Park Tudor Upper School Curriculum Guide 2014-15

Upper School Curriculum Guide A complete listing of the courses available in Grades 9-12 at Park Tudor School

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Current as of March, 2014

Park Tudor School Upper School Curriculum Guide

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Mission Statement and Guiding Principles, Upper School Philosophy Graduation Requirements and Scheduling Upper School Programs College Counseling Library Services Course Descriptions: English Fine Arts Global Online Academy Global Scholars Program Mathematics Physical Education and Health Science Social Studies World Languages Upper School Faculty/Administration

Park Tudor School • 7200 N. College Avenue • Indianapolis, IN 46240-3016 317/415-2700 • FAX 317/254-2714 • www.parktudor.org

Every effort has been made to ensure the accuracy of the material contained within the Upper School Curriculum Guide. However, all policies, procedures, course offering, academic schedules, and program information are subject to change at any time by the appropriate action of Park Tudor School.

Park Tudor School Mission Statement

Upper School Philosophy

Park Tudor School: • Serves students of good character who demonstrate the potential to succeed in an academically challenging environment.

• Provides a safe and supportive learning environment.

• Offers a wide range of opportunities that enables students to develop their talents and explore their interests in athletics, fine arts and service learning.

• Establishes high standards of ethical behavior, personal responsibility and global citizenship.

• Partners with families to create a strong school community that reflects and values cultural, socioeconomic, racial and religious diversity.

• Supports a significant financial aid program that enables qualified students from all backgrounds to attend.

As a community of learners, we maintain that ed­u­ca­ tion is a responsibility shared by all mem­bers. We believe un­der­stand­ing comes from making connections among the var­i­ous disciplines and from both independent and col­lab­o­ra­tive thinking. We recognize that intellectual per­ sis­tence em­bod­ies risk-taking, evaluation, failures, and successes. We value diversity among both faculty and students and respect varied teaching and learning styles.

Park Tudor School’s exceptional educators and extraordinary opportunities prepare students to become confident and resourceful lifelong learners. The school community creates an inspiring college-preparatory learning environment for highly motivated young people in preschool through grade 12.

Park Tudor Upper School is dedicated to the pursuit of excellence through a comprehensive college-pre­pa­ ra­to­ry pro­gram that encourages the joy of learning and self dis­cov­ery in a caring and supportive atmosphere.

We believe that our stu­dents, as responsible citizens of the world, should be prepared to lead lives of honor, courage, and compassion, enabled to take their places with the best thinkers of their generation, and confident in their abilities to shape a mean­ing­ful life for them­selves and for others.

Upper School Fundamental Goals Intellectual

• To encourage respect for learning as a lifelong duty and reward • To nurture creativity, self-expression, and orderly processes of rational thought • To develop attitudes, skills, and knowledge essential to learning • To provide opportunities for both independent and collaborative work • To use current technologies where appropriate and to provide connections to relevant resources

Aesthetic

• To develop the skills necessary for aesthetic thought and judgment • To provide opportunities for creative expression • To foster an understanding and appreciation of various modes of artistic expression • To enrich life through an appreciation of beauty

Physical

• To refine skills of physical coordination and movement • To promote sportsmanship, self-discipline and teamwork • To develop an informed respect for good health • To encourage commitment to lifelong physical fitness as a means to total well-being

Ethical

• To maintain a community of trust, respect, and dignity • To foster mutual understanding, cooperation, and service to the community • To emphasize self-reliance and personal responsibility as necessary components of freedom • To develop a tolerance for the perspectives of others

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Graduation Requirements Graduation Requirements:

Students must earn a minimum of 40 credits during their high school years in order to qualify for a diploma.

At least 32 of those credits must be earned in the departments of English, Mathematics, Science, Social Studies, World Languages, and Fine Arts. Required distribution of credits is as follows:

Scheduling and Course Registration Process

Academic Advising is a critical part of a student’s Park Tudor experience. We recognize that such advising is a continual process and that students benefit from multiple discussions with adults. Advisors will meet with students in the fall to begin a discussion about the student’s future course of study. In the spring, students will meet again with their advisor and register for courses online. Student English...............................8.0 Speech.............. 1.0 schedules will be made available in July.

Mathematics......................6.0 Health.............. 0.5 Park Tudor takes pride in working with families to find Science...............................6.0 Physical Ed...... 1.5 the most appropriate course of study for our students. We Social Studies....................6.0 Electives........... 5.0 are similarly proud of the faculty who provide that course World Language................4.0 of study. Therefore, in lieu of specific teacher requests, Fine Arts............................2.0 students or parents should instead share any issues (particularly learning or social development concerns) Within the five academic departments students must they believe are pertinent to student scheduling. Such complete at least the following courses: information should be shared in person or sent in writing English: English I, II, III and IV (four full years) to the School Director by May 15th so that it can be Mathematics: Algebra I, Geometry and Algebra II discussed fully before making final schedules. Please note Science: Biology, Chemistry or Physics, and one that while such information will be considered carefully other qualifying science class and with students’ best interests in mind, final schedule Social Studies: World Civilizations I, World decisions will be determined by the school.

The Assistant Director of the Upper School is Civilizations II and U.S. History World Languages: Two years of a single language responsible for facilitating course changes and add/drops, as well as overseeing the registration process as a whole. in grades 9-12 We encourage the student, as the primary advocate for his or her academic plan, schedule and course of study, to A full-time student at Park Tudor is required to follow this process for schedule changes: enroll in at least five credits per semester, with at least For general scheduling questions or to discuss a four of the five credits being in the departments of English, Mathematics, Science, Social Studies and World schedule change: In the summer: Contact the Assistant Director of the Language. Students earn one credit per semester for Upper School each course meeting five or more periods per rotation, During the school year: Contact advisor. and earn one-half credit per semester for each course meeting fewer than five periods per rotation.

Adding and Dropping Classes Courses taken prior to grade nine may be shown on transcripts sent to colleges, but they will not be counted Classes may be added only during the first two weeks of the course. Year-long classes dropped before the toward the forty credits to be earned for graduation. beginning of the second week of the second quarter of Credits earned at other high schools or universities the course and semester-long classes dropped within the can be applied toward the credits required for a Park first six weeks of the course will not appear on a student’s Tudor diploma. However, only those courses that are permanent record. After this grace period, a dropped comparable to courses offered at Park Tudor will be course will carry a designation of WP or WF on the awarded credits. Decisions in this regard will be made permanent record. by the Director of the Upper School and the Associate Head of School for Academic Affairs.

Auditing Classes Generally, summer courses or online courses taken at another institution are not granted credit unless a similar A student may request to audit a class if the teacher of the class, the department chair, and the Assistant course is not available at Park Tudor.

Director of the Upper School approve the request.

Neither grades nor credits will be granted for classes 4 audited.

Graduation Requirements Physical Education Policy

The overall goal of the Park Tudor physical education program is to develop in students a lifelong commitment to wellness and physical fitness. Believing that an exemplary college preparatory curriculum molds “healthy minds in healthy bodies,” we have developed the fol­low­ing policy regarding participation in physical education: All students are required to successfully com­plete one semester of freshman physical ed­u­ca­tion, one semester of freshman health, and two additional semesters of physical education* before the end of their junior year.

Physical Education Requirements 1 semester of health 3 semester of physical education* Students must take at least one semester of a physical education class. * Students may choose any combination of physical ed­ u­ca­tion electives or interscholastic athletic team par­tic­ i­pa­tion to meet this re­quire­ment. A full season of team participation equals one semester of P.E. Students may be excused from P.E. class for medical reasons if they submit a written state­ment from a licensed physician documenting that they are unable to participate in the class.

In some cases, students may be excused from 3 semesters if they are extensively involved in a certified program outside the school. A waiver form (available in the P.E. office) doc­u­ment­ing the extent of the involvement and requesting exemption must be filed with the physical education director. These requests will be reviewed by an administrative committee.

Requests for ex­emp­tion due to outside in­volve­ment must: a. be filed two weeks prior to the beginning of each semester. No waiver application will be accepted be­yond the two-week deadline. b. document the type and extent of involvement; c. be submitted to the Physical Education office; d. be certified by the trainer/coach (not a student’s parent) who will be supervising the activity and who will be asked to certify the student’s continuing in­volve­ment through­out the period of the exemption, and at the end of the semester or the year. Failure to file a report may require a “make-up” of the activity. e. Credit will be given only when signed doc­u­men­ta­tion certifying completion of the waivered activity is on file in the Physical Education office. This documentation is due two weeks prior to the end of each semester.

Participation in Extracurricular Activities

The regulations of the IHSAA (Indiana High School Athletic Association) state that students must be en­ rolled in at least five full-credit subjects or the equivalent and must be passing in five full-credit subjects or the equiv­al­ent to be eligible to participate in interscholastic ath­let­ics. This rule applies to all high school studentathletes on all school teams and is consistent with high school graduation requirements. The rule exists to insure that student-athletes remain on target toward graduation.

At Park Tudor, the rule is further interpreted to say that at least four of the five full-credit subjects must be in the areas of En­glish, Math­em ­ at­ics, Sci­ence, So­ cial Stud­ies and World Language. The fifth credit may be in any area, including credits which the school issues but does not count toward fulfillment of Park Tudor’s graduation re­quire­ments. Furthermore, students at Park Tudor will be re­quired to meet the same academic standards for par­tic­i­pa­tion in all extracurricular activities, not simply those governed by the IHSAA. In addition, Park Tudor School requires a 2.00 min­i­ mum G.P.A. for each of the following grade periods: 1st quarter, 1st semester, 3rd quarter, 2nd semester.

There can be no appeal if a student is declared in­ el­i­gi­ble for par­tic­i­pa­tion in ath­let­ics based on the IHSAA standard. Appeals for par­tic­i­pa­tion in nonathletic ac­tiv­i­ties and appeals regarding the 2.0 standard will be reviewed by the director of the Upper School, in con­sul­ta­tion with the head of school.

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Upper School Programs Academic Distinction

Park Tudor School does not record the class rank of students, but grade averages are computed to determine distinction and a general measure of student performance. Averages are determined by converting letter grades to numerical equivalents on a 4-point scale (e.g. A= 4, A-= 3.667, B+ = 3.333, etc.) Academic Distinction is calculated at the end of each semester in the Middle and Upper Schools. Students with a 3.33 average or above shall receive the designation of Academic Distinction.

In computing averages, grades earned in major courses (one credit per semester) are counted double in value to grades earned in minor courses (1/2 credit per semester). All grades are included in the computation of the grade point average. The final average for the year is computed by averaging the two semester averages rather than by using end-of-year grades.

A violation of academic honor as defined by the Park Tudor Honor Code may impact the designation of Academic Distinction.

Advanced Placement Program

Park Tudor School offers 16 Advanced Placement cours­es in the Upper School. (Please see pages 16 and 17 for the complete list of Advanced Placement courses offered at Park Tudor.)

These courses offer college-level work and the chance to sit for the Advanced Placement exams in May. Examinations are based on sub­ject mat­ter out­lined in Ad­vanced Place­ment course de­scrip­tion book­lets and are avail­able to students who com­plete the AP courses.

Results on the AP exams may entitle students to enter college with ad­vanced stand­ing.

Results are reported on a scale of 1-5. College credit may be awarded for scores of 3, 4 or 5.

Advanced Placement (AP) classes are rigorous, content-heavy courses designed to be taught at a college level. Students are therefore admitted to AP courses by permission of the Department, which establishes the criteria and prerequisites for each AP course. Students enrolled in an AP course should expect significant amounts of homework (45 minutes or more per evening) and a level of academic difficulty commensurate with a college curriculum.

Park Tudor believes that students should be

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encouraged to challenge themselves academically.

Our AP criteria are thus based on both demonstrated achievement and a student’s motivation to do high-level work. All placement criteria (see below) are published in the course of study guide and are subject to regular review.

Students enrolled in an Advanced Placement (AP) course are expected to take the AP exam, except under unusual circumstances. Students who for any reason do not take the AP exam are required instead to complete a culminating assessment in the class.

Note: In some instances, a student who falls just short of the formal guidelines for placement may request to be considered for an AP course. In such cases, the student must have demonstrated clear enthusiasm for the subject; must have the strong recommendation of his/her current teacher; and must arrange to speak directly with the Department Chair, who will make a final determination on the request in consultation with the student’s current instructor and advisor.

Community Engagement

Park Tudor School believes that our stu­dents, being responsible citizens of the world, should per­form vol­un­ tary service to their community. Students are encouraged to complete three hours of service per quarter to their school, to their religious institution, or to their com­mu­ ni­ty. They should report all community service to the guidance counselor.

Global Scholars Program

This program provides Park Tudor’s highly able and mo­ti­vat­ed juniors and seniors with a liberal arts program which is com­pet­i­tive with the best schools in the United States and abroad. With components drawn from the International Baccalaureate Program and the Alverno College Assessment Program, the Global Scholars Program augments the school’s AP program. A full description of the Global Scholars program is included in the Course Description section on page xxx.

Upper School Programs Independent Study

Park Tudor students who have completed the requirements in a department and who have exhausted a department’s offerings and/or have interests that fall outside the traditional curricular options offered by the school may undertake an Independent Study with permission of the Department Chair, Upper School Director, and Assistant Director of the Upper School.

Generally, a mentor for an Independent Study will be a member of the Park Tudor faculty. In those unusual cases where the mentor is not part of the Park Tudor faculty, a Park Tudor faculty member will serve as a liaison between the mentor and the student and school. It is understood that a mentor’s participation in an Independent Study is voluntary; therefore, no mentor, whether a member of the Park Tudor faculty or someone outside the school, will be compensated for their work with the student.

Proposal Process Before undertaking an Independent Study, the student must first speak with the Department Chair, Upper School Director, and Assistant Upper School Director about the proposed Independent Study and receive their preliminary approval. In addition, the student must identify a proposed mentor who is willing to oversee the Independent Study.

Once preliminary approval is granted and a proposed mentor is secured, the student must then draft, in consultation with the mentor, a detailed Independent Study proposal (see form). This proposal should be submitted to the Department Chair, Upper School Director, and Assistant Upper School Director no later than the end of the second full week of classes during that term. The detailed project proposal should include: A description of the project or curriculum, including the resources required for the Independent Study.

Resources would include proposed readings; necessary facilities and supplies; and / or any other items required for successful completion of the Independent Study.

In some cases a student may be required to prepare a budget as part of the detailed proposal.

An overview of how the proposed Independent Study will be assessed and how successful completion of the Independent Study will be determined.

The proposed duration of the Independent Study

(one semester or full-year) and the proposed number of credits for the program of study. The number of credits given to an Independent Study will be determined by the school and will be determined by a number of factors, including the number of weekly meetings between the student and mentor and the overall scope of the Independent Study. No credits will be awarded until the school has determined that the Independent Study has been successfully completed. A final paper and/or presentation are often required as evidence of successful completion of an Independent Study.

Additional Information The final decision on whether or not to grant approval for an Independent Study will be made by the Department Chair, Upper School Director and Assistant Upper School Director. All decisions regarding course crediting, transcripts and other related issues are the purview of Park Tudor. The school reserves the right to terminate an Independent Study and may make changes to the above conditions and process if circumstances warrant it.

