Course Guide 2025-2026 by St. George's Independent School

Academic Course Guide 2025 2026

GENERAL INFORMATION

D O a a

St George s Middle School spans grades 6, 7, and 8 The Upper School consists of grades 9, 10, 11, and 12 Both divisions are led by the Collierville Campus Director and supported by the Assistant Campus Director and an administrative team for student support and well-being

C L a

Middle School students (Grades 6, 7, and 8) must complete seven credits per year Upper School students (Grades 9, 10, 11, and 12) must complete a minimum of six credits per year and may opt for additional credits with permission

U Sc G a a R a C D b

T e f g f a ca be f d e SGIS Fa Ha db f M dd e a d U e Sc

To graduate a student must earn a minimum of 24 credits, distributed as follows:

E : 4 credits (8 semesters); including one credit for English 9, one credit for English 10, one credit for English 11/AP Language and Composition, and one credit for English IV/AP Literature

S c a S : 3 credits (6 semesters); including 1 credit of World History 1 credit of U S History

R S : 1 credit (2 semesters); including 5 credit (1 semester) of Comparative Religion

Ma a c : 4 credits (8 semesters); including Algebra I, Algebra II, and Geometry

Lab a Sc c : 3 credits (6 semesters); including Physics, Chemistry, and Biology

W La a : 3 credits (6 semesters) in a three-year sequence of a single language with at least two years at the Upper School level If a student begins a World Language in seventh grade, they are expected to complete two years of a language in Upper School

F A : 1 credit (2 semesters)

W : 0 5 credit (1 semester) A student having completed two seasons of a varsity sport by the end of junior year may apply for exemption from the wellness requirement.

E c : 3 5 credits (7 semesters)

S c a I S (SIS)

6 G a : English, Math, Science, Ancient World History, Wellness, Survey of the Arts, COLAB & Religion

7 G a : English, Pre-Algebra, Science, Civics, Wellness, and two choices (Art, World Language, or Elective)

8 G a : English, Algebra I (Pre-Algebra), Introductory Physical Science, American History, Wellness, and two choices (Art, World Language, or Elective)

9 G a : English, Math, Physics, World History, World Language, and one or two choices (Wellness, Fine Art, Religious Studies, or Elective)

10 G a : English, Math, Chemistry, Social Studies (choice path), World Language, and one or two choices (Wellness, Fine Art, Religious Studies, or Elective)

11 G a : English, Math, Biology, US History, and two or three choices (Wellness, Fine Art, Religious Studies, or Elective)

12 G a : English, Math, and four or five choices (Wellness, Fine Art, Religious Studies, or Elective)

H a A a c P ac C

Honors and AP sections are offered in some subjects. St. George s faculty aims to place students in courses in which they will experience both challenge and success Enrollment in an Honors or AP class is determined by the department, working in concert with the Collierville Campus Director, and is based on a combination of prior demonstrated classroom learning and performance, overall demonstrated approach to learning, and standardi ed test scores Students enrolled in Advanced Placement courses are required to take the AP exams in order to receive the GPA bump and have the course listed as an Advanced Placement on the transcript. Students may not drop an AP class mid year unless directed by a teacher, and all AP students are required to sit for the AP test in May

CHARTING THE PATH

English II (Grade 10)

English Language Arts (Grade 6) or or or or

English 7 Honors (Grade 7)

*English III: American Civil Disobedience (Grade 11)

*English III: American Self-Discovery (Grade 11)

*English III: Americans Coming of Age (Grade 11)

*English III: American Dreams and Nightmares (Grade 11)

English 8 Honors (Grade 8)

English I Honors (Grade 9)

English II Honors (Grade 10)

English III Honors American Literature (Grade 11)

AP English Language and Composition (Grade 11)

*English IV: We Read Memphis (Grade 12)

*English IV: Wakanda Forever in Fiction & Film (Grade 12)

*English IV: Fairy Tales in Fiction and Film (Grade 12)

*English IV: Dissecting the Horror Text (Grade 12)

*English IV: Creative Writing (Grade 12)

*English IV: Science Fiction and Technology (Grade 12)

*English IV: Page and Stage (Grade 12)

*English IV: War, Trauma, & Literature (Grade 12)

*English IV: The Graphic Novel (Grade 12)

AP English Literature and Composition (Grade 12)

Spanish I

Spanish II

or Spanish II Honors

Latin I

Latin II Honors

Latin III Honors

Spanish III

Spanish III Honors

Spanish IV Honors

*AP Spanish Language & Culture

*AP Spanish Literature & Culture

Latin IV Honors

*AP Latin Virgil & Caesar

French I

French II Honors

WORLD LANGUAGES

French III Honors

Indicates full year offering worth 1 credit

Indicates an Honors or AP class

Indicates a semester offering worth .5 credits

Indicates a class that will only be offered if there is enough demand

French IV Honors

*AP French Language & Culture

World History 6

American History 8 Civics 7

Geography: Exploring Our World (Grade 9, Fall) or

Greatest Hits of the PreModern World: Global Foundations (Grade 9, Spring)

Cultural Literacy: Judeo-Christian Foundations (Grade 9, Fall) or

Modern World History (Grade 9, Spring)

E L I G I O D I E & O C I A L C I E N C E

Science 7

Introduction to Physical Science (Grade 8)

Conceptual Physics (Grade 9)

Chemistry (Grade 10)

Conceptual Physics Honors (Grade 9)

Indicates an Honors or AP class

Indicates

C o m p u t e r S c i e n c e A

A P

( G r a d e 1 0 w i t h a p p r o v a l , 1 1 , o r 1 2 )

P r e r e q u i s i t e : P r e v i o u s c o d i n g e x p e r i e n c e o r t e a c h e r a p p r o v a l

( G r a d e 1 0 , 1 1 , o r 1 2 )

A P C y b e r s e c u r i t y 1 : N e t w o r k i n g F u n d a m e n t a l s

( G r a d e 9 , 1 0 , 1 1 , o r 1 2 )

A P C o m p u t e r S c i e n c e P r i n c i p l e s

( G r a d e 9 , 1 0 , 1 1 , o r 1 2 )

Indicates full year offering worth 1 credit

Indicates an Honors or AP class

Indicates a semester offering worth .5 credits

Indicates a class that will only be offered if there is enough demand

10 11

**No e ha , ho gh here is no formal prereq isi e for Ne smaga ine or Yearbook, preference is gi en firs o s den s ho are re rning members of he class and hen o s den s ho ha e aken or are c rren l enrolled in Media Li erac and Design and/or Pressing Ma ers: The Jo rnalism Toolki .

Indicates full year offering worth 1 credit

Indicates an Honors or AP class

Indicates a semester offering worth .5 credits

Indicates a class that will only be offered if there is enough demand

J N A L I M & M E D I A M A K E I N G

Visual Art

Indicates a semester offering worth .5 credits

Middle School Clay Introduction

Indicates an Honors or AP class 9

Survey of the Arts (Grade 6)

(Grade 7 or 8)

Gryphons Choir (Grade 7 and 8)

8 9 10

11 Indicates

Wellness 6 (Grade 6)

Indicates a full year offering worth 1 credit

Indicates a semester offering worth .5 credits

Indicates an Honors or AP class

Athletic Performance II (AP II) (Grade 8)

Semesters: one or two

*Prerequisite includes successful completion of AP I or teacher approval

9 10

Indicates

COLAB

Grade 6

COLAB is grounded in St George’s valuing the balance of content knowledge and soft skills acquisition The program is designed to bridge students’ transition into Middle School and equip them with a toolkit for navigating St George’s academic program meaningfully and successfully Leveraging the expertise of St George’s faculty and making core class learning authentic, students enter longterm projects focusing on problems encountered by real people COLAB is time and space for teachers to frame a mini real-world for our students – a mirror of the ways people authentically learn, work, and succeed COLAB’s framing of our values is backed by cognitive science Understanding is achieved by connecting to the heart, navigating complexity, reflecting, and finding success in that process and product Finally, COLAB’s values thread throughout St George’s Portrait of a Graduate and our school’s Episcopal Identity We believe wholeheartedly in agency and ownership in accomplishing that Portrait – and we champion that by meeting the particular developmental needs of our students, as individuals, through COLAB

E AN LEADE HIP E AN LEADE HIP

GRADE 8

And what does the Lord require of you but to do justice, and to love kindness (mercy), and to walk humbly with your God? Micah 6:8

Building on what they have learned in Religion 6, Servant-Leadership students put the pillars of our Episcopal school foundation into practice. The course focuses on the areas of justice, mercy (kindness), and service to others, with a strong thread of leadership development running throughout. Students complete service activities outside of class to engage with our school and community. The experience culminates with a capstone project that students design to put into action the habits of a servant-leader, as informed by Micah 6:8, and engage more deeply with a topic of interest.

IGrade 12

The St. George’s Independent School Specialized Independent Study (SIS) is a multifaceted project which serves as a culminating academic and intellectual experience for students. The SIS committee, which consists of faculty members, oversees the approval of ideas, serves as guides for students, and evaluates the level of success with which each student implemented his or her project. Students’ projects fall under one of four strands: Community and Service-Based Learning, Personal Growth, Design and Production, and Academic Research. Students work with their strand leader to create a final artifact of their learning, along with writing appropriate for that particular strand. Students present their projects to peers and the greater community in the spring.

The SIS serves as an opportunity for students to demonstrate the core values of the St George’s Portrait of a Graduate by the way they: solve problems, mend fences, take chances, chase dreams, build bridges In the end, students leave this experience having designed, planned, executed, and communicated a meaningful project of their own design

E GLI H

Course Descriptions

English Language Arts 6

Semesters: two (full year)

The English Language Arts 6 students will dive into numerous extended texts that drive the content for units of study This class will explore fiction and nonfiction texts that focus on history, current events, and issues that impact both local and global communities Units will focus around essential questions that guide student thinking for writing tasks, discussions, and projects that often begin with the design thinking process Throughout the year, a major emphasis will be placed on writing Students will follow the writing process (planning, drafting, revising, and editing) for various narrative assessments and will begin crafting literary analyses These formal writing assignments, which are often the culmination of a unit, tie in background knowledge built through supplemental texts A portion of the second semester will focus on poetic devices and figurative language to ensure preparation for more complex poetry in seventh grade and eighth grade The course will promote cultural understanding and historical perspective through various texts Fundamental grammar skills will be learned and practiced through informal daily writing journals In addition, students will continue their journey with Growing Your Vocabulary to build knowledge of root words, prefixes, and suffixes

English 7

Semesters: two (full year)

In English 7, students will hone their skills in critical analysis They will focus less on memorizing facts and more on improving their critical thinking skills and their ability to communicate effectively Much of the course will center on student-led discussions driven by students’ self-created questions and ideas They will work toward being skilled orators as they learn to work together (and increasingly independently from the teacher) while navigating a group discussion Additionally, students will all have the opportunity to take ownership of class and be the teacher for a period Students will read literary texts, as well as nonfiction texts, focusing on the author's craft and supporting their analysis with textual evidence. Students will also use the writing process (i e planning, drafting, revising, and editing) to complement (and respond to) their reading and frequent class discussions Importantly, they will build these writing skills through direct instruction and ample in-class practice Writing workshops will center on strengthening arguments, the delivery of ideas, and the use of conventions By the end of seventh grade, students should be confident in their abilities to express ideas clearly and to analyze literary and informational sources through both speaking and writing Additionally, students will continue enhancing their vocabulary with Latin and Greek roots Perhaps most important, students will read student-selected texts daily for enjoyment

English 7 Honors

Semesters: two (full year)

In this class, students will hone their skills in critical analysis They will focus less on memorizing facts and more on becoming adept thinkers and communicators This class will emphasize broad questions that connect texts to one another and to real life Students will read challenging literary texts (including novels, short stories, and poems), as well as nonfiction texts (including resource texts and primary sources), focusing on the author's craft and supporting their analysis with textual evidence Much of the course will center on student-led discussions driven by students’ self-created questions and ideas They will work toward being skilled orators as they learn to work together (and increasingly independently from the teacher) while navigating a group discussion Additionally, students will all have the opportunity to take ownership of class and be the teacher for a period Throughout the course, students will use the writing process (i e planning, drafting, revising, and editing) to complement (and respond to) their reading and discussion Honors students will be expected to craft complex literary analyses and argumentative pieces of writing, showing proficiency in both conveying ideas and in their use of conventions Importantly, they will build these skills through direct instruction and ample in-class practice and workshopping Honors students will produce writing pieces in response to more complex prompts and complete formal writing assignments more frequently than those in English 7 By the end of seventh grade, students should be confident in their abilities to express ideas clearly and concisely and to analyze literary and informational sources through both speaking and writing Additionally, students will continue enhancing their vocabulary with Latin and Greek roots; they will do so with increased rigor, as students learn and apply more words on a weekly basis in Honors English Perhaps most importantly, students will read student-selected texts daily for enjoyment

English 8

Semesters: two (full year)

English 8 students explore how human nature shapes choices, the consequences of ambition and greed, and the importance of democracy, justice, and mercy These thematic ideas are illustrated through short stories, novels, and plays, including Lord of the Flies, To Kill a Mockingbird, and Julius Caesar Listening and learning to communicate effectively in discussions prepares students for responsible membership in their academic community and beyond Writing is a major focus of the course; students write short analytical essays at various points in their reading of each text and craft longer essays after reading texts in their entirety Writing instruction emphasizes the importance of St George’s writing traits and the use of textual evidence to support an original argument Students use Vocabulary From Greek and Latin Roots: A Study of Word Families in order to bolster their comprehension of word formation and vocabulary Year-long grammar instruction with an emphasis on structure is also a key component of the course

English 8 Honors

Semesters: two (full year)

English 8 Honors students explore how human nature shapes choices, the consequences of ambition and greed, and the importance of democracy, justice, and mercy These thematic ideas are illustrated through short stories, novels, and plays, including A Separate Peace, Lord of the Flies, To Kill a Mockingbird, and Julius Caesar Listening and learning to communicate effectively in discussions prepares students for responsible membership in their academic community and beyond Writing is a major focus of the course; students write short analytical essays at various points in their reading of each text, as well as craft longer essays after reading texts in their entirety Writing instruction emphasizes the importance of St George’s writing traits and the use of textual evidence to support an original argument Students use Vocabulary From Greek and Latin Roots: A Study of Word Families in order to bolster their comprehension of word formation and vocabulary Year-long advanced grammar instruction with an emphasis on structure is also a key component of the course

E GLI H

e Descriptions

ade 9)

wo (full year)

In Grade 9, students develop their reading and writing skills to achieve greater knowledge and understanding of their literary texts through the study of theme and the impact of literary techniques Students are encouraged to “dig deep,” both into the texts themselves and into the value of their own reactions to the texts in order to forge new understanding. Students begin the year with a study of adolescence in literary texts, each of which find young adults in lead roles; while in the second semester, students shift toward the study of ancient literature, beginning with the literature and lore of ancient belief systems (Old Testament and Greek mythology). Students learn to interpret and to appreciate literature’s relevance, whether ancient or contemporary, and its impact on present day literature and society through exposition and class discussion Further, students develop usable vocabulary through their Vocabulary from Latin and Greek Roots workbook and terms pertinent to the grammar and literature of the course. The development of writing skills involves writing in a variety of modes, from creative to expository to analytical The Modern Language Association (MLA) citation rules are taught, and students are expected to apply them routinely

English I Honors (Grade 9)

Semesters: two (full year)

With the expectation that Honors students have already developed the capability and willingness to “dig deep” into the texts and to support their reactions with evidence-based argument, students in English I Honors grapple extensively with autonomy, depth, and collaboration in their study of literature This comes in many forms, but most notably in the format and focus of class discussions Literary terminology forms the “language of literature” and the scaffolding for many course discussions In the first semester, students participate in a study of adolescence in more modern texts; in the second semester, students shift into more existential territory, beginning with Paulo Coelho’s contemporary novel The Alchemist, and literary contributions of the ancient Greeks Students are supported to interpret and to appreciate ancient literature’s relevance and its impact on contemporary literature and society Further, students develop usable vocabulary through work with their Vocabulary from Latin and Greek Roots workbook and terms pertinent to the grammar and literature of the course The promotion of writing skills involves writing in a variety of modes, from creative to expository to analytical, and students are expected to apply the Modern Language Association (MLA) citation rules routinely

English II (Grade 10)

Semesters: two (full year)

English II is a world literature course in which students strive to create an understanding of their own and other cultures through exposure to and close reading of texts from around the world In the first part of the year, this course focuses on reading comprehension and the first steps towards higher-level literary analysis, using short prompts as students write with an eye toward improving elements such as grammar, structure, style, voice, concision, and clarity Later, students shift their focus to more intensive writing and student ownership of class discussion and collaboration Throughout the course, students practice self-expression and communication through presentations, discussions, and essays Students also study Vocabulary from Latin and Greek Roots: A Study of Word Families Level X to acquire vocabulary and understand the formation of new words

English II Honors (Grade 10)

Semesters: two (full year)

English II Honors is a world literature course in which students strive to create an understanding of their own and other cultures through exposure to and close reading of texts from around the world Students produce close readings of texts, delving into linguistic, symbolic, and thematic particularities, and they also gain an understanding of how a text interacts with and reflects cultural concerns The students connect their minds and hearts in a search for self-knowledge and empathy through a variety of periods, styles, perspectives, and genres of writing Students practice self-expression and communication through presentations, discussions, essays, and creative nonfiction writing Students also study Vocabulary from Latin and Greek Roots: A Study of Word Families Level X to acquire vocabulary and understand the formation of new words

English III: American Dreams and Nightmares (Grade 11)

Semesters: one

This semester-long course analyzes the literary interpretation of the American Dream and its corollary “nightside,” the American Nightmare Texts will take a historical-chronological approach to the representations of dream and nightmare landscapes in American literature Special emphasis is placed on reading comprehension, the sharpening of writing skills through expository, creative, and narrative work, the continuing identification and application of literary devices, and intensive study of the novel as a genre The students also hone grammar and mechanics skills through their writing, while engaging in individual writing conferences with the teacher to ensure their understanding of their own writing strengths and areas to strengthen Students use Vocabulary from Latin and Greek Roots: A Study of Word Families Level XI to improve their understanding, application, and appreciation of the words that make up the English language

E GLI H

Course Descriptions

English III: Americans Coming of Age (Grade 11) Semesters: one

What is a teenager? How has the experience of the teenager, poised between childhood and adulthood, changed throughout the development of the American literary canon? This semester-long course attempts to answer these questions through a representative study of American literature Focus is placed on the adolescent adaptation to a number of changing variables in the development of American history, with an eye toward viewing what is universal about the teenage experience throughout Special emphasis is placed on reading comprehension, the sharpening of writing skills through expository, creative, and narrative work, the continuing identification and application of literary devices, and intensive study of the novel as a genre The students also hone grammar and mechanics skills through their writing, while engaging in individual writing conferences with the teacher to ensure their understanding of their own writing strengths and areas to strengthen Students use Vocabulary from Latin and Greek Roots: A Study of Word Families Level XI to improve their understanding, application, and appreciation of the words that make up the English language

English III: American Civil Disobedience (Grade 11) Semesters: one

This semester-long course challenges students to recognize the inception of civil disobedience in America and grapple with its cultural impact, changing forms, and modern interpretations The students will read, analyze, and respond to essays, poems, and novels with civil disobedience as a central thematic topic Writing short analytical essays at various points in their reading will develop students’ writing skills with a specific eye towards clear and individualized expression of original ideas, supported by text The students will also hone grammar and mechanics skills through their writing, while engaging in individual writing conferences with the teacher to ensure their understanding of their own writing strengths and areas to strengthen Students will use Vocabulary from Latin and Greek Roots: A Study of Word Families Level XI to improve their understanding, application, and appreciation of the words that make up the English language

English III: American Self-Discovery (Grade 11)

Semesters: one

This semester-long course asks students to take notice of the many ways that Americans have discovered themselves as individuals and as a society by delving into texts that explore personal journeys of self-discovery against a backdrop of various American time periods and experiences The students will read, analyze, and respond to essays, poems, and novels with selfdiscovery in childhood, adolescence, and adulthood as a central thematic topic Writing short analytical essays at various points in their reading will develop students’ writing skills with a specific eye towards clear and individualized expression of original ideas, supported by text The students will also hone grammar and mechanics skills through their writing, while engaging in individual writing conferences with the teacher to ensure their understanding of their own writing strengths and areas to strengthen Students use Vocabulary from Latin and Greek Roots: A Study of Word Families Level XI to improve their understanding, application, and appreciation of the words that make up the English language

English III Honors: A Survey of American Literature (Grade 11)

Semesters: two (full year)

English III Honors focuses on developing students’ skills as insightful readers, careful writers, and critical thinkers through the study of American literature Over the course of the year, students read closely, discuss fully, and reflect thoughtfully upon works of literature written by a diverse cast of authors representing different facets of American identity from the earliest inhabitants of this land to contemporary writers who live in the United States This honors class places spe reading comprehension, the sharpening of writing skills through expository, creative, and narrative essays identification and application of literary devices With much of the reading taking place beyond the classro have opportunities to hone their skills in supporting their ideas and arguments about the works they read small and large group discussions and write regularly The students also fine-tune grammar and mechanic writing, while engaging in individual writing conferences with the teacher to ensure their understanding o strengths and areas to strengthen Students utilize Vocabulary from Latin and Greek Roots: A Study of Wo to improve their understanding and appreciation of the words that make up the English language

