Bentley Upper School 2025–26 Curriculum Guide by Bentley School K-12

UPPER SCHOOL CURRICULUM

The Upper School curriculum embodies The Promise of Bentley School by helping students become lifelong learners who lead lives of purpose while making positive contributions to their communities. Defined by complex, engaging courses and exceptional faculty expertise, the Upper School encourages students to be inspired learners and leaders. With the support of deans, advisors, and teachers, students take charge of their learning and prepare for their future beyond Bentley. Throughout the School, creative engagement and authentic intellectual work abound. Academically enthusiastic, principled, and vibrant, our graduates bring their joy for learning, leadership, and sense of self to college, professional and graduate schools, and workplaces.

As our students gain key content knowledge and develop essential skills in communication, collaboration, critical thinking, citizenship, and creativity, they discover their passions and explore their interests. The Upper School curriculum aligns with or exceeds the recommendations made by the University of California system. Small classes create a supportive and challenging environment where teachers strive to know and engage each student.

To develop lives of success and purpose, Bentley students explore wide-ranging interests not only in the classroom but also in athletics, outdoor education, performing arts, service opportunities, and beyond. Bentley also offers student-led clubs, student government, publications, the ROV program (remotely operated vehicle), speech and debate, and affinity groups, among numerous leadership opportunities.

Bentley’s advising and college counseling programs help students embrace curiosity, engage in well-reasoned decision-making, and ultimately become interested in continuous learning throughout their lives Faculty share the ambitious goals students set for themselves and inspire inquiry, academic excellence, self-advocacy, achievement, and character.

Students should review this guide carefully and discuss their academic plans with parents or guardians before they meet with their faculty advisor. Students may also consult with individual teachers, their class dean, or other administrators. It is critical that students carefully consider a variety of factors before signing up for classes: graduation requirements, short- and long-term goals, academic history, personal interests, involvement in co-curricular activities, balance, and well-being.

GRADUATION REQUIREMENTS

In order to be eligible for a Bentley School diploma, a student must earn passing grades in the distribution of courses listed here and achieve a minimum grade point average (unweighted GPA) of 2.00 on a four-point scale. A one trimester course receives one credit. Students must meet the following specific requirements in order to receive a Bentley School diploma:

DIPLOMA REQUIREMENTS

English 12 credits English required in every trimester

History 9 credits Modern World History, U.S. History, and three trimesters of history seminars (at least one seminar required in every trimester of junior year)

Mathematics 9 credits Coursework through Integrated Math 3 required

Science 9 credits Physics, Chemistry, and Biology required

World Language 6 credits and completion of the third level of a language or six credits each in two different languages

Visual & Performing Arts 6 credits (All 9th grade students are required to take a yearlong Visual or Performing Arts class)

be accepted as meeting Bentley requirements. Students must be enrolled in a minimum of six classes each trimester to be enrolled at Bentley. See “Course Load” in Upper School Academic Policies and Procedures for more information about specific enrollment requirements.

SENIOR YEAR

Graduation from Bentley requires more than an accumulation of courses or credits. Accordingly, students may only be awarded a Bentley diploma after completing four academic years of high school study and fulfilling Bentley’s distribution requirements. To graduate from Bentley, students are required to be enrolled here for the 12th grade. Seniors must be enrolled in a minimum of six courses (unless approved by the School), must pass all of their third-trimester courses, have a cumulative unweighted GPA of 2.0, and clear all Incompletes in order to graduate.

While these minimum requirements prepare all students for selective colleges and universities, most students will complete a course of study beyond that described above. When students transfer to Bentley after their 9th grade year, their transcripts are reviewed by the Upper School director and the registrar to determine the extent to which their previous school’s courses will fulfill Bentley’s graduation requirements. For current Bentley students, no course taken off campus will

DISCIPLINE GRADE 9

English

4 years (English 3 and 4 fulfilled with Seminars)

History

3 years

Mathematics

3 years (including coursework through Integ. Math 3)

Science

3 yearlong lab classes (Physics, Chemistry, and Biology required)

Visual and Performing Arts

2 years (including a yearlong course in the 9th grade)

World Language

2 consecutive years and completion of the 3rd level of a language, or 2 years each in two different languages

English 1: Foundations of Literature

DIPLOMA REQUIREMENTS

GRADE 10

English 2: Self & Global Societies

Integrated Math 1

Integrated Math 2 Integ. Math 2 (H)

Physics Physics (H)

Introduction to Theatre or Visual Arts, Chamber Music or Jazz Ensemble, Chorus, Digital Music or Instrument Lab

Integrated Math 2

Integ. Math 2 (H)

Integrated Math 3 Integ. Math 3 (H)

GRADE 11 GRADE 12

English 3 (H)

English 4 (H)

Previous examples include All’s Fair in Love & War, Post-Colonial Literature, LGBTQIA+ Literature, Social Speculative Fiction, and more.

