2023-24 AIS Upper School Course of Study

Upper School Course of Study

General Guidelines for Course Selection

The Agnes Irwin School offers a rich and diverse curriculum that provides a deep foundation in the humanities, mathematics and sciences, visual and performing arts, wellness and athletics. You are required to study a wide variety of subjects yet also have the flexibility to pursue your individual interests. The decision about what courses to take each year is a balancing act involving many factors. As you look ahead, you should think both about the immediate future and your long-term goals. Considering the following factors may help in your decision-making:

REQUIREMENTS AND THE FUTURE

• Pay attention to the requirements, making sure that you will be able to complete them by graduation.

• Think about your future academic plans. When you complete a requirement, do you want to continue in that subject or concentrate on another?

• What are your interests? What courses are exciting to you?

BALANCE CHALLENGING AND REALISTIC CHOICES

• Think about your most difficult times this year and use those experiences to inform your choices about the level of course challenge, number of courses, and other activities you choose to do.

• If you have needed regular tutoring in a course, consider whether you can handle the next level of coursework. Students should not need to be tutored regularly to succeed in a class, with the exception of temporary or chronic medical situations. If students rely on tutoring, they are generally “over placed” in their current level.

• Think about the many demands on your time, both academic and non-academic, which include:

– school activities (any plans to increase your involvement, pursue leadership?)

– outside commitments (music/drama lessons, sports teams, religious/cultural affinity groups, job?)

– family situation (do you hold significant responsibilities at home?)

– travel time to and from school

– time for sleep and time for fun

Making complex decisions about your priorities is an important part of the educational process, and the faculty and administrators at Agnes Irwin are invested in helping you to make these choices wisely. Your advisor will work closely with you to develop the course of study that best meets your academic goals.

DROP/ADD PERIOD

A student may drop a first-semester or year-long course without impact to the transcript beginning on the first day of classes until a specific deadline, usually about one month into the first semester. Similarly, a student may drop a second-semester course after the start of the second semester but before a specific deadline, usually about three weeks into the second semester. After this deadline, but before the end of the quarter, a withdrawal-withrecord period is in effect where students may withdraw from courses provided that they remain enrolled in at least five academic classes and receive the permission of the appropriate course instructor, department chair, advisor, and Upper School Director. Students will receive a W/P or W/F grade at the time of withdrawal. Ordinarily, a student may not withdraw from a course after the end of the first quarter except for medical reasons or other circumstances of similar seriousness as determined by the Director of the Upper School. Students may add a first-semester or yearlong course until a specific deadline in the first semester provided their course load does not exceed six courses per semester and they meet the prerequisites and/or are recommended for the course. Similarly, a student may add a second semester course until a specific deadline in the second semester.

It is important to note that scheduling is a complicated process and not all students will be able to be placed in their first choice courses. Courses with low enrollment may not be offered. Some courses may have a limit on enrollment and preference is given to rising 12th graders. We do, however, make sure that all students have options that will prepare them well for the college admissions process. The College Counseling team is involved in course planning, including meeting one-on-one with rising 12th grade students, as well as briefly meeting with rising 11th grade students and is consulted as needed.

How to Plan Your Courses

In this section, you will find course requirements listed by grade level, followed by full descriptions of courses by discipline. There are also answers to frequently asked questions to help guide you in your decision making. At the end of this section, there is a fouryear planning sheet. This planner allows you to look ahead at what courses you may want to take in the future and to plan prerequisites now, including having an understanding of the grades necessary to be able to move to an Honors level. When planning ahead, have multiple course options in mind as electives change from year to year.

FAQS ABOUT COURSE SELECTION ANSWERED BY AIS COLLEGE COUNSELORS

How can I be sure that the courses I select at AIS will lead toward a successful college outcome?

1. AIS’s minimum requirements meet and usually exceed college entrance requirements in terms of both depth (number of years studied) and breadth (number of areas covered), and, other than art courses, are all NCAA approved [no art courses at any school are approved by the NCAA; our recruited athletes have not found this to be a problem in the past].

2. AIS’s system of departmental recommendations and individual course prerequisites have been designed and reviewed extensively to ensure students’ success in AIS coursework. Careful attention is paid every year to each student’s progress in order to determine the next step in coursework; then, that progress is double-checked at the end of the academic year by individual teachers, department chairs, and the Upper School Director. The college counselors are brought into any discussion where there is any concern.

What are colleges looking for?

The best path to getting into college is to let the student’s growth develop as organically as possible, without trying to second-guess what the colleges want, especially given AIS’s comprehensive offerings, both academic and cocurricular. Every college looks for different things which can change on a yearly basis, so to try to emulate a perceived ideal is not useful. Colleges want interesting people who have taken advantage of opportunities that matter to them personally (admissions committees are leery of situations which they believe to have been orchestrated or forced).

How do I balance between rigor and breadth?

Usually the student knows the answer to this question intuitively, in terms of what is manageable in her life and priorities. The best path toward present and future success, including college prospects, is for the student to challenge herself, while balancing all aspects of her life –academics, activities, fun, and sleep.

What do I do if I want to accelerate or upgrade from the program I have been recommended for?

1. Acceleration in either level (moving from grade-level to Honors) or breadth (adding an additional course or Independent Science Research) should be carefully discussed with all appropriate parties (advisor, teacher, department chair) to determine the feasibility of such a move. A review of a student’s past work, as well as other students’ management of the AIS curriculum help determine the probability of success. For example, in nearly every case when students have jumped a level against AIS’s advice, especially in math, the student has struggled in that next year and sometimes beyond, with negative impact on self-esteem, grades, and college prospects.

2. What if regular external tutoring has been necessary for a student to cope with an existing course? In this case, the need or reliance on regular tutoring would indicate that the student is overstretched in that course, and, thus, acceleration in that subject is risky in terms of time needed and grades earned.

What about summer work?

When thinking about taking courses for the summer, it is important to consider all four years in high school, arts and fitness requirements, and co-curricular activities. Sometimes it makes sense to take a required AIS course in the summer in order to move ahead; other times this idea is a potential mistake in terms of possibly jeopardizing future performance in the next required course. For example, if someone is not a top math student, taking a foreshortened, intensive summer math course may jeopardize the next year’s course, as not only is it important to master the content, but it is also equally important to practice, an opportunity lost in an abbreviated summer class. If someone wants to do summer work, it may be more advantageous to take an unusual elective to broaden one’s program and explore/develop new interests. For example, taking a summer genetics course at a local college might lead to an Independent Science Research at AIS. If you decide to take a summer course that will impact your course of study, you need to complete the summer course work form and get departmental and administrative approval, in advance.

HONORS CAPSTONE

11th and 12th grade students who are intrinsically motivated and eager to dive deeper into a discipline and extend their learning beyond what is covered in the curriculum may apply for Honors Capstone in the discipline. Students must be enrolled in one of the designated electives (***) to participate in the Honors Capstone program. Students may enroll in only one Honors Capstone per academic year. Honors Capstone is Pass/Fail.

Students must complete an application for Honors Capstone at the beginning of the school year. Completion of the application does not equate to enrollment in the Honors Capstone program.

Once a student is accepted for Honors Capstone, they will need to meet the clearly defined progress goals and deadlines and additional expectations from their teacher. Failure to meet the required deadlines and expectations outlined in the Honors Capstone application will result in a failing grade on the student’s transcript.

SOME IMPORTANT NOTES

• Each department makes course recommendations based on grades and faculty recommendation; students requesting to change their course level must meet with their current instructor and advisor, and pursue either a course recommendation or the Honors Humanities application process. A student cannot submit a course request for a change in course level.

• Students may not enroll in more than six courses.

• Please be advised that the standard five-course load will equal about three hours of homework a night. If a student enrolls in Honors, they may experience a significantly longer time commitment to homework. It is best to consider all commitments the student is making, including co-curricular activities both in and outside of school when planning an advanced course load.

• Accelerated is not an Honors level course, but indicates that a student is a year ahead in math.

• All Honors courses have prerequisites or an application process.

• Unless stated otherwise, a semester course is worth 0.5 credit and a year-long course is worth 1.0 credit.

Grade 9 – Course Offerings

The ninth grade year is full of discoveries: from exploring energy and matter in Physics to uncovering social, political, and economic interconnectedness in Global History, or grappling with the intersection of technology and design in Media Arts, ninth grade students have the ability to open new doors of understanding, while strengthening their skill sets in each subject area. At the heart of the ninth grade year is the question that each student will start to answer: “Who am I as a learner, community member, and leader?” As students start to develop their own unique answer to this question, they will become increasingly prepared for the expansive curricular choices that will define their four-year path

ENGLISH

English I

English I Honors

HISTORY AND SOCIAL SCIENCES

Global History I

CLASSICAL LANGUAGE

Ancient Greek I

Latin I

Latin II

Believing Whacky Things**

MODERN LANGUAGE

Mandarin Chinese I

French I

French II

French II Honors

Spanish I

Spanish II

Spanish II Honors

MATHEMATICS

Algebra I

Algebra IB

Geometry

Geometry Accelerated

Algebra II Accelerated

Algebra II Honors

SCIENCE

Physics (required)

Physics I

Physics I Accelerated*

Physics I Honors*

Computer Science I

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

VISUAL AND PERFORMING ARTS

Ceramics I (f or f+s)

Media Arts I

Photography I

Studio Art I

Piano Lab I (f)

Piano Lab II (s)

Musical Theatre

Theatre I

Independent Music Electives and Ensembles (f/s)

OTHER REQUIRED

Athletic and/or Physical Education (three seasons)

Media Literacy

Wellness I

(f) denotes fall semester course (s) denotes spring semester course

If a student chooses to take a Modern Language and a Classical Language, they may delay their Art requirement. It is recommended that the Art requirement be fulfilled by the end of tenth grade.

Honors placement is determined by department.

* Physics I Accelerated is for students co-enrolled in Geometry Accelerated. Physics I Honors is for students co-enrolled in Algebra II Accelerated or Algebra II Honors.

Grade 10 – Course Offerings

ENGLISH

English II

English II Honors

HISTORY AND SOCIAL SCIENCES

Global History II

CLASSICAL LANGUAGE

Ancient Greek II

Latin II

Latin III Honors

Believing Whacky Things**

MODERN LANGUAGE

Mandarin Chinese II Honors

French II

French II Honors

French III

French III Honors

Spanish II

Spanish II Honors

Spanish III

Spanish III Honors

MATHEMATICS

Geometry

Geometry Accelerated

Algebra II

Algebra II Accelerated

Algebra II Honors

Precalculus Accelerated

Precalculus Honors

SCIENCE

Chemistry (required) Chemistry I

Chemistry I Honors

Computer Science I

Computer Science II

Engineering I: Drafting and CAD (f)

Engineering I: Principles of Design (s)

Engineering II: Mechatronics

Independent Science Research

VISUAL AND PERFORMING ARTS

Ceramics I (f or f+s)

Ceramics II (f or f+s)

Media Arts I

Media Arts II

Photography I

Photography II

Studio Art I

Studio Art II (f +/or s)

Textile & Design

Piano Lab I (f)

Piano Lab II (s)

Musical Theatre

Theatre I

Theatre II

Independent Music Electives and Ensembles (f/s)

OTHER REQUIRED

Athletic and/or Physical Education (three seasons)

Wellness II

(f) denotes fall semester course (s) denotes spring semester course

If a student chooses to take a Modern Language and a Classical Language, they may delay their Art requirement. It is recommended that the Art requirement be fulfilled by the end of tenth grade.

Honors placement is determined by department.

Grade 11 – Course Offerings

ENGLISH

English III

English III Honors

HISTORY AND SOCIAL SCIENCES

United States History (required)

United States History

United States History Honors

Black Lives***

Economics and Entrepreneurship***

History of Women’s Protest and Human Rights**/***

A History of Your Life**/***

Indigenous Peoples’ Resistance**/***

International Relations***

Government and Civics***

The Modern Middle East**/***

Multi-Ethnic America**/***

The Third Reich and the Holocaust**/***

The World Before and After 9/11**/***

CLASSICAL LANGUAGE

Ancient Greek III Honors

Latin III Honors

Latin IV Honors

Believing Whacky Things**

Women in Antiquity**/***

(f) denotes fall semester course

(s) denotes spring semester course

Honors placement is determined by department.