AP English Language and Composition (Grade 11)

Semesters: two (full year)

See qualifications for Advanced Placement courses

In AP English Language and Composition, students explore the arts of persuasion through a focus on Am specifically the essays, speeches, and nonfiction texts that constitute the foundations of American politica Students hone their skills for agile thinking and careful reflection through rhetorical analysis, synthesis, an They engage in extensive writing practice and close reading that focuses on understanding how skilled w to achieve specific purposes Student-directed discussion and exploration provide ample opportunity to ta gain facility in public speaking and collaboration Students study the Vocabulary from Latin and Greek Ro Families Level XI in order to bolster language usage All students enrolled in this course must take the AP

E GLI H

Course Descriptions

English IV: Creative Writing (Grade 12)

Semesters: one

Students will develop as readers, writers, and thinkers as they explore a variety of genres, including memoir, short story, poetry, and creative nonfiction Additionally, they will study and discuss examples of the masters at work, while finding their own creative voices Throughout the semester, students will work collaboratively to sharpen one another’s skills and gain valuable experience with different modes of writing through workshops, peer editing, and individual writing meetings with the teacher By the end of the semester, students will create a portfolio of pieces and hone their pieces through the writing process, presenting a complete product reflecting their growth

English IV: Fairy Tales in Fiction and Film (Grade 12)

Semesters: one

This class uses the genre of the fairy tale in order to explore the ways storytelling has changed over time and across cultures Comparative work is done on tales, such as Beauty and the Beast and Aladdin, which span the globe and shift over time, with a particular eye to how these tales influence and reflect cultural values surrounding gender roles Coursework is also dedicated to understanding film as text, analyzing both animated and live action adaptations of beloved works of fantasy

English IV: We Read Memphis (Grade 12)

Semesters: one

This course will explore the diverse voices of Memphis authors and the rich heritage of literature belonging to our city While many have long appreciated the musical richness that flows from our great city, there is likewise a richness of novels, plays, short stories, and creative nonfiction written by Memphians Starting with Memphis music (poetry) and moving to memoir, fiction, and a play, we will explore the varying themes connecting much of Memphis’s literature and how the character of the city affects both its writers and the writing they produce

English IV: Dissecting the Horror Text (Grade 12)

Semesters: one

Since the publication of Bram Stoker’s novel Dracula in 1897, followed soon after by F W Murnau’s Nosferatu film, horror has become a staple of pop culture all around the world The course takes a chronological look at some of the most critically acclaimed novels and films in the horror genre and takes a historical approach to their analysis, following social and political developments integral to the popularity of these films during the times in which they were released Course work will include small group and class-wide discussions and the maintenance of a reaction/response journal, as well as the composition of written pieces such as a film review, a shot-by-shot analytical essay devoted to a selected scene, and a research paper that requires students to place a film from an international author in historical context

Although each film will be selected carefully and contain the minimum possible exposure to objectionable material, parental consent is required to enroll in this course

English IV: Wakanda Forever in Fiction and Film (Grade 12)

Semesters: one

The recent Black Panther films by Ryan Coogler have brought into focus the notion of an originary African homeland of potential and possibility that has occupied the imagination of African-American writers and thinkers at least since the Emancipation Proclamation This course examines the development of the idea of “Wakanda” and its forebears in both fiction and nonfiction, and attempts to frame an understanding of the African-American experience that not only acquaints students with the history, but also fosters a vision of diversity across the racial divide Assessments will include expository and creative writing and a final project that requires students to consider the connection of the fictional nation of Wakanda to the history of the Civil Rights movement

English IV: Science Fiction and Technology (Grade 12)

Semesters: one

This course explores the cautionary function of technology in literature that imagines our futures and will focus on the ways that technology shifts human behavior (both in real and in imagined ways) Students will focus on the ethical thematic questions, “Just because we can, should we?” and “How are we to use technology for good?” while exploring different conceptions of technology in a variety of texts from the past and present Robots, dinosaurs, the Internet, nuclear energy, and rings of power are among the possible technologies of focus as we consider literary and cinematic angles on the complex repercussions of human ingenuity and hubris, our obligations with ever-growing and ever-changing technology, and how we can use the (sometimes disastrous) outcomes of our course literary texts to envision a better future for ourselves

E GLI H

Course Descriptions

English IV: Page and Stage (Grade 12)

Semester: one

Whether comedy, drama, or tragedy, plays have the power to capture the full range of human experience, condensing it into “two hours traffic on our stage ” With a focus on dramatic structure, textual analysis, and performance, students have the opportunity in this course to read aloud a wide variety of plays, discuss the choices made by playwright, director, and actor, and even do a bit of performance themselves Authors studied may include William Shakespeare, August Wilson, and Lin Manuel Miranda

English IV: War, Trauma, and Literature (Grade 12)

Semesters: one

This class seeks to explore the universal challenges that arise when humans are directed by their nation to commit violence upon one another Literature through the ages has captured the moral and psychological trauma that ensues, particularly when soldiers feel betrayed or unsupported by the commanders and culture for which they fight (Due to the nature of this course, readings will contain mature content )

English IV: The Graphic Novel (Grade 12)

Semester: one

Having fairly recently exploded in both popularity and critical credibility, this course will survey the breadth of the graphic novel as a medium of storytelling, starting with the comic strip and building to the full-length graphic novel Students will explore a variety of uses of this unique medium by studying the hero mythology of comic culture and the concept of world building in fantasy, as well as the graphic novel as a platform for memoir and historical storytelling and a forum for adaptation The foundation of our studies will anchor in Scott McCloud’s Understanding Comics: The Invisible Art as an instructive textbook, and students will be expected to read several common texts as well as complete independent reading of graphic novels, literary criticism, and other relevant texts (Please note that texts for this course may contain mature subject matter )

AP English Literature and Composition (Grade 12)

Semesters: two (full year)

See qualifications for Advanced Placement courses.

This course is designed to assist students with the tools needed to become even stronger readers, writers, and conversationalists of literature The class focuses on novels, short stories, poetry, and drama composed since the 1600s by writers of various backgrounds The concentration of this course emphasizes the skills of close reading and critical thinking, written response to literature, and discussion The students utilize Carol Jago’s Literature & Composition as the main resource for short stories, poetry, and drama Additionally, other texts are integrated to test and push students' reading comprehension skills and analysis These carefully selected works provide not only enjoyment, but they also enrich and contribute to the students’ personal library of knowledge, which is especially useful during discussion, with in-class and out-of-class essay writing, and in preparation for the Advanced Placement English Literature and Composition exam Additionally, students use Vocabulary from Latin and Greek Roots: A Study of Word Families to continue their improvement, understanding, and appreciation of the words that make up the English language All students enrolled in this course must take the AP exam in May

LD LA G AGE

Course Descriptions

French I French I

Semesters: two (full year)

In French I, students are introduced to the process of learning a foreign language They set about exploring through language the

In French I, students introduced to the process of learning a foreign language They about exploring through language the ways of thinking that make each culture unique, and they begin to develop an ear for the French accent through intentional ways of thinking that make each culture unique, and they begin to an ear for the French accent through intentional listening and pronunciation exercises They learn to exercise their memory and to think systematically as they begin to master verb listening and pronunciation exercises They learn to exercise their memory and to think systematically as they begin master verb conjugations in the present tense and basic elements of French grammar Students gain an awareness of the diversity of the conjugations in the present tense and basic elements of French grammar Students gain an awareness of the diversity of the French-speaking world, its history, and its culture By the end of this course, students can express themselves orally and in writing French-speaking world, its history, and its culture By the end of this course, students can express themselves orally and in writing on familiar subjects This course will adhere to the upper school policy for exam weighting of 20% on familiar subjects This course will adhere to the upper school policy for exam weighting of 20%

French II Honors French II Honors

Semesters: two (full year)

Prerequisite: French I

In French II, students transition from talking about themselves, their immediate surroundings, and daily routines to talking about

In French II, students transition from talking about themselves, their immediate surroundings, and daily routines to talking about their engagement in the wider world They begin to move between past and future tenses to describe their experiences and those their engagement in the wider world They begin to move between past and future to describe their experiences and those of others in more depth They continue their travels around the French-speaking world and further explore its diverse social, of others in more depth They continue their travels around the French-speaking world and further explore its diverse social, artistic, literary and culinary cultures, from Europe to Western and Northern Africa to the Americas and Asia By the end of the artistic, and culinary cultures, from Europe to Western and Northern Africa to the Americas and Asia the end of the course, students have the foundational skills for communicating in French across a broad range of practical subjects This course course, students have the foundational skills for communicating in French across a broad range of practical subjects This course will adhere to the upper school policy for exam weighting of 20% will adhere to the upper school policy for weighting of 20%

French III Honors French III Honors

Semesters: two (full year)

Prerequisite: French II Prerequisite: French II

In French III, students make the leap from learning French to using French to learn From discussing events of daily life and

In French III, students make the leap from learning French to using French to learn From discussing events of daily life and subjects of personal interest in previous levels, students will begin to use more primary sources to study current events, pop subjects of personal interest in previous levels, students will begin to use more primary sources to study current events, pop culture, fiction, and folklore from French-speaking countries They also gain a view of world history through a francophone lens culture, fiction, and folklore from French-speaking countries They also gain a view of world history through a francophone lens Vocabulary topics include relationships, stages of life, the media, nature, and outdoor sports Students continue to exercise their Vocabulary topics include relationships, stages of life, the media, nature, and outdoor sports Students continue to exercise their memory and think systematically through learning to master the conditional, future perfect, pluperfect, and subjunctive tenses memory and think systematically through learning master the conditional, future perfect, pluperfect, and subjunctive tenses They strengthen the skills needed to construct arguments, express opinions, and comment on the statements of others By the end They strengthen the skills needed to construct arguments, express opinions, and comment on the statements of others the end of the course, students are able to express themselves more fluidly in writing and conversation through culturally-rooted projects of the course, students are able to express themselves more fluidly in writing and conversation through culturally-rooted projects and presentations and presentations

French IV Honors French IV Honors

Semesters: two (full year)

Prerequisite: French III

French IV - Honors is an important stepping stone to success in AP French Or, it can be the capstone to a student’s language

French IV - Honors is an important stepping stone to success in AP French Or, it can be the capstone to a student’s language learning experience at St George’s Students dive deeply into authentic resources, refine their grammar skills, and continue to learning experience at George’s dive deeply into authentic refine their grammar skills, and continue to develop their linguistic fluency and cultural literacy in French They take a comprehensive look at French history from Gaul and the their linguistic fluency and cultural literacy in French They take a comprehensive look at French history from Gaul and the Roman Empire through L'Âge Classique to the current day The course of study includes classic, modern, serious, and funny French Roman Empire through L'Âge Classique to the current day The course of study includes classic, modern, serious, and funny French TV programs and films, as well as literature and poetry from across la Francophonie By the end of the year, students are well- TV programs and films, as well as literature and poetry from across la Francophonie By the end of the year, students are wellprepared for AP French They are able to create convincing arguments and have critical conversations with some support and prepared for AP French They are able to create convincing arguments and have critical conversations with some support and preparation preparation

AP French Language and Culture AP French Language and Culture

Semesters: two (full year) Semesters: two (full year)

Prerequisite: French III (with teacher’s recommendation) or French IV

Prerequisite: French III (with recommendation) or French IV

See qualifications for Advanced Placement courses. See qualifications for Advanced Placement courses

This college-level course is designed so students are prepared to take the AP French Language and Culture exam at the end of This college-level course is designed students are prepared to take the AP French Language and Culture exam at the end of the year The course is structured around the six AP themes chosen by the College Board: Families and Communities, Personal year The course is structured the six AP themes chosen by the College Board: and Communities, and Public Identities, Contemporary Life, Beauty and Aesthetics, Science and Technology, and Global Challenges Students and Public Identities, Contemporary Life, Beauty and Aesthetics, Science and Technology, and Global Students develop mastery in listening, speaking, reading, and writing The Thèmes textbook, newspapers, podcasts, and videos, as well as develop mastery in listening, speaking, reading, and writing The Thèmes textbook, podcasts, and videos, as well as literary pieces from across the francophone world, enhance the students’ appreciation of the language, literature, and culture All literary pieces from across the francophone world, the students’ appreciation of the language, literature, and culture All students enrolled in this course must take the AP exam in May students enrolled in this course must take the AP exam in May

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Course Descriptions

Latin II

Semesters: two (full year)

Latin I seeks to introduce students to the wisdom of the ancient world, as immortalized in those outstanding literary

Latin I seeks to introduce students to wisdom of ancient world, as immortalized in outstanding literary achievements of the Romans, which in turn have contributed immeasurably to the progress of humanity and of Western achievements of the Romans, which in turn have contributed immeasurably to the progress of humanity and of Western civilization Students will explore this world through the first two units of the Cambridge Latin course, seeing the final days of civilization Students will explore this world through the first two units of the Cambridge Latin course, seeing the final days of Pompeii, the cosmopolitan world of Roman Alexandria, and the borderlands of the empire in Britain They will learn how to the cosmopolitan of Roman Alexandria, and borderlands of the empire in Britain They will learn how to translate simple sentences and read connected passages in Latin and utilize their knowledge of Latin word stems to improve

translate simple sentences and read connected passages in Latin and utilize their knowledge of Latin word stems to improve their vocabulary in English and broaden their understanding of English grammar their vocabulary in English and broaden their understanding of English grammar

This course will adhere to the upper school policy for exam weighting of 20% This course will adhere to the upper school policy for exam weighting of 20%

Latin II Honors Latin II Honors

Semesters: two (full year)

Prerequisite: Latin I

Latin II builds upon the foundations of Latin I while continuing on in the Cambridge Latin Course through Unit 3 Students will be Latin II builds upon the foundations of Latin I while continuing on in the Cambridge Latin Course through Unit 3 Students will be exposed to increasingly complex sentence structures and grammatical concepts such as indirect speech, the passive voice, and exposed to increasingly complex sentence structures and grammatical such as indirect speech, the passive voice, and conditional sentences The focus on culture will move away from family structures and day-to-day life onto more serious topics conditional sentences The focus on culture will move away from family structures and day-to-day life onto more serious topics such as the military, politics, conquest and rebellion, and philosophy Students further broaden their awareness of Latin roots such as the military, politics, conquest and rebellion, and philosophy Students further broaden their awareness of Latin roots within our own language by generating English derivatives, a skill that will help students when taking standardized tests such as within our own language by generating English derivatives, a skill that will help students when taking standardized such as the SAT and ACT This course will adhere to the upper school policy for exam weighting of 20% the SAT and ACT This will adhere to the upper school policy exam weighting of

Latin III Honors Latin III Honors

Semesters: two (full year) Semesters: two (full year)

Prerequisite: Latin II

Latin III will conclude the third unit of Cambridge Latin Course and move into the fourth and final unit Throughout this year, Latin III will conclude the third unit of Cambridge Latin Course and move into the fourth and final unit Throughout this year, students will begin to see the real complexity of the language as we move out of basic textbook stories and into a wider range of students will begin to see the real complexity of the language as we move of basic textbook stories and into a wider range of classical Latin texts Students will be expected to use everything they have learned as the Romans would have as they navigate classical Latin texts Students will be expected to use everything they have learned as the Romans would have as they navigate these more difficult texts Through this they will get exposure to the Latin prose and poetry that has provided the base of these more difficult texts Through this they will get exposure to the Latin prose and that has provided the base of students studying the language for centuries students studying the language for centuries

Latin IV Honors Latin IV Honors Semesters: two (full year) Semesters: two (full year)

Prerequisite: Latin III Prerequisite: Latin III

The focus of Latin IV will be to cement the last pieces of complex grammar necessary to make the jump into a deeper pool of

The focus of Latin IV will be to the last pieces of complex grammar necessary to make the jump into a deeper pool of classical Latin texts There will be a variety of texts both prose and poetry We will move from reading textbook stories to reading

classical Latin texts There will be a variety of texts both prose and poetry We will move reading textbook stories to reading letters and poetry and eventually authentic Latin texts With the anticipated changes to the AP exam for the 2025-2026 letters and poetry and authentic Latin texts With the anticipated changes to the AP exam for the 2025-2026 academic year, it will also provide a foundation for a variety of texts that the students can choose from should they wish to academic year, it will also provide a foundation for a variety of texts that the students can choose from should they wish to continue their studies to Latin AP continue their studies to Latin AP

AP Latin: Vergil Semesters: two (full year)

AP Latin: Semesters: two (full year)

Prerequisite: Latin III (with teacher's recommendation) or Latin IV

See qualifications for Advanced Placement courses.

See qualifications for Advanced Placement courses

This class is devoted to translating the required books of Vergil’s Aeneid, selections from Pliny the Younger’s Letters, and other This class is devoted to translating the required books of Vergil’s Aeneid, selections from Pliny the Younger’s Letters, and other selections of authentic texts Students read, understand, translate, and analyze Latin poetry and prose Students practice writing selections of authentic texts Students read, understand, translate, and analyze Latin poetry and prose Students practice writing literal English translations of a Latin passage, explicating specific words or phrases in context and identifying the context and literal English translations of a Latin passage, explicating specific words or phrases in context and identifying the context and significance of short excerpts from the required books/selections Students are exposed to some of the important people, significance of short from the required books/selections Students are exposed to some of the important people, events, and literary genres of Roman times, paying particular attention to the late Republic and early Principate time periods In events, and literary genres of Roman times, paying particular attention to the late Republic and early Principate time periods In addition, students identify and analyze characteristic features of both Vergil’s and Pliny’s mode of expression as seen in specific addition, students and analyze characteristic features of both and Pliny’s mode of expression as seen in specific passages All students enrolled in this course must take the AP exam in May passages All students enrolled in this course must take the AP exam in May

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Course Descriptions

Spanish I Spanish I

Semesters: two (full year)

This is an introductory course to Spanish in which students learn about the Spanish-speaking world, the importance of

This is an introductory course to Spanish in which students learn about the Spanish-speaking world, importance of knowing the language, and its cultural aspects This course is taught using a mixture of Spanish and English to ensure knowing the language, and its cultural aspects This is taught using a mixture of Spanish and English to ensure grammar is thoroughly understood As beginners in a foreign language, students will develop foundational skills in speaking, grammar is thoroughly understood As beginners in a foreign language, students will develop foundational skills in speaking, reading, writing, and listening To maximize the effectiveness of learning, a balanced approach involving study, memorization, writing, and listening To maximize the effectiveness of learning, a balanced approach involving memorization, practice, and application is employed through both class activities and at-home assignments Students are expected to practice, and application is employed through both class activities and at-home assignments are expected to participate in class, using the target language as much as possible to communicate in the written and oral forms Students are in class, using the target language as much as to communicate in the written and oral forms Students are frequently challenged to use higher-level thinking skills in order to apply their vocabulary and grammar Some topics include: frequently challenged to use higher-level thinking skills in order to apply their vocabulary and grammar Some include: present tense -ar, -er and -ir verbs, verbs estar and tener, possession, numbers 100 and above, the present tense, the past present tense -ar, -er and -ir verbs, verbs estar and tener, possession, numbers 100 and above, the present tense, the past tense, and the present progressive tense This course will adhere to the upper school policy for exam weighting of 20% tense, and the present progressive tense This course will adhere to the upper school policy for exam weighting of 20%

Spanish II Spanish II

Semesters: two (full year)

Prerequisite: Spanish I Prerequisite: Spanish I Spanish II begins with a review of what students learned in Spanish I to refresh their knowledge of the grammar, the Spanish II begins with review of what students learned in Spanish I to refresh their knowledge of the grammar, the pronunciation, and the vocabulary The goal is to set a solid foundation on which we will continue building throughout the and the vocabulary The goal is to set a solid foundation on which we will continue building throughout the year Through this course, students extend their knowledge of Spanish grammar forms and verb conjugations permitting year Through this course, students extend their knowledge of Spanish grammar forms and verb conjugations permitting them to openly communicate ideas using both past and present tenses as well as the use of the near future tense Students them openly communicate ideas using both past and present tenses as well as the use of the near future tense are challenged through their lessons and assignments to improve and further expand their vocabulary skills and are challenged through their lessons and assignments to improve and further expand their vocabulary skills and comprehension of Spanish about topics including going on a vacation, sports, health, daily routines, clothing/shopping, at the comprehension of Spanish about topics including going on a vacation, sports, health, daily routines, clothing/shopping, at the market, food, meals in a restaurant, family and relationships, careers and professions This course will adhere to the upper market, food, meals in restaurant, family and relationships, careers and professions This will adhere to the upper school policy for exam weighting of 20% school policy for exam weighting of 20%

Spanish II Honors Spanish II Honors Semesters: two (full year) Semesters: two (full year)

Prerequisite: In addition to Spanish I, enrollment in an Honors level Spanish class is determined by the World Language

Prerequisite: In addition to Spanish I, enrollment in an Honors level Spanish class is determined by the World Language Department and is based on a combination of assessment results, prior classroom performance, and overall Department and is based on a combination assessment results, prior classroom performance, and overall demonstrated ability. demonstrated ability

Honors Spanish 2 is an advanced-level course designed for students who have demonstrated a strong foundation in the Honors Spanish 2 is an advanced-level course designed for students who have demonstrated a strong foundation in the Spanish language This course builds upon the skills acquired in Spanish 1, further expanding students' abilities in speaking, Spanish language This course builds upon the skills acquired in Spanish 1, expanding abilities in speaking, listening, reading, and writing Emphasis will be placed on the development of intermediate language proficiency and cultural listening, and writing will be placed on the development of intermediate language proficiency and cultural understanding of the Spanish-speaking world Students will engage in more rigorous assignments and participate in in-depth understanding of the Spanish-speaking world Students will engage in more rigorous assignments and participate in in-depth classroom discussions, all conducted mostly in Spanish This course will adhere to the upper school policy for exam classroom discussions, all conducted mostly in Spanish This course will adhere to the upper school policy for weighting of 20% weighting of 20%

Spanish III Spanish III

Semesters: two (full year)

Prerequisite: Spanish II Spanish II

IIn Spanish III students continue to develop their speaking, reading, and listening comprehension skills in the target language n Spanish III students continue to develop their speaking, reading, and listening comprehension skills in the target language and their understanding of the rich culture of the Spanish-speaking world Throughout the course, students focus on and their understanding of the rich culture of the Spanish-speaking world Throughout the course, students focus on understanding and implementing more complex grammatical structures in both scripted presentations and projects, as well understanding and implementing more complex grammatical structures in both scripted presentations and projects, as well as in everyday conversations They strengthen the skills needed to construct arguments, express opinions, and comment on as in everyday conversations They strengthen the skills needed to construct arguments, express opinions, and on the statements of others the statements of others

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Course Descriptions

Spanish III Honors Spanish Honors Semesters: two (full year) Semesters: two (full year)

Prerequisite: In addition to Spanish II, enrollment in an Honors level Spanish class is determined by the World

Prerequisite: In addition to Spanish II, enrollment in an Honors level Spanish class is determined by the World Language Department and is based on a combination of assessment results, prior classroom performance, and overall Language Department and is based on a combination of assessment results, prior classroom performance, and overall demonstrated ability demonstrated ability.

