BRIDGES ACADEMY
High School Curriculum Guide
2025 - 2026
CORE CURRICULUM
ENGLISH ENGLISH 9
In Monsters, Madness, and Mayhem, we’ll explore possible answers to our essential question for the year: in the face of monsters, madness, and mayhem, what makes life worth living? As this is an English course, we’ll turn to literature for our answers, but we’ll also consider how our lived experience provides some clues about how our individual search for meaning is connected to and dependent upon the good of society as a whole. You’ll learn to employ the techniques of fiction and narrative writing to not only express yourself with creativity and fluidity, but also to ask profound questions about the world in which we live. Instruction in the course utilizes a personalized coaching model, in which you and I will meet frequently to discuss your work and set goals around skill development. Editing is an essential and expected component of progress in the class.
You’ll read noted authors like Ted Chiang, Roxane Gay, and Gabriel Garcia Marquez, but you’ll also select some of your own reading material. In this course, you’ll learn how to write with purpose, read for joy, and comfortably coexist with monsters.
ENGLISH 10/11
English 10/11 focuses on the critical analysis of literature (primarily, but not limited to, fiction, creative nonfiction, poetry and drama). The course will include the close reading of texts by diverse authors, class discussion/debate, research and composition. Students will first learn about the foundational literary elements and poetic devices that will anchor their critical thinking by reading specific texts (centered upon literary elements such as characterization, central theme and so forth), and then hone their critical abilities through a variety of writing exercises, essays, research assignments and the occasional creative writing piece. This course will also teach and reinforce MLA format, grammatical concepts, mechanics, word choice, language and a variety of rhetorical strategies necessary for persuasive academic writing about literature. Additionally, students will develop their listening and speaking skills (about literature) throughout the year.
ENGLISH 12
This course challenges students to think critically and holistically about the world around them by engaging with literature as both art and dialogue. We will explore how stories, essays, and other texts converse with pressing global issues by examining identity, culture, power, and perspective through multiple lenses. Students will learn to analyze texts deeply, question dominant narratives, and participate in critical and creative discourse that connects the classroom to the broader world.
Readings will span genres, voices, and traditions, encouraging students to encounter diverse experiences and develop their own interpretations. Writing and projects will focus on inquiry and exploration. Assessments are primarily formative and exploration-based, allowing students to
develop projects that reflect their interests and strengths, and ultimately select and expand one into a summative piece. This course is an invitation to read widely, write thoughtfully, and speak with curiosity and courage about the issues that shape our shared future.
HISTORY WORLD HISTORY
World History 9 is organized by themes and addresses the ways leadership, trade, innovation, religion and philosophy impacted ancient and medieval societies. There will be a clear and consistent inclusion of non-western cultures so that the cultural pluralism of our present world can be better appreciated.
US HISTORY
This course examines United States history from the preColumbian era to the modern day. Students engage deeply with a variety of historical sources, like documents, illustrations, maps, photographs, films, and artifacts, in connection with the textbook. Along the way, students develop the skills of a historian, like comprehension, research, and critical analysis. As one historian observed, “The past is never safely historical,” a potent reminder that history remains deeply relevant to the world of today.
ECONOMICS + GOVERNMENT
This course offers a comprehensive exploration of the principles of economics and the United States government. Through a blend of guided readings, class discussions, and collaborative projects, students will enhance their reading,
writing, organizational, and critical thinking skills. Ultimately, this course equips students with the knowledge and tools necessary to become informed, engaged, and responsible citizens in an interconnected world.
MATH
STUDENTS PLACE INTO ANY OF THE FOLLOWING COURSES:
INTEGRATED MATH 1
Integrated Math 1 will focus on the key topics of Algebra 1. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be five units, each broken down into roughly six week sections to cover the entire year. Each unit will focus on a different area of Algebra.
ALGEBRA 1
Algebra is often called a gatekeeper course because it opens the door to all other areas of study in mathematics. This course provides a comprehensive teaching of the fundamental aspects of problem solving. Major topics of study include evaluation of algebraic equations, exponent rules and manipulation, polynomials, solving and graphing linear equations, solving and graphing two variable inequalities, solving systems of equations, radicals, word problems, solving and graphing quadratic equations, and factoring.
