Davidson Day Upper School Course Catalog

UPPER SCHOOL C O U R S E C A TA LO G U E

DAVIDSON DAY SCHOOL IS: A diverse independent school that cultivates academic excellence through collaboration, creativity, and character development. Each student is offered an active, challenging learning environment through our broad array of programs.

WE STRIVE FOR OUR STUDENTS TO BE: 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 life Respectful, ethical citizens who are adept at addressing global challenges Students who advocate for themselves and others

TA B L E O F C O N T E N T S COURSE REGISTRATION INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 To The Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Minimum Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Course Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 With Honor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Advanced Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Moving On and Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Eighth Grade Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

COURSE GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 World Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Fine Arts: Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Fine Arts: Performing Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 On-line and Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

FIGURES Upper School Math Courses and Course Progressions . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Academic Four-Year Record / Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 GPA Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Course Offerings, 2015-2016 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Daily Class Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Photography throughout this course guide is by DDS Photography Instructor, Laura Woods.

Upper School Course Catalogue

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COURSE REGISTRATION INFORMATION

TO THE STUDENT: This booklet provides you with information regarding your course registration for the next school year. Please acquaint yourself with the graduation requirements below, and review the course descriptions that are available for you to choose from based upon your prerequisites and corequisites. You should give your course selections a great deal of careful thought and seek the advice of your teachers, advisor and parents when deciding on your choices.

The students’ experiences in the Upper School at Davidson Day encompass so much more than can be expressed in this course catalogue, and we ask that you also carefully consider your other commitments, including the arts, sports, community service and other activities outside of Davidson Day School. All of this information can help you challenge yourself with the courses for which you are qualified, while striking a balance for what sort of overall load you are ultimately able to manage.

This course catalogue is comprehensive and lists many courses that have been recently offered and taught in the Upper School, but may not always be offered in the next academic year. Further, all courses are offered based on a reasonable minimum enrollment for that particular section. The course registration sheets that accompany this catalogue annually will be an accurate representation of what courses will be offered in the coming academic year.

Upper School Course Catalogue Course Registration Information

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M I N I M U M G R A D U A T I O N R E Q U I R E M E N T S (18 Credits):

English: Math: Science: History: World Language: Fine Arts:

4 credits 4 credits (min. sequence: Alg. I, Geometry, Alg. II & one credit beyond Alg. II) 3 credits, lab science 3 credits 3 credits in the same language 1 credit

Physical Education/Health: 1 credit

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ALL FRESHMEN are required to take English I (or Honors), World History I (or Honors) and Conceptual Physics or Physics Honors. With the assistance of your parents, teachers, and advisor, please choose the mathematics, world language, and fine arts courses that best fit your needs.

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ALL SOPHOMORES are required to take English II (or Honors), World History II (or Honors), and Chemistry (or Honors). With the assistance of your parents, teachers, and advisor, please choose the mathematics, world language, and fine arts courses that best fit your needs.

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ALL JUNIORS are required to take English III (or Honors or AP English Language and Composition), U.S. History (Honors or AP) and Biology (Honors or AP). With the assistance of your parents, teachers, college counselor and advisor, please choose the mathematics, world language, and fine arts courses that best fit your needs.

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ALL SENIORS are required to take English IV (or Honors or AP English Language or AP English Literature).

Seniors need to make sure that all of their minimum requirements for graduation have been met. (Please see the requirements above).With the assistance of your parents, teachers, college counselor and advisor, please choose the mathematics, science, world language, and fine arts courses that best fit your needs.

W I T H H O N O R : C H A L L E N G E A N D M O T I VA T I O N Challenging Honors opportunities are offered to students who have demonstrated the aptitude, work ethic, and previous academic performance to be successful. Similar to the Advanced Placement profile below, a student doing honors level work is usually driven by several habits of mind, including an aptitude for the subject matter in addition to a willingness to do all of the work associated with the course.

In order to enroll in an Honors or AP course, a student must satisfy the academic requirements and have a departmental recommendation. Interested students should consult with their current teachers about appropriate course placement.

The courses designated as “Honors” (H) are accelerated and require a strong background and more intensive preparation than other traditional level courses. Courses labeled as “Honors” on the transcript receive a .50 weighting in the GPA calculation (see page 30).

Students enrolling in an Honors course must have finished a non-honors prerequisite course with a minimum final grade of B+. In order for students to remain in an Honors course of study, they must maintain at least a B- for the Honors prerequisite course.

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Upper School Course Catalogue Course Registration Information

A D VA N C E D P L A C E M E N T : D O I N G C O L L E G E L E V E L W O R K Advanced Placement (AP) courses are designed to prepare students for the College Board Advanced Placement examinations. AP courses are the equivalent of college level courses, and the scholastic demands placed on students will be similar. Advanced Placement courses are labeled as “AP” on the transcript and receive a 1.0-point weighting in the GPA calculation.

A student wishing to enroll in an AP level course should have finished the honors level prerequisite course with minimal final grade of a B. Further, enrollment in an AP course may include a review of prior achievement in prerequisite courses, recommendation of the prerequisite teacher, approval of the Head of Upper School, student motivation, a qualifying essay, and/or placement testing. Student success at the AP is usually driven by several habits of mind, and while very few students will actually possess all of these qualities, they certainly should have the majority of them.

Students need an aptitude for the subject matter in addition to a willingness to do all of the work associated with the course. Essentially, students in an AP course should be driven to do the coursework and compelled to come in the next day to discuss it. Further, the successful AP student will have a true passion and intellectual interest in the subject matter. Again, while this list of qualities is ideal, it is also a good filter for students to consider prior to enrolling in an AP course, even if they have met the appropriate course prerequisite(s).

If a qualified student chooses to take courses labeled “Honors” or “Advanced Placement,” it is strongly suggested that he/ she take no more than three or four of these types of courses in a single year as the academic commitment is more time consuming. Staffing and scheduling are carefully planned to accommodate student course requests so we ask students to choose wisely, after fully considering all of their commitments in and out of school.

MOVING ON AND UP A year-end grade below a C- in an academic course (especially in math and world language) may necessitate summer school or another form of remediation. Failure to follow the School’s recommendations will likely require repetition of the entire course during the following school year.

A student may receive credit only once per academic course. 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 credit will not be counted as one of the credits required for graduation.

Credits from classes at other accredited schools are transferable and applicable to Davidson Day School graduation requirements but must be approved in advance by the appropriate Department Chair and the Head of the Upper School.

Courses from other schools will be listed on that school’s transcripts and attached to the Davidson Day transcript. At no time will a grade point average from another school be calculated into the Davidson Day GPA.

EIGHTH GRADE CREDITS Students earning a math (Algebra I or Geometry) or World Language credit (Spanish I, Mandarin I or French I) in the eighth grade at Davidson Day School or another accredited middle school program may use those credits towards both course completion and graduation. If it is found that the completion of these courses is not consistent with potential for success in our program, the student may be asked to repeat the course. These courses taken in the middle school are not calculated into the student’s cumulative Upper School GPA, but are listed on the transcript and credited towards the student’s minimum graduation requirements.

Note: Only students who have officially enrolled for the next academic year will have their course registration processed. Once a student has enrolled, their registration information will be entered into the system. Please note that some courses may fill up quickly due to high demand.

Upper School Course Catalogue Course Registration Information

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COURSE GUIDE ENGLISH

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The English Department develops in each student strong reading, writing, and critical thinking skills and to provide a classroom environment that encourages students to consider a wide range of ideas and human experiences. Composition skills support literary analysis at all grade levels, with an emphasis placed on original writing that combines themes and issues from literature with students’ ideas and personal thoughts. All Davidson Day School English courses help students deconstruct sophisticated prose and poetry and cultivate their authorial voice. Students must earn four credits of English and be enrolled in a core English class each year of high school for graduation.

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All Davidson Day School English courses require students to deconstruct sophisticated language and to develop their own authorial voice.

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Ninth grade students read, discuss, and write about novels, short stories, poetry and dramas.

The curriculum includes both a grammar review and a formal vocabulary program. Activities in class are structured in a way that students can find their authorial voice and begin to amplify it through discussion and composition. Writing assignments for the ninth grade are designed to produce students who can demonstrate clarity of expression, organization, and persuasive techniques in their work. Students often work in small groups to discuss writing and topics of interest from the readings.

Required for graduation: English I or English I Honors.

ENGLISH I HONORS English I Honors students study the topics of English I in greater depth and complete additional reading and writing assignments. Course texts for English I and English I Honors have included: Things Fall Apart, Verbal Advantage: 10 Easy Steps to a Powerful Vocabulary, Lesson Before Dying, A River Runs Through It, Nine Stories by J.D. Salinger, Welcome to the Monkey House, Montana, 1948, and the Best Short Stories of Jack London.