Opportunities

A variety of travel experiences both in the United States and abroad provide students with personal, firsthand ex­po­sure to other ideas, other worlds, and other peoples.

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Upper School Programs Activities and Clubs (Subject to change based on student interest) Clubs

Academic Super Bowl Artisan magazine Book Club Brain Game C.A.F.E. (Cultural Acceptance for Everyone) Chess Club Chronicle yearbook Class Councils

Activities

Art Contests Instrumental Music Groups: Band Jazz Combos Orchestra Pep Band Pit Band (Musical) Renaissance String Ensemble

Contemporary Legal Issues/ Politics Club Culinary Club Cyber Defense Team East Asian Culture Club Environmental Club Equestrian Club French Club GSA (Gay Straight Alliance)

Vocal Music Groups: Girls’ Ensemble Journeymen Madrigal Singers Park Tudor Singers Language Contests Legacy Initiative History Project Math Contests

Habitat for Humanity Honor Council Kaleidoscope Club (tutoring) Latin Club Model U.N. PT TV Club Quiz Bowl Spanish Club Speech/Debate

Music Contests Science Contests Student Ambassadors (Admissions) Technology Contests Fall Play Spring Musical Writing Contests

Spell Bowl Student Council Thespians Timmy Global Health Club Tribune newspaper Ultimate Frisbee Club UNICEF Club VMX Robotics Club

Technical Crews for: Fall Play Spring Musical Vocal Concerts In­stru­men­tal Concerts Lower and Middle School Programs

Athletic Teams

Varsity teams are fielded in each of the sports listed below. Reserve teams are fielded in most of these sports. Freshman teams are fielded as the need arises.

Fall Season Cheerleading Boys/Girls Crew Boys/Girls Cross-Country Boys Football Girls Golf Boys/Girls Soccer

Boys Tennis Girls Volleyball

Boys/Girls Swimming Boys Wrestling

Winter Season Boys/Girls Basketball Cheerleading Ice Hockey

Spring Season Boys Baseball Boys/Girls Crew Boys Golf

Recent Study/Travel Opportunities Italy (Spoleto Study Abroad) France, Spain and Mexico (World Language students) Chicago (Art and French field trip)

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Greece and Rome The Hague, Chicago, Dayton, Georgetown, Cincinnati (Model United Nations) Germany

Boys/Girls Lacrosse Girls Softball Girls Tennis Boys/Girls Track

Peru Legacy Initiative trip to National Archives China Book Club Literary Trips to Boston and New York

College Counseling

College Coun­sel­ing Pro­gram

Park Tudor focuses considerable energy on preparing its graduates for further study, and college and career guid­ance is an integral part of this focus. The college guidance program rests on the basic tenet that a good match should be made between the student and the college that student will attend. Park Tudor students consider a wide variety of colleges. The college counselors get to know the individual students and the colleges well. They meet fre­quent­ly with all juniors and seniors and main­tain a close relationship with college admission rep­re­sen­ta­tives.

The program actually begins when students plan their ninth grade programs of study. The courses students take and the activities in which they become involved have a direct bear­ing on their future college admissions chances. Through­out the high school years students are urged to take challeng­ing academic programs and to do well in them. They also are encouraged to pursue extracurricular activities of interest.

During the sophomore year, students take the Pre­lim­ i­nary Scholastic Assessment Test/National Merit Schol­ ar­ship Qualifying Test in mid-October for practice; they take it officially in the junior year. Students and parents are invited to attend a career exploration workshop in the spring of the sophomore year. Some students who have been very successful in biology or chemistry may take the respective SAT II subject exam in grade 9 or 10.

Students also take the PLAN test, a preliminary form of the ACT. During the junior year, the college counselors meet with par­ents to explain the college admissions program, giving each family a copy of the Park Tudor College Plan­ning Handbook. Juniors are busy with testing,

taking the PSAT in October, the SAT I in January and May, the ACT in February and the SAT II in June. They also have an op­por­tu­ni­ty to meet with a few of the more than 100 college representatives who visit Park Tudor each fall.

Formal college and career guidance begins in the sec­ond semester of the junior year with a series of workshops that helps students make preliminary decisions about colleges to which to apply. Stu­dents review their credentials for getting into a college, take the Strong Interest Inventory, discover what attributes they are looking for in a college and undertake their search. The college counselors then meet with each family to prepare a beginning list of colleges for the student and parents to explore through college guides, college view books and catalogs, and college visits.

As the senior year approaches, parents again gather for a group meeting with the college counselors, and students meet individually with a counselor to narrow the list of possibilities to a manageable number of colleges to which to apply. Essays are polished, activity sheets are updated, and application checks are written. The faculty supports the program by assisting students with the college essay and writing letters of recommendation. The college counselors write the sec­ond­ary school report on each application, add the School Profile which they have created to attest to the strength of the Park Tudor graduates, and mail the applications. Meanwhile, those students interested in scholarships and financial aid explore and respond to those opportunities.

The college counselors maintain an extensive library of catalogues and reference materials for students and parents to use, and they have the more than 100 college 9

College Counseling and university admissions representatives who come to Park Tudor to aid in the exploration process. Park Tudor regularly hosts college information nights and encourages attendance when these are held at nearby schools as well.

In maintaining close contact with the college admissions community, the counselors regularly attend conferences of the National Association of College Admission Counselors and the College Board in addition to visiting college campuses each year and making numerous phone calls on the students’ behalf.

This thorough at­ten­tion to college planning results in nearly all of our seniors matriculating in colleges or uni­ ver­si­ties of their choosing.

Preparing for College

Park Tudor is proud to offer a rich and varied college preparatory curriculum that is designed to enable each student to be thor­ough­ly prepared to ma­tric­ul­ate to an appropriate college or university. Students should plan their yearly program of studies within the context of their college and career goals. Working closely with the ac­a­dem­ic dean, college counselor, faculty and parents, each student should search for the correct bal­ance of challenging courses, ex­tra­cur­ric­u­lar activities, and com­ mu­ni­ty involvement. We strongly recommend that each student:

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• Take at least one course in the five major academic areas of En­glish, World Language, Math­em ­ at­ics, Science and Social Studies each year. If this is not feasible, a rea­son­able al­ter­na­tive should be planned in consultation with the academic dean and the college counselor.

• Consider taking Advanced Place­ment courses when­ev­ er possible or appropriate. Not only does this show the col­leg­es that a student is willing to tackle challenging courses, it may enable the student to earn college credit while in high school. Gen­er­al­ly, a “B” in an A.P. course is more important than an “A” in a regular course; a grade of “C” could be problematic, however.

• Remember that a transcript should include many challenging courses and solid grades. Chal­leng­ ing courses coupled with mediocre grades does the applicant little good. Curricular balance and academic achievement are the keys.

• Avoid taking a lightened load the senior year–colleges will notice!

• Prepare thoroughly for the SAT and ACT by taking as many ac­ad­ em­ic courses as possible.

• Nurture a particular skill or in­ter­est. Having a large number of extracurricular activities is not as important as excelling in a par­tic­u­lar area; depth of extracurricular involvement is more important than breadth.

• Develop a unique lead­er­ship style whether that be through student government, clubs, community ser­ vice, ath­let­ics, or the arts.

Library/Media Services Library/Media Services

The library staff welcomes Park Tudor students, parents, faculty and staff to use the library for research, studying and recreational reading. It is a popular place for students to gather to study, to use a computer or to find a quiet room for individual study.

Library Hours

7:30 a.m.-6 p.m., Monday-Friday, during school days

Library/Media Services Mission

The Upper School Library serves as the educational, informational, and research center of the school. It provides flexible access to information and resources as students engage in both group and independent study.

The library mission is to enable students to become independent and effective users of information, as they strive to be an integral part of the school’s instructional program.

Upper School Library

Information Literacy

All students receive intensive instruction in information location and retrieval. Students learn to search online databases and practice research strategies.

The research information specialist works in partnership with the classroom teachers to design, deliver, and evaluate instruction using a variety of resources and information problem-solving skills. The library provides opportunities for students to develop and foster a love of recreational reading. Through Book Club and opportunities such as Battle of the Books, students develop the habit of life long reading.

Multimedia Support

Multimedia production offers students a unique format for communication. Through the use of video cameras and editing software, students use the latest technology to produce high-quality multimedia projects. Students and faculty may check out a wide variety of audiovisual equipment including cameras and camcorders, microphones and digital audio recorders for projects. Students discover the unlimited ways to use multimedia for presentations and learn about the ethical use of copyrighted materials.

Staff offers assistance to faculty by recommending appropriate multimedia classroom equipment and resources. The staff also provides assistance with basic audio and video recording, DVD creation and the conversion of analog audio and video formats to digital.

Electronic Research

The library staff works with the technology department to provide the best possible access to resources on the campus network. These resources are available 24 hours a day online. Resources available via the Park Tudor Library Resources web page (located on MyPT) include Alexandria, the automated library catalog, and subscription databases on the web. Students use their Indianapolis-Marion County Public Library Card to access many of the databases from home. For password help, log in to MyPT and select Library Media Center.

Library Resources

• 18 computer workstations • More than 25,000 books, including digital books, audio books, videos and research databases • 125+ periodical sub­scrip­tions • Multimedia editing suite • Library catalog available online 24 hours a day • Checkout of audiovisual equipment such as cameras and audio recorders • Research consulting and interlibrary loan

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English English Department Phi­los­o­phy Members of the Park Tudor Department of En­ glish value the English language for both its prac­ t i­ cal and aes­thet­ic potential. We are dedicated to helping students be­come con­ f i­ dent, in­ de­ pen­ dent users of the language—as read­ ers, as writers, as speakers—and to helping them develop an ap­pre­ci­a­t ion for its central role in a democratic so­ci­ety. We believe that the life­ long pursuit of re­ceiv­ing, as­sim­i ­lat­ing, and ex­press­ing lan­g uage in both pragmatic and artistic ways is essential to mean­ing­ful par­t ic­i­ pa­t ion in all aspects of human affairs. As we en­cour­age students in

this pur­suit, we work to develop skills in comprehending a variety of lit­er­ary genres writ­ten from a wide variety of perspectives; in eval­u­at­ing the ef­fec­tive­ness of written and spoken language; and in us­ing lan­g uage ef­fec­t ive­ly in both writing and speaking. We also seek to de­vel­op skills in con­duct­ing re­search, using all avail­able me­d ia, and in work­ing independently and in groups. Through such ac­tiv­i­ties, we encourage stu­dents to value their own opinions, as well as the informed opin­ions of others, to regard themselves and others as people of dignity and promise.

English I

English I is a course designed to acquaint freshmen with six major literary genres: short story, poetry, essay, epic, drama, and the novel. As students read literature, the three major goals of the course are 1) to cultivate an appreciation for the various literary forms by helping students perceive meaningful connections between literature and life, 2) to foster an understanding of literature through examination of the ways in which formal elements of a text—especially literary device—contribute to the beauty and integrity of a work, and 3) to develop students’ ability to think critically as demonstrated through analytical writing and oral participation. There is heavy emphasis in English I on learning to develop an argument and substantiate it using textual evidence and demonstrating logical thinking. Students are also given an opportunity to explore their own experiences creatively by composing reflective essays and short stories. Finally, students are required to complete vocabulary lessons from each unit, as well as grammar lessons emphasizing proper usage, punctuation, and sentence construction and variety. The major skills students learn in English I culminate in a research project that requires the use of technology.

English I Plus

English I Plus is an introduction to reading and writing skills at the high school level.

As such, variety rather than specialization is stressed in works studied and tasks assigned.

Many types of literature are read: short stories from around the world, essays, a novel, a Shakespearean play, an epic, and a number of lyric poems. Different modes of writing are studied and assigned: creative, personal, analytical, expository, research-based, and others. As an “accelerated” class, sophisticated levels of reading comprehension and interpretation are sought, and much discussion of the reading is expected as the class tries to articulate a theme where it lies implicit or analyze the effectiveness of a particular rhetorical strategy.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in English • Are confident writers and strong readers • Are comfortable in class discussion settings and other “public” forums

English II

This course engages students in probing ethical dilemmas and self-awareness issues in mainstream and non-Western immigrant American literature. Students read a variety of genres from each of the major literary periods. In addition, students probe American literature by writing explications and by conducting prepared and impromptu discussions.

Furthermore, students research and write a documented paper on an American and nonWestern issue employing MLA style. Writing is further developed through the study of grammar that is applied directly to the writing, and electronic tools are used to strengthen not only writing but also reading and thinking.

Grade 9 Required Full-Year Prerequisites: none

Grade 9 Elective to English I Full-Year Prerequisites: By application and departmental permission; initial placement in a “Plus” class should be based on a record of achieving at least a “B+” average in previous English courses, as well as any standardized test scores or teacher recommendations that might be relevant.

Grade 10 Required Full-Year Prerequisites: English I or I Plus

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English English II Plus

English II Plus is offered to challenge more advanced, highly motivated English students.

Historical background and chronological patterns in American literature will be covered; however, the classic texts will be taught using primarily a thematic approach and with the expectation that each text will demand increasing levels of skill in reading and writing. Texts ranging from the Romantic Period to the Postmodern Era will survey the themes that have defined American culture, such as ambiguity and protest, and students will learn to understand and discuss literary devices, style and structure with greater sophistication through analytical, expository and creative personal response writings. Particular emphasis is placed on multiple revisions and in-class writing, and students will complete a research project using MLA style.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in English I Plus or English I • Are confident writers and strong readers • Are comfortable in class discussion settings and other “public” forums.

English III

Students in the course will read selected texts that feature an antihero who struggles for his humanity in a modernized world of destruction and alienation. The course will begin with a discussion of the range and complexity with which antiheroes have been characterized in the modern and postmodern novel. We will also examine the similarities and differences among the antiheroes that students have encountered in their past reading, such as The Great Gatsby. The antihero’s struggles as well as his response to evil shed light on the society that gives him no inner peace. The study of the anti-hero will give us the opportunity to examine the human condition as it is expressed in its complexity of social, cultural, and historical differences. Required texts include, but are not necessarily limited to: O’Brien’s The Things They Carried; Maclean’s A River Runs Through It; MacBeth; Orwell’s 1984; Gaine’s A Lesson Before Dying; and Kesey’s One Flew Over the Cuckoo’s Nest.

English III AP

A course for eleventh graders, English III AP is intended to be a sustained discussion of rhetorical strategies in nonfiction prose, as tested on the AP Examination in English Language and Composition, supplemented by a reading of selected classics of British and American fiction chosen for their expression of powerful ideas that can be used as resources in essays for this course and as early preparation for the AP Examination in English Literature and Composition next year (or for those who intend to take both exams at the end of their junior year). Although the course seeks to help students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, it focuses on the distinctive nature of persuasive writing and expects students to compose arguments of their own for particular audiences and analyze the persuasive writing of others in terms of rhetorical strategies deployed. Effective language use will be the unifying concern in all activities. Representative texts: 50 Essays: A Portable Anthology, Samuel Cohen, editor; Nineteen Eighty-Four, George Orwell.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in English II Plus or English II • Are confident writers, particularly under time pressures • Are strong analytical and critical readers and who are comfortable with standardized writing tests

English IV

The course begins with the college unit including the college essay and the college interview. The five themes of the course revolve around the following topics: meaning, design, story, play, and empathy. Students will have opportunities to complete projects and write literary analysis essays over the course of the school year. Each semester culminates in presentations of their projects and addresses their growth in the course each semester.

