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U P P E R S C H O O L C O U R S E C A T A L O G U E COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT

2020

Davidson Day's mission:

Davidson Day School fosters academic excellence through collaboration, creativity, and character development.

Davidson Day's values:

MEANINGFUL CONNECTIONS. Our faculty, staff, and coaches build genuine relationships with students in their care, seeking to understand how they think, feel, and learn. A SECURE, SUPPORTIVE LEARNING ENVIRONMENT. We prioritize physical, emotional, and intellectual safety in every academic and social environment. ENRICHING EXPERIENCES. We cultivate curious, well-rounded students. Our academic and extracurricular programs help students discover and explore their interests. INTEGRITY. We have high standards for honorable and respectful behavior. We expect our community members to be compassionate and contribute to the well-being of others.

Davidson Day graduates are:

Critical thinkers who are enthusiastic problem solvers Engaged students who take intellectual risks Independent thinkers who articulate their ideas with confidence Lifelong learners who chart their own paths in college and in life Respectful, ethical citizens who are adept at addressing global challenges Advocates for themselves and others.

C O N T E N T S

7-12

13-19

20-25 26-30

COURSE SELECTION Course Registration Information - 7 Minimum Graduation Requirements - 8 Course Selection - 9 Honors: Challenge & Motivation - 10 Advanced Placement: College-Level Work - 11 Clarification on Credits - 12 Eighth Grade Credits - 12

ENGLISH English I/English I Honors - 14 English II - 15 English II Honors - 15 English III/IV - 16 English III Honors - 16 English IV Honors - 16 AP English Language and Composition - 17 AP English Literature and Composition - 17 English Composition - 18 Creative Writing Honors - 18 Shakespeare in Performance (Honors) - 18 Journalism: Introduction to Yearbook -19 Journalism Honors: Advanced Yearbook -19

MATHEMATICS Upper School Mathematics: Course Progression - 22 Algebra I - 23 Geometry/Geometry Honors - 23 Algebra II/Algebra II & Trigonometry (Honors) - 23 AP Statistics - 23 Pre-Calculus/Pre-Calculus Honors - 24 Calculus/Statistics Honors - 24 AP Calculus AB - 24 AP Calculus BC - 25 Calculus III Honors - 25

HISTORY & SOCIAL SCIENCES Big History/Big History Honors - 27 Anthropology/Anthropology Honors - 28 AP World History (Modern) - 29 U.S. History/U.S. History Honors - 29 AP U.S. History - 29 AP Microeconomics/AP Macroeconomics - 30 AP Psychology - 30

C O N T E N T S

31-37 38-42

43-51

SCIENCE Conceptual Physics/Physics Honors - 32 AP Physics 1 - 33 AP Physics 2 - 33 Chemistry/Chemistry Honors - 34 AP Chemistry - 34 Biology/Biology Honors - 35 AP Biology - 35 AP Environmental Science - 35 Human Anatomy and Physiology Honors - 36 Forensics and Microbiology Honors - 37

WORLD LANGUAGES French I - 39 French II -39 French III Honors - 39 French IV Honors - 39 French V Honors - 40 AP French Language and Culture - 40 Spanish I - 41 Spanish II - 41 Spanish III/Spanish III Honors - 42 Spanish IV Honors - 42 Spanish V Honors - 42 AP Spanish Language and Culture - 42

PARTICIPATION IN THE ARTS Visual Arts - 45 Drawing and Painting - 45 Ceramic Sculpture - 45 Digital Illustration - 46 3-D Animation - 46 Photography I - 46 Photography II - 47 Photography III - 47 Photoshop - 47 Portfolio - 48 AP Studio Art - 48 Music and Performing Arts - 49 Theatre Arts - 50 Theatre Performance Ensemble - 50 Contemporary Ensemble - 51 Modern Music I/II - 51 Film and Production I/II - 51

C O N T E N T S

52-54 55 56 57-58 59 60 61-62 63

TECHNOLOGY AND COMPUTER SCIENCE Introduction to Computer Science - 54 Introduction to Computer Aided Design (CAD) - 54 AP Computer Science Principles - 54 AP Computer Science A - 54

PHYSICAL EDUCATION Weight Training

ONLINE AND INDEPENDENT STUDY Online Courses Other Courses Independent Study

INTERNATIONAL RESEARCH PROJECTS: AFAR Belize - 58 Spain - 58 Greece - 58 Portugal - 58

COLLEGE COUNSELING

GPA CALCULATOR & DAILY SCHEDULE

SAMPLE AP CONTRACT

UPPER SCHOOL COURSE OFFERINGS BY YEAR

COURSE REGISTRATION INFORMATION

TO THE STUDENT:

This booklet provides information about course selection and registration. Please acquaint yourself with the graduation requirements and review the descriptions of courses available to you based on your grade level and your completion of the necessary prerequisites. Give your course selection careful thought and seek the advice of your teachers, advisor, and parents as you design your schedule. The Davidson Day Upper School student experience encompasses more than academics; please carefully consider your other priorities and commitments (i.e., participation in athletics, performing arts, community service, etc.) as you decide on an overall course load that will challenge you yet not overwhelm you. This course guide is intended to give a total picture of the curricular offerings available at Davidson Day School. Not every course will be offered in every academic year. Refer to the course registration sheets distributed to students each spring for a full list of the courses that will be offered in the upcoming academic year.

MINIMUM GRADUATION REQUIREMENTS COURSES

ENGLISH

CREDITS

4.5

NOTES

Students must be enrolled in a core English class (English I/II/III/IV, AP English Language, or AP English Literature) each year of Upper School. They must also complete Composition (0.5 credit), typically in their junior year.

MATHEMATICS

At minimum: Algebra I, Geometry, Algebra II, and one class beyond Algebra II (typically Pre-Calculus).

SCIENCE

Three years of laboratory science are required: Physics, Chemistry, and Biology.

Three years of History are required. Students must take Big History, Anthropology or AP World History, and U.S. History. Students entering Davidson Day School after ninth grade are not required to take Big History if they have taken a World History equivalent.

WORLD LANGUAGE

Students must earn at least 3 credits in the same language; at least 2 of those credits must be earned in Upper School. It is recommended that students continue to take a world language during each year of Upper School.

FINE ARTS

Students must take at least one course in the Visual Arts or Performing Arts.

PHYSICAL EDUCATION

A student may request a Physical Education credit for participating in varsity athletics, theater, or another approved extracurricular activity.

ELECTIVES

Any course taken beyond the requirements listed above will be counted as an elective.

HISTORY

COURSE SELECTION

FRESHMEN are required to take English I (or Honors), Big History (or Honors), and either Conceptual Physics or Physics Honors. Students should consult their 8thgrade teachers and the curriculum guide to choose the math, world language, and elective courses that best fit their needs. In total, freshmen should be enrolled in eight courses, including five academic classes and no more than one study hall. SOPHOMORES are required to take English II (or Honors), Anthropology (or Honors), and Chemistry (or Honors). AP World History may be substituted for Anthropology. Students should consult their freshman-year teachers, college counselors, and the curriculum guide to choose the math, world language, and elective courses that best fit their needs. In total, sophomores should be enrolled in eight courses, including five academic classes and no more than one study hall. However, students enrolled in two or more AP-level courses may choose to take a second study hall. JUNIORS are required to take English III (or Honors), U.S. History (or Honors or AP), and Biology (or Honors). AP Language and Composition may be substituted for English III. Students should consult their sophomore-year teachers, college counselors, and the curriculum guide to choose the math, world language, and elective courses that best fit their needs. Typically, students take Composition (a one-semester required course) in the fall or spring of their junior year, when it replaces one semester of study hall. In total, juniors should be enrolled in eight courses, including five academic classes and no more than one study hall. However, students enrolled in two or more AP-level courses may choose to take a second study hall. SENIORS are required to take English IV (or Honors); AP Language and Composition or AP Literature and Composition may be substituted for English IV. Students should consult their junior-year teachers, college counselors, and the curriculum guide to choose the math, science, history/social science, world language, and elective courses that best fit their needs; rising seniors must take particular care to ensure that they have met the minimum requirements for graduation. In total, seniors should be enrolled in eight courses, with five academic classes and no more than one study hall. However, students enrolled in two or more AP-level courses may choose to take a second study hall.

