Davidson Day School
Upper School Curriculum Guide 2013-2014
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Daily Class Schedule Monday
Tuesday
8:00
Wednesday
8:00
Thursday
8:00
A
Friday
8:00
8:00
G
C
8:42 8:45
8:42
D
B
8:42
8:45
8:45
B
H
D
9:27 9:27
9:27
9:27 9:27
Break
9:27 Break
9:37 9:40
Break 9:37
9:40 C
9:27 9:27 Break
9:37 9:40
Break 9:37
9:40
9:37 9:40
A 10:22
10:25
G 10:22
A
H
10:22
10:25 D
10:25 B
11:07 11:10
H 11:07
11:07 11:10
E
11:10 E
11:52 11:55 Meeting 12:25
9:27 9:27
12:25 Lunch 12:55
12:58
E 11:52
11:55 Advisory 12:25
12:25 Lunch 12:55
12:58 F
11:55 Clubs 12:25
1:43
12:58
E 11:52
11:55 Advisory 12:25
12:25 Lunch 12:55
12:58 F
1:43 G
E 12:25 Lunch 12:55
1:40
11:07 11:10
11:52
F 1:40
11:07 11:10
12:58 F
1:40 1:43
F 1:40
1:43
1:40 1:43
C 2:25
2:28
A 2:25
C
G
2:25
2:28 H
2:28 D
3:10
11:52 12:25 Lunch 12:55
11:55 Meeting 12:25
B 3:10
3:10
3:10
3:10
Davidson Day Middle and Upper Schools operate on a rotating block schedule. Lunch and Activity block alternates with Middle School (MS) eating lunch first and having activity during the second half of the block, while Upper School (US) has activity first and eats during the second half of the block. Activity block is broken up into different activities on different days; for example: Mondays & Fridays are divisional group meetings. Tuesdays & 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 for club meetings.
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Davidson Day School 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 on page 4, and review the course descriptions that are available for you to choose from based upon your pre/co requisites. 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. 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. Course Selection: • 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. • All sophomores are required to take English II (or Honors), World History II (or Honors), 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. • 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. • All seniors are required to take English IV (or Honors or AP English Language or AP English Literature).Seniors need to make sure all of their minimum requirements for graduation have been met. (Please see the requirements on page 4).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. Honors/AP Courses: Enrollment in all courses marked as “Honors” or “AP” requires departmental approval. To learn more about possible enrollment in Honors or Advanced Placement classes, please refer to the sections marked as “With Honor: Challenge and Motivation” and “Advanced Placement: Doing College Level Work” in this booklet on pages 3435. Course prerequisites are listed herein. Note: Only students who have officially enrolled for the 2013-2014 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 demand. Minimum Graduation Requirements (18 Credits): English: 4 credits Math: 4 credits (min. sequence: Alg. I, Geometry, Alg. II & one credit beyond Alg. II) Science: 3 credits of lab science Social Studies/History: 3 credits World Language: 2 credits in same language both taken in upper school Physical Education/Health: 1 credit Fine Arts: 1 credit
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Davidson Day School- Curriculum Guide ENGLISH The English Department strives to develop 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. Students must earn four credits of English and be enrolled in an English class each year of high school for graduation. English I 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. Writing assignments 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, Romeo and Juliet, Reading Critically and Writing Well, and A Raisin in the Sun. English II Tenth-grade English provides 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. Additionally, students read a number of nonfiction texts as a class, and throughout the year they will choose several novels to read and analyze independently. (Required for graduation: English II or English II Honors; Prerequisite: English I). English II Honors English II Honors 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, Fast Food Nation, and Taming of the Shrew. 11th-12th Grade English Electives The English Department annually offers a series of electives for juniors and seniors. These are semester courses that focus on a particular theme or movement in literature. There will be a uniform number of papers due during the term and each course will look to develop similar writing and analytical reading skills. Some of the topics for these courses are listed and described below. There will be a rotation of class offerings over a two-year cycle. The elective program will allow upperclassmen to plan and choose their course of study in English and will build on the interdisciplinary program students experience in 7th and 8th grades. Students will need to take a series of four electives over their junior and senior years in order to complete their high school English requirement. American Short Fiction (American Literature) This course looks at 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 story writers will lead to some interesting discussions about the artistic and thematic choices they have made which will lead students into naturally trying to imitate some of their techniques in creating their own fiction pieces. 4