Project options include primary research, mind maps, and interviews. The books taught have included but are not limited to the following: Friday Night Lights (play); Persepolis or Maus (design); Extremely Loud and Incredibly Close (story); Nickel and Dimed and Black Like Me (empathy); and Man’s Search for Meaning, What Should I Do with my Life (meaning).

Grade 10 Elective to English II Full-Year Prerequisites: By departmental permission; students currently enrolled in English I+ must maintain a B average or higher in the course; students currently in English I may elect to take English II+ if they earn an A or A- average in the course.

Grade 11 Required Full-Year Prerequisites: English II or II Plus

(Advanced Placement) Grade 11 Elective to English III Full-Year Prerequisites: By departmental permission; student currently enrolled in English II+ must maintain a B average or higher in the course; students currently in English II may elect to take an AP if they earn an A or A- in the course.

Grade 12 Required Full-Year Prerequisites: English III or III AP

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English English IV AP

English IV AP is intended to strengthen the skills of analytical reading and writing, which are tested by the Advanced Placement Test in English Literature and Composition.

That test asks students to do two fundamental tasks: 1) read literary excerpts with com­pre­ hen­sion and analytical skill and 2) write critical essays based on a prose passage, a poem, and a longer literary work of their own choosing. The works studied in the class are typical of the works that students will encounter on the exam.

The course requires students to improve their ability to think perceptively and lucidly, their ability to be flexible in solving the problems presented by texts, and their ability to write effectively. Students also conduct research and synthesize it in a writing exercise using MLA style in order to prepare for success in college courses. Fur­ther­more, students employ technology to support their learning and to further their ability to gather, organize, understand, and present information. Finally, students must become expert analyzers of their own strengths and weaknesses in order to develop strategies for im­prove­ment in reading, writing, and thinking.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in English III-AP or English III • Are confident writers, particularly under time pressures • Are strong analytical and critical readers and who are comfortable with standardized writing tests

Creative Writing I

Human communication begins with storytelling. We are all storytellers, and we recognize an in­trigu­ing tale when we hear one. The Creative Writing course is designed to allow students to explore the elements which bring these stories to life. Students will write and read fiction, poetry and dramatic pieces. The writers’ personal strengths and pref­er­enc­es will be im­por­tant factors in determining spe­cif­ic as­sign­ments. Collaborative writing, peer ed­it­ ing, process writ­ing, and revising will all be ex­plored. Daily classes will take forms such as work­shop settings, class dis­cus­sions, group writ­ing ef­forts, and more. Though this is not a literature course, the class will read a variety of materials and iden­ti­fy the elements which make them work.

Creative Writing II

With permission of the instructor, this course is open to students who have successfully completed Creative Writing I and have room in their schedules for a second English course; will not count as required English.

Writing for Media I and II

An introduction to writing and publication for media (print and electronic), areas of exploration will include recent trends in media, journalistic ethics, student press law, interview conduct, and documentary production. A variety of composition modes will be practiced, including review, opinion, narrative, profile, and investigative reporting. In addition to classroom and theoretical study of these topics, students will experience practical application of their skills through some writing for and production of media content in a variety of formats. Every attempt will be made to practice professional journalistic traditions such as conducting meaningful and accurate interviews, gathering and reporting relevant and accurate student polls, and acquiring a fair, unbiased, and honest voice in both written and visual reporting. Speakers from the professional media community may supplement classroom work as time and availability allow.

(Advanced Placement) Grade 12 Elective to English IV Full-Year Prerequisites: By departmental permission; student currently enrolled in English III-AP must maintain a B average or higher in the course; students currently in English III may elect to take an AP if they earn an A or A- in the course.

Grades 11-12 Elective One Semester Prerequisites: open to students who have room for a second English course; will not count as required English

Grades 10-12 Elective One Semester Prerequisites: See course description

Grades 11-12 Elective One semester (one credit) each: students may take either semester or both Prerequisites: open to students who have room for a second English course; does not count as required English

Extracurricular Opportunities in English 14

• Artisan: National award-winning lit­er­ary mag­a­zine • Chronicle yearbook • Park Tudor Tribune Upper School newspaper • Speech and Debate, Academic Superbowl teams • Local, state, and national writing contests

Fine Arts - Dance Dance Department Philosophy The Dance Department strives to foster a love and appreciation for the study of dance as an art form and as a physical discipline.

The study of dance has value not only as an outlet for artistic expression, but for its general posture and fitness benefit, and for

the self-esteem and self-discipline that result from mastering a difficult art form. Park Tudor’s dance program offers a structured curriculum with a strong classical base.

Ballet

Course work concentrates on classical ballet exercises at the beginning level with an emphasis on proper body alignment, improving flexibility and strength, terminology and theory of movement. May be repeated for credit.

Tap for Musical Theatre

This course is designed for the student who is interested in learning the basic traditional forms of tap dance in musical theatre. Popular Broadway music is used and original Broadway choreography will be recreated. A beginner class emphasizing tap fundamentals and terminology that includes weight change, proper placement and simple step patterns, basic rhythms, counting, ear training and clarity of sound. Curriculum designed for male and female students. Casual dress code, tap shoes required. May be repeated for credit.

Jazz for Musical Theatre

This course is designed for the student who is interested in learning the basic traditional forms of jazz dance in musical theatre. Popular Broadway music is used and original Broadway choreography will be recreated. A beginner class, providing a comprehensive understanding of the technical fundamentals of jazz dance includes: basic rhythms, vocabulary and skills, proper placement, strength and flexibility development. Curriculum designed for male and female students. Casual dress code, dance shoes required. May be repeated for credit.

Grades 9-12 Elective: PE or FA One Semester Prerequisites: none 2 periods/6-day rotation

Grades 9-12 Elective: PE or FA One Semester Prerequisites: none 2 periods/6-day rotation

Grades 9-12 Elective: PE or FA One Semester Prerequisites: none 2 periods/6-day rotation

Extracurricular Opportunities in Dance • Dance Ensemble • Annual Dance Showcase • Community Dance Performances • After-school Classes • Private Instruction

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Fine Arts - Music Music Department Philosophy Our vision is one of a diversified and comprehensive music program that offers children the op­por­tu­n i­ty to sing, play in­stru­ ments, study privately, study music history and the­o­ry, and par­ tic­i­pate in ap­pro­pri­ate musical per­for­manc­es. We must have fine teachers to help bring these goals to life. We must be devoted to enhancing children’s self-esteem as they learn to be curious and per­sis­tent about their own abilities and the abilities of those with whom they work.

We believe that music helps alert the senses. We know that the success and joy students experience in the rigors of rehearsals and performances help to enliven their in­ quisi­ t ive­ ness about other areas of learning. Socrates said, “All thinking begins with wondering.” The Music De­ part­ ment faculty is de­ vot­ ed to providing an en­ v i­ ron­ ment that allows for this wonderment through exploration, ex­per­i­men­ta­t ion, and the realization of innate musical in­stincts.

Girls’ Ensemble

The ensemble works to develop good vocal tech­nique for each singer and an un­der­ stand­ing of good choral sound. Basic mu­si­cal skills are emphasized, including prop­er tone pro­duc­tion and theory. Music is se­lect­ed from the Re­nais­sance period to the present and some show music is per­formed. The Girls’ Ensemble performs in two major con­certs each year and occasionally per­forms in the com­mu­ni­ty and for other school functions. The Girls’ En­sem­ble re­hears­es three days each rotation.

Journeymen

The group works to develop good vocal technique for each singer and an un­der­stand­ ing of good choral sound. The chang­ing male voice is especially dealt with in this class.

Basic musical skills are em­pha­sized, in­clud­ing proper tone production and theory. Music is selected from the Re­nais­sance period to the present and some show music is performed. The Journeymen per­form in two major concerts each year and occasionally perform in the com­ mu­ni­ty and for other school functions. The Jour­ney­men rehearse three days each rotation.

Park Tudor Singers

The Park Tudor Singers is a concert choir that sings music from the Renaissance to the present. The members of the group are taught about the proper use of the voice and its use in choral singing. Proper tone production and musicianship are stressed. The Park Tudor Singers per­form in two major concerts each year and also for the graduation ceremony. The choir is oc­ca­sion­al­ly asked to sing in the community or for school functions.

Park Tudor Singers rehearse three days each rotation.

Madrigal Singers

Selected by audition from the members of the Park Tudor Singers, this group performs music from the Renaissance to the present and performs some show music. The Madrigal Singers rehearse twice each rotation during the school day and usually once each week after school. Proper vocal technique is emphasized and an awareness of solid choral sound is stressed. Each member must be able to sing a part with confidence and work toward the total choral sound of the ensemble. The Madrigal Singers perform in two major concerts each year and perform frequently for other school functions and for activities in the community.

Grades 9-10 girls Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 9-10 boys Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 11-12 Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 11-12 Elective Full-Year Prerequisites: members se­lect­ed by audition from Park Tu­dor Sing­ers 2 periods/rotation

Extracurricular Opportunities in Music

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• Foster Hall Young Artist Recital Series • String Ensembles • Pep Band • Jazz Ensemble • Jazz Combo • Pit Orchestra • Broadway Musicals • Regional and State Music Con­tests • Side-by-Side Concerts with ISO • Vocal Recitals and Scholarship Recitals • Showcase performances at school events

Fine Arts - Music Band

The Upper School Band meets five days each week and is open to any woodwind, brass, or percussion player. The class emphasizes proper tone quality, scale studies, sight-reading, and oth­er aspects of playing an instrument. The music selected in­cludes a variety of styles and con­cepts. Opportunities also exist for small en­sem­ble and or­ches­tral playing ex­pe­ri­enc­ es. Members also may par­tic­i­pate in the state solo and ensemble contest. The Pep Band is formed from this group and performs at several home athletic events. The Band presents two major concerts each year.

Orchestra

The Upper School Orchestra meets daily. It is de­signed for students with several years of experience on the violin, viola, cello, or bass. Proper string technique and ensemble mu­si­ cian­ship are stressed. Music of various styles and eras, from 16th century to the present, is studied and performed. This ensemble plays standard or­ches­tral literature both as a string group and as a full symphonic or­ches­tra with a wind section drawn from the Upper School Band. The Re­nais­sance String Chamber En­sem­ble is formed by mem­bers of the orchestra to perform at school and community func­tions. Students are encouraged to participate in local solo and ensemble con­tests. The Or­ches­tra presents two major concerts each year.

Mu­sic The­o­ry

Music Theory is an introductory study of the elements of music (rhythm, melody and harmony) and the common principles that traditionally have been used to mold these elements into meaningful sounds. In addition to learning elementary notational skills, the student will gain practical aural skills through regular ear training and sight-singing. A prior knowledge of treble and bass clefs is helpful, though not necessary.

Music History

Music History is an introductory survey of West­ern music from the Middle Ages to the present. The course will develop: 1) familiarity with a broad variety of musical compositions of dif­fer­ent style periods and genres; 2) improved listening skills; 3) general knowledge and ap­pre­ci­a­tion of musical styles and their chro­nol­o­g y. Although Music Theory is not an ab­so­ lute pre­req­ui­site, it is suggested that Music Theory be taken before Music His­to­ry.

AP Advanced Music Theory*

This Advanced Placement course is designed for the student who has exhibited a strong aptitude for the skills introduced in Music Theory. The course aims to build upon the fundamentals introduced in Music Theory and to prepare the student for the Advanced Placement examination. The course focuses upon four-part harmonization and continues to emphasize ear training and sight-reading. The student will further explore the elements of music through beginning composition and will sharpen his or her aural skills through applied critical listening.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in prior Arts and Music courses • Have a love of music and have demonstrated a strong interest/potential in the area • Have strong auricular skills and are willing to dedicate time and extra preparation for ear training, sight singing and harmonic analysis.

Grades 9-12 Elective Full-Year Prerequisites: none

Grades 9-12 Elective Full-Year Prerequisites: none

Grades 9-12 Elective One Semester Prerequisites: none

Grades 9-12 Elective One Semester Prerequisites: Music Theory suggested

Grades 9-12 Non-Credit Elective One Semester Prerequisites: Music Theory and department permission

* An additional fee will be charged for these classes.

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Fine Arts - Music Private Voice Instruction*

Private voice lessons are available to students in grades 6-12 and are taught once each week. It is helpful that the student be able to read music and have a piano for practice. The students are given rep­er­toire and vocalizations ap­pro­pri­ate for their stage of de­vel­op­ment.

Students are graded for their work and com­ments are issued quarterly. There are per­for­ mance opportunities such as com­pe­ti­tions and re­cit­als.

Private Piano Instruction*

Private piano lessons are available to all students in grades SK-12. Read­ing skills, technique, and rep­er­toire are emphasized. The student should have a keyboard avail­able on which to practice. Grades and comments are issued. Performance opportunities and contest par­tic­i­pa­tion are encouraged.

Grades 9-12 Non-Credit Elective

Grades 9-12 Non-Credit Elective

* An additional fee will be charged for these classes.

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Fine Arts - Theatre & Speech Theatre & Speech Department Philosophy The Theatre and Speech Department is dedicated to the belief that the arts in general and speech/theatre in par­tic­u ­lar are imperative to the full de­vel­op­ment of the human

spirit. They are valued not as a “frill” but as a necessity, as an ex­plo­ ra­t ion of the alternative areas of human un­der­stand­ing, as a dif­fer­ ent and nec­es­sary way of knowing and ex­press­ing oneself.

Speech

This course develops communication skills and self-con­fi­dence in students. Through public speaking exercises students will develop skills in organization, vocabulary development, individual speaking styles, and the ability to cope successfully with most speaking situations. Practical application exercises may include experiences in: persuasion, information, dem­on­stra­tion, and en­ter­tain­ment speeches, and debate and video news broadcasting. Stu­dents’ speeches are often videotaped for study. There is no semester exam, but the course may include quizzes and tests, as well as graded outlines and other written work.

Advanced Speech/ Persuasion Theory and Practice

This course is an in-depth study of persuasion and its ap­pli­ca­tion to our lives and future. The class is divided into four areas of study: persuasion theory, persuasive speak­ing, debate, and prac­ti­cal per­sua­sion (writing college es­says, filmed job and college in­ter­views, etc.). It is a comprehensive look at persuasion through lectures, stu­dent speech­es, films, videotaping, and guest lectures. There is no semester exam, but student evaluation may include tests, quizzes, and written and spoken work.

Theatre Exploration

This introductory course presumes students enter at various levels of expertise. Theatre Exploration is designed to bring all students to the same level of knowledge and continue to build theatre skills. The course is based primarily as team projects. Many of the projects may be used in main stage or studio theatre productions. The projects will include a wide range of theatre training, ensuring that all students will learn a cross section of skills needed in the theatre. Skills explored, but not limited to, will include training in: acting technique, costuming, makeup, set construction, scenic painting, production running crews, and lighting and sound design and board operation. This cross-section of skills will prepare students for specific theatre disciplines they may wish to pursue in the future.

Extracurricular participation in Upper School plays, musicals, concerts, and International Thespian Society, while not required, is strongly encouraged.