Students’ course registration will be processed once they have officially enrolled for the next academic year. Please note that some courses fill up quickly due to high demand. See chart on page 63 for a full list of courses available to students at each grade level.

HONORS: CHALLENGE & MOTIVATION

Challenging Honors courses are offered to students who have demonstrated the aptitude, work ethic, and previous academic performance to be successful. In order to enroll in an Honors course, a student must satisfy its academic requirements and be recommended by the appropriate department. Interested students should consult with their current teachers about appropriate course placement.

Students who wish to enroll in an Honors course must have finished the nonHonors prerequisite with a minimum final grade of A-. In order for students to remain in an Honors course of study from year to year, they must maintain at least a B- (final grade). Honors courses receive a .50 weighting when GPA is calculated.

ADVANCED PLACEMENT: COLLEGE-LEVEL WORK

Students who choose to enroll in Advanced Placement (AP) courses are often motivated by a passion for and intellectual interest in the subject matter of the course. Student success in AP courses is usually driven by a strong aptitude for the subject matter, combined with excellent preparation and a willingness to do all of the work associated with the course. AP courses require a significant commitment in terms of workload, maturity, and classroom presence, so students should consider carefully whether they can manage these responsibilities alongside their other commitments in and out of school. Please note that some AP courses also require summer work prior to the start of the school year.

Advanced Placement courses follow College Board-approved curriculum and A Dprepare V A N Cstudents E D P LforA the C E College M E N TBoard : D O Advanced I N G C OPlacement L L E G E exams - L E V in E LMay. W AP ORK courses are the equivalent of college-level courses and the scholastic demands they place on students are similar to those they are likely to encounter in an introductory college course. All students taking an AP course are expected to take the corresponding exam in May; this takes the place of a final exam in the course. AP courses receive a 1.0 weighting when GPA is calculated. Students who wish to enroll in an AP course must have finished the Honors prerequisite with a minimum final grade of A- and must have departmental approval. They must also complete an AP Contract for each Advanced Placement course they request (see pages 61-62). Departmental approval is contingent on a review of prior achievement in prerequisite courses, teacher recommendations, AP Contract, and/or placement testing. The relevant department head has the final say in approving students for AP courses and will consider the abilities, goals, and best interests of each student in giving or withholding approval.

AP English Language and Composition AP English Literature and Composition AP Calculus AB/BC AP Statistics AP Biology AP Environmental Science AP Physics 1* AP Physics 2* AP Chemistry AP World History (Modern) *Offered in alternate years

AP U.S. History AP Psychology AP Macroeconomics* AP Microeconomics* AP Spanish Language and Culture AP French Language and Culture AP Studio Art AP Computer Science Principles AP Computer Science A

CLARIFICATION ON CREDITS A year-end grade lower than C- in an academic course may necessitate summer school or another form of remediation. Failure to follow the School’s recommendations may require repetition of the entire course in the following school year. If a student repeats an academic course for which credit has been granted, the grade will be reflected on the transcript and calculated in the GPA, but the course will not be counted twice toward the credits required for graduation. Credits from courses taken at other accredited schools are transferable and applicable to Davidson Day School graduation requirements if approved by the appropriate department chair and by the Head of Upper School. Courses taken at other schools (including accredited online programs) will be listed separately and attached to the Davidson Day School transcript. At no time will a grade point average from another school be calculated into the Davidson Day GPA.

EIGHTH GRADE CREDITS Students who earn a Math (Algebra I and/or Geometry) or World Language credit prior to ninth grade, either at Davidson Day School or at another accredited school, may apply those credits toward course completion and graduation requirements. However, if placement testing or subsequent performance indicates that a student does not have the requisite preparation to succeed in the next-level math or language course, that student may be asked to repeat the course. Eligible courses taken in middle school are not calculated into the cumulative upper school GPA, but are listed on the transcript.

E N G L I S H

The English curriculum introduces students to a wide range of ideas and human experiences while developing strong reading, writing, and critical thinking skills. English classes are seminar-style, discussion-based, and writing-intensive. Literary analysis, argumentative writing, and personal narrative are taught at all levels and students learn to deconstruct increasingly sophisticated texts and to construct increasingly sophisticated arguments as they progress. All core English courses assign summer reading which must be completed prior to the start of the school year. Enrollment in Honors and Advanced Placement courses requires departmental approval; these courses are academically intensive, proceed at a faster pace, and cover material in more depth than traditional (college prep) level courses. To fulfill graduation requirements, students must earn four credits of English; must pass Composition; and must be enrolled in a core English class each year of upper school.

ENGLISH I ENGLISH I HONORS Ninth-grade students read, discuss, and write about novels, short stories, and plays. The course also includes both a grammar review and a formal vocabulary program. Activities in class are structured to help students find their authorial voice and cultivate it through discussion and composition.

Writing assignments are designed to help students develop clarity of expression, organization, and persuasive techniques. Readings include A Lesson Before Dying, A River Runs Through It, Of Mice and Men, and Death of a Salesman, along with short stories by Kurt Vonnegut, J. D. Salinger, and Jack London. Students at the Honors level will also select a novel from the AP Literature reading list to read during the year. Their engagement with this novel culminates in an essay and class presentation. Students will be recommended for English I or English I Honors after consultation with their eighth-grade teachers.

ENGLISH II In this course, students will encounter a variety of nonfiction, nature-related texts including Into the Wild, A Walk in the Woods, Never Cry Wolf, and Stiff: The Curious Lives of Human Cadavers.

They will also explore life writing with Louis Zamperini’s autobiography, Devil at My Heels. In the spring semester, students select a biography of their choice through a class trip to a local bookstore. Class presentations on their chosen biographies provide students an opportunity to reflect on the significance of their selection and to practice their oral presentation skills. The English II curriculum includes both a formal grammar program and weekly vocabulary enrichment. Students use daily writing prompts to hone their authorial voices and write formal essays that reflect on the required readings. Mastering nonfiction readings enhances students’ ability to recognize main ideas and to make informed, insightful inferences concerning the authors’ purpose. Open to sophomores.

ENGLISH II HONORS In English II Honors, students read fiction and nonfiction that may include The Great Gatsby, The Adventures of Huckleberry Finn, Othello, Three Weeks with My Brother, and Tuesdays with Morrie. They will also be introduced to selected poetry and will continue to receive instruction and practice in vocabulary-building and standard English grammar.

Students in English II Honors learn and extend the skill sets of English II as they complete additional reading and writing assignments, including both personal writing and analyses of complex aesthetic texts. Students who succeed in English II Honors may consider taking AP Language and Composition or AP Literature and Composition in their junior year. Prerequisites: Successful completion of English I or English I Honors and an instructor recommendation.

ENGLISH III ENGLISH IV Through analysis of novels, films, visual texts, and other genres, students in English III and English IV review and practice skills in writing (personal and analytical, formal and informal); discussion; thematic analysis; presentation; grammar; and vocabulary.

Reading and writing assignments are scaffolded to increase in complexity as students progress through their junior and senior years. Writing is assessed based upon content as well as writing mechanics and will be graded more critically as students work toward college readiness. Classroom participation will be heavily weighted as students prepare to hold their own in college-level discussions. Open to juniors and seniors.

ENGLISH III HONORS English III Honors is a literature-based course focusing on short fiction, novels, drama, and creative nonfiction. Students will read novels such as 1984, The Old Man and the Sea, and Frankenstein; plays such as Hamlet and Fences; and short stories by Ernest Hemingway, F. Scott Fitzgerald, and James Baldwin.

Students will continue to develop as writers and thinkers by focusing on the skill sets of literary analysis and argument construction. While a grammar review is a component of the course, grammar and mechanics are for the most part taught in context. Because the course is centered around literary analysis, it can serve as good preparation for students interested in taking an Advanced Placement English class in their senior year. Prerequisites: Successful completion of English II or English II Honors and an instructor recommendation.

ENGLISH IV HONORS Throughout the year, students in English IV Honors construct essays, presentations, and other individual and collaborative projects aimed at interpreting and analyzing literary and non-literary texts.

Writing is assessed based upon content and writing mechanics and will be graded more critically as students work toward a consistent college-level approach to everything they read (or encounter in other media). Classroom participation will be heavily weighted, especially during the second semester, when students should be fully prepared for college-level discussions. Students receive assistance with college application essays during the first semester. Prerequisites: Successful completion of a junior-year English class and an instructor recommendation.

AP ENGLISH LANGUAGE AND COMPOSITION AP English Language and Composition is a writing- and reading-intensive course that makes demands equivalent to those of a full-year introductory college course. The course focus is the study of rhetoric, which means that students will learn the various ways in which an effective argument can be presented.

AP ENGLISH LITERATURE AND COMPOSITION AP English Literature and Composition provides students with a course in composition and literary analysis that makes demands equivalent to those of a full-year introductory college course.

All writing and instruction in this course, then, has the purpose of making and defending an argument, or of explaining how the authors read go about making and defending their arguments. The primary course text is The Bedford Reader, which is supplemented by various additional political, social, and personal writings.

The course examines representative British and American novels and plays from the 16th century to contemporary times. Poetry and short fiction will be chosen to supplement our study of the longer works.

E N G L I S H

E X P L O R I N G

E U R O P E

Through the close study of literary works of multiple genres, as well as selected critical scholarly O U R J O U R N E Y T H R O U Gand HOU T 2 5 C Iessays, T I E S students will sharpen Students will gain the ability to discern their awareness of language and their what an argument’s strengths and understanding of the writer’s craft while weaknesses are without dipping into the developing critical standards for realm of mere opinion. They will also learn appreciating and evaluating literature. to use rhetorical strategies themselves in They will also explore the cultural, social, their own writing. and historical aspects of individual works.

Prerequisites: English II Honors, English III Honors, and/or AP English Literature and Composition. Open to juniors or seniors with departmental approval.

In addition to critical reading and discussion of the assigned works, instruction and practice in writing is a major component of the course: students will write critical, expository, and researchbased papers, both in and out of class, and should expect to rewrite or revise their work through multiple drafts in response to peer and instructor feedback. Prerequisites: English II Honors, English III Honors, and/or AP English Language and Composition. Open to juniors or seniors with departmental approval.

E N G L I S H

ENGLISH COMPOSITION This required, semester-long course immerses students in daily writing practice. It emphasizes practice-based learning: after a brief tutorial, students learn a writing-related skill by analyzing examples and practicing the skill, then revising in response to individualized feedback from the instructor and/or other students in the writing group.

Students complete frequent in-class writing assignments, short readings of exemplary essays, and occasional short homework assignments. The first part of the course focuses on the personal essay, providing students with the opportunity to work on reflective writing of the type required for college applications. Then, focus shifts to the academic essay: the kind of paper students will be asked to produce in college. Students will practice analyzing aesthetic texts and critical arguments before working toward producing an argumentative essay based on analysis of an aesthetic text. They will learn to develop a significant interpretive question; interpret textual evidence; develop and articulate an interesting claim; support that claim with evidence and explanation; and incorporate critical interlocutors. They will also respond to focused criticism through multiple revisions. The course culminates in a final paper; there is no exam. Composition is designed to be taken by juniors, but is also open to first-semester seniors.

CREATIVE WRITING (HONORS) In this Honors English elective, students will learn about and practice the genres of poetry, life writing, and fiction.

The aim of this course is to create a supportive workshop environment in which students work with their instructor, with each other, and independently to produce quality writing through multiple revisions. Students will be encouraged to work toward publishing or otherwise sharing their work with a larger audience. They will be evaluated based on their participation in workshop and structured writing activities, on portfolios of finished work in several genres, and on the quality and scope of a final, self-designed project. Prerequisite: recommendation from an English teacher. This course is an elective and does not fulfill the core English class requirements. SHAKESPEARE IN PERFORMANCE (HONORS) In this Honors English elective, students will explore a number of plays (both popular and lesser-known) as actors, designers, directors, filmmakers, and writers, using performance history and performance as a lens on Shakespeare’s words, themes, and stories. The course examines interpretations and adaptations of plays in a variety of media, from page to stage and screen (and dance, opera, cartoons, TV shows, musicals, podcasts, etc.). Students can expect to make discoveries through interactive activities; participate in lively discussions; and articulate their own takes on the plays in writing and in performance. Prerequisite: recommendation from an English teacher. This course is an elective and does not fulfill the core English class requirements.

E N G L I S H

COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT

JOURNALISM: INTRODUCTION TO YEARBOOK Students in this class produce the Davidson Day yearbook, Revolution. In the process, they are introduced to the vocabulary, sentence structure, tone, and tense of traditional journalistic writing and develop the skills necessary to create captions and short articles based on school activities and events.

JOURNALISM HONORS: ADVANCED YEARBOOK Students in this class produce Davidson Day yearbook, Revolution.

The class is structured like a business, with an Editor in Chief, Editors, and a Financial Manager. Staff members practice skills like journalistic photography, journalistic writing, interviewing, selling business ads, organizing fundraisers, and working under deadlines. Students taking this class will be expected to complete some photo sessions and layout assignments outside of class.

Advanced Yearbook students choose the annual theme of the yearbook; develop its content and layout; determine the organization of photos, fonts, text, and advertising; direct the training of new staff; edit spreads; and advise staff members on content and spread development. They coordinate business and senior ad campaigns, the school-wide distribution of the yearbooks, and the Davidson Day Talent Show fundraiser.

Prerequisite: recommendation from an English teacher. This course is an elective and does not fulfill the core English class requirement.

the

In Advanced Yearbook, students further the skills developed in Introduction to Yearbook and assume leadership roles in the areas of staff training, management, organization, and design.

Prerequisites: Journalism: Introduction to Yearbook and instructor approval. This course is an elective and does not fulfill the core English class requirement. Editor positions are assigned by the instructor.

M A T H E M A T I C S

Traditional, Honors, and Advanced Placement courses in Mathetmatics meet the learning needs, interests, and aptitude of each student. Enrollment in Honors and Advanced Placement courses requires departmental approval; these courses are more academically intensive, proceed at a faster pace, and cover material in more depth than traditional level courses. To fulfill graduation requirements, students must earn four credits of Math and must complete at least one course beyond Algebra II. Students should be enrolled in a Math class each year of upper school.

M A T H E M A T I C S

UPPER SCHOOL MATHEMATICS COURSE PROGRESSION

ALGEBRA I Algebra I introduces students to the fundamental concepts of algebra and their multiple representations. Topics include linear equations and inequalities, quadratic equations, polynomial expressions, and the elementary properties of functions.

Critical thinking and problem-solving skills, modeling and solving real-world problems, and the use of a graphing calculator are integral parts of the course.

Graphs and transformations of graphs, solving equations, modeling with functions, and the use of a graphing calculator are integral parts of the course. Prerequisites: Algebra I and Geometry or Geometry Honors. Additionally, an instructor recommendation is required for Honors. (With departmental permission, Geometry Honors may be taken at the same time as Algebra II/Trigonometry Honors as a co-requisite.)

Prerequisite: Pre-Algebra. GEOMETRY GEOMETRY HONORS Geometry introduces students to classical Euclidean geometry, lines, angles, circles, polygons and areas, and their associated relationships. Topics include congruence, similarity, solid geometry (surface area and volume), analytic geometry, and right triangle trigonometry.

Both courses emphasize inductive and deductive reasoning and proofs. Geometry Honors is more academically intensive, proceeds at a faster pace, and covers material in more depth. Prerequisites: Algebra I; an instructor recommendation is required for Honors.

AP STATISTICS This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes evident in the content, skills, and assessment in the AP Statistics course: collecting and exploring one- and two-variable data; sampling and experimentation; probability and simulation; and statistical inference.

Students use technology, investigations, problem solving, and writing skills as they build conceptual understanding. AP students should have the intellectual maturity needed to work independently and use higher-level thinking skills to work out complex problems. Prerequisites: Algebra II/Trigonometry Honors and departmental permission.

ALGEBRA II ALGEBRA II/TRIGONOMETRY (HONORS) Both courses begin with a short review of the fundamental algebraic concepts and go on to cover polynomial functions in depth and to introduce rational, square root functions, and complex numbers. Transcendental functions like logarithms and exponential models are covered at both levels, with trigonometric functions discussed at the Honors level.

COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT

PRE-CALCULUS PRE-CALCULUS HONORS Pre-Calculus combines the concepts of trigonometry, geometry, and algebra that are necessary to prepare students for the study of calculus. The course strengthens students’ conceptual understanding of algebraic and transcendental functions by discussing them in greater depth.

The main functions included are polynomial functions; rational and radical functions; exponential and logarithmic functions; and trigonometric functions. Solving complex equations, manipulating trigonometric and algebraic expressions, modeling, and the use of a graphing calculator are integral parts of the course. The Honors-level course also includes the study of parametric and polar curves. Prerequisites: Algebra II or Algebra II/Trigonometry Honors; an instructor recommendation is required for Honors. CALCULUS/STATISTICS HONORS This course is designed for high school seniors interested in learning the fundamental ideas and topics behind differential calculus and statistics.

In the first semester, students focus on differential calculus, exploring the concepts of limits, derivatives, and applications of derivatives. The second semester is dedicated to probability, regressions, and the basic concepts in statistics. Prerequisites: Pre-Calculus Calculus Honors and an recommendation.

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AP CALCULUS AB In AP Calculus, students use definitions and theorems to build arguments and justify conclusions. They explore concepts, results, and problems graphically, numerically, analytically, and verbally.

Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentation, and to assist in interpreting results. In AP Calculus AB, topics include limits and continuity, differentiation and integration, contextual and analytical applications of differentiation and integration, and differential equations. AP students should have the intellectual maturity needed to work independently and to use higher-level thinking skills to work out complex problems. Prerequisites: Pre-Calculus Honors and departmental approval. .

AP CALCULUS BC AP Calculus BC includes all AP Calculus AB topics and also covers parametric equations, polar curves, vector-value functions, and convergence of series. Prerequisites: AP Calculus AB and departmental approval. In exceptional cases, students may (with departmental approval and additional summer work) proceed straight into AP Calculus BC from Pre-Calculus Honors.

M A T H E M A T I C S

CALCULUS III HONORS Calculus III Honors extends single-variable calculus concepts into the third dimensional plane as students explore different ways to represent lines and surfaces.

Differential and integral calculus are discussed from this new multivariable approach and students learn how to find tangent lines and planes, gradients, Lagrange multipliers, and length of threedimensional curves as well as volumes underneath surfaces. This course also exposes students to other branches of mathematics which they may encounter during their college careers. Because this “post-AP” course makes demands similar to those of an AP course, it receives a 1.0 weighting when GPA is calculated. Prerequisites: AP Calculus departmental approval.

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HISTORY & SOCIAL SCIENCES

Students in History courses learn to interpret primary and secondary sources, to think critically, and to write analytically through assignments based on research, analysis, synthesis, inquiry, and critical thinking in order to develop a deeper understanding of the past and its connections to the present.

BIG HISTORY BIG HISTORY HONORS This course allows students to survey the past from multiple disciplinary perspectives. It uses the theme of increasing complexity to develop a single historical narrative that stretches from the Big Bang to the present and beyond.

All core History/Social Sciences courses assign summer reading which must be completed prior to the start of the school year. Enrollment in Honors and Advanced Placement courses requires departmental approval; these courses are more academically intensive, proceed at a faster pace, and cover material in more depth than traditional courses.

Students in this course will sharpen their critical thinking skills by engaging in meaningful scientific inquiry and historical investigations. They will learn about the nature of evidence and argument by analyzing source material using techniques from traditional history as well as approaches borrowed from cosmology, geology, biology, and anthropology.

To fulfill graduation requirements, students take Big History in ninth grade, Anthropology or AP World History in tenth grade, and U.S. History in eleventh grade. A fourth year of History or Social Sciences is recommended.

Some lines of inquiry include: “How did the earth form?” “How did life begin?” “What makes humans different?” and “What might the future hold for our species and for the universe?”

COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT

BIG HISTORY BIG HISTORY HONORS (cont.) Throughout the year, special attention will be given to understanding and critiquing the arguments made by scholars. At the Honors level, students will learn how to critique arguments made by others and then use primary and secondary source material to organize and craft academic arguments of their own.

E N G L I S H

forest of Peru. Anthropology Honors assessments also differ from assessments in the Traditional Anthropology course in the depth and scope of material that students in Honors are required to master. Prerequisites: Big History or Big History Honors, or departmental approval. An instructor recommendation is required for Anthropology Honors.

E X P L O R I N G

E U R O P E

OUR JOURNEY THROUGHOUT 25 CITIES

Students will be recommended for Big History or Honors after consultation with their eighth-grade teachers.

ANTHROPOLOGY ANTHROPOLOGY HONORS Anthropology is the science of mankind in its entirety. These courses provide students with a systematic overview of the field of Anthropology through an analysis of its four subfields: cultural anthropology, physical anthropology, archaeology, and linguistics.

By exploring cross-cultural differences and commonalities, students become aware of anthropological accounts of "human nature" and "common sense." Students will visit different parts of the world through readings, lectures, and film, allowing them to observe a variety of worldviews, norms, and values. They will develop an effective knowledge of basic concepts in anthropology, important findings in the field, research methods, as well as an overview of the cultures of the world. Because of the broad spectrum of the subject matter in the field of anthropology, almost every subject that man has dealings with is a possible choice for discussion. The Honors section of Anthropology will dig a little deeper into the subject of field ethnography. Honors students research the tribal life of the Huni Kui, an indigenous tribe residing in the Amazon

AP WORLD HISTORY (MODERN) AP World History (Modern) is a collegelevel survey of world history from approximately 1200 CE to the modern era. Topics covered include the causes and processes of global cultural and economic integration; industrialization and its consequences; the spread and collapse of Western colonialism; and the great worldwide ideological conflicts of the twentieth century. This course will push students to think, write, and work like historians. They will learn the practice of history by explicitly developing historical thinking skills as they learn about the past.

The reading load for this course is significant; the course textbook will be supplemented by a wide variety of both primary and secondary source documents. In-class activities include discussions, lectures, group projects, and debates. Prerequisites: Big History Honors and departmental approval. U.S. HISTORY U.S. HISTORY HONORS This course surveys United States history from the peopling of North America to the present. In order to appreciate the complexity of the United States and its people, students will consider this history from diverse points of view and trace social, political, economic, environmental, and cultural continuities and changes

over time. The course begins with the arrival of humans in North America and progresses through the pre-Columbian period; European colonization; the Revolution; the creation of a new republic; territorial and democratic expansion; sectionalism and the Civil War; industrialization and the Progressive Era; America’s emergence on the world stage; Depression and the New Deal; the World Wars; the Cold War and American international hegemony; and societal changes from the 1950s to the present day. Students will be required to demonstrate mastery of basic historical thinking and analytical skills. Class activities include discussions, lectures, group projects, and historiographical debates about some of the big questions of American history. In U.S. History, students will be introduced to and gain practice in the interpretation of primary source material. In U.S. History Honors, they will become skilled at using primary source material to develop and support historical arguments. Prerequisite: A teacher recommendation is required for Honors.

AP MICROECONOMICS AP MACROECONOMICS Economics examines the processes that determine the production and consumption of goods and services. It is the study of how humans cope with scarcity: the combination of potentially unlimited wants and limited resources with which to meet them.