Upper School Course Catalogue English

ENGLISH II Tenth grade English provides an intensive focus on writing skills through a body of work that asks students to analyze literature from a variety of rhetorical approaches. Because students are beginning to write for many purposes and toward many audiences, many of the compositions reflect students’ original choices on individually selected topics.

Vocabulary development and grammar review supplement the writing instruction.

Required for graduation: English II or English II Honors; Prerequisite: English I.

ENGLISH II HONORS English II Honors prepares students for AP English Language and Composition. Students study the topics of English II in greater depth and complete additional reading and writing assignments, including more in-depth analytical writing.

Course texts for English II and English II Honors have included Reading Critically and Writing Well, Verbal Advantage: 10 Easy Steps to a Powerful Vocabulary, Last American Man, Sacred Hoops: Spiritual Lessons of a Hardwood Warrior, Death of a Salesman, Richard III, and The Adventures of Huckleberry Finn.

ENGLISH III AND ENGLISH IV Juniors and Seniors not selecting an Advanced Placement English course are exposed to a vast variety of literary genre in English III and English IV, both offered at the Traditional and Honors levels. The following course descriptions are examples of themes and/or movements in literature that have been encapsulated in previous years’ English III and English IV classes. Each of these course descriptions may define the focus of an academic semester. These literary concentrations are similar to collegiate offerings and will inevitably put students in the position to discover some of their interests and passions that they might pursue at a deeper level once in college English courses.

AMERICAN SHORT FICTION (AMERICAN LITERATURE) This course deconstructs the short stories of Poe, Cheever, Hawthorne, and Bradbury to spark some creative writing efforts on the part of students. Looking at the very different writing styles and themes of a variety of short fiction authors will lead to some interesting discussions about the artistic and thematic choices that authors have made, which will inspire students to develop some of their techniques in creating their own fiction pieces.

Upper School Course Catalogue English

AMERICAN SCIENCE FICTION (AMERICAN LITERATURE) This course examines the stories of Bradbury, Vonnegut, Hienlein and others to see how looking at the future really becomes an assessment of the present. There will be discussion about how these sci-fi writers actually are more interested in human issues rather than scientific or engineering ones. Students will develop an understanding and appreciation for the literary rather than the literal gadgets that these authors employ.

AMERICAN WESTERN FICTION (AMERICAN LITERATURE) This course will look at the writing of Abbey, Van Tilburg Clark, McMurtry and Watson to learn what is unique about the canon of the literary West. The themes of justice, rugged individualism and dealing with the challenges of the Western environment will be discussed. The question of what happened to the American dream/experiment as Western culture evolved will be one of the lenses through which the literature will be examined.

COLONIALISM AND EXILE (WORLD LITERATURE) This course will take a look at the novels of Conrad, Forester, Paton, and Morrison. The readings will examine how the culture of the West has attempted to impose its will on third world nations and how the response of colonized nations to that effort has challenged both cultures. These writers will look at how problematic colonialism can become if there is an attempt to replace a nation’s identity.

EXISTENTIALISM (WORLD LITERATURE) In this course, students will read some of the work of Camus, Kundera, Delillo, and Lightman to develop an understanding of twentieth century existentialism. The philosophical principles that are woven into these works will be discussed in order to build a broader appreciation of what existentialism entails.

The more difficult concepts of the existential movement will be made accessible as students look at both the essays and stories of these writers.

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LITERATURE OF THE AMERICAN SOUTH (AMERICAN LITERATURE) This course will take a look at the plays of Williams and the short stories of Faulkner, O’Connor, and Sams and examines the themes that surround a culture that is going through a change from the ‘old South’ to the ‘new.’ The fiction will examine the South as it moves from its agrarian roots to a more industrialized future and the pressures felt as values begin to be reassessed.

SHAKESPEARE’S TRAGEDIES (WORLD LITERATURE) This course examines the classic tragedies of Shakespeare including Hamlet, Othello, King Lear, Macbeth, and Romeo and Juliet. Students will come to understand the beauty of the Elizabethan tragedy and get to know some of Shakespeare’s most infamous antagonists. There will be an examination of what formulas Shakespeare employed to create these dramas and how he masterfully manipulated those formulas.

LAW & ORDER: CONTROVERSIAL CASES IN AMERICAN HISTORY (AMERICAN LITERATURE) In this course, we explore controversial court cases, both in America’s history and literature, such as Brown v. Board of Education, O.J. Simpson’s murder trial, Scopes Monkey trial, and the investigation of JFK’s assassination. Our explanations for the separation of plea from verdict set precedents of judgment for future generations and placed the burden of doubt on the U.S. Supreme Court’s impartiality. While our justice system ensures “innocence until proven guilty,” few historians deny how our bias shapes the validity of a jury’s decision. Throughout this course, students will try to determine if there were times when the courts have failed to uphold justice and discuss the consequences on a transforming society.

BLACK ATHLETES IN AMERICA (AMERICAN LITERATURE) Taboo: Why Black Athletes Dominate Sports and Why We’re Afraid to Talk About It by Jon Entine, Earl Smith Black Like Me by Robert Bonazzi, John Howard Griffin The Greatest: Muhammad Ali by Walter Dean Myers Articles from The New Yorker The history of African-American athletes in our country parallels the Civil Rights Movement and challenges stereotypical conventions and ideologies. Jackie Robinson’s color barrier-breaking entrance into Major League Baseball preceded Muhammad Ali’s colorful repartee, yet both set a stage for athletes to grace for decades to come. The

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contemporary eye may bear witness the greatness of Michael Jordan, Lebron James, Tiger Woods, and Cam Newton, but only because the ones who came before sacrificed so much.

RELIGIOUS FREEDOM (WORLD LITERATURE) Life of Pi by Yann Martel The Reluctant Fundamentalist by Mohsin Hamid Under the Banner of Heaven by Jon Krakauer Since the Native Americans first encountered the Pilgrims, Europeans colonized New England, the First Amendment was written into Law, Church and State separated and African Americans, Catholics, Mormons, Jews and Muslims have struggled for the right to practice their faith, democracy and religious freedom have attempted to coexist. Federal and state laws conflict with individuals’ beliefs in matters including prayer in schools, protests to war, demands from the Religious Right, and religious freedom for Muslims in a post-9/11 United States. Through discussion, literary analysis and critical research, students will discuss what constitutes religious freedom in the United States.

LITERATURE OF CONFLICT Literature of Conflict is a cross-genre exploration of classic and contemporary accounts of war, both on the battlefield and on the home front. Students read for common themes that stretch across time periods and genres, including the effects of violence on the perpetrators as well as the victims, the effects of war on civilians, the disjuncture between soldiers and leaders, and the warrior’s difficulty in returning to a peaceful world. Students also examine the use of rhetoric to shape public opinion on various conflicts throughout history. Texts and materials include both fiction and nonfiction works, and may include: the Iliad, Beowulf, Henry V, A Farewell to Arms, Catch-22, The Things They Carried, Machine Dreams, Fallen Angels, and Jarhead.

COMING OF AGE The literature of Coming of Age is the study of coming of age stories (fiction and memoir) from various cultures, past and present. This course focuses on themes such as rites of passage and the construction of identity as seen and practiced by international cultures. Analysis of techniques such as point of view, voice, and narrative distance is another key element of this unit. Texts and materials include both fiction and non-fiction works, and may include: Candide, Great Expectations, Portrait of the Artist as a Young Man, Go Tell it on the Mountain, Catcher in the Rye, The House on Mango Street, The Kite Runner, Secret Life of Bees, Bless Me, Ultima, Kaffir Boy, Rousseau’s Confessions, An American Childhood, The Woman Warrior

Upper School Course Catalogue English

ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION The purpose of this course is to help students “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.” (The College Board, AP English Language Course Description, May 2007, p.6) The course is organized according to the requirements and guidelines of the current AP English Language Course Description, and therefore, students are expected to read critically, think analytically and communicate clearly in both writing and speech. Texts include The Language of Composition and The Norton Reader as well as novels such as The Scarlet Letter, Three Cups of Tea, Where Men Win Glory, and The Color Purple. Numerous other pre and post-20th century pieces will also be studied and discussed as well as visual text in the form of political cartoons, advertisements and photographs.

AP Language requires a series of writing assignments that vary in their sophistication, but the AP-style essay will be at the center of our endeavors. As an Advanced Placement course, considerable emphasis is put on the independent participation of the student in the learning process. Students are challenged to involve themselves in their own learning.

Beyond participation in debate and discussion, students should be willing to bring additional ideas, readings and perspectives on texts and topics. Oral communication will also be emphasized, with students being asked to deliver a political speech and participate in all discussions and debate.