Acting & Directing

Students will explore various acting and directing prob­lems through the work of two theorists: Stanislavsky and Viola Spolin. They will learn pantomime technique, improvisation skills, de­vel­op physical and vocal technique, character analysis, and apply those skills to monologue and scene study in order to learn charac­ter from a given script. Assessment is based on individual skills tests, classroom participation, and classroom performances.

Students will perform in and/or direct a piece to be presented in the Studio Theatre.

Advanced Acting & Directing

This course is a further exploration of principals stud­ied in Acting and Directing.

Students will per­form in and/or direct a piece to be presented in the Studio Theatre.

Students will work spe­cif­ic­ al­ly to build a repertoire of classical and contemporary mono­ logues and scenes. Students are highly encouraged to audition for school productions and the Prelude Competition. Evaluation is based on participation and quality of performance pieces.

Grades 9-12 Required Full-Year Prerequisites: none 2 periods/rotation

Grades 10-12 Elective 1st Semester Prerequisites: Speech 2 periods/rotation

Grades 9-12 Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 10-12 Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 11-12 Elective Full-Year Prerequisites: Acting & Directing 3 periods/rotation

Extracurricular Opportunities in Theatre and Speech

• International Thespian Troupe • Acting: Fall Play, Spring Musical • Small class projects • Student-Led Productions • Directing and Technical Crews: Concerts, Plays and Musicals, Support for Outside Groups • Speech and Debate Team

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Fine Arts - Theatre & Speech Repertory Theatre

This class will meet three times per rotation for the full year. Students prepare several scenes, one-act plays, and/or short plays from a variety of genre. Students perform their work for Park Tudor Lower School students, perhaps some scene work for Upper School English or History classes, and eventually take performances to some of our “feeder” schools or open houses.

Technical Theatre II

This course is an in-depth study and practical application of all aspects of technical theatre. Students will learn stage craft, paint­ing, lighting, and sound for the theatre. They also may work on scene design if they desire. These students make up the crews for various plays, musicals, and concerts performed by the students and/or guest artists. They are expected to work in class, attend technical work calls after school, and work at least one running crew for a production during the year. There is no semester exam. Student evaluation is based on quality of assigned work, at­ten­dance, and quality of run crew performance.

Technical Theatre III

This course extends and further develops the principals learned in Technical Theatre II: stage craft, painting, lighting, and sound. Students are expected to take increased responsibility and leadership roles in the crews for plays, musicals, concerts, and assemblies performed by students and/or guest artists. They also may be asked to mentor underclassmen and middle school students. Students’ evaluation is based on performance, quality of assignments (in class, at work calls, and on run crews for two productions), hours fulfilled, and professionalism. They are expected to work in class, attend 12.25 hrs. of technical work calls after school per quarter, and work at least one running crew for a production during the year.

Technical Theatre IV

This course represents the culmination of all technical skills acquired in the previous technical theatre courses. Students will be assigned major leadership positions on specific production crews and mentor underclassmen and middle school students. Students are expected to demonstrate superior levels of professionalism in all areas of class work, technical work calls, and production run crews. A minimum of 12.25, out-of-class, crew work hours are required, including working the run crews on two productions.

Film Making

This course will provide an opportunity for students to deepen their understanding and appreciation of film as an artistic expression and powerful communication tool. Students will expand their knowledge of film theory and the history of filmmaking, beginning in the early 1900s, and progressing through modern cinema. Various genres and filmmakers will be analyzed through screenings, readings and discussions. There is a heavy emphasis on hands-on work as students use sound and lighting equipment, non-linear editing software and digital camcorders to write, produce and edit a variety of original video projects throughout the course. Evaluation will be based on written work, meeting deadlines, the student’s efforts and contributions to the production team and the overall quality of the finished projects.

Independent Study in Theatre

Independent Study in Theatre is designed for advanced students with keen interest in some aspect of the theatre. Each student (with the guidance of theatre faculty) drafts his/ her own course of study in technical theatre, theatre history, acting or directing. The course is to focus the individual’s area of interest.

Grades 11-12 Elective Full-Year Prerequisites: Adv. Acting & Directing or department permission 3 periods/rotation

Grades 10-12 Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 11-12 Elective Full-Year Prerequisites: Technical Theatre II 3 periods/rotation

Grade 12 Elective Full-Year Prerequisites: Technical Theatre III 3 periods/rotation

Grades 10-12 Elective Full-Year Prerequisites: none (3 periods/rotation)

Grade 12 Elective One Semester Prerequisites: completion of highest level course offered in area of interest and/or teach­er permission 20

Fine Arts - Visual Arts Visual Arts Department Philosophy “Talent is a long patience, and originality an effort of will and of intense observation.” – Flaubert We believe that Visual Art Education is an essential part of the basic educational preparation of all Park Tudor students. Artistic dis­ci­pline allows students the op­por­tu­n i­ty to explore, express and cre­ate. A program of education in the visual arts, con­sis­tent with the philosophy and goals of Park Tudor, rec­og­n iz­es the need to establish a sequence of art studies based on the needs, interests,

and abilities of students at all levels of growth. Art is not only an important part of the formal cur­ric­u ­lum but is an im­por­tant tool in the development of a student’s sense of identity and self.

All classes are five days a week unless otherwise noted.

Note: A student may apply for advanced standing in an art course if art experiences have taken place in other settings. The course instructor, before admittance, may request a portfolio of work and/or interview.

Drawing

This course is designed for students who want to learn to draw effectively and is a good base for further study in drawing, painting, design, printmaking or 3D pursuits.

Experiences will include applying new techniques in a variety of black and white and color media, including graphite pencil, charcoal, pastel, colored pencil, inks and scratchboard.

Subjects will be diverse and appropriate for this level.

Ceramics

This course focuses on learning to throw clay on the potter’s wheel. Various surface decoration, glazing, and firing techniques will be included. Students will be familiarized with clay forms from a variety of cultures. May be repeated for credit for intermediate to advanced study, which may include hand-building techniques and ceramic sculpture. A portfolio assessment will be required at semesters’ end.

Painting

Students will become familiar with techniques and tools of painting with acrylic (waterbased) paint. Emphasis will be on painting still life from direct observation on prepared paper supports. In the first semester, students will use a limited color palette to better understand color mixing. In the second semester, a broader color palette and more complex subjects will be used.

Advanced Drawing

Designed for the advancing art student, this course will focus on increased sophistication of technical skills and concepts in drawing. Students will be asked to keep a sketchbook/ journal that includes drawings, images, and reflections. Units of study will include advanced level drawing exercises to resolve various artistic problems. Special emphasis will be placed on composition and design. Portfolio preparation for contests and College Admissions will be included when appropriate.

Advanced Painting

In this continuing painting experience students will work in new media, including oil paint and pastel as a painting medium. Subjects will include still life, self-portrait, portrait and landscape from direct observation. Supports will include prepared papers, Masonite® panels, and stretched canvas. Students will be expected to take an active role in selecting subject content in their work.

Grades 9-12 Elective One Semester Prerequisites: Sufficient drawing skills recommended (3 periods/rotation)

Grades 9-12 Elective Full-Year Prerequisites: none 3 periods/rotation

Grades 9-12 Elective One Semester Prerequisites: Drawing or department permission through portfolio review (3 periods/rotation)

Grades 9-12 Elective Full-Year Prerequisites: Drawing or department permission through portfolio review

Grades 9-12 Elective Full-Year Prerequisites: Painting or department permission through portfolio review

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Fine Arts - Visual Arts Photography I

This introductory course focuses on the fundamentals of digital photography through the development of perceptual skills, as well as the technical and creative use of camera operations. Using a 35mm DSLR camera, students will utilize the aperture and shutter creatively with various assignments in order to learn skills in composition and personal expression. Image editing skills will be taught throughout the semester utilizing Adobe Photoshop. Students will also examine the rich eclectic history of the photographic medium through aesthetics and critical analysis to better understand photography as an art form. Students are required to submit a portfolio, along with a written self-evaluation for assessment at the semester’s end.

Photography II

This digital photography course continues the development of perceptual awareness and technical skills of Photo I with a concentration on portrait photography and photojournalism. Portrait lighting techniques, as well as photographic storytelling techniques, will be explored throughout the semester. Students will have the opportunity to experience individual mentoring with the instructor and collaborative peer learning during in-studio photographic shoots and portfolio development. Students are highly encouraged to participate in photographic contests to receive feedback from various venues. Final exam requirements include: preparing a portfolio, designing personal artist website, and a written self-evaluation.

Advanced Photography

Designed for the serious photography student in mind, this course places emphasis on the diverse styles and movements that have influenced the history of photography as well as exploring current trends in contemporary art. Students will explore advanced digital photography skills and learn traditional black and white film photography skills. In addition, students will examine the nature of alternative processes in photography, which may include: photo-montage, multi-media and an introduction to medium format photography with Holga cameras. Special concentration on composition and use of color and design will be incorporated into the development of the advanced photography portfolio. Students are required to submit a portfolio, along with a written self-evaluation or position paper for assessment at the semester’s end. A manual 35mm SLR (film) camera is required for part of the course. Please see Mrs. Teets regarding equipment needs if you have any questions.

Graphic Design

Designed to familiarize the student with the graphic design industry, this computerbased course approaches technology and graphics software through a design aesthetic.

Emphasis will be placed on design fundamentals such as typography, layout and digital illustration. Basic methods of concept development and decision making relevant to visual communication are explored through, but not limited to: poster design, CD covers, advertisements, logos and other commercial print media. Students will also examine the role of digital illustration through an introduction to image manipulation in Adobe Photoshop to create stunning digital montage images. Each student will produce an ElectronicPortfolio for the final examination in the course. The software learned in the semester is the entire Adobe Creative Suite package: Adobe InDesign®, Adobe Illustrator® and Adobe Photoshop®.

Advanced Graphic Design

For the design enthusiast, this course incorporates real-world projects with emphasis on current trends in design. Students will experience working with local clients in an effort to learn while making connections with the community and understanding the effects of good design. Students will also explore advanced design skills with emphasis on stylistic movements that have influenced the history of visual communications. Each student will produce an Electronic-Portfolio for the final examination in the course. The software learned in the semester is the entire Adobe Creative Suite package: Adobe InDesign®, Adobe Illustrator® and Adobe Photoshop®.

Grades 9-12 Elective One Semester Prerequisites: none

Grades 9-12 Elective One Semester Prerequisites: Photography I or department permission though portfolio review

Grades 9-12 Elective One Semester Prerequisites: Photography I-II or department permission through portfolio review

Grades 9-12 Elective One Semester Prerequisites: none

Grades 9-12 Elective One Semester Prerequisites: Graphic Design

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Fine Arts - Visual Arts AP Art History

This college-level course examines the major artists, styles, cultural and historic influences and technical terms required for understanding art. During the fall semester the class covers art from prehistoric, Egyptian, Greek, and Roman and Byzantine times to the Medieval, Romanesque and Gothic periods. The spring semester sweeps from the Renaissance and Baroque to the 19th and 20th centuries. Although the class is principally slide and Power point® lectures, students also will write papers, take field trips and complete tests and exams based on both the lectures and reading in a college-level text.

Pre-requisites: By departmental permission; generally, students must earn a B or higher in English and have completed Western Civilizations I and II. Successful completion of U.S. History is also recommended, as is concurrent enrollment in Art Seminar.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in the Arts, History and English • Have a love of Visual Art and have demonstrated a strong interest/potential in the area • Are strong readers and writers and can handle large volumes of information

Independent Study in Visual Arts

Independent Study in Visual Arts is designed for advanced students with a keen interest in an area within the visual arts. Each student, with the guidance of a visual arts faculty member, will design his/her own course of study in either: ceramics, drawing, graphic design, painting or photography. Students must have exhausted all available course work in their area of interest and have a plan for an inquiry project to develop their individual artistic voice. The student must work with the visual arts faculty mentor to coordinate scheduled meeting times. It is preferred that students conduct their Independent Study during the same meeting time as another course offered in their chosen area of interest.

Art Seminar: Social and Global Issues in Contemporary Art

This course will be offered each fall, with the topic of study changing each year to reflect relevant and current issues. Students will work on collaborative and individual projects in a variety of mediums. Guest lecturers, visits to the contemporary galleries at the Indianapolis Museum of Art and Indianapolis Museum of Contemporary Art will familiarize the students with contemporary works and the issue of study. Many assessment tools will be implemented, but the major assessment (in place of a final exam) will culminate in an art exhibition/opening preceded by an artist’s talk. The artists will be required to prepare the exhibition from start to finish and be in attendance on the opening evening to discuss their works with visitors. This course will be offered to seniors, as students will draw from their knowledge in history, English, science, as well as previous course work in the Fine Arts.

Grade 12 Elective Full-Year Prerequisites: By departmental permission; generally, students must earn a B or higher in English and have completed World Civilizations I and II. Successful completion of U.S. History is also recommended, as is concurrent enrollment in Art Seminar.

Grades 11-12 Elective One Semester Prerequisites: completion of highest-level course offered in area of interest and/or teacher permission

Grade 12 Elective First Semester Prerequisites: none

Extracurricular Opportunities in Art • Private Lessons • Visiting Artists • Community Art Exhibits • Scholastic Art Competition • 500 Festival of the Arts

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Global Online Academy

Park Tudor students have the opportunity to take online classes through the school’s membership in Global Online Academy (www. globalonlineacademy.org). GOA is an organization of leading independent schools created in 2011 to offer the opportunity for students to take extraordinary for-credit courses with exceptional educators and peers from around the world.

The mission of Global Online Academy is: • to replicate in online classrooms the intellectually rigorous programs and excellent teaching that are hallmarks of its member schools • to foster new and effective ways, through best practices in online education, for students to learn • to promote students’ global awareness and understanding by creating truly diverse, worldwide, online schoolroom communities More than 30 independent schools, representing three continents, four countries, 17 states and the District of Columbia, are members of GOA. All courses are taught by a selection of teachers from member schools.

The course workload and intensity of GOA online courses is equivalent to courses taken in the school setting at Park Tudor. In a typical week, students commit 6-8 hours to their online course.

Students log on to the online learning system on a regular basis to complete assignments and to engage with the class. Students collaborate with their classmates, often using videoconferencing and discussion threads.

Key Benefits of GOA Online Courses

• Students learn how to communicate effectively through email and digital venues, as well as how to collaborate with others through virtual tools.

• GOA uniquely prepares students for what they will encounter in college and in the workforce.

• Students develop a global awareness by participating in crosscultural discussions and generating insights that they can bring back to the classrooms of Park Tudor.

• Students learn to be critical users of media.

• GOA fosters collaboration that benefits the whole school.

• Teachers become part of an expanded network of exceptional educators with whom they can collaborate and share ideas.

Course Information

A current list of Global Online Course offerings and registration information is made available to students as part of their Park Tudor course registration process each spring. Students must register through Park Tudor and should not attempt to register online.

GOA courses count for credit and will be included on a student’s Park Tudor transcript. The GOA teacher will assign a final grade and comment for the course. Courses are graded using letter grades that member schools translate to their own grading system. Grades are given using this scale at the discretion of the individual teacher.

As part of Park Tudor’s membership in the GOA, the school will absorb the cost of classes. Students must have internet access and a computer to participate in a GOA class.