Microeconomics focuses on the principles of economics as applied to individual decision makers, both producers and consumers, within an economic system. Macroeconomics focuses on the principles of economics as applied to the economic system as a whole. AP Microeconomics and AP Macroeconomics – offered in alternate years – move quickly and scaffold economic concepts over the course of the year. Students considering either course should be able to work independently as they read, practice, and study for mastery of the economic concepts presented. Offered in alternate years to juniors and seniors with departmental approval.

AP U.S. HISTORY AP U.S. History is a college-level survey of United States history. This course will push students to think, write, and work like historians. They will learn the practice of history by explicitly developing historical thinking skills as they learn about the past.

Reading requirements in this course are significantly greater than in the other U.S. History courses; assigned readings include primary-source documents, textbook readings, political cartoons, maps, data sets, and pictures. Class time is spent in discussions, lectures, activities, and debates. Prerequisites: open to departmental approval.

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AP PSYCHOLOGY Psychology is the systematic and scientific study of human behavior and thought processes to understand the internal and external aspects of human experience. AP Psychology covers psychological concepts such as learning, motivation, memory, neuroanatomy, and the function of the nervous system.

In preparing students for the AP exam, this course will go beyond a lecture style of learning to foster critical thinking skills through projects, models, group work, and guided discussion. Students will engage in active learning by analyzing, interpreting, and designing experiments to provide a deeper understanding of problem solving, language acquisition, creativity, attention, intelligence, testing, and social dynamics. They will compare and contrast experiments, correlational studies, naturalistic observations, and case studies as means to gather data. Students taking this course must be prepared to read and work on sophisticated projects both in and out of the classroom. This course is open to juniors and seniors with departmental approval.

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ENTREPRENEURSHIP (HONORS) This course introduces students to the world of emerging businesses. Built on the Lean Startup framework developed at Stanford Business School, this class employs a project-focused approach in which students learn fundamental business concepts while helping Lake Norman-area companies. Additionally, students develop skills in leadership, teaming, public speaking, problem-solving, and design thinking.

During this class, students work with local startup companies to find solutions to big challenges. This work leads to the creation of original business ideas that are “pitched” to a group of experts and investors during a special presentation (think “Shark Tank”). The class concludes with a deep dive into non-profits. Using a non-traditional teaching method, this class connects students with business thought leaders and mentors through inclass and virtual visits. This learning is supplemented by reading several business-related books from a curated list throughout the year. Students are engaged in their own learning, and that of their classmates, from the first day. Prerequisite: A teacher recommendation is required for Honors.

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CONCEPTUAL PHYSICS PHYSICS HONORS Both Physics courses use modeling instruction to cover the fundamental concepts of Newtonian Physics; Honors Physics also covers work and energy, mechanical waves, and an introduction to electrical circuits.

Modeling instruction prompts students to develop their own conceptual understanding of physical phenomena by building models. Students begin each unit with an inquiry-based activity that allows them to observe, investigate, and measure a physical event. They then begin to build a model of that physical phenomenon through collaborative analysis of their data and class-wide Socratic discussions.

In science courses, students learn the fundamental principles of science and the processes by which scientists acquire knowledge: observation, classification, experimentation, analysis, and application. All science courses include laboratory activities that support classroom work. Enrollment in Honors and Advanced Placement courses requires departmental approval; these courses are more academically intensive, proceed at a faster pace, and cover material in more depth than traditional-level courses. To fulfill graduation requirements, students must complete at least one credit each of Physics, Chemistry, and Biology.

Models are representations of physical phenomena that take the form of 1) graphical relationships between variables; 2) mathematical equations derived from analysis of the graphs; 3) diagrammatic representations of physical phenomena; or 4) narrative descriptions of physical phenomena. These models have broad application and predictive power. As students continue to deepen their conceptual understanding of each model, they are able to translate fluently between different forms of the model and use the models they develop to solve complex problems. In Conceptual Physics, the mathematical models are limited to concepts covered in Algebra 1; Honors Physics adds concepts covered in Geometry and has a greater focus on the collection and manipulation of mathematical data. Students will be recommended for Conceptual Physics or Physics Honors after consultation with their eighth-grade teachers. Co-requisite for Physics Honors: enrollment in Geometry or higher.

AP PHYSICS 1 AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through hands-on laboratory work and inquiry-based investigations as they explore kinematics; dynamics; circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion; electric charge and electric force; DC circuits; and mechanical waves and sound.

AP Physics 1 is the equivalent of a firstsemester introductory college course in algebra-based physics. Laboratory exercises in this course provide students with opportunities to demonstrate the foundational physics principles and apply science practices. Prerequisites: departmental approval; Physics Honors is strongly recommended. Co-requisite: enrollment in Pre-Calculus Honors or higher.

AP PHYSICS 2 AP Physics 2 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explore fluids; thermodynamics; electrical force, field, and potential; electric circuits; magnetism and electromagnetic induction; geometric and physical optics; and quantum, atomic, and nuclear physics.

AP Physics 2 is the equivalent of a secondsemester introductory college course in algebra-based physics. Laboratory exercises in this course provide students with opportunities to demonstrate the foundational physics principles and apply science practices. Prerequisites: departmental approval; Physics Honors is strongly recommended. Co-requisite: enrollment in Pre-Calculus Honors or higher.

CHEMISTRY CHEMISTRY HONORS This course presents the fundamental principles and concepts of chemistry: properties of matter; nomenclature; atomic structure; chemical reactions; stoichiometry; gases; thermochemistry; chemical bonding; solids, liquids, and solutions; acids and bases; and kinetics and equilibrium.

Laboratory work emphasizes quantitative measurement and develops students’ investigative techniques and their ability to interpret results. At the Honors level, strong emphasis is placed on critical thinking, independent laboratory investigations, and writing. Students are expected to master basic concepts independently; to draw general conclusions from particular cases; and to demonstrate their understanding not only conceptually, but also mathematically. The Honors course is designed to prepare students for future advanced science coursework, such as AP Chemistry, and is faster paced, more rigorous, and requires more outside time for preparation and completion of assignments than the traditional Chemistry course. An instructor recommendation required for Honors.

AP CHEMISTRY The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry.

Following a curriculum outlined by the College Board, students cultivate their understanding of chemistry through classroom demonstrations, lectures, and inquiry-based investigations.

Students develop competency in the typical laboratory skills of a college course. Course content includes atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Prerequisites: Chemistry Honors, Algebra II/Trigonometry Honors, and departmental approval. BIOLOGY BIOLOGY HONORS These courses provide an introduction to the major principles of modern biology: the organization of life; the interaction of organisms with other organisms and with their environments; and the change in organisms over time. Major topics include cell structure and function; cell division; DNA replication; protein synthesis; genetics; evolution; phylogeny; the anatomy and physiology of plants and animals; ecology; and biological diversity.

Students use research, classroom discussion, and laboratory activities to acquire an understanding of the dynamic world of living organisms and their place in that world. The focus in this course is on integrating complex concepts and applying creative thought to problemsolving for issues like population growth, genetic modification of organisms, and epidemiology. In addition to exploring with greater depth and rigor the content covered in traditional Biology, students in Biology Honors will also be exposed to learning through inquiry, using relevant and current research data and through independent experiment design. An instructor recommendation required for Honors.

AP BIOLOGY The AP Biology course provides students with a college-level foundation to support future advanced coursework in biology. Following a curriculum outlined by the College Board, the topics in this course are organized into three broad areas: molecules and cells; individual organisms; and populations. Students cultivate their understanding of biology through inquiry-based investigations as they explore topics like evolution, energetics, information storage and transfer, and system interactions.

AP Biology is more in-depth and is taught at a much faster pace than Biology or Biology Honors. Students will be asked to integrate complex concepts and to use logic and creative thought to work through problems; a significant amount of independent work is required. Prerequisites: Departmental approval; Biology Honors strongly recommended. ENVIRONMENTAL SCIENCE HONORS Environmental Science Honors investigates how humans interact with the natural world. The goal of this course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world; to identify and analyze environmental problems, both natural and humanmade; to evaluate the relative risks associated with these problems; and to examine a range of solutions for resolving and/or preventing them.

multiple levels within four themes: Ecology, Human Activity and Sustainability, Climate Systems, and Physics of the Earth Systems. The work of the course includes lab activities, reading assignments, data collection and analysis, group and individual projects, discussions, presentations, and field activities. Prerequisites: Biology or Biology Honors; this course is open to juniors and seniors with an instructor recommendation. AP ENVIRONMENTAL SCIENCE In AP Environmental Science, students cultivate an understanding of the interrelationships of the natural world through inquiry-based laboratory investigations and collaborative research.