The course will culminate with a synthesis project requiring students to research a social issue and consider sources analytically and critically. Students will produce a paper that makes and develops a strong claim by synthesizing information and perspectives from the sources with their own reasoning and ideas.

Prerequisite: English II Honors or English III Honors.

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION “An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone” (The College Board 2008). While the final, major evaluation for each student is the AP exam given annually in May, the process of preparation is the key component for each student. The student’s preparation will focus on all areas to be assessed on the national exam, but most importantly, each student will increase his/her ability to deconstruct and analyze a given text in a manner consistent with college-level curricula.

Our study of literature extends through varying genres, time periods, and multiple continents. Selections of novels, plays, short stories, and poetry will be a daily focus; discussion,

Upper School Course Catalogue English

critical analysis, and writing will be integrated in all aspects of our readings. Various written assignments will include poetry free-response papers, AP exam prompt essays, college essays, and literature-based essays. Because this is a college level composition and literature course, students are expected to complete an extensive amount of writing both in class and outside of class as homework.

Prerequisite: English III Honors or AP Literature.

THE LITERATURE AND HISTORY OF COMEDY Comedy is one of the most influential forces in the universe.

Though often discounted as frivolous and lacking artistic merit (comedic films rarely win the Oscar for Best Picture), comedy has been the weapon of choice for some of the greatest minds since the beginning of time. Its impact can range from lightening the mood in a tense situation to helping to overthrow a government. In the hands of a master, comedy can change minds, build bridges, tear down walls, or alter the course of history, for both good and bad.

The History of Comedy is a writing intensive English course that explores comedy in its many disciplines, from the works of Shakespeare to the stand-up of Richard Pryor, from Lucille Ball and the golden age of TV to modern platforms such as YouTube. Chaplin used comedy to brilliantly satirize and eviscerate Adolph Hitler. Lenny Bruce used comedy to explore the slippery slope of the First Amendment and freedom of speech. Ambrose Bierce used comedy to speak the mind of a 19th century society that was too proper to speak for itself. From literature to theatre, from the artist’s canvas to the silver screen, through cultures and generations, from the mundane to the profound, comedy spans mediums, genres, languages and cultures.

Students gain a working knowledge and appreciation of the different genres of comedy and how they are or have been used throughout history, including: Anecdotal, Satire, Parody, Slapstick, Situational, Sketch, Character, Surreal, British, Stand-up, Visual, and Music Comedy.

Open for Juniors and Seniors only.

SPEECH AND DEBATE Speech and Debate is a an academic elective course that builds the best of character, creativity, and collaboration through the rigors in independent thought, research, writing, and expression. The course begins with foundational instruction in writing and performing expository and persuasive short speeches. Students will develop structure, and craft counter-arguments and work as a team to prepare for competition. All course participants explore original oratory, extemporaneous, and impromptu public speaking.

Additionally, they engage in Public Forum and LincolnDouglas debates. We follow the National Forensics League topic standards, which delve into a wide variety of relevant current events and ethical issues. Ultimately, students prepare for, and are required to participate in, local Speech and Debate (Forensics) competitions.

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The goal of the Mathematics Department is to assist students in developing skills needed to solve problems, analyze data, and use technology. The curriculum is based on a broad understanding of principles and applications in traditional math fields. A high level of student inquiry is expected in all math courses in the Upper School.

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From the entry level Algebra I class through the sophisticated AP courses, the study of math emphasizes the deductive reasoning process, problemsolving, resource utilization, and / Reversed out of a solid background perseverance.

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COURSES ALGEBRA I

GEOMETRY

Algebra I begins with a review of some basic pre-Algebra concepts, strengthens their arithmetic skills and then moves on to simplifying expressions and solving equations (numerical and literal). A thorough study of the linear function, linear systems, linear inequalities, quadratic function, rules of exponents and radicals are a significant part of this course.

With the aid of the TI calculator and computer software such as Desmos and Autograph, the students tackle concepts from a numerical, algebraic and graphical approach. Upon completing this course, students are well prepared for further study of mathematics.

Geometry provides a thorough introduction to classical Euclidean geometry and emphasizes the deductive reasoning process. The course includes a study of lines, angles, triangles, circles, polygons, solid figures, and their associated relationships. The topics within which these concepts are explored include coordinate geometry, proof, congruence, similarity, basic right triangle trigonometry, area, volume, and transformations. Students learn to approach problems using multiple strategies and how to develop the appropriate steps to arrive at potential solutions. Students also learn how to develop and manipulate a range of linear and some nonlinear formulas.

Required for graduation; Prerequisite: Algebra I.

Required for graduation; Prerequisite: Pre-Algebra.

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Upper School Course Catalogue Mathematics

GEOMETRY HONORS Honors Geometry provides a thorough introduction to classical Euclidean geometry and emphasizes the deductive reasoning process, problem-solving, resource utilization, and perseverance. The course includes a study of lines, angles, triangles, circles, polygons, solid figures, and their associated relationships. The topics within which these concepts are explored include coordinate geometry, proof, congruence, similarity, trigonometry, area, volume, and transformations.

Students are asked to find a varied list of strategies for approaching problems and compare and contrast the strengths and weaknesses of various approaches. Students are also asked to articulate and present their thinking and methods for solving problems. Students also develop and manipulate a range of linear and non-linear formulas with specific attention to quadratic and radical functions.

Required for graduation; Prerequisite: Algebra I.

ALGEBRA II This course begins with a review of some basic algebraic concepts. It delves deeper into topics covered in Algebra I: linear functions, linear systems, linear inequalities, quadratic functions, rules of exponents and radicals. The students then study the exponential and logarithmic functions, rational functions, and series and sequences. With the aid of the TI calculator and computer software such as Desmos, MS

Excel and Autograph, the students tackle concepts from a numerical, algebraic and graphical approach.

Required for graduation: Algebra II or Algebra II /Trigonometry Honors; Prerequisite: Geometry/Geometry Honors.

ALGEBRA II/TRIGONOMETRY HONORS This course begins with a review of some basic algebraic concepts. It delves deeper into topics covered in Algebra I: linear functions, linear systems, linear inequalities, quadratic functions, rules of exponents and radicals. The students study the exponential and logarithmic functions; rational functions; and series and sequences. The students then embark on a study of trigonometry. Topics include right triangles, oblique triangles, the unit circle, identities, equations and the graphs of the trigonometric functions with translations and dilations. Throughout the course students will learn the art of problem solving, drawing from real life situations. With the aid of the TI calculator and computer software such as Desmos, Excel and Autograph, the students tackle concepts from a numerical, algebraic and graphical approach. Upon completing this course, students are well prepared for PreCalculus Honors mathematics.

Required for graduation; Prerequisite: Geometry/Geometry Honors.

Upper School Math Courses & Course Progressions These courses available for students taking Geometry in eighth grade:

AP STATS

AP STATS

DISCRETE

AP BC CALCULUS

CALCULUS III

AP AB CALCULUS

AP BC CALCULUS

HONORS PRE-CALCULUS

AFM

HONORS PRE-CALCULUS (with Calc-A)

ALGEBRA II (Honors & Traditional)

GEOMETRY (Honors & Traditional)

ALGEBRA I (usually taken in 8th Grade)

Upper School Course Catalogue Mathematics

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ADVANCED FUNCTIONS AND MODELING

AP STATISTICS AND PROBABILITY

This course is designed to provide real-world applications of functions, graphs, and algebraic skills covered up through Algebra II. This course can act as a bridge to help prepare students for Pre-Calculus, Discrete, or AP Stats. AFM covers the typical Algebra II functions (linear, polynomial, rational, irrational, exponential, and logarithmic) but includes a strong focus on interconnecting functional and algebraic notation, graphical representation, and realistic contextualization.

Students also receive thorough instruction in the use of graphing calculators and MS Excel. The topics to which these concepts are applied include sequences and series, home finance, and projectile motion.

Prerequisite: Algebra II.

AP Statistics is the high school equivalent of a one semester, introductory college statistics course. In this year-long course, students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students design, administer, and tabulate results from surveys and experiments. Probability and simulations aid students in constructing models for chance phenomena. Sampling distributions provide the logical structure for confidence intervals and hypothesis tests. Students use a TI-83/84 graphing calculator, Fathom, Minitab, Excel, or other statistical software, and Web-based Java applets to investigate statistical concepts. To develop effective statistical communication skills, students are required to prepare frequent written and oral analyses of real data.

Prerequisite: Pre-Calculus Honors or Discrete Mathematics with departmental approval.