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Course Requirements

While students in grades 9-11 may apply, rising seniors and juniors will receive priority. Students may not take more than one GOA course per semester. GOA courses are part of a student’s regular course of study and should not viewed as additions to their course load. Students and advisors should understand that GOA courses are rigorous and time intensive, requiring 6 to 8 hours per week of course time and homework preparation. Therefore, while a number of qualities will be considered in determining student enrollment in a GOA course, special consideration will be given to a student’s overall course of study; demonstrated academic success; ability to work independently and to meet deadlines; and general academic maturity. Final decisions regarding enrollment will be based on a student’s past record and potential for success in a GOA course.

Global Scholars Philosophy of Global Scholars Program The purpose of this program is to serve Park Tudor’s highly able and motivated students with a liberal arts pro­g ram which is com­ pet­i­t ive with the best schools in the United States and abroad.

The focus for students in the program is on the following: • becoming a well-rounded person • becoming a self-directed learner • becoming eligible for STET. The Global Scholars Program augments the cur­rent AP program with com­ po­ nents drawn from the International Baccalaureate Program and the Alverno College Assessment Program. A crosscur­ric­u ­lar approach is used in the Phi­los­o­phies of Know­ing class, the pivotal class for the two-year program.

Blended with existing opportunities at Park Tu­dor, such as the Service Learning Pro­g ram and the col­lege ap­pli­ca­t ion process, the program will offer rising juniors who enroll in this two-year course of study a valuable un­der­stand­ing of the ethical, aesthetic, lin­g uis­ tic, and philo­soph­i­cal na­t ure of the human ex­pe­ri­ence.

Major components of the program: • Philosophies of Knowing Course • Independent Research Project • Self-Assessment Activities • Service Work (200 hours over two years) • Five AP Exams • Four Years of World Language

Philosophies of Knowing

Philosophies of Knowing is the centerpiece of the Glo­bal Schol­ars Program. As such, it addresses two sep­a­rate strands of the program: POK course content and the In­de­pen­dent Grades 11-12 Research com­ po­nent of the Global Schol­ars Pro­gram.

Elective

The course provides an introduction to epistemology by giving students practice in Two Years reflecting on how they know what they know. The first year is spent considering the Prerequisites: junior standing, “The Philosophic Enterprise” and “The Role of Lan­guage in Human Affairs.” During permis­sion of Global Schol­ars the first se­ m es­ t er, students spend con­sid­er­able time studying the nature of metaphysics Program Coordinator and epistemology.

During second semester, they study the nature of lan­guage itself; the (2 periods/rotation) interrelationship of lan­guage, thought, and per­cep­tion; the rhetor­i­cal uses of language; and how language informs logic.

With this background, students move during the sec­ond year to the exploration of ethics during the first se­mes­ter, aesthetics during the second semester. During the first semester, students examine the knowledge claims of philosophy and the knowl­edge claims of religion. They also explore the nature of moral judg­ments, how value systems are derived, and ethical prob­lems and decisions. The final semester is divided roughly in half: the first quarter is devoted to the study of aesthet­ics, the second, to re­ca­pit­u­lat­ing what has been learned through­out the course and making formal con­nec­tions from one dis­ci­pline to an­oth­er. The final portion of the last quarter is spent preparing the presentation of their individual re­search projects.

Independent Research The research component of the Glo­bal Schol­ars Pro­gram is also an integral part of the Philosophies of Knowing course. Students begin early in the first quarter of grade 11 to explore possible topics for a two-year research project which is con­duct­ed in­de­pen­dent­ ly under the guid­ance of a mentor, either a faculty member or a professional person from the community. In the course of the project, students learn various heuristics for iden­ti­fy­ing an ap­pro­pri­ate topic; protocol involved in engaging the ser­vic­es of a mentor; methods for acquiring and validating in­for­ma­tion from a wide range of sources, including traditional sources in print; current sources available electronically; and the use of human resources as well.

Self-Assessments Students engage in a series of self-as­sess­ments, in­tel­lec­tu­al­iz­ing as they do, their own work habits, the personal qualities they possess which promote or impede effective schol­ar­ship, and the readiness they demonstrate for in­de­pen­dent work at the college level. These as­sess­ments are coordinated with the activities of the school’s college coun­se­lor and are de­signed to dovetail with the college ap­pli­ca­tion process. By the time the students com­plete the Global Scholars Pro­gram, they will have compiled a personal profile of themselves which may be pre­sent­ed to uni­ver­si­ty per­son­nel or prospective em­ploy­ers; this profile will be in the form of a program portfolio.

It is fair to think of this course as an extended exercise in reading-talking-thinking-writing, for a con­sid­er­able amount of time is spent in class discussion as prep­a­ra­tion for writing in-class and out-of-class essays on a wide range of topics. Preparation for such writing also involves reading numerous small pieces aimed at provoking critical thought and some larger piec­es, both primary and sec­ond­ary sourc­ es, which explore philo­soph­i­cal concepts in some depth. Con­sid­er­able care is taken, however, to see that this not become a college philosophy course taught at the high school level in which the student is expected to master an introductory text in philosophy. Instead, the focus remains clearly on “introducing” students to philosoph­i­cal inquiry and en­abling them to make personal sense of the many courses they are required to take during the high school experience, that is, helping them leave high school with a clearer un­der­stand­ing of what a liberal education means.

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Mathematics Mathematics Department Philosophy The Mathematics Department provides a comprehensive, sequential program of study combining instruction in basic concepts and skills with extensive material to enhance and advance knowledge in the field. Ample opportunity is provided for students to study-in depth topics of particular interest and to connect the study of mathematics with other areas of learning. Students are taught to compute accurately, to think analytically, and to reason logically. Opportunities are presented for the discovery of mathematical structure and the recognition of the logical cohesion of mathematical systems. The curriculum stresses application of mathematical concepts while continuing to emphasize the aesthetic value of the subject.

The members of the department recognize that students learn

at different rates and with varying degrees of success and offer support and individual attention as seems appropriate. They are thoughtful and innovative, incorporating new ideas and changes in pedagogy to enhance their program. Professional advancement is pursued through personal study, participation in conferences and workshops, and through membership in professional organizations.

The curriculum is designed to support the general education of Park Tudor students. The program is broad enough to provide for the varying needs of the students yet not so broad as to lose purpose and direction. Opportunity is provided for study well beyond the basic level. The goals of the department include teaching accurate computation, analytical thinking, application of problem solving techniques, and appreciation of the structure of mathematics.

Algebra I

Algebra I is the foundational course of the Upper School math curriculum. Algebra I is a continuation in our algebraic sequence of courses. The focus of the course is in the development, mastery, and application of formal algebraic notation and problem solving.

The topics for the course include: linear functions, quadratic functions, factoring, radical expressions and equations, and rational expressions. Depth of understanding, rather than breadth of material, is the driving principle of the course. Students will not only be required to solve traditional problems but also to extend their learning to include applications of algebraic thought processes.

Geometry

Geometry is the second course in the sequence of Upper School mathematics courses. It normally is taken the year between Algebra I and Algebra II but may be taken concurrently with Algebra II with permission of the department. The department feels that students benefit by taking Geometry between Algebra I and Algebra II because the year allows the student to mature mathematically and to put elementary algebraic skills to use before attempting the more difficult concepts and procedures introduced in Algebra II. The course, Euclidean geometry, involves the development of a logical, deductive system through establishment of rules of argument, definitions, postulates, and theorems. The concept of deductive proof is introduced early in the course and is fully developed as the course progresses. Topics include congruent and similar figures, perpendicular and parallel lines, polygons, circles, areas, and volumes. The main emphasis of the course is on plane geometry but the work is supplemented with some aspects of solid geometry.

Algebra II

Algebra II expands the basic skills of Algebra I. The course allows the students to further develop their algebraic skills while allowing for time to practice and apply their knowledge. Much of the course is devoted to the study of functions (linear, quadratic, polynomial, exponential and logarithmic). Time is also spent simplifying expressions, factoring, solving equations of varying degrees, and graphing. Additional topics include matrices, sequences and series, and conic sections. The course is further enhanced by the use of the TI-84 graphing calculator.

Grade 9 Required Full-Year Prerequisites: Algebra A or Pre-Algebra

Grades 9-10 Required Full-Year Prerequisites: Algebra I or B

Grades 9-11 Required Full-Year Prerequisites: Algebra I or B and Geometry or department permission

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Mathematics Algebra II with Trigonometry

Algebra II with Trigonometry is a course designed to transition the students from Algebra I to Precalculus. A large part of the course focuses in on graphing functions (linear, quadratic, absolute value, polynomial, radical, exponential and logarithmic). Throughout the year the students apply and extend their Algebra I/B skills through complex, multistep equation solving. The year culminates with a five-week study of trigonometry, which includes extensive study of the unit circle and applications of triangles in problem solving.

A TI-84 calculator is required for the course.

Advanced Algebra II with Trigonometry

Advanced Algebra 2 with Trigonometry is designed to meet the demands of exceptional math students. Topics regularly taught in Algebra II with Trigonometry as well as Pre-Calculus will be taught to mastery. Emphasis will be placed on obtaining a deep understanding of functions both algebraically and graphically. These topics include linear systems with matrix methods, polynomial functions, rational functions, exponential and logarithmic functions, conic sections, sequences and series, and probability. Students will also begin a study of trigonometry which will continue the following year in the next course of this sequence. A graphing calculator such as the TI-84 will be used.

Functions, Statistics, and Trigonometry (FST)

For seniors, FST is excellent preparation for subsequent university classes. For juniors, this course is preparation for our introductory Calculus course, the Elements of Calculus. The course will present topics from these three areas of Functions, Statistics, and Trigonometry. Students will build upon their knowledge of functions gained in Algebra II while analyzing polynomial, exponential, logarithmic, and trigonometric functions. They will use these functions in applications modeling real-world situations. The study of trigonometry will include graphs, equations, and identities. Statistical concepts learned will include data analysis, normal distributions, and probability.

Pre-Calculus

Pre-Calculus is an elective course covering a variety of advanced mathematical topics.

Concepts introduced in Algebra II-Trig are reinforced and extended. This course includes a thorough study of Trigonometry and its applications. Other topics studied include function analysis including exponential and logarithmic functions, analytic geometry, complex numbers and an introduction to probability and statistics with emphasis on the normal curve. Graphing calculators are used extensively. The goal of the course is to prepare students for the study of college-level courses.

Pre-Calculus/Differential Calculus

This course is the second year of a 3-year sequence designed to meet the demands of exceptional math students. The first semester will include an in-depth study of Trigonometry and its applications, to include polar equations and graphs, De Moivre’s Theorem, and vectors. During the second semester students will study limits, derivatives, and applications of the derivative. At the conclusion of the course students will be prepared for the next course in the sequence, AP Calculus BC.

Grades 9-11 Required Full-Year Prerequisites: Algebra I or B and Geometry and department permission

Grades 9-11 Required Full-Year Prerequisites: Algebra I or B and Geometry and department permission

(Replacing Stats/Trig) Grades 11-12 Elective Full-Year Prerequisite: Algebra II or Algebra II with Trigonometry

Grades 9-12 Elective One Semester Prerequisites: Algebra II with Trigonometry B- or better

Grades 9-11 Elective Full Year Prerequisite: Advanced Algebra II with Trig or department permission

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Mathematics Elements of Calculus

This course is designed for students who have completed a course beyond Algebra II with the goal of introducing them to the concepts of Calculus in preparation for a subsequent university-level course. Throughout the year a focus of the course will be on concepts and applications. The course will begin with a review of necessary algebraic concepts. Calculus topics will include limits, continuity, rates of change, differentiation, integration, and exponential and logarithmic functions. A graphing calculator such as a TI-84 will often be used to explore concepts and solve problems.

Calculus I AP

Calculus I is an AP course designed to enable the more capable mathematics student to earn one or two semesters of college credit by taking the AB Advanced Placement exam at the end of the year. The course begins with a brief review of Pre-Calculus topics. The concept of limit is introduced, first on an intuitive basis and then in a theoretical context.

The definition of derivative and the derivative theorems are used to find the derivatives of algebraic, trigonometric, and inverse trigonometric functions. The derivative is then applied to problems involving velocity and acceleration, related rates, graphing, and maximumminimum problems and L’Hopital’s Rule.

The indefinite integral and simple integration formulas are studied and applied to problems involving rectilinear motion of a particle. The Fundamental Theorem of Integral Calculus is developed and applied to problems of area and volume. The integration formulas for trigonometric and inverse trigonometric functions, plus differentiation and integration formulas for logarithmic and exponential functions are developed and applied.

The course concludes with the study of special methods of integration. The graphing calculator is used throughout the course.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in Pre-Calculus • Are confident analytical thinkers • Are comfortable with taking standardized mathematics tests under timed conditions and who can handle the fast pace of an AP course

Calculus II AP

Calculus II begins with a brief review of topics covered in Calculus I, including an in-depth study of the concepts of derivative and integral. Hyperbolic functions are then introduced along with differential equations, Taylor’s Series, infinite series, polar graphs, partial differentiation, vector-valued functions, and multiple integrals. Graphing calculators are used in the course. Completion of Calculus II prepares students for the BC level of the Calculus Advanced Placement examination but is not limited to the topics needed for that examination. Depending on students’ AP scores, from one to three semesters of college credit may be earned.

This course is especially suited for students who: • Are highly-motivated and have demonstrated particular success in Calculus I • Are considering majors and/or careers which utilize a strong mathematical foundation • Are comfortable doing high-level mathematics; have facility with mathematical operations and concepts; and who can handle the fast pace of an AP course

Grade 12 Elective Full Year Prerequisite: (FST or Stats/Trig ) or Pre-Calculus

(Advanced Placement) Grades 9-12 Elective Full-Year Prerequisites: B- in Pre-Calculus

(Advanced Placement) Grades 9-12 Elective Full-Year Prerequisites: By departmental permission; students must earn a Baverage or higher in Calculus I

Extracurricular Opportunities in Math

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• Local, state and national mathematics competitions: Butler University, Rose-Hulman Institute of Technology High School Contests • National Mandelbrot Math Competition • American Mathematics Competitions • Hoosier Academic Super Bowl

Mathematics Statistics AP

AP Statistics is a continuing study of the principles and applications learned in the first semester. The main goal of this course is to prepare the students for the AP Statistics Examination in May. The focus of the course will be a more in-depth look at the application of inferential statistics as it pertains to problem solving, analysis of data, interpretation of charts and graphs, and multivariable comparisons. The use of technology, such as the TI-83 calculator, computer programs, and the Internet will enable the student to focus more on the interpretation of data rather than its calculation. The course will enhance the students’ appreciation of statistical information and the major impact it has on our lives today.

This course is especially suited for students who: • Are highly-motivated and have demonstrated particular success in Pre-Calculus and/or Statistics • Want to challenge themselves mathematically in place of or in addition to Calculus.

• Are comfortable with the demands and pace of an AP class.

Mathematics Seminar

Math Seminar is an advanced-level course focusing on depth of understanding and higherlevel topics which fall outside of the standard high school course sequence. This will be a fast-paced, challenging course designed for students who enjoy and excel at mathematics.