INTEGRATED MATH 2
Integrated Math 2 will focus on the key topics of Geometry. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be six units, each broken down into roughly five week sections to cover the entire year. Each unit will focus on a different area of Geometry.
GEOMETRY
The focus of Geometry is for students to understand the core mathematical concepts of the discipline by learning vocabulary, signs, expressions, and applications in preparation for advanced high school mathematics. Additionally, students will learn to ask appropriate and insightful questions; develop resourcefulness and problemsolving skills across the curriculum by using multiple methods; and become more comfortable with expressing their ideas through using the language of mathematics.
INTEGRATED MATH 3
Integrated Math 3 will focus on the key topics of Algebra 2. We will combine traditional teaching methods alongside project based learning in order to reinforce lessons taught in the classroom. There will be six units, each broken down into roughly five week sections to cover the entire year. Each unit will focus on a different area of Algebra.
ALGEBRA 2
This course is designed to build on algebraic and geometric concepts. It develops advanced algebra skills such as systems of equations, advanced polynomials, imaginary and complex numbers, quadratics, and includes the study of trigonometric functions. It also introduces matrices and their properties. The content of this course is important for students’ success on both the ACT and college mathematics entrance exams.
INTEGRATED MATH 4
Integrated Math 4 is a statistics course in which students will learn how to understand and present data. Among the topics covered are logical relationships, statistical measures and displays, probability, and distribution curves. After taking this class, students will have a grasp on the numbers that dominate modern life and have the critical analysis skills to discern when those numbers are misleading.
PRECALCULUS
Pre-Calculus is designed to prepare you for Calculus, either in high school or college. Topics include understanding algebraic and polynomial functions, exponential and logarithmic functions, and conic sections. Students will also study applications of trigonometry, trigonometric identities and equations, mathematical induction, and the concept of limits. In addition to content mastery, the course goals are to further develop students’ problem solving and critical thinking skills. The difficulty level of the material increases significantly throughout the year. Students should be prepared to be challenged and work hard. Technology will be incorporated throughout the curriculum.
CALCULUS
A typical problem-solving technique involves formulating a problem, simulating it with a mathematical model, solving it in the context of the model, and then reinterpreting the solution in the original context. Mathematical models often take the form of functions or equations and solutions are often accessible by using the techniques of calculus. The fundamental tools of calculus are the derivative and the definite integral. Derivatives are used to solve problems involving rates of change, e.g., problems dealing with velocity, acceleration, or marginal cost. Definite integrals are used to solve problems involving entities that can be subdivided into infinitesimally small but tractable parts. In this course students are expected to develop a working knowledge of differential calculus, an understanding of the basic principles of integral calculus, and an appreciation of the significance of the surprising relationship that exists between these two segments of calculus.
CALCULUS 2
The great importance of calculus is quickly noticed by taking a look at the number of fields that use calculus to solve important problems. Calculus is used to solve everything from biology problems to economy problems. Problems monitoring the dynamic changes of biological samples, all kinds of optimization problems, and economic problems involving the interest rate need calculus to be solved. Besides the significant aspect that this part of mathematics helps in development of an analytical mathematical thinking, calculus proves its effectiveness by solving real, practical problems. Calculus II will introduce students to a variety of new techniques of integration, to some applications of integration, and to sequences and series. Students will be
expected both to become proficient with basic skills and to demonstrate an understanding of the underlying principles of the subject. Students should expect to make appropriate use of technology in this course. Knowledge of Calculus I will be assumed, in particular knowledge of the rules and concepts behind differentiation and basic integration.
PHYSICAL EDUCATION
PHYSICAL FITNESS
Physical education is an integral part of the total education of every student. Physical activity helps develop health-related benefits such as fitness, physical competence, and cognitive understanding of body movement. Ultimately, students learn that they are extremely capable of adopting healthy and physically active lifestyles. Other benefits of physical activity in school include improved mental processes of perception, memory, judgment, and reasoning, as it pertains to the development of physical skills. Being active improves selfconfidence and self-esteem, reduces stress, improves judgment, and strengthens peer relationships. In addition, young people generally like physical activity because it is fun; they do it with friends; and it helps them develop skills, stay in shape, and look and feel better.