The course topics are organized around four big ideas: energy transfer; interactions between earth systems; interactions between different species and the environment; and sustainability. The use of models and exploration of current global research enhances students’ appreciation of how these big ideas converge in the field of Environmental Science. Prerequisites: Physics Honors, Biology Honors, and departmental approval.

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This course is interdisciplinary and collaborative. Students will be tasked with thinking and problem solving on

COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT COLLABORATION CREATIVITY CHARACTER DEVELOPMENT

HUMAN ANATOMY AND PHYSIOLOGY HONORS Students in Human Anatomy and Physiology Honors learn through inquiry using medical case studies and laboratory exercises. The course provides a comprehensive study of the structure and function of the human body.

Topics include anatomical terminology, homeostasis, cytology, and histology, as well as the integumentary, skeletal, muscular, nervous, cardiovascular, respiratory, renal, digestive, immune, and reproductive systems.

Students will develop an integrated understanding of biological concepts and will apply that understanding to solve problems. Microscopy and dissection are major components of the laboratory work in this course. Prerequisites: Biology or Biology Honors; this course is open to juniors and seniors with an instructor recommendation.

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FORENSIC SCIENCE AND ZOOLOGY HONORS The first part of this course provides an introduction to forensic science. Students explore topics and techniques used in crime scene investigation, including fingerprint analysis, forensic entomology, forensic anthropology, DNA analysis, and drug and toxin analysis.

They will also perform electrophoresis and learn how techniques like polymerase chain reaction (PCR) and short tandem repeats (STR) are used in forensics. Students use research, classroom discussion, and laboratory activities to acquire an understanding of the biology used in forensic science and gain handson practice in applying scientific principles to solve problems. In the second half of the course, students are introduced In the second half of the course, students are introduced to the study of animals. This course provides an

introduction to all of the animal phyla, including classification, structure, embryology, evolution, and dispersal. From sponges to polar bears to humans, students will explore the different animal species to see what makes each unique and how each is adapted to its specific environment. Students will use research, classroom A L I F E and C H Alaboratory N G I N G E Xactivities PERIENC discussion, toE AS TO B Y A N D R E W of S I Mthe MON S acquire anL Dunderstanding way natural selection has produced this planet’s amazing animals. This course will include a significant lab component with several dissections. Prerequisites: Biology or Biology Honors; this course is open to juniors and seniors with an instructor recommendation.

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The World Languages Department helps students achieve increasing levels of proficiency in the four language skill areas: listening, speaking, reading, and writing. Upon matriculation in the upper school, students are placed in the appropriate World Languages course(s) based on past performance and/or proficiency testing. To fulfill graduation requirements, students must successfully complete three credits in the same language; the completion of four years of language study in Upper School is encouraged. FRENCH I French I is designed for beginning students of French. The course guides students to use the four language skill areas — listening, speaking, reading, and writing — within culturally appropriate contexts.

Students learn to describe themselves, their families and homes, and their preferences in terms of school and pastimes. Then, students look outward to communicate about their communities, their relationships, and travel in the French-speaking world. There is an emphasis on interpretive skills (listening and reading) before students are expected to articulate their own thoughts in French. FRENCH II French II exposes students to French vocabulary through topics based on friends and family relations, education, food and shopping, travel, and typical daily routines. These topics allow students to communicate about their present-day lives and to express their experiences of the past and expectations for the future.

The course has an emphasis on acquiring vocabulary outside of a textbook through conversations in the classroom and uses authentic resources to provide this input.

Prerequisite: Successful completion of French I. FRENCH III HONORS In French III Honors, students read a variety of texts and begin to write more extensively as they continue to focus on cross-curricular and cross-cultural topics with an emphasis on their own experiences, but also the experiences of people across the French-speaking world.

Students develop and master additional vocabulary and grammatical concepts related to the themes of travel, education and career plans, personal relationships, and storytelling. Application of interpersonal, interpretive, and presentational skills allows students to develop a personal connection to the language rather than relying on predetermined vocabulary and grammar, although these are still presented in a concrete fashion. Prerequisite: Successful completion of French II. FRENCH IV HONORS Students in French IV Honors continue to cover thematic units via topics such as the media; the planet and our environment; current issues in Frenchspeaking societies; and the world heritage of French-speaking cultures.

The course focuses on conversational skills and on compositions which encourage students to express their ideas and articulate cultural difference. The course is taught mainly in French and utilizes authentic texts, short films, articles, music, podcasts, and television episodes.

Successful E N GPrerequisites: L I S H French III Honors and

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recommendation.

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completion of an instructor

FRENCH V HONORS French V Honors is typically taken as preparation for AP French Language and Culture in the following year. The two courses are taught in a two-year rotation, with similar content covered in French V Honors and AP French but with assignment structure differing by level.

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ADVANCED PLACEMENT FRENCH LANGUAGE AND CULTURE The AP French Language and Culture course is a culmination of French studies that emphasizes communication via interpersonal, interpretive, and presentational skills rather than grammar and targeted vocabulary.

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Prerequisites: French IV Honors and an The course is based around six themes: instructor recommendation. Personal and O U R J O U R N E Y T H R O U GFamilies H O U T 2and 5 C ICommunities; TIES Public Identities; Beauty and Aesthetics; Science and Technology; Contemporary Life; and Global Challenges. These themes are explored through contemporary and historical contexts with a focus on French W O R L D as a worldwide language.

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The course is taught almost exclusively in French and relies upon various texts, films, articles, music, podcasts, and television episodes. Prerequisites: French V departmental approval.

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SPANISH I This introductory course is designed for students who have little to no exposure to the Spanish language, or who need to review introductory Spanish before moving on to more advanced levels.

SPANISH II The Spanish II course is designed to expose students to Spanish vocabulary through thematic units centered around friends and family relations, education, food and shopping, and typical daily routines.

The class begins with introductory dialogues, pronunciation exercises, greetings, and classroom vocabulary, with emphasis on successful communication, before moving into units on the family, pastimes, and travel.

These topics allow students to communicate about their present-day lives as well as to express their experiences of the past and expectations of the future. Students will also explore cultural norms and traditions from the Spanish-speaking world.

Students will also read about cultural topics from around the Spanish-speaking world while studying structures such as nouns, adjectives, and verb conjugations in the present tense. The class will be taught in English and Spanish, transitioning to being taught almost exclusively in Spanish by the end of the academic year.

The course focuses on the use of Spanish through formal presentations as well as informal, conversational practice. As such, students are expected to use Spanish to communicate during class time. The instructor uses Spanish a majority of the time when interacting with students, but may use English when introducing new grammar points. Prerequisite: Spanish I.

Successful

completion

SPANISH III SPANISH III HONORS These courses are designed to improve students’ knowledge and understanding of the Spanish language by continuing to focus on the four main language skills: listening, speaking, reading, and writing.

Students will study advanced grammar, idiomatic expressions, and topical vocabulary while also exploring important historic and cultural themes. Daily speaking, reading, and writing exercises will be emphasized as students are encouraged to communicate more in the target language. Both courses are taught mostly in Spanish. Spanish III Honors is more academically intensive, proceeds at a faster pace, and covers more material in more depth than Spanish III. Prerequisites: Successful completion of Spanish II; an instructor recommendation is required for Honors. SPANISH IV HONORS Students in Spanish IV Honors cover thematic units via topics such as the media; the planet and our environment; current issues in Spanish-speaking societies; and the world heritage of Spanish-speaking cultures.

Conversational skills are emphasized, and written compositions are assigned to allow students to express their ideas and compare cultural differences. The course is mainly taught in Spanish and utilizes authentic texts, films, articles, music, podcasts, and television episodes. Prerequisites: Spanish III Honors and an instructor recommendation.

