Issuu

CURRICULUM GUIDE

2025-26

WELCOME!

Hello, everyone, and welcome to the 2025-2026 Curriculum Guide

This document is the truest expression of our four core values, as well as a representation of the cumulative movements, people, trends, and contributions that have shaped and continue to shape the school The Curriculum Guide offers a doorway into our intellectual, social, cultural, and emotional life, including detailed descriptions of courses that will be offered, graduation requirements, and the various pathways that a student can take along their four-year journey at Branson I am confident that reading the guide and choosing your next set of courses will make you excited for the learning that’s just ahead of you, and I know I speak on behalf of the faculty that we’re excited to bring it to you

At a school that has always been committed to pursuing a transformative education, our remarkable teaching faculty continue to write and rewrite the curriculum, and the general course of study for our students is shaped by the aspirations of our mission and the ambition and vision of our strategic goals. Specifically, our curriculum is informed by a set of educational initiatives that aim to equip our students with the skills and knowledge that will empower them to chart their own course in school and life

Branson courses are designed to meet the rigorous standards of an educational approach that is:

● Interdisciplinary and offers authentic, substantive challenges

● Student-driven and offers self-directed learning

● Responsive to present day concerns and challenges

● Grounded in ethical problem solving

● Shaped by questions to which there are no readily available answers

Our commitment to growing good people is the hallmark of a Branson education. Accordingly, we are committed to helping every student choose a curricular path that is rewarding, dynamic, and personalized We very much hope that the course selection process affirms our students’ interests and passions Enjoy!

Jeff Symonds Assistant Head of School for Academics & Dean of Faculty

BRANSON’S GUIDING PRINCIPLES

The statements and affirmations below communicate the principles by which Branson operates, and we encourage students and families to keep them in mind as they plan their Branson program

THE BRANSON MISSION STATEMENT

Branson develops students who make a positive impact in the world by leading lives of integrity, purpose, learning, and joy

OUR CORE VALUES

Courage, Kindness, Honor, Purpose

THE BRANSON HONOR CODE

In choosing The Branson School as a place to learn and a place to work, each member of the community – student, faculty, staff and parent – agrees to sustain an environment of honesty and integrity. We will, individually and collectively, do our part to create and maintain trust, respect, and care throughout school life by accepting responsibility for our own actions and those of others We make this commitment to ensure that each of us may grow both in knowledge and in wisdom and that we may leave this school having enriched it by our presence

OUR COMMUNITY STATEMENT OF BELONGING

Branson believes the well-being of people and the planet are inextricably linked and are essential to creating a truly excellent learning environment and a vibrant, caring community We aspire to have every member of the Branson community feel a deep sense of belonging and inclusion.

BRANSON’S GRADUATION REQUIREMENTS

Students must complete a minimum requirement of sixty (60) units of academic credit and ninety (90) hours of community engagement to graduate from the Branson School Unless otherwise indicated, yearlong courses receive 3 units of credit and semester-long courses receive 1 5 units of credit

BRANSON GRADUATION REQUIREMENTS BY DEPARTMENT

ARTS

9 units (3 years)

THE COLLEGE PROCESS

1 unit (1 year)

ENGLISH

12 units (4 years)

HISTORY

9 units (3 years)

HUMAN DEVELOPMENT

4 units (2 years)

LANGUAGE

9 units (3 years) of one language

MATHEMATICS & COMPUTER SCIENCE

9 units (3 years) including completion of Algebra II

Students complete three years of coursework in the Arts department (Applies beginning with the Class of 2027).

All students take College Counseling I in the spring of eleventh grade, and College Counseling II in the fall of senior year

All students take English I in the ninth grade and English II in the tenth grade In the eleventh and twelfth grades, students choose from semester electives and must take an English class each semester.

All students take Modern World History in the ninth grade, U S History Honors in the tenth grade, and select a minimum of two semester-long seminars during the eleventh and twelfth grade

All students take The Developing Mind in the ninth grade, Healthy Sexuality in the tenth grade, Leadership and Scholarship in the 11th grade, and The Path Forward in the 12th grade Each class is one semester in length

Students are welcome to sign up for any first-year language, or take a placement test to determine placement into a higher level Students will complete three years of language study, including the successful completion of a level 3 course. (Applies beginning with the Class of 2027).

The core curriculum of the Mathematics & Computer Science program follows the sequence of Algebra I, Geometry, Algebra II, Precalculus, and Calculus Students enter the program in the course that best suits their ability and background Regardless of where they begin, all students must complete at least three years of math, and they must complete all courses through Algebra II

SCIENCE

9 units (3 years) that include Physics, Chemistry, and Biology

GENERAL ELECTIVES

1.5 units (optional)

All students take Physics in the ninth grade, Chemistry in the tenth grade, and Biology in the eleventh grade. Students may take elective courses in Science during the junior or senior year, and they may take advanced courses in Science during their senior year with approval of the Science Department.

PHYSICAL EDUCATION

4 units (1 unit each year)

COMMUNITY ENGAGEMENT

90 hours

IMMERSIVES

2 units (spring term in Grades 9-12)

Students must complete at least 36 hours of Physical Education each year This requirement can be fulfilled by playing on a school-sponsored team or completing an Alternate Activity Program (AAP) Alternative Activity Programs must be school approved, and seniors must complete all AAPs by April 1 of their senior year

Students must complete 5 Core and 10 Support hours in the ninth grade, and 15 Core and 10 Support hours in each of the tenth, eleventh, and twelfth grades School service hours can fulfill ten Support hours for ninth graders and up to five Support hours for tenth, eleventh, and twelfth graders.

Students must complete 2 units by taking one immersive course every spring in the ninth, tenth, eleventh and twelfth grade

THINGS TO KEEP IN MIND

Branson students are encouraged to create a program that is rewarding, appropriately challenging, and balanced To do so takes care, and there are many things to keep in mind The following items offer useful guidance and reminders

MINIMUM COURSE LOAD

Each student must be enrolled in at least five Branson academic courses each semester A Branson course is defined as a course offered in the Branson Curriculum Guide, including all arts courses For a sixth course, students may take a regular Branson course or a course offered through the Bay Area BlendEd Consortium In order for students to remain competitive in college admissions, the school recommends that students carry a load of six academic courses at all times

TAKING SEVEN ACADEMIC CLASSES

The Branson schedule has eight blocks, which means that during any given semester it is possible for a student to take up to eight classes Such a course load can be demanding, however, so students who would like to take seven academic classes are encouraged to confer with their advisor first, and then must petition the Assistant Head of School for Academics for permission, who will confer with the student’s teachers, advisor, class dean, and family, as well as the department chairs group

SINGLETONS

While we value the depth and breadth of our course offerings for the rich educational experience they offer to our students, we frequently can offer only one section of a particular course, particularly at the upper levels of the program We call such courses singletons, and when a student registers for multiple singletons, they are often faced with having to choose among singleton courses Students are encouraged to be aware of singletons they sign up for and to consider alternatives if they are unable to fit that course into their schedule

ADVANCED AND HONORS COURSES

Each department offers advanced courses that give students the opportunity to study a rigorous curriculum in depth that builds upon our own pedagogical priorities, draws on the expertise of our teachers, and allows students to do a variety of advanced work Any prerequisites for these courses are detailed in the course descriptions

COURSE AVAILABILITY

Some courses in this guide may not be offered if there are not sufficient sign-ups

GRADUATION REQUIREMENTS AND THE UNIVERSITY OF CALIFORNIA

A student who meets the Branson graduation requirements also meets the minimum course requirements for the University of California and California State University systems, as long as all grades earned are C-minus or higher in every required course

COLLEGE COUNSELING AND CLASS RECOMMENDATIONS

Many college websites have a list of their required and/or recommended classes. Please keep in mind that a college’s required or recommended courses are not a comprehensive list of what they expect of applicants Many selective colleges admit students who exceed the official requirements The College Counseling office recommends that all students challenge themselves appropriately and enjoy the process of learning During the registration process each spring, students receive guidance from department chairs, teachers, and advisors

BRANSON’S CURRICULAR OFFERINGS FOR 2025-2026

All of Branson’s course offerings for the 2025-2026 school year are described on the following pages For each department there is a brief statement regarding the department’s goals and values, a recap of the department’s graduation requirements, a table showing the department’s curriculum at a glance, a brief statement of the departmental homework philosophy, and, finally, short descriptions of each course

ARTS

The Branson Arts Department believes that the arts are an essential part of the human experience that take you on a journey of creation and inquiry Our studio practices weave a balance between artistic literacy, authentic expression, and collaboration The process urges students to redefine boundaries and use their creative voice in service to their vision for a more healthy, vibrant, and equitable world.

The graduation requirement in Arts is nine units or three full years of study Students may take courses in all areas of the arts or specialize as they choose.

ARTS CURRICULUM AT A GLANCE

➢ Dance I, II, III, IV

➢ Dance for Men I, II, III, IV

➢ Dance Performance Ensemble Honors

INSTRUMENTAL AND CHORAL MUSIC

➢ Music I: Roots of Americana

➢ Music I & II: Choir

➢ Music II: Ensemble Workshop

➢ Digital Music and Composition I & II (offered sequentially fall and spring)

➢ Digital Music and Composition III

➢ Performance Seminar: Choir Honors

➢ Music Performance Ensemble Honors - Chamber Music

➢ Music Performance Ensemble Honors - Jazz

➢ Music Performance Ensemble Honors - Rock

THEATER VISUAL ARTS

➢ Beginning Acting: Improvisation

➢ Intermediate Acting: Technique

➢ Advanced Acting: Rehearsal

➢ Acting Performance Honors

➢ Survey of Visual Arts

➢ Intermediate Drawing and Painting

➢ Intermediate Photography

➢ Intermediate Sculpture

➢ Advanced Visual Arts Honors: Process, Decay & Transformation (fall)

➢ Advanced Visual Arts Honors: The Mutable Figure (fall)

➢ Advanced Visual Arts Honors: Archetypes, Myth & Memory (spring)

➢ Advanced Visual Arts Honors: Messaging the Masses (spring)

➢ Advanced New Media: Exploring Identity in the Digital Age (fall)

➢ Advanced New Media: Power and Identity (spring)

➢ Portfolio Review/Portfolio Review Honors (may be taken in fall semester or as a yearlong course)

INTERDISCIPLINARY AND EXTENDED ARTS OFFERINGS

➢ Collab Lab (Fall and Spring)

➢ Improvisation as a Life Skill (second semester seniors only)

➢ Building a Solution: The Sociology of Housing

➢ Art History

➢ 3D Game Design in Unity (Spring only)

➢ Stagecraft ( 5 credit per semester)

➢ Musical ( 5 credit)

ARTS DEPARTMENT HOMEWORK AND PERFORMANCE/EXHIBIT PHILOSOPHY

Arts courses are studio based classes As such, the vast majority of course work is dependent upon deep engagement in class time activities. Most classes require little in the way of traditional “homework.” Practice, rehearsal, and event participation are necessary aspects of every art offering Expectations vary among the disciplines Students and parents can expect a detailed explanation of these requirements at first class meetings. While we work with all Branson constituencies to minimize rehearsal and performance conflicts, it is ultimately the responsibility of the student to review rehearsal and event expectations and communicate any potential conflicts with their teachers well in advance

DANCE COURSES

Notable for their comprehensive and professional approach to dance, Branson’s dancers learn modern, ballet, jazz, and contemporary dance techniques in a collaborative and supportive atmosphere. Instruction in technique, improvisation, and composition, as well as choreography by guest artists, prepares dancers to present two concerts per year – the Annual Dance Concert in the winter and the Festival of Arts at Branson (FAB) in the spring.* Other performing opportunities include the fall musical and the Branson Dance Performance Ensemble (DPE)

* Participation in the Technical Rehearsals and Performances is required to fulfill the obligations of each course level

DANCE I

3 units

Prerequisite: None

Dance is for everyone. This yearlong course teaches the fundamental ideas and techniques of dance. Students develop an understanding of body alignment while increasing strength, flexibility, coordination, and musicality Students are introduced to hip-hop, jazz, modern, and ballet skills No previous dance experience is necessary.

DANCE II

3 units

Prerequisite: By audition or approval of the instructor

This yearlong course is for students with previous dance experience Students study modern and contemporary dance techniques, jazz, ballet, improvisation, and basic choreographic principles Students will work with guest choreographers and as a group to create multiple dances for the Annual Dance Concert and FAB

DANCE III

3 units

Prerequisite: Dance I or II or approval of the instructor

This yearlong course strengthens and challenges the intermediate dance student and builds on the concepts and skills learned in Dance I and II The class will emphasize increased technical ability, more complex combinations, weight changes, level and floor patterns, use of momentum, use and understanding of classical and contemporary dance vocabulary, understanding of performance skills, and the ability to choreograph dance phrases to music

DANCE IV

3 units

Prerequisite: Dance II or III with approval of the instructor

This yearlong course is for the advanced dance student and emphasizes contemporary dance technique Students will develop the ability to shape transitions, self-correct in various dance styles and techniques, collaborate, and use improvisation as a choreographic method Students continue to increase their understanding and ability to dance to a variety of complex rhythms, timings, and patterns with technical proficiency while relating to other dancers. They will also acquire the ability to choreograph an entire dance that has form, structure, and transitions using a wide range of choreographic methods

DANCE PERFORMANCE ENSEMBLE HONORS

3 units

Prerequisite: By audition or approval of the instructor

This course is for the advanced dancer who has an interest in extra-curricular performance opportunities (including experiences on and off campus) throughout the school year Dance Performance Ensemble (DPE) has after-school class and rehearsal requirements as scheduled by the teacher. The dance ensemble is a pre-professional dance company that explores the students' ability to communicate through the medium of dance Along with the development of advanced performance and choreographic skills, dance students will be expected to develop individual styles and qualities in their dancing and are required to choreograph at least one work outside of their regularly scheduled class period In addition, dancers acquire the skills needed to audition for a college dance program

NOTE: The Dance Performance Ensemble course has a variety of on and off campus commitments and students' attendance at these events will be included in the course grade

DANCE FOR MEN I

3 units

Prerequisite: None.

This yearlong course teaches the fundamental ideas and techniques of dance Male-identifying students develop an understanding of body alignment while increasing strength, flexibility, coordination, and musicality. Students are introduced to hip-hop, jazz, modern, and ballet skills. No previous dance experience is necessary

DANCE FOR MEN II, III, IV

3 units

Prerequisite: Sophomore, junior or senior standing and Dance for Men I or approval of the instructor

This yearlong course builds on the dance skills learned in Dance for Men I With an emphasis on athleticism and physicality, male-identifying students learn to execute more complex rhythms and patterns, retain more complex choreography, and use improvisation as a choreographic method.

INSTRUMENTAL AND CHORAL MUSIC COURSES

At Branson we believe that music plays a vital role in our sense of ourselves, our community and our shared humanity To that end, all Branson music classes are performance-based and musicians of every level participate in a number of performances throughout the year that foster joy and connection in our community.

Our music program is designed to meet musicians where they are in their musical journey, and no experience is necessary to enter the music program but students may choose to audition to perform in upper level ensembles offered at Branson Each spring, auditions are held on designated days for the following year The auditions assist faculty in getting to know incoming musicians and to create a plan of musical study appropriate to their goals, skill level, and experience

MUSIC I: ROOTS OF AMERICANA

3 units

Students planning to engage in seminar level courses in future years are highly encouraged to take private lessons concurrently

Roots of Americana is designed for first-year music students at Branson Emphasis is placed on learning new music together, rehearsing, and performing as a collaborative project The specific mix of instruction and assignments will also be geared to give students a historical and perspective of the roots of American music. Students learn music reading as one of the important languages of communication between composers and performers, and as a set of strategies and expectations rather than a list of rules We place a strong emphasis on rhythm skills and understanding, basic harmony, and ear training Students will be exposed to some of the foundations of analog and digital music preparation and production as applied to instrumental music Music I students perform in Branson’s winter and spring arts festivals

MUSIC I: CHOIR

3 units

This course is designed for students who love to sing. Singers will learn the art of communicating through musical collaboration and song, along with fundamental musicianship skills and principles of vocal production Songs in the repertoire will cover a broad range of musical genres and styles from around the

globe and encompass more than 500 years of music history, from Medieval to Modern Singers will perform in the Winter Arts Festival, Gospel Night, spring Festival of Arts at Branson (FAB), as well as numerous other community events. There will be opportunities for solo and ensemble singing, both accompanied and a cappella, as well as collaborations with the other music ensembles at Branson No audition is required

MUSIC II: CHOIR

3 units

Prerequisite: Music I: For the Love of Singing

This course is designed for students who love to sing Singers will learn the art of communicating through musical collaboration and song, along with fundamental musicianship skills and principles of vocal production Songs in the repertoire will cover a broad range of musical genres and styles from around the globe and encompass more than 500 years of music history, from Medieval to Modern Singers will perform in the Winter Arts Festival, Gospel Night, spring Festival of Arts at Branson (FAB), as well as numerous other community events There will be opportunities for solo and ensemble singing, both accompanied and a cappella, as well as collaborations with the other music ensembles at Branson No audition is required.

MUSIC II: ENSEMBLE WORKSHOP

3 units

Prerequisite: Music I or equivalent experience and approval of the instructor by audition Students who take this course are encouraged to take private instruction simultaneously

This course is designed for musicians motivated to enhance their skills and knowledge leading to successful participation in Branson’s Performance Seminars (Chamber Music, Jazz, Rock), or Digital Music and Composition. Students actively study, rehearse, and perform music in small group settings. We place a strong emphasis on communication and musicianship through ear training, rhythm, harmony, and notation The specific mix of instruction and assignments can be geared to student interests as well as the available instrumentation of the class Additional individualized assignments may be given to meet specific needs. Collaborations with other Branson music and arts classes are encouraged, and visiting artists contribute their professional insights Students in Ensemble Workshop perform at the Winter and Spring arts festivals

DIGITAL

1.5 units

MUSIC & COMPOSITION I & II (Offered sequentially fall and spring)

Prerequisite: Music I, II or Instructor Approval

This course explores the practices, process, and production of digital music We will explore beatmaking, songwriting, lyric writing, and looping to enhance your fundamental skills and understanding while building your own musical language Initial projects will focus on traditional music theory, including basic rhythm, notation, chords and chord progressions exploring timbre, texture, and orchestration Additionally, you will learn to use and combine a variety of instruments available to the digital music composer while creating arrangements inspired from a variety of different genres and time periods of music history Special emphasis will be placed on contemporary composers, including artists and groups often underrepresented in the canon of music history, whose works and influences we will explore in depth. Students will also explore film and video game music in order to discover creative ways of producing

unconventional music and sound effects Each semester culminates in music production, with students choosing a digital audio workstation to produce complete songs based on acquired knowledge

A basic understanding of music theory is necessary; however, experience with music production is not required to sign up for the course

DIGITAL MUSIC III

1 5 units

Prerequisite: Digital Music & Composition II; offered fall and spring, and may be repeated

This course expands upon the principles, processes, and production techniques introduced in Digital Music I & II, leveraging advanced composition, sound design, and music production skills for interdisciplinary collaborations The projects undertaken in this course will center on scoring music for diverse contexts such as live performances, film, video games, podcasts, and commercials, all facilitated through the use of digital audio workstations. In addition to refining technical skills, the curriculum includes learning practical music business skills crucial for success in the industry Topics covered encompass networking, publishing, and licensing A significant emphasis is placed on developing effective communication skills essential for collaborative work within the community. While Digital Music I and II serve as prerequisites for this course, students with advanced experience in using digital music workstations may be exempt from this requirement The ultimate goal is to empower students with a comprehensive skill set that prepares them to navigate the complexities of digital music production and thrive in the evolving landscape of the music industry.

PERFORMANCE SEMINAR: CHOIR HONORS

3 units

Prerequisite: By audition only, to be held in May

Choir Honors is a choir that sings in a variety of genres and styles. Admittance to the class is by audition only Previous choir experience is recommended, though not required Singers will learn about balance, dynamics, blending, good vowel production, and other essentials of singing Songs in the repertoire will cover a broad range of musical genres and styles from around the globe and encompass more than 500 years of music history, from Medieval to Modern Singers will perform in Winter Arts Festival, Gospel Night, and spring Festival of Arts at Branson (FAB), as well as numerous other community events There will be opportunities for solo and ensemble singing, both accompanied and a cappella, as well as collaborations with the other music ensembles at Branson.

MUSIC PERFORMANCE ENSEMBLE HONORS - CHAMBER MUSIC

3 units

Prerequisite: Music II or equivalent experience and approval of the instructor by audition All students enrolled in this course are encouraged to take private instruction simultaneously.

Chamber music is a unique musical conversation among friends that differs from traditional band/orchestral playing because there tends to be only one player on each part This course focuses on developing the skills of musical communication, connection, and collaboration that chamber music calls for All student musicians who demonstrate above-average proficiency on their instrument are encouraged to take part The repertoire, which is varied and eclectic, is often student-driven and based upon individual areas of interest or curiosity. We celebrate cross-cultural collaborations with the world’s

non-Western classical music traditions, as well student arrangements and compositions Pieces may include the entire roster of the ensemble or smaller configurations of duets, trios, quartets, quintets and more. Previous experience playing music with others is not required but welcomed. Collaborations with other Branson music and arts classes are encouraged, and visiting artists contribute their professional insights

MUSIC PERFORMANCE ENSEMBLE HONORS - JAZZ

3 units

Prerequisite: Music II or by audition All instruments are welcome Students who take this course are highly encouraged to take private instruction simultaneously Woodwind players may choose to study saxophone or an appropriate double, e g , flute, clarinet, oboe, bassoon

This course is an opportunity for students to experience and develop the specialized knowledge, musicianship, and instrumental skills required of jazz musicians Ensembles range from small combos to a traditional big band. Students will be grouped and regrouped for specific purposes and/or according to common levels of interest and achievement Rhythm, improvisation, and ensemble playing are equally important to all facets of the program Music is selected primarily from the vast mainstream repertoire from the mid 20th century on. Collaborations with other Branson music and arts classes are encouraged as well All students are expected to work on their own to maintain instrumental skills and learn the assigned music Additional individualized assignments may be given to meet specific needs Jazz students are encouraged to work towards meeting the college jazz and wind ensemble audition requirements for entering college freshmen.