History Seminars (H): required for juniors

Previous examples include Current Events in Historical Context, Economic Thought in the Modern Age, The Global Sixties, Human Rights and Genocide, Incarceration Nation, Modern Japan, and more.

Integ. Math 3 Integ. Math 3 (H)

Precalculus Precalculus (H) AP Calculus AB AP Calculus BC

Introductory Calculus, Multivariable Calculus, Differential Equations, Statistics, AP Statistics

AP Computer Science A* Data Structures & Algorithms (H)*

AP Computer Science Principles*, Computer Science Trimester Electives*

Biology, Biology (H) AP Biology

Chemistry Chemistry (H)

Intermediate yearlong & trimester courses: Ceramics, Chamber Music Ensemble, Chorus, Drawing, Jazz Ensemble, Photography, Theatre

French 1, 2, and 3

Latin 1, 2, and 3

Mandarin 1, 2, and 3

Spanish 1, 2, and 3

Life Science and Physics 2 Seminars (H)*

AP Physics*, AP Chemistry*, AP Environmental Science*

Advanced (H) yearlong courses: Acting, Ceramics, Chamber Music Ensemble, Concert Choir, Drawing & Painting, Jazz Ensemble, Photography

AP Art History AP Music Theory AP Drawing AP 2D or 3D Design

French 4 (H), AP Language, Advanced Seminar (H)

Latin 4 (H), AP Language, Advanced Seminar (H)

Mandarin 4 (H), AP Language, Advanced Seminar (H)

Spanish 4, 4 (H), AP Language, AP Literature

Athletics/Phys. Ed. 2 years required (6 trimesters)

Interdisciplinary Studies / NonDepartmental

Community Service

Speech and Debate, Engineering (H), Health Science Seminars

Mini-term (4 years required)

9th Grade Seminar/Health (1 year required)

60 hours required

*These courses do not fulfill graduation requirements and are taken as electives.

For more information regarding specific policies and procedures, please see the Student-Family Handbook.

ADDING, DROPPING, AND WITHDRAWING FROM COURSES

Student course descriptions are published during the winter of the preceding academic year, providing students and their families with ample time for discussion and deliberation over course selection. The placement process ensures that students are well-positioned in coursework of appropriate rigor. All of our classes provide students with an excellent learning experience; therefore, we will consider requests for changes to a student schedule only under extraordinary and compelling circumstances.

Add/drop request forms are available from the registrar. Each form requires an explanation for the request and signatures from the teacher(s), the student’s advisor, and a parent/guardian. Seniors must also obtain a signature from the College Counseling Office. Students are required to attend classes that are listed on their most recent schedule until their schedule is updated. Add/drop request forms must be submitted by the add/drop deadlines for each trimester.

Course Load: All students are required to take a minimum of six courses each term throughout their careers at Bentley. Exceptions may be granted to allow students to take five courses, and student requests for exceptions should be made in consultation with the student’s parents/guardians and advisor, and then submitted for approval to the School. Course Load Waiver forms are available in consultation with an administrator. Course Load Waiver forms submitted after the deadline will result in a “Withdraw While Passing” (WP) or “Withdraw” (W) on the student’s transcript.

Changing Courses–Transcript Notation: Adding or dropping a class after the deadline is not permitted, except in instances where the teacher, department chair, and the Upper School director determine the student has been placed in the wrong level or course. Course changes after the add/drop date will result in a “Withdraw While Passing” (WP) or “Withdraw” (W) on the student’s transcript.

For more detailed information about academic policies and procedures, please review the Student-Family Handbook.

TEACHER AND COURSE REQUESTS

The School sets high standards for its teachers and supplements a rigorous hiring process with a thorough evaluation program and frequent professional development opportunities. In short, we take pride in our faculty, and each teacher has the ability to provide an excellent educational experience for each student. Exposure to a variety of teaching styles effectively prepares our students to work with a variety of college professors and future employers. We do not honor requests for specific teachers.

Please note that course requests do not guarantee a specific schedule. Because of Bentley’s broad curriculum and wide variety of course offerings, we frequently have classes with only one or two sections, particularly in the junior and senior years. Student requests are sometimes subject to irreconcilable conflicts (e.g., a singlesection math class meeting during the same period as a single-section language course). In addition, we place great value on maintaining small class sizes and sometimes must deny student requests in favor of maintaining the best possible learning environment for the student body as a whole. As a result, we sometimes cannot accommodate requests for classes, and every effort will be made to give each student the best possible schedule based on their course requests.