SPANISH V HONORS Spanish V Honors is a reading-based course in which students read, analyze, and discuss works of nonfiction, novels, and plays in Spanish. Through their readings, students improve their knowledge of advanced vocabulary and grammatical constructions.

The course is taught almost exclusively in Spanish and students are expected to use the language at all times to converse with their peers as well as with their teacher. Students will be exposed to a wide variety of authentic resources to improve their listening comprehension, including a Spanish-language podcast and daily songs in Spanish. Prerequisites: Spanish IV Honors and an instructor recommendation. AP SPANISH LANGUAGE AND CULTURE AP Spanish Language and Culture emphasizes communication through interpersonal, interpretive, and presentational skills rather than through the direct teaching of grammar and targeted vocabulary.

The course is based upon the themes of Families and Communities, Personal and Public Identities, Beauty and Aesthetics, Science and Technology, Contemporary Life, and Global Challenges. These themes are explored through contemporary and historical contexts with a focus on Spanish as a worldwide language. The course is taught almost exclusively in Spanish and relies upon various texts, films, articles, music, and podcasts, as well as on past AP exams. Prerequisites: Spanish V Honors and departmental approval. .

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Participation in the arts is central to Davidson Day School’s core mission of fostering creativity and cultural appreciation, and to the project of cultivating well-rounded students. To graduate, students must complete at least one full credit in the arts. Students at Davidson Day routinely graduate with four or more credits in the Visual and/or Performing Arts.

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Beginning art courses emphasize skills, making the student aware of past works and the importance of accurate observation. For the more advanced student artist, choice of subject, imagery, and medium provide opportunities for individual creativity and artistic growth.

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DRAWING AND PAINTING Students in Drawing and Painting begin with observational drawing, studying how to use line and value to convey form. They move on to explore color theory and a variety of brush techniques. This course exposes students to a variety of twodimensional media, including graphite, charcoal, pastel, watercolor, and acrylic paint.

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CERAMIC SCULPTURE In Ceramic Sculpture, students learn how to develop conceptual sketches into threedimensional artwork. A variety of handbuilding techniques are explored, including slab construction and building onto an armature. Surface treatments include texture application and glazing. Projects will range from simple pots to traditional portraiture to abstracted architecture.

DIGITAL ILLUSTRATION Digital Illustration reinforces traditional drawing skills while introducing students to the digital medium. Students learn how to construct two-dimensional compositions using vector shapes, then combine those images with text to create dynamic graphics for commercial art applications. Illustration projects include greeting cards, posters, and package design. 3-D ANIMATION In this course, students learn modeling and animation techniques using Maya software. The course begins with polygonal modeling: shaping complex objects out of geometric primitives in a virtual workspace. Students will also learn how to apply color and texture to their creations. Ultimately, the class will rig their models and animate them in the same virtual space.

PHOTOGRAPHY I Photography I introduces students to the fundamentals of photography and the camera. It covers visual basics including composition, layering, light, and the decisive moment. Camera basics include how to use a digital camera (out of automode) and how to use the exposure triangle to achieve the best exposure.

Adobe Lightroom is the professional software used for image management and post-production. Students in this course also learn about content, story, point of view, and what makes a great photograph. They are encouraged to develop their own point of view, their own vision, and to recognize what it is that makes them and their way of seeing unique. Numerous photography projects are balanced with research and written assignments. At the end of the year, students create a final portfolio of work.

PHOTOGRAPHY II Photography II explores the nature of light and story – both finding light in our everyday lives and creating light to help communicate story. Students continue their study of the photo constructs as defined by TLC — Timing, Light, and Composition — further building on skills developed in Photography I. The course explores such topics as natural and studio light, portrait photography, Photoshop, and photojournalism.

Students are encouraged to develop their own vision and to recognize what it is that makes them and their way of seeing unique. In addition to photography projects, they will complete written assignments and presentations. Students produce and maintain their own websites to showcase their work and finish the year with a final portfolio. Prerequisite: Successful completion of Photography I. PHOTOGRAPHY III Photography III is for serious student photographers who want to challenge themselves as they further their ability to tell stories with images. They master the intricacies of the digital SLR, take their editing skills to the next level, and continue to craft their own photographic style.

Students must be able to work independently, create and execute their own project proposals, and make good use of their class time to explore different disciplines of photography and choose an area of concentration. Students produce and maintain their own websites to showcase their work and finish the year with a final portfolio. Prerequisites: Photography I and II.

PHOTOSHOP This elective focuses on concept, using Adobe Lightroom and Adobe Photoshop to create photo-illustrations that communicate ideas. Students continue to develop their own point of view and photographic style, expanding their creative palette with Photoshop. They solidify their understanding of the camera and exposure and use this expertise in conjunction with Photoshop to develop a firm understanding of the software’s creative potential. Students complete many Photoshop projects, balanced with research and written assignments. They keep a creative journal to record ideas, inspiration, and the process behind each illustration. The year ends with a final portfolio of their best work. Prerequisites: Photography I and II. .

M PORTFOLIO Portfolio provides an opportunity for upperclassmen to do more in-depth work with a medium or subject of their choice. In place of group lessons, students develop an individualized project plan in conversation with the instructor and work throughout the year to complete it.

Past projects have ranged from impressionist landscape painting to abstract expressionist collage: the focus can be as flexible as the imagination of the student artist. This class is commonly used as a steppingstone to AP Studio Art, but it may also serve as a standalone class for students who want to develop a portfolio of original works.

AP STUDIO ART Students work under the direction of the instructor to develop a portfolio for submission to the College Board Advanced Placement judges at the end of the school year.

Each student proposes, and develops over the course of the year, a series of artworks representing a sustained investigation into a common visual theme. Students are required to create works that document their own artistic growth while working within a consistent visual thesis. While work in this course is largely selfdirected, class time will include both individual guidance and group critiques. Prerequisite: departmental approval.

MUSIC & PERFORMING ARTS S C I E N C E

Music and performing arts courses marry technique and continued development of fundamental skills with an intense exploration of creative expression as it relates to the human experience. Many music and performing arts courses have a required performance component, and rehearsals and performances for those courses may be scheduled beyond the academic day.

THEATRE ARTS This theatre course introduces basic improvisation, beginning playwriting, monologue and scene analysis, character research and development, and an introduction to special projects based on students’ collective interest.

Journal writing, project-based research, and peer critiques are designed to complement performance experience. Students create and perform an original work born of their own ideas, concerns, feelings, and motivations. Theatre Arts operates on a three-year rotation that offers training in different subject areas. Every theatre course provides opportunities for students to develop and hone fundamental skills, broaden their knowledge of plays and playwrights, learn theatre history, and take field trips to see live theatre. THEATRE PERFORMANCE ENSEMBLE As members of a select company of actors, students in Theatre Performance Ensemble research, rehearse, and perform

thought-provoking, challenging theatre while honing fundamental skills and collaborating with other ensemble members. The course explores the ways in which theatre inspires, educates, increases awareness, and instigates social change. Students encounter innovative playwrights and theatre companies whose work has made an impact on the broader social, cultural, and global collective consciousness. The majority of class time will be spent in rehearsal or working on specific pieces for performance, with occasional after-school rehearsal leading up to performance. As advanced actors, Performance Ensemble students will also participate in Davidson Day Theatre productions, the Improv Comedy show, the Musical Review, and/or collaborations with local theatre companies. New students (not previously enrolled) interested in being considered for Performance Ensemble must audition.

COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT

CONTEMPORARY ENSEMBLE Contemporary Ensemble is Davidson Day School’s very own “School of Rock”! These ensembles allow students to learn and perform contemporary music, primarily in the pop and rock style, with a dash of jazz, blues, and funk.

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MODERN MUSIC I/II A blend of history, musicology, popular culture, and the arts, Modern Music focuses on the musical artists, songs, and styles of the last hundred years in genres including but not limited to rock, pop, R&B, jazz, country, blues, funk, soul, folk/bluegrass, and classical.

