2021-2022 Course Curriculum Guide

Curriculum Guide

What does learning look like at Webb School?

Curiosity. Engagement with ideas. The excitement of discovery. The possibilities a team can create. The academic experience at Webb School invites students not just to absorb knowledge, but to create it.

Learning looks like this because of our intentional and comprehensive curricular scope and sequence.

that educates young people in extraordinary ways.”

Robert Webb Founder, Webb School of Knoxville 1955

Our Pre-K through 12th grade curriculum has been carefully aligned to ensure that all students attain the highest level of scholarship, intellectual growth and development. We provide an academic program that offers exceptional depth and breadth, giving students both a solid ground in the fundamentals and the flexibility to pursue varied and enriching electives.

As we reimagine what a Pre-K through 12th grade curriculum should look like, we look at the skills and talents that we want our graduates to be equipped with as they enter college, career and life. That is why you will find innovative aspects to our curriculum such as our Creative Genius Initiative in the Lower School that promotes early research skills on topics that our students are passionate about. That is why you will find elements of engineering, robotics and design thinking in our Middle School courses. That is why we go beyond Advanced Placement courses in the Upper School and offer students opportunities to become Research Fellows through our research initiative or to explore the power of an entrepreneurial mindset via our Entrepreneurship Program.

At Webb, we want every student to imagine all that they can possibly be, and our mission is to afford them every opportunity and experience to help get them there. Our academic program empowers students to put the extra in extraordinary; to go farther and further than they ever imagined.

“

Our Pre-K through 12th grade curriculum has been carefully aligned to ensure that all students attain the highest level of scholarship, intellectual growth and development. We provide an academic program that offers exceptional depth and breadth, giving students both a solid ground in the fundamentals and

“

“I want to start a school

Our students are able to go farther and go further because our curriculum takes them there. We pride ourselves on being able to provide a tailored experience for our students, because we recognize that they are each extraordinary, and our curriculum needs to support their learning styles, their passions and their futures.

the flexibility to pursue varied Michael McBrien President, Webb School of Knoxville

and enriching electives.

WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE • MESSAGE FROM THE PRESIDENT

Table of Contents Message from the President............................................... 3

Upper School.................................................................... 44

Our Mission........................................................................ 6

Upper School Overview................................................................45

Our Philosophy .................................................................. 6

English............................................................................................48

A Brief History of Webb School ......................................... 7

Math............................................................................................... 54

Honor Code ........................................................................ 7

Science...........................................................................................64 Social Studies............................................................................... 82

Lower School ..................................................................... 8

World Languages......................................................................... 97

Junior Spartans .............................................................................. 9

Fine Arts...................................................................................... 124

Kindergarten.................................................................................... 9 First Grade.......................................................................................10 Second Grade...................................................................................11 Third Grade..................................................................................... 12 Fourth Grade................................................................................... 13 Fifth Grade...................................................................................... 15 Lower School Specials..........................................................17

Administration

After-School Enrichment.................................................... 19

President......................................................................................... Michael McBrien Lower School Head......................................................................... Kristi Wofford

Middle School................................................................... 20 Middle School Overview............................................................... 21 English...............................................................................................22

Middle School Head..................................................................... Jennifer Phillips Upper School Head.....................................................................Matt Macdonald

Math..................................................................................................25

Director of Admissions and Enrollment Management.................................................Christy Widener

Science.............................................................................................. 31

Director of Athletics...........................................................................David Meske

Social Studies..................................................................................33

Director of Development............................................................ Hugh Nystrom

World Languages............................................................................35

Director of Financial Services......................................................Adam Braude

Fine Arts..........................................................................................40

Director of Technology......................................................................Jim Manikas

Wellness...........................................................................................43

Director of Facilities..............................................................................Dave Pierce

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Our Mission

Our Philosophy

The mission of Webb School is

Webb School of Knoxville prepares students intellectually, emotionally, and ethically to thrive in a collegiate setting and beyond with the lifelong purpose of active participation in global citizenship.

To achieve this goal, faculty at Webb School are singularly focused on one thing – your child. They bring their passions into the classroom and develop deep, caring relationships that inspire a true love of learning.

Our teachers pay close attention to the social, emotional, and academic needs of each individual. Put simply, a good school knows your child by name; a great school knows your child by heart.

to inspire and nurture the full potential of each individual and to prepare our students to serve as leaders of character in tomorrow’s world.

Our mission is supported and achieved by our key values: n The pursuit of academic excellence n A strong sense of honor and personal integrity n The development of critical, creative, and socially conscious thinking n A culture for interacting with others in a respectful and productive manner in a vibrant, caring community 6 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

A Brief History

Honor Code

Webb School of Knoxville is a Pre-K-12, private, independent, coeducational day school located in Knoxville, Tennessee. Regarded as one of the premier private, independent day schools in the Southeast, Webb School is committed to preparing students both to enter the nation’s finest universities and to lead honorable and fulfilling lives.

Founded by Robert and Julie Webb in 1955, the school began as a boys’ school with four students who met in a classroom in the basement of Sequoyah Hills Presbyterian Church in Knoxville. After its second year, Webb School admitted its first female students and relocated to the old Staub School where University of Tennessee’s aquatic center now stands.

A new site in West Knoxville was secured in 1959 and a separate girls’ school was added. Both schools later combined to eventually form a 5-12 coeducational institution.

Through the decades, enrollment steadily grew. New facilities were continually built and updated, and a Lower School opened in 1998. In the fall of 2016, Webb School launched its new Junior Spartan Pre-K program and Fifth Grade Academy.

At the heart of Webb School is an Honor Code, which is based on the premise that every student has a fundamental right to be trusted and to have his or her word accepted at all times and by all people.

In order for each student to have this right, all must accept the covenant not to lie, cheat, steal, or tolerate this behavior in anyone else at the school.

The atmosphere of mutual trust between students and faculty that exists within Webb School is fundamental to the community and enriches the lives of all who work and study here. Each division offers age-appropriate activities that allow students to learn about and reflect upon the importance of honorable behavior.

“Your teachers will try to teach you to build strong bodies . . . train your intelligence . . . give you a strong sense of values so you will always know right from wrong.

They will try very hard to teach you how to study, and last, but not least, they will try to teach you how to think.”

PUT SIMPLY, A GOOD SCHOOL KNOWS YOUR CHILD BY NAME; A GREAT SCHOOL KNOWS YOUR CHILD BY HEART. Webb School of Knoxville is the only private, independent Pre-K-12 school within a 100-mile radius of Knox County.

Our college preparatory curriculum readies students for challenges both in and out of the classroom. In addition, athletics, service learning, arts, clubs and organizations, and international study programs enrich the experience.

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– Robert Webb Founder & Headmaster Opening Day, Sept. 12, 1955 BACK TO TABLE OF CONTENTS

The Webb Honor Code is used with students of all ages:

I will not lie, cheat, or steal — nor tolerate those who do.

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The PK-5 program utilizes a developmentally responsive curriculum that focuses on foundational content and skill development that will ensure student success now and in the future. Building on the young student’s natural curiosity, our teachers strive to develop student confidence in each critical academic and non-academic area.

The daily master schedule varies by age group with each grade-level schedule providing a balance of fun and challenging learning activities. Students are assessed in a variety of methods centered around the core standards/outcomes for each academic subject.

Teachers communicate the students’ successes and challenges to the parents throughout the year. If support beyond the classroom is needed during the school year, the teacher will develop a plan with the parents at that time.

If a student needs to complete summer remediation work the family will be notified in the spring.

Junior Spartans

LOWER SCHOOL PRE-K - 5TH GRADE

(PRE-KINDERGARTEN) In the Junior Spartans program students are introduced to a structured school program that supports a balance of academic practice along with experiences that promote their social and emotional development.

The teachers design a school day to include opportunities for small and large group instruction that is followed up with individualized practice throughout the day. The lessons include activities that support collaboration and exploration as well as opportunities to develop student curiosity in a myriad of areas.

Developing independence, responsibility, and self-help skills is a goal with the Junior Spartans program.

Besides traditional academic classes, our Junior Spartans participate in regular and frequent art, music, Spanish, Physical Education, chess, drama, yoga, and dance classes.

Kindergarten LANGUAGE ARTS In kindergarten, students learn to identify each letter of the alphabet and the sound(s) that it represents, recognize and read all grade-level basic sight words, and decode age-appropriate words using letter recognition, auditory discrimination, and prior knowledge.

Our goal is to teach students to reach a level of writing that involves being able to produce print in a left-to-right, top-to-bottom progression, and produce 8 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

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Junior Spartans Topics of Introduction and Focus: Social and Emotional Development 1. Sense of Self 2. Responsibility for Self and Others 3. Social Play 4. Self Help Skills Language Development 1. Listening and Speaking 2. Reading and Writing Cognitive Development 1. Learning and Problem Solving 2. Logical Thinking 3. Representation and Symbolic Thinking Physical Development 1. Gross Motor 2. Fine Motor

upper case and lower case letters of the alphabet from memory. They will use knowledge of letter sounds to produce legible print and learn to envision themselves as authors to enhance confidence in their own ability to write.

Kindergarten Language Arts Standards: 1. Students can identify all twenty-six upper and lowercase letters.

2. Students can identify all twenty-six letter sounds.

3. Students can use upper and lower case letters correctly within words.

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4. Students can form upper and lowercase letters correctly according to Handwriting Without Tears guidelines.

5. Students can recognize and produce rhymes.

6. Students can identify all Kindergarten sight words.

7. Students can use inventive spelling to write words.

8. Students can use basic punctuation correctly – periods, question marks, and exclamation marks.

Kindergarten Math Standards

MATHEMATICS

1. Students can recognize numbers 0-20, count from 1 to 20, read and write numerals 0 to 20, compare and order groups of up to 20. Students will use the vocabulary ‘more’ and ‘less’ to compare number values.

Students will utilize various problem-solving strategies, understand number sequence and patterns; they will perform basic addition and subtraction facts, identify coins, their value, and how they work together; and they will develop an awareness of time and reading a clock.

2. Students can recognize and name basic shapes.

They will understand that some shapes have flat faces, edges, corners and some do not.

3. Students can count by 1’s, 2’s, 5’s, and 10’s.

9. Students can identify beginning, middle, and ending sounds in c-v-c words.

4. Students can understand first, next, and last/first, second, third, and last to sequence events.

10. Students can identify basic story elements – characters, setting, plot, and sequence.

5. Students can recognize, extend, and create a repeating pattern.

MATHEMATICS

6. Students can compose and decompose numbers to 20 with five frames and ten frames.

Students will understand numeration and counting, skip counting by twos, fives, and tens, and identify odd and even numbers less than twenty. They will explore data using graphs and various measurement tools, recognize symmetry and basic two-dimensional and threedimensional shapes, and identify, count, and exchange coins. They learn to understand place value of ones, tens, and hundreds, and perform simple addition and subtraction with manipulatives.

First Grade LANGUAGE ARTS Students in first grade learn to decode written language and identify patterns within words. They begin to understand age-appropriate reading material to include recall, comprehension, and application and also the process of reading with expression and fluency.

Skills in writing include being able to transfer complete thoughts to paper and to include correct sentence formation and ending punctuation; demonstrate the mechanics of Handwriting Without Tears handwriting and appropriate pencil grip; and apply age-appropriate rules of grammar (e.g. nouns and verbs) and spelling (e.g. phonics).

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7. Students can use nonstandard units to measure and compare lengths.

8. Students can understand symbols +, - , and =, number sentence as well as compare two sets and show the number sentence to answer how many more.

9. Students can compare weights using non-standard units. They can use the terms heavy, heavier, light, and lighter.

10. Students can identify penny, nickel, dime and quarter and identify the value of each coin.

First Grade Language Arts Standards 1. Student can identify short vowels.

2. Students can identify long vowels.

3. Students can read and spell grade-level sight words.

4. Students can demonstrate grade-level reading fluency skills.

5. Students can use proper punctuation in a sentence.

6. Students can use a capital letter at the beginning of a sentence.

7. Students can incorporate phonetic patterns in daily writing.

First Grade Math Standards 1. Students can extend the counting sequence. They can identify and extend growing number patterns and repeating shape patterns.

2. Students can use a specific list of mathematical vocabulary words to describe and compare relationships between numbers.

3. Students understand the relationship between addition and subtraction using both number bonds and fact families.

4. Students can represent and solve real-world problems involving addition and subtraction.

6. Students can create and analyze data in picture graphs, tally charts, and bar graphs.

7. Students understand place value to the hundred’s place. They can compare and contrast numbers, as well as build numbers using base ten blocks.

8. Students can reason with shapes and their attributes.

They can identify two and three-dimensional shapes and develop initial understanding of congruence and symmetry.

9. Students can identify the various coins and add same set coins and simple coin combinations.

10. Student can tell time to the hour and half-hour on analog and digital clocks. They can read a calendar to identify the days of the week, months and seasons of the year.

Second Grade

4. Student can use reading strategies such as asking questions, making inferences and summarizing.

LANGUAGE ARTS

5. Student can determine the main idea and details in non-fiction texts.

In second grade, students learn to decode words and read with expression and fluency. As part of the curriculum, they will retell a story in sequence to include the main idea and supporting details, and demonstrate an understanding within a reading selection to answer specific questions and/or gain information.

Students will write complete sentences to include correct sentence formation, capitalization, and punctuation to successfully communicate information and ideas. They will apply age-appropriate rules of grammar (e.g. adjectives, conjunctions, nouns, pronouns, verbs, etc.) and spelling (e.g. phonic rules), and develop an understanding and practice the 6 Traits of Writing: Ideas, Organization, Word Choice, Voice, Conventions, Sentence Fluency.

8. Students demonstrate grade-level comprehension skills.

Second Grade Language Arts Standards

9. Students can demonstrate understanding of the beginning, middle and end of a story through reading and writing.

1. Student can read fluently and reads to learn.

2. Student can use contexts clues to learn new vocabulary.

10. Students can write with complete sentences, using a subject and predicate.

3. Student can compare and contrast basic information from texts.

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5. Students can add and subtract within 20. They can add and subtract two-digit numbers with and without carrying and regrouping.

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6. Student can write in a variety of genres including letters, personal narratives, fiction stories and research reports; organizes, edits, and revises.

7. Student can write complete detailed sentences while correctly using capitalization and punctuation.

8. Student can understand subjects, predicates and parts of speech – nouns, verbs, and adjectives.

9. Student can apply spelling strategies in daily writing.

10. Student can write in cursive, using Handwriting Without Tears.

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MATHEMATICS Our mathematics curriculum prepares students to express and name numbers in various forms; written, illustrated, tallies, words, etc. They will be able to perform single-digit turn-around facts for addition and subtraction (e.g. 4+5=9, 5+4=9, 9-4=5, 9-5=4); develop and maintain the skills of place value to the hundreds place; tell time to the minute; and show/exchange coins for a given amount.

4. Students develop an understanding of base ten notation.

5. Students can recognize number relationships by comparing and ordering numbers.

6. Students can identify, demonstrate and understand place value (ones, tens, hundreds, and thousands).

7. Students can represent numbers to 1,000 in all three forms: word form, standard, and expanded form.

Second Grade Math Standards

8. Students can identify and write time to the nearest five minutes.

1. Students can count in units (2, 5, 10) and multiples of hundreds, tens, and ones.

9. Students can count and make coin combinations using $1, $5, $10, $20 bills.

2. Students develop fluency with addition and subtraction facts within 20.

10. Students can identify basic fractions.

LANGUAGE ARTS

5. Students can draw appropriate conclusions about their reading.

Third Grade Language Arts Standards

6. Students can compare and contrast literary elements when reading.

1. Students can recognize main ideas and details when reading.

7. Students can write a paragraph including topic sentence, detail sentences, and concluding sentence.

2. Students can identify nouns, verbs, and adjectives.

8. Students can read a variety of fiction and nonfiction texts.

4. Students can utilize appropriate strategies, tools and resources to learn the meaning of unfamiliar words.

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Third Grade Math Standards 1. Students can round to the nearest hundreds to estimate sums and differences.

2. Students can add and subtract four-digit numbers with and without regrouping.

5. Students can use division to find the number of items in each group, make equal groups, and divide with or without regrouping.

6. Students can understand the inverse relationship between multiplication and division.

7. Students can use bar models as a strategy to solve problems involving addition, subtraction, multiplication, division, and fractions of a set.

8. Students can represent parts of a whole, find equivalent fractions, and compare fractions.

9. Students can recognize area as an attribute of two-dimensional regions by creating arrays and contrasting area with perimeter.

10. Students can describe, analyze, and compare properties of two-dimensional shapes.

4. Students can multiply numbers up to three-digits with and without regrouping.

Third Grade

3. Students can identify a complete sentence, including its complete subject and complete predicate.

In mathematics, students will identify and apply multiple problem-solving strategies; demonstrate knowledge of basic math facts including addition; subtraction; multiplication; and division. They will develop the skills of working with accuracy and develop and maintain the skills of counting money, telling time, using decimals, naming numbers, estimating, and place value.

3. Students develop an understanding of multiplication through array models, area models, and number lines.

3. Students develop fluency of multi digit addition and subtraction with and without regrouping.

In third grade, students attain meaning and comprehension throughout the reading process. They develop and maintain “good reader” strategies: use of expression, decoding unfamiliar words, infer, and draw conclusions; and they develop an understanding of context clues and learn how to utilize this knowledge in reading.

As writers, third grade students learn to identify and use the 6 Traits of Writing: Ideas, Organization, Word Choice, Voice, Conventions, Sentence Fluency. They will learn to distinguish between and utilize parts of speech; and develop and maintain proofreading skills including spelling, punctuation, grammar, capitalization, and sentence structure.

MATHEMATICS

9. Students can use evidence from text to support their thinking.

10. Students can understand the author’s purpose.

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Fourth Grade

3. Students can demonstrate knowledge of standard English usage, mechanics, and spelling.

LANGUAGE ARTS

4. Students can organize and write a multi-paragraph essay on a specific topic in sequential order with transition words and phrases.

In fourth grade reading, students attain meaning and comprehension through advanced sequencing to include flashbacks, foreshadowing, conflict and plot-line.

By the end of fourth grade, students will understand character, setting, and plot within literature and develop an understanding of predicting outcomes, and learn how to utilize this knowledge in reading.

Students understand and practice formal writing (e.g., research projects, formal essays) and creative writing (e.g., fiction, short story, dialogue, poetry). They will develop and maintain writing mechanics to include complete sentences, spelling, capitalization, parts of speech, punctuation, paragraph structure, vocabulary, and organization. They will also identify and use the 6 Traits of Writing: Ideas, Organization, Word Choice, Voice, Conventions, Sentence Fluency.

Fourth Grade Language Arts Standards 1. Students can read with understanding, fluency, and expression.

2. Students can determine or clarify the meaning of unknown and multiple meaning words and phrases.

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5. Students can communicate using the six traits of writing to persuade, inform, and entertain.

6. Students can understand and apply the eight parts of speech in order to enhance their writing.

7. Students can employ both contextual and decoding strategies to bring meaning to a passage as a whole through summarization.

8. Students can determine the main idea and supporting details of a selected text.

9. Students can derive meaning while reading by expressing reactions and personal opinions to a selection, make inferences, and draw conclusions based on evidence from the text.

10. Students can retell, answer, or formulate questions, predict outcomes, and challenge both the text and the author after reading a given passage (fiction and non-fiction).

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6. Students demonstrate an understanding of the impact of colonial America on the formation of Tennessee statehood.

7. Students can identify the regions of the United States and the locations of the 50 states and their capitals.

8. Students can research influential Tennesseans who helped develop the government, economy, and culture of the state.

3. Students can utilize critical thinking skills in the development of timelines and connecting key events to cause-and-effect decisions.

4. Students can identify prehistoric cultures and early Native-American populations that influenced global growth and migration in Tennessee.

MATHEMATICS In class, students will create and interpret graphs (pie, bar, line, coordinate, etc.) and identify and apply multiple problem-solving strategies relating to multi-digit multiplication and division. They should demonstrate an understanding of geometry to include spatial relationships, vocabulary, and geometric properties.

In addition, students will develop and maintain skills of fractions to include basic concepts, equivalent, comparison, addition, and subtraction.