SCIENCE CONCEPTUAL PHYSICS
Physics is the most fundamental scientific discipline. It is the rigorous examination of cause and effect. In physics, mathematical language and theoretical models are applied to the physical world in order to understand it. The explanation
of the properties and behavior of all observable and measurable natural phenomena are deduced, induced, and produced.
This course will serve as a deep-dive inquiry into the nature and practice of physics. We will be driven by a few simple questions: What is the language of physics, what is the role of experimentation, and how are the principles and laws of nature conceived as a result? Essentially, how does physics get on, and what does it mean to be a physicist? We will approach this in a couple different ways. Students will read selections from Richard Feynman's famous lectures on physics concerning the nature of science, and begin to learn what it means to think like a physicist. They will be exposed to the conventional practice of learning classical mechanics conceptually where they’ll apply the definitions to describe the behavior and causes of motion, and conduct labs where they will test these notions out. In addition, students will have the opportunity to learn the application of various physics concepts through an assortment of various hands-on STEM projects.
BIOLOGY
We will approach Biology through the lens of systems, offering a comprehensive understanding of life. This perspective emphasizes the interconnectedness of biological components, illustrating how systems within and between organisms function both independently and collaboratively. By examining these systems, students gain insights into the complex interactions that sustain life. The curriculum covers key topics such as ecosystems and biodiversity, emphasizing the delicate balance required to maintain these systems. This systems-based approach not only highlights the functionality of individual systems but also their role in maintaining homeostasis and adapting to environmental changes.
CHEMISTRY
With an emphasis on developing skills in reading, writing, research, and problem solving, students engage with chemistry-focused learning prompts, questions, readings, laboratories, and challenges. The majority of students’ written work is in the form of a reflection upon the learning process with an emphasis on applied chemistry. Laboratories are completed bi-weekly to reinforce learning of concepts. The laboratories take place during Friday classes.
RESEARCH SCIENCE
This class will try to draw a continuous line connecting our present day back to the start of our universe. The units will follow a chronological order, starting with astronomy and the creation of our universe, our solar system, and our planet. We will then dive into geology, and learn about the history of earth written in layers of rock, and discuss the geologic time periods that preceded us. Next will be meteorology, where we will talk about weather systems and climate and the mechanisms by which they are created, move, and change. Finally we will focus on a broad evolutionary history of life, starting with archaea, and moving into botany and marine biology, and if time permits discussing dinosaurs and finally mammalian life.
PHYSICS
A calculus-based approach to understanding classical mechanics and electricity/magnetism is taken for honors students. Remaining students will apply concepts from algebra, geometry, and trigonometry to approach and solve physics problems. Prior knowledge of calculus isn’t required before taking this course; students are introduced to applications of derivatives, integrals, and differential
equations in problem solving and describing physical phenomena. The topics range from translational kinematics, static and dynamic equilibrium, conservation of energy and momentum to electric forces and fields, basic circuits, and magnetic forces and fields. At least four laboratories are conducted per semester to further reinforce the learning of theory. Weekly problem sets will help bolster students' understanding of the concepts discussed in class and students are invited to collaborate with one another on these.
WORLD LANGUAGE
JAPANESE 1
This is the introductory course for Japanese. Students identify that Japanese and English have different systems of language. They mimic and understand Japanese pronunciation, intonation, and rhythm. Students explore language features of Japanese, like noticing similarities and differences between Japanese and English, and the connection between language and culture.
JAPANESE 2
Japanese 2 course is intended for students who have completed Japanese 1. The primary objective of this course is to assist students in developing the ability to effectively communicate in Japanese, comprehend basic Japanese, and cultivate an appreciation for Japanese culture. Students will be provided with opportunities to actively use Japanese, along with the introduction of various self-teaching methods.