PRE-CALCULUS HONORS Pre-Calculus blends the skills necessary for students to be successful in a college level calculus course. The standard course of study includes relations and functions, exponential and logarithmic functions, trigonometry in triangles, trigonometric functions, trigonometric identities and equations, polar coordinates, sequences and series, and data analysis.

Being an honors level class, students will also be expected to utilize a keen sense of inquiry and demonstrate some independence with related projects.

Prerequisite: Algebra II/Trigonometry Honors with departmental approval.

ADVANCED PLACEMENT CALCULUS AB/BC This course will prepare students to take the AP exam in May. According to College Board, “The courses (AP Calculus AB and BC) emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important� (2008).Topics studied in AP Calculus BC include: Calculus concepts, functions and graphs, limits and continuity, derivatives, application of derivatives, antiderivatives, applications of integrals, and infinite sequences and series.

Prerequisite: Pre-Calculus Honors with departmental approval.

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DISCRETE MATHEMATICS The course begins with a study of group rankings, election theory and weighted voting power. It then moves to an exploration of the variety of ways one can fairly divide an estate and fairly apportion votes/seats. After an introduction to the simple arithmetic of matrices by hand: addition, subtraction, scalar multiplication and inverse, we learn to use the calculator to do the arithmetic and use the power of matrices to study encryption/decryption; coding/ decoding; population growth using Markov chains; and rotation, translations, dilations and reflections of geometric figures on the x-y axis. The course then turns its attention to the counting techniques need for a thorough study of probability and mathematical expectation. After probability, we study some basic statistics including mean, median, standard deviation, bar charts, histograms, box plots, 5 number summary, skewed distributions, normal distribution, standardized normal distributions and z-scores.

Prerequisite: Algebra II with departmental approval.

Upper School Course Catalogue Mathematics

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SCIENCE The Science Department’s goal is to increase students’ awareness, understanding, and appreciation of the world around them. Students learn the fundamental principles of science and the processes by which they can acquire scientific knowledge. All science courses are laboratory courses and include activities that support classroom work. Three laboratory science courses are required for graduation.

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COURSES CONCEPTUAL PHYSICS

PHYSICS HONORS

Conceptual Physics is an inquiry-based course that gives students an understanding of the fundamental concepts and laws that govern the world. Through frequent laboratory activities, students collect and analyze data using a variety of techniques to discover fundamental principles and gain analytical skills. The major topics include motion, energy, sound, light, electricity, magnetism, forces, and momentum.

Although conceptual understanding is the emphasis of this course, students use algebra to express quantitative relationships and draw conclusions.

Required for graduation: Conceptual Physics or Physics Honors.

Similar to Conceptual Physics, the principles and theories of physics are emphasized in Physics Honors, as well as the inquiry that laboratory work provides, a vital component of the physics program. Topics include Newtonian mechanics, work and energy, heat and thermodynamics, electricity and magnetism, light and optics, and modern physics.

Those topics are studied with an emphasis on the student’s understanding the underlying principles of physics with a focus on in-depth mathematical relationships and problem solving. Students perform both qualitative and quantitative experiments to develop concepts and test ideas about how those concepts are related.

Corequisite: Geometry and departmental approval.

Upper School Course Catalogue Science

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ADVANCED PLACEMENT PHYSICS

ADVANCED PLACEMENT CHEMISTRY

The Advanced Placement Physics course focuses on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics sequence and provides students with enduring understandings to support future advanced course work in the sciences. Through inquiry-based learning, students will develop critical thinking and reasoning skills. Topics include kinematics, Newton’s laws, circular motion and universal law of gravitation, simple harmonic motion, impulse, linear momentum, work, energy, and conservation of energy, rotational motion, rotational kinematics and energy, rotational dynamics, angular momentum, electrostatics, DC circuits, mechanical waves and sound.

Prerequisite: departmental recommendation; Co-requisite: PreCalculus Honors.

AP Chemistry is designed to be the equivalent of the general chemistry course usually taken during the first college year.

Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. The key concepts and related content that define the AP Chemistry course and exam are outlined by the College Board, and are organized around underlying principles called the Big Ideas. They encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the particulate nature of matter underlying the observations students make about the physical world. The following are Big Ideas: The chemical elements are the building blocks of matter, which can be understood in terms of the arrangements of atoms. Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Rates of chemical reactions are determined by details of the molecular collisions. The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

Bonds or attractions that can be formed can be broken.

These two processes are in constant competition, sensitive to initial conditions and external forces or changes. It is strongly recommended to be taken only after the successful completion of Honors Chemistry and Algebra II Honors..

Prerequisite: Chemistry Honors and/or departmental recommendation.

CHEMISTRY 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 investigative techniques and the ability to interpret results.

Required for graduation: Chemistry, Chemistry Honors, or AP Chemistry.

CHEMISTRY HONORS This course is designed and intended to prepare students for future advanced science coursework, such as AP and independent study courses, by emphasizing critical thinking, independent laboratory investigations, and writing. It presents the fundamental principles and concepts of chemistry: properties of matter, nomenclature, atomic structure, chemical reactions, stoichiometry, gases, thermochemistry, chemical bonding, solids, liquids & solutions, acids & bases, and kinetics & equilibrium. Laboratory work emphasizes quantitative measurement and develops investigative techniques and the ability to interpret results. Students are expected to master basic concepts individually and use those to generate big picture ideas. Students are expected to demonstrate these ideas, not only qualitatively, but also quantitatively. This course is faster paced, rigorous, and requires more outside time for preparation and completion of assignments than the traditional Chemistry course.

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ORGANIC CHEMISTRY This course is designed to expose students to advanced topics in carbon chemistry, beyond the AP Chemistry course. Students will examine fundamental principles in nomenclature, stereochemistry, organic reactions and mechanisms, synthesis of organic compounds, and structure determination. Students will work in the lab to identify and synthesize organic compounds. Individuals will also generate a project that requires a design and execution of experiments, and interpret the results in order to reach a conclusion.

Prerequisite: AP Chemistry.

Upper School Course Catalogue Science

BIOLOGY This course is an introduction to the major principles of modern biology: the organization of life, the interaction of organisms with others and 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 a survey of biological diversity. Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the dynamic world of living organisms and their place in that world.

Required for graduation: Biology, Biology Honors.

BIOLOGY HONORS This course is an introduction to the major principles of modern biology: the organization of life, the interaction of organisms with others and 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 a survey of biological diversity. Students use laboratory research and classroom discussion to acquire a solid understanding of the dynamic world of living organisms and their place in that world, this course requires. Students in Honors Biology will also be exposed to learning through inquiry using relevant and current research data and through independent laboratory design. The focus in this course is on integration of complex concepts, and applying creative thought to problemsolving for issues like population growth, genetic modification of organisms and epidemiology.

INTRODUCTION TO ZOOLOGY HONORS This course provides an introduction to all of the animal phyla, including classification, structure, embryology, evolution, and dispersal. From sponges to humans, students explore the different animal species to see what makes each unique and how each is adapted to its specific environment. This course will include a significant lab component with several dissections.

Prerequisite: Biology or departmental approval.

HONORS HUMAN ANATOMY & PHYSIOLOGY This 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 organ systems including the integumentary, skeletal, muscular, nervous, cardiovascular, respiratory, renal, digestive, immune and reproductive systems. Microscopy and dissection are major components of the laboratory work.

Prerequisite: Biology Honors and Chemistry Honors.

Upper School Course Catalogue Science

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ADVANCED PLACEMENT BIOLOGY

BEHAVIORAL NEUROSCIENCE HONORS

This course is an introduction to the major principles of modern biology: the organization of life, the interaction of organisms with others and 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 a survey of biological diversity. Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the dynamic world of living organisms and their place in that world. AP Biology is taught under the approved guidelines of the College Board. The topics in the course are organized into three broad areas: (a) molecules and cells, (b) individual organisms, and (c) populations.

Students conduct labs specifically designed for the AP course, along with other laboratory exercises. AP Biology is much more detailed, and is taught at a much faster pace than Biology or Biology Honors. Students are expected to do a large amount of work independently, and are required to integrate complex concepts and use logic and creative thought to work through problems.

Prerequisite: Biology Honors with departmental recommendation.

Behavioral neuroscience gives an in-depth understanding of the role of biology in animal and human behavior. Major topics are genetics, the brain, the nervous system, human development, sensation, perception, motivation, sleep, stress, health, learning, memory, addiction, psychiatric disorders, psychiatric treatment, and research methods.

Prerequisite: departmental recommendation.