American Science Fiction (American Literature) This course looks at the stories of Bradbury, Vonnegut, Hienlen 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 that scientific or engineering ones. Students will develop an understanding/appreciation for the literary rather than the literal gadgets that they 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, Lightman to develop an understanding of twentieth century existentialism. The philosophical principles that are woven into these works will be discussed in the hope of building 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. 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 Wright and examine 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 will examine 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 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 seek 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 Jon Entine, Earl Smith Black Like Me Robert Bonazzi, John Howard Griffin The Greatest: Muhammad Ali Walter Dean Myers Articles from The New Yorker 5
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 contemporary eye may bear witness the greatness of Michael Jordan, Tiger Woods, and newcomer Cam Newton, but only because the ones who came before sacrificed so much. Religious Freedom (World Literature) The Shack William P. Young The Reluctant Fundamentalist Mohsin Hamid 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’ belief 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 non-fiction works, and may include: the Iliad, Beowulf, Henry V, A Farewell to Arms, Catch-22, The Things They Carried, Machine Dreams, Fallen Angels, Jarhead. Coming of Age The literature of Coming of Age is a 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 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, 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. Writing is a highly personal endeavor requiring thinking skills, time, and hard work. Timed in-class writings will help students prepare for 6
the AP Exam which all students enrolled in any AP class are required to take. These in-class writings will also prepare students for essay exams administered in college. In addition to in-class writings, students write longer papers prepared outside class, using a writing process that includes revision and editing for a more polished product. (Prerequisite: English II Honors or English III Honors). Advanced Placement English Language and Composition Students in this introductory college-level course read and analyze a wide range of non-fiction prose, deepening their awareness of rhetoric and how language works. In preparation for the College Board examination, students learn to identify and assess the written modes of Description, Narrative, Example, Classification & Division, Process Analysis, Comparison & Contrast, Definition, Cause & Effect, and Argument. The prose selection includes a wide variety thematic content such as “Cultures & Ethnicities,” “Life & Death,” “The Environment,” “Gender,” “History,” “Home & Family,” “Humor & Satire,” and “Language & Identity” to name a few. Students learn to present their understanding of an author’s rhetorical choices by composing both researched and spontaneous essays. Essays for this course fall into three categories: the synthesis essay, the argumentative essay, and the rhetorical analysis essay. All require close reading, mature consideration of nuance, and careful composition. Additionally, since this course is a preparation for the College Board exam, for which students may earn eligibility for college credits, time management will be a factor in essay writing. Although this course will draw on a vast array of nonfiction literary sources in order to reach its goals, the principle texts include: Patterns for College Writing, The Art of the Personal Essay and Reading Critically Writing Well. Additionally to the above required texts, students will be required to research and analyze contemporary editorials and other nonfiction writing from the Web and other print media. (Prerequisite: English II Honors or English III Honors). MATHEMATICS 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. Our mathematics courses also foster student independence as well as teamwork to develop more sophisticated critical thinking and problem solving skills. Four years of math are required for graduation and math must be taken each year in Upper School, including at least one course beyond Algebra II. Algebra I Algebra I reviews pre-algebra skills and introduces various topics in algebra that include data collection, the use of tables and graphs to organize and display data, the development of symbolic rules to model real world problems, the use of graphing calculators to assist in problem solving, linear equations and inequalities, solutions of systems of equations, data analysis, and variation equations. Students work individually and in teams. (Required for graduation). Geometry 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. It uses the concepts of coordinate geometry, proofs, congruence, similarity, area, volume, and transformations to analyze the different topics. Students learn to approach a problem with a specific goal in mind and
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logically develop the appropriate steps to reach their conclusion. Students practice algebraic manipulation of formulas. (Required for graduation; Prerequisite: Algebra I).