JAPANESE 3
Japanese 3 is intended for students who have completed Japanese 1 and 2. The primary objective of this course is to assist students in developing the ability to effectively communicate in Japanese, comprehend advanced Japanese, and cultivate an appreciation for Japanese culture. Students will be provided with opportunities to actively use Japanese, along with the introduction of various self-teaching methods.
JAPANESE 4
Japanese 4 is intended for students who have completed Japanese 1, 2, and 3. Japanese 4 is an advanced course designed for students who are already familiar with two sets of alphabets, mid 50 Kanji, advanced grammar, and a good amount of vocabulary. Class will be mostly in Japanese. The objective of this course is to assist students in developing the ability to effectively communicate in Japanese. The course will include comprehensive reading, talking, or writing about the story we read in Japanese. We will watch news or TV shows and talk about it. Students will be provided with opportunities to actively use Japanese.
JAPANESE 5
This course is intended for students who have completed Japanese 1, 2, 3 and 4. Japanese 5 is an extended course designed for students who are already familiar with advanced Japanese. Class will be mostly in Japanese. The primary objective of this course is to assist students in developing the ability to effectively communicate in Japanese in practical situations. We will try comprehensive reading, talking or writing about the story we read in Japanese. We will watch news or TV shows and talk about it. Students will be provided with opportunities to actively use Japanese, along with the introduction of various self-teaching methods. This course includes some independent work and communication.
SPANISH 1
Spanish 1 is an introductory course for students with little or no background in the Spanish language. The goal of this course is to help students to develop the ability to communicate in Spanish and understand basic Spanish as well as fostering an understanding and appreciation of the diversity of the Spanish-speaking cultures of the world. A strong emphasis is placed on using the language in a practical situation, while also helping students to grasp the basics of Spanish grammar, syntax, and morphology. Students will be exposed to basic grammar and vocabulary and cultural facets of Spanish/Latin cultures.
SPANISH 2
Spanish 2 is a class designed for students who are at an early intermediate level or students who have had one year of Spanish classes. The emphasis in this class is on speaking, reading, writing, and understanding Spanish through different hands-on projects and activities. Throughout the school year,
students will gain comprehension and practice of basic vocabulary, cognates, sentence formation, and general grammar structure such as regular and irregular verb conjugation and different forms of past, present, and future tenses. In this project-based class, students will be using the Socratic method to share information, learn from each other, and discuss different aspects of the Spanish speaking culture.
SPANISH 3
Spanish 3 is an intermediate to advanced course for students with approximately 2 years background in the Spanish language. The goal of this course is to help students to strengthen the ability to communicate in Spanish, while at the same time continuing to experience the richness of the Hispanic culture. A strong emphasis is placed on using the language in any given practical situation, while also adding more complex grammatical structures to their oral and written speech. Subjunctive and indicative mode will be used interchangeably as well as present, past and future tenses.
SPANISH 4
Spanish 4 is an advanced course open to students who have earned at least a B in Spanish 3. It is taught in the form of a literature survey. Students will read fiction, poetry, and nonfiction works by Spanish and Latin American authors. Having already learned advanced grammar and developed speaking, writing, reading, and listening skills, students will focus on refining and perfecting these abilities. The curriculum is designed to deepen their appreciation for modern Hispanic literature while fostering self-expression in Spanish.
TALENT DEVELOPMENT BADGES/YOUNG EXPERT PROGRAM
The Young Experts Program (Badges) is a highly personalized learning model that invites students to explore a chosen topic as they develop skills in critical thinking, communication, collaboration, and creativity. The scope of all Badges work is interdisciplinary and asks students to: gain comprehensive knowledge of a topic; consider sources; replicate experiments, make logical connections, and verify results; and synthesize points of data to create new theories or inventions.
SEMINARS FRESHMAN SEMINAR
The 9th Grade Forum is designed to give students the opportunity to develop academic skills that are critical to success in high school. A significant aspect of the forum will be examining ways in which social and emotional wellbeing impact our mental and physical health. Two days a week students will meet and participate in activities that are designed to engage, inform and provide specific strategies.
SOPHOMORE SEMINAR
The 10th Grade Forum is designed to give students the opportunity to develop academic skills that are critical to success in high school. A significant aspect of the forum will be examining ways in which social and emotional wellbeing impact our mental and physical health. 1 day a week students
will meet and participate in activities that are designed to engage, inform, and provide specific strategies.