Problem-solving will focus on creativity and flexibility. There will rarely be situations of linear or direct application of formulas or algorithms. Instead of formulas, students will be challenged to master several fundamental principles and apply those principles broadly to various applications. Seminar topics will include those which emphasize advanced discrete math concepts such as combinatorics, probability, number theory, and set theory.

(Advanced Placement) Grades 9-12 Elective 2nd Semester Prerequisites: By departmental permission; generally, students must earn a B- average or higher in Statistics or Pre-Calculus

Elective Full-year Prerequisites: Calculus

Note: Offerings beyond Calculus II-AP are reserved for the most outstanding mathematics students at Park Tudor. The offerings will tend to charge year-to-year, depending on staffing and the interests/needs of the individual students.

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Physical Education Physical Education Department Philosophy The Physical Education Department be­ l ieves that stu­ dents should be helped to reach their po­ten­tial. We do this by way of a physical education curriculum that provides sci­en­tif­i­cal­ly based op­por­t u­n i­t ies to develop skills, knowl­edge, and at­t i­t udes for all stu­ dents through fun­da­men­tal move­ment, rhyth­m ic sport, and fitness ac­t iv­i­t ies. The over­a ll aim is to help students de­vel­op lifelong skills that include regular, vigorous ex­er­cise and sports.

We believe that health is the state of total phys­i­cal, mental, and social well-being, not just freedom from sick­ness or ailments.

Wellness is a way of living each day that includes choices and decisions based on healthy at­ti­tudes and values. Our cur­ric­u ­lum pro­v ides op­por­t u­n i­t ies to de­vel­op the un­der­stand­ing that each person has a great deal of control over his or her personal level of wellness, and that daily choices affect health now and in the future.

We be­lieve that the choices a person makes affect total fitness, and that a high level of overall fitness enables people to better manage the stresses of daily life.

Required Courses Health

Grade 9 Required One Semester Prerequisites: none

This coeducational class emphasizes values and attitudes of health and nutrition. The goal of this course is to allow students to explore current issues and trends in health and lifelong wellness. Using a variety of supplementary materials including videos, practical lab activities, and community resources, students will come to understand the physical and mental basis of behavior, and will be able to discuss and analyze the process of making healthy choices in life.

Other Physical Education Courses

** Each Upper School student is required to complete two semesters total prior to the end of their 11th grade year, except under unusual circumstances.

Participation in two completed athletic seasons may be substituted for P.E. classes.

Conditioning/Fitness (Formerly P.E.)

This coeducational class emphasizes values and attitudes of health and nutrition. The goal of this course is to allow students to explore current issues and trends in health and lifelong wellness. Using a variety of supplementary materials including videos, practical lab activities, and community resources, students will come to understand the physical and mental basis of behavior, and will be able to discuss and analyze the process of making healthy choices in life.

Ballet

The course emphasizes classical technique for those with prior experience or no ballet experience. Matwork, barre and center work are included. The primary focus of the class is on active participation and improvement of dance skills. A few lessons will be devoted to dance history. There is an emphasis on increasing flexibility, which makes this a great cross­ training class for student­athletes. Advanced level students will be accommodated. This class is offered as a Fine Arts elective or a Physical Education elective.

Tap for Musical Theatre

This course is designed for the student who is interested in learning the basic traditional forms of tap dance in musical theatre. Popular Broadway music is used and original Broadway choreography will be recreated. This beginner class emphasizes tap fundamentals and terminology that includes weight change, proper placement and simple step patterns, basic rhythms, counting, ear training and clarity of sound. The curriculum is designed for male and female students. Casual dress code, tap shoes required. Advanced level students will be accommodated. May be repeated for credit.

Jazz for Musical Theatre

This course is designed for the student who is interested in learning the basic traditional forms of jazz dance in musical theatre. Popular Broadway music is used and original Broadway choreography will be recreated. This beginner class provides the student with a comprehensive understanding of the technical fundamentals of jazz dance, including basic rhythms, vocabulary and skills, proper placement, strength and flexibility development. The curriculum designed for male and female students. Casual dress code, dance shoes required.

Advanced level students will be accommodated. May be repeated for credit.

Grade 9-12 Required One Semester Prerequisites: none

Grades 9-12 Elective: PE or FA 1st Semester Prerequisites: none

Grades 9-12 Elective: PE or FA One Semester Prerequisites: none

Grades 9-12 Elective: PE or FA One Semester Prerequisites: none

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Science Science Department Philosophy “The learning and knowledge that we have is, at the most, but little compared with that of which we are ig­no­rant.” -- Plato

The Upper School Science Department pre­pares stu­dents to be knowledgeable in sci­ence, to be self-directed inquirers able to set their own in­tel­lec­tu­a l agenda, and to be quality pro­duc­ers whose work consistently reflects orig­i­nal­i­t y, high standards, and the use of tech­nol­o­g ies that enhance productivity.

The philosophy of the Science Department par­a l­lels the overall philosophy of the school. It is the intent of the entire science faculty to encourage each student, within the limits of his or her own per­ son­a l­i­t y, to “learn how to learn.”

Science, as a discipline, is a systematic method of gaining knowledge, especially facts concerning both the phys­ i­ cal and natural world, that can be organized into basic principles and laws.

Each stu­dent should be aware of this method of dealing with a

body of facts or truths. The goal is to become familiar with what a scientist does as well as what science is about; i.e., to be scientifically literate.

It is expected all students will leave Park Tudor School aware of their relationship to living things and to their environment, aware of the place of science and technology in society, and with the ability to think critically about all the controversial issues that will emerge during their lifetimes. In addition, it is hoped many will leave with a genuine interest in science and a foundation that will allow a con­t in­ued emphasis in a scientific field.

Note: Three years of high school science are required; one year must be Biolog y and one year must be either Chemistry or Physics. In addition, a third science course must be taken. Phys­i­ol­o­g y and Environmental Science are con­sid­ered non-laboratory cours­es, since they meet only five periods per week yet qualify as a “third science.” All other science classes meet at least seven periods every week.

Biology

The Park Tudor Biology curriculum is a shared experience for entering ninth-grade students. Intertwined with the Freshman Seminar curriculum and grade-level advisory initiatives, Biology students from all backgrounds are introduced to the Department’s philosophy, broad academic expectations, and rigor. Biology at Park Tudor is unique, in part, due to the emphasis of various methods of data acquisition and data processing, and the incorporation of biotechnology along with the associated tools and techniques that permit such inquiry.

The study of life is questioned, observed, and investigated at the macro, micro, and molecular levels using the framework of scientific inquiry based in theory and universal laws. Throughout the course of study, students are exposed to the various sub-disciplines and themes such as ecology, morphology and physiology, taxonomy, molecular biology, biochemistry, cellular biology, evolution, and genetics using appropriate research methodologies. The successful student is well-prepared for the continued study of Park Tudor’s requisite and elective-based Life and Physical science courses.

Chemistry

Chemistry is fundamental to an understanding of the properties and reactions of matter.

It is critical for the development of new drugs, compounds with new properties such as superconductors and nanomaterials, and the continual refinement of substances that make our lives more enjoyable. This course serves as an introduction to the major topics in chemistry and requires the ability to perceive abstract and mathematical relationships.

Emphasis is placed on using chemistry to explain and interpret observations and occurrences in everyday life and to understand the role chemistry plays in the student’s life. Major topics include atomic structure and theory; periodic trends; chemical equations; stoichiometry; thermodynamics; equilibrium; and acid-base theory. The class incorporates micro and macroscale laboratory experiences. Each laboratory activity will help the student expand and support the concepts presented in lecture. The emphasis will be on collecting data, making observations, and drawing conclusions.

Grades 9-12 Required Full-Year Prerequisites: none (6 periods/rotation)

Grades 10-12 Elective Full-Year Prerequisites: Biology (7 periods/rotation)

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Science AP Advanced Biology

Advanced Biology is an in-depth study of living systems from the perspective of 20th-century western science. Initially, the course focuses on the cell, its chemistry, synthetic activities and the genetic constitution underlying all cellular functions. Changes in gene frequency as a consequence of natural selection and mutation clarify the mechanism of evolution. Later in the course this evolutionary framework provides the basis for examining the structure, development, and physiology of representative organisms from the five kingdoms. The course concludes with study of the ecological principles that pattern the distribution and abundance of the diversity of life on earth. Upon completion of the course, the student will be prepared to take the Advanced Placement examination.

AP Advanced Chemistry

The world thrives on technology today: Lost? Pull out your cell phone and find where you are on a map. Raining? Put on your raincoat that repels water. Bored? Turn on the TV that borders on resolutions so high that the human eye can’t even take in all the detail. All of these technologies were developed through a fundamental understanding of chemistry.

AP Chemistry is a college-level course that includes taking the College Board’s Advanced Placement Exam. This course is intended for students with a strong interest in science who are considering a career in science, engineering, or the health sciences. Students enrolling in this course have a thorough understanding of the information presented in Chemistry.

Topics closely follow the AP curriculum and include atomic and molecular structure; chemical bonding; acid-base reactions; oxidation-reduction; gas laws; thermodynamics; equilibrium; kinetics; electrochemistry; nuclear chemistry; and the behavior of liquids and solids. Special attention is given to the analysis and applications of concepts and information to solve specific problems and to interpret observations and data. Emphasis is placed on analysis of experimental data, interpretation of results, and evaluation of errors.

Thorough and extensive laboratory write-ups are required.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in introductory Biology and/or Chemistry • Are strong mathematically, generally having completed at least Algebra II. • Are willing to do extra preparation for an AP test and who can handle the fast pace of an AP course.

Organic Chemistry

Organic chemistry is the branch of chemistry that deals with the structure, properties, and reactions of compounds that contain carbon (DNA, peptides, proteins, and enzymes, for example). The course serves as a systematic study of theories, principles, and techniques of organic chemistry. It is a highly-creative and rewarding area of chemistry because students learn about new molecules that have important properties for the betterment of humankind. Topics include: molecular structure, resonance, acid-base theory, nomenclature, reactions, and mechanisms of hydrocarbons, alkyl halides, alcohols, ethers, and carboxylic acids. Isomerization, stereochemistry, and an introduction to spectroscopy are discussed.

Organic chemistry is an exciting and enriching course option for advanced science students who have a desire to enroll in a post-AP chemistry course.

This course is especially suited for students who: • Are highly-motivated and have interest in a science-related major and career • Can handle the challenges of “doubling” in science and managing a rigorous course load • Are strong mathematically and analytically

Grades 11-12 Elective Full-Year Prerequisites: By departmental permission; students must earn a Baverage or higher in Chemistry and Biology (8 periods/rotation)

Grades 11-12 Elective Full-Year Prerequisites: By departmental permission; students must earn a B- average or higher in Chemistry, Biology, and Algebra II, or pass a placement test (if they wish to take it in the 10th grade year) (8 periods/rotation)

Grades 11-12 Elective Full-year Prerequisites: By departmental permission; students must have taken Biology, AP Chemistry, and PreCalculus (B- or better in all); they must also be concurrently enrolled in Calculus I or higher.

(3 periods/rotation)

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Science Conceptual Chemistry

Conceptual chemistry will help students connect with the world we live in through the eyes of a scientist. The core topics in chemistry will be introduced through meaningful applications. States of matter, energetics, bonding theory, reaction chemistry, acid/base theory, properties of water, the periodic table, and an introduction to quantitative analysis (stoichiometry) will be the main areas of study presented. Laboratory investigations will be used to highlight these topics, as well as to collect, graph, and interpret data. Mathematics will be used as a tool in the understanding of core relationships in chemistry. These relationships will be presented at a level consistent with basic Algebra skills. Many of the concepts and skills will be introduced using articles from current issues in our daily lives.

Physics

The conceptual and non-calculus based analytical course includes examinations of mechanics, wave motion, sound, thermodynamics, electromagnetism, and optics. Each phenomenon will be explored through discussion, demonstration, experimentation, and computer analysis. The course is designed to build on and enhance the computational skills developed in the Park Tudor math sequence. Three projects will be required.

AP Advanced Physics

This course is designed to prepare students for the B or C level Advanced Placement exam. The course builds on the skills and knowledge base developed during the firstyear physics course. Topics are reviewed and re-introduced with a calculus base. The topics include kinematics, dynamics, equilibrium, rotational motion, simple harmonic motion, waves, sound, optics, thermo-dynamics, fluids, and electromagnetism. New areas of exploration include nuclear and space-time physics. The class meets seven periods each week. Class time is divided among problem-solving sessions, computer simulation explorations, and hands-on lab experience.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in introductory Physics or prior science classes • Are strong mathematically and who have a Calculus-level ability • Are willing to do extra preparation for an AP test and who can handle the fast pace of an AP course.

Environmental Science

The view of our earth from space makes it clear that human life and well-being depends on the ecosystem services provided by our planet’s land, atmosphere and bodies of water. Through readings, class discussion, lab and field work, Environmental Science examines how human life on the planet is supported by natural processes that are often hidden from view and taken for granted. Carbon sequestration, decomposition, nutrient cycling, atmospheric circulation, ocean currents and soil formation are examples of important ecosystem services that permit the abundance of life on the planet. The course also examines how 7 billion people on the planet, empowered by the advances of the agricultural, industrial and information revolutions, are putting these ecosystem services that society is embedded in and dependent on, at risk. As a result of the course, students develop an understanding of the science and economics of ecosystem services, ecological footprints and sustainable approaches that seek to combine environmental integrity with economic vitality. Students begin to translate their understanding of Environmental Science into a personal response to the timeless question of “how are we to live?”

Grades Elective Full-Year Prerequisites: Biology and Algebra II (7 periods/rotation)

Grades 10-12 Elective Full-Year Prerequisites: Biology and Algebra II (7 periods/rotation)

Grades 11-12 Elective Full-Year Prerequisites: By departmental permission; students must earn a B- or better in Physics and Pre-Calculus, and be concurrently enrolled in or have completed Calculus I. (7 periods/rotation)

Grades 11-12 Elective Full-Year Prerequisites: Biology and Chemistry

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Science Human Anatomy & Physiology

This course deals with both the anatomy and physiology of the human body. It is designed to help students discover the functioning of their bodies in both normal and abnormal situations such as drugs, disease, and stress. Students will be able to understand and appreciate the daily life-sustaining activities performed by the human body. Practical aspects will show how knowledge of this subject matter can be applied in their lives and will be accomplished through the use of laboratory techniques, discussions, guest speakers, material presented in lecture and videos, and field trips.

Microbiology

The course is a systematic study of microscopic organisms and their morphology, classification and differentiation. Students will be exposed to the major themes of bacteriology, mycology, parasitology, virology and immunology, through the lens of human pathology. Laboratory and curricular-extension experiences emphasizing aseptic techniques for identifying, screening and differentiating common microorganisms provide unique opportunities for students to engage in hands-on application of the core knowledge.

The course is intended for seasoned science students who have a particular aptitude and interest in science (i.e., who generally have earned a grade of B- or higher in Chemistry and Biology), have demonstrated achievement in their science classes, and who are enthusiastic about doing high-level work. This course is intended to supplement a student’s science studies, rather than replace a full-year course. In addition to the prerequisites, the overall balance of students’ academic programming will be considered prior to registration; final approval lies with the Department Chair.