Geometry Honors Honors Geometry covers the same concepts as Geometry but to a greater depth with a focus on student-led investigations, mathematical discovery, real-world application, and concept extension. (Required for graduation; Prerequisite: Algebra I). Algebra II Algebra II is a continuation and extension of the skills and concepts developed in Algebra I. It includes a study of real and complex numbers, linear equations and inequalities, factoring and its applications, systems of equations, functions, graphing, rational and irrational expressions, quadratic equations, exponential and logarithmic functions, conic sections, and applications of the above elements to problem solving. With the help of a graphing calculator, students look beyond the simple computed answers and seek understanding of these concepts graphically as well as algebraically. (Required for graduation: Algebra II or Algebra II /Trigonometry Honors; Prerequisite: Geometry/Geometry Honors). Algebra II/Trigonometry Honors This course includes the topics in Algebra II and an introduction to trigonometry. The additional topics are righttriangle trigonometry, solving non-right triangles, circular functions and their properties, graphing, and applications of the above to problem solving. Advanced Functions and Modeling This course is designed to help students understand how mathematics applies to real world problems and actual job markets. The course will utilize the NSF’s MINDSET curriculum developed by NC State University, Wayne State University, and UNCC. Education specialists and practitioners collaborated to create this unique curriculum that focuses on the application of mathematics concepts throughout operations research. Students will have the opportunity to influence course content and will select from the several options including: intro to calculus, personal finance, investment finance, intro to statistics, survey research, operations research, and applications of probability and distribution theory. (Prerequisite: Algebra II). 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 maintain much more independence in studying and learning. (Prerequisite: Algebra II/Trigonometry Honors). Advanced Placement Calculus 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, anti-derivatives, applications of integrals, and infinite sequences and series (Prerequisite: Precalculus Honors with departmental approval). Note: Students who have successfully completed AP Calculus BC may enroll in Calculus II with departmental approval and teacher recommendation.
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Statistics, Probability, and Finance Statistics is built around four main topics: exploring data, planning a study, probability as it relates to distribution of data, and inferential reasoning. Statistics is a blend of the rigor, calculations, and deductive thinking of mathematics, the real-world examples and problems of the social sciences, the decision-making needs of business and medicine, and the laboratory method and experimental procedures of the sciences. The general course outline will focus on probability, statistics, and finance each trimester, but student input will be used to focus course content. The statistics portion of the course will include an introduction to basic and advanced statistics and may include business applications and survey research. The probability portion of the course will focus on basic probability and may include risk analysis and operations research. The finance portion of the course may focus on personal and home finance of investment finance. Discrete Mathematics The Discrete Mathematics course uses reasoning and problem solving to explore areas of mathematics not covered in the Real Analysis track (Calculus). It involves arranging distinct objects in ways that solve real life problems. Topics may include: Logic, Truth tables, Set theory, Election theory, Game theory, Combinatorics, and Graph theory. Everyday examples include: Sudoku, poker, voting schemes, computer circuits, MapQuest directions, and password security. This course was originally designed to pique the interest of the Liberal Arts student but is often a college requirement for computer science majors. 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 are support classroom work. Three laboratory science courses are required for graduation. Conceptual Physics 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). Physics Honors This course will cover the same topics as Conceptual Physics, but at a deeper level and at a faster pace. A student’s corequisite math course will be considered, and registration in the course requires departmental approval as well as a placement test given in the spring of the students’ 8th grade year. Chemistry This course presents the fundamental principles and concepts of chemistry: stoichiometry, nomenclature, atomic structure, elementary quantum theory, chemical bonding, molecular structure, kinetic theory, types of chemical reactions, properties of gases, liquids, solids and solutions, and chemical 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 covers the same topics as Chemistry, but at a deeper level and at a faster pace. Major emphases are thermodynamics and atomic structure, with increased laboratory time.
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Advanced Placement Chemistry AP Chemistry students study some of the important concepts of Chemistry in depth and well beyond the scope of the typical high school curriculum. Such areas include atomic theory, chemical kinetics, thermodynamics, and equilibrium. The curriculum follows the recommended outline of topics of the College Board. These principles are extensively applied through classroom demonstrations, lectures and laboratory work, allowing students to develop competency in the typical laboratory skills of a college course. (Prerequisite: Chemistry Honors and/or departmental recommendation). 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, phylogeny, the anatomy & 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 or AP Biology). Biology Honors This course will cover the same topics as Biology, but at a deeper level and at a faster pace. 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 will 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). Human Anatomy and 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 and Chemistry). Human Anatomy and Physiology Honors This course covers the same topics as Human Anatomy and Physiology, but at a faster pace. (Prerequisite: Chemistry Honors and Biology Honors). Advanced Placement Biology This course has the same objectives as the biology course, but is taught under the approved guidelines of the College Board. The topics in the course are organized into three broad areas: 1) molecules and cells, 2) individual organisms, and 3) populations. Students conduct twelve labs specifically designed for the AP course, along with other laboratory exercises. AP Biology is more detailed, and is taught at a much faster pace than Biology or Honors Biology. (Prerequisite: Biology Honors and/or departmental recommendation). Environmental Science The Environmental Science course is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and preserving them. It is a multi-disciplinary course encompassing biology, earth science, chemistry, economics and politics, to name just a few. Students learn a variety of basic laboratory and field 10