MUSIC PERFORMANCE ENSEMBLE HONORS - ROCK

3 units

Prerequisite: Music II or by audition Students who take this course are strongly encouraged to take private instruction simultaneously.

This yearlong course creates a full rock band that, over the course of the year, masters two 90-minute repertoires (approximately 60 songs) drawn from the rock ‘n’ roll canon to perform in December and May as midterm and final exam concerts. Students will continue to develop expertise on their individual instruments as well as learning how to play in the context of a full band, with special emphasis on collaborative, close listening In addition to weekly performance labs, students will also learn the history of rock music from 1930s blues through the present day, continue to master the principles of tonal harmony (with special focus on the classic chord and scale building blocks of rock music), and learn to construct their own charts from recordings Homework includes focused listening to canonical material as directed by the instructor and nightly instrumental practice. This course is not designed for beginning players and moves at a challenging, focused pace

THEATER COURSES

Branson's theater program strives to challenge students both artistically and intellectually so that they may become critical and creative thinkers while developing professional skills and attitudes Each course is designed to nurture the student to develop stronger physical, vocal, and emotional expression, while gaining self awareness and self confidence Performance opportunities include the fall musical, spring play, Theatresports competitions, FAB (Festival of Arts at Branson), and other additional pieces

BEGINNING ACTING: IMPROVISATION

3 units

Prerequisite: None

This entry-level class introduces students to acting through improvisation The class offers several opportunities for performance based on two schools of improvisatory theater: Theatresports and Commedia dell’Arte The course is designed for students interested in exploring theater as a means of personal development and expression, as well as for those who wish to begin to study the craft of acting

INTERMEDIATE ACTING: TECHNIQUE

3 units

Prerequisite: Beginning Acting or approval of the instructor.

This course is designed for students who wish to learn the fundamental skills of text analysis and explore different techniques of acting. The class covers the history of acting from the turn of the twentieth century until the present, studying masters as Stanislavski, Strasberg, Hagen, Adler, Meisner, and Bogart Students will deepen their mastery of improvisation, analyze and rehearse scenes from contemporary plays, and perform a comedic one-act play at FAB.

ADVANCED ACTING: REHEARSAL

3 units

Prerequisite: Intermediate Acting or approval of the instructor

A conservatory-style class, Advanced Acting is intended for students with extensive prior experience wishing to challenge themselves with textual analysis, development of the actor’s body and voice, scansion, creating a character, and working with the camera Students will analyze and perform a piece from the Shakespearean repertoire, and rehearse scenes from classic, modern, and contemporary plays, and perform an original play at FAB

ACTING PERFORMANCE HONORS

3 units

Prerequisite: Approval of the instructor

This class brings together the techniques learned in all Branson acting classes and applies them to performance Members of the Acting Performance class form the core ensemble of the spring play, learn professional rehearsal techniques, work on audition material, and translate their skills from Branson’s acting program to other disciplines The class comes full circle to performing a completely improvised play at FAB

The visual arts program seeks to foster effective studio habits, collaboration, process, technique, and understanding of context, as well as self-reflection that culminates in creative awareness and understanding The curriculum and projects develop the creative process through active engagement, perseverance, individual expression, and the ability to transform the abstract into the concrete

VISUAL ARTS COURSES

SURVEY OF VISUAL ARTS

3 units

Prerequisite: None

Survey of Visual Arts puts a pen, a paintbrush, a camera, and a ball of clay in each student's hand This introductory course fosters exploration into a variety of media while developing myriad answers to the question “What is art?” Students will explore and compare many styles including the emotional power of Henri Matisse’s line, the intricacy of Ruth Asawa's forms, and the bold color compositions of Amy Sherald’s portraiture Through a series of projects based on the seven elements of art, students will gain deeper insight into our visual culture and develop their own creative voice as painters, sculptors, photographers, and digital designers The course simultaneously promotes experimentation with the many possibilities of art-making while providing the necessary fundamental practices of each discipline Upon completion of the Survey of Visual Arts course, students may continue their visual arts studies in Intermediate Photography, Intermediate Drawing & Painting, or Intermediate Sculpture

INTERMEDIATE DRAWING AND PAINTING

3 units

Prerequisite: Survey of Visual Arts and/or approval of the instructor.

Building upon the basic tenets of two-dimensional design and the aesthetic principles introduced in Survey of Visual Arts, students will further their study in the mediums of drawing, watercolor, acrylic painting, and printmaking. Students will be assigned a variety of related projects asking them to consider the broader question “What does it mean to think like an artist?” Along the way, students will further their technical ability and expand their aesthetic knowledge while developing a deeper sense of their own artistic voice. Projects will be based on contemporary approaches to traditional subjects including still life, landscape, and the figure Projects will also help students further their understanding of the roles of abstraction, expression, and contemporary media as they work to communicate their intentions through visual means.

INTERMEDIATE PHOTOGRAPHY

3 units

Prerequisite: Survey of Visual Arts and/or approval of the instructor

Fall term will focus on conceptually based assignments that push students to think about the function of photography as an art form At this level, students will have the opportunity to work with medium format cameras and experiment with print size Winter term will focus on collaborative work with an eye towards interacting with the larger world. For the final project of the year, each student will work with the teacher to create an assignment that directly engages individual concerns and interests Discussions, class work, projects, critiques, and technical skills are the main focus for Intermediate Photography

INTERMEDIATE SCULPTURE

3 units

Prerequisite: Survey of Visual Arts and/or approval of the instructor.

By employing both traditional and new media, students expand and refine their understanding of what it means to think and work like a sculptor. Open-ended, studio-based projects allow students to become more fluent in the language of visual art: aesthetics, craftsmanship, and expression The variety of

projects will deepen artistic understanding as students employ digital tools (graphics software, laser cutter) and traditional tools (woodworking, clay, and mold-making) to create three-dimensional forms Projects include: Psychological Moment, studying the human body and the emotional power of art; Absurd Tool, employing found objects; and INside/OUT, utilizing multi-media to create an immersive installation space

ADVANCED VISUAL ARTS HONORS: PROCESS, DECAY & TRANSFORMATION (offered in Fall)

1 5 units

Prerequisite: Intermediate Visual Arts and/or approval of the instructor

What happens when art is left to the wind, the rain, or the slow unraveling of time? This course explores impermanence, material transformation, and the natural forces that shape our world Students will experiment with processes that invite change weathering, rusting, melting, decomposing working with organic, found, and traditional materials to create works that evolve over time. We’ll weave in elements of nature, using sun, water, fire, and earth as both medium and collaborator Outdoor installations will be a part of our practice, allowing students to engage with site-specific works that shift with the seasons This is a class for artists who want to apply and expand the habits of craft explored in Intermediate Visual Arts courses.

Students will be encouraged to continue their previous area of study (Drawing & Painting, Photography, or Sculpture); students may receive year-long, UC-approved Advanced Arts Credit if they enroll in both Fall and Spring courses

ADVANCED VISUAL ARTS: THE MUTABLE FIGURE (offered in Fall)

1 5 units

Prerequisite: Intermediate Visual Arts and/or approval of the instructor

“Since the earliest forms of creative expression, artists have employed the human body as muses, tools, and vessels for setting about their vision ” (Art21 org, The Mutable Figure)

This course is focused on representations and abstractions of the human figure as inspiration to artistic creation Students will sharpen their technical skills, refine skills of aesthetic valuing, and expand their conceptual ability to employ figurative art as an opportunity to explore the answers to three central questions: Who and what experiences are visible in the history of figurative art? Where can you find yourself in contemporary examples? And, where would you like to find yourself in those stories being presented through the lens of art? An emphasis on developing an individual process and creative practice underlies the work Examination of contemporary and historic artistic examples via trips to experience art in public and gallery settings will provide guidance and inspiration for each project. Peer review and critical dialogue will play a further role in helping students to better articulate their intentions and hone skills of visual analysis

ADVANCED VISUAL ARTS HONORS: ARCHETYPES, MYTH & MEMORY (offered in Spring)

1 5 units

Prerequisite: Intermediate Visual Arts and/or approval of the instructor.

How do we remember, and how do we mythologize? This course invites student-artists to explore personal and collective histories through the lens of archetypes those timeless symbols and characters that shape our understanding of the world Building on skills developed in Survey and Intermediate Visual Arts courses, students will deepen their creative process through explorations with photography, drawing & painting, and sculpture In collaboration with authors and historians, we’ll mine found texts, images, and historical materials as starting points for new visual narratives Expect to remix, reimagine, and create layered works that blend memory, myth, and material history in surprising ways.

Students will be encouraged to continue their previous area of study (Drawing & Painting, Photography or Sculpture); students may receive yearlong, UC-approved Advanced Arts Credit if they enroll in both Fall and Spring courses

ADVANCED VISUAL ARTS HONORS: MESSAGING THE MASSES (offered in Spring)

1.5 units

Prerequisite: Intermediate Visual Arts and/or approval of the instructor

Students will sharpen their technical skills, refine skills of aesthetic valuing, and expand their conceptual ability to employ art as a form of cultural/societal critique or protest An emphasis on developing an individual process and creative practice underlies the work while students grapple with the question of “What is the Artist’s Role in Society?” Examination of contemporary and historic artistic examples, along with trips to experience art in public and gallery settings, will provide guidance and inspiration for each project Peer review and critical dialogue will play a further role in helping students to better articulate their intentions and hone skills of visual analysis Presentation of work will take many forms as we explore the most socially impactful methods toward culture change.

ADVANCED NEW MEDIA: EXPLORING IDENTITY IN THE DIGITAL AGE (offered in Fall)

1.5 units

Prerequisite: Completion of Intermediate Level Arts or equivalent; and/or approval of the instructor

This semester-long course is your creative playground for diving into the world of new media You'll blend film, sound, design, and more into exciting projects that respond to the world around us As we explore how new media shapes our view of the environment and influences culture, you’ll get hands-on with mixed media techniques to create works that engage with today’s most pressing social, cultural, and political issues

In the fall semester, we’ll focus on how online and off-line personas, avatars, and platforms shape our sense of self. Expect to explore digital self-representation, anonymity, and what it means to craft your own persona With guided creative practice at the heart of the course, you'll gain the skills to weave together moving images, sound, and design to communicate your ideas effectively By the end of the course, you’ll

be equipped to create innovative media works that are not just artistic but also part of the conversation happening in today’s fast-paced, ever-evolving world

ADVANCED NEW MEDIA:

1 5 units

POWER & IDENTITY (offered in Spring)

Prerequisite: Completion of Intermediate Level Arts or equivalent; and/or approval of the instructor.

In the spring semester, students will investigate how power dynamics shape individual or collective identity. This could be focused on themes like authority, resistance, societal roles, and the intersection of personal and collective power

With guided creative practice at the heart of the course, you'll gain the skills to weave together moving images, sound, and design to communicate your ideas effectively By the end of the course, you’ll be equipped to create innovative media works that are not just artistic but also part of the conversation happening in today’s fast-paced, ever-evolving world

PORTFOLIO REVIEW/PORTFOLIO REVIEW HONORS

1.5 units or 3 units (*)

Prerequisite: Seniors standing and two semesters of an advanced visual art seminar, or approval of the instructor (*) May be taken as a fall semester course or a yearlong course. Must be taken as a yearlong course for UC approval and Honors designation

Portfolio Review challenges the committed fourth-year visual arts student to step outside of the role of student and into the role of artist Primary interests in this course are developing an individual creative voice, cultivating an understanding and deftness with conceptual concerns, and finding the willingness to take risks and experiment All projects are generated collaboratively between student and teacher using the throughline of “Who am I as an Artist?” As well as covering the creative endeavors of the artist, this course also provides extensive guidance in the more practical elements of working as an artist In the fall term, students will learn to document their work in a precise and professional manner, polish the ever-evolving artist statement, and use both of these elements to build an artist’s website. In the Spring, students will refine their artist statement and expand upon their portfolio Additionally, we will dissect what writers have to say about art and artists, and learn how to write about visual art Throughout the year, students will engage in a dialogue with professional artists and peers outside of their discipline.

Advanced electives are for upper level students who have completed two years toward the required three year Arts grad requirement In some cases students may request to "double up" concurrently with the

second year art requirement These courses offer students unique opportunities to practice and build upon the creative habits explored previously

COLLAB LAB

1 5 units or 3 units (*)

Prerequisite: Completion of 2 yrs of Arts

(*) May be taken as a semester course or yearlong course

Step into the world of interdisciplinary collaboration, where dance, music, theater, and visual arts merge to create powerful, original works of art In Collab Lab, students will engage in hands-on creative exploration, learning how movement, sound, and storytelling intersect to shape artistic expression Through interactive exercises, workshops, and collaborative projects, students will develop skills across multiple disciplines while fostering teamwork, problem-solving, and innovation Whether devising an original performance, designing immersive visual experiences, or experimenting with new creative technologies, students will push artistic boundaries and discover the impact of collective creativity By the end of the course, students will have developed and showcased original, cross-disciplinary works, gaining valuable experience in creative collaboration and artistic production.

IMPROVISATION AS A LIFE SKILL (offered in Spring)

1 5 units

Prerequisite: Seniors; Completion of 2 yrs of Arts

This accelerated course on improvisation translates the craft into tangible life skills Practicing improvisation teaches people to be more effective listeners, more engaged coworkers, more persuasive speakers, and ultimately more empathetic and trusting human beings

BUILDING A SOLUTION: THE SOCIOLOGY OF HOUSING

1 5 units or 3 units (*)

Prerequisite: Completion of 2 yrs of Arts (*) May be taken as a semester course or yearlong course; max 1 5 Arts Credit / Cross Listed with History

This interdisciplinary course combines hands-on construction with an introduction to architecture and engineering and a history and examination of Bay Area housing policy. Students will construct two factory modular homes from start to finish, to be placed in the surrounding communities Along the way, we will explore the many various professions and public careers that play vital roles in shaping the scope of Bay Area housing including meetings with elected officials, policy-makers, architects and field trips to related facilities Each week will include both hands-on building with a team as well as discussion and project-based research on the complex history of housing in America and the Bay Area

ART HISTORY

1 5 units

Cross-registered Humanities class

better understand politics, economy, religion, identity, and power; 2) To contemplate the ways that design, material, media, form, color, texture, and composition affect visual experience; 3) To consider our own personal connection to pieces. We will pay particular attention to the ways that people express personal and communal identity through art; the ways that people used (and use) art as resistance; and the ways that communities across the world today are confronting works of art with legacies of harm Class will run subject to student interest.

3D GAME DESIGN IN UNITY (offered in Spring)

1 5 units

Prerequisites: Completion of 2 yrs of Arts or concurrent registration in second year or approval from Chair of Arts and Chair of Mathematics / Cross Listed with Mathematics & Computer Science

The 3D Game Design in Unity course is designed to give students a solid foundational understanding of C# programming for games, simulations, and applications in 3D and VR for web, mobile, and VR platforms. In each unit of this course, the students will be guided through the creation of a prototype and then use their creativity and knowledge to design and build a game. They will work through thefull creative cycle of developing an intention, an ideation and then prototyping their game with critical analysis and feedback from their peers and teachers as they work toward a fuller and more personally relevant expression of that intention

Students will also have the opportunity to design their own in game characters using their artistic skills and imagination Finally, students will have the opportunity to design their own original game as part of their final project Emphasis will be placed on developing the resilience and problem solving skills necessary to become an effective game designer and computer programmer. The course is project based with periodic quizzes and homework assignments designed to develop students’ understanding of Unity and game design

EXTENDED ARTS COURSES

Extended Arts courses are offerings that meet outside of the daily block schedule. Given the regularity of meetings, depth of commitment, and study required for these groups, these courses may count for up to one year of the three-year graduation requirement in Arts

Each course requires 40 hours of meeting time for semester credit (1 5 units) and is graded on a Pass/Fail basis

STAGECRAFT

75 units or 1 5 units (*) (*) May be taken as a semester course or yearlong course.

Stagecraft introduces students to the basics of technical theater operations and design for all areas of performance. Students will get hands-on experience with the performing arts construction tools, digital lighting, and audio systems Students will implement sets, lighting, sound, props, and costume designs The course will demonstrate how to become an effective participant in a group setting, develop camaraderie, and practice emotional intelligence. Students will actively work on the annual Fall Musical, Winter Arts Festival, Annual Dance Concert, Spring Play and Festival of Arts at Branson (FAB) Students

may self-select which aspects to focus on during the year Students who take the course for a second semester (or beyond) further develop their proficiency in stagecraft design skills and take on leadership roles in the production and development of events. The class will be scheduled by student availability in concert with their fellow classmates and the Technical Director Students will meet an average of four hours per cycle with a minimum of 20 hours per semester Note: Some after-school and evening times may be required.

MUSICAL

1 5 units

Being in the musical is fun: Yes, it requires dedication and bravery, but it also thrives on support and camaraderie. The cast learns the techniques required to perform in a full-book musical. Cast members will obtain training in singing, acting, and dancing They will also learn proper rehearsal and performance etiquette, time-management skills, communication skills, how to work cooperatively in a group setting, and how to produce quality work in a fast-paced environment. As this course culminates in the musical, students are expected to attend all after school rehearsals and performances Participation is by audition only

THE COLLEGE PROCESS

The College Process is a once-a-week course for all juniors and seniors In the spring of junior year and fall of senior year, students meet once a week with the College Counseling department to work on and complete their college applications.

THE COLLEGE PROCESS AT A GLANCE

SPRING SEMESTER COURSES FOR JUNIORS

➢ College Process I

FALL SEMESTER COURSES FOR SENIORS

➢ The College Process II

THE COLLEGE PROCESS I & II (Spring for Juniors, Fall for Seniors) 25 units

Beginning in the spring of junior year and continuing through the fall of senior year, The College Process provides a space of deep reflection and empowerment during a time that can often feel stressful to teenagers The purpose of the course is to help students best navigate the college admission journey by providing scaffolding to build a well-balanced and smart college list and successfully submit thoughtful and powerful applications The college counselors offer insight into the world of standardized testing, letters of recommendation, and the importance of a robust extracurricular life, while also providing the students plenty of time for contemplation and self-discovery Consistent with Branson’s core values, this course supplements the one-on-one work with each individual student and allows for class-wide tone-setting, myth-busting, a

ENGLISH

The English curriculum enables students to express and experience the school's four core values through analytical reading, writing, and discussion. All courses develop students’ attentiveness to language and meaning, capacity for self-expression in essay and narrative, and the ability to justify interpretations with reference to a text and its context

The graduation requirement in English is twelve units or four full years of study Classes cross-registered as “Humanities” can fulfill EITHER the English OR History requirement

ENGLISH CURRICULUM AT A GLANCE

YEARLONG COURSES

➢ English I

➢ English II

FALL SEMESTER COURSES

➢ “Both And”: Jeffrey Eugenides’ Middlesex

➢ The Brontës: No Other Introduction Necessary

➢ Hurricane Clarice: The Fictions of Clarice Lispector

➢ In the Beginning was the Word: The Bible and Literature

➢ Murder and Morality in St. Petersburg

➢ Tyrants, Renegades, and Castaways: Herman Melville’s Moby Dick

➢ Unquestionably Political and Irrevocably Beautiful: A Toni Morrison Seminar

➢ The World of Haruki Murakami

Humanities/Cross Referenced Courses:

➢ Ancient Greek Political Thought

➢ The End of the Innocence: American Society 1955-2001

SPRING SEMESTER COURSES

➢ Encountering Beauty

➢ Literary Feasts: Food, Culture, and Modern Narrative

➢ Maker/Martyr/Monster/Maid: Charting the Discourse on Motherhood

➢ The Newsfeed Isn’t New: Information Overload in Eighteenth-Century Britain

➢ Not Poetry: Avant Garde and Experimental Forms

➢ Sports and Literature

➢ Taking the Toxic out of Toxic Masculinity

Humanities/Cross Referenced Courses:

➢ History and Culture of Hip-Hop

➢ Moral Philosophy in the Age of Augustus

➢ Protest and Reform in History and Literature

ENGLISH DEPARTMENT HOMEWORK PHILOSOPHY

In the English classroom we work collaboratively, sharing purposeful talk about literature and ideas and developing skills and understandings that will serve students as lifelong learners Homework assignments, on the other hand, focus on individual acts of reading and writing

Reading is a skill that develops with practice, much like driving Students need hours “at the wheel” to develop fluency with a variety of texts and tasks Through regular practice at home, reading at their own pace, students develop independence as readers and the ability to animate characters, scenes, and voices in a text Autopilot does not forge good practice Rather, the critical element for successful reading

is active engagement observing, noting, connecting, and raising questions in response to an author’s views Nightly reading then entails finding at least thirty minutes of quiet, focused time with a pen or pencil in hand. Above all, reading is not a passive activity done as one is relaxing or falling asleep.

