rest of the poem in English. The emphasis is on translation and critical analysis of Vergil’s poetry. The course topics include a review of grammar, figures of speech, metrics, and a study of the historical and literary background of the epic.

increasingly sophisticated listening, speaking, reading and writing skills. Students learn to express themselves more completely by acquiring broad practical and abstract vocabulary as well as proficiency in all the verb tenses. There is a continued exploration of culture as well as literary and periodical readings. Open to: Grades 9, 10, 11 & 12 Prerequisite: Spanish C or Spanish II or equivalent Texts: En Español III; workbook; a broad selection of Latin American short stories

Open to: Grades 11 & 12

Spanish IV

Prerequisite: Latin IV/V, or permission of

In this course students will engage in dis-

Department Texts: Vergil, The Aeneid

cussions, analysis of literature, formal and

Open to: Grades 11 & 12 Prerequisite: Spanish IV, or Spanish AP Language or Spanish AP Literature Texts: Soñar en Cubano; Como Agua para Chocolate; La ciudad y los perros

Advanced Placement Spanish: Language This intensive course leads students to a mastery of all four-language skills. They read sophisticated representative literature; they write extensive and grammatically accurate essays; they acquire strong conversational skills, and a rich vocabulary; they have practice in understanding native speakers. Students who elect to take this course will be prepared to take the Advanced Placement examination in May. Open to: Grades 11 & 12 Prerequisite: Spanish IV or Departmental approval Texts: Galeria de Arte; text and workbook, AP Spanish Language Practice Exam Workbook

Advanced Placement Spanish: Literature The Advanced Placement Program for Spanish Literature is designed to introduce students who have advanced language skills to the formal study of a representative body of literary texts in Spanish. The required list covers authors from the Medieval and Golden Ages to the 20th Century. Extensive reading and literary analysis (both written and oral) are central components of this course. Open to: Grades 11 & 12 Prerequisite: Advanced Placement Spanish Language or Departmental approval Texts: Abriendo Puertas I y II; representative

informal writing, and an in-depth grammar

prose and poetry by Hispanic authors from the

review. This course also offers students the

Middle Ages to the present

Information Bulletin 2012–2013

33


College Admissions (2008–2012) The following is a partial list of colleges and universities that have offered admission to graduates of Head-Royce School, followed by the number of students enrolling in those colleges over the last five years. Members of the Class of 2012 will attend the colleges in bold type.

American University

Ithaca College (1)

University of Arizona (1)

Amherst College

Johns Hopkins University (2)

University of British Columbia (1)

Bard College (1)

The Julliard School

UC Berkeley (16)

Barnard College (5)

Kenyon College (2)

UC Davis (15)

Bates College

Lehigh University (1)

UC Irvine (1)

Boston College (1)

Lewis and Clark College (5)

UCLA (14)

Boston University (2)

Loyola Marymount University (4)

UC Merced (3)

Bowdoin College (1)

Loyola University of

UC Riverside (3)

Brandeis University (1)

New Orleans (1)

UC San Diego (3)

Brown University (7)

Macalester College (2)

UC Santa Barbara (4)

Bryn Mawr College

Miami University of Ohio

UC Santa Cruz (15)

Bucknell University (1)

Massachusetts Institute of

University of Chicago (10)

California College of Arts

Technology (4)

University of Colorado, Boulder (3)

California Institute of Technology

Middlebury College (8)

University of Illinois (1)

Cal Poly San Luis Obispo (3)

Mt. Holyoke College (2)

University of Maryland,

CSU East Bay (1)

New York University (9)

Carleton College (7)

Northeastern University (5)

University of Michigan (5)

Carnegie Mellon University (4)

Northwestern University (4)

University of North Carolina,

Case Western Reserve

Oberlin College (8)

University (3) Chapman University (4) Claremont McKenna College (3)

College Park (2)

Chapel Hill

Occidental College (13)

University of Oregon (3)

Franklin W. Olin College of

University of the Pacific (1)

Engineering (1)

University of Pennsylvania (11)

Clark University

Parsons School of Design (3)

University of Puget Sound (6)

Colby College (1)

Pepperdine University (1)

University of Redlands

Colgate University (3)

Pitzer College (6)

University of Rochester (1)

College of William & Mary

Pomona College (3)

University of San Diego

College of Wooster (2)

Pratt Institute (1)

University of San Francisco (1)

Colorado College (2)

Princeton University (5)

University of St Andrews

Columbia University (1)

Purdue University (1)

Connecticut College (2)

Reed College (3)

Cornell University

Rensselaer Polytechnic University

Cornish College of the Arts (1)

Rice University (2)

University of Texas, Austin (2)

Dartmouth College (3)

San Jose State University (1)

University of Vermont

Davidson College

Santa Clara University (2)

University of Virginia (1)

Denison University (3)

Santa Monica College (1)

University of Washington (5)

Drew University (2)

Sarah Lawrence College (1)

Vanderbilt University

Duke University (2)

Scripps College (7)

Vassar College (2)

Emerson College

Seattle University (2)

Villanova University

Emory University (3)

Skidmore College (3)

Wake Forest University

Eugene Lang College

Smith College (1)