JUNIOR SEMINAR
Junior Seminar is designed to help students prepare for their postsecondary journey by exploring college, career, and alternative pathways while building key skills for success. Throughout the course, students will develop a finalized college list or identify potential gap year programs, learn the components of a strong essay and resume, and highlight their skills and experiences for future applications. They will also receive support in preparing for the PSAT, be introduced to nontraditional options through a speaker series, and gain experience navigating essential college application tools such as Common App and Naviance. In addition, students will deepen their understanding of how executive functioning skills connect to career readiness, equipping them with practical strategies for life beyond high school.
SENIOR SEMINAR
Senior Seminar is designed to prepare students for life after high school by offering structured support, individualized guidance, and practical tools. Throughout the course, students will create resumes, draft personal essays, and complete applications for college, jobs, scholarships, or gap year programs. They will also learn about financial aid, community resources, and disability/accessibility services while exploring different postsecondary pathways, from fouryear college to careers and technical training. By the end of the seminar, each student will have a personalized transition plan, stronger self-advocacy skills, and the confidence to take their next step after graduation.
ACADEMIC SUPPORT + ADVISORY
Academic support and advisory is a daily block when a small group of students gathers with an advisor to catch up on work, meet with teachers, or seek counsel on any issues that have arisen during the day. Advisors are members of faculty, who cultivate both a safe space for decompression and a sense of belonging.
ELECTIVES AVIATION
In this class, students will have the opportunity to explore, learn, and pursue the world of aviation through understanding the fundamentals of flying and airplane systems. Together, we will investigate different areas that come together to create this world, from what it takes to make airplanes physically fly, to what it takes to become a pilot, air traffic controller, or airframe and powerplant mechanic, all the way to what it takes to engineer an aircraft and the role of the Federal Aviation Administration. There will be various labs and engineering opportunities provided throughout the year that will allow both the creative and technical application of both old and recently acquired knowledge on the variety of subjects involved. This course will attempt to teach the foundations of how aerospace and aviation have evolved over the course of the previous century through technological advancement and innovative engineering practices. Additionally, throughout the course of the year, students will be introduced to numerous career opportunities in the aerospace and aviation sector they may want to pursue that will fit their strengths.
BASIC COOKING
This class is designed to help students develop basic cooking skills in order to shelter future independence. In this inquiry based class, students have a voice on what to cook while having the instructor’s guidance. Special emphasis is placed on planning, prepping, cooking, and cleaning. Assigning activities so everyone equally works at making a nutritious meal is essential for the success of this class.
COMPUTER PROGRAMMING, ADVANCED
Students will learn more advanced programming concepts including Object Oriented Programming (OOP) principles. Students will apply these concepts to several video game projects assigned throughout the course. Students will use Python and the GD Script languages for their projects. The Godot game engine will also be used throughout the game development process.
COMPUTER PROGRAMMING, INTRO
Students will learn the fundamental concepts of computer programming and software development and how to apply them. The programming language used in the course will be Python. Although Python will be used throughout the course, the concepts being taught apply to all modern programming languages.
DESIGN PRINCIPLES
The Design Elective, or Design Principles, focuses on a multifaceted introduction to the types of ideas, processes and skills within a number of the main design disciplines. We will thus develop an understanding of, and skills within, the Graphic Design, Industrial Design (if there is time*) and Architectural Design disciplines, respectively, spending approximately one half on 2D study and one half on 3D study. Students will learn how to think both analytically and creatively within each discipline, utilizing inventive problem solving to come up with unique ideas and unique methods for execution. Though students will build concrete and highly measurable technical skills, a great deal of open-ended design challenges will be posed to them that will require a high level of self-direction, resourcefulness, self-teaching, cognitive flexibility, self-regulation and perseverance. Developing these important social-emotional skills in tandem with the technical and creative ones will form the backbone of the program. The curriculum for the term is subject to adjustment and adaptation as the class progresses.