Writing, like reading, requires time and concentration The English Department assigns essays that at different times require analysis, close reading, reflection, creativity...and sometimes a mix of all four and more Teachers guide students in breaking down these varied writing tasks into manageable stages brainstorming, gathering evidence, developing a thesis, forming an outline or structure, drafting, seeking critiques from others, revising, and finally proofing and polishing over a series of classes and evenings Teachers make time in class for collaboration through workshops and peer critiques and offer students opportunities to bring their ideas and drafts in for paper conferences Finally, teachers specify resources students may consult for any given assignment and require accurate citation of all sources

Students gain writing skills best by beginning tasks in a timely manner and setting aside thirty to forty minutes of focused time over two or three evenings, rather than postponing and struggling with a writing task late into a single evening. Procrastination is particularly harmful because it inhibits true engagement with the subject and fosters reliance on old writing strategies, bad habits, and “rules,” rather than development of new and original thinking

YEARLONG COURSES

ENGLISH I

3 units

English I, a literature-based course, introduces ninth-grade students to the demands of high school reading and writing. The course emphasizes the development of active reading skills such as annotating, building vocabulary, and analyzing the development of a theme over the course of a text by examining how it is shaped and refined by the author Materials are chosen from diverse cultures and settings, and thematically embody the school’s core values courage, kindness, honor, and purpose with the goal of creating a shared Branson identity Through this study, we also explore the importance of literature as a vehicle for voice, power, and social change A focus on composition drives a significant portion of the learning experience, and short critical responses, longer essays, and creative projects provide a vehicle for demonstrating students’ deepening understanding of form, craft, and meaning The course also prepares students to initiate and participate effectively in collaborative discussions, focusing on the skills of active listening, inquiry, and expressing their ideas clearly and persuasively Writers studied include: Rudolfo Anaya, Jhumpa Lahiri, William Shakespeare, Tommy Orange, George Takei, August Wilson, and various accompanying short stories, poems, essays, and visual texts Summer reading is required

ENGLISH II

3 units

Prerequisite: English I

English II continues the development of students’ reading and writing skills and the study of genres, themes, and concepts begun in the first year Students strengthen their abilities to support, test, and complicate conclusions drawn from reading and discussion while understanding those readings through the context of historical lenses that directly intersect and echo the tenth grade U S History curriculum Students read texts that allow them to explore what it means to be American and to look at the values

traditionally associated with American identity, both individual and national, especially as those values are impacted by markers such as race, class, gender, and sexuality Writers studied include: Octavia E Butler, Sandra Cisneros, Emily Dickinson, Frederick Douglass, F. Scott Fitzgerald, Zora Neale Hurston, and various accompanying short stories, poems, essays, and visual texts representing different American visions and voices Summer reading is required

FALL SEMESTER COURSES

“BOTH, AND”: JEFFREY EUGENIDES’ MIDDLESEX

1 5 units

This course will offer students a chance to dive deep into one of the greatest novels of the last 50 years Middlesex, a work that takes the reader on a journey through the American 20th century through the eyes of its unforgettable narrator Fact, autobiography, and fiction blend together as Eugenides examines the conflicts and questions that have defined American life for the past century. It is a funny, moving, brilliant, and generous novel, and will be well worth the time we spend with it Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions.

THE BRONTËS: NO OTHER INTRODUCTION NECESSARY

1 5 units

When it comes to literature, the Brontë sisters are Boss They own the nineteenth century They wrote about the wild moorlands that traverse Yorkshire and the north of England They wrote about dark, handsome heroes and the women ensnared in the dark, tangled webs they wove They wrote about secrets kept locked away and the keys that might release them. Jane Eyre and Wuthering Heights are two of the most famous English novels ever written That they were written by sisters sitting in the same parlor reading to each other bits of their manuscripts at night is not only remarkable, it’s downright spooky Let’s light a candle and creep up the staircases of their haunted houses together. Watch out for the attic who knows what lives behind its locked door! Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions.

HURRICANE CLARICE: THE FICTIONS OF CLARICE LISPECTER

1.5 units

“The revival of the hypnotic Clarice Lispector has been one of the true literary events of the 21st century,” writes New York Times book critic Parul Sehgal. The Ukrainian-born Brazilian writer’s novels and short stories – strange, sparkling and surreal portraits of the inner lives of girls and women – were likened to witchcraft She was given the nickname Hurricane Clarice after her first novel, Near to the Wild Heart, published when she was just 23 years old, took Brazil by storm. Due to the incredible efforts of literary translators, Lispector has now taken the English-speaking world by storm In this class, we’ll read her major works in translation, from her debut work to her last novella, The Hour of the Star, and everything in-between Students will synthesize their findings through a variety of compositional styles including but

not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

IN THE BEGINNING WAS THE WORD: THE BIBLE AND LITERATURE

1.5 units

The Bible is the wellspring of some of our most powerful collective narratives forbidden fruit, the chosen one, apocalypse We’ll do a sweeping survey of the Old and New Testaments, with stops in Genesis, Exodus, the wisdom books, and some prophetic texts Then we’ll wade through the Gospels and their aftermath: the adventures of Acts, Paul’s sharp and fervent epistles, and the esoteric dream-world of Revelations The point of this course is to establish some basic Biblical literacy, and to appreciate this big book as an anthology of many genres. This will be a parallel course on genre, then, as we’ll think deeply about when and why biblical authors invoke poetry, letters, biography, proverbs, and, of course, parables We’ll likewise grasp for some organizing principles of this sprawling entity, or the shapes, metaphors, paradoxes, and hopes that magnetize so many disparate items to one core. Finally, we’ll take stock of some of the big biblical concepts that inform art, philosophy, and systems of governance in the broad Western tradition Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

MURDER AND MORALITY IN ST. PETERSBURG

1 5 units

So, you’re a Nietzschean Superman in 19th-century Russia, an intellectual who is down on his luck but believes himself an arbiter of morality What if you could commit a crime that fixes the ills of society? Should such a crime be exempt from punishment? Meet Rodion Raskolnikov, the brooding antihero of Fyodor Dostoevsky’s 1866 serialized epic Crime and Punishment. In this novel, Dostoevsky uses the social-realist framework to explore questions of existentialism, morality, theology, and individual rights and responsibilities as they come up against social imperatives This is not a text that holds back from difficult questions or from raw, throbbing scenes As we stumble through St Petersburg with a manic and feverish Raskolnikov, we will adjudicate his crime, confront some big philosophical questions, learn about the author’s own mock-execution, sample his other writing, and gain an insider’s look into a major Russian city in the roughly half-century before the Revolution Come for the murder, stay for the moral philosophizing! Students will synthesize their findings through a variety of compositional styles, including but not limited to formal critical writing, close reading assignments, and a creative project at the end of the course

TYRANTS, RENEGADES, AND CASTAWAYS: HERMAN MELVILLE’S MOBY DICK

1 5 units

"Call me Ishmael," our mysterious narrator famously commands at the beginning of this uncategorizable book Moby Dick may be the political allegory for our times, but it is also a deeply philosophical text that asks its reader difficult questions about love, faith, power, and human nature. Oh, and then there's all the whale stuff It's true that you won't pass this class without learning a few things about cetaceans, but this is the novel that celebrated literary critic F O Matthiessen described as "an epic of cosmic proportions " It incorporates biblical types with Shakespearean tragedy, metaphysical speculation with guts and glory, and sets it all within the framework of a whaling voyage "A whale ship was my Yale College and my

Harvard," Ishmael announces proudly to his reader Come aboard, climb up to the mast-head, set your eyes on the horizon, and settle in the hunt for real meaning may take a while (say, 600 pages or so) Students will synthesize their findings through a variety of compositional styles, including but not limited to formal critical writing, close reading assignments, and a creative project at the end of the course

“UNQUESTIONABLY POLITICAL AND IRREVOCABLY BEAUTIFUL”: A TONI MORRISON SEMINAR

1 5 units

In this course, we’ll read the oeuvre of Nobel and Pulitzer-prize winning author Toni Morrison, including her novels The Bluest Eye (1970), Song of Solomon (1977), and Beloved (1987), as well as selected essays and short stories Morrison’s work explores the legacy of slavery and racism in the United States She sought to give voice to an experience hitherto untold in the literary canon: the stories of Black communities told from their own perspectives, not in relation to white characters or primarily for white audiences Simultaneously, her work boasts widespread popular appeal, frequently topping bestseller lists. As Morrison herself put it, “The best art is political and you ought to be able to make it unquestionably political and irrevocably beautiful at the same time ” Her novels invite new understandings of race, class, gender, and sexuality; profound, universal reflections on beauty, love, resilience, and community; and immersive, page-turning reading experiences, laden with stunningly gorgeous prose. Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

THE WORLD OF HARUKI MURAKAMI

1 5 units

Haruki Murakami’s novels invite readers to ask, is it possible to truly know another person? Spend a semester exploring Murakami’s dreamlike reality about friendship, history, and the expansive, yet mysterious workings of the subconscious mind. Wander through Murakami’s mesmerizing sentences to take on the profound search for purpose and intersecting narratives of the most unlikely characters Haruki Murakami was born in Kyoto in 1949 and now lives near Tokyo His work has been published into more than fifty languages and he has received many international honors Texts may include, The Wind-Up Bird Chronicle, and Colorless Tsukuru Tazaki and His Years of Pilgrimage. Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

ANCIENT GREEK POLITICAL THOUGHT

1.5 units

Cross-registered Humanities class

The framers of our constitution were famously influenced by ancient political history and philosophy, that of Athens in particular But how did democracy come about in the first place? How did it work? How did Athens compare to other city states? What problems did it encounter, and why did it end? We will study the nature and origins of Athenian democracy in the sixth century BCE, its fifth century military and ideological conflicts with Persia and Sparta, and works of Athenian literature challenging moral assumptions of the time Readings will include both primary historical sources (such as Herodotus, Thucydides, Xenophon, Aristotle, and Athenian inscriptions) and contemporaneous drama and dialogues examining the tension between human and natural law (such as Sophocles’ Antigone, Aristophanes’ Lysistrata, and Plato’s Crito) We will pay particular attention to moral problems encountered in fifth

century Athens and the treatment and disenfranchisement of slaves, women, and metics At the end of the course, we will examine how the Greek experience informed modern political theory and to what extent U.S. democracy faces similar challenges.

THE END OF THE INNOCENCE: AMERICAN SOCIETY 1955-2001

1 5 units

Cross-registered Humanities class

This course will examine events / artistic statements from this epoch of American history to examine the push and pull within American culture between the desire to maintain a sense of hopeful innocence, and the reaction and recalibration that occurs when that innocence is challenged It will begin in the post-WWII era with the invention of the “teenager” as exemplified by Chuck Berry’s “School Days,” and will end with the events of 9/11/2001 Texts will include fiction, non-fiction, primary sources, films and songs, and assignments will range from analytical writing and personal essays to group projects Potential major texts include: In the New World, Lawrence Wright (selections); “Letter From Birmingham Jail,” Martin Luther King, Jr ; “Slouching Toward Bethlehem, ” Joan Didion; “The Things They Carried, ” Tim O’Brien; Sister Outsider, Audre Lorde (selections); And The Band Played On, Randy Shilts (selections); All Involved, Ryan Gattis.

SPRING SEMESTER COURSES

ENCOUNTERING BEAUTY

1 5 units

This is a literature course that examines society’s definitions of how we decide who and what is beautiful. In this course, we will read and discuss literature that positions beauty as subjective and challenges normative modes of aesthetics What are the constructs that determine what is beautiful in humanity? How can we work to deconstruct unhealthy definitions of beauty and to challenge the very systems that dictate our choices? We will talk about ways in which society reinforces ideas of beauty, such as who has it, who wants it and how do you get it? In addition, we will investigate forms of identity such as family structure, nationality, social economic status, education, and political views throughout the readings. As we journey through this course, I encourage you to think about what it means to be an adult and to assume an adult identity while grappling with the power and influence beauty may have over your lived experience Texts may include: Zadie Smith’s On Beauty, Ocean Vuong’s On Earth We’re Briefly Gorgeous, selections of poetry, and films from artists investigating beauty Assessments range from writing original poetry to composing critical essays, personal reflections and creative, design-thinking projects

LITERARY FEASTS: FOOD, CULTURE, AND MODERN NARRATIVE

1.5 units

This course will explore the vast, ever expanding world of food writing As we read across literary works centrally concerned with food, culture, and taste, we will also study various other genres of writing including cookbooks, memoir, menus, manifestos, recipes, and film Throughout the term, we'll approach the literary history of food and consumption as a resource for understanding cultural resilience, colonial power, gender and sexuality, and different forms of regionalism Possible authors include: Isak Dinesen,

Laura Esquivel, M FK Fisher, Linda Furiya, Jessica B Harris, Earnest Hemingway, Francis Lam, Craig Santos Perez, and Alice Toklas Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

MAKER/MARTYR/MONSTER/MAID: CHARTING THE DISCOURSE ON MOTHERHOOD

1 5 units

At the heart of this seminar is an inquiry into why literature does not have a canon of motherhood What is it about motherhood that prompts cultures across time and space to treat it as incidental to the main themes of a text, a dispensable subplot to more important concerns such as war, love, class, race, crime, or the apocalypse? Writing on motherhood occurs sporadically in modern literature, but only over the past decade or so has it received careful consideration Still, motherhood as subject matter struggles to compete with other topics and is called upon to justify its seat at the feast of serious literature In this seminar, students will examine the contemporary narrative of motherhood as it emerges from literary texts, cinema, and popular media discourse and develop an understanding of the psychological and socio-cultural imperatives within which motherhood is portrayed The syllabus for this course may include Jessamine Chan’s A School for Good Mothers, Alison Bechdel’s Are You My Mother, short pieces by Elizabeth Strout, Xochitl Gonzalez, Edith Pearlman, and Adrienne Rich, and a selection of poetry and films Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions.

THE NEWSFEED ISN’T NEW: INFORMATION OVERLOAD IN EIGHTEENTH-CENTURY BRITAIN

1 5 units

Are you chronically online? Do you fight in the comments of a niche subreddit? Scroll IG and watch YouTube at the same time? If you think having too many tabs open in your brain is a twenty-first century problem, think again – history doesn’t repeat, it rhymes The eighteenth century in Britain saw a sudden explosion of printed matter: newspapers that brought global happenings into local hands, scathing reviews of the latest plays, philosophical treatises from Germany and France, and a host of new literary genres Reading and writing became the entry to public life, and literature, once sacred, became the entertainment This was the first information age in the English-speaking world, and it was awash with anxiety around information overload. With more literate persons than ever before, Britons feared that their society would be permanently altered by news addiction, misinformation, middle class opinions, and obsession with international affairs They weren’t wrong In this course, we’ll read a smattering of short, critical pieces by some razor-sharp Enlightenment writers. We’ll think about the upheaval that comes with new information technology, and the shift to a text-based society Then, we’ll visit the archival collections at Stanford to see what our items looked like hot off the press Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

NOT POETRY: AVANT GARDE AND EXPERIMENTAL

FORMS

1 5 units

In this course, we’re going to read poetry that a lot of readers might call “not poetry”: poetry composed of nonsense syllables; poetry that treats creativity as a game or a mathematical equation; poetry that

subverts any notion of a single, authoritative speaker; and poetry that promiscuously mixes all kinds of different genres and forms, so much so that it challenges the very idea of the poetic We’ll start by exploring the historical movements of “experimental” or “conceptual” poetics, including Dada, Surrealism, Oulipo, and L=A=N=G=U=A=G=E poetry before engaging more fully with a few contemporary experimental poets We’ll ask: To what extent is it possible to write poetry that is not centered on the experience of a single, inspired author? What kind of political possibilities does experimental poetry create? What is (and is not) art? Some of this poetry will be hard (maybe even incomprehensible! maybe intentionally so!), some silly, some beautiful Our hope is that you will come away from this course as stronger readers, writers, and interpreters of literary text; that you will have some fun; and that you will tap into your own capacity for creation Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

SPORTS AND LITERATURE

1.5 units

“Muhammad Ali was a poet, Allen Iverson for sure a poet,” responded contemporary cultural critic Hanif Abdurraqib when asked to name his favorite writers In this class, we’ll examine the complex and compelling intersections of sports and literature. It will be an exciting time to study sports in the Bay: we’ll stay attuned to events such as the build-up to the 2026 FIFA World Cup and the culmination of the Golden State Valkyries’ inaugural season in the WNBA Texts may include Abdurraqib’s discussion of LeBron’s relationship to Ohio in There’s Always This Year, Eduardo Galeano’s global history Soccer in Sun and Shadow, Ross Gay’s poetic celebration of the legendary Dr J in Be Holding, Katie Heindl’s careful attention to the emotions of fandom in the upcoming Basketball Feelings, David Foster Wallace’s classic essays on tennis, a range of sports journalism, the documentary film Senna (2010) and others Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

TAKING THE TOXIC OUT OF TOXIC MASCULINITY

1 5 units

In this class, students investigate gender, especially ideas of the masculine and the feminine, and especially as they pertain to the current moment of toxic masculinity and #MeToo How do the young men and women of this and the coming generations find ways to see themselves as whole given the ways pop culture and social media work to fracture and distort the self? The course explores how ideas of the masculine and feminine are constructed, both historically and socially, and ways in which art and literature push back against those constructions in order to define concepts of gender anew The class is particularly interested in the ways in which the inhabitants of this generation face a presumption of who they are before having the opportunity to construct that "who" for themselves Readings selected from: Charlotte Perkins Gilman’s “The Yellow Wallpaper,” J D Salinger’s The Catcher in the Rye, Julie Otsuka’s The Buddha in the Attic, Chuck Palahniuk's Fight Club, and short-story selections from Junot Diaz, Ernest Hemingway, and Carmen Maria Machado Students will synthesize their findings through a variety of compositional styles including but not limited to: formal critical essays, lyric/personal essays, design-thinking projects, and other creative compositions

HISTORY AND CULTURE OF HIP-HOP

1 5 units

Cross-registered Humanities class

This seminar covers the evolution of hip-hop as it moved from a counterculture to a multi-billion dollar industry and global movement. The class will explore various social, economic, political, and cultural foundations that birthed the movement in 1970s New York City, then trace the change of the culture over time The course is necessarily interdisciplinary in nature, blending social and political history with film study, poetics, and basic introductions to the formal elements of hip-hop’s “pillars”: DJ-ing/beat making, rapping, dance, graffiti/visual art, and fashion/style The class considers several issues pertaining to race, class, gender, language, and sexuality relevant to hip-hop’s spread and commercialization Ultimately, the course intends to convey an understanding and appreciation of the causes, course, and consequences of hip-hop’s trajectory as a movement that has transformed global culture. Class will run subject to student interest

MORAL PHILOSOPHY IN THE AGE OF AUGUSTUS

1 5 units

Cross-registered Humanities class

The reign of Caesar Augustus marked an abrupt and radical transition in the history of western Europe, as Augustus strove to create a stable and lasting order in the wake of massive political and social upheaval This course examines the fascinating intersection between the many rival political agendas that preceded Augustus and the two dominant and competing moral philosophies of the day, Stoicism and Epicureanism, both of which found voice in the dawning Golden Age of Roman poetry After studying the political mayhem and procession of civil wars that convulsed Rome for two-thirds of the first century BCE, together with the expression of Epicurean philosophy in the lyric and epic verses of Catullus, Lucretius, and Horace, and Ovid, we will investigate how Augustus, perhaps viewing himself as a Platonic philosopher king, sponsored and gently co-opted the poetry of such authors as Horace, Vergil, and Propertius in the service of his political and ideological agenda, thereby establishing Stoicism as the dominant moral philosophy and precursor to Christianity

PROTEST & REFORM IN AMERICAN HISTORY AND LITERATURE

1 5 units

Cross-registered Humanities class

Since the American Revolution (the nation’s founding protest), the United States has seen three sustained periods of grassroots momentum to change political, economic, and social life: the decades between the First Industrial Revolution and the Civil War (the antebellum period); the roughly 40-year period from 1880-1920 (the Gilded Age and Progressive Era), and the decades following World War II (the Civil Rights Movement and Rights Revolution) Considering and exploring both the history and literature of these times, the class will explore each of these periods, as well as more modern (last 50 years) American history, to examine what lessons these historical ideas and events hold for government, politics, and society today The final project will allow students to consider what comparisons can be drawn between these histories and contemporary social movements via an independently designed research topic and presentation format.

GENERAL ELECTIVES

General elective courses are UC-approved electives that do not fall within an academic department While they do not fulfill a specific graduation requirement, they ask the same academic commitment as any junior/senior level elective, receive a letter grade, and are equivalent to any other academic course In addition to the courses in this section, also consider those offered through the BlendEd Consortium, which are listed at the end of this Curriculum Guide

GENERAL ELECTIVES AT A GLANCE

FALL SEMESTER COURSES SPRING SEMESTER COURSES

➢ eLab: Introduction to Entrepreneurship

➢ Introduction to Public Health and Epidemiology

➢ Master Your Money: A Hands-on Finance Elective for Future Leaders

FALL SEMESTER COURSES

➢ The Science and Psychology of Well-Being and Happiness

E-LAB: INTRODUCTION TO ENTREPRENEURSHIP (offered in the Fall)

1 5 units

Prerequisite: Junior or Senior standing

e-Lab is an immersive, semester-long course designed to introduce students to the fundamentals of entrepreneurship and the startup ecosystem Through a highly interactive and dynamic learning experience, students will explore the entrepreneurial journey from ideation to execution, gaining first-hand insights from founders, industry experts, and investors The course is structured into six key modules: (1) Introduction to Entrepreneurship – Understanding the entrepreneurial mindset, key concepts, and emerging trends; (2) Ideation & Innovation – Generating and refining ideas with a problem-solving approach; (3) Product & Brand Development – Transforming ideas into viable products or services and establishing a strong brand identity; (4) Creation of a Business Plan – Developing a strategic roadmap, covering market analysis, operations, and financial projections; (5) Raising Capital – Exploring funding options, pitching to investors, and mastering negotiation skills; (6) The Pitch – Perfecting the art of storytelling and delivering a compelling business pitch Through a combination of case studies, roundtable discussions, guest lectures, field visits, simulations, and experiential workshops, students will cultivate their own personal entrepreneurial mindset, develop critical business skills, and bring their ideas to life. Whether students are aspiring to launch a startup or simply gain a deeper understanding of entrepreneurship, e-Lab provides a transformative learning experience that fosters creativity, collaboration, and innovation

INTRODUCTION TO PUBLIC HEALTH AND EPIDEMIOLOGY

Dominican University

Professor Michela George

1 unit through Dominican University

This course is a college-level science elective with space being offered specifically to Branson students. Students will receive college credit and a grade from Dominican University The course is an overview of population-based public health, including epidemiological concepts, descriptive epidemiology, and measurements (statistics) of morbidity and mortality The major analytic study designs will be explored, demonstrated, and critiqued in the public health and medical literature There is a lab and lecture for the class, and when students can attend via Zoom they should, but Professor George will also visit Branson's campus once a week to meet with the Branson students Logistical challenges will be solved once we have a student cohort.