COURSE LEVELS

Bentley offers different course levels in some disciplines, including Honors (H) and Advanced Placement (AP). Students are approved for higherlevel courses by reviewing past performance, teacher recommendations, placement exams, and other criteria. Honors and AP courses are weighted in a student’s grade point average. For inquiries about course placement, contact the relevant department chair.

Students in AP and Honors courses are expected to engage in more independent habits of learning and synthesis of concepts. In addition to the regular subject curricula, AP and Honors courses require students to demonstrate a deeper analysis of the material. Students are expected to spend significantly more time on homework and in-class preparation than non-AP/Honors classes. Students and families should carefully consider workload and co-curricular commitments when requesting multiple AP/Honors classes. Advisors also provide critical guidance in this process, reviewing and making recommendations as needed for student schedules.

ADVANCED PLACEMENT EXAMS

Bentley administers Advanced Placement Exams in a variety of subjects, which may include art history, biology, calculus, computer science, chemistry, English, environmental science, French, Latin,

Mandarin Chinese, music theory, physics, Spanish, statistics, and studio art.

The registrar sends out AP Exam registration details in September. For AP Exam dates, check the College Board website: www.collegeboard.org.

All students enrolled in AP courses are required to sit for the exam.

We exclusively offer the following AP Exams for Bentley Students:

» 2-D Art and Design

» 3-D Art and Design

» Art History

» Biology

» Calculus AB

» Calculus BC

» Chemistry

» Chinese Language and Culture

» Computer Science A

» Computer Science Principles

» Drawing

» English Language and Composition

» Environmental Science

» French Language and Culture

» Latin

» Music Theory

» Physics C: Mechanics

» Spanish Language and Culture

» Spanish Literature and Culture

» Statistics

GRADES

Grades reflect the student’s achievement and are based on assessments, classroom discussion, homework, and any other performance standards set by the teacher.

GRADING SCALE

Students in grades 9–12 are assigned course grades based on the following system:

Grade Percentage

A (93–100%) A- (90–92%)

B+ (87–89%)

B (83–86%)

B- (80–82%) C+ (77–79%) C (73–76%)

C- (70–72%)

D+ (67–69%)

D (63–66%)

D- (60–62%)

F No Credit (<60%)

Note: Health and Mini-term is Credit/No Credit. “Credit” stands for any grade 60% (D-) or above.

GRADE POINT AVERAGE (GPA)

At each marking period, Bentley provides its students with both a term and a cumulative GPA. Bentley uses the following 4.0 scale to determine GPAs:

A = 4.0

A- = 3.67

B+ = 3.33

B = 3.0

B- = 2.67

C+ = 2.33

C = 2.0

C- = 1.67

D+ = 1.33

D = 1.0

D- = .67

F = 0

In addition to the letter grades, course levels are considered when factoring GPAs. Advanced-level courses, both Honors and AP, are weighted by one point when calculating the GPA. Only courses taken at Bentley are computed in a student’s GPA. Bentley does not rank students according to their GPA.

It is also important to note that colleges frequently recalculate GPAs according to their own scale during the college admissions process.

ACADEMIC WATCH AND ACADEMIC PROBATION

A student receiving two D+ grades (or below) or one F on a progress report will be placed on Academic Watch for the remainder of the trimester. Academic Watch begins a heightened level of student support, led by the class dean and advisor.

A student receiving two D+ grades (or below) or one F on an end-of-trimester report card will be placed on Academic Probation for the subsequent trimester. Any student on Academic Probation must meet with their class dean and an administrator to discuss more rigorous means of support. All students on Academic Probation will also be required to spend time in the Supervised Study Center. Other supports will be considered on a case-by-case basis and may include temporary suspension of participation in sports and extracurricular activities.

Academic Probation for more than one trimester will warrant an assessment of whether Bentley is the most appropriate learning environment for the student. If a student fails to meet the terms of the probation at the end of the school year, the school may elect not to renew the re-enrollment agreement.

INCOMPLETE GRADES

On rare occasions, a grade of Incomplete (I) may be issued to extend a student’s opportunity to complete assigned work. Incompletes are rarely issued and must be pre-approved by the Upper School director.

PASSING GRADES

Passing grades at Bentley are A through D- (60% or above). Courses in which a student earns a Dgrade or higher will count toward meeting Bentley graduation requirements. However, students should be aware that only grades of C- or higher meet the University of California A–G subject requirements for admission.