FASHION DESIGN
This class is designed to help students express themselves through the language of fashion arts. Students will learn the basics of fashion sketching, color theory, value, shape, perspective, and proportions in order to design garments and costumes for school plays and musicals. Also, students will learn to use domestic single-needle sewing machines as well as their functions for different stitches. Each student will create an album with sewing samples of their own work and stitches, including embroidery. With those skills, students can upcycle garments, alter clothing, and cosplay. Guidance will be provided through different projects including making a pillowcase, a tote bag, pajama pants, t-shirts, and other simple everyday pieces as well as upcycling garments.
MATERIALS SCIENCE RESEARCH
The Materials Research class offers students an opportunity to explore the depths of science research with respect to the various applications of materials science: medical sciences (stents, prosthetics, sensors), metallurgical sciences (brazing, welding, special alloys), biologically inspired structures (wing membranes, porous materials, wood structures), piezoelectric materials, shape memory alloys (SMAs), shape memory polymers (SMPs), thermomechanical analysis (TMA), and magneto-mechanical response. This course exposes students to the ideas of proposing projects, evaluating resources, interacting with peer-reviewed journals, conducting experiments, processing data, presenting ideas, and presenting findings from research.
MUSIC PRODUCTION, ADVANCED
This elective is designed for students who have already completed the Beginner Music Production course and are ready to explore deeper levels of music creation, collaboration, and production. Students will focus more intensively on working with live audio recordings, notation for live players, and refining their use of Logic Pro. While we may touch on relevant music theory concepts as they come up in context, this course emphasizes creative application, technical growth, and ear training more than formal theoretical study. Students will gain confidence using advanced features of Logic and develop habits and workflows inspired by real-world production environments— always aiming toward higher-quality, more polished results.
MUSIC PRODUCTION, BEGINNING
This course is a hands-on introduction to the exciting world of music production. Students will explore music theory, composition, production, engineering, and scoring techniques. Through a mix of guided instruction and independent projects, students will create original works for a wide variety of instrumental, vocal, acoustic, and electronic combinations.
Students will also learn the fundamentals of arranging and sound design while developing the technical skills needed to produce music using Logic Pro on MIDI workstations in the Music Room. Interpersonal and collaborative skills will grow as students take on roles as performers, producers, engineers, and creative partners in a studio-style setting.
MUSICAL THEATRE
In this elective, students will engage intensively with the core components of musical theatre: acting, vocals, and dance. Drawing upon intelligence, curiosity and imagination, this course will train students to combine their raw talent with performance techniques. The course integrates renowned acting methods, such as those by Stanislavsky and Strasberg, with vocal training focused on pitch and range, along with foundational ballet and jazz dance techniques. Students will apply these skills in a high school musical, participating in rehearsals, auditions, and live performances. The curriculum is designed to produce well-rounded 'triple threats' — performers proficient in acting, singing, and dancing. The course will foster collaborative dynamics as students work together in ensembles and will also engage in self and peer evaluations, thus honing both their interpersonal, situational, performance, and critical assessment skills. This hands-on and immersive approach ensures that students emerge as well-rounded performers, capable of shining in any performance.
ROBOTICS
The Robotics Elective within the Robotics Program at Bridges is an extension of the varsity Robotics Team that is in its 13th year of competing in the highly rigorous, international FIRST Robotics Competition. The class supplements and augments engineering activities on the team by exposing students to diverse concepts and practices within related fields of engineering, as well as training students in various skills and techniques that are needed to fully realize a competition level robot. Some of the kinds of sub-disciplines and skills students will be exposed to are: game analysis, strategic planning, design, fabrication, 3d modeling, 3d printing, mechanical engineering, electrical engineering, computer programming/ coding and testing. Learning to both work independently and
in a collaborative environment on a team will be additional cornerstones of our work in the Robotics Elective.
SHORT FILMS
This studio-based filmmaking course guides students through the complete short film production process from idea to final screening. Over the year, students will explore authentic storytelling, collaboration, and technical skills through preproduction, filming, and post-production. Using the three-act story structure as a foundation, students will develop scripts, plan shoots, work in professional-style crew roles, and produce short films for authentic audiences. The course fosters creativity, teamwork, and personal voice while building the technical expertise needed for 21st-century media creation.