MASTER YOUR MONEY: A HANDS-ON FINANCE ELECTIVE FOR FUTURE LEADERS

1 5 units

Think you know money? Think again This fall, dive into the world of finance and financial literacy in a way that actually matters to you. This elective isn’t just about boring budgets it’s about mastering the financial skills that will set you up for success, whether you want to launch a startup, invest like a pro, or just avoid drowning in debt after college

We’ll break down key financial concepts like compound interest, credit, leverage, and investment strategies, but we won’t stop at theory You’ll learn how to analyze financial trends, navigate economic challenges, and make smart financial moves in any situation

Expect hands-on experience with investment management, portfolio construction, business planning, and financial statement analysis all crucial skills for entrepreneurs, investors, and anyone who wants to stay financially sharp We’ll also tackle advanced topics like inflation, the Consumer Price Index, and macroeconomic trends, giving you the ability to predict and respond to real-world financial shifts.

One of the highlights? In order to compete in the Wharton Global Youth Investment Competition, a prestigious contest where teams develop investment strategies for a simulated client, you must take this class as that competition will only be available to those in the class. This challenge pushes you to think critically, analyze markets, and present your ideas to top financial minds While not every student in this class must be part of a team, only those in the class will be permitted to complete, giving a real-world edge in finance, competition, and teamwork.

SPRING SEMESTER COURSES

THE SCIENCE AND PSYCHOLOGY OF WELL-BEING AND HAPPINESS

1 5 units

What does it mean to live a happy and meaningful life? What gets in the way of achieving the life you hope for? A recent survey found that 37% of teens say they have poor mental health This course aims to

curb this mental health crisis by bringing together the best insights from recent research In this course, you will explore what the field of psychology teaches us about how to be happier, how to feel less stressed, and how to thrive in high school and beyond. The daily and weekly lessons will ultimately prepare students to put these scientific findings into practice in their own lives Students will also study the role that Branson plays in their mental health, and after significant analysis and investigation, will make research-backed recommendations to the administration about how the school can best support the mental health needs and challenges of the student body The ultimate goal is for students to understand mental health in all its forms through practice, learning, research, and work with experts in the field

HISTORY

The History Department offers a diverse curriculum that challenges students to engage with the past critically in order to better understand and affect the world we live in today. Through a sequenced program of integrated skill-building, students are encouraged to formulate their own questions about the past, analyze primary and secondary sources, design research plans, and write papers from a variety of perspectives. The goal is to deepen students’ understanding of how the world has come to be what it is today and to sharpen their sense of responsibility as global citizens The History Department believes that the study of the past fosters the compassion, humility, and moral vision that Branson strives to impart

The graduation requirement in History is a minimum of nine units, or three full years of study, consisting of Modern World History in the ninth grade, United States History in the tenth grade, and two upper-level semester courses in History taken over the course of the eleventh and twelfth grades Classes cross-registered as “Humanities” can fulfill the English, Arts, or History requirement.

HISTORY CURRICULUM AT A GLANCE

YEARLONG COURSES

➢ Modern World History

➢ United States History Honors

Honors History Seminar I:

➢ California History

➢ The Constitution & Its Controversies

➢ Economics for Everyone

➢ Environmental History Now!

➢ Ethics and Justice

➢ Foundations in Native American History

➢ History of American Sports

➢ History of Latinos in the United States

Humanities/Cross Referenced Courses:

➢ Ancient Greek Political Thought

➢ Art History

➢ Building a Solution: The Sociology of Housing

➢ The End of the Innocence: American Society 1955-2001

Honors History Seminar II:

➢ Economics for Everyone

COURSES

➢ European History: From Renaissance to Enlightenment

➢ Food History

➢ Gender and Women's History

➢ History of Land and Water Stewardship

➢ Public Opinion & Current Events

➢ World Religions

➢ World War II

Humanities/Cross Referenced Courses:

➢ History and Culture of Hip-Hop

➢ Moral Philosophy in the Age of Augustus

➢ Protest and Reform in History and Literature

HISTORY DEPARTMENT HOMEWORK PHILOSOPHY

The written source is the essential tool of any historian, and thus the Branson History Department strives to imbue a deep appreciation for historical texts in each of our students A strong command of critical reading provides a factual foundation for the student to participate in our collective analysis of historical

events, trends, personalities, and systems of power during each history class meeting Our homework philosophy stems from this fundamental belief in the power of the source for historians and for the student of history and the importance of document analysis as one of the key elements needed to create a robust classroom discussion When assigning reading in preparation for class, we encourage our students to actively read and annotate the text, to seek out thematic trends and connections to past readings, and to retain a critical skepticism of any source that might drift from the author’s perspective into polemics.

Invariably students will be required to do some reading prior to the meeting of a history class While this reading is most often in the form of a textbook in our freshman and sophomore survey classes, or more detailed monographs in our junior and senior seminars, the reading might also be a primary source or scholarly article Regardless, students are expected to come to class with a working knowledge of the assigned reading Members of the History Department assess this knowledge in class using a number of different techniques, but all strive to ensure that each student masters the content of the reading on a nightly basis Some techniques for assessment include collecting a written summary of the reading, requiring notes in the margins of the text, or asking students to complete a series of analytical questions based on the reading.

While our homework philosophy focuses most consistently on the importance of critical reading in preparation for discussion, the History Department also requires students to complete written assignments outside of class Occasionally, members of the department might require minor assignments such as completing data charts or discussion questions, but the most consistent written homework assignment is the analytical essay The History Department strives to assign essays that can be tackled over a series of evenings, thus allowing the opportunity for in-class discussion and reflection throughout the course of the writing process We believe that, like critical reading, analytical writing is best done carefully and deliberately, and thus we strongly encourage our students to manage their time outside of class to the best of their ability. It is through deliberate, focused effort and careful use of time that students best prepare for class discussions and generate the most thoughtful written work

YEARLONG COURSES

MODERN WORLD HISTORY

3 units

Modern World History provides a study of the world from around 1500 (Colliding Worlds) to the present The course will introduce students to the habits of mind used in the study of history: close-reading and analysis of primary sources; articulating arguments grounded in evidence; participating in civil discourse; and writing historical analysis essays Themes of the course include: identity, faith and role of religion, power and authority, and exchange Units of study include, but are not limited to: early modern colliding worlds; revolutionary movements of the modern era; world wars, decolonization, and globalization. The course culminates in a History behind the Headlines Project where students analyze the historical antecedents of a global current event

UNITED STATES HISTORY HONORS

3 units

The U S History Honors course examines key events and case studies throughout American history, from the revolutionary era through the turn of the twenty-first century. The course reinforces and extends

the writing, research, and historical thinking skills introduced in the ninth grade course through critical analysis of primary and secondary sources Specifically, the course asks students to narrate history thoughtfully, interpret human motivations empathetically, explain context attentively, and communicate judgments responsibly in various communication formats The course culminates in a capstone project in which students apply these skills to a topic and theme of their design and choice

FALL SEMESTER COURSES

CALIFORNIA HISTORY

1 5 units

In its almost 800 miles of length, from North to South, California holds a rich history. We will begin this course by exploring Native California, from the Missions to the Gold Rush You will learn how colonization and settler colonialism impacted Indigenous peoples from San Diego to Humboldt County Together we will explore the San Francisco Earthquake of 1906, the Great Depression, and racial oppression in California In this course, we will pay close attention to social movements happening in California during the 1960’s and focus on the forgotten voices of California We will look at: the Occupation of Alcatraz; the Civil Rights Movement, the Farmworkers Movement, and the Chicana/o Movement as a way to understand what different communities in California were fighting for in the 1960’s Additionally, we will explore the role of Hollywood in California’s history as well as queer history in the Golden State You will have the opportunity to research what has been done historically and currently to address social and racial inequalities in communities across California Lastly, we will explore the role of immigration and borders in contemporary California history Class will run subject to student interest

THE CONSTITUTION AND ITS CONTROVERSIES

1 5 units

This seminar will begin with a study of the roots of American Constitutionalism and a careful examination of the document’s language and significance The course then explores pivotal moments when American citizens reexamined and reconsidered the constitution’s role in shaping and reflecting American life. Finally, the class will consider exactly what constitutes a constitutional controversy and examine a variety of forms, including perceived deficiencies, ambiguities, and blind spots Ultimately, the course uses the language of the Constitution as a lens to examine American history, government, and culture.

ECONOMICS FOR EVERYONE

(offered Fall and Spring)

1 5 units

Worried that an economics course is super quantitative and that is not your strong suit? Not to worry, Economics for Everyone is more about economic literacy and how critical economic concepts inform our lives Economics is about choices and thinking like an economist can help you answer some of the questions that you encounter on a daily basis More broadly, the experience of economics is the study of how individuals, governments, and societies choose to use the scarce resources that nature and previous generations have provided Topics covered in the class include: basic microeconomic concepts, price controls, behavioral economics, and fundamental macroeconomic concepts. Students will be expected to

participate actively in class discussions, apply economic concepts to project-based learning, and think critically

ENVIRONMENTAL HISTORY NOW!

1.5 units

Today, especially in Northern California, we are witness to what can often feel like an overwhelmingly unprecedented moment of catastrophic climate change, environmental upheaval, and troubling ecological transformation Increasingly intense wildfires, irreversible habitat destruction, radical weather shifts, and other environmental crises are indeed historic, and, consequently, can feel out of our human control But current climate crises are not always unprecedented – nor inevitable History can play an especially critical role in combating climate change – and the feelings of hopelessness, loss, or dejection that we might feel about it This class offers an introduction to the exciting, ever-expanding, and encouraging field of environmental history to help students make better sense of our present environmental moment It focuses specifically on North America and the deep and diverse places, pasts, and actors (both human and nonhuman) critical to the continent’s terrestrial, aquatic, atmospheric, and other transformations

Most basically, this course intends to provide students with a basic understanding of major problems and possibilities central to the study of environmental history, as well as an analytical toolkit for applying those insights to other historical and contemporary contexts Students will practice working both independently and collaboratively, and with a range of historical materials, to access past environmental contexts with comprehension Attentive to the importance of place-based learning and historical inquiry (a hallmark of environmental history), the course will culminate in a final case study project of students' choosing that explores change and continuity in one particular place and explains that place's past and present significance

The course's ultimate objective is to help students cultivate a deeper appreciation for thinking both “environmentally” and “historically” – as better informed, more confident agents capable of using the past to understand the present and take action for the future. In doing so, it will also provide important preparation and context and skills useful for other environmentally-oriented coursework, including Land and Water Stewardship, Environmental Science, and Poetics of Place: The Literature of California Class will run subject to student interest

ETHICS AND JUSTICE

1 5 units

How do I live a happy, meaningful, “good” life? Sages in Eastern and Western traditions hold that the “good life” is not necessarily the easy life, but the one lived well, according to ethical principles In this seminar, we will think hard about this assertion, and consider some of the most fascinating – and challenging – issues of ethics and justice. Students will study the ideas of writers such as Aristotle, Kant, Rawls, and Mill We will apply these ideas to the ethical dilemmas we face in our everyday lives as well as considering our communities and broader society The primary text in the course is Michael Sandel’s Justice: What’s the Right Thing to Do? In our study of applied ethics, we will read selections from Michelle Alexander’s The New Jim Crow and Bryan Stevenson’s formative work, Just Mercy We will explore the ways that ethics and justice play out in the Juvenile Justice System nationally and in the Bay Area You will conduct a social justice project to conclude the semester Class will run subject to student interest

FOUNDATIONS IN NATIVE AMERICAN HISTORY

1 5 units

The story of Native American and Indigenous peoples starts not with the colonization of the Americas but long before This course provides a broad overview of Native American history, and begins with many peoples’ profound origins on the continent. We will then explore how Native societies developed and diversified prior to and through early eras of European colonization, and the challenges and changes it introduced to Indigenous individuals, communities, and nations We will eventually narrow our focus upon historical Native experiences in the so-called United States – the Missionization of California, the Wounded Knee Massacre, the creation of National Parks, and more – to establish an understanding of Native American and Indigenous history through roughly 1900 This course will introduce you to foundational concepts and terminology, such as tribal sovereignty, settler colonialism, decolonization, and help build a baseline knowledge of Native American and Indigenous history, particularly as it pertains to European, US, and environmental history topics Together, we will explore why Native American and Indigenous history has been erased from textbooks while also learning how to prevent further erasure of Native American and Indigenous history. Ultimately, you will leave this class with a rich understanding of Native American and Indigenous history, Native peoples’ resiliency and presence in the present, and their future In doing so, it will provide you with important skills and context to continue exploring these topics and themes in Land and Water Stewardship and Native American History: Contemporary Native Americans Class will run subject to student interest

HISTORY OF AMERICAN SPORTS

1 5 units

While sports are sometimes dismissed as mere games or unsophisticated mass entertainment, organized athletic competition has a long tradition as a defining institution for communities and societies Consider the fact that, before “The Star-Spangled Banner” formally became the anthem of the nation, it had become the anthem of professional baseball. Or consider how much the language of sports (analogies and metaphors) is used to shape and describe professional and political life This class considers the relationship of modern (since the turn of the 20th century) American sports to the major themes of U S history The class will also explore sports’ interrelationship with other aspects of individual and communal identity formation: race, gender, class, age, national and local identity, and origin. The class capstone will be an independent student project exploring some aspects of the course’s themes and applying them to a topic of student choice Class will run subject to student interest

HISTORY OF LATINOS IN THE UNITED STATES

1.5 units

Latinx artists like Bad Bunny, Tego Calderon, Residente etc are all influenced by the history of their countries, but what exactly is this history? And what role does the U S play in this history? In this class, we will explore historical events that will help guide your understanding of the current political climate surrounding Latinx communities today In this class, we will dive into the history of U S Intervention in Latin America and explore the origins of El Salvador and Guatemala’s Civil Wars You will gain an understanding of how these Civil Wars are one factor that has led to the mass migration of Latinos to the United States Additionally we will explore the history of immigration, education, health care, and identity/ language policies and politics that impact Latinx communities in the United States This class considers the relationship between the rise of Latinx social movements in the 1960’s throughout the United States and their influence in today’s society and political climate Lastly, we will explore contemporary

representations of Latino’s in Media & Reggaeton the United States, to gain an understanding of how this influences the current struggles of Latinx communities in the United States Class will run subject to student interest.

ANCIENT GREEK POLITICAL THOUGHT

1.5 units

Cross-registered Humanities class

The framers of our Constitution were famously influenced by ancient political history and philosophy, that of Athens in particular. But how did democracy come about in the first place? How did it work? How did Athens compare to other city states? What problems did it encounter, and why did it end? We will study the nature and origins of Athenian democracy in the sixth century BCE, its fifth century military and ideological conflicts with Persia and Sparta, and works of Athenian literature challenging moral assumptions of the time. Readings will include both primary historical sources (such as Herodotus, Thucydides, Xenophon, Aristotle, and Athenian inscriptions) and contemporaneous drama and dialogues examining the tension between human and natural law (such as Sophocles’ Antigone, Aristophanes’ Lysistrata, and Plato’s Crito). We will pay particular attention to moral problems encountered in fifth century Athens and the treatment and disenfranchisement of slaves, women, and metics At the end of the course, we will examine how the Greek experience informed modern political theory and to what extent U.S. democracy faces similar challenges.

ART HISTORY

1 5 units

Cross-registered Humanities class

What can art teach us about human experience, emotion, and history? In this class, we will use observation, inquiry, and analysis in class, museums, and public spaces as we survey early modern and contemporary material culture in Latin America, the Middle East, Europe, Asia, and Africa We have three goals: 1) To learn more about world cultures and societies by studying art as a lens through which we can better understand politics, economy, religion, identity, and power; 2) To contemplate the ways that design, material, media, form, color, texture, and composition affect visual experience; 3) To consider our own personal connection to pieces. We will pay particular attention to the ways that people express personal and communal identity through art; the ways that people used (and use) art as resistance; and the ways that communities across the world today are confronting works of art with legacies of harm Class will run subject to student interest

BUILDING A SOLUTION: THE SOCIOLOGY OF HOUSING

1.5 units or 3 units (*)

Cross-registered with Arts

Prerequisite: Completion of 2 yrs of Arts (*) May be taken as a semester course or yearlong course; max 1.5 Arts Credit/Cross-listed with History

This interdisciplinary course combines hands-on construction with an introduction to architecture and engineering and a history and examination of Bay Area housing policy Students will construct two factory modular homes from start to finish, to be placed in the surrounding communities Along the way, we will explore the many various professions and public careers that play vital roles in shaping the scope of Bay Area housing including meetings with elected officials, policy-makers, architects and field trips to related

facilities Each week will include both hands-on building with a team as well as discussion and project-based research on the complex history of housing in America and the Bay Area

THE END OF THE INNOCENCE: AMERICAN SOCIETY 1955-2001

1.5 units

Cross-registered Humanities class

This course will examine events/artistic statements from this epoch of American history to examine the push and pull within American culture between the desire to maintain a sense of hopeful innocence, and the reaction and recalibration that occurs when that innocence is challenged It will begin in the post-WWII era with the invention of the “teenager” as exemplified by Chuck Berry’s “School Days,” and will end with the events of 9/11/2001. Texts will include fiction, non-fiction, primary sources, films and songs, and assignments will range from analytical writing and personal essays to group projects Potential major texts include: In the New World, Lawrence Wright (selections); “Letter From Birmingham Jail,” Martin Luther King, Jr.; “Slouching Toward Bethlehem, ” Joan Didion; “The Things They Carried, ” Tim O’Brien; Sister Outsider, Audre Lorde (selections); And The Band Played On, Randy Shilts (selections); All Involved, Ryan Gattis

SPRING SEMESTER COURSES

ECONOMICS FOR EVERYONE (offered Fall and Spring)

1 5 units

EUROPEAN HISTORY FROM RENAISSANCE TO ENLIGHTENMENT

1 5 units

In this class we will explore revolutions in European culture, thought, and society between 1400 and 1800 that shaped the world we live in today We will examine the art, sculpture, and architecture of Renaissance geniuses like Michelangelo and Leonardo da Vinci We will relive the advent of the empirical sciences by simulating inventions and discoveries in engineering, cosmology, biology, medicine, and weaponry We will explore revolutions in religion, society, and political thought, paying special care to how states inspired by ancient Rome formed democratic republics, and expansionist empires Importantly, we scrutinize how the discovery of new worlds contributed to European thought, and led to philosophical and political systems of oppression. We will consider how we too live in a world of expanded information, questioning, nationalism, and individualism, and how we can transform it with our own genius

FOOD HISTORY

1 5 units

Apple pie, hamburgers, fortune cookies, cioppino, enchilada and chicken bog Momo, pasty, empanada, pierogi The food we eat is the story of religion, culture, race, and identity It is the story of the agricultural revolution, the Silk Road, Columbian Exchange, economic hardships, imperialism, immigration … and Instagram and YouTube In this course, we will tackle the topic of food by studying its history; by reading works from chefs, food historians, and food critics; and by diving into the world of food television and documentaries Finally, we will explore our own histories with food and how food has affected our lives and our families’ stories The course will culminate in a research project based on a historical menu from a wide selection of time periods and geographical locations Class will run subject to student interest

GENDER AND WOMEN’S HISTORY

1 5 units

Inspired by the motto “feminism is for everybody” (bell hooks), this class explores how women have altered the course of US history by examining their contributions to labor, politics, sexuality, economy, culture, community, and other areas of American life. We will focus on three main themes. We will first explore systems of patriarchy in the past and present, and establish an understanding of where patriarchy originates, and its historic (re)formation We will then focus on responses to patriarchal impositions –particularly, the fight to obtain equal rights and opportunities; freedom from oppression, servitude, and abuse; suffrage; property rights; employment opportunities; equal wages; reproductive rights; and more Finally, we will discuss how these dialogues intersect with race, class, ethnicity, sexual orientation, and gender identity, and consider new conversations about the limits and possibilities of equality Beyond the problems and possibilities women have historically confronted, we will also think more broadly about the importance of gender as a framework for studying the past and understanding its appearance and application in the present This class will ultimately provide you with new terms, frameworks, and skills for thinking critically about how notions of gender, sex, identity, and power shape a plurality of women’s pasts and presents Class will run subject to student interest

HISTORY OF LAND AND WATER STEWARDSHIP

1 5 units

Native American and Indigenous peoples are the original stewards of this land and have been trying to protect it for many generations In this course, you will be introduced to traditional ecological knowledge and its role in land and water stewardship We will focus on topics that are foundational to understanding land and water management, such as: the water and land rights of Native American and Indigenous communities, environmental racism, environmental injustices, land conservation, and Federal/ State water and land laws We will explore the connection between health and the environment in this course, as well as looking into social movements in the United States, like Standing Rock and the Flint Michigan Water Crisis, that revolve around communities’ rights to have clean water In California, we will look into organizations such as Save California Salmon, to understand what steps are being taken towards policy change, advocacy, and protection of rivers and land in California Through the documentary Inhabitants, we will follow five Native American communities across the United States who are working to restore their traditional ways of managing land and water We will also look into the activism and work of Native American and Indigenous women in their fight for environmental justice Additionally, we will also explore our own relationships and connections with land and water. We will have a chance to hear from experts in the field and go on a field trip to enrich our knowledge of water and land stewardship Ultimately, students

will come away from this course with an understanding of environmental justice and advocacy in Native American and Indigenous communities Class will run subject to student interest

PUBLIC OPINION & CURRENT EVENTS

1.5 units

In this class, we will examine how people influence history through individual behavior that becomes powerfully collective Using a case-study approach to current events, we begin by asking where our ideas about topics and issues come from: Our beliefs, values and attitudes? Community? Political ideology? The media? We then examine how opinion becomes law, from polling to interest groups to policy-making in Congress In the second unit, we will examine public opinion through the lens of the history of immigration to the United States. The class culminates in student-led classes on topics in current events of their choice Our goals are to build media literacy, create respectful discourse, build public speaking skills, and develop a nuanced understanding of ideas and perspectives that are perhaps different from our own. Topics of inquiry include (but are not limited to) politics, the housing crisis, transgender rights, the healthcare system, reproductive rights, gun rights, affirmative action, climate change, and global crises

WORLD RELIGIONS

1 5 units

As T.S. Eliot asks, “Where is the wisdom that is lost in knowledge?” In what ways does the study of religious traditions deepen our understanding of what it means to be human? In this seminar, we will explore our own conceptions of faith as we study the major world religions (Hinduism, Buddhism, Islam, Christianity, Judaism) along with other religious traditions such as Shamanism, Mysticism, Taoism, Confucianism, and modern religious sects We will also explore our own systems of belief and experience holy places of worship in the Bay Area We will complete site visits to local places of worship temples, a mosque, and a zendo. We will have the opportunity to interview religious leaders, hear personal stories from adherents, and deepen our understanding of each faith and philosophy Class will run subject to student interest

WORLD WAR II

1 5 units

This seminar explores World War II from its inter-war causes in East Asia and Europe, through its major military campaigns, to the American homefront, and to the aftermath of the war While keeping the American experience of the war as a focal point, it looks to examine the war through a global perspective as well It includes discussion of economic, geopolitical, as well as moral and ethical questions and consequences of the war We ask whether major decisions by individual leaders determined the grand strategic outcomes of the war, or whether material factors offer a better explanation for who won and lost and how they won or lost While the course explores grand strategy, it also deals with battle as experienced by the combatants The final research project of the course will allow students to select a topic of their choice and take a deep dive into both the primary and secondary sources as well as the latest scholarship on the war.