Washington University in

Fordham University

Southern Methodist University (1)

Franklin and Marshall College (3)

St. Mary’s College of California

Wellesley College (7)

George Washington University (3)

Stanford University (11)

Wesleyan University (5)

Georgetown University (3)

Swarthmore College (1)

Wheaton College

Gonzaga University (1)

Syracuse University (4)

Whitman College (3)

Hamilton College (1)

Trinity College

Whittier College (1)

Hampshire College

Tufts University (8)

Willamette University (3)

Harvard University (5)

Tulane University (3)

Williams College (2)

Harvey Mudd College (1)

United States Coast Guard

Worcester Polytechnic Institute (1)

Haverford College (1) Howard University (2)

34

Head-Royce School

Academy (1) United States Naval Academy (1)

(Scotland) (2) University of Southern California (15)

St. Louis (5)

Yale University (4)


Directions to Head-Royce School

By Car

From Contra Costa County

From Oakland (downtown)

Take Highway 24 to Highway 13 toward Hayward

to turn around; do not make U-turns on Lincoln

Follow directions from Berkeley

Avenue, Alida Street, or Alida Court. Do not

Take Highway 580 toward Hayward Take the Fruitvale Avenue exit Go straight for two blocks Turn left onto Champion Follow Champion up the hill Champion becomes Lincoln Avenue (same street, just the name changes) Continue up the hill HRS is on the left, 4315 Lincoln Avenue

From San Francisco Take the Bay Bridge to Oakland Follow directions from Oakland

From Richmond/San Rafael Cross the Richmond/San Rafael Bridge Connect with Highway 80 Take Highway 80 to 580 Follow directions from Oakland

park at the rear of the campus, on Whittle or

From San Leandro/Hayward

Funston Avenues. Please remember that you

Take Highway 580 toward Oakland

are a visitor in a residential neighborhood, so

Connect with Highway 13 (Warren Freeway)

please be courteous at all times to our neigh-

Take the Joaquin Miller/Lincoln Avenue exit

bors. To avoid being cited, do not park in bus

At the stop sign turn left

zones, and note street-cleaning signs.

Continue down the hill (Lincoln Avenue) HRS is on the right, 4315 Lincoln Avenue

Bus Transportation to Head-Royce

From The Peninsula

Three Alameda County Transit lines serve the

Take Highway 92 across the San Mateo Bridge to Hayward Connect with Highway 880 north Take Highway 238 toward Castro Valley Connect with Highway 580 toward Oakland Connect with Highway 13 (Warren Freeway) toward Berkeley

School: #604 and #605 (with service from Berkeley) and #606 (with service from Oakland). Full schedule information can be found at www. actransit.org or on the Head-Royce website. For Danville, Walnut Creek, Orinda/Moraga, and Alameda, Michael’s Transportation provides round trip bus service on each school day.

Follow directions from San Leandro/Hayward

From Berkeley

Parking at Head-Royce

Take Highway 13 toward Hayward

Limited parking is available around the Head-

Take the Joaquin Miller/Lincoln Avenue exit

Royce campus for School events, and visitors

At the stop sign turn left

are advised to come early.

The next corner is Lincoln Avenue

Please do not block driveways, or use them

Limited parking is available in the School

Turn right onto Lincoln Avenue

parking lot, located off Lincoln Avenue at the

Proceed down the hill

east end of the campus. Additional parking is

HRS is on the right, 4315 Lincoln Avenue

available in designated areas on Lincoln Avenue.

Information Bulletin 2012–2013

35


The Head-Royce School Mission The mission of Head-Royce School is to inspire in our students a lifelong love of learning and pursuit of academic excellence, to promote understanding of and respect for diversity that makes our society strong, and to encourage active and responsible global citizenship. Founded in 1887, Head-Royce is an independent, non-denominational, coeducational, collegepreparatory K–12 school, which offers a challenging educational program to educate the whole child. The School nurtures the development of each individual student through a program that seeks: • to develop intellectual abilities such as scholarship and disciplined, critical thinking; • to foster in each student respect, integrity, ethical behavior, compassion, and a sense of humor; • to promote responsibility and leadership, an appreciation of individual and cultural differences, and a respect for the opinions of others; • to nurture aesthetic abilities such as creativity, imagination, musical, and visual talent; and • to encourage joyful, healthy living, a love of nature, and physical fitness. All members of the Head-Royce community strive to create an educational environment that reflects the School’s core values of academic excellence, diversity and citizenship, one in which each student can thrive. We believe that a program based on these core values will prepare our students to be effective global citizens as they face and embrace the challenges and the opportunities of the future.

scholarship, diversity, citizenship

Office of Admissions & Financial Aid 4315 Lincoln Avenue Oakland, CA 94602 phone: 510.531.1300 www.headroyce.org 36

Head-Royce School

The School is striving to build a diverse student body that reflects the ethnicity, race, socioeconomic circumstance and family composition of the Bay Area. Head-Royce admits students and welcomes families of all backgrounds. The School does not discriminate on the basis of race, color, religion, gender, disability, sexual orientation, nationality or ethnic origin in the administration of its educational or admissions policies and programs.


Information Bulletin