techniques including soil & water sampling. The course incorporates both academic and applied studies that include fieldwork in the local area watershed and onsite field trips. (Prerequisite: Chemistry and Biology). 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 PreCalculus 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 AP tests throughout the academic year. Advanced Placement Physics B Advanced Placement Physics is a math-intensive science class aimed at preparing students for the College Board test at the end of the year. Most of the math used in this class will stem from topics covered in Algebra 1, Algebra 2, and PreCalculus. It is required that students are taking Honors Pre-Calculus, at a minimum, concurrently. Since the class is designed to prepare students to take the College Board test, the content of the course will reflect the topics from the AP Exam. These topics include: Newtonian Physics, Fluid Mechanics and Thermal Physics, Electricity and Magnetism, Waves and Optics and Atomic and Nuclear Physics (Prerequisite: departmental recommendation; Co requisite: Precalculus Honors). AP 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. HISTORY 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 9th grade, World History II in 10th grade, followed by the study of United States History or AP US History in grade 11. A fourth year of history is strongly recommended. World History I In World History I, students begin their Upper School experience in the History Department by continuing on knowledge and skills that they learned in their Middle School curriculum. We move into understanding large concepts of history and the application of skills into the history classroom. The class continues to enhance the students’ development of research skills and writing of research based papers as well as their use of technology both inside and outside of the classroom. Topically we will start in ancient times looking at myriad civilizations and how and why they developed where they were. Topically we study Mesopotamia, Greece, China, India, Rome, Islamic empires, Central American empires/civilizations, African tribal developments, and the development of the Middle Ages. In these areas 11
we look into 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 covers the same topics as World History I, but uses 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 ask them to demonstrate a grasp of higher-level thinking. World History II In World History II, students work to understand the relevance of the modern world and the manner in which humans interact with the environment, other humans, and ideas. Topically, we cover the Renaissance, the Reformation, the dawn of exploration and colonialism, the development of nationalism, the World Wars, the Cold War, revolutions in science and technology, population explosion, and environmental changes. Students accomplish this understanding through lectures, group work, written assignments, public speaking, PowerPoint development, discussions, and debates. Students focus on strengthening college preparatory skills and write a number or resource papers and a research paper. (Prerequisite: World History I). World History II Honors This course covers the same topics as World History II, but uses additional reading, writing, and presentation assignments to promote a greater understanding of the cultural, political, religious, and social aspects of modern day countries. The emphasis on analytical and critical thinking will be tested in the presentations as well as in their writing assignments which ask them to critically think about quotations, compare political ideologies, analyze governments, and demonstrate a grasp of higher-level thinking. (Prerequisite: World History I or Honors). U.S. History This course is a general survey of United States history from the European arrival in America to the present day. The curriculum concentrates on colonization, the Revolutionary War, development of the republic, nationalism, expansion, the Civil War, the Industrial Revolution, the Progressive Movement, World War I, the Great Depression, World War II and Cold War and American policy. United States History emphasizes advanced college preparatory skills such as essay writing, research, critical thinking, and discussion. (Prerequisite: World History II). U.S. History Honors This course will cover the same topics as US History, but with a deeper level of analysis and application using additional reading and writing assignments. (Prerequisite: World History II or Honors). Advanced Placement U.S. History AP United States history is a college-level course that emphasizes continuity and change in American history. The course will cover the material that is guided by the College Board and will address many issues in an analytical format. Specific topics include: the formation of the New World as a result of Imperialist activities in Europe, the formation of religious vs. capitalistic colonies in the New World, the development of government and economy in the colonies, the study of the Native American lifestyle pre and post colonization, the French and Indian War and its development of the American Revolution, the American Revolution (politically, legally, and militarily), the Constitution, nationalism and the rise of American democracy, expansionism and manifest destiny, causes of the Civil War, the Civil War, Reconstruction and rebuilding, industrial development and the revolution, populism, progressivism, development of the U.S. as a world power, World War I, the economic and social changes of the 1920s and 1930s, World War II, the Cold War, the social and political change of the 1950s and 1960s, the struggle for equality of African Americans, the rise to superpower status, and the results of the Cold War (politically, socially, and economically). The class will also discuss the change in the role of the family, the role of race in America, the changing role of religion and its effect on politics as well as the role of legal cases affecting the powers of the government and politicians. The course will look not 12
only at secondary source material, but will also include review and analysis of primary source documents as a part of each chapter. (Prerequisite: World History II Honors and departmental recommendation). AP European History AP European History is a well-rounded study of Western Civilization after 1450, exploring a plethora of cultural, intellectual, political, scientific, and social forces woven into the fabric of our modern world. From Reformations to Revolutions, from State-building to State-destroying global wars, AP European offers fascinating, relevant content. Students frequently analyze and bring together deep comprehension of both primary and secondary sources from throughout history. Students should expect a rigorous course that exercises independent studying, efficient note-taking, and ability to learn and apply a great quantity of information. As a college-level course, AP European does require considerable time outside of class for reading and studying. Well-prepared participation in our discussions, debates, and mock-trials are essential. Written assessments are challenging and will directly prepare students for the College Board exam in May (and academic life beyond!). As such, written evaluations are primarily fact-recall, multiple choice questions, and the renowned DBQ essays. (Prerequisites: B or higher in World History II Honors and departmental recommendation.) Anthropology/Archaeology 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. This should allow them 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 a good 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). 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) WORLD LANGUAGE The World Language Department strives to help the students achieve increasing levels of proficiency in the four language skills areas: listening, speaking, reading, and writing. Students must successfully complete two years of one language taken in upper school as a requirement for graduation; however, three or 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.