Fourth Grade Math Standards 1. Students can count and compare numbers to 100,000 in standard, expanded, and word form.

2. Students can use mental math and estimation strategies to find sums, differences, products, and quotients.

3. Students can develop fluency in multiplying and dividing multi-digit numbers.

4. Students can recognize, write, name, and illustrate mixed numbers and improper fractions in various forms.

5. Students can demonstrate and generate equivalent fractions.

6. Students can add and subtract unlike fractions.

7. Students can read, write, compare, and order decimals greater than and less than one.

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8. Students can identify equivalent fractions and decimals.

9. Students can solve problems with addition and subtraction of decimals.

Fifth Grade

SOCIAL STUDIES

The reading curriculum of fifth grade teaches students to gain meaning of vocabulary through the use of context clues. They will respond to various types and styles of writing through personal, critical, and creative essays; and develop literal and interpretive meaning from various selections to include fiction, non-fiction, and poetry.

As writers, students will understand and practice the Six Traits of Writing: Ideas, Organization, Word Choice, Voice, Conventions, Sentence Fluency. They will develop more powerful sentences by varying sentence beginnings; using strong, colorful words; using transition words; and using simple, compound, and complex sentences. They will be able to understand and utilize punctuation, capitalization, and the eight parts of speech.

Fourth Grade Social Studies Standards 1. Students can use maps, globes, and other tools to gather information about the continents and oceans.

2. Students can identify the geography and geographical features (landforms) of the state of Tennessee and relate them to the study of the earth, people, animals, vegetation, and communities.

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10. Students can read informational text and answer questions utilizing critical thinking skills for lifelong reflective learning.

5. Students can connect the arrival of European explorers to North America in relation to the frontier development of Tennessee.

10. Students can write and solve number sentences for multi-step word problems and use appropriate strategies to solve real-world problems.

The fourth grade Social Studies curriculum explores Tennessee state history through the use of the Tennessee Through Time student textbook. This course merges modern-day happenings with key events, influential people, and developmental patterns that have occurred and evolved over time. Students will gain a greater awareness and understanding of how historical decisions impacted the present day and how current events continue to influence future Tennesseans through the use of critical thinking, informational text analysis, and class discussion.

9. Students can develop an understanding of the overall functions and branches of the Tennessee state government.

LANGUAGE ARTS

Fifth Grade Language Arts Standards 1. Students can read books of different genres with a critical mind and with good fluency.

2. Students can analyze character, plot, and setting in relation to author’s purpose.

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MATHEMATICS

SOCIAL STUDIES

Fifth graders work with addition, subtraction, multiplication, and division using a variety of algorithms; use problem-solving and mathematical modeling mentally and in written form in number stories for various operations; explore data through the landmarks of minimum, maximum, median, mode, and range; display data in tables, charts, and graphs; and understand and manipulate numbers through place value.

Students will write and read whole numbers, decimals, and integers.

The fifth grade Social Studies course covers the study of the history and formation of the United States. Students follow a historical timeline of Native Americans, early European explorers, the 13 Colonies, and the American Revolution through the Civil War, and learn what each group brought to the United States' formation. Fifth graders develop an understanding of the people who make up the United States and gain a global perspective on how we are all connected as citizens of the world.

A separate unit of study for Junior Achievement (JA) BizTown encompasses essential elements of citizens' rights and responsibilities, money management, business responsibilities, and financial literacy – all of which culminates with a field trip to JA BizTown to run the town for a day.

Fifth Grade Math Standards

3. Students can compare and contrast information to other texts.

4. Students can identify the eight parts of speech within a sentence.

5. Students can journal on a regular basis for development of personal expression.

6. Students can utilize a writing process to develop, revise, and evaluate writing.

7. Students can write routinely over extended time frames (for research, comparison, and revision) and shorter time frames for a range of specific short essay assignments and purposes.

8. Students can demonstrate comprehension and show understanding of a variety of literary and informational texts.

9. Students can participate in student-to-teacher-toparent conference, student-to-student collaboration groups, and group verbal presentations.

10. Students can develop vocabulary in context, word skills, and origins.

1. Students can identify the place value of any digit in numbers from millions place to thousandths place.

2. Students can multiply a two-, three-, or four-digit number by a two-digit number.

3. Students can divide multi-digit numbers by one- and two-digit divisors.

4. Students can use order of operations to simplify a numerical expression.

5. Students can add, subtract, multiply, divide, and reduce fractions.

6. Students can convert between fractions, decimals, and percents.

7. Students can calculate the area of common twodimensional shapes using formulas.

8. Students can calculate the volume of common threedimensional shapes using formulas.

9. Students can measure angles accurately.

10. Students can solve real-world problems using both modeling techniques and algebra.

1. Students understand the formation of the continents, use of maps and geographic tools, and technologies to process and report information from a spatial perspective.

2. Students can describe how early Native-American people came to live, adapt, and survive in the Americas.

6. Students can describe and understand the people, events, and key concepts of the Declaration of Independence and the Constitution.

7. Students can define and understand what it means to be a global citizen and recognize how the United Nations Sustainable Development Goals impact our lives.

Junior Achievement BizTown Program Course Standards 1. Students begin to gain an understanding of the important elements of citizens’ rights and responsibilities in a community, money management, business practices and responsibilities, work readiness, entrepreneurship, philanthropy, and financial literacy.

2. Students develop critical thinking skills as they learn about key economic concepts and explore and enhance their understanding of free enterprise.

3. Students develop knowledge of explorers – reasons, obstacles, and accomplishments of exploration.

4. Students understand the formation of the 13 Colonies – geography, trade, economy, slavery, religion, and government.

Lower School Specials Lower School Specials meet as part of a six-day scheduling rotation. The number of meetings per rotation varies by course and grade level.

ART

11. Students can analyze current information through the use of technology, magazines, and informational texts.

The philosophy of the Lower School art program is premised on the notion that young children want and need to create art, and that the goal of the program is, in large part, the facilitation of this natural process.

The art program is designed to tap into and nourish the inherent creative impulse with children by providing

12. Students can demonstrate understanding of conventions and language mechanics of standard English capitalization, punctuation, and spelling when writing.

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Fifth Grade Social Studies Course Standards

5. Students understand the fight to control North America by learning and understanding the causes and the personal and economic effects of the American Revolution.

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three critical components: an accepting and supportive atmosphere for work, access to appropriate materials, and quality instruction of techniques. Elements of art study include: line, shape, balance, rhythm, form, space, color, and art appreciation.

LIBRARY The Lower School library seeks to build and maintain a collection of fiction and nonfiction books, and information resources that will support and enhance our students’ learning in school and at home.

Grade level curriculum translates the following goals into age appropriate instruction and materials.

Our program has been developed to: • support classroom curricular units and centers; • instill in students a love of reading; • encourage students’ independent learning; • help students become effective library users; • teach students how to access and evaluate information in all formats.

MUSIC General music classes consist of a broad-based, multi-faceted curriculum designed to provide a foundation of musical concepts and skills. The classes expose students to a variety of musical styles that are multicultural and international in scope. Through singing, listening, dancing, and playing instruments, students are provided with creative musical experiences as well as an understanding that music is an integral part of the lives of all people and cultures. Furthermore, music provides students an opportunity to succeed at their own level, and by exploring all musical concepts, it can have a profound effect on every student.

The main musical concepts taught to all grade levels with age-appropriate activities are as follows: rhythm, melody, harmony, form, style, expressive qualities, and tone color. The musical concepts listed above are sequentially taught via the following skills: singing/ chanting/using the voice, playing classroom instruments, moving, listening, creating, evaluating.

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PHYSICAL EDUCATION The physical education curriculum is designed to provide a broad range of physical activities and challenges that demand both cooperation with others and a sustained individual effort. With both of these qualities present, it is expected that students will be able to participate in a variety of physical challenges with the support and encouragement from classmates and teachers. Individual and team skills are taught and practiced in class and understanding the objectives and rules for each activity are a prerequisite for engaging in lead-up games. We believe that cooperation with classmates must first exist in our elementary aged children, so that they will have a healthy foundation from which to compete.

Approximately 20 different physical education units will be taught to grades Pre-K - 5 with the hope that every child will leave our P.E. program having experienced some success and interest in physical activity. Our goal is to boost the confidence levels and the fun factor by designing classes where everyone participates at their own level.

SCIENCE Students in Pre-K - 2 experience science within the classrooms. Students in grades 3-5 participate in science as a special area class and focus on a series of specific units. In each science unit, the students participate in a variety of hands-on discovery experiences that enable them to increase their level of understanding of the topics being explored. The use of the scientific method is emphasized in many units and during the annual science fair project in which 3rd, 4th, and 5th graders participate on an annual basis. Students will engage in the review and practice of the scientific method, design thinking, listening, asking questions, describing, sketching, making hypotheses/predicting, observing, experimenting, forming conclusions, classifying, taking appropriate risks, public speaking, and safety.

SPANISH The Spanish program is an enrichment program based on the belief that all children can learn and enjoy another world language. We hope to produce students who can benefit from the educational and personal rewards that exposure to two languages can bring. Studies have shown – and experience has supported – that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly BACK TO TABLE OF CONTENTS

proficient in that language. In addition to developing a lifelong ability to communicate with more people, children may derive other benefits from early language instruction, including improved overall school performance and superior problem-solving skills.

Students of world languages have access to a greater number of career possibilities and develop a deeper understanding of their own and other cultures.

The two major goals of the Spanish program are developing communication skills and learning about world cultures. The program focuses less on the teaching of grammar and more on the development of listening and speaking skills, and on cultural awareness. Grammar is learned indirectly rather than through direct instruction.

The Spanish program follows the natural sequence of language acquisition -- understanding, speaking, reading and writing -- which results in greater retention and greater ability to create new and meaningful messages.

Children learning a world language need to develop an understanding of the cultural context in which the language occurs. Cultural learning is the discovery that there are multiple ways of viewing the world.

TECHNOLOGY Using computers and technology in education should model a creative, problem-solving process. Basic computer knowledge and skills are presented in a logical, systematic order to facilitate selecting and

After-School Enrichment AFTER-SCHOOL CLUBS The Lower School provides a wide array of enrichment opportunities after regular school hours for children to both discover and cultivate new interests and talents.

These activities are sponsored by either Lower School faculty or special instructors hired by the school.

Most activities are scheduled one day per week for approximately a period of 10 weeks, although some of the activities span more than one 10-week period. The activities are generally from 3:20 p.m. to 4:15 p.m. On occasion, some activities meet before school, starting at 7:30 a.m.

For most clubs, participation is free of charge. Fee information, if charged, is provided in a registration document that is produced before each club season.

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organizing information, to communicate ideas, to increase the relevance of curricular areas and to improve student performance. By integrating computer skills, general information skills, and curricular content from the classroom the learning objectives become an ongoing process rather than an isolated list of skills. iPads are available for student usage in PreK through third grade. Fourth and fifth graders participate in a 1:1 iPad program. Teachers across all grade levels integrate the iPad into specific lessons utilizing apps and programs that support the curriculum.

COUNSELING/LIFE SKILLS Unlike other Specials, this enrichment course meets once a month. The Lower School counselor works collaboratively with each classroom to develop the concept of feelings and appropriately healthy ways in which to process them. The curriculum introduces and builds on various character issues – respect, responsibility empathy, kindness, honesty, and fairness, as well as life skills such as good listening, cooperation, and appreciating differences in others.

Examples of club offerings include: Chess, Cub Scouts, Dance, Girl Scouts, Homework Helpers, Mandarin Chinese, Orchestra, Spartan Service, Speedy Spartan Running, Tennis, Theatre Workshop and Ukulele.

WEBB DANCE ACADEMY The Webb Dance Academy is devoted to providing dancers of all ages a positive environment where they have the opportunity to grow and excel in their dance education while encouraging students to achieve their fullest potential; to support them as they develop artistically and academically; and grow into well-rounded individuals, nourished in imagination and creativity. Its goal is to offer high-quality dance classes to learners in a non-competitive, socially aware environment. Experienced dancers are allowed leadership opportunities through the Academy’s mentor program, where they may assist younger dancers and try their hand at choreography.

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The Middle School academic schedule consists of eight periods per day. Students take six required courses and two enrichment courses. All Middle School students enroll in literature, composition, math, science, social studies, wellness and world language.

Language offerings include French, Latin and Spanish. Students choose enrichment courses from art, drama, chorus, band/strings, and handbells.

Extracurricular clubs and activities are designed to provide both enrichment to a student’s day as well as opportunities in leadership and personal growth. A comprehensive athletic program begins in the sixth grade. Information regarding clubs, activities and athletics are distributed by school administrators and activity leaders at the start the year.

COURSE REGISTRATION Schedule advising begins in the spring and electronic registration takes place following Spring Break each year.

MIDDLE SCHOOL 6TH - 8TH GRADE

GRADING SYSTEM Detailed information about our grading system is available to current students, parents and guardians in the Middle School Handbook. Also included is information on the grading scale, academic reports, athletic eligibility, homework, test/exam policy, tutoring, missed work, and academic progress.

CREDIT The school year is divided into four (4) quarters of about nine (9) weeks each. In academic courses, a student will receive credit on the basis of his/her yearly average. In English, math and world language courses, the yearly average must be a grade of C- or higher. In other courses, a grade of D- is considered passing. If a student receives an F in any course, he/she will be required to remediate the work.

SUMMER REMEDIAL WORK English and Math Departments – Sixth & Seventh Graders Students who make below C- in English or math, or an F in other subjects (besides world language), must remedy the deficiency before the next school year. There are two options available:

World Language Department – Remediating Courses for Sixth & Seventh Graders If a student makes a C- or below in his/her world language course, they must remedy the deficiency before the next school year. There are two options: • Twenty hours of tutoring by an approved tutor.

• Summer course at an approved school.

Repeating/Remediating Courses for Eighth Graders (rising ninth grade students) According to Upper School policy, a student may not retake a language course that was successfully completed in the Middle School with a yearly grade of C or higher.

If a student makes a C or higher in the Middle School course and still feels unprepared to continue in Level II, he/she may elect to: • Do extra study on their own in the summer, then continue in Level II of the same language next school year, or • Change to Level I of another language.

If a student makes C- or below in a language course, he/ she has three options: • Follow the same rules for remediation stated above for sixth and seventh graders, • Retake Level I in the Upper School, or • Change to another language.

• Twenty hours of tutoring in each subject by an approved tutor.

• Completion of an online course approved by the Head of the Middle School.

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WEBB MIDDLE SCHOOL • 21

DAILY SCHEDULE MONDAY, TUESDAY, THURSDAY & FRIDAY Assembly Period 1 Period 2 Snack Break Period 3 Period 4 Lunch Period 5 Period 6 Advisory Period 7 Period 8

8:10 - 8:22 8:26 - 9:07 9:09 - 9:50 9:50 - 10:00 10:02 - 10:43 10:45 - 11:26 11:26 - 12:05 12:10 - 12:51 12:53 - 1:34 1:36 - 1:58 2:00 - 2:41 2:43 - 3:25

WEDNESDAY LATE-START SCHEDULE

Period 1 Period 2 Period 3 Period 4 Lunch Period 5 Period 6 Advisory Period 7 Period 8

8:40 - 9:21 9:23 - 10:04 10:06 - 10:47 10:49 - 11:30 11:30 - 12:05 12:10 - 12:51 12:53 - 1:34 1:36 - 1:58 2:00 - 2:41 2:43 - 3:25

English Study of the English language arts is taught daily in two courses in each grade: Composition and Literature Composition courses provide specific strategies for sentence construction, including grammatical and mechanical correctness, as well as effective expression.

Furthermore, work in Composition supports and writing demands in other courses (e.g., definition, summary, exposition, argumentation), with special attention to written assessments (e.g., short answer, paragraph-length and full-length responses).

Literature courses aim to foster students’ ability to engage in literary texts in a variety of genres.

Guided discussions help students read for meaning and with greater comprehension, reinforcing reading comprehension through extensive and focused vocabulary study.

COMPOSITION 6 The sixth grade Composition course opens with a thorough study of the parts of speech. From that foundational standpoint, the curriculum moves to organized writing, beginning with sentence structure and ending with paragraph development. Finally, the course explores style and fluency with regard to a writer’s voice.

Composition 6 Course Standards 1. Students can identify a word’s part of speech.

2. Students can recognize phrases and clauses.

3. Students can create phrases and clauses.

CLUBS & ACTIVITIES

4. Students can recognize the four sentence types.

Teachers collaborate with students to create special interest clubs and activities that add balance to the Middle School experience. These experiences are offered during the lunch period and after school from 3:30 p.m. to 4:15 p.m.

5. Students can create the four sentence types.

Offerings include: • • • • • •

Book Club Boys & Girls Club Tutoring Girls’ Club Interact Club Mindful Monday Club Model United Nations Club

• National Junior Honor Society • Student Council • W.O.W. Network – Sports Broadcasting • FIRST Tech Challenge Robotics Club

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6. Students can identify eight different comma rules.

7. Students can create sentences that utilize one or more of the eight different comma rules.

8. Students can vary sentence types within a single paragraph, paying particular attention to rhythm and structure.

9. Students can utilize the writing process of drafting, revising, and polishing work to completion.

LITERATURE 6

COMPOSITION 7

The course develops a student’s ability to comprehend and connect with a variety of texts, including short stories, poems, novels, and essays. Our class regularly explores and practices reading, class discussions, presentations, analytical writing, and vocabulary study.

Our topics and genres in literature and vocabulary often parallel studies in other courses. Students are encouraged to learn about and connect to our world through shared and independent literary study and vocabulary acquisition.

The seventh grade Composition course is structured using a writer’s workshop model devoted to the development of written expression. Emphasis is placed on the writing process – drafting, revising, editing, and polishing with the 6+ 1 Writing Traits used as the standard for teaching and assessment. Many genres are explored: memoir, poetry, letters, editorials, book reviews, essays, creative writing pieces, and a comprehensive research paper. Journaling is also used to complement our study and foster reflective writing. The other focus during composition is grammar. We use a grammar workbook, individual instruction through student writing, and whole-class lessons to develop grammar aptitude.

Literature 6 Course Standards 1. Students can identify difference between fiction and non-fiction.

2. Students can identify 3 to 5 qualities of several genres: fantasy, historical fiction, adventure/survival, and realistic fiction.

3. Students can summarize short non-fiction texts, Action magazine, including essays, interviews, debates, graphs, etc.

4. Students can define several literary elements: character (dynamic vs. static), setting, plot, and theme.

5. Students can identify these literary elements in specific fictional texts, including short stories and novels.

6. Students can identify appropriate, challenging novels for independent reading and complete projects and analytical writing to share novels with classmates.

7. Students can define several literary devices: simile, metaphor, onomatopoeia, alliteration, flashback, foreshadowing, hyperbole, irony, idiom, allusion.

8. Students can identify these devices in specific texts we study in class and independent reading.

9. Students can identify “new to me” vocabulary words, words they may have heard but do not use in every day vocabulary or writing.

10. Students can demonstrate mastery of these new words by using them appropriately in original sentences with context cues to show the meaning.

Composition 7 Course Standards 1. Students can achieve greater confidence in their ability to effectively communicate through writing.

2. Students can use the writing cycle and proofreaders’ marks as a matter of course.

3. Students can recall the components of the research paper and how to approach writing one.

4. Students can utilize the 6 +1 traits of writing in their pieces (ideas, organization, voice, word choice, sentence fluency, conventions, and presentation).

5. Students can effectively apply grammar concepts through their own writing.

6. Students can label basic parts of speech in isolation, as well as know how they complement each other.

7. Students can critique their own writing and others’ writing in constructive ways and be able use others’ critiques to better their own writing.

8. Students can correctly use several frequently confused or misused words.

9. Students can understand plagiarism: what it is, its importance, and how to avoid it.

10. Students can compose a variety of forms (memoir, poetry, essay, letter, short story, research paper, etc.).

10. Students can journal on a regular basis as a from of personal expression.

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WEBB MIDDLE SCHOOL • 23

7. Students can identify and discuss elements of figurative language in literature (simile, metaphor, personification, hyperbole, foreshadowing, metonymy, synecdoche, flashback, deus ex-machina, allusion, euphemism, and atmosphere).