SMALL BUSINESS + ENTREPRENEURSHIP
This class is intended for students who have a strong interest in self-employment, entrepreneurship, and business. This class will start with the basics of macro and micro economics. We will then cover financial concepts like costs, revenue, profit, and budgeting. Students will then learn about market research, estimating prices and sales, and creating business plans. Throughout the year, students will come up with business ideas and build the skills needed to start their own entrepreneurial endeavors.
SOCIAL MEDIA CREATOR LAB
This studio-based course immerses students in the art and strategy of social media storytelling. Over the year, students will plan, produce, and publish short-form and extended media pieces for authentic audiences on platforms such as TikTok, Instagram Reels, YouTube Shorts, and Facebook Reels. Through hands-on projects, students will explore authenticity, collaboration, and identity in digital storytelling, while building technical skills in filming, editing, and platform optimization. The course blends personal creativity with school-based campaigns, encouraging students to adapt content for multiple platforms and reflect on audience engagement.
STRENGTH + CONDITIONING
This course has been designed to help students become more aware of their personal fitness levels and how to make small changes in their lifestyle to promote better overall health/wellness. Taking a scientific approach, participants should view their body as a laboratory and that trying new workout protocols are experiments loaded with many variables. Not every attempt supports results that we were looking for, but with proper documentation we all can build a meaningful, repeatable experiment that can support our hypothesis or in this case achieve a measurable goal. Being well rounded is not only something we focus on physically, but mentally as well. Looking at the approaches from a variety of fitness professionals that come from all walks of life, it shows there is more than one road on the path to success and possibility needing to take a detour along the way. Actively engaging with new exercises gives everyone a full pantry of exercises to choose from and allows them to combine movements that work best for them. It is beneficial to have an open mind to try something new and embrace the
idea of “becoming comfortable with the feeling of being uncomfortable” because growth requires a willingness to expand beyond the normal demands. However, there is more to this elective than just working out. In addition to the daily physical component, the class will be presented with topical lessons throughout the year to educate students about muscle groups, the skeletal system and the physiological adaptations the body goes through when we challenge ourselves. I encourage students to learn and utilize proper fitness terminology when asking questions/responding and when having open discussions about program design. The content has been built from over 15+ years of teaching courses such as Anatomy/Physiology, PE (Elementary to High School levels), Athletic Training, Sports Medicine and Adapted Therapeutic Exercise and will be modified throughout the year to suit the interests of each class. Strength and Conditioning was created by former Bridges students for Bridges students and the continued success of this positive outlet is due to the effort each member (past and present) put in for themselves.
STRENGTH OF MATERIALS
Strength of Materials is a course that delves into the various properties of solid matter. An overview of stress analysis and experiment design is treated. Crystal structure and its effect on large scale deformations is explored in detail. In addition to the intrinsic behavior of different solids, the production of structural members (bars, beams, membranes, shells, and strings) and the processes used to fabricate them determine their strength. Simple structural components are explored under 1D loading conditions as well as combinations of these components in mechanisms and supports. Static equilibrium is explored and students learn to draw free-body diagrams and make “cuts” to analyze the internal forces in structural components. An introduction to polymers is given in which their fabrication (condensation and addition
polymerization), chemistry, and various mechanical properties are analyzed.
STUDIO ART
High School Studio Art introduces students to a variety of artistic media, and is designed to increase a student’s observational skills as well as their abilities to imagine and create imagery from a variety of sources. This class provides a strong foundation in drawing, painting, three-dimensional art, and it encourages explorations of other media and techniques, including printmaking, photography, digital art, installation art, etc. Within each unit, students will have the opportunity to learn and discuss relevant topics and art examples from art history and theory, helping each student to take a more informed and critical approach to the arts and visual communication.
THEATRE TECH
In this class we will focus on the backstage portions of a show. We will build, paint, laugh, cry, and overall build trust with one another as we will have lots to do in little time. You will learn how to use power tools for building the set and your everyday life. The number one priority of the class will be safety. Always.