HONORS FORENSICS AND HONORS MICROBIOLOGY

PRE ENGINEERING THERMODYNAMICS HONORS Pre Engineering Thermodynamics is an advanced physics course that looks at a variety of topics related to the laws of thermodynamics, including gas laws, heat engines, thermal mechanics and entropy. The course also touches on periphery topics such as electricity and magnetism, angular mechanics and optics. Students must have completed Physics Honors, Chemistry Honors and Algebra II/Trigonometry Honors with a minimum grade of B in order to be eligible for this course.

It is suggested that students first complete Pre-Calculus as well, though concurrent enrollment in Pre-Calculus with this course is acceptable with the approval of the department chair and division head. Students are encouraged to sit for one of the three AP Physics exams at the conclusion of this course, and students are provided with specific guidance on the specific AP exams throughout the academic year.

These courses are each taught as semester courses, and will run sequentially during the year. Honors Forensics provides an introduction to Forensic Science. Students are introduced to topics and techniques used in crime scene investigation, including fingerprint analysis, forensic entomology (study of bugs), 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 a solid understanding of the cool biology used in Forensic Science.

Honors Microbiology is an introduction to the major principles of the study of microorganisms. This course covers the major concepts of Microbiology, including the fundamental structural and metabolic characteristics of microorganisms and basic techniques for enrichment, selection, isolation, enumeration and identification. The course focuses on the major pathogenic microorganisms, including viruses, bacteria, and parasites, and the diseases caused by each; it also investigates their roles in research, their importance in functional ecosystems and their economic significance.

This course also features an introduction to epidemiology.

Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the microorganisms living in, on and around us.

Prerequisite: Honors Biology, open to Juniors and Seniors.

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Upper School Course Catalogue Science

HISTORY

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The History Department emphasizes teaching students the skills and knowledge necessary for civic competence and the historical perspective critical for interpreting the complex issues of today and tomorrow. Teachers strive to instill a love of learning, exploration, and inquiry as their students learn to interpret primary and secondary sources, to think critically, and to write analytically. All students must complete World History I in ninth grade, World History II in tenth grade, followed by the study of United States History or AP US History in eleventh grade.

A fourth year of history is strongly recommended.

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In World History I, students move into understanding large concepts of ancient history and the application of research and synthesis skills into the history classroom. The class enhances the students’ development of independent and responsible research and writing in analytical papers as well as their use of technology both inside and outside of the classroom. The course starts in ancient times, looking at myriad civilizations and how and why they resonate through history.

We study Mesopotamia, Greece, China, India, Rome, Islamic empires, Central American empires/civilizations, African tribal developments, and the development of the Middle Ages.

Students examine the development of government, social stratification, religion, cultural development, legal systems, wars and treaties, economics, technological developments and diplomacy.

WORLD HISTORY I HONORS This course seeks to develop a more thorough and complex understanding of the ancient world. Students delve into additional reading, writing, and presentation assignments to promote a greater understanding of the cultural, political, religious, and social aspects in the development of countries and empires. The emphasis on analytical and critical thinking will be tested in the presentations as well as in their writing assignments which requires students to demonstrate a grasp of higher-level thinking.

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Upper School Course Catalogue History

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WORLD HISTORY II In World History II, students work to understand the problems of the modern world by examining the revolutionary changes that humanity has experienced in the past 500 years. This course emphasizes the evolutions in religion, science and political philosophy. Students discover that the emergence from life in a pre-industrial society to one in which modern transportation and communication has redefined borders and human existence. The effects of Nationalism will transform societies but Global Warfare will bring incalculable levels of destruction to common consciousness. Students accomplish this understanding through document analysis and readings, discussions, lectures and debates. Students focus on strengthening college preparatory skills, writing a number of topic papers and completing research projects.

Prerequisite: World History I.

WORLD HISTORY II HONORS

This course is a general survey of United States history from the European arrival in America to the present day. The course progresses through colonization, the Revolution, creation of a new republic, territorial and democratic expansion, sectionalism and the Civil War, Industrialism and Progressivism, America’s emergence on the World Stage, Depression and the New Deal, World Wars, conflicts relating to the Cold War and American international hegemony, and societal changes from the 50’s to the modern day.

Students are required to demonstrate mastery of basic historical thinking and analytical skills. Class time is devoted to discussion, lecture, viewing of primary source material and various assessments.

Prerequisite: World History II.

U.S. HISTORY HONORS

This course demands a quicker pace of discussion in class with a greater degree of individual study and research outside of class. This includes regular demonstration of comprehension through quizzes based on reading assignments. Assessments require complex knowledge of the subject matter and will force students to draw historical connections across time periods, political sovereignties, social groups and ideologies.

In addition, students will be responsible for in-depth research assignments that correspond to units of study.

Prerequisite: World History I or Honors.

This course commits to a quicker pace of discussion in class with a greater degree of individual study and research outside of class. This includes regular demonstration of comprehension through quizzes based on reading assignments. Assessments will require complex knowledge of the subject matter and will force students to draw historical connections across time periods, political sovereignties, social groups and ideologies. In addition, students will be responsible for in-depth research assignments that correspond to units of study.

Prerequisite: World History II or Honors.

U.S. HISTORY

ADVANCED PLACEMENT U.S. HISTORY

One of the goals of this course is to foster and develop greater citizenship among our student body. Students must fully understand the complexities of our modern democracy with a proficient understanding of some of its seminal events. Leaders, events, policies, social norms and interactions will be cast and analyzed in a new light. How did the legacy of George Washington influence foreign policy decisions that were happening nearly 150 years later? Why do some Americans feel greater allegiance to the part of the country they live in than they do the country itself? Why was the country willing to destroy itself through Civil War, yet was unwilling to solve the legal inequities that led to the war in the first place? How has the United States served as the “City upon the Hill” for religion, democracy, industry and peace? How has that leadership led to ideas like “American Exceptionalism”?

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This course is a collegiate-level survey of United States History. This course teaches students the practice of history by explicitly developing historical thinking skills while learning about the past. Reading requirements are significantly greater than other U.S. History courses. This includes primary-source documents, textbook readings, political cartoons, maps, data-sets, and pictures in order to best develop their skills. This course will push students to think, write and work like historians. Class time will be dedicated to discussions, lectures, group activities and debates. This course is encouraged for students who have a passion for exploring history, have a track record of consistent work ethic and enjoy being challenged daily.

Prerequisite: World History II Honors.

Upper School Course Catalogue History

ADVANCED PLACEMENT EUROPEAN HISTORY The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. As a college-level course, AP European does require considerable time outside of class for reading, writing and studying.

Prerequisite: World History II Honors and department recommendation.

ADVANCED PLACEMENT MICRO/MACRO ECONOMICS Economics is the study of how humans cope with the fact that they have unlimited wants and limited resources with which to achieve these desires. It is a social science focusing on the processes that determine the production and consumption of goods and services in an economy. More simply, it breaks down how humans deal with the inescapable bonds of scarcity. Compared to other AP social studies courses, these do not necessarily require such intense and voluminous levels of reading and writing. They do, however, present concepts that have rarely or narrowly been presented before in a secondary setting. These courses move quickly and the concepts begin to scaffold one another quickly as well. Consequently, students are required to possess a great deal of independent motivation to read, practice, and study for mastery beyond what is assigned to them if they want to be successful.

Microeconomics focuses on the principles of economics as applied to individual decision makers, both producers and consumers, within the economic system. It will be very engaging and helpful to students interested in the day-to-day management and operations of a business.

Macroeconomics focuses on the principles of economics as applied to the economic system as a whole. It will be very engaging and helpful to students interested in the short, medium, and long-term strategies of businesses, banks, financial advisors and asset traders.

Upper School Course Catalogue History

ADVANCED PLACEMENT PSYCHOLOGY Psychology is the systematic and scientific study of human behavior and thought processes. The field conducts research to understand the internal and external aspects of human experience. This AP course provides a platform for students to explore and interact with such concepts as learning, motivation, memory, research methods, neuroanatomy, and the function of the nervous system.

Students engage in active learning to analyze, interpret, and design experiments to provide a deeper understanding of problem solving, language acquisition, creativity, attention, intelligence, testing, and social dynamics. Students compare and contrast experiments, correlational studies, naturalistic observations, and case studies as means to gather data.

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 taking this course must be prepared to read and work on sophisticated projects in and out of the classroom.

Prerequisite: US History Honors and department recommendation.

ANTHROPOLOGY Anthropology is the science of mankind in its entirety. This class provides students with a systematic overview of the field of Anthropology through the analysis of its four subfields: cultural anthropology, physical anthropology, archaeology, and linguistics. By exploring cross cultural differences and commonalities, the course intends to make students aware of human nature and the way common sense is constructed.

During the course students will visit different parts of the world in movies, readings and lectures, allowing students to shake the foundations of our ethnocentrism, the idea of perceiving of our own standards and common sense as “normal” or even “natural.” During this class students 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 subject matter in the field of anthropology, almost every subject that man has dealings with is a possible choice for discussion.