HISTORY AND CULTURE OF HIP-HOP

1 5 units

Cross-registered Humanities class

MORAL PHILOSOPHY IN THE AGE OF AUGUSTUS

1 5 units

Cross-registered Humanities class

PROTEST & REFORM IN AMERICAN HISTORY AND LITERATURE

1.5 units

Cross-registered Humanities class

Since the American Revolution (the nation’s founding protest), the United States has seen three sustained periods of grassroots momentum to change political, economic, and social life: the decades between the First Industrial Revolution and the Civil War (the antebellum period); the roughly 40-year period from 1880-1920 (the Gilded Age and Progressive Era), and the decades following World War II (the Civil Rights Movement and Rights Revolution). Considering and exploring both the history and literature of these times, the class will explore each of these periods, as well as more modern (last 50 years) American history, to examine what lessons these historical ideas and events hold for government, politics, and society today. The final project will allow students to consider what comparisons can be drawn between these histories and contemporary social movements via an independently designed research topic and presentation format

HUMAN DEVELOPMENT

The Human Development program teaches adolescents interpersonal and self-management skills needed to navigate a diverse and changing world, and to make informed decisions that benefit themselves and others, so they can evolve into kind, curious, and self-aware young adults By providing accurate and relevant information in a nonjudgmental, socially sensitive way, we create safe spaces to have uncomfortable conversations about real-life situations, where students cultivate their personal agency, gain a deeper awareness of their role in the community, and learn to foster healthy relationships of all kinds

There is a four-semester graduation requirement for Human Development. All Human Development courses are semester classes In general, there is no homework assigned in Human Development classes, and all classes are graded on a Pass/Fail basis Students take all Human Development classes in addition to their normal Branson course load. Each Human Development course earns 0.5 credits of graduation credit HUMAN DEVELOPMENT CURRICULUM AT A GLANCE

COURSES

➢ Human Development 01: The Developing Mind

➢ Human Development

Healthy Sexuality

Leadership and Scholarship ➢ Human Development

The Path Forward - Life Beyond Branson REQUIRED COURSES

HUMAN DEVELOPMENT 01: THE DEVELOPING MIND .5 units

The freshman Human Development curriculum is rooted in the social and emotional principles of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, and covers aspects of psychology 101, basic neuroscience, mindset, and health education The first half of the course will introduce students to a study of the teenage brain and explore ideas on how to become well-balanced high school students by understanding the learning process as well as the impact of habits, sleep, and stress on one’s well-being The second half of the course will focus on health and social areas where students may be faced with new challenges This course offers the opportunity for students to define their personal values and examine their choices more clearly through group discussion, individual reflection, and peer collaboration. Specific topics will include: drugs and alcohol, healthy peer relationships, organization and study habits, suicide prevention, mental health awareness, and stress management

HUMAN DEVELOPMENT 02: HEALTHY SEXUALITY

5 units

The sophomore Human Development curriculum explores issues related to sexual health and identity, with the overall goal of providing accurate, current information that will foster healthy decision-making now and in the future. Topics discussed will include gender identity and expression, media influences on sexual development, reproductive anatomy, sexually transmitted infections, and contraception The second half of the course will focus on developing healthy relationships and recognizing unhealthy or abusive warning signs The process of discovering what one needs from a relationship requires much self-reflection; students will be given opportunities to ask themselves challenging and important questions to become aware of their own values and boundaries Through this exploration of self in relationships, we will review and dive deeper into such topics as consent laws, sexual abuse and harassment, drugs and alcohol, and mental health issues.

HUMAN DEVELOPMENT 03: LEADERSHIP AND SCHOLARSHIP

.5 units

The junior Human Development curriculum explores issues related to leadership, both within Branson’s community and without, and scholarship, specifically around how to write an effective application for fellowships or jobs Students will discuss what they imagine to be the essential components of great leadership and explore how those qualities intersect with Branson’s core values They will then research opportunities to hone those skills and start to build an understanding of what kinds of leaders they would like to be The course will also help students ideate, describe, and apply for the Branson Junior Fellowship program, and in so doing, learn the skills that will help them put their best feet forward for employment or internships or any programs that catch their eye.

HUMAN DEVELOPMENT 04: THE PATH FORWARD – LIFE BEYOND BRANSON

5 units

The senior Human Development curriculum is designed to prepare students for a successful transition to life after Branson Through project-based learning, self-reflection, and civil discourse, students will practically explore ways to navigate the shift from being a high school senior to becoming a college freshman Course content topics include how to cope with homesickness, establishing a social network in a new environment, cooking & nutrition, and how to live with a roommate. The curriculum provides a hands-on learning approach that is engaging, personalized and offers real-world relevance Furthermore, seniors will create a final capstone project that encapsulates their time at Branson, and their readiness for the next stage of their journ

LANGUAGE

At the heart of our Language Department lies a deep-seated belief in the transformative power of community-building through communication We believe language learning is not only about linguistic proficiency but also about forging connections and understanding diverse perspectives By fostering inclusive classrooms, by cultivating empathy through cultural exploration, and by providing opportunities to stretch beyond their comfort zones, we invite Branson students to become compassionate global citizens who use their language skills to bridge divides and to foment understanding at home and abroad

The graduation requirement in Language is twelve units, or three full years of study of one language, including completion of a level 3 course

LANGUAGE CURRICULUM AT A GLANCE

MANDARIN

➢ Mandarin I

➢ Mandarin II

➢ Mandarin III

➢ Mandarin IV Honors

➢ Mandarin V

SPANISH

➢ Spanish I

➢ Spanish II

➢ Spanish II Honors

➢ Spanish III Honors

➢ Spanish IV or V Honors Electives (see below)

SPANISH FOR NATIVE AND HERITAGE SPEAKERS

➢ Spanish for Native and Heritage Speakers

➢ Spanish for Native and Heritage Speakers Advanced

➢ Spanish IV or V Honors Electives (see below)

Spanish IV or V Honors Electives (available to all Spanish & Spanish for Native and Heritage Speakers students):

➢ The Spanish Civil War (fall)

➢ Becoming Storytellers (fall)

➢ The Monsters (fall)

➢ Pachamama and the Wendigo (spring)

➢ Rhythmic Wings (spring)

➢ Spanish Through Cinema (spring)

LANGUAGE DEPARTMENT HOMEWORK PHILOSOPHY

The Language Department believes that learning about another culture in another language is a continuous process that requires curiosity and daily practice With most classes meeting every other day, homework offers students the opportunity to stay engaged with their language learning outside of class

We assign approximately 20-40 minutes of homework in Levels I and II so that students can have the time to process information that they learned in the classroom and can reinforce their reading, writing, speaking and listening skills. Assignments may include writing short paragraphs, reading or audio comprehension with questions, recordings, and online grammar and vocabulary activities

In Levels III and IV we assign up to approximately 40 minutes of homework. Preparation through careful completion of homework assignments will make students feel more confident to participate in our class discussions as informed, active listeners and responders Both active listening and speaking are necessary for a robust and authentic conversation to take place, and such conversation can only happen fully if students come to class having done the assigned homework preparation

MANDARIN COURSES

MANDARIN I

3 units

The main goal of this course is to introduce Chinese language and its culture to the students via dialectic teaching strategies and varied activities The students are encouraged to practice their listening, speaking, reading, writing, and viewing skills in Mandarin. They learn Mandarin with the help of pinyin – a Romanized form of the language – and simplified characters are taught in a systematic way so the students can build a competent familiarity with the language In this course, the students use reference resources and technology tools that help them to be successful in their Mandarin studies, such as learning to write in Chinese characters on the computer or iPad The students are taught through arts and crafts, books, dialogues, games, music, athletics, etc Students use the Language Lab (if possible) to apply what they have learned, and they watch Chinese movies and documentaries to learn more about the cultural products, practices, and perspectives. At the end of the first year, the students will maintain their interest in Chinese learning and get ready for Chinese II learning The first five lessons of Integrated Chinese, Volume 1 are used as the primary text

MANDARIN II

3 units

Prerequisite: Completion of Mandarin I with a C- or above, or equivalent score on the placement test

This second-year course builds on the foundation of Mandarin I and asks students to go beyond the basic level in each of the four basic language skills. Students will continue to read and write sentences in pinyin and Chinese characters, using a broader vocabulary and more complex grammatical structures to better express their ideas They will participate in authentic conversations in a growing variety of contexts and they will learn about various aspects of Chinese culture. Students will actively participate in class through group discussions, partner work, online language games, and an interactive audio program The course evaluates the four language skills throughout the year The last five lessons of Integrated Chinese, Volume 1 are used as the primary text.

MANDARIN III

3 units

Prerequisite: Completion of Mandarin II with a C or above, or approval of the instructor and department chair

The third year of study continues to build on the basic oral and written skills the students need to communicate effectively in Chinese. Students will continue to improve their reading comprehension and writing composition skills with daily lessons and nightly assignments Students are expected to use Mandarin as much as possible and are always welcome to ask questions during discussion This stage of Mandarin learning enables students to develop their communicative competence and provides them with an opportunity to gain a deeper understanding of Chinese culture This course uses the first five lessons of Integrated Chinese, Volume 2 as the primary text

MANDARIN IV HONORS

3 units

Prerequisite: Completion of Mandarin III with B- or above, or approval of the instructor and department chair

This advanced course builds upon the skills learned in Mandarin III, focusing on students' ability to interpret and present language in spoken and written form Films and videos are used to provide students with the opportunity to listen to various accents from native speakers and enhance students' listening skills. Students are expected to speak in Mandarin as much as possible and practice speaking skills through class conversations, partner discussions, and native speaker conversations Social, cultural, and historical themes are explored through literature, newspaper articles, films, and current events Students integrate the vocabulary and grammar learned in the classroom by completing projects, writing essays, and participating in discussions and debates.

MANDARIN V

3 units

Prerequisite: Completion of Mandarin IV with B- or above, or approval of the instructor and department chair.

This course will continue to build on the skills that students developed in Mandarin IV The main focus of this course is to engage students deeply in their own language learning process by evaluating what they have learned and what they need to improve in order to engage in conversations with native Mandarin speakers, as well as to apply the skills they have learned to real world situations Students will study current events, read some basic works of literature, create projects, and investigate issues facing the Mandarin-speaking world. This course uses the first five lessons of Integrated Chinese, Volume 3 as the primary text

SPANISH COURSES

SPANISH I

3 units

Spanish I is an introduction to the fundamentals of the Spanish language Students of Spanish I will acquire basic proficiency in the four language skills: listening, speaking, reading, and writing Students learn to use these skills meaningfully in the context of the Spanish-speaking world Spanish I is an immersive class, and students speak the target language. An active learning method is used to teach grammar and vocabulary as students begin to express themselves with confidence both in oral and written work All four skills are tested regularly throughout the year Upon completion of the course,

students will be able to communicate in the present tense and preterite tense using basic vocabulary and grammar in speech and in writing about everyday life experiences Because learning a language requires daily practice, some Spanish 1 students will have class every day, allowing them to develop a strong foundation that will set them up for success with future Spanish classes

SPANISH II

3 units

Prerequisite: Completion of Spanish I with a C- or above, or equivalent score on the placement test

This dynamic course invites students to advance their Spanish language skills through a communicative approach that focuses on strengthening the four communicative skills listening, speaking, reading, and writing developed in Spanish 1. Aligned with ACTFL standards, students will explore themes such as identity, technology, geography, sports, and pop culture through interactive lessons that bridge language, culture, and history Instruction focuses on interpersonal, interpretive, and presentational tasks, supporting students to find their voice and continue to build their language base from the novice-high to intermediate-low proficiency level This course will be conducted in Spanish, and students are expected to speak in the target language

SPANISH II HONORS

3 units

Prerequisite: Completion of Spanish I with an A- or above, or equivalent score on the placement test, or teacher recommendation

Spanish 2 Honors is a rigorous and fast-paced course designed for motivated learners eager to deepen their Spanish proficiency Students will meet all Spanish 2 learning objectives while engaging in more complex tasks such as in-depth readings, extended compositions that demonstrate their range of vocabulary and grammar, and an emphasis on interpersonal speaking. This course continues to strengthen listening, speaking, reading, and writing skills through a communicative approach that bridges language, culture, and history, exploring themes including identity, sports, politics, history and pop culture Aligned with ACTFL standards, this course aims to build students’ language base from intermediate-low to intermediate-mid level. This course will be conducted in Spanish, and students are expected to speak in the target language

SPANISH III HONORS

3 units

Prerequisite: Completion of Spanish II with a C or above, or approval of the instructor and department chair

Spanish III introduces students to different social, political, and cultural aspects of Latin American life Students expand their vocabulary base and continue to learn and reinforce grammatical structures in the context of thematic units They increase their ability to express themselves in speech and writing by discussing a range of cultural topics, such as immigrant identity, the uses and abuses of political power, and expressions of contemporary art. Students engage in a variety of individual and group activities that allow them to deepen their understanding of the topics as they expand their linguistic skills They play games, draw, make videos and recordings, participate in debates, create short stories and skits, and write gradually more complex reflections and analyses. Upon completion of the course, students will be able to communicate their opinions about specific social issues in speech and writing in Spanish by applying

learned vocabulary and grammatical structures in contextualized discussions, recordings, and paragraphs so that they can integrate their language learning into their development as socially informed global citizens. This course will be conducted in Spanish, and students are expected to speak in the target language

SPANISH FOR NATIVE AND HERITAGE SPEAKERS

3 units

Prerequisite: Approval of the department chair

This course is designed specifically for native or heritage speakers of Spanish Generally, the term “heritage speaker” refers to students who have a home background in the language and therefore some oral/aural proficiency. Given the wide range of proficiency levels among heritage speakers, the course is structured to accommodate students with varying backgrounds, from those who are minimally functional (can comprehend Spanish but are not able to speak fluently, read, or write) to those who are more proficient and/or literate in Spanish. The linguistic and cultural objectives of the course work in tandem. The class builds on the language base students already possess, capitalizing on the wealth of knowledge students bring to the table in order to develop communicative competence in all of the four language skills (listening, speaking, reading, and writing). These linguistic goals are achieved by working with a range of materials, specifically focused on Hispanic cultures and the experiences of Spanish heritage speakers in the United States The dual linguistic and cultural focus allows the course to become a space in which to validate and deepen students' understanding and appreciation of their rich heritage

SPANISH FOR NATIVE AND HERITAGE SPEAKERS ADVANCED

3 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers with a C- or above, or equivalent score on the placement test

This advanced course builds upon the skills and concepts covered in Spanish for Native and Heritage Speakers Given the wide range of proficiency levels among heritage speakers, the course and instruction will continue to accommodate students of varied backgrounds and competencies The linguistic and cultural objectives of the course work in tandem Students will continue to learn grammar concepts while being exposed to the richness of Latino and Latin American culture via expository readings, videos, literature, current events, and familial stories Linguistically, the class covers active/passive voice, future, conditional, present subjunctive, and imperfect subjunctive The class fosters a sense of camaraderie that helps students share their personal experiences and their cultural heritage. Communicative competence continues to be the focal point; students work on all language skills (listening, speaking, reading, and writing) These skills are enhanced by actively engaging in oral and visual presentations, daily discussions, debates, daily writing activities in their diaries, and/or in homework assignments.

FALL SEMESTER ELECTIVE COURSES

¡BIENVENIDOS A SPANISH IV / V HONORS: THE SPANISH CIVIL WAR (Fall)

1 5 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers III or Spanish III Honors with a B or above, or approval of the instructor and department chair.

In this Spanish IV course unit, students will explore the causes, key events, and lasting impact of the Spanish Civil War (1936–1939) Through historical texts, literature, and film, we will analyze the ideological clash between Nationalists and Republicans, the role of international involvement, and the war’s influence on Spanish culture and identity By engaging in discussions, research projects, and creative presentations, students will deepen their understanding of this pivotal moment in Spanish history while refining their language skills in reading, writing, and speaking. This course will be conducted in Spanish, and students are expected to speak in the target language at all times

SPANISH IV / V HONORS: BECOMING STORYTELLERS (Fall)

1 5 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers III or Spanish III Honors with a B or above, or approval of the instructor and department chair.

We humans are storytellers at a deep, primal level, wired to connect emotionally through the generous, ongoing give and take of narrative. We put into story those moments, relationships, feelings and experiences that matter most to us so that we can make sense of them, preserve them for ourselves, and be witnessed and understood by others In this course we will explore the art of oral storytelling as a path to self-knowledge, community building, and simple joy. Students will be given the space and support to develop their own voices as storytellers, discovering the stories they want to tell and the ways in which they want to tell them Central to this enterprise will be the creation of a supportive community of listeners that welcome and embrace all of our diverse stories and styles And to top it all off, this will all be done in Spanish! By learning how to craft and tell stories that truly matter to them, and by listening to the authentic stories of their classmates, all through the medium of the Spanish language, students will gain a more meaningful connection to the language and will learn about themselves and each other: their values, what they care about, who they are now, and who they want to be. The course will culminate in a shared storytelling hour, open to the whole school community This course will be conducted in Spanish, and students are expected to speak in the target language at all times

SPANISH IV / V HONORS: THE MONSTERS (Fall)

1 5 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers III or Spanish III Honors with a B or above, or approval of the instructor and department chair

"The Monsters" offers students a dynamic exploration of Latin American and Spanish history, culture, and identity, inviting them to discover the hidden depths of the collective imagination and memory through the fascinating realm of folkloric and literal monsters of our shared history To do this, we will examine film, art, pop culture, testimony and more. By the end of the course, students will emerge with a deeper understanding of the complex tapestry of Latin American and Spanish societies, equipped with the language skills and cultural insights necessary to connect and engage meaningfully with the Latinx community, language, and culture Students will be expected to produce a final project across mediums that will demonstrate their understanding of the Monsters This course will be conducted in Spanish, and students are expected to speak in the target language at all times

SPRING SEMESTER ELECTIVE COURSES

SPANISH IV / V HONORS: PACHAMAMA AND THE WENDIGO (Spring)

1 5 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers III or Spanish III Honors with a B or above, or approval of the instructor and department chair.

What can we do as the world burns? This advanced language course explores the intricate relationships between indigenous cultures and the modern world Students will delve into and celebrate the diverse traditions, beliefs, and practices of indigenous communities as well as explore the legacy that colonialism has on our current global crisis Through this communicative learning journey, students will deepen their Spanish language skills, develop cultural competence, and cultivate empathy for indigenous perspectives, emerging with an appreciation for the richness and resilience of indigenous cultures and their relationship with the environment The course will culminate in a project that will inspire hope and agency beyond the classroom This course will be conducted in Spanish, and students are expected to speak in the target language at all times.