This course is especially suited for students who: • Are highly-motivated and have interest in a science-related major and/or career • Can handle the challenges of “doubling” in science • Enjoy hands-on, project-based learning

Psychology

The emphasis of this course is on psychology as it applies to everyday life, especially the lives of high school students. We intend to make psychological research practical and relevant via the activities and assignments presented in class. For example, not only will we examine some basic conceptions of clinical psychology, social psychology, educational psychology, sports psychology, forensic psychology and physiological psychology, but the students can expect that for each topic studied they also will participate in activities that allow them to experience the discipline.

Independent Study in Science

Independent Research gives students interested in ex­per­i­men­ta­tion or policy research an opportunity to de­vel­op a project through the Independent Study Lab and Science Re­source Cen­ter. Experimental projects work with­in the frame­work of the sci­en­tif­ic method.

Students will develop the ability to define a problem, generate testable hypotheses, utilize scientific tools, man­age and analyze data, draw conclusions and report results. Public policy analysis projects develop a thesis and sup­port it with readings, interviews and sociological data analysis. All projects culminate in a public performance where stu­dents present their work to an audience of peers, faculty and scientists from the community.

Grades 10-12 Elective Full-Year Prerequisites: Biology

Grades 11-12 Elective Full-year Prerequisites: By departmental permission; students must have completed Biology and Chemistry (3 periods/rotation)

Grade 11-12 Elective One semester Prerequisites: none

Grades 11-12 Elective Full-Year Prerequisites: Biology, Chemistry, and Physics or department approval

Extracurricular Science Opportunities

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• Field Trips • Hoosier Academic Su­per Bowl • National Science Bowl • T.E.A.M.S. Competition • Science Olympiad • Rube Goldberg Competition • Science Fair

Science Introduction to Computer Science

This course provides students with breadth-first coverage of computer science principles. Key concepts include number systems, data representation, gates, circuits, computing components, low level programming, problem solving, algorithms, abstract data types, high level programming, decision making, iteration, functions, testing and debugging.

This course is aimed at highly motivated students who are interested in exploring computer science and have a strong background in problem solving and logical reasoning. No prior computer science experience is required.

AP Computer Science A

This course introduces students to object oriented programming and prepares them for the Advanced Placement (AP) Computer Science exam. Key concepts include object oriented programming, arrays, array lists, two-dimensional arrays, abstraction, polymorphism, class design, interfaces, inheritance, recursion, sorting, searching, exception handling, runtime analysis, linked lists, iterators and list iterators. This course is suited for students proficient in “Introduction to Computer Science” topics.

Data Structures

This course introduces students to essential data structures and algorithms in computer science. Key concepts include collections, lists, stacks, queues, recursion, trees, binary search trees, sets, maps, hash tables, software design, runtime analysis, testing and debugging. This course is suited for students proficient in “AP Computer Science A” topics.

Bioinformatics Algorithms

This course introduces students to algorithms in bioinformatics. Emphasis is placed on designing and developing software that solves biological problems, such as locating the origin of replication in DNA, finding regulatory motifs in DNA, assembling genomes and comparing biological sequences. Students learn about greedy, randomized, graph and dynamic programming algorithm strategies to solve these problems.

Dynamic Web Development

This course introduces students to dynamic web development concepts with emphasis on developing data-driven webpages that integrate with backend databases. Key concepts include PHP programming, SQL, CSS, MVC and relational database design. Students design and implement a large-scale group project at the end of this course.

Computer Science Independent Study

Students complete a semester-long course and/or project in the field of computer science.

Grades 9 - 12 Full year Prerequisite: Algebra I

Grades 9 - 12 Full year Prerequisite: Intro to CS or department permission

Grades 10 - 12 Full year Prerequisite: AP Computer Science “A” Grades 10 - 12 2nd Semester Prerequisite: Data Structures

Grades 11-12 Elective Full-year Prerequisites: Data Structures

Grades 11 - 12 Either semester Prerequisite: department permission

Computer Science Extracurricular Opportunities

• Local and national computer science competitions • Computer science summer research projects • Computer science service-learning projects • Computer science internships with local companies

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Science LOGOS Science Research Program Course Description The LOGOS Science Research Program is a multi-year course of study (including approximately 150 hours of summer research) for strong science students currently in the 11th grade.

The program is specifically designed for students who desire to expand and hone their skills and knowledge, especially in terms of qualitative and quantitative research. The program is by application only and is designed to encourage students to consider studying science in college and potentially pursue a career in science-related fields. Students who are members of Global Scholars and who are interested in a science-based research project are encouraged to apply. The program is also open to students not enrolled in Global Scholars.

Course of Study Junior-Year, Semester II, ½ credit: During the spring semester, students are required to take a (.5 credit) course that meets once per 6-day rotation, with the goal of preparing them for their research program. In this course, students will experience a broad and tailored curriculum for advanced-level research preparation that includes literature-review skills and American Psychological Association (APA) protocol, IRB protocol, research-proposal writing, quantitative and qualitative research methodology and analyses, and data presentation and reporting. In essence, and foundationally, the curriculum facilitates students’ literacy related to scientific research methodology.

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Summer Work (between Junior and Senior years): During the summer prior to the senior year, students are expected to complete the majority of their data collection and research methods with the assistance of the Principal Investigator. Park Tudor will require students to reach a level of completion, as outlined in students’ research proposals, as being satisfactory for completing this component of the LOGOS program. In general, students spend more than 150 hours working in research activities.

Senior-Year, Semester I: Once students return to school in the fall of their senior year, Global Scholar students will enroll in the Philosophy of Knowing (POK) class. During this time, students will complete writing and presentation work in preparation for their Global Scholars presentations in the second semester. In terms of the LOGOS Program efforts, students will meet with the Science Chair three times (beginning, middle, end of the 3rd quarter) to receive assistance; however, only the POK class will offer credit.

Students who are not in the Global Scholars program will meet with the Science Chair as described above, but will be awarded LOGOS Independent Study credit.

Social Studies Social Studies Department Philosophy As the world becomes an increasingly interactive global community, a well-round­ed liberal arts ed­uc­ a­tion which pre­pares students for college and adult life must include a wide array of ex­pe­ri­enc­es in the areas of history and the social sci­enc­es. The department believes that its graduates should have a firm un­der­ stand­ing of the tra­d i­t ions both of our own com­mu­n i­t y and nation and of the larger world. Stu­dents should un­der­stand that they share the earth with peoples and cultures whose values and therefore ac­ t ions are based on different beliefs and assumptions from those in our western society. Furthermore, to develop per­spec­

tive and judgment and become re­spon­si­ble and in­formed citizens, students must be exposed to dif­fer­ing in­ter­pre­ta­t ions of the past, in particular that of our own republic.

Familiarity with the political, eco­nom­ic, and so­cial systems which drive any society fosters insight into in­ter­pret­ing the modern world. Through a com­par­a­t ive and critical approach, stu­dents gain respect and appreciation for cultures and value sys­tems un­like our own and at the same time are enabled to value the finest elements in our tradition.

World Civilizations I

This course surveys the major themes, events, and in­di­vid­u­als that helped mold the de­vel­op­ment of man­kind in Europe and beyond. The text, “World Histo­ry, Perspectives on the Past,” will be used as the focal point of our study. This will be supplemented by source materials which will enhance a humanities-based approach to the study of his­to­ry. Students will be responsible for all textbook readings, source ma­te­ri­als, and lecture in­for­ma­tion.

The goals of this course are multiple: to increase student skills in the areas of note taking, writing, oral expression, and critical analysis; to familiarize students with the methods of historiography and re­search; and to help students appreciate and become aware of the interconnectedness of the humanities.

World Civilizations II

This course will study South and East Asia, the Middle East, and sub-Saharan Africa as their civilizations were formed and as they have been altered during the past two to four centuries by the “forces of modernity.” Time will be spent defining the major traditional features of each civilization, especially how cultures per­sist­ed and changed and what those forces of modernity have been. A comparative approach will be stressed with each civ­ i­li­za­tion com­pared at major stages to others. This will be broken down into how each culture is governed, how it explains and represents the world, how it supports itself, and how it structures social groups. The course readings will stress types of historical evidence and prob­lems of conflicting interpretation—two skills areas that go beyond straight memorization.

United States History

United States History is a required course for juniors. Part of the reason for this is that the state mandates the teaching of United States history. Beyond that, however, it is valuable and, in fact, necessary to have an understanding of our nation’s past. Human beings are not created in a vacuum. They are a product of many factors, genetic and cultural. True self-knowledge requires an understanding of the heritage of not only the family and community but also the nation. This course will help to bring about some knowledge of the latter. Naturally, the value of studying the history of one’s own country is also evident in preparing one to be an aware and contributing member of society.

United States History AP

As an alternative to the required U.S. history course for juniors, Park Tudor offers an opportunity for highly motivated and academically abler students to take Advanced Placement U.S. History. This course approximates an entry-level college survey course, and as such requires a willingness to work independently as well as strong skills in reading, notetaking, analytical thinking and writing, and processing substantial amounts of information.

Reading assignments are demanding and typically cover eight to ten pages of college-level reading material per class, as well as outlining or reading notes. Regular participation in class discussions is required. A second semester term paper enables students to explore in depth a topic of their choosing relating to U. S. history. It also provides Global Scholars students with the opportunity to begin developing some of the research and writing skills they will need to complete their Global Scholars project.

This course is especially suited for students who: • Are highly-motivated and have demonstrated success in World Civ. II and prior history and English courses • Are strong readers and confident writers, particularly under time pressures • Are comfortable participating in class, can handle large volumes of material and are comfortable with the fast pace of an AP course

Grade 9 Required Full-Year Prerequisites: none

Grade 10 Required Full-Year Prerequisites: none

Grade 11 Required Full-Year Prerequisites: none

(Advanced Placement) Grade 11 Elective to United States History Full-Year Prerequisites: By departmental permission; students must earn a B- average or higher in World Civilizations II

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Social Studies World History AP

The Advanced Placement course in World History takes a panoramic, “big history” view of historical processes and contacts. By taking a global perspective, students gain an understanding of broad themes and patterns of change over time, and an appreciation for competing points of view regarding historical events. This course requires strong skills in reading, note-taking, and analytical thinking, with assignments that cover eight to ten pages of reading per class, and a mindset open to diversity of interpretations and explanations.

Ultimately, students are prepared for success on the AP World History exam in May and educated as global thinkers. The knowledge base gained in AP World History, forms a strong foundation necessary for any career, in an increasingly multicultural nation and globally connected world.

This course is especially suited for students who: • Are highly motivated, have a history of investing significant time and effort in their homework, and have demonstrated success in World Civ. II, AP U.S. History or regular U.S. History.

• Are strong, questioning readers and confident writers, particularly under time restrictions.

• Can handle analytical and synthetic thinking in 8-10 pages of reading and are comfortable with the fast pace of an AP course.

• Are prepared and excited to participate and debate in class and show particular passion and affinity for global issues or want to learn more about this subject.

Social History and Ethics Seminar

Ethics is an interdisciplinary course that studies contemporary issues for the purpose of understanding why individuals and/or groups make certain moral choices. Identities are inextricably connected to these choices and, as a result, inform how people see themselves and the world around them. Students are challenged in this class to critically analyze and evaluate the historical/cultural process involved in making ethical decisions. As students explore the values espoused by different people, they gain a clearer picture of the world in which they live and develop their abilities to make informed and responsible decisions for their own lives.

US Government and Political History

This course is a one-semester elective designed to challenge students to think critically about various historical/cultural realities created by American government since its inception. Included in our work will be a survey of political history, institutions, rights and liberties that will enable us to understand the American political system. Knowledge of this system, which John Quincy Adams once described as “the most complicated on the face of the globe,” is vital for citizens to be active in a representative democracy.

Economics - Macroeconomics

This course prepares the student in macroeconomics. This course examines the functioning of the firm and the role of government as well as externalities, public goods, and taxes.

Eco­nom­ics - Microeconomics

This course prepares the student in microeconomics. Concepts such as economic growth, money and banking, aggregate demand and supply, fiscal policy, and international trade are the heart of this course.

(Advanced Placement) Grade 12 Elective to World History Full-Year Prerequisites: By departmental permission; students currently enrolled in AP U.S. History must maintain a B average or higher in the course; students currently in regular U.S. History may elect to take the course if they earn a B+ or higher in the course.

Grades 12 Elective One semester Prerequisites: none

Grade 12 Elective One Semester Prerequisites: none

Grades 10-12 Elective 1st Semester Prerequisites: none

Grades 10-12 Elective 2nd Semester Prerequisites: none

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Social Studies International Relations

This class provides a critical assessment of the major theories and concepts which define international relations as a field of study. It provides a detailed analysis of explanatory theories (such as realism, idealism, structuralism, neo-liberalism, interdependence, functionalism) and of core concepts (including sovereignty, national interest, collective security, balance of power). The class also examines the historical evolution of international systems, with a focus on the modern state system. Special attention is given to the processes and institutions (for example international law, United Nations, NGOs, international civil society) that contribute to conflict resolution and international cooperation. Major themes include peace and global security in the 21st century; the environment, demography, and sustainability; globalization, development, and human rights; as well as technological change and the transformation of the global economy. Students involved in Model United Nations are encouraged to take this course.

Sociology

Sociology is the systematic study of human societies and of humans in social settings.

This one-semester, discussion-oriented elective provides students with a way of looking at their social organization as well as their ex­pe­ri­enc­es in terms of what is going on around them. Areas investigated include: sociological theories and perspectives; cul­ture; social structure; socialization; social institutions (family, education, religious, political, economic, sports); social control; population; and social change. Reading assignments direct the discussion and group exercises. Throughout the semester the students will “do” sociology by preparing analyses and essays on sociological concepts, societal statistics and social issues.

Military History I/Legacy World War II 1937-1945

American Military History is an elective designed for students in grades 11-12 or grade 10 by permissions who are interested in military affairs and also interested in working in the Legacy Project. Courses will rotate annually so that students interested in taking more than one year of the course may do so. Both electives will add a different perspective for students who may also be taking other history courses. Those students who are currently active with the extra-curricular Legacy Initiative Project (or may be invited to join the project as sophomores) may elect to take one or more of these electives for credit where they will have the opportunity to work on period-related materials. [The Legacy Initiative Project will still be available for those students who wish to volunteer their time and talents on the project in an extracurricular manner without taking the class.] Students may take either elective in any order because each course’s subject matter will vary from one semester to the next.

Grades 10-12 Elective One Semester Prerequisites: none

Grades 11-12 Elective 2nd Semester Prerequisites: none

Grades 10 – 12 Elective 1st semester Prerequisites: Ideally, students have earned a B average or higher in history courses or by departmental permission

Military History IV/Legacy – Cold War and Limited Wars: Korea, Vietnam, the Middle East, the Balkans, Iraq, and Afghanistan Grades 11-12 Elective 2nd semester Prerequisites: See above

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Social Studies Humanities: Gender, History and Society Grades 11-12 Elective 2nd semester Prerequisites: none

Classes in the Humanities—English, History, World Languages, Visual and Performing Arts—form the core of any liberal arts education. In these classes, students immerse themselves in a rich variety of traditional and contemporary texts; they examine the human experience through history and across a wide range of cultural perspectives; and they develop a deeper appreciation of how the arts help individuals to both explore and express the fullness of the human spirit. The overlapping concerns of these fields naturally lend themselves to interdisciplinary studies, providing unique opportunities for intellectual inquiry and interpreting the world through a variety of lenses.

In this semester course, open to juniors and seniors, we will undertake a comprehensive examination of the powerful influence that gender has had on the lives of Americans both past and present. Utilizing a wide variety of media—including texts, primary source documents, films, blogs, and music—we will first survey the influence that gender has had on the development of American society. Then we will consider the ways in which gender continues to shape Americans through the texts they read, the advertising they are exposed to, the music they listen to, the magazines they read, and the products they buy. We will also explore the interplay between gender and such things as sports, the workplace, the legal system, and race, ethnicity, religion, and class. Course readings, viewings and discussions will be supplemented by the expertise of other members of the Park Tudor faculty to consider gender through American Literature, Art, and Music. Students will be expected to write several short papers and complete a final project. By the end of the term, students can expect to have a much better grasp of the impact that gender has on human societies and find themselves much more aware of the pervasive influence of gender on their own lives as they prepare to head off to college.

Model United Nations Model United Nations has a rich and robust history at Park Tudor.

Our program affords students from grades 8-12 the opportunity to experience real-to-life international diplomacy through a progression of five high quality conferences, each of which is supplemented by student and convener led training and simulation. On average about 140 Park Tudor students attend a conference annually. Students assume the role of a UN committee member, become the voice of an assigned nation, and are charged with forming a practical solution to

a contemporary global issue. At conferences in Cincinnati, Dayton, Chicago, Georgetown, or internationally at The Hague, our students form alliances with other students from around the USA and across the globe to liaise, persuade, lobby, merge and resolve complex global problems. Many students regard this program as their foremost co-curricular accomplishment during their time at Park Tudor, and they go on to participate in Model UN at collegiate level.

Extracurricular Opportunities in Social Studies 40

• Model United Nations • Sgt. Wesley Hare Memorial Award Essay Contest • Hoosier Academic Super Bowl • “The Legacy Initiative” History Project

World Languages World Language Department Philosophy • We believe that learning another language is to develop the skill to communicate with one who is native in that language.

• This implies mastery of linguistic and cultural structures of the language and the people.

• Proficiency in other languages allows access to sources unavailable to monolingual persons.

• We believe this skill is important for our students living in a global society dependent on processing information.

Chinese I

This course is designed to lay a groundwork for those who are interested in communicating with Chinese people and understanding Chinese culture. Its objective is to develop students’ overall competence in speaking, listening, reading and writing Chinese, with special emphasis on oral-aural skills. It also will provide students with opportunities to apply the language in appropriate social/cultural contexts. A learner-centered, task-based and proficiency-driven approach will be utilized. Students will have the opportunity to talk about their lives, perform skits, give short speeches and presentations, recite Chinese tongue twisters and sing Chinese songs. Authentic materials also will be used to promote learning effectiveness and cultural understanding.

Chinese II

Chinese II is designed to further students’ learning of the Chinese language and culture.

Students will engage in a variety of activities to enhance their communicative skills and their proficiency in speaking, listening, reading and writing, and increase their knowledge and appreciation of Chinese culture. Activities include performing skits, role playing, giving speeches, making presentations, reciting Chinese poems, singing Chinese songs and writing journals. A learner-centered, task-based and proficiency-driven approach will be employed.

Furthermore, the use of authentic materials will foster learning effectiveness and cultural awareness.

Chinese III

In Chinese III, the students continue to advance their oral and aural skills and put more emphasis on their reading and writing skills. They also will be exposed to more complex grammatical structures and sentence patterns. Formal written vocabulary and idioms will be introduced. Activities include skits, speeches, presentations, journaling and writing essays.

Authentic materials will enhance a more subtle understanding of the culture.

Chinese IV

Chinese IV expands on vocabulary, grammatical structures and sentence patterns to advance students’ reading and writing proficiency. Visual materials, realia and authentic materials are utilized to promote students’ communication skills and cultural understanding.

Students participate in various activities, including role-plays, skits, individual oral presentations and writing compositions. Lessons and activities are designed for the students to communicate effectively in Chinese, gain knowledge and understanding of the Chinese culture, connect with other disciplines and acquire new information, develop insight into the nature of language and culture, and participate in multilingual communities in the USA and around the world.

Grades 9-12 Elective Full-Year Prerequisites: none

Grades 10-12 Elective Full-Year Prerequisites: Chinese I

Grades 11-12 Elective Full-Year Prerequisites: Chinese II

Grades 11-12 Elective Full-Year Prerequisites: Chinese III

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World Languages French I

In this course, students learn basic conversational skills such as greeting people, introducing themselves and others, talking about the weather, describing personality traits, talking about schedules and daily activities, and giving opinions. They learn to tell time, count, ask questions, and give the date. To support these tasks, students learn grammatical structures and concepts that include subject-verb agreement, gender, present tense, immediate future, and one past tense. Cultural study includes identifying French speaking countries, learning about Paris and daily activities in France, and life in Senegal and Quebec.

Students complete projects each term that focus on such cultural components as holidays, cooking, geography, and music.

French II

In French II, students expand their grasp of essential elements of French language and culture. A wide variety of activities challenge students to speak, listen, read and write in the target language. The thematic content of the course prepares students for immersion in the francophone world. We study family life, holidays, cuisine, shopping, travel, hobbies and household vocabulary. Authentic materials are incorporated into the curriculum, including songs, videos, cultural readings and other enrichments. Students use social media and the latest technology to prepare presentations and videos, print publications and discussion forums that enrich their language proficiency and their appreciation of francophone culture. In class, they regularly participate in role-play and interact orally with peers in many conversational settings. Writing activities push students to draft accurate, paragraph-length texts.

French III

Beginning with a brief review of the major concepts, French III allows the student to use and to perfect previously learned language skills. Extensive vocabulary enrichment and complex grammar structures provide a framework for a more advanced level of communication via reading, writing, speaking and listening activities. Authentic materials encourage student involvement in all areas of communication and cultural awareness.

Students study francophone history, travel, education, work, fairy tales, family traditions, art and emotions. One oral report with an accompanying computer slide show is required after researching one of the French provinces. A field trip to the Art Institute of Chicago completes a study of French Impressionism.

French IV

French IV offers a review and deepened understanding of cultural and grammatical concepts studied in levels I-III. It is also a pre-AP course. Students begin studying vocabulary and structures that enable them to communicate in six thematic areas covered by the AP exam: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Students engage in activities designed to help them reach greater proficiency in speaking, writing, listening and reading.

Presentational and interpersonal speaking modes are practiced through such activities as making creative videos, song production, debates, cultural comparisons and informal conversations. Presentational and interpersonal writing practice includes drafting responses to a variety of comprehension questions, crafting formal persuasive essays, writing personal correspondence, as well as interacting with social media. Other activities include listening to music, viewing videos and films, and reading culturally authentic texts from a variety of sources. The course is conducted entirely in French.

French V Language

This course is tailored to prepare students for the AP French language and culture exam. The course is built upon the prescribed six thematic areas covered by the AP exam: global challenges, science and technology, contemporary life, personal and public identities, families and communities and beauty and aesthetics. Students hone their presentational and interpersonal speaking skills through a wide variety of conversational activities, videos, presentations and small group work. They increase their ability to write cogently and accurately through practice of both interpersonal writing (especially informal emails, as tested on the AP exam) and presentational writing (crafting a persuasive essay using authentic audio and print sources, also required on the AP exam). Advanced grammar and structures are reviewed. Students work on listening skills in class and through required completion of advanced exercises from authentic sources. To maximize preparation for the AP exam, students complete sections from an AP exam preparation book and a text book that thoroughly presents the AP themes and format. The course is conducted entirely in French.

Grades 9-12 Elective Full-Year Prerequisites: none

Grades 9-12 Elective Full-Year Prerequisites: French I or department permission/placement

Grades 9-12 Elective Full-Year Prerequisites: French II or department permission after testing

Grades 9-12 Elective Full-Year Prerequisites: French III or department permission after testing

(Advanced Placement) Grade 9-12 Elective Full-Year Prerequisites: French IV

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World Languages French VI Culture

French VI is designed for seniors only and allows advanced students to use their French skills to study the development of all aspects of culture in France from 1600 to today.

Topics for reading, study and discussion (in French )include, but are not limited to: history, art, architecture, literature, music, fashion, sports, Paris, language development, science and math. Multimedia and authentic materials are used to enhance written texts. Critical thinking skills and advanced linguistic ability are required for essays, projects, debates and discussions. Students role-play, share oral presentations, create visual art, and produce a vintage “newspaper.”

Latin I

This beginning Latin course emphasizes the reading of simple Latin texts and translating them into English. In addition to study­ing basic grammar concepts (in English as well as in Latin), students are expected to learn the meaning of new Latin words. Aspects of Roman history, ar­chi­tec­ture, mythology and daily social life are cov­ered in class.

Latin II

The continuing course in Latin em­pha­siz­es the reading of Latin texts and trans­lat­ ing them into English. Gram­mar con­cepts (de­clen­sion of nouns, con­ju­ga­tion of verbs) are covered. The study of Latin vocabulary is continued at this level, and a fur­ther, more in-depth study of Roman his­to­ry, art and architecture, mythology and daily social life is also covered in class.

Latin III

This course rounds off the work covered by The Oxford Latin Course. During this year, students will be reading Roman authors in the original Latin: Martial, Ovid, Catullus and Caesar are some of the authors who will be studied. Back­ground study and the learning of Latin vocabulary will be continued at this level.

AP Latin IV

This course is an intensive study of the poetry of Vergil and prepares students for the Advanced Place­ment exams.

These courses are especially suited for students who: • Love languages and have demonstrated success in the area • Are comfortable reading, speaking, writing and conversing in the target language • Have a love of Languages and who demonstrated a strong interest/potential in the area.

• Are comfortable with large volumes of material and the fast pace of an AP course

Classical Greek

In addition to teaching students the Greek alphabet, this one-year in­troductory course in Classical Greek em­pha­siz­es reading and grammar. This course concentrates on verb forms, the articles and nouns and adjectives of the first, second and third declensions.

Greek derivatives of En­glish words also are studied. The daily life, history and myths of the ancient Greeks are also in­tro­duced. The class is open to stu­dents in grades 11 and 12, but does not count toward completion of the foreign language requirement.

Elective Full-Year Prerequisites: AP French V or 12th grade; students may, with the permission of the Department, move directly from French IV to French VI.

Grades 9-12 Elective Full-Year Prerequisites: none

Grades 9-12 Elective Full-Year Prerequisites: Latin I

Grades 9-12 Elective Full-Year Prerequisites: Latin II

(Ad­vanced Placement) Grades 9-12 Elective Full-Year Prerequisites: Latin III

Grades 11-12 Elective Full-Year Prerequisites: none

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World Languages Spanish I

In Spanish I the student is exposed to the Hispanic world — Spanish-speaking peo­ple in Europe and the Amer­i­cas. Students learn survival-level vocabulary and grammatical struc­ tures. They are in­tro­duced to customs and varied lifestyles of “hispano-hablantes” through culture sections in their textbook, Spanish films, maga­zines and native speakers.

Spanish II

The course of study for the second-year student of Spanish will focus on activities geared toward increasing proficiency in speak­ing Spanish, im­prov­ing reading and writing skills, and pro­mot­ing a better understanding and appreciation of His­pan­ic cul­ture. The course will include listening exercises, video activities, oral pre­sen­ta­tions and role play.

Spanish III

In third-year Spanish the em­pha­sis is on oral flu­en­cy, reading, and writing. Students will use proficiency-based ma­te­ri­als, in­clud­ing video and audio recordings, to hone oral-aural skills and to study cul­ture. More com­plex gram­mat­i­cal structures are stud­ied to en­able the student to arrive at a higher level of linguistic performance. Students at this level should be able to conduct a rel­a­tive­ly lengthy con­ver­sa­tion in Spanish with other Hispanic speakers.

Spanish IV

This course offers a review and deepened understanding of cultural and grammatical concepts studied in levels I-III. Students engage in activities designed to help them reach greater proficiency in speaking, writing, listening, and reading. They study vocabulary and structures that enable them to communicate in a wide variety of thematic areas, including the environment, technology, fashion, human rights, personal identity, entertainment, career choices, health, and contemporary global challenges. Presentational and interpersonal speaking modes are practiced through such activities as creative presentations, formal debates, informal conversations, and interviews. Presentational and interpersonal writing practice includes drafting responses to a variety of types of comprehension questions, crafting formal essays, writing personal correspondence, as well as taking class notes and creating graphic organizers. Other activities include listening to music, viewing videos and films, and reading culturally authentic texts from a variety of sources. The course is conducted entirely in Spanish.

Spanish V-AP Language and Culture

This course is tailored to prepare students for the AP Spanish language and culture exam. The course is built upon the prescribed six themes of families and communities, science and technology, beauty and aesthetics, contemporary life, global challenges, and personal and public identities. Students hone their presentational and interpersonal speaking skills through a wide variety of conversational activities, class presentations on current events, and small group and pair work. They increase their ability to write cogently and accurately through practice of both interpersonal writing (especially informal emails, as tested on the AP exam) and presentational writing (crafting a persuasive essay using authentic audio and print sources, also required on the AP exam). Advanced grammar and structures are presented, including how to write simple, compound, and complex sentences; how to build structural and thematic interest into a paragraph and full length essay; how to use relative clauses and the subjunctive to greatest effect; and how to use transitional devices. Additionally, students complete cultural projects and reflections and engage in formal debates on topics of contemporary cultural interest. Students work on listening skills in class and through required completion of advanced exercises on a website that allows them to choose videos of interest to them. To maximize preparation for the AP exam, students complete sections from an AP exam preparation book and a text book that thoroughly presents the AP themes and format. The course is conducted entirely in Spanish.

Grades 9-12 Elective Full-Year Prerequisites: none

Grades 9-12 Elective Full-Year Prerequisites: Spanish I

Grades 9-12 Elective Full-Year Prerequisites: Spanish II

Grades 9-12 Elective Full-Year Prerequisites: Spanish III or department approval after testing

(Advanced Placement) Grades 9-12 Elective Full-Year Prerequisites: Spanish IV

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World Languages Spanish Seminar: Business and Global Issues Elective Full-Year Prerequisites: Spanish IV

This course is a college-level Spanish immersion course divided into two semesters.

Instruction focuses on international business during the first semester and global issues of the Hispanic world for the second semester. Weekly presentations are an integral part of both semesters of the course. For the presentations, students research a topic, compile data, present findings, and answer questions in seminar style roundtable format. Emphasis is placed on using Spanish language throughout this process to prepare, present, and converse, using advanced level structures and vocabulary. Topics of exploration include micro economics, macro-economics, international trade practices, origins of Hispanic world, Hispanic immigration to the United States, and political relations between the United States and Latin America.

Extracurricular Opportunities in World Languages

• Study/Travel in France, Mexico or Spain through Indiana University Honors Program and Park Tudor Programs • World Language clubs volunteer to help with Hispanic children in the community, promote activities to aid Médecins Sans Frontières, participate in “Fiesta Latina” and enjoy outings to local ethnic restaurants. • Individualized instruction in language computer lab • Service-learning opportunities in Spanish through “Hacia la excelencia.” • Guatemalan Exchange Program 45