Prerequisites: World History I, World History II or departmental approval.

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MYTHOLOGY A myth is a traditional story that relies on the supernatural to explain a natural phenomenon, an aspect of human behavior or a mystery of the universe. Mythology aims to explain why the world is the way it is and it provides an imaginative way for people to feel at home in the world and make sense of it.

This course has three main goals. The first goal is to enable students to read and enjoy the most important myths and legends of the world. The second goal is to help students obtain an appreciation for the meaning and significance of the myths. The third goal is to give students an introduction to some of the most important works of classical literature. In order to accomplish this, students encounter myriad myths, legends, and folk tales from all corners of the earth and even create some of our own.

Prerequisites: World History I, World History II or departmental approval.

MYTHOLOGY HONORS This course will cover the same topics as Mythology, but with a deeper level of analysis and application using additional reading and writing assignments, as well as augmented assessments.

FIELD STUDY IN ARCHEOLOGICAL METHODS

ANTHROPOLOGY HONORS The honors section of Anthropology will dig a little deeper into the subject of field ethnography, as students research the tribal life of the Huni Kui, an indigenous tribe residing in the Amazon forest of Peru. This long-term analysis will take place over the course of the first semester. During the second semester, students explore the fascinating life of the young Egyptian, King Tutankhamen as well as that of Howard Carter, the archaeologist who discovered his tomb. These two case studies will require honors students to read additional texts and complete additional assessments. Anthropology Honors assessments are distinguished from the Traditional Anthropology course by the level of depth and the scope of material that the students in Honors are required to master.

Prerequisites: World History I, World History II or departmental approval.

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This course will be taught both in the classroom and in the research field over the course of a calendar year. Students will be assigned a reading regimen, participate in classroom lectures and workshops, in addition to in-the-field instruction.

They will then apply this knowledge while participating in the excavation of one of Davidson Day’s research sites. These sites currently include the ancient Maya city of Cahal Pech in Western Belize and the medieval castle of Zorita de los Canes in Central Spain.

Students are required to read a number of articles, texts, and ethnohistories on the studied research area. They also complete classroom and workshop assignments and successfully contribute to a two to four week field school.

Once these steps are successfully completed, the students will be required to complete a written research report discussing the student’s own research and will also need to create and disseminate the report through a public presentation. The faculty will work with students to arrange these speaking engagements. All resources will be available prior to the course commencement.

Upper School Course Catalogue History

WORLD LANGUAGE The World Language Department strives to help students achieve increasing levels of proficiency in the four language skills areas: listening, speaking, reading, and writing. Students must successfully complete three years of one language taken in Upper School as a requirement for graduation; however, four years of study is strongly encouraged. Davidson Day recognizes the advantages of language study that include enhanced communication skills, increased competence in English, and a marketable skill in a variety of professions.

COURSES MANDARIN CHINESE I As an entry level language course, the emphasis for Mandarin Chinese I is on the acquisition of the four language skills: listening, speaking, reading, and writing. Students are introduced to the Pinyin and tonal system, learning to recognize and pronounce simplified Chinese characters, as well as how to use Chinese software to reproduce those characters. Students are encouraged to use the basic Chinese expressions they have learned in class to have dialogues with their teacher and classmates. Students in this course are also introduced to the very rich history and culture of China.

MANDARIN CHINESE II In Mandarin II, the emphasis continues to be on the acquisition of the four language skills: listening, speaking, reading, and writing. Students will review the Chinese Phonetic Transcription (Pinyin) and the Chinese tonal system.

But at the same time, students will learn more new Chinese characters and explore a wide variety of topics in Chinese in more depth. Topics include where one is from, where one lives, telephone conversations, hobbies, telling time, the four seasons of the year, food and clothing, and sports and health.

Students continue to learn more about China and its unique culture.

Prerequisite: Mandarin Chinese I.

MANDARIN CHINESE III HONORS This class covers the same topics as Mandarin Chinese II, however, students are expected to learn more Chinese characters, use a computer to type in Chinese, be able to use more Chinese expressions to communicate with their teachers and peers, and write in depth in Mandarin Chinese.

Prerequisite: Mandarin Chinese I and Mandarin Chinese II.

MANDARIN CHINESE IV HONORS In Mandarin Chinese IV Honors, students are expected to master more Chinese characters, be able to identify different components in Chinese characters, use a computer to type in Chinese, be able to use more Chinese expressions to communicate with their teacher and peers, grasp certain Chinese grammar knowledge, and also to write in depth in

Upper School Course Catalogue World Language

Chinese. Through learning these topics in depth, students will have a chance to learn more about China, its history and its people. Topics include asking for directions, holiday plans, sports, introducing people, means of commuting, hobbies, family, and diet and health.

MANDARIN CHINESE V HONORS In Mandarin V Chinese Honors, students continue to focus on the four language skills: speaking, listening, reading and writing. Students will learn to create more complicated situational dialogues and role plays in Chinese. They will also learn to express more of his/her opinions on a certain topic in Chinese. For listening comprehension, students are expected to understand longer dialogues that are played in Chinese either from a Chinese CD, YouTube or a movie.

Short stories, novels, magazines and newspapers will be introduced in this class to enhance students’ Chinese reading ability. For writing, students learn to translate English passages into Chinese and vice versa. Students continue to compose creative writing projects. Certain Chinese holidays will be reviewed and celebrated. More Chinese culture and history will be introduced through our reading materials and selected movies.

FRENCH I French I is designed to introduce students to the French language as well as the culture of French speaking countries and regions. From a strong foundation in French vocabulary and grammar, students begin to develop sound listening, speaking, reading, and writing skills. Students also study topics that include French customs, regions of France and Francophone geography.

FRENCH II French II students continue to study a range of crosscurricular and cross-cultural topics in an oral and handson approach. The students broaden their vocabulary base and develop basic grammatical concepts related to specific themes. Additionally, students continue to apply the four basic language skills (listening, speaking, reading, and writing) in a French-only environment.

Prerequisite: French I.

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FRENCH III HONORS French III students read a variety of texts and write more extensively as they continue to focus on cross-curricular and cross-cultural topics. Students develop and master additional vocabulary and grammatical concepts related to specific themes. Continued and in-depth application of the four basic language skills allows students to fully integrate language and curriculum.

Prerequisite: French II.

FRENCH IV HONORS French IV students cover thematic units at an advanced level, including but not limited to: literature, folklore, space, first aid, and French survival. Additionally, students will practice grammar (both reviewing and learning present, passe compose, imparfait, conditionelle, futur simple, future proche, subjonctif and plus que parfait).

Prerequisite: French III Honors.

FRENCH V HONORS A rewarding experience which brings together the grammar and knowledge gained in earlier levels, French V covers modern issues and culture (accents, heritage, hip-hop, cinema, sports). To encourage independence and risktaking (both intellectual and linguistic), the course includes significant student-driven discussions and projects. Students have ample opportunity to develop vocabulary and personal expressive style and to improve their fluency in recounting events, making predictions and arguing a point. Authentic materials include current event reporting, books, films, posters, magazine articles, and television episodes.

Prerequisite: French IV Honors.

AP FRENCH LANGUAGE Mastering a personal ease and style in spontaneous conversation and writing, the AP French course further develops the reality of the autonomy and independence that comes with proficiency. A culmination of French study, the AP level emphasizes the ability for a student to think on his or her feet and navigate a variety of situations, and also fosters knowledge and recognition of different cultures around the French-speaking world. The course retains an organic, enjoyable platform for growing proficiency by drawing on past AP exams along with authentic material such as books, films, posters, magazine articles, and television episodes.

Prerequisite: French IV Honors.

SPANISH I The study and application of the four basic language skills (listening, speaking, reading, and writing) along with the development of cultural awareness are the foundations of this course. Students learn vocabulary including numbers, greetings, family members, classroom objects, colors, food, weather expressions, sports, days, months, time, clothing,

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travel, and leisure. In addition to topical vocabulary, grammar fundamentals and accurate pronunciation, Spanish and Latin American cultures are studied. Oral and listening comprehension exercises are designed and emphasized in order to develop student confidence and awareness.

SPANISH II Students in Spanish II continue to develop the four basic language skills. They study to add to their vocabulary base in all content areas and learn to conjugate and utilize verbs in several new tenses. A strong emphasis, supported through reading and writing exercises, is placed on understanding the grammatical structures of Spanish, but there is also great importance placed on the students’ language learning development through listening and oral comprehension exercises.

Prerequisite: Spanish I / or placement assessment from DDS Middle School.