** The semester offered is to be determined.

*** Designated elective for Honors

Capstone. See description on page 4.

MODERN LANGUAGE

Mandarin Chinese III Honors

French III

French III Honors

French IV

French IV Honors

Spanish III

Spanish III Honors

Spanish IV

Spanish IV Honors

MATHEMATICS

Algebra II

Algebra II Accelerated

Precalculus

Precalculus Accelerated

Precalculus Honors

Calculus

Calculus Accelerated

Calculus I Honors

Statistics and Probability

Statistics and Probability Honors

Topics in Mathematics

SCIENCE

Biology (required)

Biology I

Biology I Honors

Bioethics

Chemistry II Honors: Advanced Topics (f)

Chemistry II Honors: Organic (s)

Computer Science I

Computer Science II

Computer Science III Honors

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

Engineering II: Mechatronics

Environmental Sustainability**

Independent Science Research

Psychology**

VISUAL AND PERFORMING ARTS

Ceramics I (f or f+s)

Ceramics II (f or f+s)

Media Arts I

Media Arts II

Media Arts III

Photography I

Photography II

Photography III

Studio Art I

Studio Art II (f +/or s)

Studio Art III (f +/or s)

Textile & Design

Musical Theatre

Public Speaking

Piano Lab I (f)

Piano Lab II (s)

Theatre I

Theatre II

Independent Music Electives and Ensembles (f/s)

OTHER REQUIRED

Athletic and/or Physical Education (two seasons)

Wellness III

Grade 12 – Course Offerings

ENGLISH

English IV (semester electives)

English IV Honors (semester electives)

HISTORY AND SOCIAL SCIENCES

Black Lives***

Economics and Entrepreneurship***

History of Women’s Protest and Human Rights**/***

A History of Your Life**/***

Indigenous Peoples’ Resistance**/***

International Relations***

Government and Civics***

The Modern Middle East**/***

Multi-Ethnic America: A History**/***

The Third Reich and the Holocaust**/***

The World Before and After 9/11**/***

CLASSICAL LANGUAGE

Ancient Greek IV Honors

Latin IV Honors

Latin V Honors (f or f+s)

Anthropology***

Believing Whacky Things**

Women in Antiquity**/***

MODERN LANGUAGE

Mandarin Chinese IV Honors

French IV

French IV Honors

French V

French V Honors

Spanish IV

Spanish IV Honors

Spanish V

Spanish V Honors

MATHEMATICS

Precalculus

Precalculus Accelerated

Calculus

Calculus Accelerated

Calculus I Honors

Calculus II Honors

Chaotic Dynamical Systems

Statistics and Probability

Statistics and Probability Honors

Topics in Mathematics

SCIENCE

Bioethics

Biology II: Emerging Infectious Disease

Biology II Honors: Anatomy and Physiology (f)

Biology II Honors: Neuroscience (s)

Chemistry II Honors: Advanced Topics (f)

Chemistry II Honors: Organic (s)

Physics II Honors: Astrophysics (f)

Physics II Honors: Electricity and Magnetism (s)

Computer Science I

Computer Science II

Computer Science III Honors

Engineering I: Drafting & CAD (f)

Engineering I: Principles of Design (s)

Engineering II: Mechatronics

Environmental Sustainability**

Independent Science Research

Psychology**

Research in Microbiology

VISUAL AND PERFORMING ARTS

Ceramics I (f or f+s)

Ceramics II (f or f+s)

Media Arts I

Media Arts II

Media Arts III

Photography I

Photography II

Photography III

Photography IV

Images of Women

Studio Art I

Studio Art II (f +/or s)

Studio Art III (f +/or s)

Studio Art IV (f +/or s)

Textile & Design

Piano Lab I (f)

Piano Lab II (s)

Musical Theatre

Public Speaking

Theatre I

Theatre II

Independent Music Electives and Ensembles (f/s)

OTHER REQUIRED

Athletic and/or Physical Education (two seasons)

Wellness IV

(f) denotes fall semester course

(s) denotes spring semester course

Honors placement is determined by department.

** The semester offered is to be determined.

*** Designated elective for Honors Capstone. See description on page 4.

Course Descriptions

English

English I and English I Honors

Ninth grade English strikes a balance between the study of literature and writing and a focus on the strengthening of critical writing skills: the formulation of a clear and defensible thesis statement, the development of logical textual support, the mastery of grammar and mechanics, and the development of an authentic voice through control of language. Readings consist of contemporary and classic works from a range of cultures and literary genres. With each work, students are encouraged to develop as astute, close readers to become aware of both the denotative and connotative aspects of the literature and to understand the significance of a variety of rhetorical devices. English assignments include analytical writing (papers and in-class essays), tests, personal essays, creative writing, and projects.

Admission to English I Honors requires completion of an application process and approval by the Honors English committee. Students at the Honors level have proven through their 8th grade coursework and/or their placement essay, as well as their application materials, that they have the following: a solid grounding in mechanics and expression, an ability to read and analyze complex texts, and the desire to develop and synthesize critical arguments more deeply and independently.

English II and English II Honors

The aim of this course is to help students sharpen their thinking skills while refining and broadening their powers of comprehension and expression. Classes read literary works representing a range of voices, traditions, and genres. Students write papers both in and out of class that explore the ideas of the novels, plays, and poems they are reading. The course will continue to develop multiple genres of writing, giving students further opportunity to hone voice, style, and convention in personal essays, creative writing, and analytical essays.

Admission to English II Honors requires either completion of English I Honors or completion of an application process and approval by the Honors English committee. Students at the Honors level are expected to demonstrate an active embrace of critique and growth in their writing process, a sophisticated approach to difficulty and complex themes, and a sincere engagement with language and literary expression.

English III and English III Honors

This course offers students opportunities to make connections between themes in American literature and topics in American history studied by all 11th graders. The curriculum includes major works from a variety of genres, voices, and time periods, which are often supplemented with readings that provide historical or critical background. Writing assignments range from analytical to creative to personal; studies that draw art, literature, and music together are also included.

Admission to English III Honors requires either completion of English II Honors or completion of an application process and approval by the Honors English committee. Honors students are expected to demonstrate a mastery of mechanics and expression, the desire and ability to grapple with multiple viewpoints and perspectives, and the ability to shift quickly between genres of reading and writing assignments.

ENGLISH IV OFFERINGS:

All English IV offerings are semester-long courses (unless otherwise noted). Semester offered is to be determined.

Admission to English IV Honors requires either completion of English III Honors or an application process and approval by the English Department.

An Introduction to Critical Theory**

#MeToo. Black Lives Matter. We are the 99%. Each of these slogans expresses a distinct understanding of how society fails to live up to the democratic ideal of equality for all people. They seek to identify the limits of our thoughts and actions. In this sense, these slogans are grounded in a 250-year-old intellectual tradition of Western thought called “critical theory.” Most broadly: critical theory incorporates a wide range of voices arguing about the proper way to understand our society, its fundamental problems, and the best ways to overcome them. In this course, we introduce some of the primary debates of this tradition and reflect on the value of social critique. We visit important milestones in the history of critical thought and relate them to our contemporary moment. And, we practice the art of criticism in discussion and writing, seeking to better ourselves as a means of producing a more just human community.

Art and Literature**

Studying the intersection of art and literature provides an opportunity to better understand the ways in which visual renderings and the written word influence one another, and, together, they serve to help us better understand the human condition. From the very first drawings of cave dwellers, the origins of storytelling have long been rooted in visual imagery. The Greek myth of Pygmalion, first recorded by Ovid, tells of a sculptor who fell in love with his own statue. This myth – which has since sparked a myriad paintings, plays, novels, short stories, and even ballet – is perhaps one of the prime examples of the cyclical interaction between art and the written word throughout the ages. From Ovid to modern-day slam poetry, literature demands to be taken off the page as a way to better understand it. Students extend their knowledge and experience of the arts and literature while developing their critical and reflective abilities.

A Whole New World: Utopian, Dystopian, and Apocalyptic Literature**

Have you ever wished for a perfect world? Is this even possible? Does that world, in turn, re-shape our definition of humanity? In this course, students discuss the effects of technology, government, and science on our world. By constructing fictional and imaginative, often futuristic, worlds, authors of this genre comment on our present society—revealing its disconnection, problems, laws, and conditions. Students in this course explore classic dystopian texts, film adaptations, as well as the resurgence of this genre in recent years in popular works like the Hunger Games series. Are the Hunger Games just Shirley Jackson’s version of her lottery by another name?

Everybody’s Talking: Exploring Communication Styles and Sociolinguistics**

Have you ever considered how many ways you communicate on a daily basis? Do women and men communicate differently? What helps and hinders personal communication with family and friends? This seminar explores the answers to these questions and more. Emphasis is placed on the work of sociolinguist Deborah Tannen as students explore how language is influenced by social factors, such as class, gender, region, and culture. Students examine closely the language in literature, magazines, political speeches, and film in order to detect patterns in communication, both spoken and unspoken, as well as construct and analyze case studies from their own experiences to track patterns and meaning in language.

Legacies of Critical Thought**

“Critical thinking” and similar phrases pepper much of the discourse around schools and the project of education. There are good reasons for this. The real possibility of social progress lies in our ability to accurately assess where we are in our lives and think about the future in a way that is simultaneously practical and idealistic. But what do we really mean when we talk about critical thinking? This team-taught course will reflect on that question by examining specific moments from different intellectual traditions to see how critical thinking has emerged in a range of fields. Areas of focus may include the idea of infinity as it emerges in mathematics, the concept of evolution and how it has shaped the sciences, and self-

reflection in photography and what it can tell us about how we see ourselves. In surveying these moments, our goal will be to reflect on the legacies of these moments and thought for our lives so that we can better carry them into the future.

Literature of Madness**

This course will examine the delicate and tortured relationship society has to what we consider to be “crazy.” The idea of madness not only has a psychological definition, but also carries social, political, and philosophical implications every time we make the distinction. We will attempt to deal with madness as a cultural phenomenon as well as a medical one, looking at how our definition of the term builds and changes over time. Questions to explore include: What behavior must we define as mad and why? What is the relationship between madness and genius? What, if anything, can drive a person to madness? Are there advantages or even virtues in the state of madness?

Imprisonment and Captivity Literature**

The literature in this course focuses on the broad concepts of imprisonment and captivity. Some literature selections depict life behind bars, and other pieces may have been written from behind bars. However, students also explore the many ways one can be metaphorically imprisoned or held captive, too. Other forms of imprisonment include mental, physical, social, and emotional confinement. Students also consider why people find themselves restricted or incarcerated as well as delve into the minds of those who put them there and how those on the outside, whether they be family members, friends, or the public, respond to such captivity. Additionally, students in the class tackle the work of contemporary scholars on race and racism and their thoughts on anti-prison activism and prison reform.

Nobel Prize Winners**

This course examines the work of some of the winners of the Nobel Prize for Literature since it was established 121 years ago. Some of the authors are very familiar to American readers (Hemingway, Steinbeck, Faulkner); some are not (Odysseus Elytis? Bjornstjerne Bjornson?). Students look at the work of a mixture of well-known and obscure authors, taking into consideration the rule that Nobel set forth in his will – that the nationality of the author should not be a factor in the choosing of his or her work. This is not, however, a course purely in literature appreciation. Just because the Nobel committee liked an author or his work doesn’t mean we have to. The Nobel Prize has an, at times, chequered past, and so students explore the changing aesthetics, politics, and cultural mores that inform the awarding of such a significant prize, and the changing values of literature over the course of the twentieth century.

Reading in the Dark: A Course in Film Analysis**

This course is designed to give students the basic tools to “read” and analyze film. By looking deeply at elements like cinematography, sound, light, editing and mise-en-scene, and then discussing how these elements work to create meaning in film, students gain the ability to read beneath the surface of film. But that’s not all. The course also looks at film as a vehicle which tells a story. As such, students hone their skills in analyzing narrative devices such as plot, characterization, irony, and symbolism. In this class, students have an opportunity to apply critical reading skills to writing analytical essays about the films and filmic excerpts watched in class. In addition, the course gives students an overview of the history of film in the United States. There are discussions about the development of technology, the studio system, film theory and censorship. At the end of the course, students complete a final project and present it to the class.