This course further develops the four key language skills speaking, listening, reading, and writing while also

This course further develops the four key language skills speaking, listening, reading, and writing while also strengthening cultural understanding. Students will engage in more complex grammar, enhance their conversational cultural understanding Students engage in more complex grammar, enhance their conversational abilities, and dive deeper into the cultures and histories of Spanish-speaking countries The course is taught primarily in abilities, and dive deeper into the cultures and histories of Spanish-speaking countries The is taught primarily in Spanish following the American Council on the Teaching of Foreign Languages (ACTFL) recommendations; however, Spanish following the American Council on the Teaching of Foreign Languages (ACTFL) recommendations; however, English may be used occasionally to clarify complex grammatical concepts. English may be used occasionally to clarify grammatical concepts

Spanish IV Honors Spanish IV Honors Semesters: two (full year) Semesters: two (full year)

Prerequisite: Spanish III

This advanced-level Spanish course builds upon previous knowledge to further enhance fluency in all areas of the This advanced-level Spanish course builds upon previous knowledge to further enhance fluency in all areas of the language, including speaking, listening, reading, and writing. Development and refinement of these skills are a focus as a including speaking, listening, reading, and writing Development and refinement of these skills are a focus as a detailed review of Spanish grammar is endeavored Students also read about and discuss in depth the history and culture detailed review of Spanish grammar is endeavored Students also read about and discuss in depth the history and culture of the Spanish-speaking world Students are expected to communicate in Spanish and to demonstrate a daily intent to of the Spanish-speaking world Students are expected to communicate in Spanish and to demonstrate a daily intent to practice the language. Taught in Spanish, this course serves as a bridge between Spanish III and the Advanced Placement the language Taught in Spanish, this course serves as a bridge between Spanish III and the Advanced Placement Spanish Language course Spanish Language course

AP Spanish Language and Culture AP Spanish Language and Culture Semesters: two (full year) Semesters: two year)

Prerequisite: Spanish III (with teacher’s recommendation) or Spanish IV honors Spanish III (with teacher’s recommendation) or Spanish IV honors

See qualifications for Advanced Placement courses. See qualifications for Advanced Placement courses

This is a college-level course designed to prepare students for the AP Spanish Language and Culture exam In this course, This is a college-level course designed to prepare students for the AP Spanish Language and Culture In this course, students attempt to master all four components of second language acquisition and retention: speaking, listening students attempt to master all four components of second language acquisition and retention: speaking, listening comprehension, reading comprehension, and writing The course is taught entirely in Spanish, and there is the expectation reading comprehension, and writing The course is taught entirely in Spanish, and there is the expectation that students will speak only Spanish in class, as well Numerous print and audio excerpts are used from these resources: that students will speak only Spanish in class, as well Numerous print and audio excerpts used from these resources: Temas and AP Classroom The course is structured around the six AP themes chosen by the College Board: Families and Temas and AP Classroom The course is structured around the six AP themes chosen by the College Board: Families and Communities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Global Challenges, and Personal and Communities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Global Challenges, and Personal and Public Identities This curriculum lets you experience authentic language and culture through engaging texts and Public Identities This curriculum lets you experience authentic language and culture through engaging texts and multimedia materials from all over the Spanish-speaking world All students enrolled in this course must take the AP exam multimedia materials from all over the Spanish-speaking world All students enrolled in this course must take the AP exam in May in May

AP Spanish Literature and Culture AP Spanish Literature and Culture Semesters: two (full year) Semesters: two year)

Prerequisite: AP Spanish Language and Culture Prerequisite: AP Spanish Language and Culture

See qualifications for Advanced Placement courses See qualifications for Advanced Placement courses

This class is equivalent to a college level introductory survey course of literature written in Spanish Conducted entirely in This class is equivalent to a college level introductory survey course of literature written in Spanish Conducted entirely in Spanish, the AP Spanish Literature and Culture course introduces students to the study of Peninsular Spanish, Latin the AP Spanish Literature and Culture course introduces students to the study of Peninsular Spanish, Latin American, and U S Hispanic literature from the 14th century to the present Throughout the course, students continue to American, and U S Hispanic literature from the 14th century to the present Throughout the course, students continue to develop their interpretive, interpersonal, and presentation skills in Spanish language as well as critical reading and develop their interpretive, interpersonal, and presentation skills in Spanish language as well as critical reading and analytical writing as they explore short stories, novels, plays, essays, and poetry from Spain, Latin America, and U S

analytical writing as they explore short stories, novels, plays, essays, and poetry from Spain, Latin America, and U S All students enrolled in this course must take the AP exam in May students enrolled in this course must take the AP exam in May

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Course Descriptions

History 6: Ancient World History History 6: World History Semesters: two (full year) Semesters: two (full year)

Sixth-grade Ancient World History examines humanity from early humans and the dawn of civilization up to the beginning

Sixth-grade Ancient History examines humanity from early humans and dawn of civilization up to beginning of the Common Era In this course, students will have the opportunity to dive deeply into the ancient past, not only by of the Common Era In this course, students will have the opportunity to dive deeply into the ancient past, not only by learning about important names, dates, and places, but also by participating in hands-on ancient world activities and learning about important names, dates, and places, but also by participating in hands-on ancient world activities and simulations that bring history to life Students take advantage of St George’s location on the Wolf River to draw meaningful that bring history to life Students take advantage of St George’s location on the Wolf River to meaningful connections between civilization’s beginnings and our own place They will grow their analytical and critical thinking skills connections between civilization’s beginnings and our place They will grow their analytical and critical thinking skills by immersing themselves in ancient history through the analysis of artifacts and primary and secondary resources Further, by immersing themselves in ancient history through the analysis of artifacts and primary and secondary resources Further, students push to transfer historical thinking habits, as well as research and writing skills, through cross-curricular projects students push transfer historical thinking habits, as well as research and writing skills, through cross-curricular projects Ancient World History is an exciting course that encourages independent thinking while providing students with a broad Ancient World History is an exciting course that encourages independent thinking while providing students with a broad understanding of our history and an appreciation for the past’s shaping of the world we live in today understanding of our history and an appreciation for the past’s shaping of the world we live in today

History 7: Civics History 7: Civics

Semesters: two (full year) Semesters: two (full year)

In this course, students engage in a study of the U S government, including its core tenets, how it is organized, and how to In this course, students engage in a study of the U S government, including its core tenets, how is organized, and how to be an active, engaged citizen Students examine the history of the Constitution and the Bill of Rights and then delve into be an active, engaged citizen examine the history of the Constitution and the Bill of Rights and then delve into the inner workings of each branch of the federal government The course incorporates a variety of readings that explore the inner workings of each branch of the federal government The course a variety of readings that explore the concepts of democracy and citizenship The course also leverages the work of Facing History and Ourselves to the concepts of democracy and citizenship The course also leverages the work of Facing History and Ourselves to engage students in novel studies of “The Outsiders” and “The Giver ” Throughout the year, students develop critical engage students in novel studies of “The and “The Giver ” Throughout the year, students develop critical thinking skills by considering essential questions derived from the various aspects of civics Students have many thinking skills by considering essential derived from the various aspects of civics Students have many opportunities to collaborate with peers Students develop a National History Day (NHD) project based on their own opportunities to collaborate with peers Students develop a National History Day (NHD) project based on their own interests in accordance with an annual NHD theme Students also create their own laws and debate other students in a interests in accordance with an annual NHD theme Students also create their laws and debate other students in a mock state government simulation affiliated with the Youth in Government (YIG) program mock state government simulation affiliated with the Youth in Government (YIG) program

History 8: American History History 8: History Semesters: two (full year) Semesters: two (full year)

"A small body of determined spirits fired by an unquenchable faith in their mission can alter the course of history " –

"A small body of determined spirits fired by an unquenchable faith in their mission can alter the course of history " –Mahatma Gandhi Mahatma Gandhi

It is the individual who is the primary influence on historical change, and, because of that, the eighth grade American

It is the individual who is the primary influence on historical change, and, because of that, the eighth grade American History student explores the growth of the United States through the eyes of individuals and examines a variety of unique History student explores the growth of the United States through the eyes of individuals and examines a variety of unique perspectives that have come to shape the nation we live in today Students begin with the study of the settlement of North perspectives that have come to shape the nation we live in today begin with the study of the settlement of North America, and the development of diverse, regional colonial economies Students also explore the political process of America, and the development of diverse, regional colonial economies Students also explore the process of protest and resistance leading to the American Revolution; the development of the American political system and culture; protest and resistance leading to the American Revolution; the development of the American political system and culture; the impact of the commercial, agricultural, and industrial revolutions on American life; the cultural and political impact of the impact of the commercial, agricultural, and industrial revolutions on American life; the cultural and political impact of urban reform in the North and the impact of slavery in the South and our nation The causes of the Civil War are examined, urban reform in the North and the impact of slavery in the South and our nation The causes of the Civil War are examined, as well as its role in shaping the social and political framework of modern America An emphasis is placed on the students’ as well as its role in shaping the social and political framework of modern America An emphasis is placed on the students’ skill development including organization skills, study skills, collaborative learning skills, public speaking and learning how skill development including organization skills, study skills, collaborative learning skills, public speaking and learning how to prepare for a variety of types of assessments including projects and presentations One such project that promotes to prepare for a variety of types of assessments including projects and presentations One such that promotes student choice and provides avenues for the guided practice of key skill sets is the National History Day project The student choice and provides avenues for the guided practice of key skill sets is the National History Day project The project begins in the fall with students tackling the research process on specific theme-based topics, culminating before project begins in the with students tackling the research process on specific theme-based topics, culminating the end of the first semester with the presentation of a variety of project categories demonstrating the historical analysis the end of the first semester with the of a of project demonstrating the historical and interpretation of their chosen topic and interpretation of their chosen topic

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Course Descriptions

Geography: Exploring Our World (Grade 9)

Geography: Exploring World (Grade 9)

Semesters: one (Fall)

The World Geography course provides an in-depth examination of the Earth's physical features, human societies, and the

The World Geography course an in-depth examination of the Earth's physical features, human societies, and the intricate interactions between them Designed to foster a comprehensive understanding of global landscapes, culture, and intricate interactions between them Designed to foster comprehensive understanding of global landscapes, culture, and human-environment dynamics, this course aims to cultivate critical geographic thinking and global awareness Students human-environment dynamics, this course aims to cultivate critical geographic thinking and global awareness Students will engage with diverse geographical concepts such as culture, landforms, climate, etc through an array of activities, engage with diverse concepts such as culture, landforms, climate, etc an array of activities, projects, and discussions, enhancing their ability to analyze and interpret complex geographical phenomena projects, and discussions, enhancing their ability to analyze and interpret complex geographical phenomena

Cultural Literacy: Judeo-Christian Foundations (Grade 9)

Semesters: one (Fall) Semesters: one (Fall)

The Bible is the most referenced source in medieval and modern history Long credited as a pillar of Western society, it is

The Bible is the most referenced source in medieval and modern history Long credited as a pillar of Western society, it is increasingly integral to understanding and relating to our globalized world as Sub-Saharan African, East Asian, and Central increasingly integral to understanding and relating to our globalized world as Sub-Saharan African, East Asian, and Central and South American nations are currently either majority Christian or have culturally significant Christian minorities This and South American nations currently either majority Christian have culturally significant Christian minorities This course helps students grapple with this foundational text and its influence in world history Having an understanding and course helps students grapple with this foundational text and its influence in world history Having an understanding and appreciation of the Hebrew Bible (Old Testament) and New Testament is key for wrestling with the questions and ideas of of the Hebrew Bible (Old Testament) and New Testament is key for wrestling with the questions and ideas of humanity’s great authors, unlocking the ability to enjoy and participate in that millennia-spanning conversation Historically humanity’s great authors, unlocking the ability to enjoy and participate in that millennia-spanning conversation Historically essential to Western culture, the Bible provided the roots for values such as human rights, recognition of observable essential to Western culture, the Bible provided the roots for values such as human rights, recognition of observable rational order (science), the potential for progress, the equal dignity of women and men, the rule of law and rational order (science), the potential for progress, the equal dignity of women and men, the rule of law and constitutionalism, and advocacy for the forgotten, vulnerable, and oppressed This course highlights the history of the constitutionalism, and advocacy for the forgotten, vulnerable, and oppressed This highlights the history of the Jewish people and emphasizes their moral, literary, and legal contributions to global civilization It also discusses the rise Jewish and emphasizes their moral, literary, and legal contributions to global civilization It also discusses the rise of Christianity and its profound culture-shaping impact within the Greco-Roman dominated Mediterranean; a pluralistic of Christianity and its profound culture-shaping impact within the Greco-Roman dominated Mediterranean; a pluralistic society which compares to our own Regionally, ancient Western Asia and the Mediterranean will be studied Emphasis is society which compares to our own Regionally, ancient Western Asia and the Mediterranean will be studied Emphasis is placed on skills such as critical thinking, reading comprehension, public speaking, collaborative work, and historical writing placed on skills such as critical thinking, reading comprehension, public speaking, collaborative work, and historical writing (argumentation) Students learn to analyze and interpret primary source documents, and recognize patterns over time and (argumentation) Students learn analyze and interpret primary source documents, and recognize patterns over time and space space

Modern World History (Grade 9) Modern World History (Grade 9) Semesters: one (Spring) Semesters: one (Spring)

Modern World History is a semester-long course that explores the key events, ideas, and movements that have shaped Modern World History is a semester-long course that explores the key events, ideas, and movements that have shaped the modern world from the year 1500 to the present day Students will examine significant historical developments, the modern world from the year 1500 to the present day Students will examine significant historical developments, including the Renaissance and Reformation, the Age of Exploration, the rise and impact of empires, revolutions in politics including the Renaissance and Reformation, the Age of Exploration, the rise and impact of empires, revolutions in politics and industry, global conflicts, decolonization, and the contemporary world Through primary and secondary sources, and industry, conflicts, decolonization, and the contemporary world Through primary and secondary sources, students will analyze the interconnectedness of societies, the causes and consequences of change, and the enduring students will analyze the interconnectedness of societies, the causes and consequences of change, and the enduring themes of human experience Emphasis will be placed on critical thinking, historical analysis, and making connections themes of human experience Emphasis will be placed on critical thinking, historical analysis, and making connections between the past and the present Activities will include group discussions, projects, and assessments that develop skills between the past and the present Activities will include group discussions, projects, and assessments that develop skills in research, interpretation, and argumentation By the end of the course, students will gain a greater understanding of the in research, interpretation, and argumentation By the end of the course, students will gain a greater understanding of the forces that have shaped our modern global society and their role as informed citizens in a complex world forces that have shaped our modern global society and their role as informed citizens in complex world

Greatest Hits of the Pre-Modern World: Global Foundations Honors (Grade 9)

Greatest Hits of the Pre-Modern World: Global Foundations Honors (Grade 9) Semesters: one (Spring) Semesters: one (Spring)

This course is designed as a precursor to AP World History, and the skills harnessed are an introduction to the This course is as a precursor to AP World History, and the skills harnessed are an introduction to the expectations of AP courses As a survey of pre-modern world history by region, it highlights key developments in each expectations of AP courses As a survey of pre-modern world history by region, it highlights key developments in each region, with an emphasis on analyzing long-lasting influences that shape those regions today The course focuses on region, with an emphasis on analyzing long-lasting that shape those regions today The course focuses identifying historical patterns and broader connections that span multiple eras ranging from the late classical period historical patterns and broader connections that span multiple eras ranging from the late classical period through the end of the medieval period Classes are especially question-driven and incorporate a heavy examination of through the end of the medieval period Classes are especially question-driven and incorporate a heavy examination of primary sources to not only gain a more intimate knowledge of human development across the globe, but to also aid primary sources not only gain a more intimate knowledge of human development across the globe, but to also aid students in using this heightened knowledge to formulate concrete applications To this end, there is a heavy reading and students in using this heightened knowledge to formulate concrete applications To this end, there is a heavy and writing component The primary goal of the course is to make sense of difficult concepts in the formulation of strong writing component The primary goal of the course is to make sense of difficult concepts in the formulation of strong academic arguments Students leave with increased abilities in writing and reading comprehension, as well as the skills academic arguments Students leave with increased abilities in writing and reading comprehension, as well the skills necessary for informed young citizens in an increasingly interconnected global world necessary for informed young citizens in an increasingly interconnected global world

CIA DIE

Course Descriptions

AP World History: Modern (Grade 10)

AP World History: Modern (Grade 10) Semesters: two (full year) Semesters: two (full year)

See qualifications for Advanced Placement courses

See qualifications for Advanced Placement courses.

The AP World History course is a fast-paced class in which students are actively engaged in the material through

The AP World History course is a fast-paced class in which students actively engaged in the material through discussions, lectures, collaboration with peers, and activities which require analysis and synthesis of historical sources discussions, lectures, collaboration with peers, and activities which require analysis and synthesis of historical sources

Students are asked to challenge themselves academically, think from a variety of perspectives, and employ their creativity

Students are asked to challenge academically, think from a variety of perspectives, employ their creativity

The curriculum highlights the nature of continuity and change, systems of social structure, patterns and impacts of

The curriculum highlights the nature of continuity and change, systems of social structure, patterns and impacts of interaction among societies, the role of technology and demography, changes in functions and structures of states, interaction among societies, the role of technology and demography, changes in functions and structures of states, aspects of the importance of military conflict, and cultural and intellectual developments This course’s chronological aspects of the importance of military conflict, and cultural and intellectual developments This course’s chronological framework is 1200 C E to the present, as set by the College Board All students enrolled in this course must take the AP framework is 1200 C E to the present, as set by the College Board All students enrolled in this must take the AP World History exam in May World History exam in May

AP United States Government & Politics (Grade 10, 11, or 12)

AP States Government & (Grade 10, 11, or 12)

Semesters: two (full year)

See qualifications for Advanced Placement courses

See qualifications for Advanced Placement courses.

AP United States Government and Politics is a college-level introduction to key political concepts, ideas, institutions, AP United States and Politics is a college-level introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States Students will read and analyze U S foundational documents, Supreme Court decisions, and other texts and visuals States Students will read and analyze U S foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions between political institutions and behavior They will read to gain an understanding of the relationships and interactions between political institutions and behavior They will read and interpret data, develop evidence-based arguments, and engage in an applied civics or politics researched-based and interpret data, develop evidence-based arguments, and engage in an civics or politics researched-based project All students enrolled in this course must take the AP United States Government and Politics exam in May project All students enrolled in this course must take the AP United States Government and Politics exam in May

Citizenship (Grade 10, 11, or 12)

Semesters: two (full year)

T T his course closely examines what it truly means to be a citizen in a multi-faceted, modern world Towards this effort, our his course closely examines what it truly means to be a citizen in a modern world Towards this effort, our course examines six different understandings of Citizenship: Classical, American/Patriotic, Faith-Based, Pluralistic, course examines six different understandings of Citizenship: Classical, American/Patriotic, Faith-Based, Pluralistic, Disenfranchised, and Global, coupled with six “deep dives” into the collective psyche of people from six different parts of Disenfranchised, and Global, coupled with six “deep dives” into the collective psyche of people from six different parts of the world SWe then seek to define our own citizenship roles as Americans, juxtaposed next to the psyche of those from the world SWe then seek to our own citizenship roles as Americans, juxtaposed next to the psyche of those from other places and constructs In addition, the course analyzes national and international current events along with other places and constructs In addition, the course analyzes national and international current events along with intellectual trends in America, which together help students identify where they fit in our great democracy All in-class intellectual trends in America, which together help students identify where they fit in our great democracy All in-class activities are designed to enhance students’ abilities to analyze, communicate, create, collaborate, and problem solve in activities are designed to enhance students’ abilities to analyze, communicate, create, collaborate, and problem solve in efforts to best prepare them for life in an accelerated Twenty-First century efforts to best prepare them for life in an accelerated century

United States History (Grade 11)

Semesters: two (full year)

This course spans American political, economic, social, intellectual, and cultural history from 1865 to the present The

This course spans American political, economic, social, intellectual, and cultural history from 1865 to the present The course begins with a focus on the historical context and foundations of the federal government in the early republic begins with a focus the historical context and foundations of the federal government in the early republic Students develop an understanding of American history by reading secondary source material on significant topics, Students develop an of American history by reading secondary source material on significant topics, interpreting primary historical documents, and practicing honing essay writing skills Emphasis is placed on critical and interpreting primary historical documents, and practicing honing essay writing skills Emphasis is placed on critical and evaluative thinking with a focus on developing an appreciation for the construction of the historical argument Students evaluative thinking with a focus on developing an appreciation for the construction of the historical argument have an opportunity to practice the craft of the historian by conducting primary research

Solid reading and writing skills are essential to success are essential to success

Solid reading and writing skills have an opportunity to practice the craft of the historian by conducting primary research

AP United States History (Grade 11) AP United States History (Grade 11)

Semesters: two (full year)

See qualifications for Advanced Placement courses qualifications Advanced Placement courses.