If a student earns a D+ or lower at the end of the year for a yearlong course or the end of the term for a trimester-length course, we strongly recommend that the student make up the grade(s) in one of the following ways:

» The student may retake the course at Bentley. In this case, both grades will be reported on the Bentley transcript and calculated in the GPA.

» The student may petition to take the same course at an accredited program outside of Bentley. This new grade will not be included on the Bentley transcript. Note: students are responsible for having non-Bentley transcripts sent to colleges.

PLEASE NOTE:

» Retaking a class will not necessarily improve the student’s grade.

» In most math or world language classes, the successful completion of the next level of the course with a C or higher will qualify the student to be eligible for UC application.

» If a student earns a D+ or lower in the third trimester of a course, the student must receive permission from the department chair and the Upper School director to advance to the next course in that academic area.

» To be eligible to apply to the University of California, students must earn a GPA of 3.0 or better in their “A–G” coursework with no grade lower than a C- (unless otherwise noted above). Students must work closely with the College Counseling office to monitor their UC eligibility.

HOMEWORK

Homework is a critical element of Bentley’s educational experience, offering the opportunity for students to deepen their understanding of course material. Homework provides students with the chance to reinforce skills and knowledge, prepare for upcoming classes, complete independent work, and develop effective time-management skills.

The amount of homework assigned to a student on any given night is influenced by the student’s grade (9–12), course difficulty, and timing within a unit or term. In addition, different students will spend varying amounts of time completing assignments. Students should also expect longer-ranging projects, research papers, science labs, and presentations that require advance planning. All classes meet three times a week. Typically, in the 9th and 10th grade courses, students can expect an average of 30–40 minutes of homework for each subject per class meeting. In the 11th and 12th grade courses, students should expect an average of 50–60 minutes of homework for each subject per class meeting.

All students in Honors and AP courses can expect at least 60 minutes of homework per class meeting.

Weekends count as one night’s homework, though students may spend extra time on weekends working on longer-term assignments. During Winter Break and February Break, homework is restricted to one night per class, and teachers may choose not to assign any work at all. Thanksgiving Break and Spring Break are “No Homework” breaks, although AP classes may assign one night’s homework.

All faculty post homework assignments on our learning management system, Canvas. Tests and major assessments are posted with at least one week advance notice. Teachers are expected to return student work within one to two weeks.

LEARNING SUPPORT

Bentley teachers help students understand how they learn best, how to effectively communicate their learning needs, and how to self-advocate, instilling confidence in students regarding their academic success.

Students struggling academically should first meet with the teacher of the respective course. At times, additional support is needed. In most instances, the class dean coordinates this support in consultation with the Upper School learning support specialist and the Upper School director, as well as with the student’s teachers and advisor.

TUTORING

Bentley maintains an excellent learning support system to help meet each student’s learning needs. Tutors on campus must submit LiveScan and TB screening to the Bentley Business Office, provide a signed release from parents and/or legal guardians to allow Bentley faculty to share information with the tutor, and follow visitor protocols for being on campus. Tutors are permitted on campus in designated areas and only during specific hours. The business relationship is between the parents or guardians and the tutor—not with Bentley.

Bentley makes no guarantees of the tutor’s content knowledge or skill as a tutor. Upper School faculty may not be employed as private tutors for Upper School students.

LEARNING DIFFERENCES

While all students learn differently from one another, we understand that students with documented learning differences will likely need additional support in particular areas. The learning support specialist and Bentley faculty help students who have diagnosed learning differences to discuss instructional strategies, possible accommodations, and ways of implementing learning support models meant to foster academic success. For more information about our policy, please contact the Upper School learning support specialist.

SUMMER READING

During the summer break, students may be assigned a book or a selection of books for all-school reading. Those students enrolled in AP courses may be required to read additional materials assigned by their teachers.

ATHLETICS & PHYSICAL EDUCATION

Athletics at Bentley encompass more than competition; they are an extension of the classroom and provide an additional venue for educating our students. Our athletic philosophy builds on the pillars of our school: purpose, character, and community. Our athletic program aims to develop students of strong character and leadership who are equipped to compete and excel in their lives outside of the athletic arena. We emphasize character qualities of commitment, teamwork, accountability, resilience, and pride. Our athletic teams require a high level of commitment from both student-athletes and their parents/guardians. Above all else, we prioritize creating an athletic community where every student-athlete feels known, valued, and supported.

ATHLETICS GRADUATION REQUIREMENTS

Six physical education credits are required for graduation from Bentley. Credits are earned by participating on an interscholastic athletic team, taking a Bentley-offered Life Fitness course, or participating in a pre-approved alternate activity. Students who enter Bentley after the 9th grade year will have their transcripts reviewed by the registrar and athletic director and will be assigned athletic credits accordingly.