History and Social Sciences

Global History I

This course addresses the fundamental question of how the modern world came to be, tracing its origins from the 15th century to the 19th century. The course examines the role of Asian and Muslim civilizations in the pre-modern period, the creation of the first global trade networks, early European colonization, political revolutions in France and Latin America, the Industrial Revolution and its consequences for Africa and Asia, and the development of nationalism which ultimately led to the outbreak of World War I. The course includes a variety of different projects and assessments, including a research paper.

Global History II

This course continues where Global History I left off, at the dawn of the 20th Century. Beginning with the run-up to World War I, the course dives deeply into the major events of the last hundred years, including the Russian Revolution and early Soviet history, the Fascist and Nazi movements of the 1930s, the history of modern China and Japan, World War II from a global perspective, the Cold War and decolonization in Africa and Asia, the making of the Modern Middle East, and the fall of communism in Eastern Europe. The course features both project based and traditional assessments, and includes a research paper. Note: Students may take Global History II without having taken Global History I.

United States History

People of every country must understand their nation’s history to be responsible citizens. United States History exposes juniors to the economic, political, diplomatic, and intellectual developments of the United States so they can better appreciate the uniqueness of their country. The course combines a traditional chronological approach with an emphasis on selected themes such as sectionalism, race relations, the role of the Supreme Court, the role of women, immigration, and the American Dream. Skill development plays a prominent role in this course with an emphasis on critical thinking and evidentiary writing skills through primary source analysis. Teachers use a variety of assessment forms such as thesis-driven essays, traditional tests and quizzes, and research projects.

United States History Honors

United States History Honors is designed for students who are willing and able to undertake a most rigorous course of study. Students are required to do substantial amounts of reading and will be expected to understand cause and effect relationships behind the “facts,” as well as grasp complex interpretive studies of the great periods of crisis and dramatic change in the American past. Students gain an understanding of the problems confronting the United States and participate in developing solutions for these problems. Writing plays a prominent role in the course, and the teachers employ a variety of discussion and writingbased assessments such as primary source analysis and a major research paper.

Admission to United States History Honors requires completion of an application process and approval by the History and Social Science Department.

HISTORY AND SOCIAL SCIENCES ELECTIVES

The prerequisite for the following History and Social Sciences electives is completion of two years of History in the Upper School.

Black Lives***

Beginning in Africa and then moving into the Caribbean and Latin America, and finally focusing on the lives of Black Americans, we will seek to answer the questions: What is Black history? How have Black people created communities and made enduring contributions to world history? Over two semesters, we will examine the lives of twenty people, their biographies, contributions to society, families, work, and much more. We will ask, how did these individuals help define the times and places in which they lived? Also, how has history remembered these people and their impacts? Taken together, these people will help us understand the themes of Black history: Power and Oppression, Black Agency, Resistance and Perseverance, the Diaspora, Joy, Black Communities, Black Historical Contention, and Black Futurism. Our study will include literature, film, music, and historical scholarship. The final list of individuals is forthcoming but may include people such as: Queen Nzinga, Kwame Nkrumah, Toussaint L’Overture, Octavius Catto, Phyllis Wheatley, W.E.B Dubois, Marcus Garvey, Bayard Rustin, Martin Luther King Jr., Fred Hampton, Nina Simone, Octavia Butler, August Wilson, and many more.

Economics and Entrepreneurship***

We often assume that people act rationally. But what happens when they don’t? The study of economics is, among other things, the exploration of the choices people, businesses, and governments make and how they allocate resources. In this course, we will examine principles of microeconomics and macroeconomics with an emphasis on how they connect to your life. We will explore several case studies including the relationship between government and economics, the housing crisis of 2008, and current economic conditions. This course will also engage students on various aspects of entrepreneurship such as start-ups, business plans, marketing, and more. While economics is a social science, we will also use data and interpret models to explore issues on local, national, and global levels. Finally, a portion of the year will be devoted to developing financial literacy skills and applying them in a real-world context.

Government and Civics***

This year-long course helps its participants understand the rights and responsibilities of civic engagement as well as the foundations of the American government. The first semester establishes a framework for understanding systems of government and politics in the United States. Students will analyze the Constitution and other early American government documents to study key concepts of the American political system and culture. In the second semester, students will look in closer depth at constitutional amendments and issues like voter rights and disenfranchisement of marginalized communities in addition to issues being heard by the Supreme Court. Students will also be able to explore topics in comparative politics by investigating governments from around the world.

History of Women’s Protest and Human Rights**/***

Movements are a primary agent of social and political change for nation-states, groups, and individuals. A History of Women’s Protest and Human Rights challenges students to understand the ways in which women have sought to effect change across time, locally, nationally, and globally. The course is organized thematically to put different protests in conversation with each other: students are encouraged to make connections between events as well as to consider whether women’s rights or human rights can ever be universal. Additionally, discussions center around the exclusionary aspect of many of these movementsacross racial, gender, class, and sexuality lines. Examples of topics covered include: Black Lives Matter; suffrage; reproductive rights; worker rights; environmental activism; LGBTQ rights; the Equal Rights Amendment; disability rights movement. Classes are discussion based seminars and assessments are student-centered with student interest dictating the direction of the class.

** The semester offered is to be determined.

*** Designated elective for Honors Capstone. See description on page 4.

A History of Your Life**/***

In this course we will focus on the years since your birth with the goal of helping you to understand the patterns and events that have shaped your life. We will start by studying your birth year, work through major events in your lifetime and finish with a project in which you study a subject of particular importance to you in its historical context. Examples range from studying how developments in girls’ education have shaped your years at AIS to exploring how your love of Taylor Swift fits into patterns of female fandom in the Twentieth and Twenty First centuries. The course will blend primary sources with critical readings and put an emphasis on discussion and writing.

Indigenous Peoples’ Resistance**/***

Too often, Indigenous narratives are limited to monolithic depictions and fail to consider stories after 1900. This course will introduce students to the Indigenous peoples of the Americas, specifically focusing on the ongoing resistance to colonization and erasure, the enduring and evolving relationships to land, and the resilience of Indigenous nations in North America and beyond. This discussionbased elective will examine the present-day impact of historical treaties and policies including land allotment, relocation, termination, boarding schools, and natural resource extraction. The goal of this course is to illustrate the diversity of methods, strategies, and philosophies employed by Indigenous peoples fighting for their rights, historically through today.

International Relations***

In International Relations, students will study the transnational interactions among countries and key issues and problems impacting 21st century international politics and economics. Topics covered include national security, national sovereignty and the international system, the rise of China and its implications for the international system, the role of international institutions such as the United Nations, regional organizations such as the European Union, war, peace and conflict resolution, the role of international law, environmental issues, and more. This course has a strong emphasis on collaborative learning, and includes many projects in which students work in teams to research issues and solve problems.

The Modern Middle East**/*** Controversy. Disorder. Conflict. These words often shape our perception of the many countries of the Modern Middle East. This course will seek to provide a more complete picture of the role internal and external forces played in the history of this complex and diverse region from the 19th century to the present. As religion often dominates our understanding of identity and culture in the Middle East, we will seek to better understand of the roles of Islam, Christianity, and Judaism in the region. Additionally, we will investigate several essential topics that impact daily life including: geography, gender roles and women’s rights, human rights, and more. Primarily discussion-based, students will also help guide the direction of this course, collaboratively designing some units and projects.

Multi-Ethnic America: A History**/***

From the start, the United States was a multicultural and multi-ethnic nation, and this course will study the US in all its ethnic richness and complexity with an emphasis on understanding the history of ethnic groups and cultures in their own terms. The course will study how ethnic and minority groups have retained central features of their culture while adapting to new contexts. In turn, we will study how different cultures have continually shaped and reshaped American culture. In studying America from a multi-ethnic perspective we will put special emphasis on immigration–both the impact of immigrant cultures on American society and the experience of immigrants in a new land. The course will consider a rich variety of primary sources including letters, diaries, graphic novels, art, and others.

The Third Reich and the Holocaust**/***

This semester course examines the rise of the Nazi Party, life under Nazi rule, and the implementation of the Final Solution. Among the issues considered are: how a movement like Nazism could come to power in 20th century Germany; how the Nazis were able to create a totalitarian state so quickly and effectively; how and why Nazi anti-Semitism gradually evolved into genocide; how National Socialist philosophy impacted the German conduct of World War II, as well as the ultimate legacy of the Third Reich.

The World Before and After 9/11**/***

Every generation has its turning points. From the Civil War to Pearl Harbor to Woodstock, we can point to an event or an era and define how culture and society have changed. For our modern world, that event was 9/11. In this course, we will embark on a thematic and episodic exploration of the world before and after September 11, 2001. Students will be able to understand the events of 9/11 before we investigate why 9/11 occurred and how it changed our world since. We will examine historical and political tensions and events such as the U.S. involvement in the Middle East during the Cold War, the ongoing repercussions and impacts of 9/11 both domestically and abroad, and finally the memorialization of 9/11. Students in this course will engage in frequent discussions, research, and use a variety of ways to communicate their understandings to peers and external audiences.

Classical Language: Ancient Greek

Ancient Greek I

The Ancient Greek I course introduces students to the grammar and vocabulary of ancient Greek. After a brief introduction to the Greek alphabet, students complete approximately half of Greek morphology. Some time is spent on the Greek roots of English vocabulary and on the connection of Greek with other languages. Readings focus on Homeric epic, myth, history, and Greek culture.

Ancient Greek II

Ancient Greek II covers advanced grammatical concepts such as the subjunctive and optative moods, and completes most of the grammar sequence in Greek. Students read adapted passages and original Greek authors within the textbook. Readings focus on myth, history, and Greek culture.

Prerequisite: Successful completion of Ancient Greek I.

Ancient Greek III Honors: Introduction to Attic Literature

Ancient Greek III Honors is designed to serve as a foundation for advanced study of Greek literature in Greek IV or in college. Students complete the study of Greek grammar, transition from adapted readings in the textbook, and finally begin reading unadapted Greek literature. Readings focus on epic, history, and philosophy. Authors vary by year.

Prerequisite: Successful completion of Ancient Greek II.

Ancient Greek IV Honors: Advanced Readings in Greek Literature

Students read selections from authors such as Lucian, Plato, Sophocles, and Homer in the original Greek. While the course focuses on translation, it also addresses questions involving the author’s composition of these works, the dialect and meter, and the development of characters, rhetorical devices, poetic themes, and historical contexts.

Prerequisite: Successful completion of Ancient Greek III Honors.

Classical Language: Latin

Latin I

Latin I offers students an intensive introduction to the Latin language and includes the grammar and vocabulary typically covered in middle school. No prior knowledge of Latin is expected. The student learns to read Latin passages and to compose connected sentences in Latin. Emphasis is also placed on Latin vocabulary and its derivatives in English and other languages. The result of the student’s study of Latin is an improved knowledge of English vocabulary and grammar, an expanded understanding of the relationship of the ancient world to our own, and an appreciation of other foreign languages and cultures.

Latin II

Building on concepts learned in Latin I, Latin II students hone their knowledge of Latin grammar and expand their vocabulary with an eye toward reading adapted Latin stories about myth and Roman history. As students develop their reading skills, they learn to use a dictionary and commentary to aid their translation. The year culminates with students transitioning from simple sentence structure to more complex passages. Class discussions and projects expand students’ knowledge of the literary, historical, and cultural themes found in their readings.

Prerequisite: Successful completion of Latin 8 or Latin I.

Latin III Honors

Latin III Honors is a transitional course that guides students from reading adapted Latin stories to authentic Roman literature. Students learn complex grammatical constructs during the first half of the year. In the second semester, students take their first steps toward reading and experiencing classical literature. Poetry selections include some of the most famous mythic episodes from Ovid’s Metamorphoses. The course develops translation skills and critical reading while also examining the historical, cultural, and literary significance of the works read in class. While the identification of grammatical constructions in the readings will always be important, students also begin to appreciate the rhetorical and figurative uses of the Latin language.

Prerequisite: Successful completion of Latin II.

Latin IV Honors

Latin IV Honors is a course that hones students’ skills at reading Latin literature by drawing from a range of genres throughout the history of Latin literature. Readings include both poetry and prose and vary by year. Through close readings, students examine these works as literature instead of simple examples of grammatical constructs and become familiar with Latin idiom and modes of expression. Students explore and discuss the structure, style, and themes of texts and question the viewpoints of authors. In addition, the class works towards an understanding of the influences these works have had on subsequent literature. Students also study the art, political history, culture, and philosophy of this time period in order to contextualize readings. Recent topics have included fables and fairytales, the poetry of Horace and Catullus, and the works of Cicero.

Prerequisite: Successful completion of Latin III Honors.

** The semester offered is to be determined.

*** Designated elective for Honors Capstone. See description on page 4.

Latin V Honors: Advanced Themes in Latin Literature

Latin V Honors is an advanced reading course, taught in seminar style. Prose and poetry authors change yearly and are often chosen thematically; authors include, among others, Catullus, Vergil, Ovid, Plautus, Cicero, and Pliny. Through both close reading of Latin texts and broad reading of the authors in translation, students work toward understanding the structure and themes of the works at hand, the author’s style, and major Greek and Latin models, as well as their influence on later writers. Attention is paid throughout to the literary and cultural backgrounds of the works read. Students read works of modern literary criticism relevant to the Latin authors and discuss these arguments orally and in writing. Recent thematic topics for Latin V Honors have included “Work and Play,” “Changing Worlds,” and “Comedy, Clodia and the Pangs of Unrequited Love.”

Note: Students may elect to take Latin V Honors as a semester (fall) or year-long course.

Prerequisite: Successful completion of Latin IV Honors.

Anthropology***

Anthropology introduces students to the scientific study of humankind and human cultures. The first semester of the course focuses on physical anthropology: the study of human ancestors and evolution, and the prehistoric past. The second semester covers cultural anthropology: the study of cultures, peoples’ beliefs and practices, and modes of organization. Physical anthropology topics include the biological and evolutionary aspects of modern humans, our extinct human ancestors, and genetics, among others. Students also learn about the use (and misuse) of anthropological data in the classification and division of groups of people. Cultural anthropology topics include the research methods employed in the study of human culture, the origins and patterns of economic, religious, and social behaviors, and methods of social and familial arrangements (especially those different from the Western European norm). Students undertake a range of activities including “field studies,” mock excavation, museum visits, interviews with family members, etc.

Note: This course may be taken as a Classics or Science elective. This course is open to students in grade 12 for one semester or a full year.

Women in Antiquity**

Women in Antiquity is a one-semester, seminar-style class in Classics that examines the place and role of women and girls in Greek and Roman society. The class is interdisciplinary, using literary, archaeological and artistic evidence to develop a picture of women’s place in Greece and Rome. Topics covered include: the legal status of women and girls; marriage; women’s daily work, especially wool-working; literary attitudes to female subjects across several literary genres, but especially love poetry; misogyny; mythological representations of women; women’s role in civic religion; medical evidence for the treatment of women; and evidence for women and women’s activities in the material record. Throughout the class, students learn to examine their own cultural biases and assumptions, and to become constantly aware of the biases of the ancient source material regarding the lives of women.

Note: No knowledge of Latin or Greek is required; the class is taught in English. This semester course may be taken as a Classics or History elective. Semester offered (spring or fall) is to be determined.

Believing Wacky Things: Extraterrestrials, Hoaxes and Conspiracy Theories** People sometimes hold apparently outlandish views. Did extraterrestrials shape human evolution and build the pyramids? Did the city of Atlantis vanish into the sea? Did the latest sensational Netflix documentary series get anything right? This course examines some of these views and what motivates those who hold them by looking at pseudoarchaeology, hoaxes and conspiracy theories, especially as presented in popular culture. How can you tell good arguments from bad? You will learn about the use (and misuse) of evidence, identifying biases and agendas, approaching ideas skeptically and critically, examining assertions logically.

Modern Language: Mandarin Chinese

Mandarin Chinese I

This introductory course in the Chinese language and culture emphasizes interpersonal language skills in listening, speaking, reading, and writing through daily situations such as school routines, family, and food. With the help of Pinyin (Chinese sound system), students will be able to read Chinese with ease. Chinese characters are introduced with Chinese character radicals serving as building blocks to help students visualize the writing system. Cultural experiential activities including Kungfu, Taichi, dancing, singing, Chinese painting, costume drama and movie viewing are integrated in the course to develop students’ cultural competency and improve students’ language skills. As an important part of the introductory course, cross cultural comparison and discussion provide students with new perspectives and understanding of different cultures. Student-centered learning activities give students the opportunity to showcase their language skills and leadership abilities.

Mandarin Chinese II Honors

Students continue to learn essential skills to communicate through speaking and writing, as well as begin to develop more advanced reading and listening skills. Grammar is presented using a communicative model, which emphasizes the delivery of language instruction in a meaningful context, as students progress from the novice toward the intermediate level. This course stresses the development of presentational speaking and writing, and engages students in interpersonal conversations and short informal writing to express their thoughts and discuss familiar topics using more complex sentences. Through regular exposure to cultural documents such as current events, films, art and music, students grow to understand important dynamics in contemporary and traditional Chinese culture and its relationships with other cultures.

Prerequisite: Successful completion of Mandarin Chinese I.

Mandarin Chinese III Honors

Mandarin Chinese III Honors is an intermediate level language course. This course combines accelerated reading materials with multimedia audio-visual training to further develop students’ integrated language skills –reading, listening, speaking and writing – with an emphasis on effective communication. The course also covers many topics that engage students in comparing and discussing the differences between Chinese and western cultures. The goal is to deepen students’ understanding and appreciation of a modern Chinese language and culture.

Prerequisite: Successful completion of Mandarin Chinese II Honors.

Mandarin Chinese IV Honors

Mandarin Chinese IV Honors is an intermediate-advanced level language course. Students’ language skills and cultural competency are further improved through the use of extensive reading, audio/visual materials and discussion on Chinese cultures and traditions, contemporary issues faced by people in daily life. Students express their opinions on a wide range of topics through communicative approach and task-based language learning. While improving students’ language proficiency is the general goal of the course, the emphasis is placed on strengthening students’ ability to communicate and share their own ideas and viewpoints in Chinese.

Prerequisite: Successful completion of Mandarin Chinese III Honors.

Modern Language: French

French I

This is an introductory French course primarily for students in grades 9 or 10 with little or no prior knowledge of French or whose background in the language is at the beginner’s level. Students move quickly through the Entre Cultures program and learn the language through the lens of interculturality. Students discover and learn ways to interact with others whose perspectives may be different from their own by exploring the lives of real people from the entire francophone world. Vocabulary and grammar are presented in context. The online material provides audiovisual resources, vocabulary, and grammar reinforcement. Communication skills are developed through paired activities, presentations, peer review, performances, and activities that encourage students to react to and interpret oral and print input.

French II

This French language course provides students with a stimulating and culturally rich set of tools for the acquisition of French. The topics immerse students in real-life cultural contexts. Students develop language skills and cultural insights in order to connect with people of other cultures. This is an integrated film-based course with online audio and speaking support. Students enhance their speaking skills focusing on improved pronunciation and intonation. The various grammatical structures are embedded in authentic cultural contexts. Students have the opportunity to create a solid linguistic and cultural foundation as well as an appreciation of the Francophone world featuring videos and interviews with native speakers. Project Based Learning strategies and other learning instructional methods (BreakoutEdu, Flipgrid, Edpuzzle) create an engaging classroom that fosters students’ interpersonal language skills.

Prerequisite: Successful completion of French 8 or French I.

French II Honors

The course provides a culturally rich context alongside a set of tools to enable the students to cultivate critical thinking through comparisons and contrasts, as well as to carry out real-life tasks in French. Grammar, vocabulary and culture are integrated in each lesson to develop language learning in context. Online interactive media provides engaging tools that allow the students to develop interpretive and interpersonal communication skills. The course is based around an original film shot on location in France. Critical thinking is encouraged through the course readings and the study of language in context. Students explore contemporary life in the Francophone world through interactive cultural tools and sources such as short film clips, podcasts and news from the international French channel TV5 Monde, as well as through other French websites. Students experience different aspects of language and cultural immersion through events such as cooking classes and exposure to authentic material and situations.

Prerequisite: B+ in French 8 Honors or A average in French 8 or French I and recommendation of the Modern Language Department.

French III

French III is an intermediate course thoroughly developing the four skills: listening, speaking, reading, and writing. Each skill is equally encouraged, developed and reinforced. Students progress from sentence-level speech while acquiring more advanced grammatical structures and verb tenses. The program includes cultural samples that reflect essential literary, historical, artistic, musical and modern themes from the French-speaking world. The program includes a completely integrated film based course utilizing videos, online audio program and textbooks, as well as authentic documents, interactive tools and sources such as short film clips, podcasts and news from the international French channel TV5 Monde. During the second semester, students have the opportunity to read more challenging texts. Students work on projects to expand their knowledge of diverse cultural aspects of their study of the French language and culture of the French-speaking world. Students are also exposed to contemporary culture by listening to French music and watching and discussing select French podcasts. Students are exposed to different media relating current events. Classes are conducted in French as much as possible. Prerequisite: Successful completion of French II.

French III Honors

In French III Honors, students acquire more language skills in order to develop and refine interpersonal, interpretive and presentational communication skills. Students not only develop language skills but also a more authentic understanding of Francophone cultures and French speaking people through intentionally selected diverse materials. Classes are taught in the target language in a cooperative learning atmosphere that encourages risk taking and creativity. Students encounter their first original texts of French literature in several genres: poetry, and novels, with De Saint-Exupéry’s Le Petit Prince and de Rosnay’s Elle s’appelait Sarah. Students view and listen to culturally diverse French films and podcasts such as RFI Invité Afrique. Additionally, students analyze current events from various French-speaking sources while reading current papers, listening to local podcasts, or watching local news. Students actively participate in the study of various aspects of societies and cultures such as one’s identity, children’s rights, environment, and health.

Prerequisite: B+ in French II Honors or A in French II and recommendation of the Modern Language Department.

French IV

This course is designed to develop and refine interpersonal, interpretive and presentational communicative skills in French. Students continue to develop their language skills and develop their cultural competency as they study French in a meaningful context. Students work toward reaching proficiency in all four language skills (listening, speaking, reading and writing) through reading excerpts in different literary genres such as African Fables and short stories and De Saint-Exupéry’s Le Petit Prince. Students also watch and discuss films such as Les Choristes and The Boy Who Harnessed the Wind. Students also listen to and analyze current events while reading articles from different French-speaking parts of the world, watching local news on TV or listening to podcasts. Emphasis is placed on interactive activities that further cultivate active verbal participation. In addition, the course incorporates authentic documents that encourage reflection on a myriad of topics, encourage critical thinking and problem solving. Classes are taught in the target language in a cooperative learning atmosphere that encourages risk-taking and creativity.

Prerequisite: Successful completion of French III.

French IV Honors

This Honors upper level French course is conducted entirely in French and further develops reading, writing, listening, and speaking skills in the target language. Oral communication in everyday situations and fluency in writing through dialogues and compositions is emphasized. In addition to learning advanced vocabulary, grammatical structures and reviewing all verb tenses, the students read, analyze, and discuss a variety of literary, historical and contemporary texts, movies, articles, including the testimonies of hidden children, deportees, resistants (Marcel Jabelot, Henri Borlant, La France Divisée) and the role of women during WWII (Lucie Aubrac). We also study the movie Amelie, short stories by Anna Gavalda, Eric-Emmanuel Schmidt’s novel Monsieur Ibrahim et les fleurs du Coran, excerpts from Gaël Faye’s Petit Pays, as well as news articles and podcasts.

Prerequisite: B+ in French III Honors or A in French III and recommendation of the Modern Language Department.

French V

This theme-based course provides students with the opportunity to integrate language, content, and culture into their own expression. The major components of language, grammar, vocabulary, and idiomatic expressions are taught in context (film, podcasts, blogs, authentic internet sources) so that students can use them to convey meaning in the three modes of communication: interpersonal, interpretive, and presentation. Students learn the commonality between their own culture and that of the Francophone world in order to develop insight into their own language and culture. Students have opportunities to practice their listening and speaking skills through online platforms. A selection of the authors studied: Leïla Sebbar (Algeria), Guy de Maupassant (France), and Tatiana de Rosnay (France).

Prerequisite: Successful completion of French IV.

French V Honors

Students in this advanced Honors French course, conducted entirely in French, develop their language skills as they make connections between the French speaking community and their own. Major components of language, grammar, vocabulary, and idiomatic expressions are taught through literary passages, film, podcasts, blogs, and authentic internet sources. The course examines global challenges, the complexities of identity, and issues of diversity in French-speaking regions in Europe, North and West Africa, the Caribbean, and Canada. We discuss how our identity is shaped by the interplay of biology and environment as well as by our own actions. Course texts include Joseph Joffo’s Un sac de billes, Faïza Guène’s Kiffe Kiffe Demain, and works by Leopold Senghor, Aimé Césaire, Tahar Ben Jelloun and Maryse Condé. Through structured practice to free expression, small group and paired activities, students hone their critical thinking and problem solving skills.

Prerequisite: B+ in French IV Honors and recommendation of the Modern Language Department.

Modern Language: Spanish

Spanish I

Spanish I is an introductory course designed for students with little or no previous exposure to Spanish. The course focuses on developing listening, speaking, and written communication skills as it exposes students to the linguistic, cultural, and geographical diversity of the Spanish-speaking world. YouTube, music, and other videos featuring native speakers and provide an entertaining context for learning the language. Inclass skits and presentations further develop students’ confidence. Grammar is presented in a communicative manner that emphasizes meaningful context. Students will read the novel Patricia va a California as an introduction to the life of an immigrant as well as an introduction to the indigenous cultures in the Spanish speaking world. Online resources such as Edpuzzle, Flipgrid, and Kahoot! are used extensively.

Spanish II

Spanish II seeks to continue to motivate students to discover the importance of learning Spanish while becoming enthusiastic participants in the learning process. This class focuses on developing communication skills through writing and speaking practice, always in contextualized situations working individually or in groups. The course also introduces grammar and literature in Spanish through novelas such as Fiesta Fatal and La Clase de Confesiones. As future global citizens, students are asked to compare Spanish-speaking cultures to their own as they draw parallelisms and learn about relevant differences. The course also makes use of online resources (news clips, video clips, and articles) to expose the students to real Spanish in the real world. Assessments involve weekly written and oral quizzes.

Prerequisite: Successful completion of Spanish 8 or Spanish I.

Spanish II Honors

Students in Spanish II Honors follow the same engaging program as Spanish II. Students in this advanced class learn to take a critical approach to the text and other materials, highlighting the geographical, cultural, and linguistic assumptions at work in them. Students also explore the global role of the Spanish language and its importance on the national and international landscape. In addition to extensive use of online and other resources – news articles, authentic video and audio materials –students are introduced to literature in Spanish through two novella-length readers, El escape cubano and ¡Viva el toro! Students are expected to adhere to a Spanishonly policy in the classroom. Regular assessments are complemented by video and other projects.

Prerequisite: B+ in Spanish 8 Honors or A in Spanish 8 or Spanish I and recommendation of the Modern Language Department.

Spanish III

Spanish III is designed to help students focus on the three modes of communication - interpersonal, presentational and interpretive - while encouraging them to become proficient in the target language and culture. Students assume a more active role in their language learning as they consider how to integrate and apply new cultural and linguistic skills to their everyday lives. For each unit, students work on a different project driven by varying topics presented in class. Students read Vida o Muerte en el Cusco as they learn about Andean culture and the indigenous peoples of Perú. Students will also view the TV series, El tiempo entre costuras, to drive discussions and provide grammatical context.

Prerequisite: Successful completion of Spanish II.

Spanish III Honors

This course focuses on improving students’ proficiency through writing, reading, listening, and speaking at the intermediate level. There is a strong emphasis on Latin American and Spanish culture and literature, as well as a regular look into Latin American and Spanish current events. Students reinforce their skills in advanced grammar through informal interpersonal class discussions and interpretative compositions. Students read Vida o Muerte en el Cusco as an introduction to Peruvian and Andean culture, reinforce their comprehension by watching the telenovela El tiempo entre costuras and learn about the Spanish Civil War by viewing four different short films from award-winning film directors in the Spanish-speaking world. Students discuss the social and political upheavals of the 70s and 80s in Argentina while reading La Guerra Sucia Assessments include oral and written quizzes as well as oral presentations.

Prerequisite: B+ in Spanish II Honors and recommendation of the Modern Language Department.

Spanish IV

In this course students continue their journey through Spanish language and culture. Students further develop their proficiency in reading, writing, listening and speaking skills as they communicate with each other regarding authentic materials including films from Hispanic filmmakers, as well as short stories, newspaper articles, videos and music. By the end of the course, students write about and discuss a variety of topics including the value of ideas, work and finance, science and technology, leisure time and future challenges using appropriate vocabulary and structures including the perfect, conditional and subjunctive tenses. Students also read the novel La Guerra Sucia, which revolves around the social and political upheavals of the 70s and 80s in Argentina, and create a video project focusing on a relevant cultural topic.

Prerequisite: Successful completion of Spanish III.

Spanish IV Honors

The Spanish IV Honors program offers a contextualized study of Spanish grammar and vocabulary through complex readings, formal essays, projects and class discussion introduced by the textbook ¡Qué Chévere 4! Students continue with the study of Latin American cultures via discussions of history, religion, economics, politics, and art. Their study of literature includes reading the novel La Guerra Sucia, set in Argentina. Students in this course analyze authentic audio visual materials in the media or the internet. This course is taught entirely in Spanish and students are expected to adhere to the commitment to communicate exclusively in the target language.

Prerequisite: B+ in Spanish III Honors and recommendation of the Modern Language Department.

Spanish V

In this course, students discuss the influence of popular culture expressions such as music, cinema, television, literature, sports, and food in the Hispanic world. Students “visit” different Spanish-speaking countries and explore their most popular cultural expressions. Students are exposed to authentic current content (always in Spanish) and they are expected to participate in the class discussions and create critical projects. Students read contemporary novels such as El Escape by A.C. Quintero and watch films such as Diario de motocicleta in order to further develop their understanding of the different Hispanic cultures.

Prerequisite: Successful completion of Spanish IV.

Spanish V Honors

Conducted entirely in Spanish, this advanced class further develops the audio-lingual skills that the students have acquired in previous years. This course, designed to improve students’ fluency and pronunciation in Spanish, follows a content-based language instruction with an interactive task-based approach. Students increase their fluency through a variety of communicative activities such as discussions of literary excerpts and current events, analysis of authentic audio visual materials in the media or the internet, situational skits, dialogues, debates and presentations on different topics. Students read contemporary novels such as Pulsaciones by Javier Ruescas and Como agua para chocolate by Laura Esquivel and watch films such as Diarios de Motocicleta and Y también la lluvia, to broaden their perspective on the relationship between culture, language, and literature.

Prerequisite: B+ in Spanish IV Honors and recommendation of the Modern Language Department.

Mathematics

Algebra I

This year-long course is reserved for students new to The Agnes Irwin School. The focus of this course is to provide a solid foundation for higher study of mathematics, as it is a critical element in secondary mathematics. This course includes recognizing and developing patterns using tables, graphs and equations, while covering the following topics: linear, quadratic, rational, radical, and exponential functions.

Algebra IB

This course is the second half of the foundation course for Upper School mathematics and consists of the traditional college-preparatory program. Topics include polynomials, factoring, exponents and exponential functions, quadratic, radical and rational equations and functions. Students are also introduced to basic geometry concepts in an algebraic framework.

Geometry

This is a study of Euclidean Geometry concentrating on geometric reasoning, lines, angles, triangles, polygons, and circles. Students solve problems using the Pythagorean Theorem and right triangle trigonometry and find the areas and volumes of plane and solid figures. Note: Geometry is offered over the summer and requires the recommendation of the Mathematics Department.

Geometry Accelerated

Geometry Accelerated covers the topics of Geometry at an increased level of depth and rigor. Students are challenged to explore geometric properties and theorems in dynamic software.

Prerequisite: B in Algebra I Part II, and recommendation of the Mathematics Department.

Algebra II

This course expands upon many of the topics from Algebra I, but at a deeper and more complex level. Students enrolled in this course examine topics such as quadratic and polynomial functions and equations, systems of equations, complex numbers, radical, rational, exponential and logarithmic functions.

Prerequisite: C– in Algebra IB. Students who need to strengthen their algebra skills may be recommended for summer work.

Algebra II Accelerated

Algebra II Accelerated involves a more rigorous dive into the topics of Algebra II, covering the content in greater depth and at a faster pace. The course covers additional topics such as sequences, combinatorics, probability, conic sections, and basic trigonometry.

Prerequisite: B in Algebra I Part II or A in both Algebra IB and Geometry and recommendation of the Mathematics Department.

Algebra II Honors

Algebra II Honors covers the topics of Algebra II

Accelerated at a heightened pace and requires students to be more independent learners and thinkers in all aspects of the class. Students enrolled in this course should have a strong background in Algebra and an ability to creatively problem solve.

Prerequisite: B in Algebra I Honors and Geometry

Honors, or A in both Algebra I Accelerated and Geometry

Accelerated, and recommendation of the Mathematics Department.

Precalculus

This course strengthens students’ algebraic foundations while introducing them to new and challenging concepts. Topics addressed include polynomial, rational, exponential, and logarithmic equations and functions, and unit circle trigonometry. Students also get a preview into the concepts of Calculus.

Prerequisite: B in Algebra II.

Precalculus Accelerated

Precalculus Accelerated offers a more rigorous approach to the topics of Precalculus, covering additional topics such as graphing trigonometric functions and inverse trigonometry.

Prerequisite: B in Algebra II Accelerated and recommendation of the Mathematics Department.

Precalculus Honors

Precalculus Honors is a fast-paced and challenging course that prepares students for Honors Calculus I. The course covers trigonometry, logarithmic, exponential and algebraic functions, sequences and series, limits, and analytic geometry.

Prerequisite: B in Algebra II Honors and recommendation of the Mathematics Department.

Calculus

This course begins with the concept of the limit and explores the techniques of differential and integral Calculus. Students learn about the many applications of Calculus, including its use in business and physics. Unlike the Calculus Accelerated course, this does not include trigonometry.

Prerequisite: Successful completion of Precalculus.

Calculus Accelerated

This course begins with the concept of the limit and explores the techniques of differential and integral Calculus. Students learn about the many applications of Calculus, including its use in business and physics. Students enrolled in this course should have a strong mastery of Algebra.

Prerequisite: B in Precalculus Accelerated and recommendation of the Mathematics Department.

Calculus I Honors

Calculus I Honors offers a more rigorous approach to the topics of Calculus, covering additional topics such as derivatives of inverse trig functions, linear approximation, and slope fields. It is an intensive, college-level course intended to prepare students for advanced standing upon entering college.

Prerequisite: B+ in Precalculus Honors and recommendation of the Mathematics Department.

Calculus II Honors

The Calculus II Honors course picks up where Calculus

I Honors left off, completing the study of single variable Calculus. The remainder of the course is dedicated to the study of Multivariable Calculus. In addition to procedural problems (partial derivatives, multiple integrals, line and surface integrals) an emphasis is placed on proofs and applications. Students gain a deeper understanding of Calculus and the emphasis on proofs prepares them for a rigorous college course.

Prerequisite: B+ in Calculus I Honors and recommendation of the Mathematics Department.

Chaotic Dynamical Systems

This college-level course involves the study of systems that change over time. This course focuses on discrete dynamical systems that exhibit chaotic behavior, including experiments using computer software to simulate and analyze dynamical systems. Emphasis is placed on mathematical and computer graphics foundations behind fractal images and the relationship between chaotic dynamics and fractal geometry.

Prerequisite: Successful completion of Calculus.

Linear Algebra Honors

Linear Algebra is a college-level course, focusing on vector spaces, linear transformations, and matrices. This course covers a broad range of applications, from physics and engineering to economics and social sciences to game theory. In addition to a rigorous exploration of mathematical content, this course pays particular attention to using new methods of proof and developing the skills of reading a “real” math text.

Prerequisite: B+ in Calculus II Honors and recommendation of the Mathematics Department.

Note: Computer Science electives are listed under the Science Department but may be taken to fulfill the three-year Mathematics requirement.

Statistics and Probability

Americans are bombarded with statistics on a daily basis, from political polls to discussions of failing public schools to health epidemics. Students discuss the collection, analysis, and depiction of data, with a special focus on how one might use statistics to make claims and predictions that may be useful as well as misleading. Topics covered include combinatorics and probability and how probabilities can be used in conjunction with statistics to make decisions.

Prerequisite: Algebra II.

Statistics and Probability Honors

This course serves as a rigorous, college-level introduction to statistics. Students are introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.

Prerequisite: B+ in Algebra II Accelerated or Precalculus

Accelerated or B in Algebra II Honors or Precalculus

Honors, and recommendation of the Mathematics Department.

Topics in Mathematics

The goal of this course is to expose students to ideas and branches of mathematics often reserved for undergraduate math majors. Students explore how these topics came into being and what it is that compels people to pursue various careers in mathematics. Students see a range of topics from both the “applied math” world and the “pure math” world, often finding ways in which they overlap. At every possible opportunity students work with logic, make historical connections, and see real world connections. Note: This course may be taken for one semester (fall or spring) or for the full year.

Prerequisite: Successful completion of Algebra II.

Science

To graduate, students are required to take one year each of physics, chemistry, and biology.

Physics I

Physics I concentrates on developing an appreciation for and an understanding of matter and energy. Basic algebraic equations, appropriate to a first-year algebra student, are presented and applied, though the emphasis of this introductory course is conceptual. Topics covered include motion, energy, fundamental forces (gravity, electrostatic and nuclear), current electricity and waves, light, and sound. Instruction is augmented with relevant applications, interesting demonstrations, traditional experiments, and creative lab experiences, where students are presented with situational problems that they must analyze and solve. Emphasis is on relating the concepts covered in class to what is observed in the everyday world.

Physics I Accelerated

The Physics I Accelerated course is similar to Physics I, but geared toward students enrolled in an accelerated math track. Students are expected to enter the course with a solid grasp of Algebra I skills and also apply the concepts learned in Geometry to solving physics problems.

Co-requisite: Geometry Accelerated and recommendation of the Science Department.

Physics I Honors

Physics I Honors is similar to Physics I Accelerated, but geared toward students enrolled in an honors level math course. The pace of the class and the depth of problem solving reflects the mathematical skills of these students.

Co-requisite: Geometry Honors, Algebra II Accelerated, or Algebra II Honors and recommendation of the Science Department.

Chemistry I

Chemistry I focuses on developing core concepts by expanding an understanding of the fundamental structures and properties of matter using the periodic table as a tool. Students explore atomic structure, chemical reactions, kinetic theory, and the nature of matter. While a quantitative component is involved, the primary goal of the course is to enhance an understanding of chemical concepts through the use of demonstrations, laboratory work, and analogies. Examples of chemistry in everyday life and in industry are emphasized; students are encouraged to recognize and research the chemistry applications that are all around them.

Chemistry I Honors

In Chemistry I Honors, students examine the structure, composition, and function of matter and the changes it undergoes. Students begin with a review of measurement and calculations before moving on to the following major units: nuclear and electronic organization of matter, atomic structure, phases of matter, solutions and their behavior (including acids and bases), and chemical reactions (including thermodynamics and oxidation/reduction). The laboratory activities put theory into practice and makes chemistry come alive. Problem solving and analytical skills are a major emphasis throughout the course.

Prerequisite: B in Physics I Honors, A- in Physics I Accelerated, or A in Physics I and recommendation of the Science Department.

Co-requisite: Algebra II Accelerated or higher level math course.

Biology I

This course, a survey of the foundations of biology, uses a molecular approach that reflects recent developments in the field of the biological sciences. Topics covered include life processes and biochemistry, cell structure and function, animals and plants, microbiology, cell growth and division, genetics, DNA and RNA, genetic engineering, human body systems and ecology. An extensive component of theoretical and practical microbiology is included, incorporating a study of the structure and function of the microscope. The lab period allows students to organize and interpret results obtained by observation and experimentation.

Biology I Honors

Biology I Honors is an accelerated high school biology survey course designed to give students a strong grasp of biological concepts and the major themes that run through life sciences. Students begin the course with a review of chemistry and then transition into biochemistry, cell biology, and genetics for the first semester. The second semester examines macrobiological concepts such as evolution, ecology, microbiology, and plant biology. Note that, due to time constraints, animal biology and physiology are not covered in this course. Moreover, students must be prepared to not only learn concepts at an accelerated pace, but also to apply them to new and less familiar situations.

Prerequisite: B in Chemistry I Honors, A in Chemistry I, and recommendation of the Science Department.

SCIENCE ELECTIVES

Bioethics

This science elective is concerned with dilemmas caused when the facts of medical/genetic research conflict with the norms and needs of society. The class focus is on understanding and appreciating relevant biological facts as they confront the principles and practice of ethical decision-making at the level of the individual, the community, and nations. Various resources such as the internet, newspapers, periodicals, and guest speakers are used. Students read about, discuss, debate, role-play, and research and present topics they find most relevant. The course is run in seminar format with an emphasis on journal writing, presentations, and class participation.

Note: This class is open to students in grades 11 and 12. Students in grade 12 are granted preferential placement.

Biology II: Emerging Infectious Diseases

Ebola, HIV/AIDS, Typhoid and Malaria: these are just some of the infectious diseases that are major challenges to human progress and survival. In addition, epidemics of old and new infectious diseases periodically emerge. This lab-based course covers the emergence and spread of infectious diseases whose incidence has increased or threatens to increase in the near future. These diseases can emerge from the evolution or mutation of existing organisms, a breakdown in public health measures, a spread to new geographical areas or from the development of antimicrobial resistance. Topics include the history of infectious organisms and their pathogenesis of human disease, new approaches to diagnosis including biomedical research using genetic engineering and nanotechnology, the role of the CDC (Center for Disease Control) in prevention and treatment around the world and development of new vaccines and drugs. This course is run in seminar format with an emphasis on research, student presentations, case studies, laboratory experiments, and guest lectures.

Prerequisite: Successful completion of Biology I.

Biology II Honors: Anatomy & Physiology (f)

This one semester, lab-based course is an in-depth study of the design and function of the human body that gives students the knowledge and tools to understand how the human body operates in health and disease. The primary emphasis is on organ systems, and students enjoy the opportunity to be the subjects of several laboratory exercises. Within these broader topics, we investigate the fundamental mechanisms that regulate homeostasis. In addition, students explore various interruptions in homeostasis caused by diet and exercise, lifestyle, diseases, infections, and environmental agents. Coursework includes laboratory exercises, supplemental readings, case studies, collaborative group work, and student presentations.

Prerequisite: B+ in Biology I Honors or A in Biology I and recommendation of the Science Department.

Biology II Honors: Neuroscience (s)

This one semester lab-based course is a study in the chemical mechanism of brain function, including bodily functions and homeostasis, thought, and consciousness. Major topics include neuron structure and function, brain circuitry and gross anatomy, sensation and perception, sleep and circadian rhythms, and neuropharmacology. Finally, we delve into some of the big questions and controversies that exist in the study of thought: what is the nature of consciousness, how much of us is innate biology and how much is influenced by our surroundings, and ultimately, how can we use what we know about the brain to improve our interactions with each other and the environment? Students engage collaboratively with classmates in dissections, labs, projects, and topical discussions.

Prerequisite: B+ in Biology I Honors or A in Biology I and recommendation of the Science Department.

Chemistry II Honors: Advanced Topics (f)

This one semester, lab-based course extends principles covered in the first-year chemistry curriculum. It focuses primarily on topics in physical chemistry: thermodynamics, kinetics, and chemical equilibrium. These topics are also investigated experimentally through a variety of quantitative laboratory techniques. A survey of topics in current chemical research is also covered.

Note: This semester course is offered to students in grades 11 and 12.

Prerequisite: B+ in Chemistry I Honors or A in Chemistry I and recommendation of the Science Department.

Chemistry II Honors: Organic (s)

This one semester, lab-based course introduces students to the fundamentals of organic chemistry, a standard college course for those studying allied health fields as well as several fields of engineering. Organic chemistry focuses on the study of carbon-based compounds. Students become familiar with the bonding, structure, nomenclature, and physical and chemical properties of common organic compounds. Emphasis is placed on the mechanisms of organic chemical reactions, common organic functional groups, and connections to biochemistry.

Note: This semester course is offered to students in grades 11 and 12.

Prerequisite: B+ in Chemistry I Honors or A in Chemistry I and recommendation of the Science Department. (f) denotes fall semester course (s) denotes

spring semester course

Physics II Honors: Astrophysics (f)

Throughout human history people have been fascinated by the night sky and our place in the cosmos. In this one semester physics elective students investigate the nature of space and time and the behavior of celestial objects through the lenses of classical and modern physics. Topics covered include the nature and behavior of light, orbital mechanics, special and general relativity, and the origin, structure, and fate of the universe. Lab work includes hands-on experiments, computer-based labs, astronomical observations, and analysis of astronomical data. This is a quantitative course with an emphasis on mathematical modeling and problem solving; students must be enrolled in or have completed Calculus and have a strong command of Algebra, Geometry and Trigonometry.

Prerequisite: A- in Physics I Honors and Precalculus and recommendation of the Science Department.

Physics II Honors: Electricity and Magnetism (s)

Electricity permeates and dominates our daily lives to the point where most of us can barely imagine life without it. In this one semester Physics elective students investigate electricity and its relationship with magnetism. Topics covered include electrostatics, electric circuits, Ohm’s Law, magnetic forces and fields, and electromagnetism. This is a quantitative course, supported by several interactive labs, with an emphasis on mathematical modeling and problem solving; students must be enrolled in or have completed Calculus and have a strong command of Algebra, Geometry, and Trigonometry.

Prerequisite: A- in Physics I Honors and Precalculus and recommendation of the Science Department.

Computer Science I

All of your favorite mobile apps, websites, music players, video games, and even the productivity tools you use to write papers and make graphs have something in common: they all are computer programs. Have you ever wondered how to write your own programs? Computer Science I provides a foundation in the theory and practice of computer programming. Major areas of study include data and control structures, algorithm development, and object-oriented programming. Program debugging techniques are emphasized throughout the course.

Students compile a digital portfolio of original programs using the Python programming language and the class culminates in the creation of a video game. No prior computer programming experience is required.

Note: The course is open to students in grades 9-12 and may be taken as a Mathematics or Science elective.

Computer Science II: Web Application Programming

In this class, students expand on their knowledge of the Python programming language. Additionally, students learn the basics of the web-based markup language, HTML. The major focus of the course is to learn web application architecture, design, and development through project-based learning with the framework web2py. The ultimate goal is for students to produce their very own web applications throughout the year. In the professional world, programmers generally work in development teams, so there is a heavy emphasis on collaborative work and incremental development methodologies.

Note: This course may be taken as a Mathematics or Science elective.

Prerequisite: Successful completion of Computer Science I.

Computer Science III Honors: Advanced Topics

In this Computer Science elective, students expand their knowledge of web technologies to include javascript, CSS, and their respective frameworks (Bootstrap CSS, AngularJS). Students gain practical and authentic programming experience as they apply these technologies to one or more long-term projects. In addition to coding, emphasis is placed on the design process, including: requirements gathering, wireframing, and prototyping. Students also engage in alpha and beta testing of their applications, as well as the collection of user feedback in an effort to refine their prototypes into a polished, final product.

Note: This course may be taken as a Mathematics or Science elective.

Prerequisite: Successful completion of Computer Science II.

Engineering I: Drafting & CAD (f)

Everyday engineers work to create, redesign, and produce effective products and solutions. Scaled drawings (draftings) and CAD are some of the skills engineers use to help visualize and create prototypes to test their ideas and share these ideas with others. In this course, students learn how transform a rough sketch of an idea into a formalized draft and then into a CAD model of the product. They utilize the 3D printer, laser cutter, router, or other tools to create physical prototypes, and eventually finalized products. This course is designed to be a companion course to Engineering: Principles of Design; both courses together provide a solid introduction to the breath of the field of engineering.

Note: This semester course is offered to students in grades 9-12.

Engineering I: Principles of Design (s)

This course is designed to introduce students to the field of engineering and the engineering design process. The process begins by defining a problem or need and seeking input from those who have identified the need we are addressing. Once possible solutions are generated, the best solution is selected in light of many considerations, ranging from material and manufacturing costs, environmental impacts and legal restraints. Drawings and prototypes are constructed and tested, then the results are evaluated, and future improvements or modifications are made. The final solution is then presented to the appropriate constituents for evaluation. The pace of the class is brisk and the topics covered give students a look into the breadth of the field that is engineering. In-class projects and activities are designed to develop particular skills while having a usefulness in the life of the student designer; the inspiration for the projects often results from ideas generated by the students themselves or other members of the school community. Students will work in teams, as well as independently, throughout the course to hone their skills as they learn the engineering design process. This course is designed to be a companion course to Engineering I: Drafting & CAD.

Note: This semester course is offered to students in grades 9-12.

Engineering II: Mechatronics

This second year engineering course takes an in-depth look at a particular field of engineering and extends the student’s understanding of the engineering design process with respect to that field. In this class, students begin to develop an understanding of electronics and their applications in everyday devices. Students will learn how to interface basic mechanical devices and sensors, such as motors, actuators, and ultrasonic detectors, with arduino based microcontrollers. Combined with proper coding, these devices can respond to outside stimuli or provide a physical service. Students will then construct a series of progressively more challenging projects designed to solve a problem or accomplish a certain task.

Note: This course is open to students in grades 10-12 , will run in the 2023-2024 school year, and is offered every other year alternating with Engineering II: Advanced CAD Applications.

Prerequisite: Successful completion of Engineering I: Principles of Design or by recommendation of the Science Department.

Engineering II: Advanced CAD Applications

This second year Engineering course builds on the students’ foundational knowledge obtained from Engineering I: Drafting and CAD and challenges them to apply their skills to increasingly complex, real-world based ideas and projects. Students utilize advanced tools and features of the CAD software to create models with multiple interactions, including working gears and levers, on surfaces that are curved or non-linear in nature. While the focus of this course is not tied to a single engineering discipline, the skills learned are applicable across multiple engineering fields, as engineers often are tasked with creating novel parts or solutions for problems they encounter in their daily work. The final project challenges students to create a mechanically functional product that aligns with how an analogous product works in the real-world.

Note: This course is open to students in grades 10-12 , will run in the 2024-2025 school year, and is offered every other year alternating with Engineering II: Smart Systems & Applications

Prerequisite: Successful completion of Engineering

I: Drafting & CAD or by permission of the Science Department.

Environmental Sustainability**

How can one planet support over 7 billion lives so that all people have sufficient resources? The answer is through Environmental Sustainability. In this one semester elective, students discover that reduce, reuse and recycle isn’t enough for the survival of humanity and the planet. Rather we need to rethink how we deliver the basic resources necessary for survival across the planet. Through project based learning, students experience how energy and nutrients cycle within the environment, how the human population dynamics and global consumption shifts of the last millennium have disrupted those patterns, and what challenges need to be addressed to reverse or repair them in the future.

Note: The semester course is open to students in grades 11 and 12. Tenth graders with a strong background in Chemistry and Biology may be considered.

Independent Science Research

In this science elective, students conduct an independent science project (sometimes outside of school) to experience how science is done in the “real world.” Students are matched with mentors from within the school community or from academia/industry who guide their research project. Students should be committed to spending hours after school or during the summer months completing their projects. Research results may be presented at local science fairs in the spring or written as a paper in the style of a peerreviewed journal and submitted for publication to our in-house journal.

Note: Students may earn up to one additional credit in this Science elective (depending on the extent of research), is graded as Pass/Fail, and is ideal for students who are passionate about science.

Psychology**

This is a course where students learn the complex factors that shape one’s behavior. The long standing debate of nature vs. nurture is examined through the interactions of our biology, our environment, and our experiences which determine who we are and how we will behave. Students learn about basic principles that guide how we think and act and come to recognize the tremendous diversity that exists across individuals and across cultural boundaries.

Note: This semester course is open to students in grades 11 and 12 and students in grade 12 are granted preferential placement.

Research in Microbiology

This course is run in partnership with the Small World Initiative (SWI): an innovative program that encourages students to pursue careers in science while addressing a worldwide health threat – the diminishing supply of effective antibiotics. SWI provides a unique platform to crowdsource medical breakthroughs by tapping into the intellectual power of many people concurrently addressing a global challenge, advancing promising micro-organisms into the drug development pipeline. Students use university-level research techniques over the course of the year with the goal of discovering and producing new antibiotics. Through a series of student-driven experiments, students collect soil samples, isolate diverse bacteria, test bacteria against clinicallyrelevant microorganisms, and characterize those showing inhibitory activity. This is particularly relevant since over two thirds of antibiotics originate from soil bacteria or fungi. Students enhance their lab experiences by learning about the microbiological world, mechanisms of antibiotic action, and the development of antibiotic resistance. Classroom activities include lab experiments, lecture, student-led discussion, lab-meeting style presentation of findings, journal critiques, and poster sessions.

Note: This course is open to students in grade 12.

Prerequisite: Successful completion of Chemistry I and Biology I and recommendation of the Science Department.

Visual and Performing Arts

The Visual and Performing Arts graduation requirement is 1½ credits. One credit must be a course. The half credit may be a semester course or one of the options listed on page 33. Courses must be taken for a full year unless otherwise stated.

VISUAL ARTS

Ceramics I

Explore the basics of wheel throwing and hand-building in an introductory ceramics studio course. The course includes a historical survey of functional and sculptural ceramic ware and an examination of clay, glaze, decoration methods, and the firing process. Students design a motif and create original tableware for daily use and make realistic and abstract sculptures.

Note: This course can be taken for a full year or fall semester only. It is open to students in grades 9-12.

Ceramics II

Students expand on their knowledge of Ceramics, refining their wheel throwing and handbuilding skills and take a deeper dive into Ceramic surface treatments.Utilizing coil building, slab building, pinching and wheel forming methods, students begin to make more complex forms. Students have the opportunity to focus on personal interest projects. This course covers the use of special construction techniques for creating large-scale ceramic objects and forms and surfaces for architectural spaces. As part of the experience mold making and slip casting techniques are taught. Students work with low fire and mid-range clays. Finishing processes include underglaze, slip colored glazes, majolica, sgraffito, stenciling and cold finishes. Instruction is given learning how to fire electric and potentially pit firing.

Note: This course may be taken for a full year or one semester.

Prerequisite: Successful completion of Ceramics I.

Media Arts I

Media Arts I is a foundation course which introduces the basic design elements of line, shape, texture, value, and color and illustrates how they are applied to the world of digital design. Students gain a basic knowledge of a variety of digital applications and their practical and aesthetic capabilities through the hands-on use of computers, scanners, and digital cameras, and begin to develop unique and personal expressions in art and design. Emphasis is placed on creative problem solving and independent thinking through sketchbook use in which they record their explorations and discoveries. Students are introduced to Adobe Photoshop, Adobe Illustrator, Adobe InDesign.

Note: This course is open to students in grades 9-12.

Media Arts II

In Media Arts II, students build on their skills and knowledge of design elements and principles developed in Media Arts I. Each project explores real-world applications of core design concepts such as composition, typography, and imagery as they apply to practical visual solutions for commissions, editorials, web and app design, and identity branding systems. Students engage in conversations, experimentation, and hands-on applications of traditional and digital graphic design tools, materials and procedures employed in the communication art and design industry. Students continue to use sketchbooks, and deepen their knowledge of Adobe Photoshop, Illustrator, and InDesign. Students are also introduced to web and app design using the program Sketch.

Prerequisite: Successful completion of Media Arts I.

Media Arts III

Students in Media Arts III explore advanced graphic design projects and topics using digital 3D design, augmented reality design, animation, and web and app design/prototyping. This class expands on topics in visual marketing, emphasizing and studying diversity, equity, and inclusion in branding, product design, and advertising campaigns, demonstrating the importance and impact of DEI work in graphic design and art.

Prerequisite: Successful completion of Media Arts II.

Photography I: Introduction to Digital Photography

Through photographing weekly, in-class demonstrations, lectures, and critique, students engage in the problems of digital photographic production and seeing. The course focuses on the technical and aesthetic issues of producing, editing, and printing digitally captured files. Students leave this course with the following five things: 1) a comprehensive understanding of digital camera exposure, 2) a working knowledge of digital workflow in Camera Raw and Photoshop, 3) the skills to produce prints, 4) a working knowledge of contemporary and historical photographers, and 5) an in-progress body of photographic work. In addition, students learn to articulate the successes and failures in their own work and the work of others. Through regular discussions, writing assignments, and opportunities to lead a class, students develop and refine their individual abilities to analyze, understand, and decode visual information.

Photography II: Intermediate Black and White Photography

In this technical course, students learn to expose, develop and print 35mm black and white film. This course requires students to shoot 35mm film provided by the school, process negatives, print in the darkroom, and discuss their work and the work of their peers. Students leave this course with a technical understanding of film exposure, advanced darkroom printing techniques, and an inprogress body of photographic work. In addition, students learn to articulate the successes and failures in their own work and the work of others. Through regular discussions, writing assignments, and opportunities to lead a class, students develop and refine their individual abilities to analyze, understand, and decode visual information.

Prerequisite: Successful completion of Photography I.

Photography III / IV

This course is an advanced photography class that starts with directed projects and concludes with more selfdesigned projects that come out of student interest and can include digital or darkroom using knowledge from Photography I and II. It is a course designed to move students to create more conceptual work. Throughout the year, students work on assembling a cohesive and professional portfolio, conduct a major research project,

develop critique technique, submit to outside exhibitions and create a website. A final showcase of work is displayed at the end of the year and all seniors participate in the Senior Showcase.

Prerequisite: Successful completion of Photography II or Photography III.

Images of Women**

This semester course considers how still images can be empowering, celebratory, deceptive, harmful, fictional, or fantastic. It covers a history of photography sweeping through the Great Depression through the COVID-19 pandemic. The first half of the semester will connect pictures authored by or about women within the contextual moment. The second half of the semester is devoted to contemporary images in art, newspapers, and social media. The goal of this course is to challenge, (re)interpret, and analyze the meaning of images within the conditions of production and the context in which the work appears.

Note: This course is open to students in grade 12.

Prerequisite: Successful completion of Photography I.

Studio Art I

This is a foundation course in which students work to create drawings and designs using the basic elements of art; line, shape, form, texture, value, perspective, color, and composition are all emphasized. Students have an opportunity to develop foundation skills and to work with a variety of techniques and media, which may include pencil, charcoal, colored pencils, pen, oil and chalk pastel, watercolor, acrylic paints, wire, cardboard and more. Through observational drawing, collage, pen illustration, mixed-media, painting, sculpture, etc., students gain important skills, solve problems and take pleasure in the creative process. Students participate in class critiques and discussions, as well as small pair and share groups, and study historical and contemporary artists and styles. Personal expression and experimentation with ideas and materials are emphasized in homework, sketchbooks, and various projects.

Note: This course is open to students in grades 9-12.

** The semester offered is to be determined.

Studio Art II

This course provides an opportunity for students to advance and deepen their drawing, design and painting skills. At the same time this course introduces students to the study of sculptural design and merges the use of 3-dimensional media with observational and experimental drawing and painting. Students use both familiar and, new and unusual materials, such as plaster, found objects, wood, and wire to create works that explore surface design and space.

Note: This course may be taken for a full year or one semester (fall or spring).

Prerequisite: Successful completion of Studio Art I.

Studio Art III / IV

This class hones a student’s observational drawing skills, critical vocabulary and promotes a disciplined studio schedule. Students have the opportunity to experience a sequence of classes that focus on and explore the fundamentals of visual art, two- and three-dimensional design and drawing by applying knowledge gained in previous years. Students continue their work on individual portfolios developed since a student’s first Upper School Studio Arts class with the goal to be ready for college submissions. Students are required to work on projects during class time, but a large portion of the work involves studio hours outside of class contact. During class sessions, students begin building a vocabulary for discussing their art as well as the work of others in a constructive and exploratory way. Students will understand Art as an individual expression, as well as its impact on and response to social, cultural and political realms are also integral aspects of these courses.

Prerequisite: Successful completion of Studio Art II or Studio Art III.

Textile & Design

This course provides students with a foundation in the creation and functional use of various textiles, applying design principles and practices. Projects include fashion illustration, textile sculptures, constructed textiles (weaving, embroidery), and designed textiles (patterns, silk screen printing) using both hands and digital tools to create work. As the most common industry that uses textiles is the fashion industry, the culminating final project is drawing, designing, and sewing simple garments.

Prerequisite: Successful completion of a visual art class.

PERFORMING ARTS

Piano

Lab I

This course includes the fundamental basics to play the piano for beginners including the basics of technique, music theory, harmony, notation, and improvisation. Students develop effective practice habits and strategies as they prepare for class performances.

Note: This semester course is open to students in grades 9-12.

Piano Lab II

This intermediate course is an opportunity for students to continue piano instruction. Applying their growing knowledge and skills, each student progresses through an individualized curriculum designed specifically around her own skills and musical interests. Different genres ranging from Baroque to Ragtime are learned. Effective practice habits and strategies continue to be developed. Students perform for each other as solo and in small groups. Note: This semester course is open to students in grades 9-12.

Prerequisite: Successful completion of Piano Lab I or basic piano skills and recommendation of the Visual and Performing Arts Department.

Public Speaking

In this semester course, students will focus on poise, articulation, and delivery as they analyze speeches and prepare their own speeches for an audience. Though within the theatre curriculum, this course would highly benefit students who want to overcome anxiety and students considering careers reliant on public speaking. Students will use acting approaches to better their speech and articulation skills as well as rhetoric and argumentation to hone their work for different audiences, contexts, and purposes. Students will also engage in mock interviews and presentations, which will help prepare them for work or college interviews. This course will culminate in a TEDtalk style presentation.

Note: This course is open to students in grades 11 and 12.

Musical Theatre

In this year-long course, students will get the chance to explore the history of American Musical Theatre and to expand their skills and repertoire by learning and performing songs from multiple eras and styles. Students will focus on acting through song and by the end of this course, they will have a deeper understanding of the relation of text and music, as well as gaining performance experience and significant feedback. The work in this course will culminate in a cabaret performance, where students will be required to sing one solo song and may work on additional duets or group performances.

Note: This course is open to students in grades 9-12.

Theatre I

This year-long foundation course is designed to give the student an increased appreciation and experience in theatre as an art form. The students have an opportunity to learn about all major aspects of theatre. They explore acting technique, voice, theatre history and criticism as well as script writing. There is a large emphasis on the basics of acting, allowing the opportunity for self -expression, selfdiscovery and developing emotional intelligence.

Note: This course is open to students in grades 9-12.

Theatre II

This year-long course continues and expands on theory and technique explored in Theatre I. Students are challenged to develop a deeper understanding of the principles presented in prior classes as they apply to writing, design, and production. Performance/Design opportunities are identified and developed throughout the year.

Note: This course is open to students in grades 10, 11, and 12.

Prerequisite: Successful completion of Theatre I or by audition.

Independent Music Electives and Ensembles

We will be offering several independent courses including four-hand piano workshop, music arranging, instrumental ensemble, and performance and practice. These group and individual projects, which reflect the participants’ interests and goals, may be arranged with the music department chair. Students with extensive piano skills are invited to accompany our choral groups for credit. Note: These courses and activities are for one-half credit either fall or spring semester.

Half Credit Options for Arts Graduation Requirement

At most, one-half credit toward the Arts graduation requirement, may be one of the following options:

• Participate in Stage Crew for 1 production (Fall Season)

• Participate in Set Design for 1 production (Fall Season)

• One year of US Chorus participation (including performances)

• One year of Instrumental Group Ensemble participation (including performances)

• Participation in one theatre production (including “tech” and/or acting)

• Participation in one Dance Motion production (including classes and rehearsals)

Music Performance Groups

Instrumental Ensemble

Students with instrumental experience are invited to participate in various small group ensembles. Pianists may participate in duo-piano workshop, string and wind instrumentalists may be combined in chamber music groups. Students with extensive piano skills are invited to accompany our choral groups for credit.

Note: One-half credit is awarded for a full year of participation. It is open to all grades.

US Chorus

Any interested Upper School student is eligible to join this ensemble. Students perform at the annual All School Winter Concert, Winter Holiday Assembly, HaverfordBaldwin-AIS Concert, and at other school assemblies and events throughout the year.

Note: One-half credit is awarded for a full year of participation. It is open to all grades. No audition is necessary.

Bel Cantos

This choral group performs mostly a cappella music. Consisting of approximately 20 singers, membership is by audition only. A Bel Canto requirement is participation in US Chorus. The Bel Cantos perform extensively throughout the school year at a variety of concerts, community events, schools, hospitals, interschool concerts, and winter holiday activities. Students should have at least one year choral experience or equivalent and good music reading and singing skills.

Note: Students in grades 9, 10, 11, and 12 are eligible to audition.

Other Required

The physical education requirement for all students is as follows: 9th and 10th grade – three seasons of activity; 11th and 12th grade – two seasons of activity. Requirements can be met by participation in our athletic program, PE Offerings or Additional Offerings.

ATHLETICS

Our interscholastic teams are:

Fall Winter Spring

Cross Country V Basketball V/JV Crew V/JV & Novice

Field Hockey V/JV Squash V/JV Lacrosse V/JV

Soccer V/JV Swimming V Softball V

Tennis V/JV Diving V Golf V

Volleyball V/JV Track (club) Track V

PHYSICAL EDUCATION

Fitness Offered fall, winter, and spring seasons during the school day (must attend three classes/cycle)

Spin Winter and Spring (TBD); two days/week after school, 60 minutes/class

Yoga Fall season only; two days/week after school, 60 minutes/class

Cardio Kickboxing Winter season only; two days/week after school, 60 minutes/class Zumba Spring season only; two days/week after school, 60 minutes/class

Additional Options

Fall Fall Crew, Independent Athletic Waiver, Musical/ Stage Crew (10th, 11th, and 12th grades only)

Winter Dance Motion, Winter Crew, Robotics, Independent Athletic Waiver

Spring Independent Athletic Waiver

Further Explanations

Musical/Play/Stage Crew

10th, 11th, and 12th grades only; may only be used for one sports season per year (fall only).

INDEPENDENT ATHLETIC WAIVER

Designed to provide credit to athletes who participate in a sport that AIS does not offer, participate in a sport at an elite level, practice and compete in a sport that exceeds ten hours of practice time per week. If an athlete is applying for an independent waiver in a sport offered by the school, this athlete must compete/play for the school team in order to receive the independent credit. All forms must be submitted and approved BEFORE the start of each season.

A student may apply for an Independent Athletic Waiver if she meets three out of the five criteria listed below:

1. Participates on an AIS team for the sport for which you are applying.

Please note: If the student does not participate on the AIS sport team during the 2023-2024 school year, the PE/Athletic credit for the Independent will not be accepted and the credit will need to be made up during another season.

2. Participates in a sport that AIS does NOT offer.

3. Received a current state, regional, or national ranking for your sport.

4. Practice time with sport meets or exceeds 10 hours per week.

5. Participates in competitions during the season for which you are applying.

An Independent Athletic Waiver will NOT be eligible for the following:

1. Fitness-based activities that are not associated with competition

2. During the season that AIS offers the same sport

To obtain a waiver form, please contact the Physical Education Department Chair.

WELLNESS

The Wellness curriculum is continually changing based on student needs and current trends in health education. Classes are Pass/Fail and follow a discussion-based format.

Wellness I: 9th Grade

Topics covered but not limited to: Mental Health, Body Image, Bullying, Social Justice, Social Media, Drugs and Alcohol, Sexual Health & Gender, Consent, Healthy Relationships, Decision Making/Refusal Skills, and College Mythbusting.

Wellness II: 10th Grade

Topics covered but not limited to: Stress Management, Social Media Emotional Wellness, Nutrition, Sexual Health including preventing pregnancies and infections, and Women’s Health Issues. A highlight of the 10th grade program is the CPR/AED certification.

Wellness III: 11th Grade

Topics covered but not limited to: Stress Management, Sexual Health & Consent, Healthy Relationships, Substance Abuse, Peer Pressure and Refusal Skills. Highlights of the 11th grade program include Self-Defense and Financial Literacy.

Wellness IV: 12th Grade

Topics covered but not limited to: As the students begin their final semester of Wellness in Upper School, the main focus is College Preparation and decision making as it pertains to Relationships, Sex, College Safety, Stress Management, Time Management, Leaving Home, Drugs and Alcohol.

MEDIA LITERACY

Media Literacy: 9th Grade

Digital news, social media, artificial intelligence, and other web technologies have changed our media landscape, and literacy education must expand to meet these new challenges. In this course, students learn to find, read, assess, and analyze web content in order to hone their academic research skills and news media savvy. Topics include journalistic bias, misinformation, fact-checking strategies, and data literacy, alongside traditional research skills like database use and citation. Central to these units are discussions about the relationship of media literacy to citizenship, democracy, and representation.

PARTICIPATION IN COMMUNITY SERVICE (40 HOURS)

The purpose of the Community Service program mirrors the mission of The Agnes Irwin School to empower students to learn, to lead, and to live a legacy. Community service refers to students’ participation in the community outside of school and can consist of direct service to others as well as research or advocacy on an issue of significance to the community. Students benefit from volunteering by building on leadership, communication, problem solving, and decision-making skills, while also learning about themselves.

Students are required to participate in a minimum of 40 hours of Community Service to graduate. There are a number of ways to do this, and most students complete the requirement by fall of their senior year. Hours can be earned through involvement in service-themed clubs, team outreach events, and programs sponsored by the Student Outreach Services Board. Many Special Studies Program (SSPs) have a community service component. Students are made aware of community service opportunities on a continuous basis throughout the school year, and it is their responsibility to act upon the information. Service is not limited to the options presented at school but must be approved by the Community Service Director prior to the activity. Students may not complete more than 50 percent of the required hours at the same organization.

SPECIAL STUDIES PROGRAM (SSP)

SSP is a hands-on experiential learning program where students are given the opportunity to dive deeply into a topic over the course of multiple days. Each year the Upper School faculty will offer programs that may be career-oriented, focus on service learning, explore topics related to DEIB, or are international immersion opportunities. Juniors and Seniors may complete an independent SSP, which they will design with the assistance of the SSP coordinator. Students are required to complete one local SSP per year, and one Global SSP during their four years in Upper School. Our global SSP program is designed to help students investigate the world beyond their immediate environment, recognize their own and others’ perspectives, communicate ideas effectively with diverse audiences, and translate ideas and findings into actions.

Note: Please note that “Global” does not necessitate international travel. Domestic programs are also offered or can be created independently.

Course & Co-curricular Planner

Student Name

DEPARTMENT

GRADE 9

GRADE 10

GRADE 11

GRADE 12 REQUIREMENTS

4 years (English IV consists of two semester electives)

English

3 years Social Sciences (required)

History and United States History

Classical Language

Modern Language Mathematics

3 years Science

3 years Visual and 1½ Performing Arts

including Physics I Chemistry I Biology I

credits

9th&10th: 3 seasons each

11th&12th: 2 seasons each

4 years

40 hours Service

3 consecutive years of same language (or through Latin III) through Algebra II including 1 Global

I understand I also need to complete the “Senior Assembly” in 12th grade.

I understand I will automatically be registered for Media Literacy in 9th grade, and Wellness each year.

Ithan Avenue and Conestoga Road

Rosemont, PA 19010

610.801.1869

agnesirwin.org