This course spans American political, economic, social, intellectual, and cultural history from the beginning of Native

This course spans American political, economic, social, intellectual, and cultural history from the beginning of Native American civilizations until the present The students read historical articles, analyze documents, and learn to write American civilizations until the present The students read historical articles, analyze documents, and learn to write historical and document-based question essays The course is designed to prepare the students to satisfy the historical and document-based question essays The is designed to prepare the students to satisfy the requirements for college-level U S history courses (one year’s worth of credit) The texts are college level and the course for U S history courses year’s worth of credit) The texts are college level and the course itself is structured along the lines of a university-level course Students strengthen their analytical thinking skills as they itself is structured along the lines of a university-level course Students strengthen their analytical thinking skills as they learn to develop persuasive historical arguments by synthesizing complex historical information In the process, students learn to develop persuasive historical arguments by synthesizing complex historical information In the process, students improve their reading, writing, and test-taking skills Class instruction is a combination of lecture, discussion, collaborative their writing, and test-taking skills Class instruction is a combination of lecture, discussion, collaborative and individual work All students enrolled in this course must take the AP U S History exam in May and individual work All students enrolled in this course must take the AP U S History exam in May

CIA DIE

Course Descriptions

World War II (Grade 11 or 12)

Semesters: one (Fall) Semesters: one (Fall)

"Never in the field of human conflict was so much owed by so many to so few " - Winston Churchill

This one-semester course focuses on World War II from a global perspective with an emphasis on US military and political

This course focuses World War II from a global perspective with an emphasis on US military and political history Students gain an overview of the overall war in the European, African, and Pacific theaters in order to then hone in history Students gain an overview of the overall war in the European, African, and Pacific theaters in order to then hone in on specific topics for more in-depth learning The course is focused on using primary documents as a lens through which on specific topics for more in-depth learning The course focused on using documents as a through which to view the time period Instruction using assigned readings and lectures assure content knowledge is gained by the to view the time period Instruction using assigned readings and lectures assure content knowledge is gained by the students When possible, interaction with WWII veterans will take place in collaboration with the Young Forever community students When possible, interaction with WWII veterans will take in collaboration with the Young Forever community organization

African American History (Grade 11 or 12)

Semesters: one (Spring) Semesters: one (Spring)

This course focuses on African American issues in history The focus is on the time spanning post-Brown v Board of

This course focuses on American issues in history The focus is the time spanning post-Brown v Board of Education through the Black Lives Matter movement Students explore the changing African American experience in the Education through the Black Lives Matter movement Students explore the changing African American experience in the second part of the twentieth century by reading primary sources, engaging in lectures, and creating original research second part of the twentieth by reading primary sources, engaging in lectures, and creating original research projects to better discover the unique history of the mid-south area and its importance to the modern Civil Rights projects to better discover the unique history of the mid-south area and its importance to the modern Civil Rights Movement Movement

Global Current Events (Grade 11 or 12)

Semesters: one (Fall or Spring) Semesters: one (Fall or Spring)

This course focuses on helping students learn how to discern our place and affect our course Students will seek to

This course focuses on helping students learn how to discern our place and affect our course Students will seek to embrace the world in its complexity through examining local, national and international issues with emphasis on embrace the world in its complexity through examining local, national and international issues with emphasis technology, global conflicts, interconnectivity, and advances in science, as well as the positive and negative impacts of technology, global conflicts, interconnectivity, and advances in science, as well as the positive and negative impacts of human civilization around the globe We will seek to answer whether or not we have entered a “post-globalization” era, human civilization around the globe We will seek to answer whether or not we have entered a “post-globalization” era, and what the era has so far taught us about the past, present and future of the world and what the has so far taught us about the past, present and future of the world

Economics: Finance and Theory (Grade 11 or 12)

Semesters: one (Fall) Semesters: one (Fall)

This course is designed to equip students with the financial literacy necessary to plan confident financial decisions

Students learn applicable measures for budgeting, taxes, banking, risk management, and investment Additionally, Students learn applicable measures for budgeting, taxes, banking, risk management, and investment Additionally, students gain a deeper understanding for short, medium, and long term financial goals Through a series of exercises, the students gain a deeper understanding for short, medium, and long term financial goals Through series of exercises, the students will learn about the real life cost of living and how to navigate their own financial landscape students will learn about the real life cost of living and how to navigate their own financial landscape

Economics: Management (Grade 11 or 12) Management (Grade 11 or 12)

Semesters: one (Spring) Semesters: one (Spring)

This course is designed to introduce students to the major concepts and ideas prevalent in the study of economics

Students learn the basic tools of microeconomic and macroeconomic analysis Additionally, students explore the nature learn the basic tools of microeconomic and macroeconomic analysis Additionally, students explore the nature and function of markets and their relationship with the government Through a hands-on project, the students will learn and function of markets and their relationship with the government Through a hands-on project, the students will learn how the stock market works as they manage their own imaginary portfolio in a stock market game how the stock market works as they manage their own imaginary portfolio in a stock market game

AP Economics (Grade 11 or 12)

Semesters: two (full year)

See qualifications for Advanced Placement courses qualifications Advanced Placement courses.

In this year-long course, students will prepare to take Advanced Placement exams for both AP Microeconomics and AP

In this year-long course, students will prepare to take Advanced Placement exams for both AP Microeconomics and AP Macroeconomics, devoting a semester of study to each topic This is an introductory college-level course focusing on the Macroeconomics, devoting a semester of study to each topic This is an introductory college-level course focusing on the principles that apply to an economic system as a whole Particular emphasis is placed on the study of national income and principles that apply to an economic system as a whole Particular emphasis is placed the study of national income and price-level determination The course also develops students' familiarity with economic performance measures, the determination The course also students' with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics Students learn to use graphs, charts, financial sector, stabilization policies, economic growth, and international economics Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts and data to analyze, describe, and explain economic concepts

RELIGIO S ST DIES & SOCIAL SCIENCES

Course Descriptions

Religion 6 - Introduction to the Old and New Testaments

Religion 6 - Introduction to the Old and New Testaments Semesters: two (full year) Semesters: two (full year)

In this course, students investigate the historical and practical components of the Hebrew scriptures in the Old Testament, as In this course, students investigate the historical and practical components of the Hebrew scriptures in the Testament, as well as a brief introduction to the Abrahamic religions (Judaism, Christianity, Islam) Students also investigate the historical and well as a brief introduction to the Abrahamic religions (Judaism, Christianity, Students also investigate the historical and practical components of the New Testament and the history of authorship In seeking to understand the primary themes of practical components of the New Testament and the history of authorship In seeking to understand the primary themes of scripture, students identify and locate key biblical events and figures, note passages for further study in context, and apply scripture, students identify and locate key biblical and figures, note passages for study in context, and apply basic principles of discernment The course explores the eras of creation, patriarch, exodus, conquest, judges, kingdom, basic of discernment The course explores the eras of creation, exodus, conquest, judges, kingdom, prophets, and exile Further, they explore how the life of Jesus is represented in the gospels, acts of the apostles, early epistles, prophets, and exile Further, they explore how the life of Jesus is represented in the gospels, acts of the apostles, early epistles, and the book of Revelation Students will consider the impact of the Old and New Testaments on today’s thought, practice, and the book of Revelation will consider the impact of the Old and New Testaments on today’s thought, practice, character development, and culture character development, and culture

Religion 8 - Servant Leadership Religion - Leadership Semesters: two (full year) Semesters: two (full year)

And what does the Lord require of you but to do justice, and to love kindness (mercy), and to walk humbly with your God?

And what does the Lord require of you but to do justice, and to love kindness (mercy), and to walk humbly with your God? Micah 6:8 6:8

Building on what they have learned in Religion 6, Servant-Leadership students put the pillars of our Episcopal school foundation

Building on what they have learned in Religion 6, Servant-Leadership students put the pillars of our Episcopal school foundation into practice The course focuses on the areas of justice, mercy (kindness), and service to others, with a strong thread of into practice The course focuses on the areas of justice, mercy (kindness), and service to others, with strong thread of leadership development running throughout Students complete service activities outside of class to engage with our school leadership development running throughout Students complete service activities outside of class to engage with our school and community The experience culminates with a capstone project that students design to put into action the habits of a and community The experience culminates with a capstone project that students design to put into action the habits of servant-leader, as informed by Micah 6:8, and engage more deeply with a topic of interest servant-leader, as informed by Micah 6:8, and engage more deeply with a topic of interest

Comparative Religion (Grade 9, 10, 11, or 12) Religion (Grade 9, 10, 11, or 12)

Semester: one one

This is a required course and satisfies one semester of the two-semester Religious Studies graduation requirement.

This is a required course and satisfies one semester of the two-semester Religious Studies graduation requirement

Comparative Religion guides students in building foundations for religious studies With a lens for global diversity, students

Comparative Religion guides students in building foundations for religious studies With a lens for global diversity, students grow to see the world as it is and uncover personal insights through explorations of the historical origins, development, grow to see world as it and uncover personal insights through explorations of the historical origins, development, thought, and practices of major world religions Students begin with a discussion of what constitutes a religion, examining thought, and practices of major world religions Students begin with a discussion of what constitutes a religion, examining characteristics, commonalities, and differences among them In this, they are introduced to the core concepts of cosmology, characteristics, commonalities, and differences among them In this, they are introduced to the core of cosmology, doctrine, conduct, and mystery Students then thread these core concepts through studies of the preliterate religions, followed doctrine, conduct, and mystery Students then these core concepts through studies of the preliterate religions, followed by a contrast between the eastern and western perspectives This semester of study builds students’ understanding of the role by a contrast between the eastern and western perspectives This semester of builds students’ of the role of religion in culture while setting the stage for students to choose their own Religious Studies micro exploration to fulfill the of religion in culture while setting the stage for students to choose their Religious Studies micro exploration to fulfill the graduation requirement graduation requirement

Middle School Psychology (Grade 7 or 8)

Elective Elective

Semesters: one (Fall or Spring)

Semesters: one or Spring)

Middle School Psychology will focus on human behavior as a form of communication while establishing methods to resolve

Middle School Psychology will focus on human behavior as a form of communication while establishing methods to resolve conflicts as a result of behavior Special topics include personality development, problem solving skills, group dynamics and conflicts as a result of behavior Special topics include personality development, problem solving skills, group dynamics and motivation Students may also investigate psychological principles, terminology, and behavioral theories Students may also motivation Students may also psychological principles, terminology, and behavioral theories Students may also investigate behavioral psychologists, their theories, and how those theories have shaped the field of psychology investigate behavioral psychologists, their theories, and how those theories have shaped the field of psychology

RELIGIO S ST DIES & SOCIAL SCIENCES

Course Descriptions

xperiential Comparative Religion 9, 10, 11, or 12)

E E xperiential Comparative Religion (Grade 9, 10, 11, or 12)

Semesters: one Semesters: one

Prerequisite: Comparative Religion or Religious Studies (discontinued)

Extending from the foundational Comparative Religion course, this class cycles students back through studies of the major from the foundational Comparative Religion course, this class cycles students back through studies of the major religions by experiential means Students stretch their considerations of the core concepts of cosmology, doctrine, conduct, religions by experiential means Students stretch their considerations of the core concepts of cosmology, doctrine, conduct, and mystery to also include ritual and community This community-based course makes religious studies real-world by and mystery to also include ritual and community This community-based course makes religious studies real-world by connecting students with a variety of local religious communities where they encounter the content of their study in practice connecting students with a variety of local religious communities where they encounter the content of their study in practice and in person Site visits, scholar and clergy presentations, small group research, and student-directed current events and in person Site visits, scholar and clergy presentations, small group research, and student-directed current events explorations make Experiential Comparative Religion’s learning personal and meaningful explorations make Experiential Comparative Religion’s learning personal and meaningful

Stewardship and Sustainability (Grade 9, 10, 11, or 12) and Sustainability (Grade 9, 10, 11, or 12)

Semesters: one Semesters: one

In this course, students will grapple with Christians’ moral obligation to environmental stewardship as members of a society that In this course, students will grapple with Christians’ moral obligation to environmental stewardship as members of a society that values convenience and economic profit Leveraging experiential learning and the unique resources of our campus’s values convenience and economic profit Leveraging experiential learning and the unique resources of our campus’s woodlands and wetlands, students will root themselves in practical habits for taking care of the natural environment and using woodlands wetlands, students root themselves in practical habits taking care of natural environment and using resources in a sustainable way Students will investigate topics in theology, philosophy, and ethics that influence environmental resources in a sustainable way Students will investigate topics in theology, philosophy, and ethics that influence environmental stewardship through scriptures, academic texts, student research, and current events Lecture, discussion, stewardship stewardship through scriptures, academic texts, student research, and current events Lecture, discussion, stewardship practices surrounding our own campus gardens, woods, wetlands, and chicken coop, and a culminating action research project practices surrounding our campus gardens, woods, wetlands, chicken coop, a culminating action research project will capture student learning will capture student learning

Faith and Film (Grade 10, 11, or 12)

Faith Film (Grade 10, 11, or 12)

Semesters: one Semesters: one

This course uses the medium of film as an avenue to reflect upon the meaning and truth of the Christian faith Discussion will This course uses the medium of film as an avenue to reflect the meaning and truth of the Christian faith Discussion will center around how film expresses and communicates theological concepts in contemporary cultures Students will investigate center around how film expresses and communicates theological concepts in contemporary cultures Students will investigate topics in theology such as the human condition, grace, and the nature of God The course uses a broad cross-section of film to topics in theology such as the human condition, grace, and the nature of God The course uses a broad cross-section of film to open up creative windows for understanding and communicating the Christian faith It assists the student in thinking critically open creative windows for understanding and communicating the Christian faith It assists the student in thinking critically about film from a variety of theoretical and theological perspectives The course combines film screenings and discussion with film from a variety of theoretical and theological perspectives The course film screenings and with accompanying readings and lectures readings and lectures

Holocaust and Human Behavior (Grade 11 or 12)

Semesters: one Semesters: one

Developed by Facing History and Ourselves, Holocaust and Human Behavior is a semester-long course that challenges

Developed by Facing History and Ourselves, Holocaust and Human Behavior is semester-long course that challenges students into the complexities of history to connect the past to choices they will be faced with in their own lives Several core students the complexities of history to connect the past to choices they will faced in their own lives Several core threads are pulled throughout this historical analysis of the Holocaust: ideas of individuals and societies, choices and threads are pulled throughout this historical analysis of the Holocaust: ideas of individuals and societies, choices and consequences, judgment and justice, and legacy and memory Through readings, discussions, video, journaling, creative judgment and justice, and legacy and memory Through readings, discussions, video, journaling, creative writing, and design, this course ushers students’ religious studies into a space of participation Ultimately, Holocaust and writing, design, this ushers students’ religious into space of participation Ultimately, Holocaust and Human Behavior fosters an actionable and personalized concept of a just society through substantive academic study, which Human Behavior fosters an actionable and concept of a just society through substantive academic study, which are core tenets of an Episcopal education core tenets of an Episcopal education

Science and Spirituality (Grade 11 or 12)

Semesters: one Semesters: one

In a world that seems to change by the minute, individuals are faced with tough choices about what is the right and wrong use

In world that seems to change by the minute, are with tough about is the right and wrong of new discoveries and technologies Can research ever cross the line? Does our search for knowledge open Pandora’s box? In of new discoveries and Can research ever cross the line? Does our search for knowledge open Pandora’s box? In this context, how do we develop ethical reasoning skills that are fluid to meet the new demands of the future? This course will this how do we develop ethical reasoning skills that fluid to the new demands of the future? This course will look at historical and contemporary dilemmas in science and use an ethical framework to guide the decision-making process look at historical and contemporary dilemmas in science and use an ethical to guide the decision-making process Part of this process includes analyzing diverse perspectives and learning how to check for accuracy and bias In addition, we Part of this process includes analyzing diverse perspectives and learning how to check for accuracy and bias In addition, we will look at how economics, religion, culture and politics helps to shape our decisions

Some of the topics include discussions will look how economics, religion, culture and politics helps to shape our decisions Some of the topics include discussions over the use of nuclear power, genetics, and environmental issues like population control over the use of nuclear power, genetics, and issues like population control.

RELIGIO S ST DIES & SOCIAL SCIENCES

Course Descriptions

Philosophy (Grade 11 or 12)

Semesters: one Semesters: one

Prerequisite: Comparative Religion or Religious Studies (discontinued)

With great passion and deep faith, students of philosophy dare to explore the diverse and varied topics that compose this

With great passion and deep faith, students of philosophy dare to explore the diverse and varied topics that compose this curriculum This course introduces the Western philosophical traditions through the work of major figures such as Plato, Rene

curriculum This course introduces the Western philosophical traditions through the work of major figures such as Plato, Rene Descartes, Immanuel Kant, Soren Kierkegaard, and C S Lewis Students in this course explore responses to questions that have Descartes, Immanuel Kant, Soren Kierkegaard, and Lewis Students in this explore responses to questions that have been significant to philosophy from its beginnings: the nature of the mind, soul, and self; the existence of God; the foundations been significant to philosophy from its beginnings: the nature of the mind, soul, and self; the existence of God; the foundations of knowledge; and the meaning of life The course culminates with a project examining philosophical themes in film In form, of knowledge; and the meaning of life The course culminates with a project examining philosophical themes in film In form, this course is reading-intensive and discussion-based with significant writing In order to carefully analyze topics of philosophy, this is reading-intensive and discussion-based with significant writing In order to carefully analyze topics of philosophy, while maintaining an informed intellectual tradition, Comparative Religion is a prerequisite course Many topics of Eastern and while maintaining an informed intellectual tradition, Comparative Religion is a prerequisite course topics of Eastern and Western religion will serve as a foundation for understanding and exploring topics in Philosophy Western religion will serve as foundation for understanding and exploring topics in Philosophy

Ethics (Grade 11 or 12)

Semesters: one Semesters: one

Prerequisite: Comparative Religion or Religious Studies (discontinued)

This course is an introduction to the study of philosophical morality Approaching the subject with a spirit of humility, the class This course is an introduction to the study of philosophical morality Approaching the subject with a spirit of humility, the class attempts to unravel differentiated theories of right and wrong behavior By addressing ethics, the course considers topics attempts to unravel differentiated theories of right and behavior By addressing ethics, the course considers topics including the norms of morality and the general process of moral decision-making, as well as the study of evil in specific including the norms of morality and general process of moral decision-making, as well as the study of evil in specific historical contexts We will endeavor to unravel the context and positions of a variety of social and cultural issues today through historical contexts We will endeavor to unravel the context and positions of a variety of social and cultural issues today debate and discussion Simultaneously, students will study how freedom, determinism, and choice play into moral and ethical debate and discussion Simultaneously, students will study how freedom, determinism, and choice play into moral and ethical decision-making So that students are prepared to more deeply analyze the course material, Comparative Religion is a decision-making So that students are prepared to more deeply analyze the course Comparative Religion is prerequisite course Many topics of Eastern and Western religion will serve as a foundation for understanding and exploring prerequisite course Many topics of Eastern and Western religion will serve as a foundation for understanding and topics in Ethics topics in Ethics

ntroduction to Psychology (Grade 10, 11, or 12)

IIntroduction to Psychology (Grade 10, 11, or 12)

Semesters: one (Fall)

Introduction to Psychology provides a sampling of the study of behavior and the mind By viewing concepts through the lens of

Introduction to Psychology provides a sampling of the study of behavior and the mind By viewing concepts through the lens of scientific research, students will examine who we are and why we do what we do from three major perspectives: biological, scientific research, students will examine who we are and we do what we do from three major perspectives: biological, psychological, and sociocultural Through readings, videos, and activities, students will engage in the study of psychological psychological, and sociocultural Through readings, videos, and activities, students will engage in the study of psychological concepts in real and relevant ways Key topics students will study are human development, consciousness, health, stress, concepts in real and relevant ways Key topics students will study human development, consciousness, health, stress, personality, social influence, social behavior, abnormal behavior, and more Students will find success in the class if they come personality, social influence, social behavior, abnormal behavior, and more Students will find success in the class if they come with an open mind and willingness to work with an open mind and willingness to work

AP Psychology (Grade 11 or 12)

Semesters: two (full year)

See qualifications for Advanced Placement courses. qualifications Advanced Placement courses.

AP Psychology introduces students to the scientific study of human behavior and mental processes

While considering the AP Psychology introduces students to the scientific of human behavior and mental processes While the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, phenomena associated such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology Throughout the course, students are actively involved in experiments and activities, employ psychological research psychology Throughout the course, students actively involved in experiments and activities, employ psychological research methods, discuss ethical considerations, evaluate claims and evidence, and effectively communicate ideas The material methods, discuss ethical considerations, claims evidence, and effectively communicate ideas The material covered in AP Psychology is equivalent to that of an introductory level psychology course at a college or university, and upon covered in AP Psychology is equivalent to that of an level psychology course at a or university, and upon completion of this course, students will not only be prepared to take the AP exam, but should be better able to understand,

completion of this students will only be prepared to take the AP exam, but should be better able to understand, explain, and predict human behavior All students enrolled in this course must take the AP Psychology exam in May explain, predict human behavior All students enrolled in this must take the AP Psychology in May

MA HEMA IC

Course Descriptions

Math 6 Math 6

Semesters: two (full year) Semesters: two (full year)

Sixth grade math students delve further into decimals, integers, and fractions As the year progresses, the math students

Sixth grade math students delve further into decimals, integers, and fractions As year progresses, math students begin work with exponents, equations, inequalities, as well as ratios, rates, and proportions Students then work with begin work with exponents, equations, inequalities, as well as ratios, rates, and proportions Students then work with percentages, probability, coordinate planes, and some geometric concepts are introduced as students prepare for seventh percentages, probability, coordinate planes, and some geometric concepts are introduced as students prepare for seventh grade math Technology is used throughout the curriculum to further enhance individual learning and practice of key grade math Technology is used the curriculum to further individual learning and of key concepts within the curriculum Finally, students continue to sharpen and hone their math skills through drill and practice, concepts within the curriculum Finally, students continue to sharpen and hone their math skills through drill and practice, mental math exercises, critical thinking activities, and class projects mental math exercises, critical thinking activities, and class projects

Pre-Algebra Pre-Algebra Semesters: two (full year) Semesters: two (full year)

Prerequisite: Math 6

Pre-Algebra prepares students for Algebra I and Geometry Integers and algebraic concepts are applied to strengthen

Pre-Algebra prepares students Algebra I and Geometry Integers and algebraic concepts are applied to strengthen students' algebraic thinking skills as well as strengthen the skills learned in Math 6 Throughout the course, algebraic students' algebraic thinking skills as well as strengthen the skills learned in Math 6 Throughout the course, algebraic concepts are connected to arithmetic skills to build on what students know Geometry concepts are integrated when are connected to arithmetic skills to build on what students know Geometry concepts are integrated when appropriate to foster connections Students solve equations and use equivalent forms for expressions involving like terms appropriate to foster connections Students solve equations and use equivalent for expressions involving like and exponents Students relate slope and y-intercept to graphs and linear expressions Visualization continues with and exponents Students relate and y-intercept to graphs and linear expressions Visualization continues with consistent modeling of algebra expressions, percent, problem solving, and linear equations and inequalities During Pre- modeling of algebra percent, problem solving, and linear equations and inequalities During PreAlgebra, students begin learning how to use graphing calculators Algebra, students begin learning how to use graphing calculators

Pre-Algebra Honors Pre-Algebra Honors

Semesters: two (full year) Semesters: two (full year)

Prerequisite: Math 6

Placement Criteria: Math MAP score ≥ 85th percentile, Math 6 average ≥ 90, teacher recommendation

Placement Criteria: Math MAP score ≥ 85th percentile, Math 6 average ≥ 90, teacher recommendation Honors Pre-Algebra prepares students for Algebra I and Geometry at a faster pace and in more depth than the standard Honors Pre-Algebra prepares students for Algebra I and Geometry at a faster pace and in more depth than the standard pre-algebra curriculum Integers and algebraic concepts are applied to strengthen students' algebraic thinking skills as pre-algebra curriculum Integers and algebraic concepts are applied to strengthen students' algebraic thinking skills as well as strengthen the skills learned in Math 6 Throughout the course, algebraic concepts are connected to arithmetic well as strengthen the skills learned in Math 6 Throughout the course, algebraic concepts are connected to arithmetic skills to build on what students know Geometry concepts are integrated when appropriate to foster connections Students skills to build on what students know Geometry concepts integrated when appropriate to connections Students solve equations and use equivalent forms for expressions involving like terms and exponents Students relate rate of solve equations and use equivalent forms for expressions involving like terms and exponents Students relate rate of change, slope, and y-intercept to graphs and linear expressions

Visualization continues with consistent modeling of algebra expressions, percents, problem solving, linear equations and inequalities, and functions During Honors Pre- algebra expressions, percents, problem solving, linear equations and inequalities, and functions During Honors PreAlgebra, students begin learning how to use graphing calculators Algebra, students begin learning how to use graphing calculators

Visualization continues with consistent modeling of change, slope, and y-intercept to graphs and linear expressions

Algebra I Algebra I

Semesters: two (full year)

Prerequisite: Pre-Algebra Pre-Algebra In Algebra I, students strengthen their knowledge of the real number system, functions, and polynomials Initially, students In Algebra I, students strengthen their knowledge of the real number system, functions, and polynomials Initially, students study the properties of real numbers and review how to calculate with them Throughout the course, students learn to the properties of real numbers and review how to calculate with them Throughout the course, students learn to evaluate formulas; solve, graph, and write linear and quadratic equations and inequalities; solve systems of equations and evaluate formulas; solve, graph, and write linear and quadratic equations and inequalities; solve systems of equations and inequalities; factor polynomials; and simplify radical and rational expressions Additional topics that encourage and inequalities; factor polynomials; and simplify radical and rational expressions Additional topics that encourage and promote logical and critical thinking are also included, as well as a focus on strengthening their number sense During promote logical and critical are also included, as well as a focus on strengthening their number sense During Algebra I, students continue learning how to use their graphing calculators *This course will adhere to the upper school Algebra I, students continue learning how to use their graphing calculators *This course will adhere to the upper school exam weighting of 20% weighting of 20%

Algebra I Honors Algebra I Honors

Semesters: two (full year)

Prerequisite: Pre-Algebra Prerequisite: Pre-Algebra Placement Criteria: Placement

Rising 7: Math MAP score ≥ 95th percentile, Math 6 average ≥ 95, prerequisite skills score ≥ 80, and teacher

Rising 7: Math MAP ≥ 95th percentile, Math 6 average ≥ 95, prerequisite skills ≥ 80, and teacher rrecommendation ecommendation

Rising 8 or 9: Math MAP score ≥ 85th percentile, Pre-Algebra Accelerated average ≥ 90 or Pre-Algebra - Honors

Rising 8 or 9: Math MAP score 85th percentile, Pre-Algebra Accelerated average ≥ 90 or Pre-Algebra Honors average ≥ 80, teacher recommendation average ≥ 80, teacher recommendation

In Honors Algebra I, students strengthen their knowledge of the real number system, functions, and polynomials Initially, In Honors Algebra I, students strengthen their knowledge of the real number system, functions, and polynomials Initially, students study the properties of real numbers and review how to calculate with them Throughout the course, students students study the properties of real numbers and review how to calculate with them Throughout the course, students learn to evaluate formulas; solve, graph, and write linear and quadratic equations and inequalities; solve systems of learn to evaluate formulas; solve, graph, and write linear and quadratic equations and inequalities; solve systems of equations and inequalities; factor polynomials; simplify radical and rational expressions; and solve rational and radical and inequalities; factor polynomials; simplify radical and rational expressions; and solve rational and radical equations Additional topics that encourage and promote logical and critical thinking are also included, as well as a focus equations Additional topics that encourage and promote logical and critical thinking are also included, as well as a focus on strengthening their number sense During Honors Algebra I, students continue to learn how to use their graphing strengthening their number sense

During Honors Algebra I, students continue to learn how to use their graphing calculators Students in Honors Algebra I delve deeper and cover topics more rapidly than students in Algebra I and solve calculators Students in Honors Algebra I delve deeper and cover topics more rapidly than students in Algebra I and solve a larger variety of application and word problems This course will adhere to the upper school exam weighting of 20% a larger variety of application and word problems This course will adhere to the upper school exam weighting of 20%

MA HEMA IC

Course Descriptions

Geometry Geometry

Semesters: two (full year)

Prerequisite: Algebra I

Students will explore key geometric principles including angle relationships, parallel and perpendicular lines, the properties of Students will explore key geometric principles including angle relationships, parallel and perpendicular lines, the properties of circles, polygons, and right triangle trigonometry The course will emphasize visual reasoning, problem-solving, practical circles, polygons, and right triangle trigonometry The will emphasize visual reasoning, problem-solving, practical applications, with exposure to techniques of inductive and deductive reasoning and geometric proofs Students apply basic applications, with exposure to techniques of inductive and deductive reasoning and geometric proofs Students apply basic principles of algebra where appropriate and demonstrate mastery with coordinate geometry principles of algebra where appropriate and demonstrate mastery with coordinate geometry

Geometry Honors Honors

Semesters: two (full year)

Prerequisite: Algebra I Prerequisite: Algebra I

Placement Criteria: Math MAP score ≥ 85th percentile, Algebra I average ≥ 90 or Algebra - Honors average ≥ 80, and

Placement Criteria: Math MAP score ≥ 85th percentile, I average ≥ 90 or - Honors average ≥ 80, and teacher recommendation teacher recommendation

Students will explore key geometric principles including angle relationships, parallel and perpendicular lines, the properties of will explore key geometric principles including angle relationships, parallel and perpendicular lines, the properties of circles, polygons, and right triangle trigonometry The course will emphasize visual reasoning, problem-solving, practical circles, and right triangle trigonometry The course will emphasize visual reasoning, problem-solving, applications, and apply techniques of inductive and deductive reasoning as they write geometric proofs Students leverage applications, and apply techniques of inductive and deductive reasoning as they write geometric proofs Students leverage basic principles of algebra where appropriate and demonstrate mastery with coordinate geometry Honors students should basic principles of algebra where appropriate and demonstrate mastery with coordinate geometry Honors students should expect a rapid pace and more in-depth coverage expect a pace and more in-depth coverage

Algebra II Algebra II

Semesters: two (full year)

Prerequisite: Geometry Geometry

Algebra II focuses on the study of functions, their graphs, and their properties Specific functions covered include linear, Algebra II focuses on the study of functions, their graphs, and their properties Specific functions covered include linear, quadratic, exponential, and logarithmic However, Algebra II also touches on a wide variety of other topics including, but not exponential, and logarithmic However, Algebra II also touches on a wide variety of other topics including, but not limited to, solving higher order equations and inequalities, and polynomial and rational expressions Students develop a clear limited to, solving higher order equations and inequalities, and polynomial and rational expressions Students develop clear understanding of the relationship between algebraic equations and their graphs All work revolves around the process of understanding of the relationship between algebraic equations and their graphs All work revolves around process of solving a problem and the mathematical concepts rather than just “getting the answer ” Problem solving through both solving a problem and the mathematical concepts rather than just “getting the answer ” Problem solving through both traditional algebraic methods and graphical methods is an important component of the class traditional algebraic methods and graphical methods is an important component of the class

Algebra II Honors Algebra II Honors

Semesters: two (full year)

Prerequisite: Geometry Prerequisite: Geometry

Placement Criteria: Geometry average ≥ 90 or Geometry - Honors average ≥ 80, and teacher recommendation

Placement Criteria: Geometry average ≥ 90 or Geometry - Honors average ≥ 80, and teacher recommendation While Algebra II Honors is a continuation of the concepts learned in Algebra I, this course introduces the student to some of the While Algebra II Honors is a continuation of the concepts learned in Algebra I, this course introduces the student to some of the theory behind those concepts Honors Algebra II emphasizes the strong and integral relationship between functions and their theory those concepts Algebra II emphasizes the strong and integral relationship between functions and their graphs Students solve problems both algebraically and graphically using pencil and paper, as well as a graphing calculator graphs Students solve problems both and graphically using pencil and paper, as well as a graphing calculator

Students are asked to think beyond calculations and contemplate the roots and the derivations of the topics Honors Algebra II

Students are asked to think beyond calculations and contemplate the and the derivations of the topics Honors Algebra II is a preparatory course for PreCalculus To that end, this course covers a variety of topics such as linear and nonlinear a preparatory course for To that this course a variety of topics such as linear and functions, relations and systems; exponents and logarithms; rational functions; and radical functions Problem-solving strategies functions, relations and systems; exponents and logarithms; rational functions; and radical functions Problem-solving strategies as well as how concepts are applied will be emphasized throughout the course as well as how concepts are applied will be emphasized throughout the

Advanced Topics in Applied Math

Semesters: two (full year)

Prerequisite: Algebra II, by placement only

Applied mathematics offers a real world, functional approach to learning mathematics and developing numeracy The Applied mathematics offers a real world, functional approach to mathematics and numeracy The emphasis of this course is on the ability to understand and apply mathematics to solve problems in context Topics covered in emphasis of this course is on the ability to understand and apply mathematics to solve problems in context Topics covered in this course include, but are not limited to, mathematical modeling to analyze and solve realistic problems, an extensive this include, but are limited to, mathematical modeling to analyze and realistic problems, an extensive exploration of trigonometric functions and how they appear in everyday life, transformations of functions, and series and of trigonometric functions and how they appear in everyday life, transformations of functions, and series and sequences Technology will be heavily used to support understanding of the concepts taught sequences Technology will be heavily used to understanding of the concepts taught

Precalculus Precalculus

Semesters: two (full year)

Prerequisite: Algebra II

Placement Criteria: Algebra II average ≥ 80 and teacher recommendation, or Applied Math

This is a functions-based course that both synthesizes concepts taught in Algebra II and introduces new concepts, preparing This is a functions-based course that both synthesizes taught in Algebra II and introduces concepts, preparing students for calculus and statistics and cultivating mathematical imagination and flexible thinking In addition to providing students for calculus and statistics and cultivating mathematical imagination and flexible thinking. In addition to providing opportunities to practice both individually and collaboratively, this course utilizes a four-pronged approach to examine opportunities to practice both individually and collaboratively, this course utilizes a four-pronged approach to examine mathematical concepts: graphically, algebraically, geometrically, and verbally Students use technology and make connections, mathematical graphically, algebraically, geometrically, and verbally Students use technology and make connections, not only to previous and future math courses, but to the world around them Topics covered include functions (polynomial, only to previous and future math courses, to the world around them. Topics covered include functions (polynomial, rational, exponential, logarithmic, and trigonometric), probability, series and sequences, conics, and analytic rational, logarithmic, and trigonometric), series and sequences, conics, and analytic

MA HEMA ICS

Course Descriptions

Precalculus Honors Precalculus Honors

Semesters: two (full year)

Prerequisite: Algebra II

Placement Criteria: Algebra II average ≥ 90 or Algebra II - Honors average ≥ 80 and Algebra II semester exams ≥ 80 or

Placement Criteria: Algebra II average ≥ 90 or Algebra II - Honors average ≥ 80 and Algebra II semester exams ≥ 80 or teacher recommendation teacher recommendation

This is a functions-based course that both synthesizes concepts taught in Algebra II and introduces new concepts, preparing

This is a functions-based course that both synthesizes concepts taught in Algebra II and introduces new concepts, students for AP Calculus AB and cultivating mathematical imagination and flexible thinking Students use technology and make students for AP Calculus AB and cultivating mathematical imagination and flexible thinking Students use technology and make connections, not only to previous and future math courses, but to the world around them In addition to providing opportunities connections, only to previous and future math courses, but to the world around them In addition to providing opportunities to practice individually and collaboratively, this course utilizes a four-pronged approach to examine mathematical concepts: to individually and collaboratively, this course utilizes a four-pronged to examine mathematical concepts: graphically, algebraically, geometrically, and verbally Topics covered include functions (polynomial, rational, exponential, graphically, algebraically, geometrically, and verbally Topics covered include functions (polynomial, rational, exponential, logarithmic, and trigonometric), analytic trigonometry, probability, series and sequences, and conic sections Honors students logarithmic, and trigonometric), analytic trigonometry, probability, series and sequences, and conic sections Honors students enjoy a faster-paced experience and participate in extension activities and challenge problems a experience and participate in extension activities and challenge problems

Calculus

Semesters: one (Fall)

Precalculus or Precalculus – Honors

Prerequisite: Precalculus or Precalculus – Honors

Calculus will reinforce the essential prerequisite information for a college-level Calculus I course Topics covered include limits

Calculus will reinforce the essential prerequisite information for college-level I Topics covered include limits and continuity, derivatives, particle motion, optimization, related rates, and integration This course serves as an introduction to and continuity, derivatives, particle motion, optimization, related rates, and integration This course serves as an introduction to calculus and is designed to help students succeed in a college-level Calculus I course calculus and is designed to help students succeed in college-level Calculus I

Statistics Statistics

Semesters: one (Spring) Semesters: one

Prerequisite: Precalculus or –

Prerequisite: Precalculus or Precalculus – Honors

Statistics topics covered will include effectively displaying and describing data, correlation and regression, probability theory, Statistics topics covered will include effectively displaying and describing data, correlation and regression, theory, and probability distributions Statistics is learned as a tool to be used in decision making Students will connect their emerging and probability distributions Statistics is learned a tool to be used in decision making Students will connect their emerging statistical knowledge with how data is represented and statistics are used in the world around them Students will learn to knowledge with data is represented and statistics are used in the world around them Students will learn to gather, analyze, interpret, and report their findings in a systematic and mathematical manner analyze, interpret, and report their findings in a and mathematical manner

AP Statistics AP

Semesters: two (full year)

Prerequisite: Precalculus or Precalculus – Honors Precalculus or Precalculus – Honors

Placement Criteria: Precalculus average ≥ 80 and recommendation

Placement Criteria: Precalculus average ≥ 80 and teacher recommendation

See qualifications for Advanced Placement courses

See qualifications for Advanced Placement courses.

AP Statistics is an introductory, non-calculus based, college-level statistics course that emphasizes understanding and AP Statistics is an introductory, non-calculus based, college-level statistics course that emphasizes understanding and analyzing statistical studies Students explore the theory of probability, descriptions of statistical measurements, probability analyzing statistical studies Students explore theory of probability, descriptions of statistical measurements, probability distributions, experimental design and statistical inference Students analyze samples to better understand populations as well distributions, experimental design and statistical inference Students analyze samples to better understand populations as well as claims made about populations, developing the skills necessary to be insightful, critical consumers of data Graphing as claims made about populations, developing the skills necessary to be insightful, critical consumers of data Graphing calculators are used throughout the course All students enrolled in this course must take the AP exam in May are throughout course All students enrolled in this must take the AP in May

AP Calculus AB AP Calculus AB

Semesters: two (full year)

Prerequisite: Precalculus or Precalculus – Honors

Placement Criteria: Precalculus ≥ 90 or Precalculus - Honors average ≥ 85 and teacher recommendation See qualifications for Advanced Placement courses. qualifications Advanced Placement courses.

Placement Criteria: Precalculus average ≥ 90 or Precalculus - Honors average ≥ 85 and teacher recommendation

AP Calculus AB is a college-level calculus course that is generally equivalent to a first-semester college course The AP calculus AP Calculus AB is a college-level calculus course that is generally to a first-semester college course The AP calculus program is geared toward the development of the students’ understanding of calculus concepts in addition to providing program is geared toward the development of the students’ understanding of calculus in addition to providing experience with its methods and applications Students are expected to approach the material graphically, numerically, experience with its methods and applications Students expected to approach the graphically, numerically, analytically, and verbally, fostering flexibility in thought and developing agile problem-solving methods Topics covered include: analytically, and verbally, flexibility in thought and developing agile problem-solving methods Topics covered include: limits, differentiation and integration of polynomial, trigonometric, and exponential functions Calculators and computers are limits, differentiation and integration of polynomial, trigonometric, and exponential functions Calculators and computers are used to increase and strengthen the core calculus capabilities of the students All students enrolled in this course must take the to increase strengthen the core calculus capabilities of the students All students enrolled in this must take the AP exam in May AP exam in May

AP Calculus BC AP BC

Semesters: two (full year)

Prerequisite: AP Calculus AB AP Calculus AB

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AP Calculus BC is a college-level calculus course that is generally equivalent to the first two semesters of the college calculus

AP Calculus BC is a college-level calculus course that is generally equivalent to the first two semesters of the college calculus sequence The AP calculus program is geared toward the development of the students’ understanding of calculus concepts in The AP calculus program is geared toward the development of the students’ understanding of calculus in addition to providing experience with its methods and applications Students are expected to approach the material graphically, addition to providing experience with its methods and applications. Students expected to approach the graphically, numerically, analytically, and verbally, fostering flexibility in thought and developing agile problem-solving methods Topics analytically, and verbally, fostering flexibility in thought and developing agile problem-solving methods covered include review of all of the Calculus AB topics, as well as additional integration techniques, calculus with series, and covered include review of all of the Calculus AB topics, as well as additional integration techniques, calculus with series, and the calculus of polar functions Calculators and computers are used to increase and strengthen the core calculus capabilities of calculus of polar functions. Calculators computers are to increase strengthen the core calculus capabilities of the students All students enrolled in this course must take the AP exam in May the students All students enrolled in this course must take the AP exam in May

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Course Descriptions

Science 6 Science 6

Semesters: two (full year)

Sixth grade science seeks to guide students through the scientific process in ways by which they learn best: thinking, talking,

Sixth grade science seeks to guide students through the scientific process in ways by which they learn best: thinking, talking, and writing about what they do and discover Opportunities for true scientific inquiry are designed to engender an and writing about what they do and discover Opportunities for scientific inquiry are designed to engender an understanding of what it means to think and behave like a scientist, while mastering an appropriate level of scientific concepts understanding of what it means to think and behave like a scientist, while mastering an appropriate level of concepts

Science in the sixth grade is “hands-on” and “minds-on ”

Some of the topics explored in this course include: great ideas in science (scientific method), the land around us, matter and

Some of the topics explored in this course include: great ideas in science (scientific method), the land around us, matter and energy, and life’s structure and function energy, and life’s structure and

Science 7 Science 7

Semesters: two (full year)

Seventh grade science is a journey through three broad areas of science The course begins by exploring ecology and the

Seventh grade science is a journey through three broad areas of science The course begins by exploring ecology and the environment, followed by a study of human body systems The course ends with a brief look into the vast universe of environment, followed by a study of human body systems The course ends with a brief look into the vast universe of astronomy Throughout this journey, students work on building skills in organization, technical writing, the scientific method, astronomy Throughout this journey, students work on building skills in organization, technical writing, the scientific method, critical thinking, applying knowledge to explain and analyze real world situations, and working independently critical thinking, applying knowledge to explain and analyze real world situations, and working independently

Introductory Physical Science (Grade 8)

Semesters: two (full year) Semesters: two (full year)

IPS students learn by doing Because of a strong emphasis on lab work and analysis of experimental results, IPS serves as an IPS students learn by doing Because of a strong emphasis on lab work and analysis of experimental results, IPS serves as an introduction to upper school laboratory science courses at St George’s Students investigate the following topics in introduction to upper school laboratory science courses at St George’s investigate the following topics in

Introductory Physical Science: volume and mass, mass changes in closed systems, characteristic properties, and solubility

Conceptual Physics (Grade 9)

Semesters: two (full year) Semesters: two (full year)

P P rerequisite or corequisite: Algebra I rerequisite or corequisite: Algebra I

A major goal of Conceptual Physics is to help the students see physics as a part of everything they experience and to demystify

A major goal of Conceptual Physics is to the students see physics as a part of everything they experience and to demystify the mathematical formulas scientists use to explain our world In this course, students complete experiments allowing them to the mathematical formulas scientists use to explain our world In this course, students complete experiments allowing them to gain direct experience in the process of scientific modeling, helping them understand core physics concepts such as uniform gain direct experience in the process of scientific modeling, helping them understand core physics concepts such as uniform motion, uniformly accelerated motion, Newton's Laws of Motion, conservation of energy, electric circuits, and electrostatics motion, uniformly accelerated motion, Newton's Laws of Motion, conservation of energy, electric circuits, and electrostatics

Students learn to understand and explain physics concepts graphically, mathematically, diagrammatically, and verbally

Conceptual Physics Honors (Grade 9)

Semesters: two (full year)

Prerequisite: Algebra I Prerequisite: Algebra I

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Honors Conceptual Physics is designed for students with accelerated reasoning and mathematical aptitudes and well- Honors Conceptual Physics is designed for students with accelerated reasoning and mathematical aptitudes and welldeveloped study skills Honors students are expected to exhibit tenacity in the pursuit of understanding In this course, students developed study skills Honors students are expected to exhibit tenacity in the pursuit of understanding In this students will complete experiments that allow them to gain direct experience in the process of scientific modeling Students learn to will complete experiments that allow them to gain direct in the process of scientific modeling Students learn to understand and explain physics concepts graphically, mathematically, diagrammatically, and verbally Example topics include: understand and explain physics concepts graphically, mathematically, diagrammatically, and verbally Example topics include: uniform motion, uniformly accelerated motion, Newton's Laws of Motion, conservation of energy, electric circuits, electrostatics, uniform motion, uniformly accelerated motion, Newton's Laws of Motion, conservation of energy, electric circuits, electrostatics, and mechanical waves and mechanical waves

AP Physics 1: Algebra-based (Grade 9 approval, 10, 11, or 12)

AP Physics 1: Algebra-based (Grade 9 with approval, 10, 11, or 12)

Semesters: two (full year)

Prerequisites: Algebra I and Geometry

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AP Physics 1 is an algebra-based, introductory college-level physics course in which students cultivate their understanding of AP Physics 1 is an algebra-based, college-level physics course in which students cultivate their of physics by developing models of physical phenomena through inquiry-based investigations Students engage in the science physics by developing models of physical phenomena through inquiry-based investigations Students engage in the science practices as they design plans for experiments, make predictions, collect and analyze data, apply mathematical routines, practices as they design plans for experiments, make predictions, collect and analyze data, apply mathematical routines, develop explanations, and communicate about their work Topics covered: kinematics, forces and translational dynamics, work, explanations, and communicate about their work Topics covered: kinematics, forces and translational dynamics, work, energy, power, linear momentum, torque and rotational dynamics, energy and momentum of rotating systems, oscillations, and energy, power, linear momentum, torque and rotational dynamics, energy and momentum of rotating systems, oscillations, and fluids Students enrolled in this course are required to take the AP exam in May fluids Students enrolled in this course are required to take the AP exam in May

Note: AP Physics 1 may be taken as either a first or second physics course However, students

Note: AP Physics 1 may be taken as either first or second physics course. However, students interested in pursuing STEM fields should consider AP Physics C if taking a second physics course. interested in pursuing fields should consider AP Physics C if taking a second physics course.

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Course Descriptions

AP Physics C – Mechanics (Grade 11 or 12)

Semesters: two (full year)

Prerequisite or corequisite: AP Calculus AB or AP Calculus BC AP Calculus AB or AP Calculus

Prerequisite or corequisite:

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See qualifications for Advanced Placement courses.

AP Physics C – Mechanics is the first course in the college-level calculus-based physics sequence Students gain an in-depth

AP Physics C – Mechanics is the first in the college-level calculus-based physics sequence Students gain an in-depth understanding of the physics of Newtonian mechanics appropriate to study in chemistry, physics, or engineering Guided understanding of the physics of Newtonian appropriate to study in chemistry, physics, or engineering Guided inquiry and student-centered learning are used to develop students’ critical thinking, scientific reasoning, and problem-solving inquiry and student-centered learning are used to develop students’ critical scientific reasoning, and problem-solving skills The students design experiments to observe and measure real phenomena; organize, display, and critically analyze data; skills The students design experiments to observe and measure real phenomena; organize, display, and critically analyze data; determine uncertainties in measurement; draw inferences from observations and data; and effectively communicate results in a determine uncertainties in measurement; draw inferences from observations and data; and effectively communicate results in a technical format All students enrolled in this course must take the AP exam in May technical format All students enrolled in this course must take the AP exam in May

Chemistry (Grade 10)

Semesters: two (full year)

Semesters: two (full year) P P rerequisite or corequisite: Geometry rerequisite or corequisite: Geometry

This course is designed to expose students to a core foundation in chemistry, the study of the composition of matter A This course is designed to expose students to a core foundation in chemistry, the study of the composition of matter A combination of lecture, class discussion, and hands-on laboratory experiences equip students with scientific knowledge and combination of lecture, class discussion, and hands-on laboratory experiences equip students with scientific knowledge and skills which serve as the base for higher-level science courses Concepts learned in chemistry include: matter and change, skills which serve as the base for higher-level science courses Concepts learned in chemistry include: matter and change, scientific measurement, atomic structure and the periodic table, chemical quantities, chemical reactions, stoichiometry, states of scientific measurement, atomic structure and the periodic table, chemical quantities, chemical reactions, stoichiometry, states of matter, thermochemistry, the behavior of gases, and bonding Additionally, an emphasis is placed upon proficiency in the area matter, thermochemistry, the behavior of gases, and bonding Additionally, an emphasis is upon proficiency in the area of scientific reasoning (data/graph interpretation, scientific method/experimental design, evaluating scientific of scientific reasoning (data/graph interpretation, scientific method/experimental design, evaluating scientific writing/viewpoints) These skills allow students to apply and build upon course topics in addition to preparing them for the many writing/viewpoints) These skills allow students to apply and build upon course topics in addition to preparing them for the many standardized tests to be taken during the upcoming years standardized tests to be taken during the upcoming years

Chemistry Honors (Grade 10) Chemistry Honors (Grade 10)

Semesters: two (full year) Semesters: two (full year)

Prerequisite: Geometry

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Enrollment in Honors Chemistry is determined by the science department and is based on a combination of standardized test

Enrollment in Honors Chemistry is determined by the science department and is based on a combination of standardized test scores, prior classroom performance, and overall demonstrated ability Students enrolled in this course study the same topics prior classroom performance, and overall demonstrated ability Students enrolled in this study the topics as those enrolled in Chemistry, including a more in-depth study of nuclear chemistry, solutions, kinetics, and introductory as those enrolled in Chemistry, including a more in-depth study of nuclear chemistry, solutions, and introductory organic chemistry. Added differences include the amount of quantitative work that is required, the pace of the curriculum, and chemistry Added differences include the amount of quantitative work that is required, the pace of the curriculum, and the challenge of assigned problems the challenge of assigned problems

AP Chemistry (Grade or 12)

AP Chemistry (Grade 11 or 12)

Semesters: two (full year)

Prerequisite: Chemistry and Algebra II

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This course is designed to prepare students for the AP Chemistry examination in May and is taught with the understanding that This course is designed to prepare students for the AP Chemistry examination in May and is taught with the understanding that students can abide by a college level workload Topics include atomic theory, stoichiometry, gas laws, electron structure and students can abide by a college level workload Topics include atomic theory, stoichiometry, gas laws, electron structure and properties, chemical bonding, molecular geometry, intermolecular forces, solutions and colligative properties, thermochemistry, properties, chemical bonding, molecular geometry, intermolecular forces, solutions and colligative properties, thermochemistry, chemical kinetics, equilibrium, acids and bases, electrochemistry and nuclear chemistry

Considerable emphasis is placed on analysis of data and ideas, along with interpretation of laboratory work All students enrolled in this course must take the AP analysis of data and along with interpretation of laboratory work All students enrolled in this course must take the AP exam in May. exam in May

Considerable emphasis is placed on chemical kinetics, equilibrium, acids and bases, electrochemistry and nuclear chemistry

Organic Chemistry (Grade 11 or 12)

Semesters: two (full year)

Prerequisite: Chemistry

Students will learn the most fundamental concepts of organic chemistry

We will cover the major topics found in the first

Students will learn the most fundamental concepts of organic chemistry We will cover the major found in the first semester of an organic chemistry college course. The structure, function and naming of basic organic molecule types will be semester of an organic chemistry college course The structure, function and naming of basic molecule types be covered: alkanes, alkenes, alkynes, cyclic compounds, and functional groups

A particular emphasis will be the four most fundamental reaction types (SN1, SN2, E1, E2) fundamental reaction types (SN1, SN2, E1, E2)

A particular emphasis will be on the four most covered: alkanes, alkenes, alkynes, cyclic compounds, and functional

There will be a major emphasis on group problem solving Organic chemistry is best learned in a collaborative

There will be a major emphasis group problem solving Organic chemistry is best learned in a collaborative environment where students combine their knowledge to understand complex interactions between environment where students combine their knowledge to understand complex interactions between molecules Students should expect to be graded in equal parts on lab work, in class assignments, and formal molecules Students should to be graded in equal parts on lab work, in class and formal assessments (tests and quizzes) Students who enjoyed their introductory chemistry course and enjoy working in assessments (tests and quizzes) Students who enjoyed their introductory chemistry course and enjoy working in groups on challenging problems are encouraged to consider this course groups on challenging problems are encouraged to consider this course

AB A CIE CE

Course Descriptions

ology (Grade 11) ology (Grade 11)

mesters: two (full year) mesters: two (full year)

ology I is an overview of the study of life It guides students to an understanding of the unifying structures and functions of life, as logy I is an overview of the study of life It guides students to an understanding of the unifying structures and functions of life, as well as the processes that have engendered such vast diversity Topics covered include the fundamental principles of ecology, the well as the processes that have engendered such vast diversity Topics covered include the fundamental principles of the relationship between matter and energy in ecosystems, the structure and function of cells, cellular energetics, heredity and gene relationship between and energy in ecosystems, the structure and function of cells, cellular energetics, heredity and expression, and natural selection In addition, students continue to utilize the scientific method to make sense of the natural world expression, and natural selection In addition, students continue to utilize the scientific method to make sense of the natural world

Students are expected to their knowledge of biology and to use their reasoning skills to analyze real-life situations

Students are expected to apply their knowledge of biology and to use their reasoning skills to analyze real-life situations

Biology Honors (Grade 11)

Semesters: two (full year)

Prerequisite: Chemistry or Honors Chemistry

See qualifications for advanced/AP courses

See qualifications for advanced/AP courses.

Enrollment in Honors Biology is determined by the science department and is based on a combination of chemistry teacher

Enrollment in Honors is determined by the science department and is based on a combination of teacher recommendation, prior classroom performance, and overall demonstrated ability Students enrolled in this course study the same recommendation, prior classroom performance, and overall demonstrated ability Students enrolled in this study the topics as those enrolled in Biology, including a more in-depth study of molecular genetics, cellular biology, biochemistry, and the topics as those enrolled in Biology, including a more in-depth study of molecular genetics, cellular biology, biochemistry, and the big ideas of biology. Added differences between Biology and Honors Biology include the amount of quantitative work that is big ideas of biology Added differences between Biology and Honors Biology include the amount of quantitative work that is required, the pace of the curriculum, and an emphasis on independent study required, the pace of the curriculum, and an emphasis on independent study

AP Biology (Grade or 12)

AP Biology (Grade 11 or 12)

Semesters: two (full year)

Prerequisites: Chemistry and Biology I

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AP Biology is designed to be the equivalent of a two-semester college biology course AP Biology differs significantly from a AP Biology is designed to be the equivalent of two-semester college biology course AP Biology differs significantly from a traditional high school biology course due to text content, depth of material covered, lab work, and time and effort required to traditional high school biology course due to text content, depth of material covered, lab work, and time and effort required to achieve mastery in the subject area. The primary emphasis in the course is to develop a conceptual understanding of biology. achieve mastery in the subject area The primary emphasis in the course is to develop a conceptual of biology

Essential to this conceptual understanding are a grasp of science as process; personal experience in scientific inquiry; recognition Essential to this conceptual understanding a grasp of science as process; personal experience in scientific inquiry; recognition of the unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to of the unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. All students enrolled in this course must take the AP exam in May. environmental and social concerns All students enrolled in this course must take the AP exam in May

Human Anatomy and Physiology (Grade 11 with approval or 12)

Semesters: two (full year)

Prerequisite: Biology or AP Biology

Human Anatomy and Physiology is designed to teach students with an interest in pursuing a career in a health related field about

Human Anatomy and Physiology is designed to teach students with an interest in pursuing a career in a health related field about the intricacies of the human body. Students study organ systems with an eye towards how structure determines function and how the intricacies of the human body Students study organ systems with an eye towards how structure determines function and how homeostasis is maintained in ever-changing internal and external environments They also research various anatomical and homeostasis is maintained in ever-changing internal and external environments They also research various anatomical and physiological abnormalities related to the body systems, as well as conduct in-depth analyses and study the interconnectedness of physiological abnormalities related to the body systems, as well as conduct analyses and study the interconnectedness of body systems through lecture and lab practicals. The principles of anatomy and physiology are further applied by a hands-on body through lecture and lab practicals The principles of anatomy and physiology are further applied by a hands-on approach through the creation of models and completion of dissections approach through the creation of models and completion of dissections

AP Environmental Science (Grade 10, 11, or 12)

Semesters: two (full year)

Prerequisite or co

Prerequisite or co requisite: One year laboratory science and Algebra 1 requisite: One year laboratory science and Algebra 1

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This course is designed to be the equivalent of a one semester, introductory level college environmental science course The goal This course is designed to be the equivalent of a one semester, introductory level college environmental science course The goal of this course is to enable students to master the scientific principles, concepts, and lab practices needed to understand the of this course is to enable students to master the scientific concepts, and lab practices needed to understand the connected nature of the natural world In doing so, they will interact with and physically identify a basic array of environmental connected nature of the natural world In doing so, they will interact with and physically identify a basic array of environmental factors in their natural setting; identify and evaluate environmental problems both natural and human-made; assess natural and factors in their natural setting; identify and evaluate environmental problems both natural and human-made; assess natural and man-made environmental problems, as well as the relative risks associated with these problems; and examine alternative solutions man-made environmental problems, as well as the relative risks associated with these and examine alternative solutions for resolving or preventing them Topics will include ecosystems, biodiversity, populations, earth systems and resources, land and for resolving or preventing them Topics will include ecosystems, biodiversity, populations, earth systems and resources, land and water use, energy resources and consumption, atmospheric pollution, aquatic and terrestrial pollution, and global change Students use, energy and consumption, atmospheric pollution, aquatic and terrestrial pollution, and global change Students will take part in laboratory investigations and field work Students enrolled in this class will take the AP exam in May will take part in laboratory investigations and field work Students enrolled in this class will take the AP exam in May

Astronomy (Grade 11 or 12)

Astronomy 11 or 12)

Semesters: one Semesters: one

Astronomy students are introduced to the study of the universe Students will study topics including the night sky; the Astronomy students are introduced to the of the Students will study topics including the night sky; the origins and history of astronomy; the Earth and the system of planets orbiting the sun; the sun and other stars; and origins and history of astronomy; the Earth and the system of planets orbiting the sun; the sun and other stars; and questions about how life originated on this planet and the likelihood of life on other planets questions about how life originated on this planet and the likelihood of life on other planets

C M E CIENCE

Course Descriptions

Computer Science Discoveries I (Grade 7 or 8)

Elective Elective

Semesters: one (Fall)

Computer Science Discoveries I is based on the Computer Science Discoveries curriculum from Code org The course will be an

Computer Science Discoveries I is based on the Computer Science Discoveries curriculum from Code org The will be an introduction to computer science and will include topics such as problem solving and computing, web development, and interactive introduction to computer science and will include topics such as problem solving and computing, web development, and interactive animations and games Students will explore these areas by building websites, apps, animations, and games Students can take animations and games Students will explore these areas building websites, apps, animations, and games Students can take

Computer Science Discoveries II after the completion of this course

Computer Science Discoveries (Grade 7 or 8)

Computer Science Discoveries II (Grade 7 or 8)

Elective Elective

Semesters: one (Spring)

Prerequisite: Computer Science Discoveries I

Computer Science Discoveries II continues the exploration of computer science that students began in Computer Science Discoveries

Computer Science Discoveries II continues the exploration of computer science that students began in Computer Science Discoveries I and is also based on curriculum from Code org In this follow-up course, students will learn about design processes, data and society, I and is also based on curriculum from Code org In this follow-up course, students will learn about design processes, data and society, and physical computing Students will explore these areas by building apps to solve problems they identify, gathering and analyzing and physical computing Students will explore these areas by building apps to solve they identify, gathering and analyzing data using computers, and building physical computing systems data using computers, and building physical computing systems

Computer Science with Python (Grade 7 with approval, 8, or 9)

Elective Elective

Semesters: two (full year)

Prerequisite: Computer Science Discoveries I and II or teacher approval

Computer Science with Python will carry students beyond the introductory experiences of Computer Science Discoveries into the Computer Science with Python will carry students beyond the introductory experiences of Computer Science Discoveries into the world of text-based programming with Python Students will learn the basics of Python programming by beginning with Python world of text-based programming with Python Students will learn the basics of Python programming by beginning with Python commands, functions, control structures, and user interaction by solving puzzles and writing creative programs. Students then learn commands, functions, control structures, and user interaction by solving puzzles and writing creative programs Students then learn how to use lists, manipulate strings, and work with files This course will be a continuation of computer science for students who either how to use lists, manipulate strings, and work with files This will be a continuation of computer science for students who either have taken Computer Science Discoveries I and II or can demonstrate requisite background knowledge of coding experience have taken Computer Science Discoveries I and II or can demonstrate requisite background knowledge of coding experience

AP Computer Science Principles (Grade 9, 10, 11, or 12)

Semesters: two (full year)

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AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation The course AP Computer Science Principles offers multidisciplinary approach to teaching the underlying principles of computation The will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. AP Computer Science Principles also gives students the opportunity to use current technologies to concerns, and computing impacts Computer Science Principles also gives students the opportunity to use current technologies to create computational artifacts for both self-expression and problem solving Together, these aspects of the course make up a rigorous computational artifacts for both self-expression and problem solving Together, these aspects of the course make up a rigorous and rich curriculum that aims to broaden participation in computer science All students enrolled in this course must take the AP exam and rich curriculum that aims to broaden participation in computer science All students enrolled in this course must take the AP exam in May. in May

AP Computer Science A (Grade 10 with approval, 11, or 12)

Semesters: two (full year)

Prerequisite: previous coding experience or teacher approval

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AP Computer Science A is equivalent to a first-semester, college level course in Computer Science. The course introduces students to AP Computer Science A is equivalent to a first-semester, college level course in Computer Science The course introduces students to Computer Science with fundamental topics that include problem solving, design strategies and methodologies, organization of data Computer Science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social of computing. The course emphasizes both object-oriented and imperative problem solving and design using Java language. These computing The course emphasizes both and imperative problem solving and design using Java language These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex techniques represent proven approaches for developing solutions that can scale up from small, simple problems large, complex problems The course emphasizes object-oriented programming and design using the Java programming language All students The course emphasizes object-oriented programming and design using the Java programming language All students enrolled in this course must take the AP exam in May enrolled in this course must take the AP exam in May

AP Cybersecurity 1: Networking Fundamentals (Grade 9, 10, 11, or 12)

Semesters: two (full year) Semesters: two (full year)

This is a full-year high school course that covers the fundamentals of networking It is equivalent to a college-level Introduction to This is a full-year high school course that the fundamentals of networking It is equivalent to a college-level Introduction to Networking course The course interweaves essential networking concepts with relevant, hands-on problem-solving activities to Networking course The course interweaves essential networking concepts with relevant, hands-on problem-solving activities to maximize students’ understanding of network hardware and configuration, the use of protocols to enable reliable and accurate maximize students’ understanding of network hardware and configuration, the use of to enable reliable and accurate transmission of data between different hosts around the world, and relevant security practices that secure the transmission of data transmission of data between different hosts around the world, and relevant security practices that secure the transmission of data both within and between computer networks All students enrolled in this course must take the AP exam in May both within and between computer networks All students enrolled in this course must take the AP exam in May

AP Cybersecurity 2: Cybersecurity Fundamentals (Grade 10, 11, or 12)

Semesters: two (full year) Semesters: two (full year)

Cybersecurity 2: Cybersecurity Fundamentals is a full-year course covering foundational cybersecurity concepts and skills and is Cybersecurity 2: Cybersecurity Fundamentals is a full-year course covering foundational cybersecurity and skills is equivalent to a college-level Introduction to Cybersecurity course Students will explore the current cyber threat landscape to equivalent to a college-level Introduction to Cybersecurity course Students will explore the current cyber threat landscape to understand the types of adversaries organizations face and the techniques adversaries use to compromise systems and data understand the types of adversaries organizations face and the techniques adversaries use to compromise systems and data Students will learn how vulnerabilities create risk and how organizations implement security controls to manage that risk Topics in the Students will learn how vulnerabilities create risk and how organizations security to manage that risk Topics in course include physical, operational, application, and network security; security controls; cryptography; access control; attacks and include physical, operational, application, and network security; security controls; cryptography; access control; attacks and detection; and response and recovery Students will research emerging trends in cybersecurity and gain hands-on experience detection; and response and recovery

will research emerging

in cybersecurity and gain hands-on

E G EE G Course Descriptions

csmothers@sgis org csmothers@sgis org ) to be part of the team with alternate practice time ) to be part of the team with alternate practice time

Introduction to Engineering (Grade 8 with approval, 9, 10 , 11, or 12)

Semesters: one Semesters: one

This course introduces students to engineering and its various disciplines and demonstrates the importance of engineering design in many aspects of our daily lives Students will evaluate existing engineering designs, learn basic sketching and design in many aspects of our daily lives Students will evaluate existing engineering designs, learn basic sketching and engineering drawing techniques, complete simple design projects using the engineering design process, and communicate engineering drawing techniques, complete simple design projects using the engineering design process, and communicate design solutions to others design solutions to others

This course introduces students to engineering and its various disciplines and demonstrates the importance of engineering

Engineering Design I (Grade 10, 11, or 12)

Semesters: two (full year)

Students build their creativity, critical thinking, communication, and collaboration skills by completing individual and/or group

Students build their creativity, critical thinking, communication, and collaboration skills by completing individual and/or group projects while focusing on the steps of the engineering design process and design thinking Previous projects include robotics projects while focusing on the steps of the engineering design process and design thinking Previous projects include robotics challenges, CAD solutions, underwater robots, designing/redesigning school spaces, learning programming for sensors for a challenges, CAD solutions, underwater robots, designing/redesigning school spaces, learning programming for sensors for a robot manufacturing work cell, and creating apps Students will learn how to effectively document and communicate design robot manufacturing work cell, and creating apps Students will learn how to effectively document and communicate design solutions to others solutions to others

Engineering Design II (Grade 11 or 12)

Semesters: two (full year) Semesters: two (full year)

Prerequisite: Engineering Design I

Students taking a second year of Engineering Design will continue to develop their creativity, critical thinking, communication, Students taking second year of Engineering Design will continue to develop their creativity, critical thinking, communication, and collaboration skills by completing more complex and/or long-term design projects Students will build their skills in collaboration skills by completing more complex long-term design projects Students will build their skills in documenting and communicating design solutions, with an increased focus on project management skills documenting and communicating design solutions, with an increased focus on project management skills

gryphonlodge com gryphonlodge com

This course focuses on real-world, hands-on, experiential learning

This focuses on hands-on, experiential learning through the production of both print and online news content Driven by student leadership and attuned to student concerns, the production of both print and online news content Driven student leadership and attuned to student concerns, Newsmagazine Journalism is different each day and each year, but all students enrolled learn to develop and pitch stories, Newsmagazine Journalism is different each day and each year, but all students enrolled learn to develop and pitch stories, interview sources, write articles, take photographs, edit copy, fact-check, and think creatively about design For questions, interview sources, write take photographs, copy, fact-check, and think creatively about design For questions, contact the faculty advisor, Zack Adcock (zadcock@sgis org) contact the faculty advisor, Zack Adcock (zadcock@sgis org)

Yearbook Journalism (Grade 10, 11, and 12)

Semesters: two (full year)

Prerequisite: None, but if registration exceeds enrollment capacity, preference is given first to students who are returning

Prerequisite: None, but if registration exceeds enrollment capacity, preference is given first to students who are returning members of the class and then to students who have taken or are currently enrolled in Media Literacy and Design and/or of the and then to students who taken or are currently enrolled in Literacy and Design

Pressing Matters: The Journalism Toolkit

Yearbook Journalism is a course designed to produce The Legend, the St George's yearbook which covers students in

Yearbook Journalism a designed to produce The Legend, the St. George's yearbook which students in Grades PK-12 across three different campuses Practical instruction includes layout and design, copywriting, art preparation, Grades PK-12 across three different campuses Practical instruction includes layout and design, copywriting, art preparation, the history and purposes of the yearbook, photography, critical editing, and the use of equipment and tools of the trade, as the history and purposes of the yearbook, photography, critical editing, and the use of equipment and tools of the trade, as well as managing deadlines Driven by student leadership and creativity, Yearbook Journalism is intended to develop student well managing deadlines. Driven by leadership creativity, Yearbook Journalism intended to develop journalists with a keen eye for design, effective time-management techniques, and the ability to work collaboratively towards a journalists with a keen eye for design, effective time-management and the ability to work towards a common goal For questions, contact the faculty advisor to The Legend, Zack Adcock (zadcock@sgis org) goal For questions, contact the faculty advisor to The Legend, Zack Adcock (zadcock@sgis org)

FINE A I E Course

Descriptions

Survey of the Arts (Grade 6)

Semesters: two (full year) Semesters: two (full year)

Prerequisite: none

In Survey of the Arts, 6th grade students are engaged in opportunities to confidently develop critical thinking skills, perform In Survey of the Arts, 6th grade students are engaged in opportunities to confidently develop critical thinking skills, perform well, and - with a sense of wonder - create art with purpose Sixth graders participate in band, choir, theater, and the visual arts well, and - with sense of wonder - create art with purpose. Sixth graders participate in choir, and the visual arts. In the music components, students are introduced to the basic skills necessary to perform in either a vocal or instrumental

In the music components, students are introduced to the basic skills necessary to perform in either a vocal or instrumental ensemble: performance practice, music technology, ear training, singing and playing, note recognition, and sightreading simple ensemble: performance practice, music technology, training, singing and playing, note recognition, and sightreading simple melodies and rhythms The visual arts component is designed to introduce students, through practice, to the elements of art and rhythms. The visual arts component designed to students, through practice, to the elements of art and the principles of design; and, through reflection, develop their intellectual and artistic acuity Basic art-making skills, and the principles of design; and, through reflection, develop their intellectual and artistic acuity Basic art-making skills, organizational skills, and peer-to-peer discussion of artwork are emphasized In the theater arts section, students are organizational skills, and peer-to-peer discussion of artwork emphasized In the theater arts section, students are introduced to the basic concepts of theater and storytelling They enhance their storytelling skills through pantomime, introduced to the basic concepts of and storytelling They their storytelling skills through pantomime, improvisation, the study of contemporary theater, monologues, puppetry, and the writing and performing of scenes Theater the study of contemporary theater, monologues, puppetry, and the writing and performing of scenes Theater builds ensemble, stimulates imagination, and emphasizes the development of authentic characters and situations Along with builds ensemble, stimulates imagination, and emphasizes the development of authentic characters and situations Along with performing and visual arts skills, students gain an understanding of the expectations involved in performance and visual arts performing and visual arts skills, students gain an understanding of expectations involved in performance visual arts classes to better prepare them to make an objective decision in opting into the fine arts in the future classes to better prepare them to make an objective decision in opting into the fine arts in the future

Introduction to Practical Musicianship (Grade 7, 8, and 9)

Semesters: two (full year)

Prerequisite: none

T T his class is open to any student grade 7-9 who wishes to play an instrument This class can be taken more than one year his class is open to any grade 7-9 wishes to play an instrument This class can be taken more one year Music is an essential part of the human experience Everyone is musical, has a need for musical expression, and, through music, Music is an essential part of the human experience Everyone is musical, has a need for musical expression, and, music, develops as humans in very unique ways Music allows us to unleash our creativity in unique ways to bring beauty into the develops as humans in very unique ways Music allows us to unleash our creativity in unique ways to bring beauty into the world through sound, increasing our ability to understand others and clarify our own communications through sound, increasing our ability to understand others clarify our own

At St George’s, Introduction to Musicianship students engage with all the elements of practical music-making, concentrating on

At St George’s, Introduction to Musicianship students with all the elements of practical music-making, concentrating the popular music of our region, allowing them to understand other cultures and places in an intimate way, while building a firm the popular music of our region, allowing them to understand other cultures and places in an intimate way, while building a firm foundation in the techniques of musicianship Students will experience the practical challenges of playing an instrument, and foundation in the of musicianship Students will the practical challenges of playing an instrument, and through instruction and practice, develop the fundamental skills of applied music-making through instruction and practice, develop the fundamental skills of applied music-making

St George’s is unique in offering students the opportunity to learn and explore almost any instrument they may wish to learn

St George’s is unique in offering students the opportunity to learn and explore almost any instrument they may wish to learn Students' experiences are personalized, so that their gifts and talents can contribute to ensemble music-making This class can Students' experiences are personalized, that their gifts and talents can contribute to ensemble music-making This class can be taken more than one year be taken more than one year

Intermediate Practical Musicianship (Grade 7, 8, 9, 10, 11, and 12)

Practical Musicianship (Grade 7, 8, 9, 10, 11, and 12)

Semesters: two (full year)

Prerequisite: This class is open to any student grade 7-12 who has practical prior experience on an instrument

Prerequisite: This class is open to any student grade 7-12 who has practical prior experience on an instrument.

At St George’s, Intermediate Musicianship students engage with all the elements of practical music-making, concentrating on At St George’s, Intermediate Musicianship students engage with all the elements of practical music-making, concentrating on the music of our region, allowing them to understand other cultures and places in an intimate way, while building a firm the music of our region, allowing them to understand other cultures and places in an intimate way, while building a firm foundation in the techniques of musicianship. Students will continue to experience the practical challenges of playing an foundation in the of musicianship Students will continue to experience the practical challenges of playing an instrument, and through instruction and practice, while further developing the fundamental skills of applied music-making instrument, and through instruction and practice, while further developing the fundamental skills of applied music-making

American Music Ensemble (Grade 9, 10, 11, and 12)

Semesters: two (full year)

Prerequisite: Audition and written approval of instructor ONLY

The St. George’s American Music Ensemble is one of the premiere Popular Music Ensembles in the United States. Students in The St George’s American Music Ensemble is one of the premiere Popular Music Ensembles in the United States Students in AME not only learn and perform music from all eras and genres of popular music, they also create original music in a variety of AME only learn and perform music from all eras and of popular music, they also create original music in a variety of styles Students in AME also gain experience in recording, and in creating music media through film and video styles Students in AME also gain experience in recording, and in creating music media through film and video

Through the study of Jazz, Pop, Rock, and other American music, students analyze the complex relationships between society, Through the study of Jazz, Pop, Rock, and other American music, students analyze the complex relationships between society, music, and the exchange of ideas, discover the critical rigors of music-making, and work collaboratively to create something music, and the exchange of ideas, discover the critical rigors of music-making, and work collaboratively to create something new within the framework of the past. new within the framework of the past

Students can look forward to developing the all the critical fundamentals of creating music: chord/scale theory, sound

Students can look forward to developing the all the critical fundamentals of creating music: chord/scale theory, sound production, technique, ensemble playing, composition, and style; performing repertoire of both historical significance in the technique, ensemble playing, and style; performing repertoire of both historical significance in the Delta, Memphis, and the Mid-South; engaging in critical listening, creating new music, and using technology to capture and Delta, Memphis, and the Mid-South; engaging in critical listening, creating music, and using technology to capture and share their work St George’s American Music Ensemble students develop a sense of wonder and curiosity grounded in share their work St George’s American Music Ensemble students develop a sense of wonder and curiosity grounded in confidence and open-mindedness. This class can be taken more than one year. confidence and open-mindedness This class can be taken more than one year

FINE A I E

Course Descriptions

Gryphons Choir (Grade 7 and 8)

Semesters: two (full year)

Prerequisite: none Prerequisite: none

Students in Gryphon's Choir will study and prepare a variety of musical selections to be sung at four official concerts and at Students in Gryphon's Choir will study and prepare a variety of musical selections to be sung at four official concerts and at several other events throughout the school year, including Chapel, performance workshops both Lower School Campuses, and several events throughout school year, including Chapel, performance workshops both Lower School Campuses, performances at the Collierville Campus Students in this ensemble will cover the fundamentals of music introduced in the 6th performances at the Collierville Campus Students in this ensemble will cover the fundamentals of music introduced in the 6th Grade Introduction to the Fine Arts course As each student explores the joys of singing in a choir, participants will learn to Grade Introduction to the Fine Arts course As each student explores the joys of singing in a choir, participants will learn to produce a healthy and resonant sound, stand and sing confidently with a tall and free posture, engage their minds and bodies produce healthy resonant sound, stand and sing confidently with a tall and free posture, engage minds and in the pursuit of musical excellence, embrace the challenges and joys of developing the skill of singing together, and share an in the pursuit of musical excellence, embrace the challenges and joys of developing the skill of singing together, and share an unmistakable energy and special camaraderie with the others involved in this choir Each student will develop music literacy unmistakable and special camaraderie with the others involved in this choir Each student will develop music literacy skills such as identifying and reading notated pitches and rhythms, regularly interpreting a vocabulary of musical terminology skills as identifying and reading pitches and rhythms, regularly interpreting a vocabulary of musical terminology and symbols, and exploring the joys of singing songs from a variety of styles and a variety of cultures The material covered and symbols, and exploring the joys of singing songs from a of styles and a of cultures The material covered during rehearsals will help to prepare them for other vocal music auditions and opportunities, such as regional honor choirs, during rehearsals will help to prepare them for other vocal music auditions and opportunities, such as regional honor choirs, musicals, small ensembles, or solo performances By the end of the 8th Grade, students will be ready to continue their choral musicals, small ensembles, or solo performances By end of the 8th Grade, students will be ready to continue their practice in St George’s Singers as 9th Grade students practice in St Singers as 9th Grade students

St. George’s Singers (Grade 9, 10, 11, and 12)

Semesters: two (full year) Semesters: two (full year)

Prerequisite: none Prerequisite: none

Students in St George’s Singers will study and prepare a variety of musical selections to be perform at four official concerts tudents in St George’s Singers will study prepare a variety of musical selections to be perform at four official concerts and at several other events throughout the school year, including Chapel Services, Lessons and Carols, performance and at several other events throughout the school year, including Chapel Services, Lessons and Carols, performance workshops with the Middle School and the two Lower School Campuses, and performances at the Collierville Campus workshops with the Middle School and the two Lower School Campuses, and performances the Collierville Campus Students in St George’s Singers will thoroughly cover, rehearse, and study music ranging from beginning to advanced skill Students in St George’s Singers will thoroughly cover, rehearse, and study music ranging from beginning to advanced skill levels As each student explores the joys of singing in a choir, participants will learn to produce a healthy and resonant sound, levels As each student the joys of singing in a choir, will learn to produce a healthy and resonant sound, stand and sing confidently with a tall and free posture, engage their minds and bodies in the pursuit of musical excellence, stand and sing confidently with a tall and free posture, engage their minds and bodies in the pursuit of musical excellence, embrace the challenges and joys of developing the skill of singing together, and share an unmistakable energy and special embrace the challenges and joys of developing the skill of singing together, and share an unmistakable energy and special camaraderie with the others involved in this choir Participants will also develop music literacy skills, such as pitch and rhythm camaraderie with the others involved in this choir Participants will also develop music literacy skills, such as pitch and rhythm reading, learn and be able to utilize a vocabulary of musical terminology, learn to blend by modifying vowels and shaping tone, reading, learn and be able to utilize vocabulary of musical terminology, learn to blend by modifying vowels and shaping tone, develop listening skills, and learn to sing in a variety of styles from a variety of cultures The material covered during rehearsals develop listening skills, and learn to sing in a variety of styles from a variety of cultures The material covered during rehearsals will help to prepare them for choral auditions and opportunities, such as regional honor choirs, TN All State ensembles, help to prepare them for choral auditions and opportunities, such as regional honor choirs, TN All State ensembles, collaboration with other music groups, musical theater productions, Select Ensemble, solos, and college auditions Students collaboration with other music groups, musical theater productions, Select Ensemble, solos, and college auditions Students are encouraged to audition for these opportunities Students are required to purchase appropriate formal black attire - $80 00 are encouraged to audition for these opportunities Students are required to purchase appropriate formal black attire - $80 00 for a choir dress or black suit with black button down collared shirt and black dress shoes, etc for a choir dress or black suit with black button down collared shirt and black dress shoes, etc

Let’s Play! (Grade 7 or 8)

Semesters: two (full year)

Prerequisite: none Prerequisite: none

This year-long course is designed to encourage creative expression through theatre We will use theatre games to learn self-

This year-long course is designed to encourage creative expression through theatre We will use theatre games to learn selfconfidence and teamwork, strengthen critical thinking skills, and build character. Activities beyond theatre games include confidence and teamwork, strengthen critical skills, and build character Activities beyond theatre games include pantomime and storytelling, making a silent film, how to use your voice, creating a newscast, and producing a one-act play pantomime and storytelling, making silent film, how to use your voice, creating a newscast, and producing a one-act play

This is a great class for both the actor and the technically-minded student, because each student can focus on their strength

Upper School Introduction to Theater (Grade 9, 10, 11, or 12)

Semesters: one Semesters: one

Prerequisite: none Prerequisite: none

This course is designed to introduce students to all aspects of theatre Major topics include theatre history, terminology, and This is designed to introduce students to all aspects of theatre Major topics include theatre history, terminology, and theoretical approaches to set design, directing, writing and acting Students will read, study, watch, and discuss dramatic theoretical approaches to set design, directing, writing and acting Students will read, study, watch, and discuss dramatic literature. They learn about theatre, reinforcing their work in other classes, through a historical perspective beginning with the literature They learn about theatre, reinforcing their work in other classes, through a historical perspective with the Greeks and ending in Modern Realism Students will learn the intricacies of theatrical production and the historical importance

Greeks and ending in Modern Realism Students will learn the intricacies of theatrical production and the historical importance of the development of theater over the millennia of the development of theater over the millennia

FINE A I E Course

Descriptions

The Art of Communication and Storytelling (Grade 8, 9, 10, 11, or 12)

Semesters: one Semesters: one

Prerequisite: none Prerequisite: none

This year-long course is designed to encourage creative expression in students through the spoken word From basic public

This year-long course is to encourage creative expression in students through the spoken word From basic public speaking to writing and performing dramatic scenes, Theatre Communications focuses on helping each student become a speaking to writing and performing dramatic scenes, Theatre Communications focuses on helping each student become a confident speaker and engaging storyteller The class emphasis is on the adaptation of a variety of texts Activities range from confident speaker and engaging storyteller The class emphasis is on the adaptation of a variety of texts Activities range from informative speeches to collaborative storytelling through art, music, and the spoken word In this class, students establish core informative to collaborative storytelling through art, music, and the spoken word In this class, students establish core capabilities and develop the foundations that will prepare them to be confident speakers and leaders in their future fields of capabilities and develop the foundations that will prepare them to be confident speakers and leaders in their future fields of study and beyond study and beyond

Visual Art 7 (Grade 7) Visual Art 7 (Grade 7)

Semesters: two (full year) Semesters: two (full year)

Prerequisite: none

Visual Art 7 is offered as a year-long course that encourages students to communicate their ideas visually by utilizing their prior Visual Art 7 is offered as year-long course that encourages students to communicate their ideas visually by utilizing their prior knowledge of the elements of art and principles of design The focus of this class is drawing from life Students are introduced knowledge of the elements of art and principles of design The focus of this class is from life Students are introduced to new media such as printmaking, collage, painting, and sculpture, in addition to techniques to assist them in refining their new media such as printmaking, collage, painting, and sculpture, in addition to techniques to assist them in refining their beginning art-making skills In this class, students are encouraged to take creative risks as they explore new techniques and beginning art-making skills In this class, students are encouraged to take creative risks as they explore techniques and concepts, and contemplate the role of art in their own lives Students focus on both the process and product of art making to concepts, and contemplate the role of art in their own lives Students focus on both the process and product of art making to develop foundational skills and design-thinking, as well as, the language and context of art history and criticism develop foundational skills and design-thinking, as well as, the language and context of art history and criticism

Middle School Clay Introduction 7-8 (Grade 7 or 8) Middle School Clay Introduction 7-8 (Grade 7 or 8)

Semesters: one Semesters: Prerequisite: none Prerequisite: none

Middle School Clay Introduction is offered as a semester-long course that encourages students to explore clay Students are Middle School Clay Introduction is offered as a semester-long course that encourages students to explore clay Students are introduced to clay through hand-building Students learn how to create using pinching, coiling, slab work, and carving to make introduced clay through hand-building learn how to using pinching, coiling, slab work, and carving to make unique functional and sculptural work In this class, students are encouraged to take creative risks as they learn how to unique functional and sculptural work In this class, students are encouraged to take creative risks as they learn how to problem-solve 3 dimensionally problem-solve 3 dimensionally

Introduction to the Visual Arts - IVA (Grade 9, 10, 11, or 12)

Introduction the Visual Arts IVA (Grade 9, 10, 11, or 12)

Semesters: two (full year)

Prerequisite: none Prerequisite: none

The Introduction to Visual Arts class is a year-long foundational class in which the students cover a vast spectrum of art

The Introduction to Visual Arts class is year-long foundational class in which the students cover a vast of art concepts Students focus on new techniques and ways of making art using their mastery of the elements of art and principles of concepts Students on techniques and ways of making art using their mastery of elements of art and principles of design Students’ drawing skills are developed at a higher level through more complex projects An array of art media is used Students’ drawing skills are developed at a higher level more complex projects An array of art media is used including graphite, paint, clay, ink, printmaking, pastels, and more Class critiques encourage students to take healthy risks as including graphite, paint, clay, ink, printmaking, pastels, and more Class critiques encourage students to take healthy risks as they design, create art, and self-assess through observation and reflection Lessons are created to help students gain self- they design, create art, and self-assess through observation reflection Lessons created to help students gain selfknowledge, as well as a global awareness of a variety of artists from different cultures and backgrounds Class field trips and knowledge, as well as a global awareness of a variety of artists from different cultures and backgrounds Class field trips and visiting artists are incorporated into the curriculum visiting artists incorporated into the curriculum

Drawing (Grade 10, 11, or 12)

Semesters: one Semesters:

Prerequisite: IVA or instructor’s approval

Prerequisite: IVA or instructor’s

Drawing is an introductory-level course aimed at improving students' technical proficiency, as well as clarifying an

Drawing is an introductory-level course aimed at improving students' technical proficiency, as well as clarifying an understanding of the basic elements of visual language Drawing from direct observation is emphasized as students learn skills understanding of the basic elements of language Drawing from observation is emphasized as students learn skills of proportion and various spatial strategies, including perspective and foreshortening Students are also encouraged to of and various strategies, perspective and foreshortening Students are also encouraged to experiment, play with the materials, and work from their imaginations to find their own creative approach to visual problem experiment, play with the materials, and work from their imaginations find their own creative approach to visual problem solving Media includes graphite, charcoal, Conte crayons, pastels, and ink Individual and group critiques are held regularly solving Media graphite, Conte crayons, pastels, ink Individual and group critiques are regularly Guest artists, field trips, readings, research, and art history, as pertinent to each unit project, are introduced Guest artists, field trips, readings, research, and art history, as pertinent to each unit project, are introduced

FINE A I E

Course Descriptions

Painting (Grade 10, 11, or 12)

Semesters: one Semesters: one

Prerequisite: IVA or instructor’s approval

Prerequisite: IVA or instructor’s

Painting is an introductory-level course designed to improve students' understanding of the basic elements of visual language

Painting is an introductory-level course designed to improve students' understanding of the basic elements of visual language through the expression of painting Included in this course are color theory, perception, composition, art history, and specific through the expression of painting. Included in this course are color theory, perception, composition, art history, and specific techniques in handling acrylics, watercolor, mixed media, and other paint mediums Students also use the sketchbook as a tool in handling acrylics, watercolor, mixed media, and other mediums Students also use the sketchbook as a tool for technical experimentation and conceptual development Individual and group critiques are held regularly Guest artists, field for technical experimentation and conceptual development Individual and group critiques are held regularly Guest artists, field trips, readings, research, and art history, as pertinent to each unit project, are introduced trips, readings, research, and art history, as pertinent to each unit project, are introduced.

Pottery A (Grade 11 or 12)

Semesters: one Semesters: one

Prerequisite: none

The primary emphasis of this class is to learn the basics of ceramics Students will create works of art in clay through the

The primary emphasis of this class is to learn the basics of ceramics Students will create works of art in clay through the processes of hand building using coils and slabs, along with learning to throw basic forms on the wheel Craftsmanship, processes of hand building using coils and slabs, along with learning to throw basic forms the wheel Craftsmanship, creativity, and an appreciation for the elements that are inherent to well-made functional pottery are stressed in this class and an appreciation for the elements that are inherent to well-made functional pottery are stressed in this class

Students learn how to finish their pieces with various types of glaze and firing techniques Additionally, students learn about a Students learn how to finish their pieces with various types of glaze and firing techniques Additionally, students learn about a variety of clay artists from different cultures as inspiration for their own art and to expand their knowledge and appreciation of variety of clay artists from different cultures as inspiration their own art and to expand their knowledge and appreciation of ceramic arts Students interested in developing their skills further may consider taking Pottery B ceramic arts Students interested in developing their skills further may consider taking Pottery B

* This class requires a commitment of hour outside of class each week for further practice and skill development

* This class requires a commitment of one hour outside of class each week for further practice and skill development

Pottery B (Grade 11 or 12)

Semesters: one Semesters: one

Prerequisite: Pottery A Prerequisite: Pottery A

Students in Pottery B will build on the skills learned in Pottery A Focus will be moving past the basics into a higher level of Students in Pottery B build on the skills learned in Pottery A Focus will be moving past the basics into a higher level of ceramics, including intentional design from paper to product, creating pieces in a series, avant garde/abstract design, ceramics, including intentional design from paper product, creating pieces in series, garde/abstract design, functionality v/s design, the impact of pottery/ceramics on culture, and the responsibility of wedging clay Craftsmanship, functionality v/s design, the impact of pottery/ceramics on culture, and the responsibility of wedging clay Craftsmanship, creativity, and an appreciation for the elements that are inherent to well-made functional pottery continue to be a focus in this and an appreciation for the elements that are inherent to well-made functional pottery continue to be a focus in this class Students will be expected to experiment with various types of glazing and firing techniques, as well as develop their own class Students will be expected to experiment with various of glazing and firing techniques, as well as develop their unique style of finishing their work Through connections with Belltower Artisans and Summer Avenue Art and Clay, students unique style of finishing their work Through connections with Belltower Artisans and Summer Avenue Art and Clay, students will visit studios of professional potters and learn about the business and gallery side of the pottery world visit studios of professional potters and learn about the business and gallery side of the pottery world

* This class requires a commitment of hour outside of class each week for further practice and skill development

* This class requires a commitment of one hour outside of class each week for further practice and skill development

Digital Art (Grade 8, 9, 10, 11, or 12)

Semester: one

Prerequisite: none

This project-based course introduces students to the Principles of Design through a digital platform Students will explore 2

This course introduces students to the of Design through a digital platform Students explore 2 dimensional and 3 dimensional design using Ipad Pros and the Adobe suite of programs to incorporate painting, drawing, text dimensional and 3 dimensional design using Ipad Pros and the Adobe suite of programs to incorporate painting, drawing, or photography into a digital work of art; which allows for further manipulation via programs like Illustrator and Photoshop or photography into a digital work of art; which allows for further manipulation via programs like Illustrator and Photoshop

Students will also learn the basics of “builder” programs like TinkerCad to design 3 dimensional designs to print in our 3D

Students will also learn the basics of “builder” programs like TinkerCad to design 3 dimensional designs to print in our 3D printers Students will keep a digital portfolio for the duration of the class to house their projects Guest artists, readings, printers Students will keep a digital portfolio for the duration of the class to house their projects Guest artists, readings, research, and art history, as pertinent to each unit project, are introduced research, and art history, as pertinent to each unit project, are introduced

Photography (Grade 8, 9, 10, 11, or 12)

Semester: one

Prerequisite: none

In this course students are challenged to find ways to communicate ideas by emphasizing content, composition, and technique

In this students are challenged to find ways to communicate ideas by emphasizing content, composition, and technique

Students use cell phones to create, edit, critique images and to become insightful thinkers Students learn the fundamentals of Students use cell phones to create, edit, critique images and to become insightful thinkers Students learn the fundamentals of composition, lighting, black and white, color, photo editing, and more. Students create a photo-based website to showcase lighting, black and white, color, photo editing, and more Students create a photo-based website to showcase their images and engage in peer critiques Students research important historical figures in photography, such as Ansel Adams their images and engage in peer critiques Students research important historical figures in photography, such Ansel Adams and Margaret Bourke-White, as well as the works of dynamic contemporary and global photographers, such as Jerry Uelsmann, and Margaret Bourke-White, as well as the works of dynamic contemporary and global photographers, such as Jerry Uelsmann, Regine Mahaux, and Maggie Taylor. Guest artists, field trips, readings, research, and art history, as pertinent to each unit

Regine Mahaux, and Maggie Taylor Guest artists, field trips, readings, research, and art history, as to each unit project, are introduced project, are introduced

FINE AR I E Course

Descriptions

Visual Arts II (Grade 10, 11, or 12)

Semester: two two

Prerequisite: IVA or instructor’s approval

Prerequisite: IVA or instructor’s

Visual Arts II is designed for those students who are ready to embrace a challenge in the arts In this intermediate course, Visual Arts II is designed for those students who are ready to embrace a challenge in the arts In this intermediate students continue to improve their skills in observing, envisioning, innovating, and reflecting through creating more complex students continue to improve their skills in observing, envisioning, innovating, and reflecting through creating more complex projects An array of art media is used including graphite, charcoal, printmaking, clay, paint, mixed media, and found objects

projects An array of art media is used including graphite, charcoal, printmaking, clay, paint, mixed media, and found

Students develop an appreciation for artwork of the past and present through classroom readings and writing assignments, as Students develop an appreciation for artwork of the past and present through classroom readings and writing assignments, as well as enhancing their ability to talk about their work and the work of others in classroom critiques Class field trips and visiting well as enhancing their ability to about their work and the work of others in classroom critiques. Class trips and visiting artists are incorporated into the curriculum artists are incorporated into the curriculum

Advanced Art Portfolio (Grade 10, 11, or 12)

Semesters: two (full year)

Prerequisite: Visual Arts II and instructor's approval

Advanced Art Portfolio is for the student artist who is interested in building a competitive visual art portfolio for college and Advanced Art is for the student artist is interested in building a competitive visual art portfolio college and advanced program competition (ex: TN Governor’s School, Summer Institute for the Arts, etc) This student has a deep advanced program competition (ex: TN Governor’s School, Summer Institute for the Arts, etc) This student has a deep dedication to their artistic endeavors and is fearless in their pursuit of a personal artistic voice The focus of this class is to dedication to their artistic endeavors and is fearless in their pursuit of a personal artistic voice The focus of this class is to follow Advanced Placement guidelines to create an intentionally designed portfolio that showcases specific student interests, follow Advanced Placement guidelines to create an intentionally designed portfolio that showcases specific student interests, talents and breadth of artmaking knowledge The small class size, as well as the project-based, student-centered curriculum, talents and breadth of artmaking knowledge The small class size, as well as the project-based, student-centered curriculum, provides individualized attention and prepares student artists for the college portfolio review process Class field trips and provides individualized attention and prepares student artists for the college portfolio review process Class field trips and visiting artists are incorporated into the curriculum, as well as in-class meetings with reps from visiting art colleges/universities visiting artists incorporated into curriculum, as well in-class meetings with reps from visiting art colleges/universities

Advanced Art Studio (Grade 11 or 12)

Advanced Art Studio (Grade 11 or 12) Semesters: two (full year) Semesters: two (full year)

Prerequisite: Advanced Art Portfolio or instructor's approval

Advanced Art Studio is for the student artist who is interested in/committed to pursuing visual art at the college or university

Advanced Art Studio is for the student artist who is interested in/committed to pursuing visual art at the college university level In this class, students take the lead in designing their own curriculum with guidance and input from the instructor level In this class, students take the lead in designing their own curriculum with guidance and input from the instructor

Through research and planning, students will present project proposals they have designed to address their unique artistic research and planning, students present proposals they have designed to address their unique artistic interests and style In this class, students must be self motivated, organized, and conscious of project deadlines Students will interests and style In this class, students must be self motivated, organized, and conscious of project deadlines Students will check in with the instructor throughout the course of each project, as well as participate in group critiques as part of the final check in with the instructor throughout the course of each project, as well as participate in group critiques as part of the final assessment for each piece assessment for each piece

ELL E

Course Descriptions

6th Grade Wellness

Semesters: two (full year) Semesters: two (full year)

Students rotate among intramurals, aquatics, fitness, and health During intramurals, students compete in team games and traditional

Students rotate among intramurals, aquatics, fitness, and health During intramurals, students compete in team games and traditional sports both teaching basic skills, history and strategies for cooperative play Within the aquatics rotation, students are engaged in sports both teaching basic skills, history and strategies for cooperative play Within the aquatics rotation, students are engaged in learning proper stroke techniques, water polo, and the basics of kayaking In fitness, students participate in yoga, jump roping, and a learning proper stroke techniques, water polo, and the basics of kayaking In fitness, students participate in yoga, jump roping, and a variety of fitness challenges Students demonstrate their knowledge through a variety of assessments throughout the year of fitness challenges Students demonstrate their knowledge through a variety of assessments throughout the year

Intramural Sports & Games (Grade 7 and 8)

Semesters: one or two Semesters: one or two

Structured as a traditional wellness class, intramural sports and games will focus on 2-3 week rotations introducing students to a

Structured as a traditional wellness class, intramural sports and games will focus on 2-3 week rotations introducing students to variety of traditional and non-traditional games Ultimate frisbee, Ga-Ga ball, handball, and cricket are a few examples of the games variety of traditional and non-traditional games Ultimate frisbee, Ga-Ga ball, handball, and cricket are a few examples of the games students will play As with all middle school wellness options, this course will have an aquatics component students will play As with all middle school wellness options, this course will have an aquatics component

Athletic Performance (AP I) (Grade 7 or 8)

Semesters: one or two (full year as a prerequisite for Athletic Performance I)

*Students may take this course for one semester, but will be unable to move forward to Athletic Performance I without taking a

*Students take course for one semester, but will be unable to move forward to Performance I without taking a full year. Additionally, anyone wanting to take a single semester of AP I or AP II must enroll in the fall semester. full year Additionally, anyone wanting to take a single semester of AP I or AP II must enroll in the fall semester

Looking to get bigger, stronger, and faster? Are you an athlete looking to make gains for a competitive edge? Our athletic to get bigger, stronger, and faster? Are you an athlete looking to make gains for a competitive edge? Our athletic performance class will provide a deeper dive into the world of athletic training and advancement Speed, agility, weight training, and performance class will provide deeper dive into the world of athletic training and advancement Speed, agility, weight training, and general sports training will foster greater development of all athletes This course is designed to push and motivate you to develop as general sports training will foster greater development of all athletes This course is designed to push and motivate you to develop as an individual to have a greater impact in your athletic performance. As with all middle school wellness options, this course will have an an individual to have a greater impact in your athletic performance As with all middle school wellness this course have an aquatics component aquatics component

Athletic Performance II (AP II) (Grade 8)

Semesters: one or two Semesters: one or two

Students wanting to take a single semester of AP II must enroll in the fall semester. Students wanting to take a single semester of AP II must enroll in the fall semester

This course will take a more in-depth approach into movement patterns and strength training. Athletes will focus on power and This course take a more approach into movement patterns and strength training Athletes will focus on power and conditioning for both in-season and out-of-season sports This course will have a specific focus on those athletes ready to take their conditioning for both in-season and out-of-season sports This course will have a specific focus on those athletes ready to take their training to the next level As with all middle school wellness options, this course will have an aquatics component Successful training to the next level As with all middle school wellness options, this course will have an aquatics component Successful completion of API and instructor approval required for consideration. completion of API and instructor approval required for consideration

Great Outdoor Adventures (Grade 7 and 8)

Semesters: one or two Semesters: one or two

Students in this class will utilize the acres of woods and wetlands, ponds and streams on our amazing campus for non-traditional

Students in this class will utilize the acres of woods and wetlands, ponds and on our amazing campus for non-traditional wellness activities In partnership with our outdoors program, students will learn basic hiking skills, bike our campus trails, fish and wellness activities In partnership with our outdoors program, students will learn basic hiking skills, bike our campus trails, fish and kayak at Bulldog Pond, practice orienteering, work the campus gardens, build and cook over campfires and much more. Occasionally, kayak at Bulldog Pond, orienteering, work the campus gardens, build and cook over campfires and much more Occasionally, additional games will be introduced for added excitement and fun As with all middle school wellness options, this course will include additional games will be introduced for added excitement and fun As with all middle school wellness options, this course will include an aquatics component For those with a love of - or budding interest in - getting outdoors and into the woods, this is the class for you an aquatics component For those with a love of - or budding interest in - getting outdoors and into the woods, this is the class for you

Foundations of Strength and Conditioning (Grade 9, 10, 11, and 12) of Strength and Conditioning (Grade 9, 10, 11, and 12)

Semesters: one or two Semesters: one or two

T T his course is recommended for student athletes that are lifting for a sport or students that have a greater understanding and his course is recommended for student athletes that are lifting for a sport or students that have a greater understanding and knowledge of the weight room Programs are designed to teach proper lifting mechanics, introduction to kettlebell and barbell training, knowledge of the weight room Programs are designed to teach proper lifting mechanics, introduction to kettlebell and barbell training, as well as cardiovascular training Student athletes may utilize this instructional time for specific training sessions for in-or-out-of- as well as cardiovascular training Student athletes may utilize this instructional time for specific training sessions for in-or-out-ofseason sports offered at St. George’s. In addition, students will benefit from speed and agility training aimed at boosting coordination, season sports offered at St George’s In addition, students will benefit from and agility aimed at boosting coordination, endurance, and explosiveness Movements aimed to improve posture and mechanics will aid in injury prevention and increased endurance, and explosiveness Movements aimed improve posture and mechanics will aid in injury prevention and increased athletic stability athletic stability

Advanced Movement & Human Performance (Grade 10, 11, and 12)

Advanced Movement & Human Performance 10, 11, and 12)

Semesters: one or two

Prerequisite: Strength and Conditioning and instructor approval

This weightlifting class will be designed to deepen the student’s knowledge and fundamentals developed in their introductory strength This weightlifting class will be designed to deepen the student’s knowledge and fundamentals developed in their introductory strength and conditioning class Students will understand the importance of setting goals for personal improvement and will leave the class with and conditioning class Students will understand the importance of setting goals for improvement and will leave the class with a lifelong understanding of how to maintain adequate physical fitness for a healthy lifestyle Students will demonstrate a knowledge of a lifelong of how to maintain adequate physical fitness for a lifestyle Students will demonstrate a knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of weightlifting training psychological and sociological concepts, principles, and strategies that apply to the learning and performance of weightlifting training

Content will include, but not be limited to: safety practices, rules, terminology, etiquette, distance and speed runs, circuit training, cross Content will include, but not be limited to: safety practices, rules, terminology, etiquette, distance and runs, circuit training, cross fit training, circuit run, HIIT, weight training, dynamic stretching, form running, & Olympic movements fit training, circuit run, HIIT, weight training, stretching, form running, & Olympic movements

Lifetime Movement (Grade 9, 10, 11, and 12)

Semesters: one (Fall only)

This course is for students who need to complete their upper school credits and want a broader Wellness/Fitness experience Key This is for students who need to complete their upper school credits and want a broader Wellness/Fitness experience Key components to this course will cover the benefits of an active and healthy lifestyle, including but not limited to strength and components to this course will cover the benefits of an active and healthy lifestyle, including but not limited to strength and conditioning, health and nutrition, cardiovascular training, as well as the use of our outdoor spaces (biking, kayaking, running the trails, conditioning, health and nutrition, cardiovascular training, as well as the use of our outdoor spaces (biking, kayaking, the trails, disc golf, etc ) for exercise disc golf, etc ) for exercise