Although alternate activities may be used to fulfill a portion of required physical education credits, only four of the six required credits for graduation can be earned through an alternate activity. One physical education credit requires 80 hours of participation and competition.

The alternate activity application is available on the Upper School Resource page on myBENTLEY. Students requesting credit for an alternate activity must apply to the athletic director for approval before beginning the activity. Hours logged before the alternate activity application has been approved will not be accepted.

In accordance with Bentley’s mission of academic excellence, we expect athletes to remain focused on their studies during the seasons in which they participate in sports. To remain eligible to participate in sports, students must maintain a minimum grade point average (unweighted GPA) of 2.0 and earn a minimum of 2.0 GPA on their most recent report card (progress report or end-oftrimester grade report).

INTERSCHOLASTIC SPORTS & CLASSES OFFERED

Men’s Cross Country

Women's Cross Country

Men’s Soccer

Fall

Women’s Tennis

Women’s Volleyball Life Fitness Classes

Men’s Basketball

Women’s Basketball

Winter

Spring

Women’s Soccer

Life Fitness Classes

Baseball

Co-ed Golf

Women’s Lacrosse

Men’s Swimming

Women’s Swimming

Men’s Tennis

Men’s Track and Field

Women’s Track and Field

Men’s Volleyball

Life Fitness Classes

MINI-TERM

Mini-term is a unique and exciting component of the Bentley experience and is a highly valued time in our community when students slow down and engage deeply. Our intellectually rigorous Mini-term courses require students to expand their ways of learning, take risks by experiencing something new, and challenge their thinking through experiential and creative opportunities. 10th–12th grade Miniterm courses are taught over a one-week, all-day period in the third trimester and aim to enrich students beyond the core curriculum. 9th grade students participate in a common curriculum for Mini-term focused on community engagement and outreach. Courses earn one-quarter of one credit and are graded Credit/No Credit. Participation in Mini-term every year is a graduation requirement, and independent studies are unavailable during Mini-term.

SERVICE LEARNING

Service learning opportunities allow students to educate themselves beyond the limits of the classroom, gain awareness of the broader world, and cultivate a lifelong commitment to public and community service. Bentley encourages students to develop an ongoing commitment to an organization that benefits the broader community in hopes this commitment will continue throughout their time at Bentley, into college, and beyond. Sixty hours of community service are required for graduation (only 15 of those may be completed on campus). It is recommended that students complete at least 15 hours of community service per year.

Bentley School offers a rich selection of courses designed and taught by skilled teachers passionate about their subjects. Our courses engage students with a variety of teaching styles, designed to stimulate and captivate a range of learners. Department members collaborate to keep our courses up-to-date and vibrant.

At Bentley, we review our curriculum annually. As a result, the scope and sequence of our course offerings, as well as the content of our courses, may change from year to year. Changes to the curriculum are carefully considered through a process involving department chairs, administration, and faculty. Courses and schedules are subject to change, depending on student interest and the needs of the School.

ENGLISH

The English Department provides a four-year curriculum that encourages and challenges students to become critical thinkers and to connect what they learn in the classroom to the world around them. Students are required to complete four years of English with a passing grade, and to be enrolled in an English course each term during their tenure at Bentley. All classes expose students to multiple literary genres that represent and address both the breadth and depth of literature. Courses emphasize the writing process, which teaches students the value of rethinking and revising their writing through multiple drafts; these frequent writing assignments develop both analytical skills and personal voice. Classes are discussion-oriented and encourage the active participation of every student in a supportive, seminar-style environment. The four-year English curriculum provides students with the skills and knowledge necessary to be prepared for the Advanced Placement Language and Composition, and Literature and Composition examinations in English.

English 1: Foundations Of Literature

Foundations of Literature examines the experience of self-discovery. This discussion-based course draws readings from various time periods and genres; students sample a variety of literary works to respond more powerfully and sensitively to texts and the world around them. Assignments include analytical, argumentative, creative, and personal writing, as well as collaborative and individual projects. Throughout the year, students work toward the goal of producing well-organized writing that presents a clear central idea, supporting evidence, and in-depth analysis of the author’s diction and literary devices. In the fall, students read a selection of short stories and poetry. During the winter, the emphasis is on drama. The spring curriculum continues with longer works in the graphic narrative and science fiction genres. Texts may include Octavia Butler’s Kindred, William Shakespeare’s Macbeth, and Marjane Satrapi’s Persepolis.

Course Length: Yearlong

Prerequisite: None

English 2: Self And Global Societies

Self and Global Societies explores the formation of personal identity and its confrontations with the “other” or the unfamiliar. Reading both translated works and works originally written in English, students study prose and poetry on a journey leading from the self to many other cultures and perspectives. Starting with personal identity and slowly moving outward to think about American and global cultures, students study how the individual can become alienated or estranged from dominant ideologies, how colonialism and imperialism impose identities on individuals, and how the individual struggles to find self-definition against mainstream culture. In addition to exploring a rich selection of literature in this course, students participate in a writing-intensive curriculum that hones their critical thinking and analytical writing skills. Texts may include Sandra Cisneros’s The House on Mango Street, Jhumpa Lahiri’s Interpreter of Maladies, Art Spiegelman’s Maus, William Shakespeare’s 12th Night, F. Scott Fitzgerald’s The Great Gatsby, and a course reader containing various essays, short stories, and poems.

Course Length: Yearlong

Prerequisite: Successful completion of English 1.

ENGLISH SEMINARS

Junior and senior English seminars provide students with rich, substantive groundwork in classical, canonical, contemporary, and multicultural literature. Seminars emphasize the practice and mastery of analytical and creative writing, and of critical thinking skills that build on the foundations of English 1 and 2. The two-trimester seminars (fall-winter) provide students with an extensive study of the literature of a specific genre, culture, literary movement, or theme in courses that reflect the expertise of the faculty. The goal of these seminars is to introduce students to a more specialized study of literature indicative of college-level courses. The courses focus on the development of student voices through analytical and personal writing in response to the literature itself and to secondary, theoretical criticism. The spring seminars center on in-depth analysis of masterpieces of world literature, focusing on a specific genre or a canonical text in the first five weeks of the term, followed by analysis of supplemental reading in the second half of the trimester. These courses intend to expose students to a rich examination of a specific genre and pivotal literary work that will complement the body of literature they have read in their preceding years at Bentley. Juniors and seniors are required to enroll in

at least one seminar in the fall-winter terms and one seminar in the spring term; however, students are invited to enroll in additional seminars as electives beyond the graduation requirement.

Banned Books

Profane. Obscene. Scandalous. Offensive. These are some of the words used to describe the banned and contested books we will read in this class. In this seminar, we will seek to understand why these books have been so frequently censored, and we will consider whether there is any validity to the practice of banning books. Students will engage critically with the texts, asking questions about who has the power to define "acceptable" literature and the consequences of restricting access to certain ideas. By the end of the course, students will better understand the ongoing debate surrounding censorship and the importance of defending intellectual freedom. Texts may include Fun Home by Alison Bechdel, The Catcher in the Rye by J.D. Salinger, The Color Purple by Alice Walker, Giovanni's Room by James Baldwin, and Of Mice and Men by John Steinbeck.

Course Length: Fall-Winter

Prerequisite: Successful completion of English 2.

Crime Fiction

From Dostoevsky’s Crime and Punishment to Poe’s “Man of the Crowd” to Dashiell Hammett’s Red Harvest, this seminar will analyze narratives emerging from the subcultures endemic to the modern metropolis. How does reading change when the narrator is an evil, unreliable, and morally deranged character? Do these authors validate crime as a heroic political or metaphysical rebellion? Or do they seek to reinforce individual conscience as a corrective device? What does the phenomenon of crime fiction suggest about the socio-psychological tensions and conflicts engendered by modern urban conditions?

Course Length: Fall-Winter

Prerequisite: Successful completion of English 2.

Existentialism

What is the meaning of life? What is my purpose? Does anything matter? These are some of the central questions of existentialism. This course explores existentialism as a philosophical theory, a literary and artistic phenomenon, and a cultural movement. Novels, essays, plays, and films will guide us from the individual to the universal, from absurdity to meaning, from angst to authenticity— and back again. Texts may include The Stranger by Albert Camus, No Exit by Jean-Paul Sartre, and The Second Sex by Simone de Beauvoir.

Course Length: Fall-Winter

Prerequisite: Successful completion of English 2.

Feminist Fantasy

This class explores fantasy as a mode of examining our current world through a feminist lens. In the rich world that fantasy stories can create, anything is possible–and anything is up for discussion. Students engage with authors interested in ideas such as: What is a person? Who deserves agency? What is justice? The class will be primarily focused on modern authors with an interest in POC and queer perspectives, although we will delve into the history of feminist fantasy, as well. Authors may include Ursula Le Guin, N.K. Jemison, and Tamora Pierce.

Course Length: Fall-Winter

Prerequisite: Successful completion of English 2.

Performing Blackness

This course examines the representation and performance of Blackness through literary works spanning several centuries: Shakespeare's Othello, Joseph Conrad's Children of the Sea, and Nella Larsen's Passing. We will explore how each text portrays the complexities of racial identity, power, and societal perception, focusing on how characters navigate the constraints and stereotypes imposed by race. In Othello, we see how the titular character’s identity as a Black man in a predominantly white world shapes his tragic struggle and dooms his marital relationship. In Children of the Sea, Conrad explores themes of race, racism, and alienation in a maritime setting. Meanwhile, Larsen’s Passing delves into the psychological and social dynamics of racial passing in 1920s Harlem. Together, these works provide a rich canvas for understanding how Blackness is not only a racial identity but also a performance shaped by external forces, internal conflict, and societal expectations.

Course Length: Fall-Winter

Prerequisite: Successful completion of English 2.

Post-Colonial Literature

This seminar explores key texts through a postcolonial lens, examining the complex legacies of colonialism and their impact on identity, language, power, and cultural representation. Through a close reading of works by authors from formerly colonized regions around the globe, students will engage with themes of resistance, hybridity, and decolonization. Students will also examine postcolonial theory, the critical academic field that studies the cultural, economic, and political effects of colonialism, and use these texts to respond to literature. The course encourages discussions on how literary techniques can challenge dominant narratives, illustrate the experience of marginalized peoples, and offer alternative worldviews. Texts may include Things Fall Apart by Chinua Achebe, Exit West by Mohsin Hamid, and A Small Place by Jamaica Kincaid.

Course Length: Fall-Winter

Prerequisite: Successful completion of English 2.

The Book Was Better: Adaptation Theory

Why do we retell stories? What makes a good retelling? How many things can change about a story before it is no longer the same one? How do different cultures look at the same stories? Students will engage with ideas such as these, using one particular story (the myth of Orpheus and Eurydice) as a framework for examining what it means to make an adaptation. Materials may include Black Orpheus, Hadestown, and The Book of Life.

Course Length: Spring

Prerequisite: Successful completion of English 2.

From Page To Screen: Alfred Hitchcock

This course explores the art of adaptation through the lens of Alfred Hitchcock’s genius in transforming literature into haunting cinematic masterpieces of horror and suspense. We will examine how Hitchcock adapted stories like Daphne du Maurier’s “The Birds” and Cornell Woolrich’s “It Had to Be Murder” into two of his most iconic films, along with other possible adaptations. Through close readings of the original stories and detailed analysis of the films, we will explore the changes Hitchcock made in plot, character development, and theme to not only interrogate social constructs like masculinity, gender, and the nuclear family, but also their terrifying effects on the human psyche.

Course Length: Spring

Prerequisite: Successful completion of English 2.

Hyphenated American

The term “American” is complicated enough on its own. When it is hyphenated (e.g. “AfricanAmerican”), new questions emerge about identity, self-determination, and legacy. The hyphen becomes a site for conversation, confrontation, and creation. This course invites students to boldly and critically engage with groundbreaking narratives by contemporary voices from underrepresented cultural groups in America. Potential texts include Angie Thomas’s The Hate U Give, Tommy Orange’s Wandering Stars, and Cathy Park Hong’s Minor Feelings. Additional media may include film, television, music, podcasts, and web content.

Course Length: Spring

Prerequisite: Successful completion of English 2.

Short Fiction

This course focuses on the art of the short story and novella, offering students a deep dive into concise, impactful storytelling. Throughout the semester, students will explore a range of classic and contemporary works, analyzing the craft of character development, plot structure, and thematic depth in a limited space. Students will also explore the unique qualities of the novella as a distinct literary form that often bridges the gap between short stories and full-length novels. By the end of the course, students will have a deeper appreciation for the power and precision of short-form fiction and its ability to leave a lasting impact in a brief space. Short story authors may include Ernest Hemingway, Gabriel García Márquez, Kate Chopin, George Saunders, William Faulkner, Zora Neale Hurston, Raymond Carver, Chimamanda Ngozi Adichie, Tim O'Brien, Flannery O'Connor, James Joyce, and Alice Walker. Novellas may include The Death of Ivan Ilych by Leo Tolstoy and Quicksand by Nella Larsen.

Course Length: Spring

Prerequisite: Successful completion of English 2.

Songs Of Blood And Iron

“Sing the rage of Achilles, murderous and doomed, hurling Trojans down into the house of death...”

In this course, we reach deep into the well of the past to hear the voices of poets from over three thousand years ago sing the glory of the Trojan War in Homer’s Iliad, one of the most durable and monumental works of art in human history. With archaeological enthusiasm, we shall romp through the ruins of an obscure and remote antiquity and carry off its precious plunder. We shall also measure and compare the song of the Iliad with that more recent epic, the Pentateuch

Course Length: Spring

Prerequisite: Successful completion of English 2.

Vampire Literature

This course explores the rich tradition of vampire literature, tracing its evolution from early 18th-century ghost stories to its modernday incarnations in popular culture. Through a combination of literary criticism and close reading, the course will delve into the themes that the vampire myth engages with: immortality, desire, monstrosity, and the boundaries of the human condition. Students will also consider how the vampire narrative intersects with issues of sexuality, identity, and power, and how it reflects societal fears and desires across different historical periods. Students will examine seminal works of vampire fiction, including classic texts by authors such as Bram Stoker and Sheridan Le Fanu, as well as contemporary interpretations by writers like Octavia Butler and Stephenie Meyer.

Course Length: Spring

Prerequisite: Successful completion of English 2.

HISTORY & SOCIAL SCIENCE

The History Department’s curriculum is designed to expose students to the global past and prepare them for the world they will inherit. As an interdisciplinary humanities and social sciences department, Bentley seeks to facilitate student discovery of the United States and the world so that students can think critically, read thoughtfully, and write eloquently through analysis of political, social, economic, and cultural material. Courses assist students in building awareness of the ways in which historical events and the development of ideas have had a lasting impact on contemporary society. During their 9th grade year, students focus on the foundations of global culture, commerce, and politics while studying modern world history. In their sophomore year, students examine United States history, spanning from pre-contact indigenous societies of North America and the colonial origins of the American nation-state through to the beginning of the 21st century. As juniors, students take three trimester-long seminars drawn from a variety of fields in history and related disciplines, allowing students to focus on areas, periods, and special topics tailored to meet their interests. Seniors may continue their study of history by taking further seminars in the department.

Modern World History

During the 9th grade year, students study world history to provide a foundation for future studies and an understanding of today's world. This course highlights not only political events, but also cultural, religious, and economic developments that demonstrate how change and continuity over time have shaped modern societies worldwide. Students learn the art of making connections between the past and present, as well as between different world regions. By understanding the origin, development, and decline of influential civilizations, and by investigating interactions between societies, students are well-prepared to understand current events. Students will examine themes such as the formation of a capitalist world system of trade and exchange beginning in the late 15th century; the European conquest of the Americas and the emergence of racial slavery in the Atlantic world; the Protestant Reformation and the birth of the individual; the Scientific Revolution and Enlightenment; political and religious diversity in the early modern world; the emergence of the modern nation-state; and the problem of Eurocentrism in the study of world history. Skills emphasized in this course include the

fundamentals of world geography, participation in Socratic-style discussion, analyzing primary and secondary sources, writing strategies, research, and critical thinking.

Course Length: Yearlong

Prerequisite: None

United States History

What does it mean to be American? How have ideas about American freedom and liberty changed over time? What hierarchies and social structures have organized these ideals? This yearlong study of United States history and its settler-colonial origins centers around these questions of identity, representation, and power. This class explores American history chronologically, beginning with pre-contact Native American societies and ending with 21st-century developments. Students will pay particular attention to the interplay between race, class, and gender on the one hand, and politics, economics, and culture on the other. While focusing on the United States, the course places American national history within broader world-historical processes.

Course Length: Yearlong

Prerequisite: Modern World History

HISTORY & SOCIAL SCIENCE SEMINARS

History seminars are college-level Honors courses focused on specific historical topics. In these seminars, juniors and seniors are afforded an opportunity to work with faculty who have extensive research experience. In their junior year, students at Bentley are required to take three trimester-long Honors-level seminars in the History Department, with a minimum of one course each trimester. As seniors, Bentley students take these courses as electives, choosing to develop additional areas of expertise before leaving for college or university. The goal is to provide students with an in-depth look at American and global history and politics through specific historical case studies. The interdisciplinary variety of courses, which reflect current scholarship and themes frequently found in university curricula, allows students to conduct more specialized learning in a field of their choosing while working closely with their teachers. A common goal of these courses is to train students in humanities and social science inquiry techniques while simulating the environment of a college-level seminar. Activities include analyzing primary and secondary sources, with the aim of understanding the arguments and perspectives built into scholarly discourse. For juniors, spring seminars culminate in an original research project over several weeks. Students are invited to take additional seminars as electives beyond their graduation requirements. Seminar courses are restricted to juniors and seniors who have completed both Modern World History and United States History.

The Ancient World

This seminar focuses on the development of states in the Mediterranean world and Asia prior to the first millennium. In particular we will focus on the warring states period of reform in China and the development of democracy in Athens. Along with readings from historians, we will examine the accounts of philosophers to compare forms of government and consider the mutual obligations of authorities and subjects or citizens.

Course Length: Fall