8. Students can participate meaningfully in a peer-led discussion of a text and make text-to-text, text-toself, and text-to-world connections, as well as inferences.

LITERATURE 7 The literature in this course includes short stories, poetry, and novels from a variety of genres. We focus on beginning to more formally analyze structural and thematic elements of literature via both discussion and written formats. Independent reading is also a major focus of the course, with an emphasis on how to select appropriate material, how to expand our literary comfort zones, and the readings also serve as a basis for journal writing where candid introspection and reflection are fostered. We have an interactive approach to vocabulary instruction including a web-based individualized program, whole-class discussion, and literature based personal vocabulary enrichment and aim to help students develop strategic tools that will enable them to confidently engage with new words outside of the classroom.

Literature 7 Course Standards 1. Students can identify common prefixes, roots, and suffixes to discern the meaning of unfamiliar vocabulary words.

2. Students can understand differences in denotation/ connotation and literal/figurative meaning and apply that to spoken and written word usage.

3. Students can apply understanding of new vocabulary to original sentences and analogies.

4. Students can annotate a literary text to enhance comprehension, discussion, and analysis.

5. Students can identify the parts of Freytag’s pyramid and apply that understanding to a story.

6. Students can begin to analyze character types, literary conflict, theme, symbolism, and point of view in a story.

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9. Students can select an appropriately challenging and engaging independent reading book and set a schedule for completing it within the quarter.

10. Students can respond to appropriately selected independent reading using an essay format incorporating supporting quotes from the text.

4. Students can use participles/phrases to combine sentences.

Math

5. Students can use appositives to combine sentences.

The mathematics courses follow a natural progression from basic computational skills to the more abstract reasoning of Algebra. The curriculum is intended to provide the basic math skills necessary to function in an ever-changing world, while stimulating and challenging the student to seek out deeper understanding in the different fields of mathematics. The program also helps the student to understand the appropriate role of the calculator.

Initial student placement is based on student ISEE scores. Potential movement at 3, 6, 9, and 12 weeks is based on student performance, classroom teacher observations, and departmental recommendations.

6. Students can compose a thesis or guiding statement.

7. Students can organize ideas in a variety of academic writing demands.

8. Students can conduct an appropriately critical and sustained discussion of a text, with minimal direction from the teacher.

9. Students can identify main ideas in a text or secondary source (or portion thereof).

10. Students can correctly and effectively integrate material from a source into a composition by means of direct quotation, summary, and paraphrase.

LITERATURE 8

COMPOSITION 8 The essential questions for Composition in eighth grade revolve around the elements of sentence fluency (How do I create sentences that clearly communicate my ideas with stylistic interest, effect, and precision?), organization (How do I organize ideas into paragraphs and how do I arrange those paragraphs effectively for a particular writing task?), and handling of sources (How do I determine the kind(s) of information I need and how do I incorporate that information correctly and effectively?). Short expository and persuasive pieces are assigned throughout the year. Additional writing assignments explore the nature of particular syntactic elements (e.g., relative clauses), as well as the requirements of academic writing on tests (e.g., definition, short answer, essay), introduced in the first quarter and practiced throughout the year. While grammar and mechanics are studied individually, the goal is to integrate them into composition projects.

Creative writing per se is explored primarily in the form of personal narratives and historical fiction.

Composition 8 Course Standards 1. Students can correctly punctuate a sentence, including introductory, parenthetical, documented, and terminal elements.

The course focuses on the reading and analysis of one major literary piece each quarter. Particular attention is given to characterization and theme as well as author’s background, influence, and style. Simultaneously, vocabulary is taught in context with the literature along with the use of a vocabulary text. Students will focus on learning the use of one hundred core words.

GRADE

1. Students can identify certain literary terms in a short story.

2. Students can identify elements of plot in short stories and novel units.

COURSES

6

• Math (6)

7

• Algebraic Foundations (7) • Algebra I-A (7) • Algebra I (7)

8

• Pre-Algebra (8) • Algebra I-B (8) • Algebra I (8) • Geometry Honors (8)

Literature 8 Course Standards

3. Students can understand the fodder behind certain literary works.

4. Students can appreciate the style of certain classic authors.

5. Students can identify figurative language within certain texts.

6. Students can use vocabulary in context and i ncorporate new vocabulary in writing.

7. Students can understand inferences in literature.

8. Students can understand characterization, both direct and indirect.

2. Students can identify a sentence by grammatical type, naming clauses and most phrases.

9. Students can identify the purpose behind a character’s motivation in a text.

3. Students can use relative clauses to combine sentences.

10. Students can read independently challenging novels and make connections to daily life.

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MIDDLE SCHOOL MATH SEQUENCE

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MATH (6) Students will work on consistency and accuracy of computing rational numbers. Students must be able to add, subtract, multiply and divide integers (positive and negative whole numbers), decimals and fractions. This course emphasizes the use of negative numbers. Once a level of mastery has been established students will be introduced to foundational pre-algebra skills. The ALEKS online program is used to begin the study of middle school geometry, which is completed in seventh grade.

Students will be prepared to move into one of the following courses: Algebraic Foundations (7), Algebra I-A (7) or Algebra I (7) based on teacher and departmental recommendation.

WEBB MIDDLE SCHOOL • 25

Math (6) Course Standards

4. Students can evaluate absolute value.

ALEKS will be used to complete the study of middle school geometry that was started in sixth grade.

Students will finish out the year studying probability, predictions and statistics. Using symbolic operations helps students make the jump from the concrete – Math (6) – to the abstract – Pre-Algebra (8). This year gives students a solid foundation for future algebra-based courses. Successful completion of this course prepares students for Pre-Algebra (8).

5. Students can graph points on a coordinate plane.

Prerequisite: Completion of Math (6)

6. Students can identify, find, and solve ratio(s), rate(s), and unit rate problems.

Algebraic Foundations (7) Course Standards

1. Students can identify, add, subtract, multiply, and divide rational numbers.

2. Students can identify and use properties of addition and multiplication.

3. Students can compare, order, add subtract, multiply and divide integers.

7. Students can rewrite a group of fractions, decimals, and percents using the same representations.

8. Students can evaluate algebraic expressions using rational numbers.

9. Students can use the distributive property to rewrite expressions and equations.

10. Students can solve equations using the properties of equality.

ALGEBRAIC FOUNDATIONS (7) Students continue the study of integers, order of operations and rational numbers. They will be introduced to algebraic expressions, simple algebraic equations, ratios, proportions and problem solving which are the building blocks for Pre-Algebra (8) and Algebra I (8).

1. Students develop proficiency in the rules for integers, including: number lines, powers, exponents, absolute value and all operations.

2. Students understand how real numbers, rational and irrational, are used when solving numerical sentences and equations.

3. Students know the rules for order of operations including rational numbers and powers.

4. Students can use the properties to solve numerical and algebraic expressions; commutative, associative, identity, multiplicative property of zero.

5. Students can simplify expressions using a variety of ways including distributive property and combing like terms.

6. Students can define a variable and use it in expressions, equations and word problems.

7. Students develop proficiency in solving one-step, two-step, and multi-step equations.

8. Students will be introduced to inequalities, comparing, graphing, and solving.

9. Students understand ratios, rates, percent, and proportions and how they are used in real-world problems.

10. Students will be introduced to probability, predictions, and statistics.

ALGEBRA I-A (7) Students begin their study of Algebra I in seventh grade modeling, simplifying, and evaluating relationships using variables, expressions and equations, while continuing their study of properties and operations of real numbers.

Students learn the solving and graphing process for equations and inequalities, and apply these skills to using formulas and real-world application. They will expand and connect these skills as they solve compound inequalities and absolute value equations and inequalities. Our study continues as we introduce the characteristics of ratios and proportions and how these are applied to a number of different applications. Students read and use functional notation as they model function rules with tables and graphs. In addition, we introduce linear equations and practice all related topics. ALEKS will be used to complete the study of middle school geometry that was started in 6th grade. In 8th grade, students will continue their study with the course, Algebra I-B (8).

Prerequisite: Completion of Math (6), teacher recommendation Algebra I-A (7) Course Standards 1. Students can simplify expressions using a variety of ways including distributive property and combining like terms.

2. Students can define a variable and use it in expressions, equations, inequalities, and word problems.

3. Students can solve a formula for a given variable.

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4. Students develop proficiency in solving equations; one-step, two-step, multi-step, and variables on both sides, and absolute value equations, including no solution and all real numbers.

5. Students develop proficiency in solving inequalities and graphing solutions; one-step, two-step, multistep and compound inequalities, including absolute value inequalities.

6. Students understand ratios and rates and how they are used in real-world problems.

7. Students can solve proportions, including similar polygons, indirect measurement, and percent proportions, as well as apply to real-world problems.

8. Students will understand the concept of mathematical relations and functions, and be able to graph using a table of values.

9. Students will be introduced to the various ways of solving system of linear equations.

10. Students understand the vocabulary used in each unit.

ALGEBRA I (7) In this course, students complete Algebra I in one year.

The course will include such topics as the properties and operations of the real number system, solving first degree equations with one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations with two variables, fractions, factoring, ratio, proportion, variations, exponents, roots, quadratic equations, and problem solving. Students will be required to apply these skills to formulas and realWEBB MIDDLE SCHOOL • 27

world applications. ALEKS will be used to complete the study of middle school geometry that was started in sixth grade. In 8th grade, students would study Geometry Honors (8) based upon teacher and departmental recommendation.

Prerequisite: Completion of Math (6), teacher recommendation, department chair notification

1. Students can read, write, compare, classify, and represent real numbers, and use them to solve problems in various contexts.

3. Students can use the coordinate plane to graph linear functions. They will compare the graph of linear functions to that of the parent function.

4. Students can represent a linear equation in three different ways and will determine the appropriate approach to graph the linear equation from given information.

5. Students can represent real-world and mathematical situations using inequalities involving linear expressions. They will solve inequalities algebraically and graphically.

6. Students can use various methods to solve systems of linear equations. They will identify linear systems as having one solution, no solution, or infinitely many solutions.

7. Students understand how to apply the properties of exponents to exponential expressions.

8. Students can perform operations on polynomials.

The students can completely factor polynomials in order to solve equations.

9. Students can graph quadratic functions and compare them to the parent graph.

10. Students can solve and graph radical functions and compare them to the parent graph.

PRE-ALGEBRA (8) Students continue the study of integers, order of operations and rational numbers. They will be introduced to algebraic expressions, algebraic equations, application of ratios, rates, percent, and proportions, as well as problem solving, which are all building blocks for Algebra I. Students will have a more in-depth study of middle school geometry. Using symbolic operations helps students make the jump from the concrete – Math (6) – to the abstract – Pre-Algebra (8). Successful completion of this course prepares students for Algebra I in ninth grade.

Prerequisite: Completion of Algebraic Foundations Pre-Algebra (8) Course Standards 1. Students develop mastery for the rules of integers, including: number lines, absolute value, and all operations.

2. Students know the rules for order of operations, including rational numbers and powers.

3. Students can simplify expressions using a variety of ways, including distributive property and combining like terms.

4. Students can define a variable and use it in expressions, equations, and word problems.

5. Students develop proficiency in solving equations and inequalities; one, two, and multi-step with variables on both sides, including undefined or all real numbers.

6. Students understand ratios, rates, percent, and proportions and how they are used in real-world problems.

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4. Students can solve and graph systems of linear inequalities.

8. Students will be able to convert between scientific notation and standard form, as well as perform operations with numbers expressed in scientific notation.

5. Students understand and can use properties of exponents.

9. Students understand the relationship between real numbers and right triangles, including square roots, Pythagorean theorem, distance, midpoint, and slope formula.

Algebra I (7) Course Standards

2. Students can use properties of equality to solve one-step, two-step, and multi-step equations in one variable. Students will use proportions to solve problems.

7. Students will be able to use the properties of integer exponents to generate equivalent expressions.

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10. Students will continue their study of geometry, working on classifying, finding area, surface area, circumference, and volume.

ALGEBRA I-B (8) Students continue and conclude their study of Algebra I with this course. They master properties and operations of real numbers, expand their study of equations and inequalities, and are introduced to systems of equations and inequalities, their solutions and graphs. In addition, their knowledge of linear equations and all related topics is emphasized/expanded. Our study continues with the introduction of exponents and exponential functions, polynomial operations and factoring, quadratic equations and functions, radical expressions and equations and finally rational expressions and functions. We sharpen these concepts/skills that serve as a foundation for all future courses in mathematics. This class continues to explore the theory behind topics and focuses on experiencing multi-faceted problems. In ninth grade, students would study Geometry or Geometry Honors based upon teacher and departmental recommendation.

Prerequisite: Completion of Algebra I-A (7) Algebra I-B (8) Course Standards

6. Students understand the concept of polynomials and can add, subtract, and multiply polynomials, and also be able to factor polynomials.

7. Students can solve and graph quadratic functions and be able to compare them to the parent graph.

8. Students can solve and graph radical functions and compare them to the parent graph.

ALGEBRA I (8) In this course, students complete Algebra I in one year.

The course will include such topics as the properties and operations of the real number system, solving first degree equations with one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations with two variables, fractions, factoring, ratio, proportion, variations, exponents, roots, quadratic equations, and problem solving. Students will be required to apply these skills to formulas and realworld applications. In ninth grade, students would study Geometry Honors based upon teacher and departmental recommendation.

Prerequisite: Completion of Algebraic Foundations or equivalent course, teacher recommendation, department chair notification Algebra I (8) Course Standards 1. Students can read, write, compare, classify, and represent real numbers, and use them to solve problems in various contexts.

1. Students can convert linear equations to slopeintercept form, point-slope form, and standard form.

2. Students can use properties of equality to solve one- step, two-step, and multi-step equations in one variable.

Students will use proportions to solve problems.

2. Students can solve systems of linear equations by using the graphing method, substitution method, and the elimination methods, and also be able to use these methods to solve applications.

3. Students can use the coordinate plane to graph linear functions. They will compare the graph of linear functions to that of the parent function.

3. Students will be able to determine whether systems of linear equations have one solution, no solution, or infinitely many solutions.

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4. Students can represent a linear equation in three different ways and will determine the appropriate approach to graph the linear equation from given information.

WEBB MIDDLE SCHOOL • 29

5. Students can represent real-world and mathematical situations using inequalities involving linear expressions. They will solve inequalities algebraically and graphically.

Geometry Honors (8) Course Standards

6. Students can use various methods to solve systems of linear equations. They will identify linear systems as having one solution, no solution, or infinitely many solutions.

2. Students can use inductive and deductive reasoning, analyze and write conditional statements, and perform basic geometric and algebraic proofs.

7. Students understand how to apply the properties of exponents to exponential expressions.

8. Students can perform operations on polynomials.

The students can completely factor polynomials in order to solve equations.

9. Students can graph quadratic functions and compare them to the parent graph.

10. Students can solve and graph radical functions and compare them to the parent graph.

GEOMETRY HONORS (8) Geometry stresses inductive and deductive reasoning and higher thinking skills. Proofs are introduced early in the course with a wide variety of exercises that allow students to make conjectures, formulate generalizations and draw conclusions. Topics include: points, lines, surfaces and solids, examining their properties, measurements, and relations in space. The concepts of congruency, similarity, area, and two- and threedimensional figures are explored thoroughly. Students also continue to review algebraic techniques and strengthen their ability to solve numerical problems.

The topics for this honors course are much the same as Geometry, but at an accelerated pace and covered in greater depth. Geometry Honors students are expected to expand and apply their knowledge to solve multifaceted problems. In ninth grade, students would study Algebra II or Algebra II Honors based upon teacher and departmental recommendation.

Prerequisite: Completion of Algebra I, teacher recommendation, department chair approval

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1. Students can name and sketch geometric figures, use postulates, and classify angles and polygons.

They can find circumference, area, and perimeter.

3. Students can classify angle pairs formed by intersecting lines, use angle relationships to prove lines parallel, write equations of lines, prove theorems about perpendicular lines, and find the distance between parallel lines in the coordinate plane.

4. Students can classify triangles, find measures of angles within triangles, identify triangles, prove triangles congruent, use theorems related to isosceles and equilateral triangles, and perform transformations.

5. Students can relate the side and angle measures in solving triangle-related, multi-step problems, and can write indirect proofs. They can determine whether or not two triangles are similar.

6. Students can find angle measures in polygons and can differentiate between special quadrilaterals.

7. Students can use the Pythagorean Theorem and can apply trigonometric ratios, the Law of Sines, and the Law of Cosines to find side lengths and angle measures of triangles.

8. Students can use ratios, proportions. and geometric means to solve geometry problems, and can perform reductive or enlarging dilations. They can perform translations with vectors, algebra, and matrices, and can reflect figures in a given line, rotate figures about a point, identify line and rotational symmetry, and perform dilations using drawing tools and matrices.

9. Students can relate a tangent to the radius at the point of tangency, use intercepted arcs to measure angles, and measure angles formed by secants and tangents. They can use the standard equation of a circle to graph and describe circles in a coordinate plane.

10. Students can identify and name solids, use Euhler’s Theorem, describe cross sections of solids, find surface areas and lateral areas of prisms and cylinders, and use nets to find surface area. They can use scale factors to compare the ratios of surface area to the ratios of volumes of solids.

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Science

6. Students understand what Earth is made of and how materials move through the rock cycle.

The Middle School science curriculum is designed so that students have an opportunity to discover, explore, manipulate, contemplate, and experience real science. Quantitative and problemsolving skills are sharpened through a variety of hands-on, inquiry-based and collaborative learning opportunities by way of design thinking and lessons within a laboratory setting.

7. Students develop the ability to draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem.

8. Using provided evidence, students can draw conclusions about the patterns of abiotic and biotic factors in different biomes; specifically the tundra, taiga, deciduous forest, desert, grasslands, rain forest, and marine and freshwater ecosystems.

SCIENCE 6

Introductory Earth Science focuses on the study of Earth and its place in the universe. Experimental Design, Measurement, Coding, Geology, Meteorology, Oceanography and the Environment are major topics. The overlying theme will be energy, as it is the driving force for each of the units.

9. Students can use appropriate measuring tools, simple hand tools, and fasteners to construct prototypes of a possible solution to a real-world problem.

Science 6 Course Standards

10. Students can build empathy through research and direct interviewing skills while developing a solution to an authentic, real-world problem.

1. Students can construct a scientific explanation of the transformation between gravitational potential and kinetic energy.

11. Students develop the ability to design and conduct an experiment using the proper scientific tools and making appropriate measurements.

2. Students understand the Law of Conservation of Energy and how energy converts from one type of energy to another (kinetic, gravitational potential, electrical, chemical, thermal, sound, radiant, and nuclear).

12. Students build the ability to support a claim based on empirical evidence and support the claim using that evidence and making direct connections through reasoning.

3. Students can construct an explanation of how oceanic convection currents are caused by changes in water density due to the Sun’s transfer of radiant heat energy and the differences in salt concentration.

SCIENCE 7

4. Students can relate the Earth’s tilt as it revolves around the Sun to the varying intensities of sunlight at different latitudes and how this affects changes in day lengths, seasons, and climate.

This course introduces major topics in life science.

These areas include cell structure, functions and processes, genetics and heredity, ecology, and the six kingdoms of life. The students participate in laboratory work, research, and design thinking projects. The course is taught with an emphasis in developing an appreciation for the living world.

5. Students can analyze and interpret data from weather tools that measure conditions, weather maps, satellite images, and radar to predict probable local weather patterns and conditions.

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WEBB MIDDLE SCHOOL • 31

Science 7 Course Standards

Science 8 Course Standards

1. Students can explore the classification of living things.

1. Students can interpret how the values and principles of the culture of science impacts the explanations that are created in scientific endeavors.

2. Students can identify the structure, function, similarities, and differences of cell types (prokaryotic vs. eukaryotic, plant vs. animal).

3. Students can identify, describe, and model cell organelles with their individual functions, and their roles working together within the cell.

4. Students can investigate and observe cellular transport and its role within the life of a cell.

5. Students can describe and identify the cellular processes – photosynthesis, cellular (aerobic) respiration, anaerobic respiration – and their roles within the life of a cell.

6. Students can model and describe mitosis, showing the repairing, replacing, and growing (multiplying) of diploid body cells.

7. Students can identify stages of meiosis, showing the process creates haploid sex cells used for sexual reproduction, comparing sexual and asexual reproduction, and discussing the advantages and disadvantages of both.

8. Students can identify, describe, and model a DNA structure, identify DNA’s specific function with a cell, investigate how DNA is replicated, and how mutations can occur.

9. Students can explore genetics and heredity – how traits are passed from parents to offspring using Punnett Squares to predict possible genotypes and phenotypes.

2. Students can conduct investigations, ask questions, and attempt design challenges that show the relationships between science, technology, math, and engineering.

3. Students can design an investigation, collect quantitative data, and develop arguments for how that evidence shows the relationship between the motion of an object and the forces acting upon that object.

4. Students can collect and use qualitative and quantitative evidence to develop arguments that different types of fields exist and that those fields exert forces on matter.

5. Students can construct and present arguments, supported by empirical evidence, to show examples of physical and chemical processes that are an integral part of Earth and biological systems.

SOCIAL STUDIES 6 This course surveys the ancient civilizations of the Eastern Hemisphere: the Fertile Crescent, Egypt, India, China, Greece, and Rome. This survey is accomplished through a study of the geography and history of each cultural region. We also tie this into the study of presentday countries and current events of these regions.

1. Students can identify how scientists learn about early humans and the distant past.

2. Students can compare and contrast life in the Old Stone Age and life in the New Stone Age. 3. Students can name the six aspects of culture.

4. Students can list and describe the eight features of early civilizations.

5. Students can explain why early civilizations settled along rivers and how they developed into wealthy societies.

6. Students can identify the five major world religions and their origins.

7. Students know the history and geography of early civilizations, including Mesopotamia, Egypt, India, China, Greece, and Rome.

8. Students know the lasting achievements of early civilizations, including Mesopotamia, Egypt, India, China, Greece, and Rome.

7. Students can describe how scientific activities have provided evidence to develop our current, but changing, understanding of Earth’s place in relation to the solar system, galaxy, and universe.

8. Students can compare historic atomic models and use models to show how characteristics of matter are determined by the atoms and molecules that make up the material.

11. Students can investigate and identify protists, fungi, and plants, comparing structure, growth, and their requirements for survival.

9. Students can develop and use a model that describes how chemical reactions result in the rearrangement of atoms and the storing and/or releasing of energy.

SCIENCE 8

10. Students can investigate and compare properties of waves, how those waves transfer energy, and are used in communication systems.

32 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

Our Middle School social studies courses introduce ancient societies, geography, and United States history in ways that bring life to both historical and modern events.

Students begin honing their skills as readers, writers, and analysts. Teachers encourage students to think about history by analyzing the past while including current events that foster student awareness of being productive citizens of their country and of the ever-changing global community in which they live.

Social Studies 6 Course Standards

6. Students can compare and contrast specific examples for how energy transfers from one form to another and how these transfers are significantly connected to Earth, and chemical, physical, and biological systems.

10. Students can explore the structure of viruses and bacteria in order to compare and contrast them and their roles within an individual organism and society.

Introductory Physical Science encompasses basic physics and chemistry, such as force, motion, transfer of energy, chemical bonding, atomic structure, and chemical interactions. Lab skills and critical thinking skills continue to be developed.

Social Studies

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WEBB MIDDLE SCHOOL • 33

World Languages

SOCIAL STUDIES 7 Students will learn about the social, cultural, geographical, political, economic, and technological changes of the various regions around the world.

They will examine the interactions among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. Students will use knowledge of geographic locations, patterns, and processes to show the interrelationship between the physical environment and human activity. Students will explore the relationship of global geography, history, and current global issues facing the world. Students will use design thinking to gain deep empathy for the global community and create authentic opportunities for social action.

Social Studies 7 Course Standards 1. Students can describe and identify the major physical features of the Earth, weather and climate patterns, natural resources, land cover around the world, and how these have impacted human history.

SOCIAL STUDIES 8 This course is a study of United States history from the colonial period through the 21st century. The main theme is how and why democracy has developed throughout American history. Students learn about American heritage through class discussions, written assignments, small group work, and active learning experiences.

Social Studies 8 Course Standards

2. Students can analyze data using various tools so they can better understand the Earth, its processes and people, places, and environments.

1. Students understand what a democracy is, how it works, and evaluate how America’s democracy has changed throughout our history.

3. Students can examine how geography influences cultures around the world.

4. Students can examine various religious, belief, economic, and political systems throughout the world.

2. Students understand how political parties were formed by Thomas Jefferson and Alexander Hamilton, and how Andrew Jackson brought about political change.

5. Students can examine, in-depth, a particular global issue.

3. Students can identify the major reform movements of the mid-1800s.

6. Students can examine the forces that have shaped nations/empires throughout history.

4. Students can identify the major causes of the Civil War.

7. Students can describe how trade and globalization affected cultures throughout history.

5. Students understand the changes that Reconstruction brought to American society.

8. Students can examine how local traditions and outside influences shaped cultures over time.

6. Students understand the many ways that the Progressive Era improved life for Americans.

9. Students can analyze the motivations for the movement of people throughout history.

7. Students can identify the effects of the United States becoming a world power around the turn of the 20th century.

10. Students can analyze the specific geographic, political, economic, and cultural structures that exist in the various regions around the world.

11. Students can examine current issues in each region and trace historical roots.

8. Students understand the effect that World War II had on the Cold War. 9. Students identify the role that the civil rights movement had on the growth of democracy.

The world language program seeks to lay the foundation for the student’s future proficiency in the target language and a deeper understanding of cultures.

During their Middle School experience, students take French, Latin, or Spanish as a core course. Classes meet five days week, allowing students to complete at least the first year of an Upper School world language course.

Modern language classes, conducted primarily in the target language, emphasize listening comprehension and speaking skills while incorporating beginning reading and writing. Cultural awareness is also developed. Latin classes, conducted in English, teach students to read Latin with confidence and provide understanding of and appreciation for ancient Roman life, culture, and history.

GRADE

FRENCH COURSES

LATIN COURSES

SPANISH COURSES

6

• French 6

• Latin 6

• Spanish 6

7

• French 7

• Latin 7

• Spanish 7 • Spanish I Honors MS

8

• French I MS

• Latin I MS

• Spanish I MS • Spanish II Honors MS

FRENCH 6

FRENCH 7

Classes meet five days a week, allowing students to complete the first year of an Upper School French course over the three-year period.

Classes are conducted primarily in French and emphasize listening comprehension and speaking skills while also developing reading and writing skills. Cultural awareness of the French-speaking world is also emphasized, with a focus on Paris and the Île de France region.

Classes are conducted primarily in French and emphasize listening comprehension and speaking skills while continuing to develop reading and writing skills.

Cultural awareness of the French-speaking world is also emphasized, with a focus on Canada's Quebec and Western France.

French 7 Course Standards * See French I MS Course Standards

French 6 Course Standards * See French I MS Course Standards

10. Students understand current events in context with our past history.

34 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

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WEBB MIDDLE SCHOOL • 35

FRENCH I MS By the end of this year, students will have finished the equivalent of one year of Upper School French. Classes are conducted primarily in French and emphasize listening comprehension and speaking skills while continuing to develop reading and writing skills. Cultural awareness is also developed, with a focus on Sénégal.

After this year, students will continue with French II or French II Honors in the Upper School based upon teacher recommendation.

French I MS Course Standards 1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask pragmatic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

5. Students can respond to simple, direct questions and/or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures, and behaviors in various social situations.

7. Students can produce lists, short notes, and postcards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys, and other documents in the present tense.

36 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

SPANISH 6

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

The sixth grade Spanish class blends students from varied experiences with the language, ranging from minimal exposure to consistent exposure since kindergarten. The classes combine students from these diverse experiences into one classroom using methods designed to form a safe community of second-language learning. In seventh grade, students will continue with Spanish 7 or Spanish I Honors based upon teacher recommendation.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

Spanish 6 Course Standards * See Spanish I MS Course Standards

SPANISH 7

LATIN 6 Latin classes, conducted in English, teach students to read Latin with confidence. The sixth grade course places emphasis on fundamentals of English and Latin grammar. Derivatives and cognates play key roles in vocabulary acquisition. Students are also provided with an understanding of and appreciation for ancient Roman life, culture, and history.

Latin 6 Course Standards * See Latin I MS Course Standards

LATIN 7 Latin classes, conducted in English, teach students to read Latin with confidence. The seventh grade course places emphasis on advanced English and Latin grammar.

English and Latin vocabulary acquisition continues.

Along with Roman life, culture, and history, students are introduced to primary source documents in Latin and from Greek.

Latin 7 Course Standards * See Latin I MS Course Standards

LATIN I MS Latin classes, conducted in English, teach students to read Latin with confidence. The eighth grade course continues an emphasis on advanced English and Latin grammar, as well as advanced forms of English and Latin vocabulary.

Students work extensively with Latin translation and English to Latin construction. Next year, students will continue their study in the Upper School with Latin II or Latin II Honors based upon teacher recommendation.

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Latin I MS Course Standards 1. Students can hear and comprehend simple questions or statements on familiar topics and in context.

2. Students can follow the narrative of a simple story being read aloud.

3. Students can understand familiar words, phrases, and sentences within short and simple authentic texts related to everyday life.

4. Students can understand the main idea of written materials and distinguish grammatical structures to comprehend the message of written simple texts.

5. Students can present information about familiar items in one’s environment orally and in writing.

6. Students can discuss modern daily activities and/or the daily activities of the classical culture.

7. Students can describe familiar items in the immediate environment orally and in writing.

8. Students can observe, discuss, and produce types of artwork, crafts, or graphic representations made within the classical culture.

9. Students can determine words that originate from Latin, as well as recognize loaned words, phrases, mottoes, and abbreviations adopted by the English language.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

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Students will continue their study from the sixth grade year with the ultimate goal of completing the high school Spanish I class by the end of their eighth grade year. Classes are conducted to a high degree in Spanish with emphasis on listening, speaking, reading, and writing skills. The pace is more deliberate, allowing more repetition and practice in order to gain mastery and proficiency of the language to a higher degree.

Spanish 7 Course Standards * See Spanish I MS Course Standards

SPANISH I MS Eighth grade students will continue with this course from the sixth and seventh grade years, providing the student with the opportunity to complete the equivalent of Spanish I at the Upper School level. Vocabulary and grammar skills with more difficult verb conjugations are studied, and there is continued emphasis on listening comprehension and structured and spontaneous speaking. Based upon success in the class and teacher recommendation, students would have the option of continuing in Spanish II or Spanish II Honors during their freshman year.

Spanish I MS Course Standards 1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

WEBB MIDDLE SCHOOL • 37

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask pragmatic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

significantly enhanced and the homework load is increased. Characteristics of an accelerated candidate include: facile vocabulary acquisition and retention, spontaneous verbal skills with class participation, expressing clear thoughts in the target language, and a comfortable understanding of grammatical content.

Prerequisite: Sixth grade teacher’s recommendation.

Students would continue with Spanish II Honors in eighth grade based upon teacher recommendation.

Spanish I Honors MS Course Standards

5. Students can respond to simple, direct questions and/ or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures, and behaviors in various social situations.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

7. Students can produce lists, short notes, and postcards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys, and other documents.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

8. Students can present information about themselves and familiar topics through lists of words, pragmatic phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

SPANISH I HONORS MS Seventh graders are recommended for this course and it culminates with the completion of the equivalent of two years of high school-level Spanish by the end of the eighth grade year. To that end, the target language will be used in the classroom whenever possible by teacher and students alike. Attention will be given to both proficiency and grammatical accuracy. The pace is 38 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

4. Students can ask rote and formulaic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

5. Students can respond to simple, direct questions and/or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

SPANISH II HONORS MS Eighth graders in this course are provided with the opportunity to complete the equivalent of Upper School level Spanish II. Vocabulary and grammar become significantly more difficult, reading and writing are further developed, and a higher emphasis is placed on listening skills and speaking opportunities through more spontaneous speeches/“charlas” and presentations.

More opportunities are presented for the application of learned language skills at a higher level. Students will become more independent through creative and imaginative interactions.

Prerequisite: Completion of Spanish I Honors in seventh grade and teacher recommendation. Based upon success in the class and teacher recommendation, students could have the option of continuing in Spanish III or Spanish III Honors during their freshman year in the Upper School.

Spanish II Honors MS Course Standards

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures, and behaviors in various social situations.

1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph-length texts related to familiar and contextualized sources such as schedules, labels, recipes, bills, fliers, advertisements, forms, and catalogs – especially when supported with visual cues, prior knowledge, and cognates.

7. Students can produce lists, short notes, and postcards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys, and other documents.

2. Students can recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

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3. Students can convey meaning through a variety of high-frequency words, pragmatic phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straightforward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students begin to be able to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

WEBB MIDDLE SCHOOL • 39

Fine Arts The Middle School fine arts program allows students to explore multiple visual and performing arts courses.

In sixth grade, students enroll in an exploratory rotation, which includes art, drama, chorus/handbells, and band/strings.

In seventh and eighth grades, an electives program is offered, where students can enroll in three electives from an expanded menu of offerings. The course offerings include: art, band, chorus, drama, handbells, and strings. An Introduction to Broadcast Journalism course is also offered in certain grades. All elective courses meet every other day as part of an A/B schedule.

ART 6 As part of the sixth grade exploratory arts rotation, students in visual arts classes experience art making as a tool of communication. Emphasizing the narrative foundation of who, what, when, and where, students construct a project that directly relates a simple story.

This unit also introduces basic material handling skills, compositional ideas, and color theory. The course is intended to help students appreciate the role and purpose of art while also providing them an opportunity to consider future study in the Middle School art department.

ART 7

Building on the exploratory arts experience, class discussions about specific artworks help students learn how artists use visual elements to express ideas and feelings. This study of how art speaks is enhanced by the pleasure of making art. With each project, students expand their abilities to use imagery to reveal their intentions. Through the course of the year, students choose projects in two and three dimensions using a variety of media. These projects involve, to various degrees, preparatory sketches as well as class discussions.

ART 8 Building on the seventh grade studio art experience, but not requiring it, students continue to refine their efforts to communicate through art. Hallmarks of the year include ongoing freedom to make project choices and the opportunity to explore new materials while 40 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

Sixth Grade Music Exploratory Overview

continuing to divide time between two and three dimensions. Students completing the exploratory arts rotation and/or any combination of Studio Art 7 and Art 8 will have a healthy foundation for more focused study in the Upper School.

DRAMA 6 Students will explore how performers and audiences interact, and what skills and knowledge are needed to create a production. Students will be introduced to pantomime, improvisation, theater terminology, drama games, and essentials for performance.

DRAMA 7 The seventh grade theater arts curriculum is designed to extend techniques and skills introduced in sixth grade.

Students will continue to develop beginning acting skills while increasing their understanding of theater performance. Students will study storytelling, monologues, mask work, shadow play, improvisation, and scene analysis and performance.

During the sixth grade year, students participate in an exploratory rotation of the arts through the facet of music, including wind, percussion, strings, vocal, and handbell classes. The curriculum includes basic, step-bystep demonstration, practice, and modeling for both singing and instruments. Stage presence and appreciation for all kinds of music are also emphasized. Music theory, music history, and multicultural music are taught, discussed, and demonstrated with students on a daily basis. By the end of their sixth grade year, students should have a clear concept of interests, curiosities, and desires to delve deeper into learning a musical skill, either on an instrument or in the vocal world.

BAND 6 Students will have the opportunity to explore and learn about several of the fundamental band instruments, including flute, clarinet, saxophone, trumpet, horn, trombone, baritone, tuba, and all percussion. They will also discover how instruments sound and work, and how an ensemble comes together to create music.

Students will also participate in a varied number of activities, ranging from vibration to multicultural experiences. This exploration time should provide students with the knowledge and curiosity to help in determining what musical adventure they may want to pursue during rest of their Webb experience.

The seventh grade band course is designed so that students can start (or continue) on the instrument of their choice, including flute, clarinet, saxophone, trumpet, horn, trombone, baritone, tuba, or percussion. These instruments are explored and determined to be a good physical fit for students in sixth grade through their exploratory classes. Seventh grade band allows for the building of team concepts; working toward more difficult musical skills as the year progresses. Students will also be exposed to music theory, music history, and multicultural experiences. Students are expected to participate in two performances per year and complete 10-15 minutes of “at-home” practice/homework per week.

BAND 8 The eighth grade band course is a continuation of building individual, team, and ensemble skills in order for students to be the leaders in the Middle School ensemble.

This course also serves as the next step in preparation for participation in the Upper School wind ensemble.

Students continue with learning theory, history, and other musical concepts. At this level, they can take a more individualized approach if they choose. Opportunities such as the ETSBOA Jr. Clinic Honor Band auditions and small ensembles offer a differentiated approach in addition to the normal ensemble class environment.

Students are expected to participate in two performances per year and complete 10-15 minutes of “at-home” practice/homework per week.

CHORUS 6 - 8 Students will develop a variety of age-appropriate choral techniques through proper singing and music reading.

The curriculum includes music theory and sight-reading skills. Technique is then explained through step-by-step demonstration, practice, modeling, and rehearsing.

Students will listen to various recordings for analyzing, listening, and evaluating. They will sing a varied repertoire of music, both alone and with others. They will also develop an understanding of the relationships between music, the other arts, and disciplines outside the arts. In addition, students will gain an appreciation for music in relation to history and culture.

DRAMA 8 Drama is both an intellectual and aesthetic pursuit.

Experiences that help the students master this discipline will also serve to strengthen other academic areas. The eighth grade theater arts course includes the study of basic drama and presentation skills while fostering greater comfort when standing before small and large groups. Students will study reader’s theater, improvisation, scriptwriting, script analysis and performance, stage makeup, and speech presentations.

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BAND 7

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WEBB MIDDLE SCHOOL • 41

Wellness

HANDBELLS 6 - 8 The handbells curriculum focuses on the development of a variety of handbell techniques, from beginner to advanced, through proper ringing and music reading.

The curriculum includes music theory and sight-reading skills. Technique is then explained through step-by-step demonstration, practice, modeling, and rehearsing.

Students will listen to various recordings for analyzing, listening, and evaluating. They will ring a varied repertoire of music, both alone and with others. They will also develop an understanding of the relationships between music, the other arts, and disciplines outside the arts. In addition, students will gain an appreciation for music in relation to history and culture.

STRINGS 6 In sixth grade strings, students are given the opportunity to explore violin, viola, cello, and bass. Instruction begins with foundational technique: posture, position, and bow hold. Confidence in these areas is established through repetition and exposure to many genres of music. The goal of the sixth grade orchestra is to instill the start of a lifelong appreciation for music, musicians, and the value of the arts.

STRINGS 8

The eighth grade strings class typically consists of students who have previous experience playing the violin, viola, cello, or bass. Students will review basic techniques and establish familiarity with playing in an ensemble. This group will often pair with the seventh grade advanced class to form a larger ensemble for concert performances. If interested, students in this class will be provided with coaching in preparation for ETSBOA Junior Clinic auditions held in November.

Students will take part in a performance each quarter.

Wellness 6 will cover study skills, anxiety identification, interpersonal communication, values assessment, and self-advocacy. Team sports, individual fitness, dance, and beginning nutrition will be introduced to all students. Digital citizenship will be covered with a focus on personal safety, sleep, and healthy boundaries.

Wellness 7 will cover behavior modification and healthy choices with regard to alcohol, drugs, and social media.

Intermediate nutrition will include discussion about performance enhancing drugs, vitamins, fad diets, and healthy food choices. Lessons will be taught on positive self-image and mind-body connection. Personal fitness will be emphasized with activities that include, but are not limited to, HITT training, dance, agility, and lifelong sports.

Students will be introduced to mindfulness practice and the relationship between sleep and performance.

The seventh grade beginning strings class consists of students who have had minimal to no previous experience playing the stringed instruments of the orchestra: violin, viola, cello, and bass. Students will expand from review and the basic knowledge they established in sixth grade exploratory strings. They will solidify proper instrument position and posture, note and rhythm reading skills, proper right- and left-hand technique, and proper rehearsal and concert etiquette. The students will participate in a performance each quarter.

42 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

WELLNESS 6

WELLNESS 7

STRINGS 7

The seventh grade advanced strings class consists of students who have previous experience playing the violin, viola, cello, or bass. Students will review basic techniques and establish familiarity with playing in an ensemble. This group will often pair with the eighth grade class to form a larger ensemble for concert performances. If interested, students in this class will be provided with coaching in preparation for ETSBOA Junior Clinic auditions held in November. Students will participate in a performance each quarter.

The Wellness curriculum was developed to address the overall national concern of young people’s susceptibility to anxiety, stress, unhealthy BMI, and debilitating choices.

Wellness classes are required in grades six through eight.

Each course contains age-appropriate topics and activities that cover four primary areas: emotional health, social well-being, physical fitness, and health education.

Courses will be taught by physical/health education teachers, counselors, and outside professionals. Our goal is to provide our students with the knowledge and confidence to choose a health-promoting lifestyle in a safe environment as they continue to develop, grow, and face life choices.

INTRODUCTION TO BROADCAST JOURNALISM Students discover a world of emerging technologies, as well as digital storytelling and scriptwriting. They will have the opportunity to create video-based projects that will allow them to enter the world of visual media, which is so prevalent in society today. Students learn the basics in scriptwriting, video editing, and production to produce a weekly Middle School newscast.

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WELLNESS 8 Wellness 8 will focus on individual fitness and wellness.

Students will learn to monitor heart rate and how that affects aerobic vs anaerobic activity. Spinning class, yoga, and kickboxing will be introduced along with additional club-type activities. Sex education, healthy relationships, and mental health and disorders will be discussed. Healthy food preparation will be introduced (students may be asked to bring items to class).

Resiliency and coping techniques as they pertain to relationships and school performance will be covered.

WEBB MIDDLE SCHOOL • 43

Webb Upper School courses fulfill course requirements for admission to the most selective colleges. Students should exercise care in selecting their courses so they both satisfy high school graduation and college admission requirements.

In order to provide students with a liberal arts education and to prepare them for matriculation into higher education, Webb requires that students successfully complete the Upper School courses listed in the chart below.

In addition to the required core courses shown, Webb further requires students to successfully complete at least five academic courses each semester. It is the responsibility of students to complete all graduation requirements.

The minimum load for a student is five academic classes each semester. If a student fails to pass a course for a semester, he or she must make up or retake that course if it is a requisite for graduation. If it is not a course necessary for graduation, the student must replace the unearned credit by taking an additional course (beyond the required five) in a subsequent semester.

UPPER SCHOOL 9TH - 12TH GRADE

GRADUATION REQUIREMENTS AND COURSE CHOICE

ENGLISH

4 years

MATHEMATICS

4 years through Algebra II and one year beyond Algebra II

SCIENCE

3 years, including Biology and Chemistry

SOCIAL STUDIES

3 years, including Ancient History, Modern World History, and U.S. History

WORLD LANGUAGES

2 years in the Upper School and completion of Level III in the same language

FINE ARTS

1 year

PHYSICAL EDUCATION *

1 year

SERVICE LEARNING *

60 hours of service

* Physical Education

* Service Learning

Students are required to earn one unit in physical education before their senior year begins. They may choose one or a combination of interscholastic athletics or approved inside or outside-of-school alternatives. Three seasons of onethird unit each are required to fulfill the one full unit.

Alternative credit must equal 120 hours to fulfill the one full unit. The office of the Director of Athletics supervises the alternatives and approves all alternatives.

All students are required to complete 15 hours of community service a year, which must be completed by the last day of classes every academic year. Seniors must complete their service requirements by the conclusion of their spring break vacation. Students who have not completed their service hours by the deadline will need to discuss their plans for completing this requirement with the service director.

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WEBB UPPER SCHOOL • 45

COURSE REGISTRATION

DROP/ADD POLICY

UPPER SCHOOL MATRIX OF A FOUR-YEAR PLAN (as of 2022)

The course registration process typically begins in late January or early February. A detailed registration timeline and corresponding documents will be distributed by the Upper School staff.

Given the thorough counseling and scheduling process completed in the spring, a student’s need to change (add, drop, or move) courses should be a relatively rare occurrence. If, however, students see the need to adjust their schedules, the request for a change should occur during the first two weeks of the semester.

Although students may withdraw from a yearlong course as late as October 1, with appropriate approval, they cannot add a new course after the first two weeks of the start of a semester. As a result, no student will be allowed to drop a yearlong course after the first two weeks of the start of school unless the student is taking a total of six or more academic courses.

Conversely, students may not drop a semester course after the first two weeks of the start of the semester unless they are enrolled in a total of six courses or more that same semester.

This matrix represents a typical progression for an Upper School student at Webb School, but it is possible that some variation will arise for individual students. Webb students must enroll in five courses each semester. We recommend that students pursue four years of five courses from the following departments: English, math, science, social studies, world languages, and fine arts. Most courses are offered each school year, but some electives are offered only when there is significant student interest or available faculty.

GRADING SYSTEM Detailed information about our grading system is available to current students, parents, and guardians in the Upper School Handbook. Also included is information on the grading scale, academic reports, athletic eligibility, homework, test/exam policy, tutoring, missed work, and academic progress.

CREDIT Students must receive passing grades in all courses that are required for graduation. In addition to subject requirements, Webb also requires students to enroll in five academic courses each semester. It is important to note that while a grade of D- is a passing grade for Webb School, a grade of D-, D, or D+ does have implications for sequential courses in English and World Languages. Please understand that when it is necessary to repeat a course, either during the regular school year or during the summer, a new (or second) grade does not replace the original grade on the transcript. Instead, Webb School includes the new grade on the transcript and includes the new grade in the GPA calculation.

LEARNING CENTER

The Webb Learning Center staff is available to help all students identify and meet their academic goals. The center offers a supportive learning environment that will help prepare students to become effective, independent learners. In addition, it will help students strengthen their academic and organizational skills, which will allow them to reach their full potential. The Learning Center is open from 8:00 a.m. to 4:00 p.m., Monday through Friday, and/or by appointment.

UPPER SCHOOL DAILY SCHEDULE

(H) - Indicates classes also offered at the Honors level. AP - Indicates Advanced Placement classes. Webb School offers approximately 25 AP classes each school year.

De p a r t me n t

Grade 9

Grade 1 0

Grade 1 1

Grade 1 2

El ecti ves

English 4 years required

English 9 (H)

English 10 (H)

English 11 (H) AP English 11

English 12 (H) AP English 12

Creative Writing Honors (semester) WebbPress (Honors publications)

Mathematics 4 years required (through Algebra II and

Algebra I Geometry (H) Algebra II (H)

Geometry (H) Algebra II (H) Precalculus (H)

Algebra II (H) Adv. Alg. & Trigonometry Precalculus (H) AP Calculus AB, BC AP Statistics

Introduction to Computer Science* AP Computer Science A*

Science 3 years required (including Biology and Chemistry)

Biology (H)

Chemistry (H) Biology (H)

Science Elective

Adv. Alg. & Trigonometry Probability & Statistics Precalculus (H) Calculus AP Calculus AB, BC Multivariable Calculus Honors AP Statistics Science Elective

Social Studies 3 years required (including 3 years of Ancient

Ancient World History: A Study of Culture, Religion, Society, and Politics (H)

one additional year beyond Algebra II)

History, Modern World History, and U.S. History)

Research Fellows (AP credit) -Research Methods (fall) -Research Scholars (spring)

Modern World History: A Study of Culture, Religion, Society, and Politics (H) AP Modern World History AP Modern European History Introduction to Entrepreneurship & Design Thinking (semester; elective only)

W orld Languages Completion through Level III and a minimum of 2 years in the Upper School

United States History (H) AP United States History Social Studies electives open to juniors

Social Studies electives open to seniors Research Scholars: Advanced Research in Humanities (fall) (departmental approval required) AP Credit

*These courses may not be used as a math credit for graduation.

AP Biology AP Physics C: Electricity & Magnetism AP Physics C: Mechanics AP Chemistry; Chemistry (H) Anatomy & Physiology (H) Forensic Science: Biological Forensics (H) (fall) Forensics Science: Physical & Chemical Forensics (H) (spring) Invention & Innovation: Principles of Engineering (H) Materials Science: Metals & Ceramics (fall) Materials Science: Polymers & Biomaterials (spring) Physics (H) Robotics Engineering (H) AP Macroeconomics (semester) AP Microeconomics (semester) AP Modern European History AP Modern World History AP Psychology (semester) AP United States Government & Politics (semester) African Studies (semester) Conflict in Vietnam: A Global Perspective (H) (semester) Entrepreneurship Honors: Theory & Practice (semester) Entrepreneurship Honors: The Capstone Experience (semester) From a Journalistic Lens to Historical Study (H) (semester) Introduction to Entrepreneurship & Design Thinking (semester) Introduction to Philosophy Honors (semester) United States History Since 1945 (semester) Personal Finance (semester) Topics in Women’s History (H) (semester)

French I, French II (H), French III (H), French IV (H), AP French Language & Culture, French VI: Language Through Film Latin I, Latin II (H), Latin III (H), Latin IV Honors, AP Latin Spanish I, Spanish II (H), Spanish III (H), Spanish IV (H), Spanish V Honors: Composition & Conversation, AP Spanish Language & Culture, Spanish VI: Language Through Film Mandarin Chinese I, Mandarin Chinese II (H), Mandarin Chinese III (H), Mandarin Chinese IV (H), Mandarin Chinese V Honors

Fine Arts 1 year required

Media Arts: Digital Imagery & Photoshop, Advanced Digital Imagery & Photoshop, Media Production I, Media Production II, Media Production II Honors Music Courses: AP Music Theory, History of Pop & Rock Music Performing Arts: Chamber Singers Honors, Freshman Select, Spartan Select, Spartan Singers, String Ensemble-Orchestra (H), Wind Ensemble-Band (H) Visual Arts: AP History of Art, AP Studio Art, Ceramics, Advanced Ceramics, Applied Ceramic Concepts Honors, Concepts of Drawing, Fundamentals of Drawing, Painting, Photography, Advanced Photography (H), Sculpture, Two-Dimensional Design & Printmaking, Three-Dimensional Design Theater Arts: Cinema: Films of Myth & Wonder, Cinema: Supers & Scoundrels, Cinema: The Hero’s Journey, Cinema: From Sitcoms to Streaming – The History & Heritage of American Television, Introduction to Cinema, Senior Cinema, Speech Communications & Debate

Physical Education Service Learning

Students must complete one full year of physical education/athletic participation or a program completed through the alternate P.E. plan.

60 hours of service in an integrated four-year program

* Wednesday’s bell schedule is different than the other four school days.

46 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

WEBB UPPER SCHOOL • 47

GRADE

COLLEGE PREPARATORY

HONORS AND AP

9. Students can answer and pose questions in a class discussion based on the texts being read.

10. Students can understand how historical context and biographical details of authors affect the content, themes, and conflicts in the texts, specifically in regard to coming-of-age stories.

9

• English 9

• English 9 Honors

10

• English 10

• English 10 Honors

11

• English 11

• English II Honors • AP English 11

ENGLISH 9 HONORS

• English 12

• English 12 Honors • AP English 12

English 9 Honors courses are more reading and writing intensive and feature more complex texts and writing assignments.

12

English The goal of the English department at Webb School is to instruct students in critical thinking, reading, and writing skills, as well as to develop confidence and facility in public speaking, so that they can meet the demands of a college curriculum with success. Extensive and challenging reading and writing assignments and required class speeches and Chapel talks support this endeavor.

A student completes his or her graduation requirement by successfully passing four years of English.

Honors and Advanced Placement (AP) Sections Continuation in the Honors and AP programs in English is determined by a student continuing to produce timely, superlative reading and written work along with departmental recommendation. Enrollment in all Honors sections is based upon departmental consent.

Students who are not currently in an Honors or AP section and students entering the Upper School for the first time who wish to be placed in an Honors or AP section must meet the following requirements: 1. The student should demonstrate superior work habits, superior critical reading and compositional skills, an enthusiasm for literature and writing, and a willingness to work hard. Moreover, the candidate must have demonstrated a positive, enthusiastic classroom demeanor. A teacher recommendation is required.

2. A student must have his/her teacher’s recommendation to move to an Honors or AP course the following year.

A first-quarter grade of C- or below will result in student removal from an Honors or AP course.

48 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

English - Required Courses ENGLISH 9 English 9 features concentrated, consistent work in grammar, composition, and vocabulary, balanced with a study of literature organized by genre and structured around the broad theme of “coming of age.” Major works in fiction, memoir, and drama, as well as short stories and poetry, complement the broader ninth grade curriculum.

English 9 Course Standards 1. Students can create a specific thesis statement to support an argument.

2. Students can find and correctly cite secondary source materials in support of a research project.

3. Students can apply literary terms to analyze a variety of texts, including short stories, memoirs, historical fiction, and realistic fiction.

4. Students can identify quotations from the text to support themes, conflicts, and story arcs.

5. Students can write structured paragraphs using a variety of sentence types and avoid comma splices, run-ons, and basic grammatical errors.

6. Prepare for and execute a class presentation and maintain maturity while leading the class.

7. Students can determine what to look for when editing and revising their own and peers’ work and give feedback respectfully.

English 9 Honors Course Standards 1. Students can create a specific thesis statement to support an argument.

2. Students can find and correctly cite secondary source materials in support of a research project.

3. Students can apply literary terms to analyze a variety of texts, including short stories, memoirs, historical fiction, and realistic fiction.

4. Students can identify quotations from the text to support themes, conflicts, and story arcs.

5. Students can write structured paragraphs using a variety of sentence types and avoid comma splices, run-ons, and basic grammatical errors.

6. Prepare for and execute a class presentation and maintain maturity while leading the class.

7. Students can determine what to look for when editing and revising their own and peers’ work and give feedback respectfully.

8. Students can work with other students to complete a group project, with each student completing the tasks based on their different role and responsibility.

9. Students can answer and pose questions in a class discussion based on the texts being read.

10. Students can understand how historical context and biographical details of authors affect the content, themes, and conflicts in the texts, specifically in regard to coming of age stories.

8. Students can work with other students to complete a group project, with each student completing the tasks based on their different role and responsibility.

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ENGLISH 10 English 10 is a continuation of the foundational work done in English 9, with an even greater emphasis on analytical writing. The class focuses on “World Literature” – that is, a variety of works spanning classic and contemporary texts, including novels, poetry, and short stories. The course aims to teach students about the vast plurality of perspectives and literary genres that have sprung from human history and experience.

English 10 Course Standards 1. Students can construct and support an organized argument.

2. Students can effectively search for, synthesize, and cite source material in support of a research project.

3. Students can begin analyzing literary and non-literary texts across genres and disciplines.

4. Students can recognize and begin analyzing a variety of literary, stylistic, and rhetorical strategies over a variety of texts.

5. Students can effectively write in a variety of prose (expository, argumentative, analytical).

6. Students can speak clearly and effectively in public.

7. Students can effectively edit and revise one’s own work, and begin editing and revising the work of others.

8. Students can work effectively in groups and collaborate with others.

9. Students can effectively engage in a productive and meaningful group discussion with some guidance from the instructor.

10. Students can understand the development of content (major authors, works, and movements) of Western World literature.

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WEBB UPPER SCHOOL • 49

ENGLISH 10 HONORS

ENGLISH 11 HONORS

English 10 Honors courses are more reading and writing intensive, feature more complex texts, and are designed to prepare students for the transition into AP English 11 or English 11 Honors. Students in all tracks will receive guidance in the composition of their sophomore Chapel talks.

English 11 Honors is more reading and writing intensive, features more challenging texts and assignments, and is geared to prepare students for English 12 Honors or AP English 12.

English 11 Honors Course Standards

2. Students can find and correctly cite primary and secondary source materials.

3. Students can critically analyze literary and nonliterary texts across genre and discipline.

4. Students can recognize literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write prose for clarity and grace in a variety of modes (expository, analytical, argumentative).

English 10 Honors Course Standards

1. Students can demonstrate proficiency in making and supporting a complex argument.

1. Students can construct and support an organized argument.

2. Students can find and correctly cite primary and secondary source materials.

2. Students can effectively search for, synthesize, and cite source material in support of a research project.

3. Students can critically analyze literary and nonliterary texts across genre and discipline.

7. Students can successfully edit and revise both one’s own work and the work of others.

4. Students can recognize literary, stylistic, and rhetorical strategies in a wide variety of texts.

8. Students can collaborate with in a variety of groups to create project-based work.

5. Students can write prose for clarity and grace in a variety of modes (expository, analytical, argumentative).

9. Students can engage in productive, meaningful discourse in a group setting, with guidance from the instructor.

6. Students can speak clearly and maturely in a classroom environment.

10. Students can understand the development of content (major authors and movements) and form in American literature.

3. Students can begin analyzing literary and nonliterary texts across genres and disciplines.

4. Students can recognize and begin analyzing a variety of literary, stylistic, and rhetorical strategies over a variety of texts.

5. Students can effectively write in a variety of prose (expository, argumentative, analytical).

6. Students can speak clearly and effectively in public.

7. Students can effectively edit and revise one’s own work, and begin editing and revising the work of others.

8. Students can work effectively in groups and collaborate with others.

9. Students can effectively engage in a productive and meaningful group discussion with some guidance from the instructor.

10. Students can understand the development of content (major authors, works, and movements) of the Western World literature.

ENGLISH 11 English 11 is a survey of American literature, from the Puritans to the present day. Students will engage with challenging texts from various periods of American literature. Assignments will focus on helping students expand vocabulary knowledge and improve writing skills.

Students will build on the English 10 curriculum and continue to practice literary analysis. Although the course will primarily use major novels, students will also encounter poetry and short stories.

50 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

English 11 Course Standards 1. Students can demonstrate proficiency in making and supporting a complex argument.

2. Students can find and correctly cite primary and secondary source materials.

3. Students can critically analyze literary and nonliterary texts across genre and discipline.

4. Students can recognize literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write prose for clarity and grace in a variety of modes (expository, analytical, argumentative).

6. Students can speak clearly and maturely in a classroom environment.

7. Students can successfully edit and revise both one’s own work and the work of others.

8. Students can collaborate with in a variety of groups to create project-based work.

9. Students can engage in productive, meaningful discourse in a group setting, with guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in American literature.

7. Students can successfully edit and revise both one’s own work and the work of others.

8. Students can collaborate with in a variety of groups to create project-based work.

9. Students can engage in productive, meaningful discourse in a group setting, with guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in American literature.

AP ENGLISH 11 AP English 11 is a more rigorous version of English 11 Honors and will prepare students for the AP English Language and Composition exam. The AP exam focuses on argumentation and rhetoric, so students will spend time preparing essays with this focus in addition to essays concerning the American literature. Students enrolled in an AP course are expected to take the AP exam.

AP English 11 Course Standards 1. Students can demonstrate proficiency in making and supporting a complex argument.

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6. Students can speak clearly and maturely in a classroom environment.

ENGLISH 12 English 12 is designed to prepare students specifically for college-level composition courses; as such, it continues the foundational work done in English 9-11, with an even greater emphasis on rhetoric and research writing.

Students will read a wide array of selections, ranging from literature to nonfiction, and they will participate in two major design thinking projects. Students will receive guidance on the composition of college application essays and their senior Chapel talks.

English 12 Course Standards 1. Students can make and support a complex, collegelevel argument.

2. Students can find, synthesize, and correctly cite primary and secondary source materials in support of a college-level research project.

3. Students can identify and critically analyze literary and non-literary texts across genre and discipline.

4. Students can identify and effectively analyze literary, stylistic, and rhetorical strategies in a wide variety of texts.

WEBB UPPER SCHOOL • 51

4. Students can identify and effectively analyze literary, stylistic, and rhetorical strategies in a wide variety of texts.

5. Students can write sophisticated, college-level prose in a variety of modes (expository, analytical, argumentative, research).

6. Students can speak clearly and “professionally” in public.

7. Students can substantively edit and revise both one’s own work and the work of others.

5. Students can write sophisticated, college-level prose in a variety of modes (expository, analytical, argumentative, research).

6. Students can speak clearly and “professionally” in public.

7. Students can substantively edit and revise both one’s own work and the work of others.

8. Students can lead effectively in collaborative groups.

9. Students can engage in sophisticated, meaningful discourse in a group setting, with minimal guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in British literature.

ENGLISH 12 HONORS English 12 Honors is a survey of British literature, from the Medieval period to the present day. Vocabulary study and composition are extensive, and most composition assignments relate to the literature. Supplementary novels, plays, poems, and essays are assigned.

8. Students can lead effectively in collaborative groups.

9. Students can engage in sophisticated, meaningful discourse in a group setting, with minimal guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in British literature.

AP ENGLISH 12 AP English 12 is more reading and writing-intensive, features more challenging texts and assignments, and is geared to prepare students for the English Literature and Composition AP exam. Students at both levels will receive guidance on the composition of college application essays and their senior Chapel talks. Students enrolled in an AP course are expected to take the AP exam.

5. Students can write sophisticated, college-level prose in a variety of modes (expository, analytical, argumentative, research).

6. Students can speak clearly and “professionally” in public.

7. Students can substantively edit and revise both one’s own work and the work of others.

8. Students can lead effectively in collaborative groups.

9. Students can engage in sophisticated, meaningful discourse in a group setting, with minimal guidance from the instructor.

10. Students can understand the development of content (major authors and movements) and form in British literature.

English Electives

WEBBPRESS Yearlong Course Students in this Honors course will create Webb student publications, including the yearbook (Princeps), student newspaper (Spartan Spirit), and creative writing magazine (Pierian), among others. Students will learn to use various software programs, including Adobe InDesign and Photoshop. They will also build skills in organization, collaboration, interviewing, journalistic writing, web design, and editing.

This course will meet in the morning before regular classes, and students will also complete work outside of class time.

Students must apply and submit a teacher recommendation to be eligible for the course. Students will receive 1 Honors credit hour upon completion.

CREATIVE WRITING HONORS Semester Course Creative Writing Honors is an exploration of the written word. Students will consider various creative forms, including personal narrative, short fiction, and poetry, culminating in a capstone project that will utilize a digital medium. We will also explore and examine contemporary writing across a range of genre, in hopes of introducing students to a diverse body of work. This course will be eligible for honors credit. Students in grades 10-12 are eligible.

AP English 12 Course Standards 1. Students can make and support a complex, college-level argument.

English 12 Honors Course Standards

2. Students can find, synthesize, and correctly cite primary and secondary source materials in support of a college-level research project.

1. Students can make and support a complex, collegelevel argument.

3. Students can identify and critically analyze literary and non-literary texts across genre and discipline.

2. Students can find, synthesize, and correctly cite primary and secondary source materials in support of a college-level research project.

4. Students can identify and effectively analyze literary, stylistic, and rhetorical strategies in a wide variety of texts.

3. Students can identify and critically analyze literary and non-literary texts across genre and discipline.

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WEBB UPPER SCHOOL • 53

GRADE

COLLEGE PREPARATORY

HONORS AND AP

• Algebra I • Geometry

• Geometry Honors • Algebra II Honors

10

• Geometry • Algebra II

• Algebra II Honors • Precalculus Honors

11

• • • •

Algebra II Advanced Algebra & Trigonometry Precalculus Introduction to Computer Science

• • • •

12

• • • • •

Advanced Algebra & Trigonometry Probability & Statistics Precalculus Calculus Introduction to Computer Science *

• • • •

9

Precalculus Honors AP Statistics AP Calculus AB AP Calculus BC

AP Statistics AP Calculus AB AP Calculus BC Multivariable Calculus Honors (AP credit) • AP Computer Science A *

* Introduction to Computer Science and AP Computer Science A cannot be one of the four required math courses.

Math A student completes his or her graduation requirements by successfully passing at least four years of math, including Algebra I, Geometry, Algebra II, and one additional course beyond Algebra II. The sequence of courses is provided above.

Honors courses move at a more rapid pace with more depth and quantity of material covered. Although the core topics of both programs are similar, the Honors courses are designed for students who have both an aptitude and interest in mathematics.

If a student would like to take an Honors or Advanced Placement (AP) level course, departmental approval is required.

A first-quarter grade of C- or below will result in student removal from an Honors or AP course.

54 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

3. Students can use properties of equality to solve one- step, two-step, and multi-step equations in one variable. Students will use proportions to solve problems.

4. Students can use the coordinate plane to graph linear functions. They will compare the graph of linear functions to that of the parent function.

2. Students can use inductive and deductive reasoning, analyze and write conditional statements, and perform basic geometric and algebraic proofs.

3. Students can classify angle pairs formed by intersecting lines, use angle relationships to prove lines parallel, interpret slopes and graphs, and write equations of parallel and perpendicular lines.

5. Students can represent a linear equation in three different ways and will determine the appropriate approach to graph the linear equation from given information.

4. Students can classify triangles, find measures of angles inside and outside of triangles, prove triangles congruent, use theorems related to isosceles and equilateral triangles.

6. Students can represent real world and mathematical situations using inequalities involving linear expressions. They will solve inequalities algebraically and graphically.

5. Students can relate the side and angle measures in solving triangle-related, multi-step problems; students can determine whether or not two triangles are similar.

7. Students can use various methods to solve systems of linear equations. They will identify linear systems as having one solution, no solution, or infinitely many solutions.

6. Students can find angle measures in polygons and can differentiate between special quadrilaterals.

8. Students understand how to apply the properties of exponents to exponential expressions.

9. Students can perform operations on polynomials.

The students can completely factor polynomials in order to solve equations.

Math - Required Courses

10. Students can graph quadratic functions and compare them to the parent graph.

This is a first-year Algebra course that includes such topics as the properties and operations of the real number system, solving first-degree equations with one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations with two variables, fractions, factoring, ratio, proportion, variations, exponents, roots, quadratic equations, and problem solving. Algebra I is an introductory course; this skill-based class is an extension of Middle School Algebra and serves as a foundation for all future courses in mathematics.

GEOMETRY

ALGEBRA I

Algebra I Course Standards

Geometry stresses inductive and deductive reasoning and higher thinking skills. Proofs are introduced early in the course with a wide variety of exercises that allow students to make conjectures, formulate generalizations, and draw conclusions. Topics include: points, lines, planes and solids, examining their properties, measurements and relations in space. The concepts of congruency, similarity, area, two- and three-dimensional figures are explored thoroughly. Students continue to review algebraic techniques and strengthen their abilities to solve numerical problems.

1. Students can generate equivalent numerical and algebraic expressions and use algebraic properties to evaluate expressions.

Prerequisite: Algebra I

2. Students can read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.

1. Students can name and sketch geometric figures, use postulates, and classify angles and polygons; they can find circumference, area, and perimeter.

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Geometry Course Standards

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7. Students can use the Pythagorean Theorem and can apply trigonometric ratios to find side lengths and angle measures of triangles.

8. Students can use ratios, proportions, and geometric means to solve problems.

9. Students can relate a tangent to the radius at the point of tangency, use intercepted arcs to measure angles, and measure angles and segments formed by intersecting chords, secants, and tangents; students can use the standard equation of a circle to graph and describe circles in a coordinate plane.

10. Students can identify and name solids, use Euler’s Theorem, describe cross sections of solids, calculate surface areas and volumes of prisms, cylinders, pyramids, cones, and spheres.

GEOMETRY HONORS The topics for this course are much the same as Geometry, but are covered at an accelerated pace and in greater depth. Geometry Honors students are expected to expand and apply their knowledge to solve multifaceted problems.

Prerequisite: Algebra I and a recommendation from the department.

WEBB UPPER SCHOOL • 55

8. Students can use ratios, proportions, and geometric means to solve problems and can perform reductive or enlarging dilations; students can perform translations with vectors, algebra, and matrices and can reflect figures in a given line, rotate figures about a point, identify line and rotational symmetry, and perform dilations using drawing tools and matrices.

9. Students can relate a tangent to the radius at the point of tangency, use intercepted arcs to measure angles, and measure angles formed by secants and tangents; students can use the standard equation of a circle to graph and describe circles in a coordinate plane.

Geometry Honors Course Standards 1. Students can name and sketch geometric figures, use postulates, and classify angles and polygons; they can find circumference, area, and perimeter.

2. Students can use inductive and deductive reasoning, analyze and write conditional statements, and perform basic geometric and algebraic proofs.

3. Students can classify angle pairs formed by intersecting lines, use angle relationships to prove lines parallel, write equations of lines, prove theorems about perpendicular lines, and find the distance between parallel lines in the coordinate plane.

4. Students can classify triangles, find measures of angles within triangles, identify triangles, prove triangles congruent, use theorems related to isosceles and equilateral triangles, and perform transformations.

5. Students can relate the side and angle measures in solving triangle-related, multi-step problems and can write indirect proofs; students can determine whether or not two triangles are similar.

6. Students can find angle measures in polygons and an differentiate between special quadrilaterals.

7. Students can use the Pythagorean Theorem and can apply trigonometric ratios, the Law of Sines, and the Law of Cosines to find side lengths and angle measures of triangles.

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10. Students can identify and name solids, use Euler’s Theorem, describe cross sections of solids, find surface areas and lateral areas of prisms and cylinders, and use nets to find surface area; they can use scale factors to compare the ratios of surface area to the ratios of volumes of solids.

5. Students can add, subtract, multiply, and divide monomials and polynomials.

6. Students can solve and graph polynomials by recognizing end behavior and finding zeros by various methods, including factoring and synthetic division (utilizing the factor and remainder theorems).

7. Students can graph and transform radical, exponential, logarithmic, and rational functions.

8. Students can create new functions from given functions by adding, subtracting, multiplying, dividing and composing functions.

Algebra II reviews Algebra I topics and uses them as a foundation for more advanced work. Students study linear, quadratic, polynomial, rational, exponential and logarithmic functions. Other topics include real and complex number systems, systems of equations in two and three variables, and an introduction of trigonometric functions. Use of a graphing calculator is an integral part of the learning process and is required for the course.

Prerequisite: Algebra I and Geometry Algebra II Course Standards 1. Students can use properties of real numbers to evaluate and simplify expressions as well as solve equations and inequalities in one variable.

2. Students can use verbal statements, symbols, tables, and graphs to write, solve, and graph linear equations and inequalities in two variables.

3. Students can solve systems of equations using the following methods: graphing, substitution, elimination, Cramer’s Rule, and inverse matrices.

4. Students can write, solve, and graph quadratic functions, given various forms (standard, vertex, intercept) and using various methods (factoring, completing the square, graphing, and quadratic formula). Functions will include those with both real and imaginary zeroes.

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4. Students can simplify expressions using properties of exponents and roots, including rational exponents.

5. Students can perform operations with polynomials, graph polynomial functions, and determine important features of the graph which include, zeros, maxima/ minima, and end behavior.

9. Students can recognize functions that are inverses of each other and find the inverse of a given function.

6. Students can graph and transform various functions, including absolute value, quadratic, exponential, logarithmic, radical, and rational.

10. Students can use various counting methods (fundamental counting theorem, permutations, and combinations) when computing probabilities of simple and compound events.

7. Students can take given functions and create new ones by addition, subtraction, multiplication, division, and composition and can find the inverse of a function and determine if functions are inverses.

ALGEBRA II HONORS

ALGEBRA II

3. Students can use graphing, factoring, completing the square, taking square roots, and the quadratic formula to write, graph, and solve quadratic equations and inequalities in standard, vertex, and intercept form.

Algebra II Honors covers the same topics as Algebra II but at an accelerated pace and in greater depth. In addition, students will study conic sections, sequences and series, and trigonometric ratios, identities, and equations. Students are encouraged to think independently and are expected to be able to expand their knowledge by applying basic concepts to multifaceted problems. The graphing calculator is required and used often to analyze data.

8. Students can write equations and graph conic sections.

9. Students can work with discrete data, using various counting methods to find probability, measures of central tendency, and analyze sequences and series.

10. Students can use identities of trigonometry, graph trigonometric functions, and apply the Law of Sines and the Law of Cosines.

Prerequisite: Algebra I, Geometry, and a recommendation from the department.

Algebra II Honors Course Standards 1. Students can write, solve, and graph linear and absolute value equations and inequalities.

2. Students can solve 2 and 3 variable systems of equations and inequalities by graphing, substitution, elimination, Cramer’s rule, and inverse matrices and can choose the appropriate solution technique for each system.

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Math - Elective Courses ADVANCED ALGEBRA AND TRIGONOMETRY This course serves as a follow-up to Algebra II. It is designed to complete the study of elementary functions (linear, quadratic, exponential, logarithmic and trigonometric). Also, the course will introduce material from finite mathematics, including an introduction to probability and statistics. With an emphasis on problems based on real-world data, students will learn how to effectively use a graphing calculator in order to advance their understanding of various applications and algebraic concepts. While the course covers a wide range of mathematics, it does not include the rigor of a Precalculus course, but continues at a pace that allows for some review of Algebra II concepts.

Prerequisite: Algebra II and a recommendation from the department.

Advanced Algebra and Trigonometry Course Standards 1. Students can factor, solve, and do basic operations with polynomials, rational, and radicals.

2. Students can use applications involving sequences and series.

3. Students can develop the unit circle and know the six basic trigonometric functions as they relate to the unit circle, and will use the unit circle.

4. Students can identify and describe different types of functions and use compositions and transformations.

5. Students can use identities of trigonometry, graph trigonometric functions, and apply the Law of Sines and the Law of Cosines.

6. Students can solve 2 and 3 variable systems of equations and inequalities by graphing, substitution, elimination, Cramer’s rule, and inverse matrices, and can choose the appropriate solution technique for each system.

7. Students can use graphing, factoring, completing the square, taking square roots, and the quadratic formula to write, graph, and solve quadratic equations and inequalities in standard, vertex, and intercept form.

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8. Students can perform operations with polynomials, graph polynomial functions, and determine important features of the graph, which include zeros, maxima/ minima, and end behavior.

8. Students can construct and compare linear, quadratic, polynomial, exponential, and logarithmic models, and solve problems.

9. Students can graph and transform various functions, including absolute value, quadratic, exponential, logarithmic, radical, and rational.

9. Students can understand and use arithmetic and geometric sequences and series to find sums and specific terms.

10. Students can write equations and graph conic sections.

PROBABILITY AND STATISTICS This course emphasizes problem solving, everyday applications, and the use of technology and reading, while developing and maintaining basic skills. Probability and Statistics also integrates statistics and algebra concepts. Students will use Excel for graphing, algebraic manipulation, modeling and analyzing data, and simulating experiments.

Prerequisite: Algebra II and a recommendation from the department.

Probability and Statistics Course Standards 1. Students can understand different types of data and collect sample data.

2. Students can construct different types of frequency distributions, histograms, and also identify misleading graphs.

3. Students can use data to measure the center, variation, and relative standing and box plots.

4. Students can use and understand the basic concepts of probability, addition rule, multiplication rule, and counting.

5. Students can construct probability distributions.

6. Students can apply normal distributions, the central limit theory, and assess normality.

7. Students can estimate a population proportion, mean, and standard deviation or variance.

8. Students can test hypothesis, claims about proportions, means, and standard deviation or variances.

9. Students can make inferences from two proportions, two means, and two dependent samples.

10. Students can make correlations and regressions to predict intervals.

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10. Students can evaluate limits graphically, numerically, and algebraically.

PRECALCULUS

PRECALCULUS HONORS

This course includes a thorough study of polynomial, rational, exponential, logarithmic and trigonometric functions, sequences and series, data analysis, and introductory calculus topics.

This yearlong course moves at a rigorous pace and focuses on the following topics: trigonometry, polynomials, logarithms and exponentials, vectors, polar coordinates, parametric equations, matrices, transformations, complex numbers, limits, continuity, and other introductory calculus topics.

Prerequisite: Algebra II and a recommendation from the department.

Precalculus Course Standards 1. Students can analyze functions using verbal, algebraic, graphical, and tabular representations.

2. Students can add, subtract, multiply, divide, and compose functions from existing functions, and will analyze the domain of the new functions.

3. Students can develop the unit circle and know the six basic trigonometric functions as they relate to the unit circle, and will use the unit circle to develop the concept of inverse.

4. Students can model periodic phenomena and solve problems using trigonometric functions, particularly sine and cosine.

5. Students can use Right Triangle Trigonometric ratios, the Law of Sines, and the Law of Cosines to solve problems.

6. Students can apply trigonometric identities to rewrite expressions and solve equations both in the domain of the unit circle and generally.

7. Students can solve systems of equations and nonlinear inequalities.

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Prerequisite: Algebra II and recommendation from the department.

Precalculus Honors Course Standards 1. Students can analyze functions using different representation, build new functions from existing functions through the use of transformations, algebraic operations, and composition.

2. Students can define and recognize polynomial and rational functions, perform polynomial division, and use complex numbers in polynomial identities and equations.

3. Students can solve exponential and logarithmic equations by using laws of exponents, laws of logarithms, and properties of inverse functions.

4. Students can extend the domain of trigonometric functions using the unit circle, understand the graphs and transformations of trigonometric functions, use the Law of Sines and Law of Cosines to solve triangles, apply trigonometric identities to solve problems, rewrite expressions, and solve equations.

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5. Students can use polar coordinates, understand polar representations of complex numbers, use De Moivre’s theorem, and describe and use parametric equations.

6. Students can understand vectors in 2- and 3-dimensions, including the algebraic and geometry operations, perform dot product and cross product, and describe equations of lines and planes.

3. Students can use different definitions of the derivative and estimate derivatives from tables and graphs.

4. Students can recall and apply various derivative rules and properties.

5. Students can recall and apply the Intermediate Value Theorem and the Extreme Value Theorem.

7. Students can solve linear equations using matrix algebra, including inverses and determinants.

6. Students understand and are able to apply the Mean Value Theorem, and are familiar with real-world applications, including related rates, and optimization.

8. Students can understand properties of conic sections, the polar representations of conic sections, and apply conic sections to real-world phenomena.

7. Students can use basic techniques of integration, including basic anti-derivatives and substitution, and properties of integrals.

9. Students can understand and use sequences and series, including notation, convergence/divergence, arithmetic series, geometric series, and the use of mathematical induction as a proof technique.

8. Students understand area, volume, and motion applications of integrals, as well as the use of the definite integral as an accumulation function.

10. Students can understand an intuitive definition of a limit, calculate limits and limits to infinity, as well as calculate the derivative of a function as a limit of the difference quotient.

CALCULUS This course emphasizes the role of calculus as a tool for understanding the world. Our primary focus is to understand the physical meaning an interpretation of limits, derivatives, and integrals. Topics include limits, continuity and differentiability, differentiation techniques, applications of differentiation, related rates and optimization problems, integration techniques, the fundamental theorem of calculus, applications of integration, volumes of solids of revolution, solutions of differential equations, and slope fields. All topics are taught in class, but to provide differentiated practice, most homework will be completed online. This course is designed to give students a broad exposure to introductory calculus.

Prerequisite: Precalculus and a recommendation from the department.

Calculus Course Standards 1. Students develop a solid, intuitive understanding of limits and can compute one-sided limits, limits at infinity, and infinite limits.

2. Students can apply limits to understand the behavior of a function near a point and understand how limits are used to determine continuity.

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9. Students understand the relationship between integration and differentiation as expressed in the Fundamental Theorem of Calculus.

10. Students can solve separable differential equations and be familiar with a variety of real-world applications, including growth and decay models.

AP CALCULUS AB AP Calculus AB is a yearlong Advanced Placement class.

Students will learn to solve problems graphically, algebraically, numerically, verbally, and using technology (calculators). Our primary focus is to understand the physical meaning and interpretation of limits, derivatives, and integrals. The quizzes and tests are challenging and contain questions based on free response and multiple-choice questions from previously released AP exams to ensure that students can work through these problems. Topics include limits, continuity and differentiability, differentiation techniques, applications of differentiation, related rates and optimization problems, integration techniques, the fundamental theorem of calculus, applications of integration, volumes of solids of revolution, solutions of differential equations, and slope fields. Students enrolled in the AP course are expected to take the Advanced Placement Calculus AB exam in May. Prerequisite: Precalculus and a recommendation from the department.

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AP Calculus AB Course Standards 1. Students develop a solid, intuitive understanding of limits and can compute one-sided limits, limits at infinity, and infinite limits.

2. Students can apply limits to understand the behavior of a function near a point and understand how limits are used to determine continuity.

3. Students can use different definitions of the derivative, estimate derivatives from tables and graphs, and apply various derivative rules and properties.

4. Students can solve separable differential equations and understand slope fields.

5. Students understand and are able to apply the Mean Value Theorem.

6. Students are familiar with a variety of real-world applications, including related rates, optimization, and growth and decay models.

7. Students can use basic techniques of integration, including basic anti-derivatives and substitution, and properties of integrals.

8. Students understand area, volume, and motion applications of integrals.

9. Students can use the definite integral as an accumulation function.

10. Students understand the relationship between integration and differentiation as expressed in the Fundamental Theorem of Calculus.

AP CALCULUS BC AP Calculus BC is a yearlong Advanced Placement class that is a continuation of Precalculus Honors. It is a fast-paced class and the students are self-motivated and have strong math skills. The students learn to solve problems graphically, algebraically, numerically, verbally, and using technology (calculators). Our primary focus is to understand the physical meaning and interpretation of limits, derivatives, and integrals. The students are encouraged to write complete solutions and to justify their steps using appropriate math vocabulary. The quizzes and tests are challenging and contain questions based on free response and multiple-choice questions from previously released AP exams to ensure that students can work through these problems. Topics will

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include all AB Calculus topics as well as integration by parts, partial fractions, arc length of functions, calculus with parametric and polar graphs, and sequences and series. Students enrolled in the AP course are expected to take the Advanced Placement Calculus BC exam in May. Prerequisite: Precalculus Honors and a recommendation from the department.

AP Calculus BC Course Standards 1. Students develop a solid, intuitive understanding of limits and can compute one-sided limits, limits at infinity, the limit of a sequence, and infinite limits.

2. Students can apply limits to understand the behavior of a function near a point and understand how limits are used to determine continuity.

3. Students can use different definitions of the derivative, estimate derivatives from tables and graphs, and apply various derivative rules and properties.

4. Students can solve separable differential equations, understand and are able to apply the Mean Value Theorem, and are familiar with a variety of real-world applications, including related rates, optimization, and growth and decay models.

5. Students can use basic techniques of integration, including basic anti-derivatives and substitution, and properties of integrals.

6. Students understand area, volume, and motion applications of integrals, as well as the use of the definite integral as an accumulation function.

7. Students understand the relationship between integration and differentiation as expressed in the Fundamental Theorem of Calculus.

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8. Students understand various methods for determining convergence and divergence of a series, Maclaurin series for common functions, general Taylor series representations, radius and interval of convergence, and operations on power series.

6. Students can apply partial derivatives to problems of optimization, solve problems using Lagrange multipliers, find equations of the tangent plane, and use linear approximation to approximate particular values.

7. Students can integrate functions of two- and three9. Students can use power series to approximate an variables, and integrate functions through various arbitrary function near a specific value and make the techniques such as changing the order of integration, Important connection back to the tangent-line problem. substituting variables, or changing to either polar coordinates, cylindrical coordinates, or spherical 10. Students can apply their knowledge of calculus to coordinates. parametric equations, polar equations, and vectors.

MULTIVARIABLE CALCULUS HONORS Multivariable Calculus Honors is a yearlong course that will further explore and expand on topics that were in AP Calculus BC. Students will work with surfaces and apply differential and integral calculus to vector-valued functions. Topics include partial derivatives, double and triple integrals, volume computations in spherical and cylindrical coordinates, line integrals, vector field analysis and Green’s, Stokes’, and Gauss’ Theorems. Students will use applets and 3-D graphing apps to better visualize curves and surfaces in 3-D. Students will receive AP credit for this course.

Prerequisite: AP Calculus BC and a recommendation from the department.

Multivariable Calculus Honors Course Standards 1. Students can represent equations of lines and planes in three-dimensional space, express analytic geometry in terms of dot products and cross products of vectors, and express planes and lines with given constraints.

2. Students can calculate the derivative, integral, arc length, and curvature of a vector-valued functions.

3. Students can find the domain of a function of two- variables, graph the level curves of such functions, and determine the points or regions of discontinuity.

4. Students can determine if a limit exists for a function of two-variables.

5. Students can find, use, and apply partial derivatives of varying orders, define the total differential, find the partial derivative of the composition of a function using the general chain rule, and calculate the directional derivative.

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8. Students can use vector fields to model real-world phenomena, recognize, understand and use line integrals, and find potential functions for conservative vector fields.

9. Students can define and apply gradient, divergence, and curl in terms of integrals of vectors, and apply and interpret Green’s theorem, Stoke’s theorem, and Gauss’ theorem.

AP STATISTICS

3. Students can plan and conduct surveys and experiments using appropriate methods of data collection.

4. Students can generalize the results and types of conclusions that can be drawn from observational studies, experiments and surveys.

Prerequisite: Algebra II and a recommendation from the department OR

6. Students can combine independent random variables.

Corequisite: Algebra II Honors and a recommendation from the department.

7. Students can calculate probabilities using normal distributions.

8. Students can determine the characteristics of sampling distributions.

9. Students can estimate population parameters and test hypotheses.

10. Students can conduct tests of significance.

INTRODUCTION TO COMPUTER SCIENCE

2. Sampling and Experimentation: Planning and conducting a study 3. Anticipating Patterns: Exploring random phenomena using probability and simulation

Introduction to Computer Science cannot be one of the four required math courses.

4. Statistical Inference: Estimating population parameters and testing hypotheses

Prerequisite: None. Upperclassmen will be given priority for this class during registration.

1. Exploring Data: Describing patterns and departures from patterns

Students are expected to take the Advanced Placement Statistics Exam in May. Prerequisite: Algebra II and recommendation from the department.

AP Statistics Course Standards 1. Students can construct, interpret, summarize and compare distributions of univariate data.

2. Students can explore bivariate and categorical data.

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AP Computer Science A cannot be one of the four required math courses.

5. Students can explore random phenomena using probability and simulation.

This yearlong course covers the basics of computer processing in order to develop well-designed software.

The course will explore the purpose of various hardware components and the way those components are connected within networks. In addition, the class will offer an introduction to coding using the Java language.

This language is the most common language used today and it is the language used for the AP Computer Science A course. This class welcomes students who would like to explore their interest in the Computer Science field.

This course follows the Advanced Placement Statistics syllabus.

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data.

Students are exposed to four broad conceptual themes:

implementation, and standard data structures. Students enrolled in the AP course are expected to take the Advanced Placement Computer Science Exam A in May.

AP COMPUTER SCIENCE A This yearlong course is intended to prepare students for the AP Computer Science A exam. This examination requires students to master not only traditional programming techniques, but also to problem solve using computer science concepts discussed in this course. Topics will include the fundamentals of objectoriented program design, programming constructs, standard algorithms, program analysis and

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AP Computer Science A Course Standards 1. Students can deal with the basic ideas related to solving problems with computers, including primitive data types, control structures, methods, algorithm development, and complexity analysis.

2. Students can design, implement and analyze solutions to problems by using object-oriented program design.

3. Students can understand and use fundamental data structures.

4. Students can understand implementation techniques, construct working classes, and use Java library classes and interfaces to create working programs.

5. Students can use and understand primitive data types such as int, Boolean, and double and use these types in their data structures.

6. Students can use abstract thinking to create programs, which include strings, arrays, files, and lists.

7. Students can use abstract data types and analysis to evaluate the running times of different implementations of algorithms.

8. Students develop an understanding of basic software development and create basic software.

9. Students can create graphical user interfaces by applying the same logic terminal based programs.

10. Students understand the ethical and social implications of computing systems. The study of this topic includes privacy and legal issues, ethical use of computers, as well as how to respect others’ intellectual property.

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Science

Science - Required Courses

A student completes his/her graduation requirement by successfully passing three years of science. For this requirement, Webb recommends completion of Biology, Chemistry, and Physics. The sequence of courses is shown in the below chart.

BIOLOGY

GRADE

COLLEGE PREPARATORY

HONORS AND AP

9

• Biology • Invention & Innovation: Principles of Engineering * • Robotics Engineering *

• Biology Honors • Invention & Innovation: Principles of Engineering Honors * • Robotics Engineering Honors *

10

• Chemistry • Invention & Innovation: Principles of Engineering * • Robotics Engineering *

• Chemistry Honors • Invention & Innovation: Principles of Engineering Honors * • Robotics Engineering Honors *

• Physics • Anatomy & Physiology • Forensic Science: Biological Forensics * • Forensic Science: Physical & Chemical Forensics * • Materials Science: Metals & Ceramics * • Materials Science: Polymers & Biomaterials * • Invention & Innovation: Principles of Engineering * • Robotics Engineering *

• Physics Honors • AP Biology • AP Chemistry • AP Physics C: Mechanics • Anatomy & Physiology Honors • Research Methods (AP credit) • Research Scholars (AP credit) • Forensic Science: Biological Forensics Honors * • Forensic Science: Physical & Chemical Forensics Honors * • Invention & Innovation: Principles of Engineering Honors * • Robotics Engineering Honors *

11

12

• Physics • Anatomy & Physiology • Forensic Science: Biological Forensics * • Forensic Science: Physical & Chemical Forensics * • Materials Science: Metals & Ceramics * • Materials Science: Polymers & Biomaterials * • Invention & Innovation: Principles of Engineering * • Robotics Engineering *

• AP Biology • • • • • • • • •

AP Chemistry Anatomy & Physiology Honors Physics Honors AP Physics C: Mechanics AP Physics C: Electricity & Magnetism Research Methods (AP credit) * Research Scholars (AP credit) * Forensic Science: Biological Forensics Honors * Forensic Science: Physical & Chemical Forensics Honors * • Invention & Innovation: Principles of Engineering Honors * • Robotics Engineering Honors *

Biology Course Standards 1. Students can develop testable hypotheses, design an experiment, identify experimental variables and controls, and display experimental results using appropriate graphical skills.

2. Students can perform data analysis on laboratory data, including graphing, summarizing, graph interpretation, and communication of scientific concepts.

3. Students can develop a model to illustrate the cycling of matter and energy at the organismal and ecosystem levels that utilize an understanding of photosynthesis and cellular respiration.

4. Students can demonstrate an understanding and application of fundamental cellular processes, including cell membrane function in maintaining homeostasis.

5. Students can demonstrate an understanding of cell differentiation, inheritance, and phenotypic variation through modeling of mitosis/meiosis, Punnett squares, and connecting sources of heritable genetic variation with phenotypic variation among individuals within populations.

6. Students can illustrate and explain the flow of genetic information, from the replication and transcription of DNA to the translation of RNA into polypeptides/proteins.

7. Students can explain the role of current DNA technology (including PCR amplification of DNA, gel electrophoresis and genetic modification) and its application in real world scenarios.

8. Students can construct an explanation based on evidence that the process of evolution primarily results from four factors: 1) The potential for species

All science courses meet six periods a week, which includes a scheduled lab period. * Semester course

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This course surveys major topics in the field, including cell structure and functions, energy transformations, organisms, taxonomy, genetics, and evolution. Priority is given not only to understanding these major concepts, but also to how these concepts are interconnected.

Students participate frequently in experimental laboratory work. The course will also be taught with an emphasis on developing an appreciation for the living world.

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to increase in number, 2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, 3) competition for limited resources, and 4) the proliferation of those 0rganisms that are better able to survive and reproduce in the environment, i.e. natural selection.

9. Students can classify organisms based on evolutionary classification using the Linnaean system, cladogram construction, and construction of dichotomous keys using evidence of common ancestry and modern DNA sequencing and biotechnology.

BIOLOGY HONORS In Biology Honors, we explore how life works through establishing connections across concepts from the cellular to the systemic levels. This course surveys the major areas of biology such as cell structure and function, DNA, genetics, organisms, evolution, and classification. Students analyze the role of DNA in living things and the impact of biotechnology on our world, and consider both the unity and diversity of organisms in the biosphere. Students perform a variety of handson activities, including laboratories, demonstrations, and projects, with emphasis placed on collaborative learning and science process skills such as formulating hypotheses, experimental design, and quantitative data collection and analysis. Above average performance in previous science and math courses is required.

Department consent is required for all Science Honors courses.

Biology Honors Course Standards 1. Students can develop testable hypotheses, design an experiment, identify experimental variables and controls, and display experimental results using appropriate graphical skills.

2. Students can perform data analysis on their own laboratory data, including graphing, summarizing, graph interpretation, and communication of scientific concepts.

3. Students can develop a model to illustrate the cycling of matter and energy at the organismal and ecosystem levels that utilize an understanding of photosynthesis and cellular respiration.

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CHEMISTRY HONORS

4. Students demonstrate an understanding and application of fundamental cellular processes, including cell membrane function in maintaining homeostasis, transmission of nerve impulses, and determination of human blood types.

Chemistry Honors explores the search for microscopic explanations of macroscopic behavior. The dual viewpoints of global and local focus are constantly employed during class and lab. Basic chemical concepts covered include: physical and chemical properties, solutions and solubility, nomenclature, formula and equation writing, atomic structure, chemical bonding, polarity, periodicity, mole concept, pH, organic

5. Students can demonstrate an understanding of cell differentiation, inheritance and phenotypic variation through modeling of mitosis/meiosis, Punnett squares, and connecting sources of heritable genetic variation with phenotypic variation among individuals within populations.

6. Students can illustrate and explain the flow of genetic information, from the replication and transcription of DNA to the translation of RNA into polypeptides/ proteins.

7. Students can explain the role of current DNA tech- nology (including PCR amplification of DNA, fragmen- tation with restriction enzymes, and separation with gel electrophoresis) in forensic applications, paternity cases, and criminal investigations.

8. Students can explain how an organism may be genetically modified (GMO) and the current applications of this technology, including industry, agriculture, environmental protection, medicine, and bioinformatics.

9. Students can construct an explanation based on evidence that the process of evolution primarily results from four factors: 1) the potential for species to increase in number, 2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, 3) competition for limited resources, and 4) the proliferation of those organisms that are better able to survive and reproduce in the environment, i.e. natural selection.

10. Students can classify organisms based on evolutionary classification using the Linnaean Six-Kingdom System, cladogram construction, and construction of dichotomous keys using evidence of common ancestry and modern DNA sequencing and biotechnology.

CHEMISTRY This course covers fundamental principles and laws of chemistry, while emphasizing problem solving and relating the scientific concepts to practical examples of how chemistry impacts our everyday lives. Basic chemical concepts covered include: physical and 66 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

chemical properties, solutions and solubility, nomenclature, formula and equation writing, atomic structure, chemical bonding, periodicity, mole concept, pH, nuclear chemistry, and thermodynamics. Students will perform a variety of hands-on activities, laboratory experiments, and complete projects.

Chemistry Course Standards

chemistry, thermochemistry, the basics of nuclear chemistry, and electrochemistry. Laboratory work is closely aligned with classroom presentations. Above average performance in previous science and math courses is required.

Enrollment in Algebra II or higher is required.

Department consent is required for all Science Honors courses.

RECOMMENDATION REQUIREMENTS FOR HONORS, AP, AND ELECTIVE COURSES Department consent is required for all Advanced Placement (AP) and Science Honors courses. Advanced Placement students are expected to take the AP exam.

A first quarter grade of C- or below will result in student removal from an Honors or AP course.

COURSE

RECOMMENDATION

1. Students gain laboratory skills needed to utilize laboratory equipment to design, safely conduct experiments, analyze and interpret meaningful data and draw sound conclusions.

• Biology Honors

Recommendation from eighth grade teacher

• Chemistry Honors

Recommendation from Biology teacher

2. Students understand the importance of the periodic table and can utilize it for identifying physical and chemical properties of matter, chemical bonding, periodic trends, and naming of compounds.

• Physics Honors

Chemistry Enrolled in Algebra II or higher

• AP Biology

Honors Chemistry and Honors Biology or with teacher recommendation

• AP Chemistry

Honors Chemistry and co-enrollment in Precalculus, with teacher recommendation

• AP Physics C: Mechanics

Co-enrollment in or completion of Precalculus Honors

• AP Physics C: Electricity & Magnetism

Completion of AP Physics C: Mechanics Co-enrollment in or completion of Calculus

• Anatomy & Physiology Honors

Biology and Chemistry recommendation from Biology and Chemistry teachers

• Anatomy & Physiology

Biology and Chemistry

• Materials Science Courses

Biology and Chemistry

• Forensic Science Courses

Biology and Chemistry

3. Students develop the ability to effectively communicate scientific information and results through generating and interpreting graphs, oral presentations, and in a written form (lab reports, quizzes, and tests).

4. Students can apply reasoning and appropriate mathematical skills (arithmetic, algebraic and/or geometric) to a physical situation or problem.

5. Students can represent chemical reactions with formulas, writing and balancing equations, and perform stoichiometric analysis of chemical reactions.

6. Students can apply gas laws to real life situations to make predictions and solve problems.

7. Students can use mathematical principles such as dimensional analysis to solve chemical problems.

8. Students can use thermodynamic principles to determine what drives chemical reactions.

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Chemistry Honors Course Standards 1. Students can effectively use scientific equipment and perform hands-on laboratory techniques to generate real-time data.

2. Students can perform data analysis on their own laboratory data, including graphing, summarizing, graph interpretation, and communication of scientific concepts.

3. Students can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

4. Students can construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

5. Students can use the periodic table as a tool for understanding atomic, chemical, and mechanical properties of elements, bonding, and naming compounds.

6. Students can represent chemical reactions with formulas, writing, and balancing equations.

7. Students can utilize mathematical models to solve problems using dimensional analysis, chemical laws, and thermodynamics.

Science Electives Full-Year Courses ANATOMY AND PHYSIOLOGY This course is designed to provide an opportunity to investigate the human body, its structure, function, and how the human body reacts to external stimuli throughout everyday life. Students will study the structure and function of the various cells, tissues, and integrated systems of the body. Laboratory experiences and collaborative activities will provide student learning in the following topics; the major body systems; how the body systems work together to maintain homeostasis; body functions in both healthy and diseased states; muscle action; nerve functioning; as well as medical advancements and the ethical issues surrounding these advancements. This course is designed for those

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students who have taken biology and who wish to further their study of biology. Students completing human anatomy and physiology will be prepared to take on post-secondary introductory classes involving health related fields of study.

Anatomy and Physiology Course Standards 1. Students can investigate the major organ systems and describe their basic functional importance in the human body and to other systems.

2. Students can identify anatomical terms (including body direction, regions, planes) on a diagram, model, or through dissection.

3. Students can identify and locate major and accessory organs of the major body systems and investigate their physiological functions.

4. Students can compare and contrast the structural and functional similarities and differences between the components of the major body systems.

Anatomy and Physiology Honors Course Standards

Physics Course Standards

1. Students can identify major organs, their functions and importance in the “required” systems.

1. Students can make accurate measurements and use these measurements appropriately to explore and evaluate a variety of scientific topics.

2. Students can discuss with confidence the following systems: skeletal, muscular, nervous, cardiovascular, digestive, and reproductive.

3. Students can discuss ways to keep each of the systems healthy.

4. Students can discuss ways that the systems might have problems.

5. Students can analyze data collected in lab and relate it to the system being studied.

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4. Students can describe how and why an object moves in both one- and two-dimensional space.

6. Students can discuss how systems are interrelated and dependent on each other.

7. Students can write a report on their one-day shadow visit spent with a professional in the medical field.

6. Students understand the energy conversions that are happening in the world around them.

7. Students understand the relationship between electricity and magnetism and use this relationship to explain many of the tech devices they use in their lives.

8. Students understand interference, refraction, diffraction, and reflection and can describe examples of these light interactions in the world around them.

ANATOMY AND PHYSIOLOGY HONORS

Department consent is required for all Science Honors courses.

3. Students understand the basic laws of physics such as Newton’s Laws, Law of Universal Gravitation, and conservation laws.

5. Students understand how different variables are connected and related to each other, such as work, power, energy, force, and acceleration.

5. Students can investigate the injuries, diseases, and causes associated with the major body systems and evaluate the resulting consequences.

This course is designed to provide an opportunity to investigate the human body, its structure, function, and how the human body reacts to external stimuli throughout everyday life. Students will study the structure and function of the various cells, tissues, and integrated systems of the body. Laboratory experiences and collaborative activities will provide student learning in the following topics: the major body systems, how the body systems work together to maintain homeostasis, body functions in both healthy and diseased states, muscle action, and nerve functioning, as well as medical advancements and the ethical issues surrounding these advancements. This course is designed for those students who have taken Biology and who wish to further their study of biology. Students completing Anatomy and Physiology will be prepared to take on post-secondary introductory classes involving healthrelated fields of study.

2. Students can graph data and use their graphs to analyze their results and draw conclusions.

PHYSICS HONORS

PHYSICS This course for juniors and seniors serves as an introduction to the most fundamental branch of the sciences. Physics is a lab and activity-based class that is designed so that students may be able to describe the workings of the universe around them both qualitatively and quantitatively. Topics covered include forces, velocity and acceleration, energy, momentum, gravity, wave properties, light, sound, optics, electricity, and magnetism.

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Physics Honors provides students with an introductory study of the theories and laws governing the interaction of matter, energy, and the forces of nature. It challenges students to incorporate critical thinking and problemsolving skills. The topics include, but are not limited to, kinematics, dynamics, energy, work, power, wave properties, light, sound, optics, electricity, and magnetism. Hands-on laboratory experiments allow students to “think scientifically” and carry out their own investigations in a focused, collaborative, and meaningful manner. Strong algebra skills are highly recommended.

Upon successful completion of this course students may choose to continue with physics in AP Physics C the following year.

Department consent is required for all Science Honors courses. Students who have completed Honors Physics may enroll in AP Physics C: Mechanics with appropriate math coursework and recommendation from the department.

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Physics Honors Course Standards 1. Students can make accurate measurements and use these measurements appropriately to explore and evaluate a variety of scientific topics.

2. Students can graph data and use their graphs to analyze their results and draw conclusions.

3. Students understand and can apply to the world around them the basic laws of physics such as Newton’s Laws, Law of Universal Gravitation, and conservation laws.

4. Students can describe how and why an object moves in both one- and two-dimensional space.

5. Students understand and explore how different variables are connected and related to each other, such as work, power, energy, force, and acceleration.

6. Students understand the energy conversions that are happening in the world around them.

7. Students can explain the relationship between electricity and magnetism and use this relationship to explain many of the tech devices they use in their lives.

8. Students understand interference, refraction, diffraction, and reflection and can use these interactions of light to explain everyday phenomena.

AP PHYSICS C: MECHANICS AP Physics C: Mechanics is a conceptually and mathematically rigorous first-year exploration of physics covering material found in a typical first semester university physics course. The course is laboratorycentered and exposes students to methods of scientific inquiry and elementary error analysis. There is a strong emphasis on developing science practices and competence in scientific writing. Students develop a background in both the conceptual basis of physics as well as critical thinking and analytical problem-solving skills. The course introduces central physics concepts such as kinematics, dynamics, conservation laws (mass, energy, and momentum), mechanical waves, and harmonic oscillators. Students will learn and apply some mathematical basic techniques from differential, integral, and multivariable calculus in their study of physics. Upon successful completion of this course, students will be prepared to take the AP Physics C: Mechanics exam in

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May. With department approval, students will also be able to take the AP Physics 1 exam in May. Completion of the two-year AP Physics sequence is encouraged for students considering undergraduate degrees in the physical sciences or engineering.

Co-enrollment in or prior completion of Honors Precalculus is required.

AP Physics C: Mechanics Course Standards 1. Students understand the general relationships among position, velocity, and acceleration for the motion of a particle along a straight line or a particle rotating in a circle.

2. Students can express 2- and 3-dimensional motion using unit vector notation from a stationary reference frame or from a frame of reference moving at a constant non-zero velocity.

3. Students can express Newton’s Laws and apply to problem-solving in cases of constant force or forces that vary with position, velocity, time, or other kinematics quantities.

8. Students can examine the orbits of planets moving under the influence of gravity and apply conservation laws to analyze the motion of an object launched from or orbiting a planet.

4. Students understand and apply Newton’s 3rd Law to interactions between components of a system, and they can express how conservation laws are derived from system interactions.

9. Students can design an experiment to investigate a select physical phenomenon, including describing the purpose, identifying necessary equipment, diagramming experimental setup, and documenting procedure and control measurements.

5. Students can describe how changes in systems occur as a result of interactions constrained by conservation laws, and communicate about the result of interactions using words, equations, and graphs.

6. Students can identify the center of mass of uniform or non-uniform (1-D only) objects and relate center of mass velocity to linear momentum of systems.

Students can describe properties such as mass and energy, and identify components and internal structure of multi-part systems.

7. Students can demonstrate their understanding of simple harmonic motion by identifying phenomena that can be described using the waves mathematical model of motion, sketching graphs, writing mathematical expressions for displacement and velocity, discussing systems energy, and describing the motion with a second order differential equation.

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10. Students can analyze data through graphing, curve fits, data linearization, extrapolation, and interpolation.

They are able to identify and interpret errors in experimental data.

AP PHYSICS C: ELECTRICITY AND MAGNETISM AP Physics C: Electricity and Magnetism is a conceptually and mathematically rigorous second-year physics course that will cover material found in a typical second semester college or university physics course. Students study a mathematically substantial formulation of electricity and magnetism, including vector and calculus-based treatment of the kinematics and dynamics of charged particles, Gauss’ Law and electric fields, circuit analysis and time-varying circuit systems, magnetic fields and forces, relationships between current and magnetic fields, energy storage and conversion within circuits, and Maxwell’s Equations. Students will also investigate BACK TO TABLE OF CONTENTS

thermodynamics, fluid mechanics, physical and geometric optics, and selected topics in modern physics.

Mathematical techniques from differential, integral, and multivariable calculus are essential to our study of physics. Each unit includes supporting laboratory investigations comprising at least 25 percent of our classroom time. Many of these investigations are student designed. Upon successful completion of the course, students are prepared to take both the AP Physics 2 and the AP Physics C: Electricity and Magnetism exams in May. Completion of the two-year AP Physics sequence is encouraged for students considering undergraduate degrees in physical sciences or engineering.

Prerequisites: AP Physics C: Mechanics and a recommendation from the department.

Co-enrollment in AP Calculus (AB or BC) is required.

AP Physics C: Electricity and Magnetism Course Standards 1. Students can describe charge, interaction between charged particles, and the principle of superposition.

2. Students can use the field model to describe the interaction between point charges, linear charge distributions, and planar charge distributions using the vocabulary of kinematics, forces, and energy.

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2. The student can routinely use mathematics appropriately to solve problems, analyze experimental data, describe natural phenomena, make predictions, and describe processes symbolically.

3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

4. The student can plan and implement data collection strategies appropriate to a particular scientific question.

5. The student can perform data analysis and evaluation of evidence.

6. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

7. The student can explain how the process of evolution drives the diversity and unity of life.

8. The student can explain how biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis.

3. Students can utilize the concept of flux to derive and apply Gauss’ Law for Electricity in high-symmetry scenarios or apply it qualitatively in integral form for general cases involving a specified surface.

5. Students can describe the behavior of both simple circuits and time varying circuits (including capacitors, resistors, and inductors) using Ohm’s Law, Kirchoff’s Rules, and first-order differential equations.

4. Students can relate the visible properties of materials determined by parts that can’t be seen, such as within static fluids, dynamic fluids, the atomic nucleus, refractive or reflective materials, and the thermal properties of gases.

6. Students can recognize and apply conservation principles in the context of electric, magnetic, thermal, and atomic and elementary particle systems.

7. Students can utilize path integrals to deduce the magnetic field contributions from segments of current in high-symmetry or low-symmetry systems in three dimensions.

8. Students can apply the mathematics of probability to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems.

9. Students recognize Maxwell’s equations, can associate each equation with its physical implications, and can use these equations to explore and model the behavior of light.

10. Students can use the scale of the problem to determine at what regimes a particle or wave model is more appropriate, making predictions about and solving problems in both regimes.

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AP BIOLOGY AP Biology is a college-level course designed to provide high school students with a foundational knowledge in biology. The course follows a rigorous exploration of topics in ecology, biochemistry, cell biology, Mendelian and molecular genetics, regulation of gene expression, evolution, human physiology, and plant biotechnology.

Emphasis is placed on inquiry-based laboratory investigations, quantitative skills, and deep understanding of biological concepts, while reducing emphasis on rote memorization of enzymatic names and chemical structures. Students will gain experience with several techniques of molecular biology, including bacterial transformation, PCR amplification, and gel electrophoresis/analysis of amplified DNA products from their own genome. The course is taught in light of recent curricular changes set forth by the College Board with the goal of best preparing students for success on the AP Biology exam.

Department consent is required for all AP courses.

AP students are expected to take the AP exam.

AP Biology Course Standards 1. The student can use representations and models to communicate scientific phenomena and solve scientific problems.

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9. The student can illustrate how living systems store, retrieve, transmit, and respond to information essential to life processes.

10. The student demonstrates an understanding of how biological systems interact, and the these systems and their interactions possess complex properties.

AP CHEMISTRY AP Chemistry is a rigorous and academically challenging course that is designed to be the equivalent of the general chemistry course usually taken during the first year of college. The course centers around the big ideas around which chemistry is focused in order to promote a deeper understanding of the foundational content of chemistry.

The course is laboratory-based, with experiments designed to combine content with inquiry and reasoning skills, and to emphasize science practices. The curriculum of AP Chemistry includes discussion of reaction types, stoichiometry, kinetic theory of gases, quantum mechanics of atoms and molecules, study of condensed states, solution theory, chemical kinetics, equilibrium, acid-base theories, thermodynamics, and electrochemistry.

Students must be enrolled in or have completed Precalculus to enroll in this course. Department consent is required for all AP courses. AP students are expected to take the AP exam.

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AP Chemistry Course Standards 1. Students understand that the chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms.

2. Students can use the structure and the arrangement of atoms, ions, or molecules and the forces between them to explain the chemical and physical properties of materials.

3. Students understand that changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.

4. Students can use the details of molecular collisions to determine the rates of chemical reactions.

5. Students can describe the essential role of energy and explain and predict the direction of changes in matter using the laws of thermodynamics.

6. Students understand that any bond or intermolecular attraction that can be formed can also be broken and that these two processes are in a dynamic competition that can be shifted by initial conditions or external disturbances.

7. Students can use the periodic table as a tool for understanding atomic, chemical, and mechanical properties of elements, bonding, and naming compounds.

8. Students can use representations and models to communicate scientific phenomena and solve scientific problems.

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RESEARCH FELLOWS: RESEARCH SCHOLARS

RESEARCH FELLOWS: RESEARCH METHODS Research Methods is a course designed to provide students with an introduction to research methodology, writing, and communication. The primary objective of the course will be to emphasize the process of independent research with the goal of guiding students through the development and proposal of their own research projects. Another major component of the course will involve the critical reading and review of published academic research articles.

Eligibility and Application Process • Rising juniors who are registered for six or fewer classes • Sound academic record in science Credit Completion of Research Methods course will be equivalent to one AP semester course. Students will receive a letter grade.

Team Teaching Approach The Research Methods course will be team taught in a seminar style, and will include the librarian and the Writing Center Director.

Timeline Rising juniors will register for the Research Methods course and await faculty approval. At the time of registration, students need to submit teacher recommendation.

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Following completion of the first semester course Research Methods, juniors may continue with approval as a Research Scholar. During the second semester, students will begin to complete their research and write a scholarly manuscript for submission to an academic journal. This process may require work throughout the summer. In the fall of their senior year, students will prepare a poster and a Keynote-style presentation to be delivered to an audience of students, Webb faculty mentors, and invited university professors. The expected time commitment for this course will be equivalent to an AP course load.

Eligibility and Application Process Available only to those who successfully completed Research Methods as juniors and whose proposals were evaluated and approved by the faculty mentor.

Credit Completion of the Research Scholars course will be equivalent to one AP semester course. Students will receive a letter grade after successful presentation of research.

Faculty Mentor Involvement and Scheduling • Students will work with the faculty mentor/teacher of the course and may consult mentors outside of Webb School

Science Electives One Semester Courses MATERIALS SCIENCE: METALS AND CERAMICS (fall) This course serves as a hands-on introduction to the properties of materials, from bulk properties to the nanoscale. Students will learn to conduct independent investigations into the chemical and physical properties of metals and ceramics. Topics of study include measurement of chemical and physical properties of metals, crystal structure and states of matter, thermodynamics, phase diagrams of pure metals and alloys, and exploring mechanical properties. There is a significant laboratory component, with each unit supported by embedded labs and projects. Students will draw wires, make alloys, study thermal shock, and try glass blowing and bending. There will be a special focus on applied materials science, including investigations of the atomic and crystalline structure of electronic and magnetic materials, including metallic conductors, resistive alloys, superconducting materials, piezo-electric and piezo-magnetic materials, and optical materials.

This course is open to juniors and seniors who have completed a chemistry course.

Materials Science: Metals and Ceramics Course Standards 1. Students can classify materials as metals and non- metals based on chemical, physical, and mechanical properties.

2. Students can identify an appropriate mechanical testing method to quantitatively study a specified mechanical property of a material.

3. Students can describe in words or diagrams the structure of crystals and methods for forming crystals.

4. Students can identify classes of materials defects and make inferences about the bulk properties of a material from information about defect structures, including physical, chemical, and mechanical properties.

5. Students are fluent in and can elaborate on the cultural and historical significance of a number of metal and ceramic materials, including (but not limited to) copper, gold, bronze, steel, silicon oxide, and raku.

6. Students can describe the chemical processes involved in corrosion in terms of balanced chemical equations. They can predict when a corrosion reaction will occur and what the products of the reaction will be. They can connect this process to mechanical properties of metals, applications of sacrificials and non-reactive coatings, and design of rechargeable batteries.

• Research Scholars and their parents will sign a contract agreeing to the timeline and work required for research

7. Students can identify materials as crystalline or amorphous based on their physical or mechanical properties.

Timeline

8. Students can identify the component materials in ceramics or glass, describe the structures using words or pictures, and elaborate on how the percent composition of each ingredient will impact the mechanical properties of the resulting material.

Research will take place during the spring semester and summer following the successful completion of the Research Methods course. Students will present their research early in the fall of their senior year.

9. Students can read and interpret the information in an alloy phase diagram. They can construct a phase diagram from experimental data collected.

NOTE: Students who complete both the Research Methods course and the Research Scholars course will be designated as Research Fellows.

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10. Students can identify a semiconductor from the chemical structure. They can identify appropriate dopants used in the semiconductor industry and describe the chemical properties of a good dopant for a specific semiconducting material.

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MATERIALS SCIENCE: POLYMERS AND BIOMATERIALS (spring) This course in materials science focuses on ‘soft’ materials – polymers and biomaterials. Synthetic polymers and their chemistry are introduced, from the bulk properties of materials down to the use of nanomaterials in engineering applications. The classification of polymers is included along with how they are altered chemically or with additives. Students will also study the properties of composite materials, looking specifically at the properties of fiber-reinforced composites, including graphite and Kevlar fibers.

Students will examine a broad array of materials found in nature that may be manipulated of mimicked to better meet the needs of consumers. There is a significant laboratory component with each unit supported by embedded labs and projects, including synthesis of cross-linked polymers, using a polyurethane resin cast, making and testing concrete, observing compression and tension in a bending composite beam, constructing a solar cell using nanoparticles, and designing a drug-delivery capsule for delivery of medication to a simulated patient.

This course is open to juniors and seniors who have completed a chemistry course. Enrollment in the fall semester course, Materials Science: Metals and Ceramics, is suggested, but not required.

Materials Science: Polymers and Biomaterials Course Standards 1. Students can describe the difference between organic and inorganic materials in terms of their chemical structure. They are fluent in the historical context of the first synthetic organic molecules and polymers.

2. Students can identify, name, and draw alkane, alkene, and alkyne molecules. They can identify, name, and draw a specified set of organic functional groups.

3. Students can relate the functional groups present on an organic molecule or polymer to its chemical and physical properties.

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Forensic Science: Biological Forensics Course Standards

4. Students are fluent in and can elaborate on the cultural and historical significance of a number of polymeric and composite materials, including (but not limited to) Bakelite, nylon, Kevlar, polyurethane, polystyrene, and polyethylene.

1. Students can identify what a forensic scientist does and does not do.

2. Students can correctly diagram a crime scene.

5. Students can identify plastics as recyclable based on their thermal properties. Students can describe the steps involved in a recycling process and the challenges inherent in this process. Students can develop their own recycling sorting process based on physical and chemical properties of recyclable polymers.

3. Students can collect and analyze fingerprints, hair, and blood.

4. Students can collect and identify different life stages of insects and relate them to time since death.

5. Students can use the conditions of a corpse to determine the time of death.

6. Students can differentiate between recyclable materials, biodegradable materials, and biomaterials.

They can describe the structures, properties, and advantages of each. They can synthesize their own biomaterials and quantitatively test the mechanical properties of their products.

6. Students can discuss the benefits of DNA fingerprinting as well as discuss how it is done.

7. Students can put the full semester together to analyze a crime scene, including a report to a district attorney.

7. Students can describe the structures and classify the structures of composite materials. Students can design mechanical testing systems of quantitatively investigate the mechanical properties of composites.

They can compare the strength-to-weight ratio for a varied range of composite materials.

8. Students can describe the composition of concrete and the chemical processes that determine its mechanical properties.

9. Students can describe in general terms how materials usage has changed throughout human history and geography. They can identify how the introduction of novel materials and processing techniques changed the types of materials typically used. Students can relate the availability of natural resources (renewable and nonrenewable) to the materials choices made by humans.

10. Students can utilize principles of composite materials to meet technical challenges including (but not limited to) water filter design, windmill design, thermal insulation design, etc. Students can describe using words or pictures their design choices.

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FORENSIC SCIENCE: PHYSICAL AND CHEMICAL FORENSICS (spring) FORENSIC SCIENCE: BIOLOGICAL FORENSICS (fall) In this semester, we will explore the aspects of evidence analysis from a biological standpoint. Topics may include: fingerprints, hair, blood, DNA, entomology, and human remains. Students will participate in evidence collection and analysis for each of the topics. They will end the semester with a crime scene that will test the skills they have acquired in class to deduce the most likely perpetrator.

Students may take one or both semesters of Forensic Science. These courses require significant lab work.

Honors Requirements Students will be required to read a book about forensic science and give a presentation about the book. They will also be assigned two research papers about methods studied during the course of the semester. Enrollment is based upon department recommendation.

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In this semester, we will explore the aspects of evidence analysis from a physical or chemical standpoint. Topics may include: fibers, drugs, toxins/alcohol, soil and glass, firearms, tool marks and impressions, documents and handwriting analysis, and cybercrime. Students will participate in evidence collection and analysis for each of the topics. They will end the semester with a crime scene that will test the skills they have acquired in class to deduce the most likely perpetrator.

Enrollment in Biological Forensics (fall semester) is suggested but not required.

Honors Requirements Students will be required to read a book about forensic science and give a presentation about the book. They will also be assigned two research papers about methods studied during the course of the semester. Enrollment is based upon department recommendation.

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Forensic Science: Physical and Chemical Forensics Course Standards 1. Students can identify what a forensic scientist does and does not do.

2. Students can correctly diagram a crime scene.

3. Students can understand and discuss the different drugs and poisons that we can test for, and their effects on the human body.

4. Students can analyze the amount of alcohol in a blood sample and what the level of alcohol means to the body and with regard to the law.

5. Students can analyze blood spatter and bullet trajectory to analyze what happened at a crime scene. They can accurately measure and apply equations based off of the laws of physics.

6. Students can discuss, collect, and analyze the different types of impressions made by tools, shoes, and teeth.

7. Students can analyze handwriting samples to accurately determine if the document is a forgery, based off the writing, type print, and paper. This will include letters, historical documents, and currency.

8. Students will be able to discuss what the different forms of cybercrime are, as well as their impact on individuals, government, and society.

fabrication, electronics, programming, and project management. Students will have opportunities to research, design, develop, build, test, and evaluate solutions to real-life problems. It will consist of direct instruction, hands-on learning, and extensive lab period work sessions. