Academic and Extracurricular Programs

Academic and Extracurricular Programs

The Bay School Mission and Philosophy At Bay, we balance challenging academics and innovative thinking

Welcome to The Bay School

with a mindful approach to learning and life.

Our goal is to see students unlock their individual and collective potential so they begin to realize their roles in a dynamic world.

This publication provides an overview of our innovative curriculum, extracurricular

We cultivate intellectual entrepreneurs. We design our curriculum to enable students to take ownership of their learning in an environment of high academic expectations. Students critically evaluate nuanced ideas from multiple perspectives and generate meaning for themselves. They craft creative solutions to real-world problems and come to understand their ability to effect meaningful change.

programs and activities. Please visit www.bayschoolsf.org or contact us at

We see the challenges of adolescence as critical catalysts for personal growth. We teach students habits of reflection and discernment that enable them to navigate those challenges and discover who they are. Our students learn to think carefully and act deliberately, while considering the experiences and perspectives of others. The practice of mindfulness permeates all aspects of school life, fostering a thoughtful and cohesive community.

admission@bayschoolsf.org or 415-684-8949.

We challenge students to take risks. Our students learn to respond to setbacks gracefully, knowing that failure is often a step in the direction of success. They gain confidence in their own abilities and appreciate the value and richness of collective effort. Increasing levels of academic and personal autonomy enable students to discover their passions, pursue their interests, and test their limits.

Because Bay understands that life doesn’t come with a syllabus, we instill students with the courage and good humor necessary to flourish in an unpredictable world. Looking beyond the walls of the school, our students develop an emerging sense of their own purpose in order to become engaged global citizens.

VALUES THAT WE MODEL AND ENCOURAGE INCLUDE:

• Love of learning • Willingness to grow and inquire • Rigor and discipline in mastering detail • Accurate and elegant communication in more than one medium and language • Fearless and thoughtful approach to contemporary and future world problems • Careful stewardship of time • Confidence in addressing complex, multifaceted issues • Understanding and respect for diverse cultural and religious traditions • Strong sense of community with respect for individuals and differing points of view

1

TABLE OF CONTENTS An Introduction to The Bay School 2 Community Values and Precepts 2 Our Guiding Precepts 4 Ethics, Spirituality and Mindfulness 5 The Academic Program 5

Academic Philosophy & Program Overview 5

Trimester Rotating Block Schedule 6

Homework Policy 6

Advanced Study: College-Level Work 8

Senior Signature Projects 8

Graduation Requirements 9 Co-curricular Courses 10

Life Skills Courses 10 Intersession 11

Service Learning 11 Technology 12 College Counseling 13 Advisors: Guides and Advocates 13 Tutorial: Focusing on Academics 14 Dean of Students and Class Deans 14 The Learning Services Program 14 Student Counseling 14 Leadership 15 Athletics 16 Bay On Stage – Drama and Music Groups 18 Student Clubs 18 2015-2016 Course Catalog 20

An Introduction to The Bay School In 1995, a group of San Francisco Bay Area educators, community leaders and parents had the dream of founding a new independent high school in San Francisco. They chose as their guiding principle the notion that schools should focus on the future; not only the immediate future of preparation for college and training for adulthood, but also the future in which our graduates take their places as capable, courageous and ethical leaders in the interconnected, rapidly changing world of the 21st century.

After recruiting distinguished educators from across the nation, The Bay School of San Francisco opened in September 2004 with a faculty dedicated to the school’s vision. These pioneers crafted a challenging college preparatory curriculum rooted in the belief that a true education for the 21st century requires not only knowledge of scientific vocabulary and methods but also the ability to question the ethical and societal implications of advances in science and technology. A futurefocused education also recognizes multicultural understanding as a tool for addressing wide-ranging issues at home and abroad, and so the faculty developed a rich humanities program that includes teaching comparative philosophy and religion. Throughout the curriculum, the faculty asks students to connect with communities beyond Bay and to apply their learning to complex, real-world problems.

The school’s current faculty of more than 50 full- and part-time teachers continues to refine the curriculum and pedagogy while staying true to these founding beliefs.

2

Since the school’s launch, the student body has grown from 53 to an enrollment of 355 students in grades 9 through 12. Our graduates are indeed ready for challenging college work: over 373 colleges and universities within and outside the United States have admitted students from our first eight graduating classes.

Community Values and Precepts We consider the high school years an opportune time for idealistic young people to move beyond an understanding of themselves and toward an appreciation of their roles in a broader community.

We hope that as students address the fundamental questions of adolescence (Who am I? Where do I belong? What do I value?), they gain maturity and strength in their personal lives as well as in the academic sphere. Our goal is for Bay students to graduate with the tools necessary to examine life choices from an ethical perspective, constantly refining their choices with each new life experience.

The school’s precepts serve as guidelines by which we aspire to live. They direct us in determining who we are, who we will become, our relationships and our place in society. Promoting these precepts, The Bay School fosters an ethical culture in which students can develop and clarify their own convictions.

3

COLLEGES AND UNIVERSITIES HAVE ADMITTED OUR STUDENTS

future prep

Our Guiding Precepts

Ethics, Spirituality and Mindfulness

We aspire to live by these guiding precepts and to build our community life on them.

A focus on ethics and mindfulness pervades life at Bay. We begin our day at Morning Meeting, where our community gathers to share our diverse experiences and perspectives on the world. Morning Meeting concludes with a few minutes of silence during which we practice being present, centering ourselves and noticing our own emotional and physical state. It is extraordinary to watch students, faculty and staff come together after arriving at school—some by bike, bus or carpool—and settle in for a thoughtful gathering and begin the day focused on each other as a community.

• We value living with kindness and honesty; we are careful truth-tellers.

• We value the importance of boundaries; we take only what is given.

• We value respecting ourselves and our friends in relationships; we don’t misuse sexuality.

• We value a clear mind and a healthy, strong body; we don’t intoxicate ourselves with alcohol, drugs, unhealthy food or the misuse of technology.

• We value kind speech; we don’t slander or gossip.

• We value the richness of difference and diversity; we don’t praise ourselves at the expense of others; we don’t bully or haze.

• We value communication; we don’t harbor anger or ill will, especially toward ourselves.

• We value generosity; we share, giving and receiving help.

• We value patience with ourselves and others; we don’t rush to judgment.

• We value the earth, our home; we don’t pollute, we recycle and we are careful, conscious consumers.

4

We want our school to be a safe, kind and respectful environment—a place where we can make mistakes, learn from them and grow. We join with the entire Bay community in striving to live according to these precepts in our daily lives, in our choices and in our relationships.

As students proceed through the day, they address ethical questions purposefully woven into the curriculum. What would Plato, Confucius or Kant say about the way we should live as Bay community members? How should we equitably and thoughtfully approach challenges such as global population growth or sovereign debt? How should we balance economic growth with marine protection in the San Francisco Bay? By examining a variety of philosophical and religious responses to key spiritual, moral and ethical questions, students gain not only a richer understanding of world cultures, but also points of reference from which to develop their own philosophical and spiritual frameworks.

The practice of mindfulness—being aware of what is happening both internally and externally—is crucial to students’ academic and extracurricular experience at Bay. We believe that with attentiveness to being present, students are better able to focus, to learn from their triumphs and failures and to forge strong community relationships. One of the most valuable lessons we can teach our students is the importance of a mindful, ethical approach to life.

The Academic Program Academic Philosophy & Program Overview Our academic philosophy reflects our commitment to thoughtful inquiry, impassioned creativity, clear communication, skilled collaboration, deliberate skill practice and the consideration of real-world questions. These priorities reflect an emphasis on depth over breadth, require resilience and patience, and bring students face-to-face with difficult questions that often have no simple answers.

Students at Bay bring their whole selves to school each day because they feel respected and accepted on campus. This atmosphere of trust supports students’ extraordinary candor as they share their own histories, ideas and hopes. Whether they share in Morning Meetings or in classroom discussions, students show an appreciation for the differences among us.

This spirit of inclusivity distinguishes and unites members of the Bay community.

Bay’s curriculum grows from a largely skills-based, integrated approach in the 9th and 10th grades to an increasing interplay between the requirements for college admission and the specific interests of each student in grades 11 and 12. Courses taken in a student’s first two years at Bay provide a solid foundation for the vast array of advanced electives from which they choose in the 11th and 12th grades.

5

Trimester Rotating Block Schedule At Bay, we value the intentional use of academic time which is emphasized in the design of our weekly schedule. The school year at Bay is divided into trimesters, each 12 weeks long; students take four classes per term. Each class meets for 80 minutes, four times per week. Over the course of a year, each student completes 12 trimester-long courses.

The long-block trimester schedule affords a number of distinct advantages over a more traditional model. During the length of one two-trimester course at Bay, students convene more than 80 times each for 80-minute periods. Longer blocks allow for easier incorporation of in-depth lessons and activities such as lab work, field trips, student-initiated projects, in-class writing and research and extended discussions.

Fewer but longer classes mean less time lost in transition between one class and the next. Teachers work with fewer students per day, thus enabling them to work comprehensively with students on an individual basis. Students can better concentrate their intellectual efforts on fewer subjects at a time, affording greater depth of study in each course. Bay’s block schedule also dedicates time for tutorials with individual teachers, meetings with students and their advisors, clubs, monitored study hall and free social time.

6

Homework Policy The Bay School defines academic rigor as sophistication of thought and inquiry, generation and application of novel solutions and effectiveness in diverse modes of communication. Rigor is not defined by the amount of homework assigned; indeed, there is much evidence that the amount of work assigned does not correlate with the amount learned. Our rotating block schedule and our trimester calendar are specifically designed so that our students spend more time, and accomplish more work, inside the classroom. Therefore, Bay teachers are especially careful to assign outside work that is meaningful and purposeful.

A typical 9th-grader is assigned two hours of homework per week in most classes; a typical 10th-grader is assigned approximately three hours per week in most classes. The 9th- and 10th-grade humanities courses assign slightly more homework due to the types of skills developed in these courses.

THE BAY SCHOOL WEEKLY SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

8:05 Attendance

8:05 Attendance

8:05 Attendance

8:05 Attendance

8:05 Attendance

8:10-8:30 Morning Mtg

8:10-8:30 Morning Mtg

8:10-8:30 Advisory

8:10-8:30 Morning Mtg

8:10-8:30 Morning Mtg

8:35-9:55 A Block

8:35-9:55 E Block

8:35-9:55 D Block

8:35-9:55 C Block

8:35-9:55 B Block

9:55-10:05 Break

9:55-10:05 Break

9:55-10:05 Break

9:55-10:05 Break

9:55-10:05 Break

10:05-11:25 B Block

10:05-11:25 A Block

10:05-11:25 E Block

10:05-11:25 D Block

10:05-11:25 C Block

11:2512:05 Lunch — 12:0512:35 Clubs Grade Level Mtg

11:30-12 Clubs or Grade Level Mtg — 12-12:40 Lunch

11:3012:10 Lunch — 12:101:30 B Block

11:3012:10 B Block — 12:1012:50 Lunch — 12:501:30 B Block

11:3012:10 Lunch — 12:101:30 A Block

11:3012:10 A Block — 12:1012:50 Lunch — 12:501:30 A Block

11:3012:10 Lunch — 12:101:30 E Block

11:3012:10 E Block — 12:1012:50 Lunch — 12:501:30 E Block

11:2512:05 Lunch — 12:0512:35 Clubs

11:30-12 Clubs — 12-12:40 Lunch

7

12:40-2 C Block

1:35-2:55 C Block 2:55-3 Clean up

1:35-2:55 B Block 2:55-3 Clean up

1:35-2:55 A Block 2:55-3 Clean up

12:40-2 D Block

2:05-3:25 D Block 3:25-3:30 Clean up

3-3:30 Tutorial

3-3:30 Tutorial

3-3:30 Tutorial

2:05-3:25 E Block 3:25-3:30 Clean up

3:45-5 Activities Classes 3:45-5 Team Sports

3:45-5 Activities Classes 3:45-5 Team Sports

3:45-5 Team Sports Faculty and Staff Meeting

3:45-5 Activities Classes 3:45-5 Team Sports

3:45-5 Team Sports

Upper level electives are considerably more reading-intensive and demanding of sustained time investment. In general, 11th- and 12th-graders can expect approximately four hours of homework per class per week, somewhat more if they are enrolled in honors courses.

“ The best part of my four years at Bay has been the connections I’ve made both in and out of the classroom and the support I have received from my peers and teachers.”

– Izzy ’14, UCLA

Advanced Study: College-Level Work The Bay School challenges students by offering advanced electives in all disciplines. As an expression of Bay’s depth-over-breadth approach, these courses promote rigor and discipline in mastering detail, cultivate depth of synthesis and analysis, demand authentic inquiry and emphasize examination of the most pressing global issues of the 21st century.

Bay’s 11th- and 12th-grade electives—some of which we designate as honors courses—are similar to college-level courses in their content and complexity. Colleges and universities throughout the U.S., including the University of California, consider our upper-level electives distinctive in their sophistication and commonly give many of these courses the same weight as AP courses in the application process. Our definition of college-level rigor focuses on profound and critical thought; authentic creation, innovation, synthesis and analysis; and application of knowledge in complex, real-world contexts.

8

Bay does not offer Advanced Placement (AP) courses and is proud to be a leader in a rapidly-growing national movement away from the Advanced Placement system. Advanced Placement curricula typically prescribe a course of study that prevents the depth of exploration and creative inquiry that serves as a hallmark of a Bay education. Each year, a number of Bay students successfully prepare for and take AP exams, committing themselves to additional study and preparation outside the normal school day. Bay students who earn high marks on the AP exams earn course credit at those colleges and universities that participate in the AP system.

Graduation Requirements* Arts

Students must complete 1A and 1B courses in a single genre (ex. Drama 1A and Drama 1B).

Literature / Writing

In addition to the core humanities courses that include literature and writing components (Humanities 1, Humanities 2, Writing Workshop, Research in the Community, and American Studies), students must complete 1 ½ credits (3 trimesters) in advanced literature electives.

Math

Students must complete 3 credits (6 trimesters) in mathematics. Students complete this requirement in their first three years at Bay; however, they are encouraged to continue their studies in math beyond this requirement.

Religion and Philosophy

In addition to the Core Humanities courses that include religion and philosophy components (Humanities 1, Humanities 2, American Studies), students must complete ½ credit (1 trimester) in a religion and philosophy elective at some point during their 11th- or 12th-grade year.

Science

Senior Signature Projects A highlight of each student’s 12th-grade year, the Senior Signature Project (SSP) program is designed to be the culminating experience of a Bay education. In this program, students embark on a journey of personal investigation and discovery. The Bay School’s program is a requirement for graduation and involves extensive field work for which students earn full academic credit for a two-trimester course.

The program offers a meaningful opportunity for each senior to investigate a question in-depth, in a manner that connects the student to the world outside the school and serves the greater good.

Each student works with an adult mentor, usually at a Bay Area company or nonprofit organization, who provides expertise and guidance. Projects in recent years have included clinical trials at UCSF, a marketing website for a local nonprofit, a screenplay about competition in the lives of teens, a drone aircraft for sustainable agriculture, a documentary film, marine mammal research, a confocal microscope and more.

Guided by Bay’s Senior Signature Projects instructors, students organize and plan their projects, reach out to potential mentors, track and document their progress and work through projectspecific challenges as they arise. In the end, each student creates a deliverable and makes a formal presentation to the school community. Through these projects, students explore possible areas of study for college and careers, develop project-planning and professional skills and connect in a meaningful way with the community beyond the walls of the school.

Students must complete 4 credits (8 trimesters) in the sciences. Students entering Bay in 9th-grade (as well as most transfer students) will fulfill 3 credits of this requirement by completing Bay’s core science sequence: Conceptual Physics, Chemistry 1 and Biology 1. Students must therefore complete an additional 1 credit (2 trimesters) of science electives at some point during their 11th- and 12th-grade years.

Senior Signature Projects

Students must complete the 1 credit (2 trimesters) Senior Signature Project course during their 12th-grade year.

Social Studies

In addition to the core humanities courses that include social studies components (Humanities 1, Humanities 2, Research in the Community, and American Studies), students must complete ½ credit (1 trimester) in a social studies elective at some point during their 11th- or 12th-grade year.

World Languages

Students must complete 3 credits (6 trimesters) in a single language. Students who place into Level 4 in their first year will fulfill the requirement by taking Level 4 and 5 during their career at Bay. Most students complete the language requirement within their first three years at Bay; however, they are encouraged to continue their studies in a world language beyond this requirement.

9

In addition to the above course credit requirements, students must complete the following non-credit graduation requirements each year: • Students must satisfy a physical activities requirement each fall and spring term by playing on a school or club sports team, playing an approved individual sport, or by participating in a Bay School physical activity class.

• Students must participate in Intersession Week each year.

• Students must participate in the life skills curriculum for their grade. This involves work done during selected advisories and gatherings spread throughout the year, as well as during the 9th-Grade Seminar program which meets one period per week for the 9th-grade year, and the Choices program which meets one period per week for one trimester of the 10th-grade year.

All students are required to take four courses each trimester unless the academic dean gives them special permission to take a reduced course load. In the name of stewardship of time and to honor our belief in depth-over-breadth learning, we do not permit students to take more than four courses in a single trimester. A total of at least 23 credits is required to graduate.

The Bay School’s graduation requirements allow students to meet or exceed the admission requirements for the University of California, California State University systems and virtually all other colleges and universities they might consider. *Refer to page 20 for complete listing of course offerings.

10

Co-curricular Courses Life Skills Courses At Bay, our commitment to educating students for lives of engagement and leadership as citizens of the 21st century includes supporting their personal growth. Our life skills curriculum spans all four years and asks students to examine a number of educational, technological, personal, interpersonal and societal issues affecting their daily lives in and outside of school.

All students participate in the life skills curriculum during advisory periods and selected all-school and grade-level gatherings. In addition, all 9th-graders take 9th-Grade Seminar, a non-credit course which meets once per week for the entire year.

9TH-GRADE SEMINAR

The 9th-Grade Seminar orients incoming students to the technological, social, cultural and academic contexts of life at Bay. A diverse team of faculty, staff and administrators teach the course, which focuses on the following guiding questions: • How do we broaden our definitions of community membership while continuing to honor our individual identities?

• How can I approach new challenges and situations effectively?

• How can I be fully present, engaged and connected to my community?

Students investigate these questions in a number of contexts. In the first trimester, we introduce students to Bay and high school scholarship. Topics include our laptop and academic technology programs, the latest research in brain science and effective study skills, our school’s values and cultural norms, and the importance of mindfulness. In the second term, students consider questions of identity, stereotype and group membership through lenses such as race, class and gender.

The third trimester includes an introduction to research skills and information literacy. Through the 9th-Grade Seminar, Bay students start to become effective self-advocates, savvy consumers, producers of digital-age information, self-aware individuals and conscientious contributors to the rich cultural and academic life of The Bay School.

CHOICES

10th-graders participate in Choices in Relationships once per week for a trimester. This course helps students consider issues related to sexuality, drugs and alcohol, social relationships and decision-making.

Intersession Each spring during Intersession week, Bay students and their teachers venture out of the classroom and into the exciting world that surrounds them. Five full days of experiential learning await students as they choose from more than 20 courses offering a broad range of hands-on learning opportunities throughout the Bay Area and beyond.

Intersession is a unique opportunity for students and teachers to explore their interests together in small groups. Teachers and students work together to propose courses, varying the selection of offerings from year to year. Whether it’s mastering the art of darkroom photography, trekking through Death Valley, learning to sail a tall ship or launching a near-space balloon, Intersession is a time to work collaboratively—a time for students and teachers alike to expand their horizons.

Service Learning Bay community members recognize a personal and social responsibility to contribute to a better world. Our service learning program stems from a desire to strengthen the health of our school community by looking outward as well as inward.

Service learning at The Bay School occurs in three dimensions: curricular, extracurricular and institutional. For example, all 10th-graders take Research in the Community, a one-trimester course focused on opening students’ eyes to the needs and issues of our region through field research, community service and in-depth exposure to the challenges facing communities outside the walls of our school. All 12th-graders participate in Senior Signature Projects, a two-trimester graduation requirement in which students pursue an individual project that not only helps students grow, but also serves the needs of a broader constituency.

11

Outside of the classroom, many Bay students identify and respond to local needs through participation in Community Service in Action, Marine Protection, International Aid, Amnesty and Eco clubs, for example, all of which are student-driven with the support of faculty advisors. In addition, the entire school periodically engages in projects designed to enhance and protect the resources of the Presidio.

Service learning projects at The Bay School augment the academic curriculum and offer students structured opportunities to learn about and directly experience the realities of important community issues.

Technology From The Bay School’s founding in 2004, technology has played a crucial role in the school’s goal to promote the education of literate, engaged and responsible citizens. Bay uses technology to support learning across all disciplines in the classroom and in extracurricular programs, to foster communication, collaboration and creation. At Bay, technology education is about using the most powerful tools available to allow students to approach problems the way professionals do in the real world.

12

We believe it’s not enough to teach our young adults how to use technology. In the 21st century, students must also understand ethical issues surrounding the application of technology and be prepared to consider the social, cultural and political ramifications of its use.

Computing technology is an integral part of the academic experience at Bay. As part of our one-to-one laptop program, we issue a laptop to every student, the cost of which is included in tuition. We support students and faculty with a campus-wide wireless network. Teachers integrate technology to enhance instruction, and students complete class work and homework primarily on laptops. Teachers in each discipline take advantage of advanced technology to make math, science, world languages, humanities and arts classes engaging and productive. Bay students may also choose technology-rich electives such as Digital Imaging, Video Production and Electronic Music Studio (all utilizing the school’s state-of-the-art digital media lab), Engineering Design, Robotics (both based in the engineering lab of our Project Center) and Computer Science.

Technology also enhances extracurricular programs. The school’s several engineering clubs and our variety of technology-related Intersession programs bring math, science and Design Thinking to life, offering multiple opportunities to employ knowledge and skills learned in the classroom to hands-on projects. Students learn to work as a team as they design and build real-world products. In recent years, The Bay School Space Club has designed, built and launched high-altitude space balloons into the stratosphere to measure temperature and air density; the engineering groups have designed and built award-winning underwater remotely operated vehicles (ROVs) and VEX-brand robotics; and Intersession groups have created, among other undertakings, a distributed-processing supercomputer and a multimedia digital storytelling project.

College Counseling The college counseling program at Bay empowers students to calmly, thoughtfully and systematically navigate the many stages of the college application process preceding one of the first significant life decisions that students will make and own for themselves.

Students and their families work with the College Counseling Office to consider their values, interests and needs. They research which colleges and universities—at home or abroad—may fit those criteria and then evaluate how their own credentials position them for admission. In addition to regular individual and small group meetings and traditional print and internet resources, The Bay School utilizes web-based technology from Naviance, the most comprehensive database available for college research, to create an open and transparent link between the College Counseling Office, the students and their family.

In a year-long process beginning in the middle of 11th-grade, students learn to take ownership of their search to advocate for their needs, master the myriad details and pieces of the complex application process and place the process in the broader context of their lives. A thoughtful, student-driven approach supported by the College Counseling Office and students’ families yields the best outcome for each student. At Bay, college counseling also includes weekly small-group standardized test preparation workshops (included in tuition) for every student, taught by an expert in test preparation, throughout the 11th-grade year.

During the spring of 11th grade, students draft preliminary interest lists. By summer, colleges have received Bay’s curriculum and mission, and Bay’s graduating class enters the fall application process well prepared not only for applying, but also for succeeding in the most rigorous undergraduate college programs. To date, 373 colleges and universities have accepted our graduating classes, including Brown, Harvard, Middlebury, Northwestern, Oberlin, Pitzer College, Princeton, Stanford, Tufts, UC Berkeley, University of Michigan, University of Washington, Yale, and more. Over 150 Colleges and Universities send representatives to The Bay School annually.

Advisors: Guides and Advocates Each student works closely with a member of the faculty or administration who serves as his or her advisor and advocate in academic and personal matters relating to school life. In addition to getting to know each advisee personally, advisors help students with academic scheduling and, in close collaboration with teachers, monitor students’ academic progress. Students meet weekly with their advisor in small groups of six to nine students and are encouraged to schedule individual meetings with their advisors as needed.

Advisors also serve as an important link between home and school. Parents and guardians are invited to speak with their student’s advisor about any questions or concerns they may have.

13

Tutorial: Focusing on Academics

Student Counseling

Tutorial is Bay’s version of office hours – a designated time for students and their teachers to meet.

Three afternoons per week, students have the opportunity to sit down with their teachers individually or in small groups for academic support and guidance. During this time, students can also meet with their advisors, work quietly in the library or schedule meetings with counselors, deans or learning specialists. No other school activities are scheduled during this tutorial period, so students can focus on the content and organization of their academic workload.

Our Counseling Office is an important resource at Bay. We encourage students, parents and guardians to meet with a counselor if they have questions about any student’s emotional health. Counselors are available for information sessions with parents and guardians and to help manage the emotional impact of a crisis on a family and on the school as a whole. The Bay School counselor works with student advisors, deans and other support staff to ensure that Bay School students receive support and referrals to outside resources as needed.

Dean of Students and Class Deans The Dean of Students and Class Deans work closely with Bay students, parents, guardians and members of the faculty and staff to establish and promote a productive and comfortable learning, working and social environment for each of our students. The deans support advisors in their work with students and families and are involved in student disciplinary issues.

14

Class Deans work closely with the Dean of Students to welcome and orient students at each grade level. Class Deans coordinate orientation programs at the beginning of each school year, organize grade-level social events and help track the rhythm and tenor of each class throughout the school year.

The Learning Services Program A key part of Bay’s philosophy reflects the fact that the world is made up of many different kinds of learners. The Learning Services program provides support for diverse learning styles and facilitates appropriate accommodations for individuals with diagnosed learning and attention differences.

We believe that students can excel by developing an understanding of their learning style and the skills of appropriate self-advocacy within a supportive and flexible environment of high expectations.

Bay’s Learning Services program provides advice, coaching and referrals for students and parents interested in learning more about meta-cognitive skills, effective study and organizational strategies, standardized testing accommodations and the process of evaluating a student for learning differences.

Learning specialists also work with teachers, crafting plans to support students with learning differences within the rigorous academic standards of the school’s college preparatory curriculum.

Leadership At Bay, there are many different ways to take on leadership. Whether it is as a team captain on a sports team, founder of a new club, or director of a play, Bay students have plenty of opportunities to become leaders. There are also a number of formal leadership positions available to the entire student body.

A-Team – The student admissions leadership team works closely with the Admission Office to showcase Bay to external and internal audiences. These students practice public and conversational speaking skills with diverse populations, work with Bay’s student hosts, and represent The Bay School at fairs, Open Houses, and school visits.

Conduct Review Council (CRC) – Students on the CRC work with selected members of the faculty to review violations of student behavioral codes and recommend consequences to the Head of School.

CRC members also facilitate an Ethics Forum each trimester to encourage structured discussions around ethical dilemmas.

MARMOTS – These students support the technology department. MARMOTS learn network administration and assist in updating and optimizing Bay’s computer networks. MARMOTS are also involved in choosing which computers and software Bay students use in the classroom. The acronym MARMOT stands for Magnanimous Assistants Repairing Malfunctioning Office Technology.

School Life Committee (SLC) – The SLC is Bay’s version of student government. Students on the SLC work to identify the needs of the student body and collaborate with faculty to improve and enhance community and academic life.

Student Interview Committee (SIC) – When teaching and administrative positions become available, students on the SIC work with the Dean of Faculty to interview and evaluate candidates. In addition to becoming adept at interviewing and reading resumes, members of the SIC are comprised of students who strongly believe in the mission of The Bay School and are able to think broadly and critically about the needs of the diverse student body.

15

TEAMS

Athletics

SPORTS

22

2/3rds MORE THAN

Physical development and competitive athletics are a central part of The Bay School’s program— building physical health and awareness, while promoting the important personal skills of effort, self-discipline, leadership, sportsmanship and teamwork.

OF BAY STUDENTS PLAY ON A SCHOOL TEAM

The Bay School offers a large, varied and competitive athletics program and has been recognized for the integrity and discipline of its players, coaches, parents and spectators. As a member of the California Interscholastic Federation (CIF) Bay Counties League–Central Division (BCL-Central), 22 different boys, girls and coed teams compete against independent, parochial and public high schools throughout the Bay Area in 10 different sports.

TEAMS COMPETE IN THE FOLLOWING SPORTS:

16

Fall

Winter

Spring

Coed Cross-Country* Girls Golf Coed Sailing Boys Soccer* Girls Tennis Girls Volleyball*

Boys Basketball* Girls Basketball*

Boys Baseball Boys Golf Boys Lacrosse Coed Sailing Girls Soccer* Girls Softball Boys Tennis* Boys Volleyball

Physical Activities Program The Bay School offers a physical activities program consistent with the school’s commitment to a healthy and responsible lifestyle. In line with our guiding precepts—which include valuing a healthy, strong body, and a calm, resilient mind—we require that Bay students participate on a Bay athletic team, in an approved outside athletic commitment or in a Bay after-school activities class. These classes meet on Monday, Tuesday and Thursday afternoons from 3:45 to 5 p.m. during the fall and spring trimesters and consist of a broad range of physical activities including martial arts, crossfit, rock climbing, group exercise and high performance training. Through these activities, our students experience the benefits of physical activity that inspire adoption of these healthy practices for life.

Bay competes in these sports at the varsity level. *Bay also fields junior varsity teams for these sports.

Practices and games generally take place five days per week after school and occasionally on weekends. Bay teams utilize fields and gym facilities within or near the Presidio.

“ We build an athletic program that is characterized by a kind of competitive integrity. We want to win but we don’t lose sight of the fundamental values around competitive athletics that transcend the importance of winning and losing records. Perseverance, self-discipline, and a deep and abiding commitment to teammates and coaches inform every athlete’s experience at The Bay School.”

– Dennis Hartzell, Founding Faculty and Basketball Coach

2014-2015 Highlights

2

LEAGUE CHAMPIONSHIPS

8

44 222 6 S TUDENTS PARTICIPATED IN AT LEAST ONE SPORT

TEAMS PARTICIPATED IN NORTH COAST SECTION TOURNAMENT

ATHLETES AWARDED FIRST OR SECOND TEAM ALL-LEAGUE AWARDS WITH

L EAGUE MVP WINNERS

17

Bay on Stage – Drama and Music Groups Each year faculty members produce and direct three full-scale dramatic student performances; students direct and perform their own one-act series every other spring. We encourage all Bay students to audition for roles. Productions in recent years have included the musicals “Fiddler on the Roof,” “Footloose,” and “Bye Bye Birdie,” and dramatic productions of “A Midsummer Night’s Dream” and “The Laramie Project.” All major performances take place at Fort Mason Center’s Southside Theatre.

The Bay Jazz Club performs regularly at school gatherings and off campus for community groups and schools. Students also comprise the pit orchestra for school musicals.

Student Clubs Enthusiasm runs high for clubs and extracurricular activities at Bay. A majority of students participate in one or more clubs, which include school community-focused groups such as Social Events, Community Service in Action, Eco and Unity clubs; arts and music groups involving instrumental and dance performance; the Outing Club, which sponsors outdoor adventures and wilderness training; and clubs that support student interests such as international affairs, engineering, fantasy gaming and journalism.

18

There is time built into the academic week for club meetings to occur. Some groups may also meet in the evenings and on weekends. Each club receives support from a member of the faculty or administration who serves as an advisor and mentor.

19

Students organize and run their own clubs. We encourage students to propose ideas and build support for new clubs—thus the selection of clubs varies from one academic year to the next. Participating in clubs is a great way to pursue interests and build close relationships with fellow students and teachers.

SAMPLE CLUBS

A Capella Asian-American Student Union Black Student Union Boys Group Community Service in Action Eco Club Engineering / Maker / ROV Club Gender Equality Improv Club Independent Film Club Literary Magazine

Math Club Mock Trial Model United Nations Outing Club Olympic Committee Queer Straight Alliance Social Events Club Surf Club T-Shirt Club Unity Club

“ Art is about the generation of a conversation.

Students should feel comfortable having that dialogue and exchanging ideas.” – Ascha Drake, Art teacher

2015-2016 Course Catalog Arts Bay offers a range of arts classes, including courses in drawing, painting, sculpture, music, drama and digital arts. Introductory and advanced courses in each field challenge students to find value in the aesthetic nature of all art forms and to become life-long learners of the skills unique to creating art. Through the process of understanding and appreciating historical and contemporary works of art, students expand their own creative repertoire and gain confidence in their ability to express themselves beyond the studio or stage. All courses in this section are one-trimester in duration.

Advanced Drawing & Painting Studio

20

This studio course provides students with the opportunity to broaden their art making experience at an independent level. Being encouraged to paint or draw in a series, mix media, work with innovative paint application and consider working with collage and assemblage, students will further extend the possibilities of what painting and drawing can be. The class offers exposure to the art world through multiple field trips to local contemporary art galleries, readings, visits to museum collections and local artist talks and critiques. As a culmination of the course, each student curates and installs an exhibition of their work. Taking this course provides time for students to expand on visual themes about which they have been thinking, learn how to document/photograph work, create a portfolio and sketchbook archive and develop an artist statement that genuinely illustrates who they are as visual thinkers and makers. This course has a required figure-drawing component featuring nude adult models; these sessions will extend through tutorial one afternoon per week. This course is considered an Honors course. Prerequisite: Drawing 1B or Painting 1B. Advanced Projects in Digital Arts This class looks closely at cameras and computers as artistic tools. In doing so, students develop projects that use, critique and expand the notion and boundaries of digital art. Media in the class range from photos, graphics and animation to video and music. This is an opportunity to learn new processes and deepen existing skills. Students present and discuss a number of projects that either respond to ideas that arise in class or that develop ideas already in circulation in an individual’s art practice. Students hone organizational skills in order to keep up with a thorough and progressive production schedule. This course is considered an Honors course. Prerequisite: Digital Imaging 1B or Video Production 1B.

Digital Imaging 1B Students continue their study of digital photography, learning how the mechanics of a digital SLR camera can creatively inform their work. Projects incorporate a series of approaches and themes, such as photojournalism, the essence of motion, portraiture, historic revisitation and Adobe Camera Raw digital darkroom processing. The course themes present students with a wide range of subject possibilities to draw from in their projects and portfolios, culminating in a week-long independent study of one’s own choosing. Prerequisite: Digital Imaging 1A. Drama 1A This course introduces the forms and elements of drama and addresses key questions: How has drama been a cultural expression in history? How can one communicate authentically through drama? Students discover the functions of drama and theater throughout history and cultures, focusing on early civilizations (Mayan, Aztec, Hindu, Buddhist, Greek and Roman) as well as the European Middle Ages. Students explore movement theories (LaBan, Alexander, Grotowski and Suzuki) and vocal training, incorporating these into daily practice. Students study and utilize improvisation as both an outlet for creative energies and a forum for experimentation in character and scene development. Performances include (at least) one speech or poem and two scenes (one original); informal class work is used to hone performance and presentation techniques. Students develop the skills necessary to critique and evaluate the success of performances by classmates, professionals and themselves. No prerequisite.

Drama 1B This course deepens students’ knowledge of dramatic forms through further study of theatrical history and elements.

The emphasis on authenticity in performance is stronger than in Drama 1A; students begin developing technical theater skills. Students discover the functions of drama and theater throughout history and cultures, focusing on the Renaissance, Commedia Del Arte, 19th-century Romanticism and Realism and 20th-century movements. Students explore movement theories (LaBan, Alexander, Grotowski and Suzuki) and vocal training, incorporating these into daily practice and leading each other in warm-ups, movement and vocal practice. Students deepen and broaden improvisation skills; long-form improvisation is introduced. Students interpret and research dramatic texts, formally presenting their findings. Performances include at least two monologues (one original) and two scenes. Students also direct one another in one scene. Students develop the skills necessary to critique and evaluate the success of performances by classmates, professionals and themselves both formally and informally. Prerequisite: Drama 1A. Drama 2 Building on students’ experience from Drama 1, the focus of this course is on ensemble-building, long-form improvisation and improvisation performance and advanced scene-work and character preparation. Students deepen their knowledge and understanding through studying the work of Keith Johnstone, David Mamet and other twentieth-century drama theorists. Students experiment with directing and design for the stage and aid one another in producing work for performance. This course is considered an Honors course. Prerequisite: Drama 1B.

Artist as Activist Can art change the world? History and current examples show that it can, and that the effects are profound. This integrated course combines political, social and art history with hands-on studio art experiences to explore the ways in which the arts are a tool for social change. The course is team-taught by two teachers, one with expertise in art and one with deep knowledge of social studies. Students will research historical and contemporary social movements and produce original artwork reacting to a range of issues. Topics may include: labor and class; civil rights and racial equality; feminism and gender; the environment; youth movements and culture; war and violence. Artists may use written or spoken words, posters, painting, photography and performance. The course is project-based; students build skills and content knowledge through authentic, flexible, student-directed projects. Prerequisite: Humanities 2.

Digital Imaging 1A Through a series of demonstrations and projects, students learn how to operate a digital camera, manipulate images in Adobe Photoshop using a variety of techniques and organize and display their images using Keynote and web-based platforms. An introduction to composition using the elements and principles of design helps students create images that are harmonious and unified. Assignments incorporate a variety of approaches and themes including composite imaging, photo restoration and time-lapse video production. No prerequisite.

Drawing 1A In Drawing 1A, students hone their observational skills and learn about methods of expression, both abstract, realistic and emotional. Through looking at how other artists have captured the world around them, and by exploring the many ways drawing materials can express form, emotion, space and time, students develop their own approaches to depicting images on two-dimensional surfaces. Projects include a self-portrait silhouette, detailed study of natural objects, work with light and shadow in capturing a still life, a “Secret Spaces Project” (composing landscape studies inspired by the landscape of the Presidio) and a self-portrait printmaking project. Students develop compositional understanding by applying the elements and principles of design to their sketches and drawings. Experimentation, critique, reflection and a consistent practice are essential qualities of the artistic process; students build upon each project, uncovering their own personal aesthetic. Students use charcoal, china marker, ink pens, graphite pencil, colored pencils, Sumi ink and pastel on a variety of different papers. No prerequisite.

21

Drawing 1B

Painting 1A

Students further explore drawing technique, observational skills and personal style development. Mediums used vary from pencil to pen and ink, charcoal, pastels and paints. In this class, students are challenged to create large-scale works, supported when pushing outside their comfort zone and asked to make individual choices about mediums and surfaces used to complete the classroom assignments. Portraiture, still-lifes and landscapes are among the many subjects explored. After each project, students engage in reflections and critiques to gain feedback and support.

Students are encouraged to expand on their individual style and creative problem-solving skills. The class explores historical and contemporary artists to further enhance students’ knowledge and variety of approach in creating works of art. Throughout the course, students also capture ideas and images in their sketchbooks with a range of materials.

At the end of the term each student participates in Portfolio Conversations. These 20-minute conversations are like a portfolio review: each student invites another teacher to the studio to look at the work created during the term.

Prerequisite: Drawing 1A.

Through examination of how other artists have worked with the materiality of paint, students in Painting 1A develop their own approaches to mixing colors, applying layers and developing compositions using acrylic paint. After gaining confidence with working from a still-life in capturing form, light and shadow on paper, students move into identity projects, working on canvas and wood panel, investigating who they are and how they want to portray themselves.

Color theory is reviewed and emphasized in this course. The sketchbook practice is a large part of this class; readings and painting projects will be assigned for homework. Students explore Sumi ink, charcoal, graphite pencil, watercolor, gouache and acrylic paint as their primary mediums. At the end of the term, students are introduced to relief printmaking, as this technique bridges drawing and painting. No prerequisite.

Electronic Music Studio 1A Electronic Music Studio 1A is an introductory course involving audio engineering and music production with digital audio workstation software, such as Reason and Logic, and a MIDI keyboard. The first major project for the course is a music autobiography, in which the students practice and demonstrate proficiency in recording, editing and mixing.

Through the second project, the students produce and mix one full song. Throughout the engineering and production process, students also learn about the fundamentals of sound and the history/structure of various types of electronic music. Finally, specifically in the production process, the students learn about song arrangement, crafting a compelling rhythm section and memorable melody, chord progressions and how to use effects to add texture to their songs. Upon completion of the course, the students’ work is aired via our SoundCloud page. No prerequisite.

In this course, students expand and extend their skills as painters and artists. Using their knowledge of color theory, composition and their desire to work independently, students in Painting 1B create works that hone in on their personal style. Working with gouache, watercolor, ink, acrylic paint and oils, students develop a portfolio that exhibits skills in observation, perspective and visual interpretation. Students construct and stretch canvas for acrylic and oil painting, and learn how to prep and prime paper and wood panel. Students in this course are encouraged to work experimentally, moving in-between realism and abstraction. The class looks at a range of historical and contemporary artists to examine individual development, style, technique and problem-solving approaches. Throughout the class, students reflect on their work. Students also explore printmaking techniques such as reduction linoleum cuts, wood cuts and stencils. Prerequisite: Painting 1A. Publication Arts: Yearbook

Electronic Music Studio 1B involves the continuation of music production, recording, mixing and editing with Reason and Logic. The students produce two full-length songs in the course. In addition to continuing to hone their production and mixing skills, students learn how to master songs, as well as optimize their studio and listening room setups. Upon completion of the course, the students’ songs are released on two EMS Bandcamp albums. Prerequisite: Electronic Music Studio 1A.

What captured moments can best tell the story of this school year? How can we come up with a relevant and visually appealing theme that helps us organize and present our community in a captivating way? The main objective of this course is to produce The Bay School Yearbook during the spring trimester. Students focus on design fundamentals, aesthetics and typography, learning to work skillfully with design software, hardware and each other. The finished product is distributed widely through the community: to students, faculty and staff, board members, Admission waiting rooms, the library, Development Office and beyond. Prerequisite: Digital Imaging 1A. May be repeated for credit.

Jazz 1A

Sculpture 1A

Students are exposed to basic jazz repertoire, learning to play some of the standard tunes used at jazz sessions throughout the world. Students listen to great recordings and analyze them with classmates. The course covers a selection of the harmonic and melodic devices used in all of Western music, as well as the vocabulary that musicians use to communicate with one another. Additionally, students participate in a field trip to a jazz club. This is an ensemble class; participation in a final performance is required. No prerequisite; no prior experience is necessary to take this class.

This course utilizes the concepts of visual design to explore physical space. Sculpture is studied through the use of art history, criticism, aesthetics and art production. Students work with their understanding of the elements and principles of design by transforming personal sketches into sculpture via materials such as paper, wire, clay, plaster of Paris and cardboard. The types of sculpture studied include relief sculpture, mobiles, assemblage, construction and site-specific installations. Students learn about the different properties and characteristics of sculptural materials, all the while thinking about artistic practice, collaboration and critical dialogue. Sketchbooks are used for brainstorming, reflecting and rendering ideas. Through looking at how other artists have thought about the relationships between form and content, students develop their own approaches to considering how forms exist in space. No prerequisite.

Electronic Music Studio 1B 22

Painting 1B

Jazz 1B This course is a thorough grounding in introductory jazz concepts. Students learn at least five standard tunes and explore the beginnings of bebop phrasing. Students become familiar with a wide range of recordings and styles. Each Jazz 1B student receives two private lessons during class time with an instructor specializing in the student’s instrument. Course requirements include students’ exploration of the San Francisco jazz scene. Jazz 1B is an ensemble class; participation in a final performance is required. Prerequisite: Jazz 1A. Jazz 2 This is a performing ensemble class for students who are familiar with the basics of jazz improvisation and have completed the Jazz 1A/1B sequence. Students increase their repertoire of standards, hone their rhythmic and harmonic vocabulary, improve their performance skills and develop their knowledge of jazz history. Students also hear live music at a jazz club at least once in the trimester. Participants in this course are expected to master a new tune and teach it to the ensemble during the course of the term. This course is considered an Honors course. Prerequisite: Jazz 1B or instructor permission.

Sculpture 1B Building on the fundamentals learned in Sculpture 1A, students are encouraged to think independently about the transformative qualities of materials such as found objects, natural forms, tape, wire, wood, foam core and plaster of Paris. This course provides students with the opportunity to create their own designs, working in both subtractive and additive manners, continuing to incorporate basic aesthetic concepts such as texture, line composition, balance, mass, tension and movement. Considering space and presentation, students will also explore how best to exhibit their work to create a forum for discussion. Local visiting artists join some of the class sessions, bringing feedback for the students. Weekly homework includes making small sculptures at home, as well as reading, writing and sketchbook assignments. Prerequisite: Sculpture 1A.

23

Video Production 1A

Advanced Mechanism Design

What tools are used by filmmakers to create memorable and meaningful stories? How does one go about planning to make a short movie? This course for the beginning video-maker is an introduction to the basics of camera movement, image composition and storytelling using digital media. Students learn the skills necessary to accomplish basic pre-production, production and post-production processes. This is a chance to gain access to state-of-the-art software and hardware to create original work in a powerful visual language. No prerequisite.

Are you curious about how things work? Mechanical engineers use their knowledge of how things move to accomplish a variety of tasks; in this course, students explore multiple projects in order to deeper their understanding of how mechanisms work and how to design them. Drawing on a Design Thinking methodology, students design and build assigned and student-devised projects using basic drawing and schematic creation, fabrication in Bay’s machine shop and CAD software. In this course, student creativity is harnessed to solve complex and interesting problems.

Prerequisite: Engineering Design 1.

Video Production 1B What tools of persuasion do advertisers use when creating short commercials? How can the medium of video be used to help others? This course for the intermediate video-maker is an in-depth opportunity to apply all phases of the video production process. Students build on skills in pre-production, production and post-production processes introduced in Video Production 1A, this time with a focus on group projects. Students gain experience by taking on a variety of responsibilities including director, camera operator, lighting, sound and production assistant. Advanced editing skills are introduced using Adobe After Effects, along with the rest of the Adobe Creative Suite. Prerequisite: Video Production 1A.

Advanced Product Design How are consumer products designed? What process goes into creating the next “hot” product? This is a projectbased course which focuses on the design and development of new products for consumer use. Undertaking a series of projects, students work on identification of customer needs, concept generation, product architecture, industrial design and design-for-manufacturing. Using a variety of media, students use the resources of our fabrication lab to construct prototypes, utilizing Design Thinking methodology as well as manual drawing, CAD software and 3D modeling methods. Prerequisite: Engineering Design 1.

Computer Science 1

Technology – Computer Science and Engineering

24

The Bay School takes a broad view of technology, defining it not only in terms of computer and information technology, but also in terms of the design and creation of tools to meet human needs.

Put even more broadly, we view technology as the application of scientific knowledge to facilitate change. We intentionally weave technology into our curriculum and ask students to consider its appropriate uses and the impact of its application.

Design, be it with wood, metal, or computer code, separates elegant from cumbersome, sustainable from wasteful, intuitive from confusing. Students find design interwoven into every Bay class, but nowhere more so than in our engineering and computer science programs. At Bay, these disciplines incorporate arts, mathematics, and science; require collaboration and communication; and depend upon a reasoned understanding of the world in which we live. Students in engineering and computer science courses learn the process of understanding a problem, testing possible responses, crafting a solution, and honing that solution through iterative testing and improvement. Working in Bay’s unique Project Center, engineering students use industrial tools and processes as well as technological resources to build real devices. Computer science students develop an understanding of concepts which are crucial to advanced programming as well as transferrable to other areas; these concepts include abstraction, generalization, recursion, scope, iteration, value vs. reference, accuracy and precision, specification vs. requirement, version control and debugging. By empowering our students to dream, investigate and engineer their way out of a problem, we prepare them to think about the world’s problems in a new way.

Note: Computer science and engineering courses will be listed as science courses for transcript purposes.

This course introduces students to the basic tools and concepts of programming and computer science. This is a project-based course with an emphasis on problem-solving. Students use the Python programming language to learn conditionals, loops and functions as well as computer science topics such as logic and recursion. This course uses a freely available textbook supplemented with online resources. Open to 10th-, 11th- and 12th-graders only. No prerequisite.

Computer Science 2 This course builds on material learned in Computer Science 1, primarily using the Python programming language with a look at some C-like languages. Students learn how to use larger development environments to complete more complex projects. This course also covers discrete math topics such as combinatorics as well as a more formal approach to logic including an introduction to proofs. Prerequisite: Computer Science 1 or instructor permission.

Engineering Design 1 This course empowers students in one of the most human endeavors: making something to add beauty to this world.

This course is an introduction to the various methods and skills involved in design and engineering, from methodology, basic modeling and drawing skills to material-shaping in metal, plastic and wood using both machine and hand tools.

This is a project-based class in which students learn the skills needed to transform the raw materials of wood, metal and plastic into sculpture, architecture, machinery and gizmos. Students undertake a series of projects during the course, increasing the complexity of their design and building methods along the way. Open to 10th-, 11th- and 12th-graders only. No prerequisite.

Robotics Robotics is, in essence, a synthesis of mechanical design and computer science. We will work with Vex Robotics systems for the majority of the mechanical components (motors, servos, sensors, structures, etc.) and learn to control the mechanisms by building electronic circuits powered and programmed by Arduino microcontrollers. Students will learn a design methodology for creating and evaluating their ideas to create working machines to accomplish mechanical tasks. Students will also learn how to integrate the various aspects of robotics design, understand the importance of prototyping and learn to refine their ideas into strong, reliable solutions. This is a very hands-on class, where students are required to build all of their ideas and prove their machine’s worthiness through in-class challenges and competitions. If you are interested in technology, programming and mechanical design, this is a perfect place to learn! Open to 10th-, 11th- and 12th-graders only. No prerequisite.

25

26

Core Humanities Program

Literature / Writing

Humanities 1 and 2, taken in 9th and 10th grades, along with the 11th grade American Studies course, constitute an interdisciplinary program that integrates the study of literature, history, world religions and belief systems, ethics and the arts. The three courses examine the human condition in a historical context, asking essential questions aimed at understanding our core experiences as human beings, as global citizens (in 9th and 10th grade) and as Americans (in 11th grade). For example, how do different peoples and cultures perceive their worlds? Where do they find importance and place value? How do differing world views affect behavior?

The literature curriculum builds a foundation in intensive reading, writing, speaking, listening and critical thinking. Students read a range of fiction and nonfiction, including works of literary integrity that reflect historical dimensions and diverse cultures. Continuing emphasis is placed on the students’ ability to express themselves in a variety of presentation forms. All courses in this section, open to 11th- and 12th-graders only, are one trimester in duration.

American Studies

Writing Workshop

A yearlong (three-trimester) required 11th-grade course, American Studies takes a multidisciplinary approach toward our country’s history, culture and values. Students explore a wide variety of primary and secondary sources (including literature, art, music and historical documents) which communicate the American experience. Through this work, students develop a layered understanding of the interplay among the political, cultural and socio-economic forces that have shaped our country. The course focuses closely on distinct eras in American history, exploring the emergence and evolution of the “American idea.” By the end of the course, students are able to develop nuanced arguments about the “American idea” that synthesize and draw upon an array of sources; delve into specific moments of this nation’s history through independent research and presentation of their findings; and speak thoughtfully about how the evolution of the United States has shaped their upbringing and worldviews. Note: American Studies replaces former core 11th-grade courses in US History and American Literature, integrating the content from those courses into a multidisciplinary framework.

In this one-trimester course, students begin to refine the basic thinking and writing skills that they will need throughout their high school years and beyond. Regular practice in generating ideas, then organizing, drafting, editing, revising and proofreading a variety of assignments comprises the core of the course. These assignments include personal narratives, personal essays, original short stories and poems, as well as speeches, abstracts, letters and literary analyses. In their pursuit of thoughtful and rich writing, students continue to expand both vocabulary and knowledge of grammar as they move beyond summary and observation to interpretation and analysis.

Humanities 1A/1B/1C

This course focuses on the genres of memoir, journalistic nonfiction and short story. During the term, students read samples of these genres and, applying what they have learned, compose works of their own. Students also learn how to employ grammar as style so they are able to hone their writing voices in different genres. By the end of the term, students have composed three to four major pieces of writing. Possible authors may include James McBride, Anne Lamott, Annie Dillard, Rebecca Skloot, David Sedaris, Jonathan Safran Foer, Alice Walker and Joyce Carol Oates.

Bay’s Humanities 1 and 2 sequence, taken in 9th- and 10th-grades, is an interdisciplinary program that integrates the study of literature, history, world religions and belief systems, ethics and the arts. The two-year sequence examines the role of systems in social, literary, historical, political and cultural contexts, asking essential questions aimed at understanding our core experiences as human beings: How does the society around us shape individual identity?

What is the role of family in shaping individual and collective identities? What is culture? In what ways do family systems uphold, go against and perpetuate cultural norms and values? What stressors are placed on family systems and what is the overall impact? In Humanities 1, students examine the variables of nature and nurture as they relate to the development of individuals and families and the manner in which they shape both people’s world views and cultures’ belief systems. Through learning about the geography, history, literature, politics, religion and cultural norms of a range of regions, the students will also come to understand and broaden their own views.

Humanities 2A/2B/2C Humanities 2 continues students’ exploration of the religious, cultural and philosophical values that have shaped the world’s civilizations as depicted in art, literature, philosophy and historical documents. During the first trimester, students investigate the three Abrahamic religions, paying particular attention to them as political, social, economic and religious systems. Students conclude the first trimester with a reading of Shakespeare’s Merchant of Venice.

During the second trimester, students continue to study the evolution of Christianity in Europe from the Renaissance and Reformation through the Enlightenment, again applying a social, economic, political and religious lens. In the third trimester, students focus on the upheavals of the 20th century, beginning with World War I and ending with the Chinese Cultural Revolution.

REQUIRED LITERATURE COURSE

ELECTIVE LITERATURE COURSES Advanced Composition

African American Women’s Literature Through the lenses of race, class, gender, sexuality and power, students receive a historical and multi-genre overview of African American women’s writing in the United States. Beginning with slave narratives in the 19th century through the poetry, novels and television/film of the 20th century, students explore the historical, political, social and artistic forces that have shaped these women’s works. Students also engage in group study and presentation of an era of their choice in order to understand how historical circumstance shapes the writing and thinking of a time period. Possible authors include Phillis Wheatley, Sojourner Truth, Harriet Jacobs, Pauline Hopkins, Zora Neale Hurston, Ann Petry, Alice Walker, Toni Morrison, Gloria Naylor, Nikki Giovanni, Audre Lorde and bell hooks.

Dramatic Literature In this course, students study several plays in which characters face enormous problems. Sometimes, the problems crush the characters, sometimes characters transcend the difficulties, but their struggles are always gripping. Students read both contemporary plays and at least one play by Shakespeare. Through wide-ranging reading, the course explores the nature of the genre of dramatic literature. Course activities include lively discussion, acting out sections of plays and frequent writing assignments.

Modern Asian Literature When discussing the “greats” of modern literature, people may name Kurt Vonnegut or Toni Morrison. But what of Asia? Who are the authors who form the Asian canon? This course exposes students to the rich literature to come out of Japan, China and India in the postwar years. Students look at the history of each of those countries since 1945 and learn the answer to the question: What stories do Asians want to tell? Students explore the universal themes of these works as well as what makes these novels unique in theme, point of view and style. Authors may include: Mishima, Oe, Ishiguro, Tanizaki (Japan); Yu Hua, Liu Heng, Dai Sijie, Mo Yan (China); Tagore, Desai, Roy, Rushdie (India).

27

Myth in Ancient Greece and Rome The word “myth” comes from the Greek word for story. This course examines the origins of myth and how the term has come to represent a genre that modern culture often dismisses as “fiction,” opposing it to a rational scientific category of “truth.” This honors-level course asks students to use different conceptual frameworks (from functionalism and structuralism to psychological and anthropological approaches) to examine myths as symbolic tales of the distant past that explain the origin and purpose of the universe and the natural world, as well as cycles of birth and death, gender roles and the hero’s journey. Beginning with creation stories from around the world, the course focuses primarily on Greek and Roman classical materials from Hesiod and Homer to Euripides and Ovid. Course readings include not only the myths themselves, which are intricate in terms of language, detail and structure, but also demanding scholarly works in literary and cultural theory. In keeping with its honors designation, this course will require extensive analytical writing assignments. This course is considered an Honors course.

Native American Literature

28

When most people think of Native Americans, they think of mythologized people from a distant past, honorable mascots for sports teams or stoic and proud people who were once great warriors. However, over 700 American Indian nations still exist, and Native peoples are as multifaceted and diverse as the demographics that make up our country today. Native literature provides a window for readers to learn about dynamic peoples who have adapted in the face of assimilation, discriminatory legislation and attempted acts of cultural and physical genocide. This course focuses on various forms of literature in addition to the historical factors that gave rise to the oral and written traditions from a breadth of indigenous groups. Students explore issues such as what it means to be educated; what constitutes “Indian” literature; who has intellectual property rights over texts; how literature can aid in forms of activism, resistance and social justice; and how one can read, write about and critically examine these works from a “non-western” perspective. To understand, appreciate and talk about Native literature requires readers to challenge what they have been taught and unlearn the lenses of the dominant culture—in order to analyze the prose and poetry of these traditions from indigenous perspectives. This honors-level course asks students to read and communicate in nontraditional ways. Course readings are a combination of literary theory and thought-provoking, demanding texts.

The assessments for this course ask students to think differently about academic writing and approach analysis in more complex and less linear ways. This course is considered an Honors course.

Utopia/Dystopia During this course, students explore both utopias – ideal societies, real or imagined, meant to be seen as better than the society in which readers live – as well as dystopias, or negative utopias – societies that were meant to be seen as worse than the society in which readers live. As students read and discuss, they discover that philosophers, literary authors and authors of political documents like constitutions, among others, all grapple with notions of what would make the most ideal society and how to avoid a less ideal society. Students work together to create their own utopia within the classroom and to envision more utopian societies in the world at large. Texts that previous classes have chosen to read include 1984 by George Orwell, Island by Aldous Huxley, Anthem by Ayn Rand and Herland by Charlotte Perkins Gilman.

Mathematics The Bay School mathematics program has the three following key goals: first, to present challenging mathematical content to develop quantitative literacy; second, to provide a solid mathematical foundation for students who may wish to study math and science-related fields in college and beyond; and third, to train students to think like mathematicians. Thinking like a mathematician includes working collaboratively with one’s peers; looking at the world through a mathematical lens to find interesting mathematics in a variety of situations; persevering on challenging problems; choosing mathematical representations that apply to a given problem; recognizing what mathematical tools might be appropriate for a given problem and using those tools in a meaningful way; and communicating mathematical ideas elegantly in a variety of forms and media.

The Bay School’s integrated core mathematics courses replace sequential courses in Algebra 1, Geometry and Algebra 2. Students who complete Analysis of Functions will be prepared for Calculus.

In addition to these two standard high school electives, Bay offers advanced elective courses that expose students to a range of mathematical fields.

CORE MATHEMATICS COURSES Math 1A/1B This two-trimester course is the first course in a three-year sequence of integrated courses (Math 1, Math 2 and Math 3) that form the core math curriculum at The Bay School. Math 1 introduces students to tabular, graphical, recursive and algebraic approaches to problem solving. The course focuses on the use of these tools in dealing with linear models and scenarios. Math 1 also deals extensively with quantitative examinations of two- and threedimensional geometric figures as well as focuses on building students’ fluency in basic algebraic manipulations and techniques. No prerequisite.

Math 2A/2B This two-trimester course is the second course in a three-year sequence of integrated courses (Math 1, Math 2 and Math 3) that form the core math curriculum at The Bay School. In Math 2, students extend their study of algebra and geometry. The course focuses on the study and classification of exponential and power models, including introductory work with quadratic equations. Students identify different models based on the patterns and structures in various representations and then use these different representations to analyze scenarios and make predictions based on extrapolation. Further topics include the study of two-dimensional shapes and their transformations from a coordinate geometry perspective, as well as a unit on descriptive statistics and statistical reasoning. Prerequisite: Math 1 or placement test.

Math 3A/3B This two-trimester course is the third course in a three-year sequence of integrated courses (Math 1, Math 2 and Math 3) that form the core math curriculum at The Bay School. Math 3 covers a variety of topics drawn from advanced algebra, plane geometry and trigonometry. Within the context of these topics, students are also introduced to the idea of formal deductive proofs. Another major theme running throughout the course is the use of mathematics to create models of real-world phenomena and the analysis and interpretation of the predictions made by those models.

Prerequisite: Math 2 or placement test.

29

ELECTIVE MATHEMATICS COURSES

Religion and Philosophy

Analysis of Functions A/B

The religion and philosophy curriculum focuses on major world religions and cultures. The program includes study of cultural thought and belief systems, historical events and philosophical movements.

Through the religion and philosophy curriculum, students explore principles of decision-making, inquire into the spiritual dimensions of life and examine a variety of religious traditions. Students build an individual understanding of the meaning of interconnections with self, others, their own spirituality and the universe. The study of world religions also permeates Humanities 1 and 2 in the 9th and 10th grades, as well as American Studies in the 11th grade. All courses in this section are open to 11thand 12th-graders only and are one trimester in duration.

Analysis of Functions is a two-trimester course in which students make the transition from the conceptually-oriented inductive reasoning approach used in much of Math 1, Math 2 and Math 3 to the more rigorous deductive approach often seen in higher level mathematics and science courses. Students who think they may have any desire to study a math- or science-related field in college should take this course, as it prepares students for the study of calculus and other advanced mathematical studies. Topics covered include function transformations, the theory of inverse functions, logarithms, polynomial and rational functions, analytic trigonometry and advanced algebraic manipulations.

Prerequisite: Math 3.

Applied Probability The ability to think probabilistically is a fundamental component in the sciences and social sciences. This one-trimester course introduces students to the relevant models, skills and tools, by combining mathematics with conceptual understanding and intuition. Students focus on modeling, quantification and the analysis of uncertainty. Actual applications are the emphasis of this course; little emphasis will be placed on proofs. Applications from many disciplines, such as economics, sociology, psychology, political science and the hard sciences, form a fundamental part of this course. In studying topics that range from simple games of chance to the more advanced game theory models, as well as behavioral economics, students attempt to make sense of the randomness in their world. Prerequisite: Math 3.

Calculus A/B

30

This is a two-trimester course in single-variable differential and integral calculus with an emphasis on applications to the physical, life and social sciences. Major concepts are developed through the investigation of practical, real-world scenarios. Topics covered include applications of the derivative as a rate of change and a slope, symbolic formulas for computing derivatives, applications of the definite integral as an accumulation function and an area, creation of mathematical models using Riemann sums, symbolic techniques of anti-differentiation and the creation of mathematical models using differential equations. Time-permitting, students may also study Taylor series and their applications. This course is considered an Honors course. Prerequisite: Analysis of Functions.

Cryptography How do we build and break codes? How have people encoded and decoded information in the past? Why is it so difficult to crack someone else’s code? This one-trimester course takes an in-depth look at the art and science of secret writing. Students explore cryptography through its history and in practice, giving attention to both the military and social dimensions of cryptology and the public-policy questions surrounding encrypted information transmitted over the internet. The focus throughout the course is on the use of mathematics to create and analyze encryption algorithms using a variety of mathematical tools, such as frequency analysis, modular arithmetic, number theory and one- and two-way functions. The course follows The Code Book by Simon Singh. Prerequisite: Math 3.

Statistics This one-trimester course has two guiding questions. First, “How can one collect meaningful data about a population without examining every single member of the population?” Secondly, “How can one analyze this data quantitatively to reach statistically valid conclusions about a population?” Students look at a wide variety of examples and case studies that illustrate how statistical concepts are applied in the life sciences, social sciences and physical sciences.

Students also spend a significant amount of time designing their own statistical studies, collecting data and analyzing the results. Prerequisite: Math 3.

Comparative Philosophy This course grounds students in the study of philosophy and explores central questions within a comparative framework. Students read a wide range of responses to shared concerns, largely centering on the following three core questions: What is the good life? (What is happiness? Is there ultimate meaning?) What is the role of the individual in society? (What is his/her responsibility? How should we relate to others?) What is justice and the just state? (What constitutes freedom, liberty and justice? How do we navigate the unjust state?) To address these questions, students read both classical and contemporary philosophers from the East and West and draw upon film and literary selections as supplemental texts. Potential texts and possible authors include Plato, The Republic; Confucius, The Analects; The Dalai Lama, Ethics for a New Millennium; Emerson; Mill; Kant; Ayn Rand; Nietzsche; Zhuangzi; Xunzi; Albert Camus, The Stranger; Jean Paul Sartre, No Exit; Viktor Frankl, Man’s Search for Meaning. This course is considered an Honors course.

Ethics This course examines what it means to live consciously and ethically, exploring our responsibilities both to ourselves and to our society. Students grapple with themes of freedom and obligation, individuality versus the collective and the validity of fixed moral codes as presented through philosophy, film and literature. Through this class, students are asked to critically reflect on their own moral codes and standards in light of the ethical frameworks and dilemmas studied. Possible topics include (but are not limited to): the ethics of globalization and the free market, affirmative action and historical consciousness. The goal of this course is to make ethics accessible and applicable to real-world contexts, meaning that all students—regardless of their interest in philosophy—can find something of value both in the questions this class poses and the problems it considers. While this course does not necessarily provide answers, it helps students reflect on the ways they want to move in the world and how they hope to influence others. Possible thinkers include: Kant, Mill, Nietzsche, Orwell, Zinn, Arendt, Mencius and Xunzi.

Hinduism This course is a thorough grounding in the religions of India based on the Vedas and, to some extent, on the Dravidian religions that preceded them. The course focuses more on textual and mythical analysis and worship rather than on Hindu philosophy and spirituality. The course also examines some of the ways Hinduism has been represented and misrepresented to outsiders. This course investigates the differences between the various strands of Hindu devotion (Saivism, Vaisnavism and Goddess-worship). Students write a historical analysis of Hinduism’s history and its contact with outsiders. Students undertake study of several Hindu texts, write one research paper on the topic of their choice, and present their findings to the class. The class will also visit a Hindu temple. This course may be applied toward fulfilling either the Religion/Philosophy or the Social Studies graduation requirement, but not both.

The Problem of Evil This course invites students to examine the existence and nature of “evil” in the world. They study the ways in which humans have thought about, and lived in relation with, what is considered to be “evil.” Students consider evil from two aspects: 1) moral, which refers to particular actions by particular individuals and groups; and, 2) natural, which refers to a whole host of “bad things,” ranging from disease to natural disasters, that so often happen to “good people.”

Students consider both theoretical and practical interpretations regarding the “sources” of evil, and the possibility of creative response. Throughout the course, students consider a variety of materials in which these issues are explored, including film, literature, drama, scientific research, religious reflection and more. The main learning goal is for students to be conversant with the texts and with the theories.

31

Science

ELECTIVE SCIENCE COURSES

The primary goal of The Bay School’s science program is student achievement of scientific literacy.

Scientific and technological advancements of the 21st century invite a new approach to the structure of high school science programs that emphasizes the connections among traditional areas of scientific study. The conceptualization and understanding of modern, molecular-based biology depends upon a working knowledge of chemistry, which in turn depends upon concepts of atomic structure, mass and energy. We find these fundamental principles of science, the natural laws of the universe, in physics. Therefore, the study of science at The Bay School begins with conceptual physics, continues with chemistry, and culminates with a sophisticated, in-depth study of biology. Students must take a science course during each trimester of 9th and 10th grades, thereby completing conceptual physics, chemistry and biology at the end of the 10th-grade year. In 11th and 12th grades, students choose from wide-ranging elective courses in the sciences.

Applied Chemistry

CORE SCIENCE COURSES Conceptual Physics 1A/1B

32

In this two-trimester course, students begin to develop the skills they will need to succeed in subsequent science courses, including using proportional reasoning; reading carefully; writing precisely; estimating numerical answers without a calculator; designing and performing simple experiments; using electronic spreadsheets to organize, graph and interpret experimental data; using simple algebraic relationships to solve problems; keeping track of units and the level of precision in numerical answers; working in groups; and getting help when needed. The vehicle for the development of these and other skills in the first trimester is a deep inquiry into the conservation of energy in systems undergoing changes in speed, shape and temperature. In the second trimester, the focus widens to include electrical phenomena and the propagation of waves. No prerequisite.

Chemistry 1A/1B In the first trimester of this two-trimester course, students learn about atomic structure, the periodic table, nuclear reactions, chemical bonding, chemical reactions and basic chemical reaction types. In the second trimester, students deepen their study of chemical reactions, focus on measurement of products and reactants in reactions (stoichiometry), investigate energy of reactions and study molecular structure and function. Throughout, students consider the societal impact of chemistry in the context of current events. Students engage in lab activities, class discussions, group and individual work. They also utilize digital tools such as an online chemistry text, computer simulations and the online homework system WebAssign to study, practice and ultimately show a deep understanding of chemistry, its applications and its implications. Prerequisite: Conceptual Physics 1.

Biology 1A/1B Biology is the culminating course in The Bay School’s two-year introduction to the core scientific disciplines. The course builds on the scientific foundations of conceptual physics and chemistry; it applies those concepts and investigative skills to living systems, with particular emphasis on three major questions: What cellular or molecular mechanisms underlie the biological phenomena we observe? What experimental or observational evidence supports our current models of how living systems behave? How do we create connections between formal scientific understanding and our own communities and daily choices? This course employs a variety of investigative techniques including open-ended laboratory experiments, critical reading of texts, manipulation of data, individual and group research projects, debates and discussions to help students build a solid understanding of the core concepts of biology. Major topics include biochemistry, molecular biology, cells, genetics animal anatomy and physiology, ecology and evolution. Prerequisite: Chemistry 1.

There is a strong link between the arts and chemistry. Many artistic processes and materials are based on chemistry principles and practices. The artist’s method is also very similar to the scientific method and worthy of comparison and study. In this course, students study the chemistry behind painting, photography, dyeing and the culinary arts.

Students create and experiment with homemade paints, natural and artificial dyes, cyanotype photography and culinary experiments. We also actively apply those chemistry principles in the art studio/laboratory to create art that expresses our creative vision, our understanding of the chemistry topics and explores the intersectionality between art and science. In the course, students explore materials and experiments in a laboratory notebook/sketchbook, create art to express the key ideas and techniques explored in the course and create a final art project expressing what they learned in the course using the media they explored. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1.

Astronomy and Stellar Astrophysics Using telescopes and the night sky as their guides, students discover the behavior of the solar system, of our sun, of other stars and of the Milky Way galaxy. Students integrate their studies of physics, chemistry and biology to investigate how light that has been travelling for millions of years can help humans understand the composition of our everyday world. Starting from the basics of celestial mechanics and simple telescopes, the class will use a variety of methods to understand how supernovae and stellar rebirth brought the Earth to look the way it does today. Hands-on laboratory assignments include overnight field trips to local observatories and observational field locations.

Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1.

Biological Psychology Research in the past 20 years has expanded our knowledge of the human brain, and yet it has still just scratched the surface with respect to this amazing organ. Biological Psychology is a one-trimester course that explores the biological basis for human psychology. The course begins with an in-depth study of the brain and nervous system, and then applies the understanding of that system in exploring topics such as sleep, consciousness, memory, learning, motivation and psychological disorders. The course culminates in an individual project that allows each student to choose a topic to research and present. A college-level psychology textbook is used, as well as a wide variety of readings from books and journals on the subject. Classes are lecture- and discussion-based. Prerequisite: Biology 1.

Biology 2A/2B Biology 2 is a two-trimester advanced-level laboratory course for students who have an interest in pursuing biology at the college level. The course captures most (but not all) of the breadth of a typical college-level biology course while allowing for greater opportunity to explore a few topics of special interest in greater depth. These topics are selected on the basis of their suitability in providing appropriate review and extension of topics and lab skills taught in Biology 1, the anticipated needs and interests of 11th- and 12th-graders focused on science majors and science careers and the opportunities to create explicit links to social and ethical issues. Each of these units includes a formal test and several laboratory exercises. The core units of Biology 2 are biochemistry, metabolism and cellular biology; the biology of disease; molecular genetics and biotechnology; physiological adaptations of plants and animals; and evolution and behavior. This course is considered an Honors course. Prerequisites: Conceptual Physics 1, Chemistry 1, and Biology 1.

Chemistry 2A/2B This two-trimester second-year Chemistry course advances students’ understanding of the concepts covered in Chemistry 1 and introduces key new principles and sophistication. Major topic areas in this course include the structure and interactions of matter, stoichiometry, states of matter, chemical equilibrium, acids and bases, redox chemistry, kinetics and thermodynamics, gas laws, electrochemistry and reduction/oxidation chemistry. Coursework focuses upon the laboratory — experiments serve both as an introduction to new ideas as well as a tool to model real-world situations. This course is considered an Honors course. Prerequisites: Conceptual Physics 1, Chemistry 1, and Biology 1.

33

Climate Change

Physics 2A/2B

In addition to focusing on a crucial, interdisciplinary topic, this one-trimester course is team-taught by two teachers, one with expertise in science and another in social studies. The course is project-based, where students build skills and content knowledge in large part through authentic, flexible, student-directed projects. The course gives students an integrated overview of the science of climate change and the implications of this change for patterns of daily life in their own circumstance and around the world. This course has four principal objectives:

This two-trimester course covers the fundamentals of mechanics, electromagnetism and quantum mechanics. It is a calculus-based course which prepares interested students for advanced physical inquiry. Laboratory investigations and analytical problem-solving skills are required throughout the course. This course is considered an Honors course.

Prerequisites: Conceptual Physics 1, Chemistry 1, Biology 1; students should either be co-enrolled in Calculus or have already completed Calculus.

• Introduce students to the science of climate change, drawing attention to the pattern of scientific data that has emerged in recent years

• Focus on the social changes and adaptations that human communities have made and those they will likely have to make as the Earth’s climate continues to change

• Highlight the diplomatic efforts that have launched since the creation of the Framework Convention on Climate Change (FCCC) during the first Earth Summit in 1992

• Investigate the ethical challenges raised by climate change and explore questions of justice and personal responsibility as they apply to climate change

During the latter half of the course, students conduct in-depth research on a topic of their choice, undertaking individual activism projects to educate the school community about the problems associated with climate change and about how personal actions and awareness contribute to both the problem and solution. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Biology 1 and Humanities 2.

Electricity and Magnetism

34

This course takes students to a deeper level of understanding of the electric force than was possible in 9th-grade Conceptual Physics, asking questions such as: How is the electric force different from other forces? What role does the electric force play in natural systems? Why has the electric force proved so useful to humans? After an investigation-based introduction to the principles of electrostatics and electrodynamics, each student undertakes a project that demonstrates or applies one or more of those basic principles, culminating in a presentation and a written document describing the project and teaching the essential underlying physics. Through these efforts, students learn to model idealized systems using algebraic formulations of physical laws, as well as to construct and analyze real systems using resistors, capacitors, inductors, diodes and/or transistors. The textbook, used mainly for reference, is Crowell’s Light and Matter (2015). Prerequisites: Conceptual Physics 1, Math 3B. Human Health and Disease The media is full of conflicting information on risks to our health and what to do to stay healthy. Foods go from “superfood” one day to scorned the next. Infectious disease epidemics keep making the news, as we saw with Ebola.

Health and Human Disease is a one-trimester course that explores facets of human health focusing on nutrition, the immune system, infectious disease and cancer. In the first unit, students investigate the question “What should we eat?” This culminates with the whole class running a self-designed nutritional study with themselves as subjects. Next is an in-depth examination of the immune system; that understanding is applied to exploring different responses to infectious diseases, both bacterial and viral. Finally, students undertake a culminating project exploring a facet of cancer. Readings and course materials draw heavily on journal articles from the primary literature as an emphasis is placed on current studies and research, as well as experimental design. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1.

Neighborhood Dynamics The question “Who belongs here?” has been central to defining San Francisco throughout its history, and it is especially poignant in this time of rising prosperity and increasing cost-of-living. This course investigates what makes a neighborhood, the ways that neighborhoods change over time and what that looks like for the people who live in them. Students will look at the processes of development and gentrification that many cities grapple with and examine how they apply to a “superstar city” like San Francisco. This interdisciplinary, project-based course blends economics, local history, ethics, sociology and cartography with field work in the city to explore the causes and effects and costs and benefits of gentrification for the dynamic neighborhoods that surround us. Through group projects, students contribute to the vitality and inclusiveness of the neighborhoods they study. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Biology 1 and Humanities 2.

Water in the American West Whose water is it? This is the essential question that drives this project-based course, which investigates the myriad ways in which humans rely on water; the political, economic and ethical issues stemming from our need for water; and how our quest for this critical resource has lead us to re-engineer natural ecosystems. Students also investigate how other anthropomorphic changes, such as climate change, may impact water availability moving into the future. This course focuses particularly on past and present issues regarding water in the western United States, where the ongoing drought highlights the tensions that emerge as we struggle to meet all of our water demands. However, the course does not ignore global water distribution and the potential consequences of water shortages on a large scale, especially in the developing world. As a science course, this class focuses largely on scientific principles underlying patterns of water availability and the ecosystem-level consequences that ensue. The class requires a major culminating project, providing students with interests in policy and ethics to delve more deeply into those particular arenas. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1.

Senior Signature Projects Senior Signature Projects 1A/1B

How do you explore a personal interest with rigor, depth, purpose and mindful intention? In this course, each 12th-grader investigates this question by proposing and executing a two-trimester-long project in a field of his or her choosing. Projects satisfy three broad criteria: • As capstones to the Bay experience, they embody the school’s overall mission and philosophy.

• They provide 12th-graders opportunities to function as young professionals working in a field rather than high school students studying that field. These experiences foster and encourage growth mindsets by allowing students to make mistakes, learn from them and grow.

• They serve the needs of some constituency broader than the student himself or herself in an intentional and mindful way.

Students serve as their own project managers by crafting proposals which articulate what they want to achieve and why. They draft project plans, timelines and budgets that establish internal benchmarks and milestones. They conduct background research to ensure that their projects are innovative and add to the existing work in their chosen fields rather than replicate the work of others.

They enlist the help of external mentors to provide guidance and field-based expertise throughout the two-trimester process. Required culminations toward the end of Senior Signature Projects 1B include completing a synthesizing piece, delivering a formal Presentation of Learning and participating in a public Exhibition Night event on campus. Required of all 12th-graders. No prerequisite.

35

Social Studies / Research The history and social science curriculum provides students with the necessary skills to understand our cultural and historical roots. Courses build student understanding and appreciation of social, cultural, religious and intellectual experiences that make up the global, interconnected world of the 21st century. Humanities 1 and 2 in the 9th and 10th grades and American Studies in the 11th grade also include intensive studies of these historical and social experiences. All courses in this section are open to 11th- and 12th-graders only.

REQUIRED SOCIAL STUDIES COURSE Research in the Community Research in the Community is a required one-trimester course for all 10th-graders. The course builds a foundation of research skills while allowing each student to choose and explore an issue that is both interesting to her/him as well as significant to her/his own community. Students define a meaningful question and use text-based and field research techniques to gather information as they seek to develop an answer, which they ultimately present to the community.

Some Research sections have a thematic focus, allowing common background readings and opportunities for collaboration among students working on related topics. Students who know ahead of time the general subject they would like to investigate may express a preference for a particular theme; others may opt for a general section with students studying a wider variety of topics. Themed sections include:

36

• Health, food, medicine and sports issues • Energy, environment and agriculture issues • Rights and equality issues (including animal rights as well as human rights)

During the latter half of the course, students conduct in-depth research on a topic of their choice, undertaking individual activism projects to educate the school community about the problems associated with climate change and about how personal actions and awareness contribute to both the problem and solution. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Biology 1 and Humanities 2.

Comparative Government and Politics This one-trimester course familiarizes students with various types of political systems and cultures; helps them think, read and write critically; and prepares them for responsible global citizenship. Students explore four different political systems (France, Germany, Mexico and China) and simultaneously conduct independent research projects (countryspecific case studies). Unit 1: Introduction to comparative politics and conceptual framework. Unit 2: Comparative democracies: France, Germany and Mexico. What aspects do all democratic regimes and ideologies share in common?

What are some variations in the institutional structures and practices of different democratic systems? In what ways do these systems fail to live up to democratic criteria? What can the U.S. learn from other systems? Vice versa? Unit 3: Authoritarian regimes. Are economic reform and political reform necessarily linked? Does economic growth promote democracy? Unit 4: Student case studies. This course is considered an Honors course. Prerequisite: U.S. History.

Hinduism This course is a thorough grounding in the religions of India based on the Vedas and, to some extent, on the Dravidian religions that preceded them. The course focuses more on textual and mythical analysis and worship rather than on Hindu philosophy and spirituality. The course also examines some of the ways Hinduism has been represented and misrepresented to outsiders. This course investigates the differences between the various strands of Hindu devotion (Saivism, Vaisnavism and Goddess-worship). Students write a historical analysis of Hinduism’s history and its contact with outsiders. Students undertake study of several Hindu texts, write one research paper on the topic of their choice, and present their findings to the class. The class will also visit a Hindu temple. This course may be applied toward fulfilling either the Religion/Philosophy or the Social Studies graduation requirement, but not both.

Historical Gaze

ELECTIVE SOCIAL STUDIES COURSES Artist as Activist Can art change the world? History and current examples show that it can, and that the effects are profound. This integrated course combines political, social and art history with hands-on studio art experiences to explore the ways in which the arts are a tool for social change. The course is team-taught by two teachers, one with expertise in art and one with deep knowledge of social studies. Students will research historical and contemporary social movements and produce original artwork reacting to a range of issues. Topics may include: labor and class; civil rights and racial equality; feminism and gender; the environment; youth movements and culture; war and violence. Artists may use written or spoken words, posters, painting, photography and performance. The course is project-based; students build skills and content knowledge through authentic, flexible, student-directed projects. Prerequisite: Humanities 2.

Climate Change In addition to focusing on a crucial, interdisciplinary topic, this one-trimester course is team-taught by two teachers, one with expertise in science and another in social studies. The course is project-based, where students build skills and content knowledge in large part through authentic, flexible, student-directed projects. The course gives students an integrated overview of the science of climate change and the implications of this change for patterns of daily life in their own circumstance and around the world. This course has four principal objectives:

• Introduce students to the science of climate change, drawing attention to the pattern of scientific data that has emerged in recent years

• Focus on the social changes and adaptations that human communities have made and those they will likely have to make as the Earth’s climate continues to change

• Highlight the diplomatic efforts that have launched since the creation of the Framework Convention on Climate Change (FCCC) during the first Earth Summit in 1992

• Investigate the ethical challenges raised by climate change and explore questions of justice and personal responsibility as they apply to climate change

What is the role of film in the comprehension of historical conflicts? This class explores this question by examining documentary and feature films that attempt to address contentious moments in history. Students learn how to interrogate the texts of cinema for bias, veracity and propaganda. We will analyze the goals of the director, producers and even the actors in films in relation to the historical accuracy of the production. Students will leave the class with a cinematographic vocabulary and ability to discuss the historical gaze, a term appropriated from the French philosopher Michel Foucault. Final projects will be to either produce a short film exploring a site of historical conflict or to create scholarly work which examines a historical conflict in the context presented during the course. Our films will explore conflicts in Ireland, Algeria, Europe and Indonesia.

Neighborhood Dynamics The question “Who belongs here?” has been central to defining San Francisco throughout its history, and it is especially poignant in this time of rising prosperity and increasing cost-of-living. This course investigates what makes a neighborhood, the ways that neighborhoods change over time and what that looks like for the people who live in them. Students will look at the processes of development and gentrification that many cities grapple with and examine how they apply to a “superstar city” like San Francisco. This interdisciplinary, project-based course blends economics, local history, ethics, sociology and cartography with field work in the city to explore the causes and effects and costs and benefits of gentrification for the dynamic neighborhoods that surround us. Through group projects, students contribute to the vitality and inclusiveness of the neighborhoods they study. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Biology 1 and Humanities 2.

37

U.S. Foreign Policy

Mandarin 4A/4B

This one-trimester course explores the development of U.S. foreign policy over time, with a focus on the present. The course begins by establishing a conceptual framework for the study of U.S. policy toward other nations. Students examine their own attitudes and ideologies about foreign policy, and learn different typologies by which foreign policy views are categorized. Next, they explore the major developments in U.S. foreign policy over the course of our history, with particular emphasis on the 20th and 21st centuries. Throughout, students examine the policy-making process, key domestic and international influences, policy consistencies and inconsistencies and historical and contemporary effects of U.S. policy on particular regions. The course culminates in the United States’ recent search for a policy appropriate to a world changed by the Cold War’s end and the terrorist attacks of September 11, 2001. This course is considered an Honors course.

This two-trimester course enhances students’ abilities to communicate fluently, precisely and elegantly in modern Chinese. This course incorporates both Chinese literature and history, exploring current events and youth culture in Greater China. This course utilizes an advanced-level textbook, yet relies primarily on authentic primary source materials to broaden students’ vocabulary, idiomatic expressions and cultural knowledge. Students learn to master more complex sentence patterns for the purpose of sustaining longer, more in-depth conversations. Students apply their knowledge of complex sentence structures and advanced grammar patterns to various forms of written expression. Finally, students express their opinions and creativity through various modes of presentation. Prerequisite: Mandarin 3 or placement exam.

World Languages We consider the study of another language and its associated culture essential to a Bay education and a successful global community. The overall goals of the program include development of oral and written language skills and a cultural objective such as an acquaintance with and appreciation for a different people, their history and customs.

Advanced Topics in Mandarin

38

This course is for the advanced Mandarin Chinese language student who wishes to develop her/his language and critical thinking skills. In this course, students evaluate essays, short stories, films and editorials in Mandarin Chinese that reflect current concerns in contemporary society. These may be concerns specific to China, Taiwan or the Chinese diaspora, or they may be global concerns addressed by Chinese journalists, politicians, film-makers or authors. The course will focus on a different topic each year; possible topics include population growth and resource management, intra-Asia foreign policy, status of women, trade relations, technology and censorship. This course enables students to understand current issues facing Chinese citizens and to develop and express their opinions on these issues clearly and eloquently in Mandarin Chinese. This course is considered an Honors course. Prerequisite: Mandarin 4. May be repeated for credit.

Mandarin 1A/1B This is a two-trimester introductory language course in Modern Standard Chinese (Putonghua). This course develops speaking, listening, reading and writing skills. Students learn the tonal system, pronunciation, basic grammar and the fundamentals of the Chinese writing system. Additionally, in view of the intimate relationship between language and culture, students learn about Chinese culture, recent history and geography. During this first-year course, students develop the ability to carry out simple conversations in Chinese on a limited range of topics. No prerequisite.

Mandarin 2A/2B In this two-trimester course, students review and continue working with the concepts and skills introduced in Mandarin 1, simultaneously building new vocabulary and increasingly complex sentence patterns. There is further focus on the Chinese tonal system and character acquisition. Students increase their ability to acquire pertinent information through listening, to express themselves with more confidence and to read and write characters with greater fluency and ease. Prerequisite: Mandarin 1 or placement exam.

Mandarin 3A/3B This two-trimester course further develops students’ communicative abilities in listening, speaking, reading and writing modern Chinese. Students largely focus on strengthening their listening and reading comprehension skills through increased exposure to authentic material. Upon completion of this course, students are able to handle most daily conversation with relative fluency and are comfortable speaking and interacting in the target language.

Prerequisite: Mandarin 2 or placement exam.

Mandarin 5A/5B Conducted entirely in Mandarin, this course explores the enduring influence of traditional martial arts cultural heroes (real and fictional). It explores how the wuxia concept has historically evolved to its present form, as seen in film, comics and pop culture. Potential topics include chivalrous bandit heroes in Ming and Qing fiction, the Boxer Rebellion in Late Imperial China and anti-dynastic sectarian movements in Ming and Qing history. This course is considered an Honors course. Prerequisite: Mandarin 4.

Spanish 1A/1B This two-trimester course is an introductory course for students who want to learn Spanish. Students learn the fundamental grammar and vocabulary necessary for basic communication in Spanish. Students develop partial capability in the four major communication skills: listening, speaking, reading and writing. By the end of this course, students are able to express themselves at a rudimentary level in both the present and past tenses. Focus is placed on gaining the confidence necessary to speak fluently. In addition, students learn an appreciation for the various cultures associated with the Spanish language. No prerequisite.

Spanish 2A/2B This two-trimester course continues the development of the four major communication skills (listening, speaking, reading and writing) begun in Spanish 1. Although a text program is used as a resource, classroom work is concentrated on developing language proficiency through active communication. Increased focus is placed on writing and reading for the purpose of gathering and sharing information and understanding how different communities and cultures help to shape our world. Prerequisite: Spanish 1 or placement exam.

Spanish 3A/3B Spanish 3 is a two-trimester intermediate language course that focuses on the following objectives: first, to review all of the basic skills and vocabulary learned during the first two years of study; second, to increase the student’s core vocabulary base and to expand his or her understanding and working knowledge of the more complex grammatical points; third, to connect the student’s language skills with other academic disciplines; fourth, to increase the student’s level of fluency, both written and oral, so that he or she can communicate effectively and elegantly in Spanish; fifth, to make students aware of the richness of diversity in Spanish-speaking communities both in and outside of the United States. Prerequisite: Spanish 2 or placement exam.

Spanish 4A/4B Spanish 4 is a two-trimester advanced-intermediate course that integrates language and culture while studying topics that reflect global issues of interest and concern to today’s youth. The course uses music, current events, film and literature from the Spanish-speaking world to synthesize the development of all aspects of language skills and cultural awareness. Prerequisite: Spanish 3 or placement exam.

Spanish 5A/5B Spanish 5 is a two-trimester advanced course that explores social issues and advanced grammar topics through film, literature, music and other media in the target language. Students demonstrate their knowledge through conversation, oral presentations, essay writing and the completion of an independent research project on a topic of the student’s choosing. This course is considered an Honors course. Prerequisite: Spanish 4.

39

SAMPLE FOUR-YEAR COURSE SCHEDULE

9th Grade

10th Grade

11th Grade

40

12th Grade

TRIMESTER 1

TRIMESTER 2

TRIMESTER 3

Humanities 1A

Humanities 1B

Humanities 1C

Conceptual Physics 1A

Conceptual Physics 1B

Chemistry 1A

Math 2A

Math 2b

Video Production 1A*

Writing Workshop

Mandarin 1A

Mandarin 1B

Humanities 2A

Humanities 2B

Humanities 2C

Chemistry 1B

Biology 1A

Biology 1B

Mandarin 2A

Research in the Community

Mandarin 2B

Video Production 1B*

Math 3A

Math 3B

American Studies A

American Studies B

American Studies C

Chemistry 2A*

Chemistry 2B*

Engineering Design 1*

Advanced Composition*

Mandarin 3A

Mandarin 3B

Analysis of Functions A

Climate Change*

Analysis of Functions B

Astrophysics*

Dramatic Literature*

Ethics*

Calculus A*

Calculus B*

Artist as Activist*

Native American Literature*

Comparative Government*

Computer Science 1*

Electronic Music Studio 1A*

Senior Signature Project

Senior Signature Project

Note: All students are required to take four courses each trimester, each worth 0.5 credits. We require 23 academic credits for graduation. *Denotes elective course

The Bay School of San Francisco admits students of any race, color, religion, sexual orientation, national or ethnic origin, or disability to all the rights, privileges, programs, and activities of the school. It does not discriminate on the basis of race, color, religion, disability, sexual orientation, or national or ethnic origin in the administration of its educational policies, scholarship programs, or athletic or other school-administered programs.

35 KEYES AVENUE SAN FRANCISCO, CA 94129 (415) 684-8949 35 KEYES AVENUE WWW.BAYSCHOOLSF.ORG/ADMISSION SAN FRANCISCO, CA 94129 EMAIL: ADMISSION@BAYSCHOOLSF.ORG (415) 561-5800 SOCIAL MEDIA: /BAYSCHOOLSF