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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 in this course are also introduced to the very rich history and culture of China. French II French II students continue to study a range of cross-curricular and cross-cultural topics in an oral and hands-on 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). 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 risk taking (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 material includes current event reporting, books, films, posters, magazine articles, and television episodes. (Prerequisite: French IV Honors). AP French(Taught concurrently with French V) 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 fluency. A culmination of French study, the AP level emphasizes the ability for a student to think on their 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 fluency 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, 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.
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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). 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). 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). PARTICIPATION IN THE ARTS As Fine Arts is central to our core mission of fostering creativity and cultural appreciation, Davidson Day School requires that one full credit year 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. 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. Drawing 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. Painting Students study color theory and explore different brush techniques.A variety of two-dimensional media is explored including watercolor, acrylic paint and others.
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Digital Photography I 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 snapshot-takers to photographers. Skills covered: How to use your camera …how to use professional photo processing software (Adobe Lightroom and Photoshop) … and how to compose artistic photos. Required: A digital camera (point-and-shoot or SLR). Digital Photography II In this higher-level course, students will achieve a greater mastery of light as they practice shooting in a variety of natural lighting conditions. They will 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 will enable 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 will 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. Digital Illustration I/II 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. 3D Animation Animation students will learn modeling and animation techniques using Maya software. Beginning with a traditionally drawn storyboard, students will develop original short animations. Emphasis of this class will include 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 will be 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. 16
Yearbook I-IV These full-year courses expose each staff member to all aspects of publication, including organization, layout, theme development, photography, circulation, advertisement, and financing. The staff publishes and distributes the Davidson Day yearbook each spring. Art History: A Survey of Western Art Students learn about the major movements, figures and developments in western art, starting with prehistorical times and moving through contemporary art. Students will understand historical perspectives, influences and the cultural significance of a variety of movements throughout history. Students will be able to discuss, write about and identify major artists, works and movements. The course will meld a hands-on artmaking approach with a traditional approach to create and interactive experience. This course is open to all students, but HIGHLY recommended for students intending to take AP art. 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 performances may be scheduled beyond the scope of the academic day. Upper School 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. MUSIC Band, Chorus and Piano classes are all offered at the upper school level. Students enrolled in these courses are required to participate in an array of performances throughout the year. Beginning Band Beginning Band is open to all 7-12 graders who would like to learn one of the following instruments: flute, clarinet, saxophone, trumpet, trombone, baritone, or tuba. No previous experience is necessary. Concert Band Concert Band is open to all 7-12 grade students who have one or more year’s experience on the following instruments: flute, oboe, clarinet, bassoon, saxophone, trumpet, trombone, baritone, or tuba. Curricular Goals and Objectives for Band -Through the practice of rehearsal and performance, the DDS Band provides students with an understanding and appreciation of music, proficiency on their major instrument, and music literacy. -Students will have the opportunity to participate in State Solo and Ensemble Festivals. -Students will have the opportunity to participate in Pep Band, an integral part of DDS’s school spirit. -Students are able to demonstrate their hard work for family and friends at school and community performances. -The DDS band will participate in service-oriented performances making the important connection between self and community. -Students who participate in a quality band program are likely to become life-long advocates and consumers of music. -DDS band students understand the connections between music and other academic studies. -Participating in band encourages students to work as a team towards specific goals and objectives.
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Piano Lab I This lab is an opportunity to explore the endless possibilities of piano keyboard skills… which means that students will begin or continue learning how to play the piano while reading, writing, understanding, and performing music. • Reading: All students will read and understand musical notation and terminology, including sheet music, tabs, chords, cheats, and other forms of classical and modern notation. • Writing: All students will be able to write music in both copy and original composition using handwriting on manuscript paper and digital music notation software. Students will begin with MuseScore and Acid Express and continue their composition journey as we grow. • Understanding: All students will have a working knowledge of music theory and history to apply to their classical and modern studies. • Performing: All students will perform standard, original, notated, and improvised piano compositions to build on their reading, processing, and ear training skills alone and in small groups. Beginning Contemporary Ensemble This class is for those students who are beginning musicians, for students who may have missed the track of getting into band at an early age, or simply have not had the opportunity to learn an instrument. 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 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. Modern Music 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. Students can expect listening exams as well as required presentations and projects. There is no performance expectation for this class. PLANNING CONSIDERATIONS In planning one’s educational program, each student should challenge him/herself by taking a strong and varied course load with a mixture of required core and elective courses. It is true that colleges are impressed with students who extend themselves academically by taking extra courses and advanced courses for which they are qualified. It is not wise, however, to overextend oneself; we want all students at Davidson Day to be appropriately challenged without being overwhelmed. Before making the final course selections, each student should consider his/her entire school involvement, including athletics, service commitments, and other extracurricular activities. Please seek advice from teachers, advisor, and the college counselor. All students should examine their curricular progression through their senior year before making the final selection for the next year’s course load. 18
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. Credits from classes at other schools are transferable and applicable to Davidson Day School graduation requirements but must be approved in advance by 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. WITH HONOR: CHALLENGE AND MOTIVATION Challenging Honors opportunities are offered to students that have demonstrated the aptitude, work ethic, and previous academic performance to be successful. In order to enroll in an Honors or AP course, a student must satisfy the academic requirements and be recommended by the department. Interested students should consult with their current teachers about appropriate course placement. Some courses are designed as “Honors” (H) and are accelerated, requiring a strong background and more intensive preparation than other traditional level courses. There may be Honor sections in certain courses in addition to regular college prep sections. Other courses may offer an “Honors” enrichment option designed and granted by the instructor with departmental approval. In all three cases, completed work will be labeled as “Honors” courses on the transcript and receive a .50 weighting in the GPA calculation. 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 an Honors course of study, they must maintain at least a B- for the Honors prerequisite course. ADVANCED PLACEMENT: DOING COLLEGE LEVEL WORK Advanced Placement (AP) courses are designed to prepare students for the College Board Advanced Placement examinations. They are the equivalent of college level courses, and taking the Advanced Placement examination is required for completion of the course. They will be labeled as “AP” courses 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 at least a “B” for the year. However, enrollment in AP 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 pre-requisite(s).
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MOVING ON AND UP A year-end grade below 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. 8TH GRADE CREDITS Students earning a math (Algebra I or Geometry) or World Language credit (Spanish I, Mandarin I or French I) 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. ACADEMIC FOUR-YEAR RECORD/PLAN Name: ___________________________ Rising Grade: ___ Discipline & Minimum Credits Required
9th
10th
11th
12th
English (4 Credits) Mathematics (4 Creditssequential) Science (3 Lab Credits)
History (3 Credits) World Language (2 Credits in the same language in upper school) Health/Physical Education (1 Credit) Fine Arts (1 Credit)
Total Credits
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Notes: Davidson Day School Upper School GPA Conversion Numerical 93-100 90-92 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62 59 and Below
Letter A AB+ B BC+ C CD+ D DF
Traditional 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0.00
Honors AP
4.50 4.17 3.83 3.50 3.17 2.83 2.50 2.17 1.83 1.50 1.17 0.00
5.00 4.67 4.33 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 0.00
Minimum Graduation Requirements (18 Credits): English: 4 credits Math: 4 credits (min. sequence: Alg. I, Geometry, Alg. II & one credit beyond Alg. II) Science: 3 credits of lab science Social Studies/History: 3 credits World Language: 2 credits in same language taken in upper school Physical Education/Health: 1 credit Fine Arts: 1 credit
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