SPANISH III HONORS This course is a study of topical vocabulary and idiomatic expressions. The main objectives are to master additional vocabulary related to specific themes and to learn the subjunctive mood, as well as the passive tense. The exploration of historic and cultural background through selected readings, oral presentations, listening comprehension activities, and compositions further develops oral and written expression.

Prerequisite: Spanish II / or placement assessment from DDS Middle School.

SPANISH IV HONORS This course provides an enhancement of the language skills learned in previous levels of Spanish. Students continue to apply and expand grammatical concepts and vocabulary, which are used in more complex sentence structure that they encounter in their reading and are required to use in their writing. Specific written skills are developed so that the students can produce resumes, stories, and business reports. The study of culture is also integrated in the course topics, the reading of periodicals and literature, and the study of music and visual arts, so that the students can gain insight into the Hispanic perspective and be able to participate in more in-depth conversations and encounters.

Prerequisite: Spanish III Honors.

SPANISH V HONORS/ AP SPANISH LANGUAGE In this course, students complete a thorough review of all tenses learned with a strong focus on the subjunctive, preterite, and imperfect. Students are required to gain real-life information in the target language through media including TV, radio, and Internet sources. Students will continue working on perfecting their speaking skills by completing podcasts, interviews, and exchanges with native speakers.

Prerequisite: Spanish IV Honors.

Upper School Course Catalogue World Language

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As Fine Arts is central to our core mission of fostering creativity and cultural appreciation, Davidson Day School requires that one full credit be completed in the arts. It is also encouraged that the arts program continues throughout a student’s high school career in order to cultivate a well-rounded student, and in point of fact, students at Davidson Day / Four-Colorroutinely graduate with four credits or more in the Fine Arts. VERSION / Black

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VISUAL ARTS In Visual Arts courses, each student considers all possible solutions when challenged with assignments. Beginning art courses emphasize skills, making the student aware of past works and the importance of accurate observation. For the advanced student artist, choice of subject, imagery, and medium enhance individuality and creativity.

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Davidson Day believes that students develop into complete, confident, and compassionate people when their education includes Fine and Performing Arts. Collaboration and creativity / Reversed out of a solid background are vital hallmarks of each of our Arts classes.

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COURSES DRAWING

PAINTING

Drawing begins with observational work and the study of line and value to convey form. A variety of two-dimensional media is explored including pencil, charcoal, and pastel.

Students study color theory and explore different brush techniques. Students learn how to apply texture, values, layers, lines and shapes while developing successful compositions in abstract and realistic painting. A variety of two-dimensional media is explored with an emphasis on watercolor and acrylics.

Upper School Course Catalogue Visual Arts

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DIGITAL PHOTOGRAPHY I

DIGITAL ILLUSTRATION I/II

This course gives students a deeper appreciation for photography as a form of creative expression. As students learn both the technical and artistic principles, they will evolve from taking snapshots to composing thoughtful story-telling images. Skills covered: How to use your camera, how to use professional photo processing software (Adobe Lightroom), and how to compose artistic photos.

Required: A digital camera (point-and-shoot or SLR).

Digital Illustration students learn techniques using pixels and vector graphics. Coursework encourages conceptual development of student ideas based upon the project parameters. Projects will range from digital painting to surrealistic image compositing. Students may begin work with traditional sketching, but ultimately their illustrations will be completed in a digital format.

DIGITAL PHOTOGRAPHY II/III In this higher-level course, students achieve a greater mastery of light as they practice shooting in a variety of natural lighting conditions. They also learn how professionals use studio lighting to achieve beautiful results. Students will have fun exploring sophisticated Photoshop techniques that can add beauty, drama and impact to photographic images.

Required: Digital SLR camera and successful completion of Digital Photography I.

ADVANCED PLACEMENT STUDIO ART The Advanced Placement course enables highly motivated art students to acquire college art credit. Students work under the guidance of the instructor to develop a portfolio for submission to the College Board at the end of the school year. Students divide their time between two sections, one being a number of class assignments that will expose them to a variety of media, techniques and styles. The other half of the class will require a less guided series of related work that will exhibit an ongoing 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.

There are two sections for AP portfolio, each student must choose one: • Drawing: focusing on drawing and/or painting techniques • 2D design: focusing on composition and design.

Prerequisite: departmental approval.

PORTFOLIO Portfolio class is for the accomplished student artist who wishes to begin developing a portfolio for college admissions.

Juniors interested in taking AP Portfolio their senior year are encouraged to use this class as an opportunity to begin developing a body of college level works. Seniors who wish to develop a portfolio for college, but do not have the time for the rigors of AP, are also encouraged to take this course.

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3D ANIMATION Animation students learn modeling and animation techniques using Maya software. Beginning with a traditionally drawn storyboard, students develop original short animations.

This course emphasizes design principles, storytelling and software proficiency.

CERAMIC SCULPTURE I/II Ceramic sculpture students learn to develop conceptual sketches into three-dimensional artwork. A variety of techniques are explored including slab construction and building onto an armature. Surface treatment includes detailed texturing and glazing techniques. Projects will range from traditional portraiture to abstracted architecture.

YEARBOOK I-IV Yearbook staff members collaborate to create the next Davidson Day School annual. Staff members develop the concept, layout and design of the book and will coordinate fundraisers, business/senior ad sales and yearbook distribution. They photograph events and write journalisticstyle articles and captions which record the history of the school year. Students taking this class need to be prepared to work in a team atmosphere with critical deadlines and high expectations for quality work.

ART HISTORY: A SURVEY OF WESTERN ART Students learn about the major movements, figures and developments in western art, starting with prehistoric times and moving through contemporary art. Students will understand historical perspectives, influences and the cultural significance of a variety of movements throughout history. Students discuss, write about and identify major artists, works and movements. The course will meld a handson art-making approach with a traditional approach to create an interactive experience. This course is open to all students, but highly recommended for students intending to take AP art.

Upper School Course Catalogue Visual Arts

THE ART OF FILM This course teaches students how to appreciate the art form of motion pictures. It will include the history of film, defining and understanding genres, terminology of film, elements of a film, its power as a communication medium, a film’s potential cultural and historical impact, and how to critically view and understand films.

In addition to studying and learning how to “read a film,” the second half of the year is dedicated to students beginning to

learn the process of digital film creation and editing. Using digital audio and video workstations, students will put into action the elements of filmmaking they have been studying.

Students learn the concepts and processes of digital video editing, become acquainted with formats and editing techniques, and gain an understanding and comfort level with entry-level digital editing software.

PERFORMING ARTS The 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. Most of the courses listed in this section have a required performance component associated with it, and many rehearsals and performances are scheduled beyond the scope of the academic day.

COURSES THEATRE ARTS This course introduces basic improvisation, beginning playwriting, monologue and scene study/analysis, character research and development, and introduction to special projects based on students’ collective interest. Journal writing, project-based research, and peer critiques are designed to complement performance experience. Drama students create and perform an original work born of their own ideas, concerns, feelings, and motivations.

THEATRE PERFORMANCE ENSEMBLE Students in this select company of actors are given advanced opportunities to research, rehearse, and perform thoughtprovoking, challenging theatre, while honing fundamental skills and collaborating with like-minded ensemble members.

Upper School Course Catalogue Visual & Performing Arts

Students in Performance Ensemble explore the ways in which theatre inspires, educates, increases awareness and instigates social change. We’ll look at innovative playwrights and theatre companies whose work has made an impact on the broader social, cultural, and global collective consciousness. Students and faculty associated with this course work together to form a cohesive core of preprofessional, engaged artists. As advanced actors, you will also be invited to participate in the Improv Comedy Show, the Musical Review, and the Davidson Community Players collaborative children’s show.

Prerequisite: Audition. Past members of the Ensemble will be given first priority.

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BEGINNING BAND

MODERN MUSIC

Beginning Band is open to all seventh through twelfth grade students who would like to learn one of the following instruments: flute, clarinet, saxophone, trumpet, trombone, baritone, or tuba. No previous experience is necessary.

An exceptional blend of the arts, musicology, popular culture and history, Modern Music focuses on learning about musical artists, songs and styles from the last 100 years in genres including but not limited to rock, pop, R&B, jazz, country, blues, funk, soul, folk/bluegrass, classical, and film score/ soundtrack. Students can expect listening exams as well as required presentations and projects.

Also, making use of cutting edge digital technology, students will create music using loops, samples and computer based sounds. Projects include creating an original song using Mac-based recording software Garageband. Students will also create a new soundtrack of sequence music and audio effects for a chase sequence from a popular movie.

Students will also be introduced to the new world of digital audio production, learning the modern techniques of digital DJs and producers, creating mashups and remixes of modern and classic songs.

There is no performance expectation for this class.