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Contemporary Ensemble is open to students at any level, from those with a Students can expect listening exams as great deal of experience asT presentations O U R J Oand U R Nmusical E Y T H R O U Gwell HOU 2 5 C I T I E S and projects. Making background to those who are just use of digital technology, they will create beginning. Repertoire and individual parts music using loops, samples, and are adjusted to the level of each student, computer-generated sounds. Projects with an emphasis on providing a challenge include creating an original song using the that is still within reach. recording software GarageBand. All instruments and vocalists are welcome; no audition required. Students are allowed and encouraged to explore instruments other than their primary instrument. They are required to perform publicly with the ensemble at least once per quarter during scheduled performances. Required: Guitars, electric bass, keyboards, and drums are available in the classroom, but students are required to have an instrument at home on which to practice.

Students will also create a new soundtrack of sequence music and audio effects for a chase sequence from a popular movie. There is no performance requirement for this course. FILM AND PRODUCTION I/II This course teaches students how to appreciate the art form of \ motion pictures.

Course topics include the history of film; film genres; the elements of a film; film's power as a communication medium, its potential cultural and historical impact; and how to critically view and understand a film. Students will watch a number of films, from The Godfather to Memento, and they can expect to write essays on several of them. In addition to learning how to "read" a film, students will begin to learn the process of digital film creation and editing. Students also learn about the concepts of digital video editing and gain an understanding of entry-level digital editing software. There is no performance requirement for this course.

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Technology and computer science classes teach design, logical reasoning, and computational problem solving skills. Beyond computer literacy, these courses introduce students to the possibility of creating and adapting new technologies, helping students learn to become technology innovators.

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T E C H N O L O G Y C O M P U T E R S C I E N C E

INTRODUCTION TO COMPUTER SCIENCE This course takes a wide lens on computer science by covering topics such as programming, physical computing, and data. Students will build their own websites, apps, and games using HTML, CSS, and Blockly code, a visual coding language that runs on JavaScript. This is an introductory course that empowers students to create authentic artifacts and engage with computer science as a medium for creativity, communication, problem solving, and fun. INTRODUCTION TO COMPUTER AIDED DESIGN (CAD) This course presents an organized series of concise instructions for learning how to use today’s leading desktop computer aided design software and covers the basic concepts of 2D drawing and 3D customization. Students interested in exploring the fields of architecture, engineering, or design will receive basic instruction in CAD programming. Prerequisites: Algebra I and Geometry.

AP COMPUTER SCIENCE PRINCIPLES AP Computer Science Principles is an introductory college-level computing course in which students discover how computing changes — and builds — our world.

Students cultivate their understanding of computer science and computational thinking by working with data, collaborating to solve problems, and developing computer programs. They explore abstraction, data and information, creativity, algorithms, programming, the Internet, and the global impact of computing. They will also learn how to create mobile applications with App Inventor, a dragand-drop visual programming language. Required: Android tablet computer. No prior computing experience is required for this course. AP COMPUTER SCIENCE A AP Computer Science A is equivalent to a first-semester, college course in computer science.

Students will learn the fundamentals of computer science: problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both objectoriented and imperative problem solving and design using the Java language. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. Prerequisites: Algebra II Computer Science Principles.

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P H Y S I C A L

With the overall goal of student wellness, all students at Davidson Day are required to participate in interscholastic sports and/or physical education while in Upper School. One credit of physical education is required to graduate. A student may request physical education credit for participating in varsity athletics, theatre, or another approved outside activity.

E D U C A T I O N WEIGHT TRAINING Students in Weight Training acquire the practical knowledge needed to improve strength and overall fitness by engaging in supervised muscular, cardiovascular, agility, and endurance exercises. They learn the importance of setting goals for personal improvement and of maintaining a lifestyle of physical fitness that will enhance overall health. Safety is always the first priority: all students are provided with the necessary training on each exercise so that their growth can be safe and productive.

ONLINE AND INDEPENDENT STUDY ONLINE COURSES In rare cases, a student may supplement Davidson Day’s curricular offerings with an online class. Davidson Day School, as a member of the North Carolina Association of Independent Schools, partners with Fuel Education (www.fueleducation.com) to provide accredited online options when alternative or additional coursework is deemed necessary.

Online coursework is treated as a transfer credit and is not factored into the student’s Davidson Day School GPA. There is an additional fee for enrolling in an online course. OTHER COURSES Other courses offered by NCAIS-accredited schools must be reviewed and approved by the appropriate department head to ensure that they align with the Davidson Day School curriculum before credit is awarded.

In addition, a minimum final grade of 80 percent must be earned to receive credit. The School reserves the right to administer an additional proficiency exam before credit is awarded. INDEPENDENT STUDY Davidson Day School offers a wide variety of curricular options, including electives in each academic department. At times, however, a student may have a sincere passion for a subject not offered by the school, or may wish to explore in more depth some facet of a subject first encountered in a regular class.

Students in good academic standing may apply for an Independent Study in the spring of the preceding year. In order to have an Independent Study approved, a student must choose a faculty supervisor and design a course of study. The student must then submit an abstract and full syllabus for the proposed study, including a list of materials and possible assessments, to the Director of Independent Studies and the Curriculum Committee for approval. Students in Independent Study courses check in regularly with their faculty supervisors while working independently through the course material. The final grade, awarded on a Pass/Fail basis, reflects the student’s satisfactory or unsatisfactory completion of the course of study described in the Independent Study proposal.

COLLABORATION ~ CREATIVITY ~ CHARACTER DEVELOPMENT

I N T E R N A T I O N A L A F A R

R E S E A R C H :

BELIZE ~ SPAIN ~ GREECE ~ PORTUGAL The AFAR program (American Foreign Academic Research) at Davidson Day partners with established excavations to provide an opportunity for students to work in the field on archaeological projects in Belize, Spain, Greece, and Portugal. AFAR participants learn from and work alongside professional archaeologists. They also broaden their understanding of the history and cultural treasures of each country and community through lectures and excursions.

The Belize program makes a major contribution to excavation and site preservation at the ancient Maya city of Cahal Pech. In Spain, student teams participate in a long-term archaeological project at the medieval castle of Zorita de los Canes. In Greece, students work on excavating the ancient Macedonian city of Mieza, where Alexander the Great studied under Aristotle. The site in Tróia, Portugal, is a Roman settlement of the first to sixth century BCE.

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COLLEGE COUNSELING

The growth and development of each Davidson Day School student culminates in the college search. The goal of the College Counseling office is to assist and empower students so they are prepared to choose the college of best fit and successfully move into the next phase of their educational journey. College counselors assist in all aspects of the college planning process, including, but not limited to, the research and creation of a balanced list of colleges; planning for standardized tests; application essay writing; navigating the financial aid process; career planning; and factors to consider when making that important final decision. In addition to extensive one-on-one counseling, the college counseling office also plans special events throughout the year, including College Nights for seniors, juniors, sophomores, and freshmen; college campus visits for sophomores and juniors; weekly College Counseling seminars for juniors and seniors; Summer Application Boot Camp for seniors; Financial Aid Night; a Fall Application Workshop for seniors; Admission Case Studies; and advisory activities throughout the year. Our college counselors maintain relationships with admission counselors throughout the country. They present at national conferences, are active in professional college admissions organizations, and frequently visit college campuses to learn about their culture, curriculum, and admission policies. In addition, they also welcome a lengthy roster of admissions representatives to Davidson Day School each fall to meet and speak directly with our upper school students.

GPA CALCULATOR Grading Scale:

Honors courses are weighted 0.5 quality point and AP courses are weighted 1.0 quality point. Independent Study classes are not factored into the GPA; they are graded as either Pass (P) or Fail (F).

DAILY SCHEDULE

Upper school students drop one class per day.

SAMPLE AP CONTRACT P. 1

SAMPLE AP CONTRACT P. 2

UPPER SCHOOL COURSE OFFERINGS BY YEAR

Editor - Kerri Hunt Photography/Design - Laura Woods