SPANISH IV / V HONORS: RHYTHMIC WINGS (Spring)

1 5 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers III or Spanish III Honors with a B or above, or approval of the instructor and department chair

What makes a poem sing, speaking so powerfully to us that it stops us in our tracks, suspended, enchanted, enthralled? Where does poetic inspiration come from and how can we tap into the flow within us to forge our own resonant, rhythmic truths? The answers to these questions are as varied as there are humans on this planet The Brazilian poet Cecília Meireles tells us, “I sing because the instant exists/ and my life is complete ” Poetry, or at least the poetic moment held lovingly in her poem “Motivo,” is not about grand or cataclysmic events but rather about an instant of beauty and a feeling of wholeness in that delicate instant She goes on to sing that “[t]here is eternal blood to the rhythmic wing ” In this course we will soar on that wing or dive deep – all the metaphors apply! – with poetic voices that have moved the Spanish-speaking world, combing the 20th and 21st centuries for poetic manifestations that speak truth to us and inspire us to connect with our own inner poets. From the traditional to the rule-breaking, from Pablo Neruda’s love sonnets to the social justice raps of Puerto Rican rapper Residente, students will read and listen omnivorously, tuning closely into what moves them In the process, they will learn about worlds distant from their own and cultivate their own poetic voices. The course will culminate in an evening of shared poetry, open to the whole school community This course will be conducted in Spanish, and students are expected to speak in the target language at all times

SPANISH IV / V HONORS: SPANISH THROUGH CINEMA (Spring)

1 5 units

Prerequisite: Completion of Spanish for Native and Heritage Speakers III or Spanish III Honors with a B or above, or approval of the instructor and department chair

Welcome to "Spanish through Cinema," an engaging and dynamic high school Spanish class that explores the rich and vibrant world of Spanish language and culture through the lens of film This course is designed to not only enhance your language proficiency but also deepen your understanding of the diverse cultures and societies within the Spanish-speaking world. In this course, students will embark on

an exciting cinematic journey, discovering the power of storytelling, cultural nuances, and linguistic expression through carefully selected Spanish-language films By integrating the visual medium of film, we aim to make the language-learning experience both immersive and enjoyable. By the end of the course, students will not only have strengthened their Spanish language proficiency but will also possess a deeper appreciation for the rich cultural tapestry of the Spanish-speaking world "Spanish through Cinema" invites you to explore, engage, and connect with the Spanish language and culture in an exciting and innovative way ¡Bienvenidos al mundo del cine español! (Welcome to the world of Spanish cinema!) This course will be conducted in Spanish, and students are expected to speak in the target language at all times

MATHEMATICS & COMPUTER SCIENCE

The Mathematics & Computer Science Department is dedicated to maintaining a curriculum that offers students the opportunity to:

➢ Master mathematical skills, understand mathematical concepts, and prepare for the continued study of mathematics

➢ Develop the ability to think logically

➢ Develop critical thinking

➢ Develop the ability to conceptualize, to generalize, to visualize, and to solve problems creatively

➢ Persevere, build self confidence, and experience a sense of accomplishment

➢ Appreciate and enjoy the beauty of mathematics

➢ Explore the relationship between mathematics and other disciplines

Initial placement into the Branson Mathematics program is based largely on performance on one or more applicable placement assessments, given in late spring Most incoming students will take the Algebra Placement Assessment, which is appropriate for placement into Algebra I or Geometry. Students who have completed Geometry should take the Geometry Placement Assessment, which may lead to placement into Algebra II Students hoping to place higher than Algebra II should contact the department chair At the conclusion of each year, a student's mathematics teacher will advise him or her on future math course options and make a recommendation for the next year's course

The graduation requirement in Mathematics is nine units and completion of Algebra II

Branson also offers a variety of Computer Science (CS) electives that are intended to give students multiple ways to explore the subject Students may take one or more of the term electives, or take the yearlong Object-Oriented Programming in Java elective. Interested students are also welcome to design their own term or yearlong independent study program in consultation with the Department Chair

With the exception of Applied AI in Python, all Computer Science electives have no prerequisite and are open to all students Students are welcome to take any course from either sequence, provided that it fits into their schedule All Computer Science courses are electives that students may take in addition to meeting their graduation requirements

MATHEMATICS CURRICULUM AT A GLANCE

CORE COURSES

➢ Algebra I with Computer Science

➢ Geometry

➢ Geometry Honors

➢ Algebra II

➢ Algebra II Honors

Upper Level Mathematics Courses:

➢ Introduction to Precalculus and Statistics

➢ Precalculus

➢ Precalculus Honors

➢ Calculus

➢ Calculus Honors

➢ Accelerated Calculus Honors

ELECTIVES

➢ Statistics Honors

➢ Introduction to Data Science

➢ Linear Algebra (Fall)

➢ Multivariable Calculus (Spring)

➢ The History, Philosophy, and Mathematics of Astronomy (Spring)

➢ Real Analysis (Fall)

➢ Foundations of Abstract Mathematics: A Journey Through Proof Writing (Spring)

COMPUTER SCIENCE CURRICULUM AT A GLANCE

YEARLONG COURSES

➢ Object-Oriented Programming in Java FALL

➢ Game Design in Python

➢ Web Design

➢ Applied AI in Python (Offered through the Bay Area BlendEd Consortium )

* Meets the Art requirement

➢ App Development

➢ 3D Game Design in Unity*

COURSES

➢ Introduction to the Arduino and C Programming

Unless enrollment requests require a shift in offerings, all Computer Science courses will be singletons

MATHEMATICS HOMEWORK PHILOSOPHY

The Branson Mathematics Department considers homework to be an indispensable opportunity for students to practice the skills they have learned in class, deepen their understanding of the course material, and build overall mastery in Mathematics

The Mathematics Department does its best to honor the homework time allotment policy of the school, which stipulates that freshmen should have, on average, approximately 30 minutes of homework per night per subject, and sophomores through seniors should have, on average, approximately 40 minutes of homework per night per subject. We also recognize, however, that the same assignment might take different students different amounts of time to complete, so it is impossible to guarantee that every student will finish every assignment in the allotted time As a result, the Mathematics Department generally gives students permission to stop working on their homework if they have not completed it

during the allotted time frame, particularly if they feel they must devote their time to other subjects Students are still responsible for that material, and they are encouraged to finish their assignment at another time. When stuck on a problem it helps to walk away from it and come back to it later with a fresh perspective They are also encouraged to meet with their teacher if they have an ongoing problem with completing their assignments in a reasonable amount of time

In order to help students get the most out of their homework and complete it in the allotted frame, the Mathematics Department strongly encourages students to do their homework in an environment that is conducive to sustained concentration A work environment that is quiet, comfortable, and free from interruption or distraction is best, although some students can work effectively with music playing Texting, using the Internet, watching TV, or talking on the phone all greatly interfere with concentration, and are strongly discouraged

Some students find that working together with a classmate can be helpful in developing a mastery of new material, and such collaboration is generally permitted Indeed, good problem solving skills and a deep understanding can be gained from discussing problems, comparing strategies, summarizing concepts, and collaborating in general Unless otherwise prohibited, students are permitted to work together on their homework assignments, provided each does their own work and does not simply give others their answers. Students also need to be mindful of maintaining their focus and productivity as they work together, and not inadvertently relying too heavily on each other for support If students have any doubts or questions about whether their collaboration is acceptable or effective, they should ask their teacher

COMPUTER SCIENCE HOMEWORK PHILOSOPHY

The majority of homework in computer science will be project-based, with students continuing with assignments that they have been working on in class Students should spend their allotted time working on their project and avoid leaving their programming until the last moment In some cases, students may have up to twelve hours of class and homework time to complete a project, and therefore it is vital that the students manage their time well It is acknowledged that there will be times when students will be unable to fix a problem with their code and they should arrange to meet with their teacher if they are unable to progress

Occasionally, students will be given short programming exercises and reading assignments to enhance their learning in class This should be completed during the allotted homework time, which stipulates that sophomores through seniors should have, on average, approximately 40 minutes of homework per night per subject Students have permission to stop working on their homework if they have not completed it during the allotted time frame

CORE COURSES IN MATHEMATICS

ALGEBRA I WITH COMPUTER SCIENCE

3 units

Algebra I with CS offers a comprehensive exploration of the major skills and concepts of elementary algebra, and provides an excellent foundation for the continued study of mathematics at Branson. The course also uses computer science as a tool for enhanced understanding Students will learn how to use variables, conditional statements, and loops in a mathematical context Mathematical topics studied in

depth include operations on real numbers, manipulation of variables, solving equations and inequalities, lines, linear inequalities, systems of linear equations, exponents, polynomials, factoring polynomials, square roots, and solving quadratic equations by completing the square and using the quadratic formula. Students will have the opportunity to apply their knowledge through the application of real world examples such as a car sales program and a number guessing game Emphasis is placed on expanding cultural resilience through building independent problem-solving, innovation, adaptability, critical analysis, and cross-cultural communication and collaborative skills

GEOMETRY

3 units

Prerequisite: Algebra I with a C or above and demonstrated proficiency in the end of the year assessment, or demonstration of mastery of Algebra I concepts on the Branson Algebra Placement Assessment Students passing Algebra I with a C- or below may take Geometry with approval of the math department and successful completion of summer work as demonstrated on a proficiency assessment at the end of the summer.

This course consists of the study of Euclidean Geometry After learning the fundamental concepts of point, line, and plane, students investigate properties of intersecting and parallel lines, congruent and similar triangles, quadrilaterals, other polygons, and circles Area and volume of plane and space figures are covered in depth, and students receive an introduction to right triangle trigonometry Formal 2-column proofs are stressed throughout the course, along with the development of analytical reasoning skills Algebra skills are reviewed and reinforced throughout the year.

GEOMETRY HONORS

3 units

Prerequisite: Excellent performance in Algebra 1 and approval of the math department, or excellent performance on the Branson Algebra Placement Assessment.

This honors geometry course is mixed with algebraic processes Students explore lines, polygons, and vectors, in both two and three dimensions Right-triangle trigonometry is introduced, as are circles and parabolas. Linear motion is explored through the use of parametric equations. This new and dynamic vision of geometry is further enhanced by viewing similarity and congruence through transformations and logic and proof This class seeks to create a collaborative learning environment through a problem/discussion-based environment which builds from students’ prior knowledge, connecting topics that perhaps seemed unrelated, and applying these skills to solve new problems

ALGEBRA II

3 units

Prerequisite: Geometry with a C or above, or Algebra I with an A or better and concurrent enrollment in Geometry or successful completion of Branson’s summer Geometry course Students passing Geometry with a C- or below may take Algebra II with approval of the math department and successful completion of summer work as demonstrated on a proficiency assessment at the end of the summer

This intermediate algebra course begins by reinforcing and advancing the core skills of algebra proficiency Topics covered include functions, polynomials, rational expressions, and exponential and logarithmic functions. Conic sections will be covered if time permits.

ALGEBRA II HONORS

3 units

Prerequisite: Geometry Honors with a B+ or above, or excellent performance in Geometry and approval of the math department

The goal of this Honors Algebra II course is to enable students to expand their view of algebra and geometry to include nonlinear functions and motions The investigation includes the focus and directrix approach to parabolas, ellipses, and hyperbolas, and applications of exponential and logarithmic functions Students will also dive deep into the world of polynomial functions, rational functions, vectors and sequences and series Topics such as unit circle trigonometry and the geometry of complex numbers will also be introduced This class seeks to create collaborative learning through a problem/discussion-based environment which builds from students’ prior knowledge, connecting topics that perhaps seemed unrelated, and applying these skills to solve new problems.

UPPER LEVEL MATHEMATICS COURSES

INTRODUCTION TO PRECALCULUS AND STATISTICS

3 units

Prerequisite: Algebra II with a C or above Students passing Algebra II with a grade lower than C may take Introduction to Precalculus and Statistics with approval of the math department and successful completion of summer work as demonstrated on a proficiency assessment at the end of the summer

Introduction to Precalculus and Statistics begins with a basic review of the skills and functions studied in Algebra II, with the goal of reinforcing and deepening students’ understanding of these topics Exponential and logarithmic functions are covered in depth, followed by an exploration of trigonometry. Trigonometry topics include unit circle values, graphs of trigonometric functions, basic trigonometric identities, right triangle trigonometry, the laws of sines and cosines, and an introduction to inverse trigonometry The second half of the course will involve an exploration of statistics and its applications. Emphasis is placed on developing a deep understanding of the concepts underlying each skill and topic Projects are a significant component of this course (including a Surveying Project, Credit Card Project, Python Programming, and a Statistics Project).

PRECALCULUS

3 units

Prerequisite: Algebra II with a B+ or above or Algebra II Honors with a B- or above Students passing Algebra II with a B or below may take Precalculus with approval of the math department and successful completion of summer work as demonstrated on a proficiency assessment at the end of the summer.

Precalculus begins by reviewing and extending the main topics of Algebra II and Algebra II Honors, with special emphasis placed on functions and their properties and the development of students’ problem-solving skills Polynomial, rational, exponential, and logarithmic functions are covered in depth, followed by a thorough treatment of trigonometry Toward the end of the course, students will be introduced to several additional topics including polar coordinates and vectors and parametric equations The course concludes with a study of limits – the foundation of calculus. Applications are interwoven throughout the course

PRECALCULUS HONORS

3 units

Prerequisite: Algebra II Honors with an A- or above, or excellent performance in Algebra II and approval of the math department

Precalculus Honors is a demanding and fast-paced course that is designed to prepare students for success in Honors Accelerated Calculus The course begins with a largely self-directed, integrated review and extension of the main topics studied in Algebra II Honors that emphasizes the development of independent problem-solving skills Polynomial, rational, exponential, and logarithmic functions are among the topics covered in depth The course then performs a thorough treatment of trigonometry and an exploration of polar coordinates, conic sections, and parametric equations Finally, the course concludes with an introduction to the major topics that will be covered in calculus – limits, the definition of the derivative, and finding area under a curve. Applications are interwoven throughout the course.

CALCULUS

3 units

Prerequisite: Precalculus with a B- or above, or Precalculus Honors with a C+ or above and approval of the math department.

This year-long Calculus course is designed to stimulate the student’s intellect, enhance their problem-solving abilities, and foster self-reliance Building upon their foundation in Precalculus, this course delves into concepts such as limits, continuity, differentiation, maxima and minima, and the chain rule Additionally, there will be a review of trigonometric, logarithmic, and exponential functions, exploring their applications in differentiation and integration Moreover, this course introduces methods of integration, including determining area between curves and calculating volumes using the disk method.

CALCULUS HONORS

3 units

Prerequisite: Precalculus with an A- or above, or Precalculus Honors with a B- or above and approval of the math department

This yearlong course is a college-level introduction to the theory and applications of calculus Topics covered include limits, continuity, differentiation, integration, and applications thereof The material covered aligns with a Calculus AB Advanced Placement syllabus.

ACCELERATED CALCULUS HONORS

3 units

Prerequisite: Precalculus Honors with an A- or above, or excellent performance in Precalculus and approval of the math department

This yearlong course is a fast paced college-level introduction to the theory and applications of Calculus All of the topics in the Honors Calculus course will be covered Additional topics include advanced integration techniques, improper integrals, convergence tests, power series, Taylor series, and the calculus of parametric curves, polar curves, and vector-valued functions The material covered aligns with a Calculus BC Advanced Placement syllabus

MATHEMATICS ELECTIVES

STATISTICS HONORS

3 units

Prerequisite: Algebra II with a B+ or above, Algebra II Honors with a B- or above, Introduction to Data Science with a B or above or approval of the department chair

This course provides a college-level introduction to the concepts and techniques of statistical analysis Topics covered include probability, linear regression, confidence intervals, and hypothesis testing using binomial, normal, student-t, and chi-square distributions. Students will plan surveys, experiments, and simulations They will also learn how to summarize and interpret the results in a meaningful manner The TI-84 graphing calculator is used extensively throughout the course as a tool for simulation, discovery, and analysis This course is equivalent to one semester of first year non-calculus based college Statistics The material covered aligns with a Statistics Advanced Placement syllabus.

INTRODUCTION TO DATA SCIENCE

3 units

Prerequisites: Concurrent enrollment in a post-Geometry math course, or completion of Precalculus Honors, Precalculus, or Introduction to Precalculus and Statistics. This course is suitable for students with any level of programming and statistics background, including none at all

Data science is an interdisciplinary field that uses statistics and computer science to collect, process, and extract insights from raw data This project-based applied math course is taught in partnership with UCLA Students will learn to code and compute with data that is relevant to their lives Students will develop graphical and numerical summaries to communicate findings and to generate further exploration. The course will use a variety of mathematical and technological tools, including modern randomization and simulation techniques as well as more traditional statistics and probability To accomplish this, we will code in R, a language designed for statistical computation. Instead of tests and quizzes, students will be assessed via a variety of projects and coding-based “lab” assignments that focus on real data In sum, students will develop their abilities to find and communicate meaning in data, and to think critically about arguments based on data.

LINEAR ALGEBRA (Fall semester)

1.5 units

Prerequisite: This course can be taken concurrently with Calculus AB or permission of the department

This course takes a geometric/visual approach to linear algebra. Determinants will be introduced as the area of a parallelogram instead of the more traditional way of cofactor expansion The course also covers the core skills and concepts of linear algebra, including matrix arithmetic, determinants, vector spaces, inner product spaces, eigenvectors and eigenvalues, diagonalization and quadratic forms, and linear transformations We will also look at the applications of linear algebra in recommendation softwares During the year students will also have the opportunity to explore various applications of linear algebra, especially in Python Proof-writing and abstract reasoning are significant components of this course, and students finish the year with a culminating independent research project

MULTIVARIABLE CALCULUS (Spring

semester)

1 5 units

Prerequisite: Completion of Honors Accelerated Calculus or permission of the department

Multivariable calculus, as the name suggests, is an extension of the fundamental techniques of single variable calculus to multiple variables and dimensions. As such, much of the interest (and difficulty!) of the topic comes from the more complicated geometry of higher dimensions Intervals and tangent lines are pretty straightforward, but arbitrary Euclidean regions, planes, and surfaces are not Thus, one of our first topics will be an examination of foundational work in the geometry of higher-dimensional Euclidean space We will then study the continuity and differentiability of multivariable functions in detail and proceed to multiple integration (double and triple integrals, change of variables) and the classical results of vector calculus (Green's theorem, Stokes' theorem, etc )

THE HISTORY, PHILOSOPHY AND MATHEMATICS OF ASTRONOMY (Spring

semester)

1.5 units

Prerequisite: Algebra II Honors

The study of astronomical phenomena provides a conspectus of problems not only in mathematics and physics but also in philosophy and history As such, the aim of this course will be two-fold: first, to understand the interplay of astronomical and mathematical developments from approximately 2000 BCE to 1700 CE; and second, to examine how these technical developments grew out of antecedent scientific theories and philosophical postulates about the universe.

We will begin with the astronomy and mathematics of the ancient Babylonians and Egyptians We will then study in some detail the cosmological theories of the ancient Greek philosophers (the Pre-Socratics, Plato, Aristotle, Epicureans, and Stoics), and consider how their theorizing influenced the classical Greek astronomers from Eudoxus to Ptolemy Next, we will consider how Islamic astronomers modernized the mathematics of Greek astronomy. Finally, we will finish by assessing the contributions of the central astronomers of the heliocentric theory: Copernicus, Kepler, Galileo, and Newton Time permitting, we may also take a brief excursion into Einstein’s theory of general relativity

Students will get to see how much of the “standard” high school mathematics curriculum (and much more besides, including calculus and differential geometry) was developed to account rigorously for astronomical observations We hope to communicate to the students that the mathematical concepts they often take for granted did not always have the appearance of being “fixed” or “given.” Rather, they arose from dynamical historical and philosophical processes

REAL ANALYSIS (Fall semester)

1 5 units

Prerequisite: A in Honors Accelerated Calculus or permission of the department and a willingness to engage with more abstract mathematics

What is real analysis? A first-pass definition is that real analysis is a subfield of mathematics that makes rigorous the concepts and results of calculus, e.g., limits, continuity, differentiation, and integration. As such, one can conceive of real analysis as the "foundations of calculus " More generally, however, the subject matter of real analysis encompasses more than this: it is the rigorous study of real numbers, sequences and series of real numbers, and properties of real functions. Most generally, it is the study of infinite processes and what one can do with limits

In this course, we will study all three aspects of real analysis. We begin with the construction of the real numbers and a discussion of crucial properties of the reals. Next, we will study sequences, convergence, and continuity in the more general setting of point-set topology. Then, we will study the rigorous definition of differentiability and prove many of the theorems of differential calculus that you know and love. Finally, we will do the same for integration. Time permitting, we will conclude with a brief introduction to sequences and series of functions. This course will also serve as an introduction to the understanding and construction of proofs (including basic proof techniques and the fundamentals of logic).

FOUNDATIONS OF ABSTRACT MATHEMATICS: A JOURNEY THROUGH PROOF WRITING

(Spring semester)

1.5 units

Prerequisite: This course can be taken concurrently with Calculus AB or permission of the department

Mathematics is not merely a set of formulas and rules; rather, it comprises a collection of ideas expressed through definitions, theorems, and proofs. While many mathematical concepts find application in real-world problems, their practicality is not a fundamental aspect of mathematics itself. The study of mathematics involves learning to think abstractly and to construct logical arguments. This course aims to equip students with the foundational skills needed to engage with abstract mathematical concepts and to develop proficiency in constructing and understanding proofs. Through the exploration of fundamental concepts and techniques, students will learn how to approach mathematical problems analytically and rigorously. By mastering these essential skills, students will be prepared to tackle a wide range of mathematical challenges and to appreciate the elegance and beauty of abstract mathematics. We begin the course by delving into logic and set theory, exploring the foundational axioms in mathematics. From there, we embark on a journey to understand the concepts of relations and bijections between sets, expanding our comprehension of cardinality and exploring different types of infinity, such as countable and uncountable sets, and discerning the distinctions between them.

COMPUTER SCIENCE YEARLONG COURSE

OBJECT-ORIENTED PROGRAMMING

IN JAVA

3 units

This yearlong course will give students a comprehensive introduction to object-oriented computer programming and the fundamental concepts of Computer Science. Using the Java programming language, the course begins with an introduction to data types, data structures, and the principles of object design. Students will get hands-on experience implementing a number of standard algorithms for searching, sorting, manipulating strings, and managing compound data structures. Emphasis will be placed on the principles of structured program design, designing elegant solutions to computable problems, and learning to test and debug computer code effectively. The course is project-oriented, with periodic quizzes and short homework assignments designed to give feedback and reinforce understanding. Prior knowledge of computer programming is not required.

FALL SEMESTER COMPUTER SCIENCE COURSES

WEB DESIGN

1.5 units

This course will cover the essential elements of responsive web design, from user interface design to programming in the HTML, CSS, and Javascript languages. Students will learn how to use CSS libraries such as Bootstrap to create responsive layouts They will also learn how to use Javascript variables and functions, and respond to user input using Javascript Students will get hands-on experience developing web applications such as an Instagram style photo gallery. Finally, students will learn how to use the React and Firebase frameworks to create a data-driven website of their choice Emphasis will be placed on the project development life cycle and the importance of testing The course is project oriented with periodic quizzes and short homework assignments designed to give students the opportunity to extend their knowledge and demonstrate understanding.

GAME DESIGN IN PYTHON

1 5 units

This course will give students an introduction to the Pygame library and game design. After a review of the Python programming language, students will learn how to create classes, sprites, and animation using Python and Pygame The course will then apply the concepts of objects, list, and tuples to game design Students will then learn how to process events and create sound effects Finally, students will have the opportunity to design their own game as part of their final project Emphasis will be placed on developing the resilience and problem solving skills necessary to become an effective computer programmer The course is project based with periodic quizzes and homework assignments designed to develop students’ understanding of the Pygame library and game design.

APP DEVELOPMENT

1 5 units

This course will give students an introduction to the powerful Swift programming language, now widely used to develop mobile applications for Apple products such as the iPhone and iPad Students will gain the skills necessary to develop an iOS app from scratch. By the end of the course, students will be able to demonstrate a completed app, and will have a basic understanding of object-oriented principles and memory management Emphasis will also be placed on user interface design principles and user acceptance testing. The course is project based with periodic quizzes and short homework assignments designed to give students the opportunity to extend their knowledge and demonstrate an understanding of the key principles

3D GAME DESIGN IN UNITY (spring only)

1 5 units

Prerequisites: Intermediate Arts course or approval from Chair of Arts and Chair of Mathematics / Cross Listed with Arts

SPRING SEMESTER COMPUTER SCIENCE COURSES

The 3d Game Design in Unity course is designed to give students a solid foundational understanding of C# programming for games, simulations, and applications in 3D and VR for web, mobile, and VR platforms. In each unit of this course, the students will be guided through the creation of a prototype and then use their creativity and knowledge to design and build a game They will work through thefull creative cycle of developing an intention, an ideation and then prototyping their game with critical analysis and feedback from their peers and teachers as they work toward a fuller and more personally relevant expression of that intention

INTRODUCTION TO THE ARDUINO AND C PROGRAMMING

1 5 units

This course will give students the opportunity to use the Arduino platform and learn C programming The Arduino platform is an open-source computer hardware/software platform for building digital devices and interactive objects that can sense and control the physical world around them. Students will learn how the Arduino platform works in terms of the physical board and libraries Students will also learn about shields, which are smaller boards that plug into the main Arduino board to perform other functions such as sensing light, heat, GPS tracking, or providing a user interface display. The course is project oriented with periodic quizzes and short homework assignments designed to give students the opportunity to extend their knowledge and demonstrate understanding All hardware will be provided as part of the course

PHYSICAL EDUCATION

Physical activity, exercise, and wellness are essential to the Branson School experience Whether through participation on an interscholastic sport or club team, or an alternate activity, the goal is for each student to develop an appreciation for an active lifestyle, good character, and a positive self-image While the program offers diverse opportunities, an emphasis is placed on:

➢ Lifelong habits that contribute to being a part of something bigger than one’s self

➢ Team building and sportsmanship

➢ Development of leadership skills

➢ Cooperation among peers

The program also challenges students to raise their fitness levels and develop an understanding of the relationship between fitness and lifelong physical and mental wellness Some students will choose to participate in an interscholastic sport or club team, while others will choose to fulfill their requirement through an alternate activity

The graduation requirement in Physical Education is four units, with at least one unit completed during each school year. All Seniors participating in an Alternate Activity Program must complete their hours by April 1 All Physical Education units are graded on a Pass/Fail basis

PHYSICAL EDUCATION CURRICULUM AT A GLANCE

Interscholastic Athletics

➢ Cross Country

➢ Football

➢ Girls Golf

➢ Girls Tennis

➢ Girls Volleyball

➢ Boys Basketball

➢ Girls Basketball

➢ Boys Soccer

➢ Girls Soccer

Club Sports

➢ Fencing

➢ Mountain Biking

Alternate Activity Programs

➢ Ballet/Dance

➢ Martial Arts/Boxing

➢ Rowing/Crew

➢ Sailing

➢ Strength and Conditioning Training

➢ Yoga

➢ Other (with approval)

➢ Fencing

➢ Mountain Biking

➢ Pickleball

➢ Ballet/Dance

➢ Martial Arts/Boxing

➢ Rowing/Crew

➢ Sailing

➢ Strength and Conditioning Training

➢ Yoga

➢ Other (with approval)

➢ Baseball

➢ Boys Golf

➢ Boys Lacrosse

➢ Girls Lacrosse

➢ Swimming

➢ Boys Tennis

➢ Track and Field

➢ Boys Volleyball

➢ Girls Beach Volleyball

➢ Fencing

➢ Mountain Biking

➢ Ballet/Dance

➢ Martial Arts/Boxing

➢ Rowing/Crew

➢ Sailing

➢ Strength and Conditioning Training

➢ Yoga

➢ Other (with approval)

COURSE OFFERINGS IN ATHLETICS

INTERSCHOLASTIC ATHLETICS OR CLUB SPORTS TEAM

1 unit

Students may participate in one of Branson’s interscholastic athletic or club sports teams In order to earn credit, students are required to attend all games and practices as outlined by the Head Coach and Athletic Department Leaving or being dismissed from an athletic team may result in Physical Education credit not being given for that term Practice times shall not exceed two hours on weekdays and two hours on Saturdays. There is no practice on Sundays. Fall athletes are expected to attend practices during August; winter and spring athletes are expected to attend practices and games scheduled during school breaks Athletes should note that, in many cases, full participation includes a commitment to the sport beyond the term of the regular season

ALTERNATE ACTIVITY PROGRAM (AAP)

1 unit

The Alternative Activity Program (AAP) is an independent study program, designed to provide students opportunities to pursue organized classes of instruction outside of the school – for example, ballet, strength and conditioning, equestrian, martial arts, competitive dance, etc. Students must select their AAP during the normal class registration period AAP’s must be approved and monitored by the Athletic Department Students will be required to submit a letter of agreement signed by their instructor, their parents/guardians, and themselves This course requires 36 hours

SCIENCE

The world is a complex place governed by laws of nature as well as the laws of politics and economics The Science Department is dedicated to enriching students’ understanding of the natural world and enabling students to have a more positive interaction with their environment. It is our fond hope that a Branson education will encourage students to pursue the study of nature while making deep and wise impacts on the occupants of this earth, our only home Additional departmental goals include:

➢ Develop in students the habits of intelligent inquiry, thoughtful research, organized experimentation, and critical analysis, including the ability to express scientific ideas clearly, interpret data, and organize a diverse body of material into a coherent whole.

➢ Encourage students to use these acquired skills in other academic disciplines and everyday life

➢ Foster in students a spirit of cooperative learning

➢ Develop students' enthusiasm for, and confidence in, all of science so as to maximize their potential for excellence in any future scientific endeavor.

➢ Help students gain perspective on, and understanding of, the natural world and their role in it

➢ Encourage students to develop an open, yet critical, mind so that they can distinguish the wonders of real science from the wishful thinking of pseudoscience.

The graduation requirement in Science is twelve units or three full years of study that includes Physics, Chemistry, and Biology.

Concurrent enrollment in two science classes in the junior and/or senior year is possible, subject to approval by the department chair, advisor, class dean, and Director of Studies Elective science courses are the courses best suited for doubling in Science.

Advanced Biology, Advanced Chemistry and Advanced Physics are available to students in their senior year with approval of the Science Department.

SCIENCE CURRICULUM AT A GLANCE

CORE COURSES

➢ Physics I

➢ Physics I Honors

➢ Chemistry

➢ Chemistry Honors

➢ Biology

➢ Biology Honors

ELECTIVE COURSES

➢ Anatomy & Physiology: The Human Body (Fall semester)

➢ Astronomy and Astrophysics I (Fall semester)

➢ Astronomy and Astrophysics II (Spring semester)

➢ Engineering, Design, and Analysis

➢ Environmental Science (Spring semester)

➢ Marine Ecology (Fall semester)

➢ Microbiology and Infectious Disease

➢ Physics of Guitars (Spring semester)

➢ Advanced Biology (Seniors only)

➢ Advanced Chemistry (Seniors only)

➢ Advanced Physics (Seniors only)

SCIENCE DEPARTMENT HOMEWORK PHILOSOPHY

To enrich students’ understanding of the natural world and enable them to have a more positive interaction with our shared environment, the Science Department assigns homework that provides students with opportunities to develop habits of intelligent inquiry, to apply critical thinking and analytical skills, and to practice skills introduced in the classroom

The Science Department believes homework is meaningful when students have the opportunity to:

➢ Practice skills independently and at their own pace

➢ Read background information in preparation for discussion and interaction in the classroom

➢ Assimilate new information and connect ideas

➢ Test their knowledge by applying concepts to new scenarios

➢ Experience another voice (via videos, texts, articles or journals) explaining a phenomenon

➢ Think abstractly

➢ Solve problems

➢ Analyze data

➢ Apply critical thinking

➢ Grapple with ideas presented in class

In the freshman year we typically assign 20-30 minutes of homework per class meeting and in the sophomore through senior years we assign 40 minutes per class meeting. Research projects, lab reports, and/or problem sets are often spread out over a week or more, enabling students to receive feedback on drafts, collaborate with lab partners, and actively engage in class discussions

The Science Department monitors the effectiveness of homework through verbal check-ins, written feedback, and student performance on assessments.

The Science Department honors the value of homework by addressing homework topics in lessons, demonstrating their connections and importance to understanding the material and giving credit for some of the independent work students have done

CORE COURSES

PHYSICS I 3 units

In Branson’s introductory science course, students develop skills in experimental design, analysis of evidence, communication, collaboration, problem solving, research, and critical thinking through the study of fundamental physics principles Students will deduce the laws of nature through first-hand experimentation before applying these laws to solving problems The course includes in-depth study of the laws of motion, forces, energy, and other topics In addition, students will be guided through several exciting projects where they apply their learning and science skills to complex, real-world scenarios and data sets

PHYSICS I HONORS

3 units

Prerequisite: Placement by the Science Department, as determined by the Algebra and Physics placement assessments and completion of Algebra I

In Branson’s introductory science course, students develop skills in experimental design, analysis of evidence, communication, collaboration, problem solving, research, computational modeling, and critical thinking through the study of fundamental physics principles Students will deduce the laws of nature through first-hand experimentation before applying these laws to solving mathematically rigorous problems The course includes in-depth study of the laws of motion, forces, energy, and other topics In addition, students will be guided through several exciting projects where they apply their learning and science skills to complex, real-world scenarios and data sets This course will move at a faster pace and will investigate each unit with somewhat greater challenge and depth.

CHEMISTRY

3 units

Prerequisite: Completion of Physics I / Physics I Honors and completion of Algebra I

In Chemistry, we will examine the composition of matter and the changes it undergoes Following the chemistry modeling instruction sequence, students will learn how to understand the world on an atomic level using experimentation and analytical thinking We will explore chemistry concepts including atomic structure, periodicity, stoichiometry, chemical reactions, bonding, gasses, and thermochemistry. Emphasis will be placed on big chemistry developments in the history of science Additionally, there will be several opportunities to research and study the chemistry of the world around us Students will develop their analytical abilities through problem solving, discussions, and laboratory experience. Students who perform at a high level in Chemistry will be prepared to take Advanced Chemistry in their senior year

CHEMISTRY HONORS

3 units

Prerequisite: Completion of Physics I / Physics I Honors, completion or concurrent enrollment in Algebra II, and recommendation from the Science Department.

The Chemistry Honors course is ideal for the student who has a strong mathematical background and seeks to be challenged in a higher level, faster paced science course. In this course, we will examine the composition of matter and the changes it undergoes Following the chemistry modeling instruction sequence, Students will learn how to understand the world on an atomic level using experimentation and analytical thinking. We will explore chemistry concepts including atomic structure, periodicity, stoichiometry, chemical reactions, bonding, gasses, and thermochemistry Emphasis will be placed on big chemistry developments in the history of science Additionally, there will be several opportunities to research and study the chemistry of the world around us Students will develop their analytical abilities through problem solving, discussions, and laboratory experience Students who perform at a high level in Chemistry will be prepared to take Advanced Chemistry in their senior year

BIOLOGY

3 units

Prerequisite: Completion of Physics I / Physics I Honors and completion of Chemistry / Chemistry Honors.

This course focuses on biochemistry, cell biology, genetics, evolution, ecology, and human body systems Biology will also expose students to contemporary advances in biological science that continue to emerge and change each year Students will develop scientific skills through group discussions, laboratory experiences, formal presentations, and research projects Guest speakers representing a diversity of studies within the biological sciences will enrich the student experience and connect them to the outside world Relevance to students’ lives will be a unifying theme while exploring biology’s relationship with health, bioethics, race, and sustainability as well as other academic disciplines and societal issues Through this course, students will build scientific skills as well as an understanding of how biology has affected and continues to affect and influence their lives and the world around them.

BIOLOGY HONORS

3 units

Prerequisite: Completion of Physics I/Physics I Honors and completion of Chemistry/Chemistry Honors and recommendation from the Science Department.

This course is ideal for the student who seeks to be challenged and is ready and willing to take intellectual risks While the topics covered in this course are similar to those in Biology, students will be expected to be self-motivated and independent learners in order to delve into significantly deeper applications. Some summer work may be assigned to connect chemical concepts to those needed for this course

This course focuses on biochemistry, cell biology, genetics, evolution, ecology, and human body systems. Biology Honors will also expose students to contemporary advances in biological science that continue to emerge and change each year Students will develop scientific skills through group discussions, laboratory experiences, formal presentations, statistical analysis, reading of primary scientific literature, and research projects Guest speakers representing a diversity of studies within the biological sciences will enrich the student experience and connect them to the outside world Relevance to students’ lives will be a unifying theme while exploring biology’s relationship with health, bioethics, race, and sustainability as well as other academic disciplines and societal issues. Through this course, students will build scientific skills including accessing and understanding primary research, as well as an understanding of how biology has affected and continues to affect and influence their lives and the world around them

ELECTIVE COURSES

ANATOMY & PHYSIOLOGY: THE HUMAN BODY (offered in Fall)

1 5 units

Prerequisite: Completion of or concurrent enrollment in Biology/Biology Honors

This semester-long course provides an in-depth, dynamic, and rigorous study of human anatomy and physiology Students will explore the structure and function of key organ systems, including the endocrine, nervous, cardiovascular, respiratory, urinary, and reproductive systems The course examines both healthy physiological processes and pathological conditions that disrupt homeostasis. Emphasis is placed on the interconnectedness of human systems and their role in maintaining overall health Through laboratory investigations, case studies, poster sessions, interactive activities, guest speakers, and field

trips, students will develop a deeper understanding of physiological mechanisms and medical applications By the end of the course, students will gain a comprehensive understanding of how each of the major human systems function, as well as a deep look into the complexity and adaptability of the human body

ASTRONOMY AND ASTROPHYSICS I (offered in Fall)

1 5 units

Prerequisite: Completion of Physics I/Physics I Honors and Chemistry/Chemistry Honors, and completion of or concurrent enrollment in Algebra II

Modern astronomy is filled with amazing discoveries, like gravitational waves caused by black hole mergers, planets around other stars, clues about the formation of the Earth, and the search for life in the solar system This class will provide a foundation to understand it all The units of study are broken down by essential questions that students will seek to answer, such as: What is the cultural significance of astronomy? Where should we search for life outside of Earth? What is the most significant advancement to telescope technology in the last 100 years? And more! Through hands-on experience, students will learn how to find and identify constellations, make astronomical observations, and analyze astronomical images. Further fascinating topics of study include: eclipses, measuring huge distances in space, supernovas, detection of exoplanets, black holes, gravity, the Milky Way galaxy, and the expanding universe – all riddled with beautiful photos and humbling truths

Astronomy and Astrophysics I and II are distinct classes and can be taken either in sequence or each as stand-alone electives

ASTRONOMY AND ASTROPHYSICS II (offered in Spring)

1 5 units

Prerequisite: Completion of Physics I/Physics I Honors and Chemistry/Chemistry Honors, and completion of or concurrent enrollment in Algebra II

Astronomy and Astrophysics I and II are distinct classes and can be taken either in sequence or each as stand-alone electives

ENGINEERING, DESIGN, AND ANALYSIS: ENGINEER YOUR WORLD

3 units

Prerequisite: Completion of Physics I/Physics I Honors and Chemistry/Chemistry Honors, and completion of or concurrent enrollment in Algebra II

In this class, failure is not an option – it’s mandatory! The design and construction challenges in this class, each drawn from one of the major engineering disciplines, will allow every student to experience the challenges and rewards of engineering as their team designs, prototypes, revises, perfects, and documents its approaches Students will discover how engineers use creative design approaches, make data-supported design decisions, collaborate to solve complex challenges, and improve lives. Developed with funding from the National Science Foundation by a team of University of Texas faculty and NASA engineers, Engineer Your World engages students in authentic engineering practices in a project-based environment

ENVIRONMENTAL SCIENCE

(offered in Spring)

1.5 units

Prerequisite: Completion of or concurrent enrollment in Biology/Biology Honors

The goal of the Environmental Science course is to provide students with the scientific principles, concepts, and methodologies necessary to understand and critically evaluate many of the environmental challenges facing the world today This course will allow students to understand interrelationships in the natural world, identify and analyze environmental challenges, evaluate the relative costs (seen and unseen) of environmental degradation, and develop solutions for these issues Environmental Science is interdisciplinary; it embraces and utilizes a variety of concepts from different areas of study, including biology, design, ecology, economics, engineering, history, and philosophy Specific units of study include (but are not limited to): food systems, climate change, conservation, environmental ethics, renewable energy, and sustainable design The course includes rigorous discussion and debate, inquiry-based and student-centered project-based learning, and the reading of current environmental literature

MARINE ECOLOGY (offered in Fall)

1.5 units

Prerequisite: Completion of or concurrent enrollment in Biology/Biology Honors

Our earth is a marine planet, with oceans covering 71% of the earth's surface Marine Biology introduces students to this fascinating realm of the world’s oceans and the spectacular creatures who inhabit these waters through exploration of local field sites, laboratory investigations, and related classroom studies The Earth’s oceans are filled with amazing creatures and a surprisingly large variety of habitats In this course we will dive into this mysterious world by investigating ocean chemistry, local kelp forests and intertidal systems, bony and cartilaginous fish, marine mammals, marine ecology, several ocean ecosystems and their inhabitants, and much more An additional goal of this course is to foster a lifelong interest in, and stewardship for, our world’s oceans and their role in the health of our planet.

MICROBIOLOGY AND INFECTIOUS DISEASE

3 units

Prerequisite: Completion of or concurrent enrollment in Biology/Biology Honors.

This course is designed to cover the basic concepts in microbiology, including bacteria, viruses, and protozoa. We will focus our studies on the pathogenic microorganisms, specifically in human infectious diseases, and how our immune system responds to them Specific examples of diseases we will study include Ebola, Influenza, HIV, Tuberculosis, MRSA, and Malaria We will not only examine the direct

cause and effects of these diseases, but also their broader implications in medical care and public health We will also examine the inequities in our healthcare system and the propagation of misinformation in this field. There is a strong laboratory component to the course as well as an emphasis on independent research

PHYSICS

1 5 units

OF GUITARS (offered in Spring)

Prerequisite: Completion of or concurrent enrollment in Algebra II

The guitar is a deeply embedded instrument in many genres from pop, jazz, blues, rock, alternative, metal and beyond And the electric guitar has defined the last 75 or more years of music In this lab-based, science class we will study the fundamental physics principles that allow an electric guitar to make music (as well as acoustic instruments, microphones, amplifiers and more) The core concepts will be related to waves, sound, resonance and harmony We’ll use fundamental models of electricity and magnetism to understand pickups, microphones and amplifiers, such as fields, charge, induction, transistors, and more.

ADVANCED BIOLOGY

3 units

Prerequisite: Senior standing and approval of the Science Department, based upon completion of Physics I/Physics I Honors, Chemistry/Chemistry Honors, and Biology/Biology Honors at an exemplary level

Advanced Biology is a rigorous, fast-paced, and in-depth study of biology This course will be a contemporary and application-rich exploration of biology, with a particular emphasis on topics not studied in Biology or Biology Honors. Students will build on and apply concepts from Biology and Chemistry and will engage in advanced techniques used in modern biology while also learning about the process of scientific inquiry, discovery, and dissemination of knowledge Students will be expected to develop scientific skills including experimental design, communication, and literature analysis. Students enrolled in Advanced Biology should expect a challenging workload and pace, as well as comprehensive and extensive individual work outside of class

ADVANCED CHEMISTRY

3 units

Prerequisite: Senior standing and approval of the Science Department, based upon completion of Physics I/Physics I Honors, Chemistry/Chemistry Honors, and Biology/Biology Honors at an exemplary level

Advanced Chemistry is a rigorous, fast-paced, and in-depth study of chemistry. Students will expand their knowledge of key chemistry principles and investigate the application of chemistry principles Topics covered include: atomic and molecular structure, nuclear chemistry, phases of matter, thermodynamics, reaction kinetics, equilibria, acid-base reactions, and green chemistry Particular emphasis will be placed on contemporary topics in the field of chemistry Students will have the opportunity to plan experiments and gather and interpret experimental data through hands-on lab experiences Projects will allow students to form connections between the chemistry they learn and their everyday lives An emphasis is placed on using analytical and logical reasoning skills to solve problems in a collaborative environment. Students enrolled in Advanced Chemistry should expect a challenging workload and pace, and they will do comprehensive individual work outside of class

ADVANCED PHYSICS

3 units

Prerequisite: Senior standing and approval of the Science Department, based upon completion of Physics I/Physics I Honors, Chemistry/Chemistry Honors, and Biology/Biology Honors at an exemplary level

Advanced Topics in Physics is a rigorous, fast-paced, and in-depth study of physics. This course will be a dynamic and application-rich exploration of classical and modern physics and will cover a variety of topics, including electric fields, voltage, current, and physical and geometric optics Applications such as atomic spectroscopy, musical harmonics, image formation and manipulation, and the construction and measurement of circuits will be explored The course will culminate in a fundamental understanding of the conceptual and mathematical heart of wave-particle duality Two capstone labs will allow the students to demonstrate and measure both the wave-like and particle-like nature of light and matter Students enrolled in Advanced Physics should expect a heavy workload and fast pace, with extensive individual work outside of class

BlendEd Course Catalog 2025-2026

The BlendEd Consortium partners to offer distinctive courses that blend the best of online learning, in-person experiences, and the assets of our region

BlendEd Course Enrollment

All students submit enrollment requests for BlendEd courses as part of their home school’s course selection process Each school typically enrolls a minimum of 2 students in each BlendEd course Note that the BlendEd Consortium may add or decrease course offerings based on the actual student enrollment demand

BlendEd Readiness

Students are expected to spend approximately 6 hours per week on their BlendEd course Before students enroll in courses offered through the BlendEd Consortium, they should first assess their readiness for learning in a blended/online format. Please review the BlendEd Readiness Checklist & Learning Habits to get a better understanding of the skills and mindsets that make for a fruitful BlendEd experience

BlendEd Meetings

BlendEd courses feature both synchronous (real-time virtual and in-person) and asynchronous (self-paced) activities Attending and participating in all the synchronous activities is essential to getting the most out of the BlendEd learning experience. Depending on the course, there are typically 7 to 15 Zoom meetings and 3 to 5 face-to-face (F2F) meetings each term

Fall 2025

Applied AI in Python

This semester-long course will give students hands-on experience with artificial intelligence (AI) by applying machine learning models and libraries using the Python programming language The course will explore the construction of algorithms which can learn from and make predictions on real-world data Students will first recap on Python loops, lists, and dictionaries and learn how to manage file input and output. They will then apply their Python knowledge to build a movie recommendation engine using machine learning Students will then learn how to use the Pandas and Numpy libraries to analyze and interpret data Students will then be introduced to the Tensorflow and Keras frameworks and build machine learning models to analyze images and text. Students will apply their knowledge to implement and refine machine learning models to a data set of their choice and understand the ethical implications Finally, students will present their findings to an authentic audience Emphasis will be placed on the project development life cycle and the importance of testing.

Students will be expected to conduct independent research in addition to working collaboratively on projects Weekly Zoom sessions will be used for short presentations, Q&A, and discussions In-person sessions will be used to present and discuss project progress with the rest of the class and meet with guest experts At the end of the course, students will have a basic knowledge of machine learning models and libraries and how to use these tools effectively with real-world data

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening 7 - 8:30 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Saturdays from 11 am to 1 pm at the Branson School or in San Francisco

Prerequisites: Introduction to Python Programming (B+ and above) or sufficient knowledge of Python

Art, Consciousness, & AI

This exciting hybrid course blends art, science, and technology to explore the mysteries of the human mind and its relationship with machines. Together, we will investigate how art reflects our understanding of consciousness, how AI is learning to mimic human thought, and what it means to create in a digital age You’ll write, discuss, and create projects that explore these connections between your own consciousness and the fast-evolving world around you. Along the way, we’ll tackle challenging questions about the societal impact of AI, creativity, and the future of human-machine collaboration

Our journey begins by thinking about thinking O o o O o o O O How we know the world around us, how we know ourselves, how we think, how we feel, how we connect with each other, and how we connect with the anthropocene more than mere musings, topics such as these will pique our curiosities, inspire rich debates, and fuel our own creative expressions From early cave paintings to modern integral

installments, art and artifacts throughout time will help us access and appreciate how consciousness has both changed and shaped our way of being and relating And we will explore local museums, scour the digital web, and interact with AIs to construct new understandings together At different times, your journey will include reading texts, reflecting on concepts, discussing in peer groups, composing short papers, and creating shared projects

This course is your chance to think deeply, create boldly, and imagine the future of thought, art, and intelligence, both for humans and machines!

And because of the nature of the course, being present both digitally and physically is critically important. But the work also has some flexibility You will be expected to attend one weekly virtual class via Zoom for short presentations, questions, discussions, guest speakers, etc And you will be expected to attend most if not all of our in-person meetings, which will include visiting local museums, exploring technology spaces, and presenting projects The asynchronous work is highly flexible, with some constraints on cadence Weekly, you’ll be asked to participate asynchronously in virtual discussions and connect in small groups, but the time, format, and means are (mostly) up to you and your peers

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Saturdays/Sundays/weekends from late morning to early afternoon at locations such as the MoMA, the de Young, the Legion of Honor, and Hacker Dojo

Digital Music Production & Marketing

This course is structured in three comprehensive blocks designed to take you from the basics of music production using Logic Pro to building your presence in the music industry The program is divided into three key blocks:

�� CREATE Introduction to electronic music production using Logic Pro This block introduces you to electronic music production, focusing on the essential tools and techniques within Logic Pro Whether you're new to music production or need a refresher, this section will help you develop the fundamental skills to create your own tracks, including working with digital audio workstations (DAWs), sound design, and music arrangement

�� MARKETING Strategies to publish and promote our music while developing our identity and presence as artists. In this block, you'll learn how to effectively publish and promote your music From crafting a personal brand to using social media platforms, this section covers practical methods to get your music in front of a wider audience You will also explore key aspects of the music business, including distribution, rights management, and how to network to grow your reach in the digital world

�� CONNECT. Exploring our community. This part of the course focuses on the importance of community in the music industry You’ll discover ways to connect with fellow artists, venues, and events to

collaborate and expand your network Building relationships with others is essential for success in today’s music scene, and this section will guide you in navigating these opportunities

With this course, you not only gain hands-on technical skills but also the marketing knowledge and community-building tools to understand the complex world of digital music production and distribution

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (likely Mondays or Thursdays) from 6:30-7:30 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Fridays afternoon or Saturdays from 11 am to 1 pm at locations such as Skyline Studios, Continental Club and/or other local music studios and venues in the Bay Area.

Fundamentals of Filmmaking

This beginning filmmaking class is designed to introduce students to the exciting world of filmmaking Through hands-on experiences, students will develop their original ideas into compelling visual stories and screenplays, learn how to create storyboards to blueprint their films, plan a realistic pre-production schedule, and understand how to shoot cinematic images using available technology Students will also be introduced to editing software and learn how to distribute their films to an audience through platforms like YouTube and high school film festivals.

In addition, students will acquire strong skills in communicating their ideas through image and sound, as well as gain valuable experience in planning and implementing real-world projects They will work with the latest technology for filmmaking in the 21st century and collaborate with their peers to create dynamic films

Our students have a track record of success, with many of their films being featured in film festivals across the country, including some of the largest and most prestigious festivals in the nation This class is the perfect starting point for any student interested in pursuing a career in filmmaking or just looking to develop their creative and technical skills.

Online meetings with the whole class will take place every other week to discuss projects and share presentations. Students will sometimes be paired together or in small groups during our online meeting time or may occasionally arrange their own meeting times for collaborative activities and projects

During our 3 to 4 face-to-face sessions we may be meeting filmmakers, visiting cinemas, film festivals and film production studios. Students will need access to a video camera (this can be your smartphone) and to be able to upload video to the web Students should also have access to video editing software and a tripod

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (likely on Mondays) 7-8:30 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on weekends at locations such as College Prep, Lick-Wilmerding or Shapeshifters Cinema in Oakland.

Future Cities: Civic Technology, Data & Design

By 2030, 125 billion connected devices are expected to be part of our daily lives By 2050, more than 60% of the world’s population is expected to live in urban centers. Around the globe, hundreds of new cities are being proposed and built from the ground up to meet these changing demands Rapidly, city planners, technologists, and stakeholders are examining how to gather and use data and technology to improve infrastructure, liveability, and sustainability in our rapidly growing and changing urban centers our future cities.

With this evolution comes many questions: What are our future cities' greatest needs and challenges? How can we use new technologies, open-source data, and artificial intelligence to shape “smart” city innovation? What kind of data and technology is most helpful to the city and its citizens? And how can we ensure data privacy, security, and equity for all citizens?

Drawing on applied statistics, data science, English, history, and human-centered design, we will explore these and other questions related to city planning and design, and the theory and ethics around future city visioning Learning from case studies, city officials and other guest speakers, history, literature, and more, we will gain a deeper understanding of both the wonder and complex interplay between humans and technology, government and its citizens As a final project, you will apply your skills and knowledge in a “smart city challenge” to design, iterate, and eventually present a proposal and prototype that responds to real-world needs and challenges facing our cities of the future.

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening, likely on Tuesdays or Wednesdays from 6:30-7:30 pm or 7-8 pm

● In-person/F2Fs: there will be 3-4 sessions scheduled most likely on weekends (late mornings to afternoons) at locations around the Bay Area such as San Francisco City Hall, Designing Justice in Oakland, and Smart City Start-Up Incubators

Incarceration Nation: The Rise of the U.S. Prison Industrial Complex

This course will trace the historical origins of what has been called the United States’ “prison industrial complex,” or the U S “carceral state” that intricate and elusive web of relations between state and corporate power that currently holds over 2% of the U S population under correctional control (which includes prison, parole, and probation) In the five decades since the notorious New York state Rockefeller Drug Laws were passed in 1973, the United States has undergone an explosive growth in the number of prisons being built, and prisoners being locked up, unparalleled in world history The trend of

mandatory sentencing for drug-related crimes that began with the Rockefeller Laws has swelled the ranks of U S prisons with millions of non-violent offenders, some serving life sentences (among these many juveniles tried as adults), the majority of whom are poor men and women of color. In more recent years, U S Immigration and Customs Enforcement (ICE) has erected an architecture of detention and surveillance that has well over 200,000 people (many fleeing violent conflicts that have causal strands which tie back to U.S. foreign policy and intervention in the Americas during and after the Cold War) caught in its maw While recent moves to decrease the number of people in cages for low-level non-violent drug offenses has dropped the U S from #1 to #6 on the list of countries with the highest per capita rates of incarceration, the U.S. still has the largest prison population overall in the world.

To understand the historical processes behind the rise of this carceral state we will explore a number of theories that seek to explain its origins and rise These are not competing explanations per se, but varied ways of looking at the same complex phenomenon one that is irreducible to a simple logic (i.e., ‘tough on crime’ laws, the state-corporate-prison nexus, etc ) We will examine a number of scholarly approaches to the problem of mass incarceration from different disciplinary perspectives, among them history, the law, public health, political science, and cultural geography. We will also interrogate a number of approaches taken to address the crisis from mainstream criminal justice reform, to calls for the abolition of police and prisons You will end the course with a fuller and more nuanced understanding of one of the most pressing issues facing our society.

We will meet as a class weekly on Zoom to discuss readings, participate in small group work, and to give short presentations Your presence and robust participation in our virtual meetings is an essential component of the course, and will help foster a sense of intellectual community that is essential to doing the rigorous scholarly work of thinking deeply and critically about our topic We will also meet in-person 3-5 times throughout the course to build class community, for field trips, and to engage with guest speakers.

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (likely Wednesdays) from 7:30-8:30 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled on weekends (late mornings to afternoons) at locations such as College Prep or Freedom Archives in Berkeley

Meaning of Life: Philosophy & Lit

What’s the meaning of life? A big question indeed, one that has been asked since the dawn of time From the ancient Hindus and Greeks to the present, this class will explore how different cultures have tried to answer, or at least grapple with, this question Along the way, we’ll consider, among other things, potential, self-knowledge, transcendence, absurdity, and much more Ultimately, what makes our lives meaningful may be up to each of us, but this class will provide valuable context, so we can formulate our own answers, whatever they may be. Some or all of the following will be included: The Bhagavad-Gita, Siddhartha, the Tao de Ching, Aristotle, Leo Tolstoy, Martin Luther King Jr, Emily Dickinson, and at least one film

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Saturdays/Sundays/weekends

The Science of SciFi

Is X-ray vision possible? How would near-speed-of-light travel work? What technology could lead to the existence of cyborgs? The goal of this course is to engage our scientific curiosity and explore the intersection of technology and imagination, science and literature We will read and watch a variety of science fiction works (books, movies, and short stories), identify elements of fantastical science that capture our interest, and then dive deep into understanding the current technology that could become those things in the future.

The culmination of this seminar is a creative project where you pick a current technology and predict the arc of that technology’s evolution into the future, then create something (e.g a story, artwork, instruction manual, music) about that future

Classes will meet weekly over Zoom to discuss the works we read and watch, and then explore the science behind them There are no prerequisites for this course, but you should be open to learning some advanced ideas in special relativity, physics, climate science, and biology with support

There will be 3 to 5 in-person class gatherings or field learning experiences, such as the Chabot Space and Science Center, the Exploratorium, a trip to see a sci-fi movie in a theater, and a fiction writing workshop

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (likely Thursdays) from 7:15-8:15 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on weekends and one Friday evening at locations such as the Exploratorium or College Prep

Spring 2026

Ancient Greek

This course offers an introduction to ancient Greek, both its language and its literature. In one semester students in this course will learn foundational elements of ancient Greek (orthography, morphology, syntax, vocabulary) and consider themes including daily life, mythology, and ancient history Course work will involve reading and writing in ancient Greek and in English, and students will be expected to speak ancient Greek in basic conversation and question-and-answering exercises Because Attic Greek, the language covered in this course, and Koine Greek, the language of "Biblical" Greek, are closely related,

students seeking to read such texts in Greek will also find this course beneficial Finally, throughout the term students will complete a reading project in which they will read in translation a work of Classical Greek literature of their choosing and will present this experience to the group at our final in-person meeting

We will meet as a class weekly on Zoom. Your presence and robust participation in our virtual meetings is an essential component of the course, and will help foster a sense of intellectual community that is essential to learning We will also meet in-person 3-5 times throughout the course to build class community, for field trips, and to engage with guest speakers.

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening from 7-8 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Saturdays either from 9 am to 12 pm at SF University High School or 12-4 pm at a museum such as the Legion of Honor in San Francisco

Financial Literacy

This course will be an introduction to finance and financial literacy, building practical financial management skills with a focus on building responsible financial habits throughout one's life. We will also develop a firm understanding of core financial principles, including the time value of money, compound interest, debt, leverage, credit, and more Moving beyond the theoretical and foundational principles of finance, we will ground our work together in the practical tools to understand trends, articulate current and potential economic challenges, and develop strategic approaches to sound financial management and financial responsibility

We will gather weekly over Zoom for short presentations, Q&A, and discussions. In person sessions will be used to present and discuss project progress with the rest of the class, go on field trips, and meet with guest experts

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on weekends.

Fundamentals of Filmmaking

This beginning filmmaking class is designed to introduce students to the exciting world of filmmaking. Through hands-on experiences, students will develop their original ideas into compelling visual stories and screenplays, learn how to create storyboards to blueprint their films, plan a realistic pre-production schedule, and understand how to shoot cinematic images using available technology. Students will also be introduced to editing software and learn how to distribute their films to an audience through platforms like YouTube and high school film festivals

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (likely on Mondays) 7-8:30 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on weekends at locations such as College Prep, Lick-Wilmerding or Shapeshifters Cinema in Oakland

The Golden Gate: Bay Area Literature, History & Activism

Did you know that with the publication of Allen Ginsberg’s Howl in the 1950’s, the City Lights Bookstore in San Francisco sparked a poetic and political revolution that became the Beat Movement? Do you know about the ‘60’s free speech and civil rights movement that took place on the steps of Sproul Plaza at U.C. Berkeley? Or why the Black Panther Party began in Oakland? Did you know that San Francisco-born photographer Ansel Adams’ work was instrumental in galvanizing awareness and activism to expand our national parks, just as Dorothea Lange’s work was in exposing the injustice of Bay Area Japanese Americans’ internment? What do you know of The Grateful Dead’s impact on the Summer of Love and Haight-Ashbury or politician Harvey Milk’s impact on the LGBTQ community and the Castro-Mission Districts?

Profoundly, Bay Area writers, artists and activists have long served as important catalysts for awareness and change, locally and across America This course will explore these individuals, questions, and much more as we read novels, poetry, short stories, and essays; view and listen to words, music, art and film; and discover the history and impact of such changemakers in the Bay Area We will consider the ways in which artists and their work have created and defined a counterculture and activist spirit that continue to thrive today near the Golden Gate.

Representative texts include Tommy Orange’s There,There, Rebecca Solnit’s Infinite City: A San Francisco Atlas, Lawrence Ferlinghetti’s San Francisco Poems and Cathy Arellano’s Salvation on Mission Street

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening, likely Mondays from 6:30-7:30 pm or Tuesdays from 7-8 pm

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on weekends (late mornings to afternoons) at locations such as the Oakland Museum of California, Wahpepah's Kitchen, City Lights Bookstore, the Castro and more

Hearing in Color: Level Up Your Music Listening

Notice and enjoy more in your favorite music by naming and hearing new qualities of organized sound in time. Topics include fundamentals of music notation and analysis: aspects of pitch and rhythm, staff notation, twelve-tone equal temperament, the circle of fifths, major and minor scales, intervals, chords and their inversions, and harmonic analysis The course format balances group exercise with self-directed practice in interactive web applications: we will develop our ear through dictation, sight-singing, and rhythmic coordination exercises, and then we will apply our knowledge by attending and reflecting on concert experiences at San Francisco’s world-class performing arts institutions In lieu of conventional tests and quizzes, we will build a class web site to reflect on our learning

Prerequisite: a keyboard instrument (a piano or digital keyboard with at least 4 octaves (49 keys)), at least one year of experience performing music, and the ability to read music in either treble or bass clef

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (hopefully on Wednesday or Thursday evenings) 7-8:30 pm

● In-person: We will attend three concerts, to be scheduled (hopefully) on weekend afternoons at Civic Center locations like Davies Symphony Hall (San Francisco Symphony), the War Memorial Opera House (SF Opera), Miner Auditorium (SFJAZZ), etc.

Movements for Change

What does it mean to encourage social change, and how does history tell the story of activists whose work inspired change? In what ways does our reflection/collective memory of these movements impact their historical legacies?

In this course, students will take a deeply thematic dive into social movements (both popular and lesser known) to determine the complex ways in which these movements have shaped present movements for social change Framed around the concept of intersectionality, this class will provide students the opportunity to scour the archives, using a sociological and cultural lens to examine impact Students will also consider how they may use archives and the historical record to inspire the social change they’d like to make/see

Select movements included for study: The Suffrage Movement, The Civil Rights Movement, The Black Power Movement, the American Indian Movement and the LGBTQ Movement of the 1960s and 70s

Students will use rich primary sources to unpack the many ways both activists and the larger community have advocated for change At the end of the course, students will have the opportunity to create a final project of their thematic choosing, which may include (performance piece, manifesto, traditional research paper, blog, podcast, oral histories, art, etc ) and share their research with classmates and peers

Collaboration with other students is encouraged! Join us as we connect with guest presenters, visit local organizations and archives, and embark on a discovery of change

Synchronous meeting requirements:

● Weekly virtual classes: a weekday evening (likely Wednesdays) from 6:30-7:30 pm.

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Saturdays

Zen in the Bay: A Holistic Exploration of Buddhist Meditation & Practice

This hybrid course offers a multi-dimensional exploration of Buddhist meditation and practice, with an emphasis on Zen Buddhism in particular Combining online learning with immersive in-person experiences in the San Francisco Bay Area, students will delve into various aspects of Buddhism, including meditation techniques, neuroscience, history, ethics, arts, and activism.

Course Structure

Weekly online sessions covering:

1 Introduction to Buddhist philosophy, lineages, and practice

2. Establishing a personal meditation practice

3 Neuroscience of meditation

4 History of Zen in the Bay Area

5 Ethical dimensions of Buddhist practice

6 Zen arts and activism

Weekly assignments, including:

1 Personal practice explorations

2. Journal reflections

3 Readings and videos

4 Digital discussion assignments

5. Creative responses to the material

6 Group explorations

Five in-person experiences (students must attend at least three): final experiences to be determined, but may include:

1. Guided tour of Buddhist art at the Asian Art Museum

2 Meditation and organic farming at Green Gulch Farm Zen Center

3 The Way of Tea: Experiencing a traditional tea ceremony at a local tea house

4 Exploring Japanese-American history at Sokoji, Soto Buddhist Mission in San Francisco’s Japantown

5 A visit to UC Berkeley’s “Greater Good Science Center” and/or “The Center for Compassion and Altruism Research and Education” at Stanford University

6. Delving into Buddhist precepts and urban life at San Francisco Zen Center’s City Center temple

7 Silent meditation retreat at a local Buddhist center

8 And more!

This course is designed for both beginners and experienced practitioners, offering a blend of theoretical knowledge and practical application Students will gain a comprehensive understanding of Buddhist principles while developing their personal meditation practice. The in-person experiences provide unique opportunities to engage with local Buddhist communities and apply learned concepts in real-world settings

Synchronous meeting requirements:

● Weekly virtual classes: to be scheduled on a weekday evening

● In-person/F2Fs: there will be 3-5 sessions scheduled mostly on Saturdays/Sundays/weekends.

Learn more about BlendEd

Branson develops students who make a positive impact in the world by leading lives of integrity, purpose, learning, and joy.