INDEPENDENT STUDY BAND Independent Study Band students meet a minimum of two times per month during flex time/advisory (determined by individual schedules). Students participate in small group ensembles that perform at a variety of events on and off the DDS campus. Independent Study Band students are expected to play with our Middle School Band for the Winter and Spring Concerts.

Prerequisite: students must show the ability to learn music independently on a wind or brass instrument. Teacher approval is necessary prior to enrollment.

BEGINNING CONTEMPORARY ENSEMBLE This class is designed specifically for those students who are beginning musicians; students who have an interest in learning to play an instrument in a setting that allows for experimentation of many instruments from guitar to percussion, keyboards and vocals. In addition to learning and performing various styles of contemporary music on their respective instruments, this class explores recording techniques, digital music, and musical styles. Students are required to declare an instrument from one of the following: piano/keyboard, guitar, bass, drums, vocals. Students must have their own instrument. Keyboard players are not required to bring a keyboard to school, but there must be an instrument at home.

CONTEMPORARY ENSEMBLE I & II This class is geared toward performance. In addition to learning and performing various styles of contemporary music, this class explores recording techniques, digital music, and musical styles. This class is open to students who have some prior experience and competency in music or show an aptitude and desire to move quickly and catch up with the rest of the class. Students with little prior experience must audition. Students would be required to declare an instrument (piano/keyboard, guitar, bass, drums, vocals, etc.) and must have their own instrument. Keyboard players are not required to bring a keyboard to school, but there must be an instrument at home. Focus in this class is on contemporary styles.

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Upper School Course Catalogue Performing Arts

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H E A LT H A N D P H Y S I C A L E D U C A T I O N COURSES

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Student wellness is realized in countless ways at Davidson Day. All students participate in interscholastic sports or health / Reversed out of a solid background and physical education while in Upper School.

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HEALTH

WEIGHT TRAINING

Health is a required six-week course as part of the Physical Education requirement designed to educate students in the importance of striving to be healthy in all areas of their lives: physically, socially, emotionally and mentally. This course is a necessary component of our graduation requirements as it allows us to give information that will benefit the student as they make lifelong healthy choices.

Body organization, stress management, health risks, illness/ disease, drugs, alcohol, tobacco, safety, violence, STDs and nutrition are areas of discussion. Students also participate in the State and Local Youth Risk Behavior Survey (YRBS), a biennial, self-reporting, student survey that measures six health risk behavior topics which can result in morbidity and mortality; those being unintentional injuries and violence, tobacco use, alcohol and other drug use, sexual behaviors, dietary and nutritional behaviors and physical inactivity.

Weight Training is designed to provide each student with the knowledge needed to improve strength and fitness training.

Students will engage in muscular, cardiovascular, agility and endurance exercises to improve overall fitness. Students will understand the importance of setting goals for personal improvement and gain an understanding of maintaining a lifestyle of physical fitness that will enhance overall health.

All students will be provided with the necessary training on each specific exercise so that the exercise process can be safe and productive. Students are encouraged to remain positive with themselves, as well as with other students in order to maintain a good training atmosphere. It is important to realize that students begin this course, and progress through this course at their own rate as they reach their individual goals. Safety is always given the first priority in this class.

Upper School Course Catalogue Health and Physical Education

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ON-LINE AND INDEPENDEN T STUDY ON-LINE COURSES Occasionally there are students whose course of study requires them to enroll in an on-line class. Davidson Day School, as members of the North Carolina Association of Independent Schools (NCAIS), partners with Fuel Education (aventalearning. com) in order to provide an array of on-line options when alternative courses are deemed necessary by the Director of College Counseling and/or the Head of Upper School. There is a fee for enrolling in a Fuel Education course, as well as any additional support necessary through Davidson Day’s Learning and Enrichment Center.

INDEPENDENT STUDY Davidson Day School’s curricular options are wide and varied, offering enrichment electives in each academic department.

There may, however, be instances when a student has a sincere passion for a subject matter that the school does not offer.

Students in sound academic standing may apply for an Independent Study in the spring during pre-registration prior to his or her next academic year. Students must present an abstract and full syllabus for the course, including a list of materials and possible assessments, to the Davidson Day School Curriculum Committee for approval. Each Independent Study granted requires a student to have a faculty sponsor on campus with whom the student will meet for a minimum of one academic period weekly. Students present a final project to a pre-selected faculty panel at the conclusion of their course. The faculty panel, which includes the student’s Independent Study sponsor, determines the final grade for the course based on the satisfactory completion of the student’s work.

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Upper School Course Catalogue Online and Independent Study

Academic Four-Year Record/Plan

Name Rising Grade

Discipline

(Minimum credits required)

Ninth Grade

Tenth Grade

Eleventh Grade

Twelfth Grade

English

(4 credits)

Mathematics

(4 credits-sequential)

Science

(3 lab credits)

History

(3 credits)

World Language

(2 credits in the same language in Upper School)

Fine Arts

(1 credit)

Health/Physical Education (1 credit)

Total Credits

Notes:

Upper School Course Catalogue Academic Four-Year Record/Plan

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Upper School GPA Conversion

Numerical

Letter

Traditional

Honors

AP

93-100

A

4.00

4.50

5.00

90-92

A-

3.67

4.17

4.67

87-89

B+

3.33

3.83

4.33

83-86

B

3.00

3.50

4.00

80-82

B-

2.67

3.17

3.67

77-79

C+

2.33

2.83

3.33

73-76

C

2.00

2.50

3.00

70-72

C-

1.67

2.17

2.67

67-69

D+

1.33

1.83

2.33

63-66

D

1.00

1.50

2.00

60-62

D-

0.67

1.17

1.67

59 and Below

F

0.00

0.00

0.00

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Upper School Course Catalogue GPA Conversion

Upper School Course Offerings, 2015-2016 Ninth Grade

Tenth Grade

Eleventh Grade

Twelfth Grade

English I English I (H)

English II English II (H)

English III English III (H) AP English Language History of Comedy Debate

English IV English IV (H) AP English Literature AP English Language History of Comedy Debate

Algebra I Geometry Geometry (H) Algebra II Algebra II/Trig. (H)

Geometry Geometry Honors Algebra II Algebra II/Trig. (H) Pre-Calculus (H)

Algebra II Algebra II/Trig. (H) Adv. Functions and Modeling Discrete Math Pre-Calculus (H) AP Calculus AB

Adv. Functions and Modeling Discrete Math Pre-Calculus (H) AP Calculus AB AP Calculus BC AP Statistics

Discipline

English

Mathematics

**Student achievement, not grade level, determines progress through the math curriculum.

Conceptual Physics Physics (H)

Science

Chemistry Chemistry (H)

Biology Biology (H) AP Biology

AP Chemistry AP Physics Anatomy/ Physiology (H) Behavioral Neuroscieince (H) Microbiology/ Forensics (H) Organic Chemistry (H) These classes may also be taken as academic electives prior to senior year.

**Student achievement, not grade level, determines progress through the science curriculum.

History

World History I World History I (H)

World History II World History II (H)

U.S. History U. S. History (H) AP U.S. History

Anthropology Anthropology (H) AP European History AP Macro Economics AP Psychology Mythology Mythology (H) These classes may also be taken as academic electives prior to senior year

French I, II, III (H), IV (H), V(H), AP French · Spanish I, II, III(H), IV(H), V(H), AP Spanish Mandarin Chinese I, II, III(H), IV(H), V(H)

World Language Fine Arts

3D Animation I, II · Ceramic Sculpture I, II · Digital Photography I, II, III · Digital Illustration I, II Painting I, II · Portfolio · AP Studio Art

Performing Arts

Theater Arts I,II · Performance Ensemble · Band – Independent Study · Modern Music I, II Film Studies and Production · Contemporary Ensemble I,II ,III (*instrument required)

Health/Physical Education

Health · Weight Training

Other

Upper School Course Catalogue Course Offerings, 2015-2016

Yearbook I,II,III,IV

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Upper School Daily Class Schedule Davidson Day’s Upper School operates on a schedule that rotates blocks around fifty minute periods.

The Activity Block allows for a rotation of meetings throughout the week: On Mondays and Fridays the entire Upper School community meets together. On Tuesdays and Thursdays, students meet in small advisory groups where a variety of programs occur, from monthly character-building activities to on-line grade checks. Wednesdays are reserved as a flex day for special group and club meetings.

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Upper School Course Catalogue Daily Class Schedule

CREATIVITY

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COLLABORATION

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CHARACTER DEVELOPMENT

DAVIDSON DAY SCHOOL 750 Jetton Street · Davidson, NC 28036 ph: 704.237.5200 fx: 704.896.5535 www.davidsonday.org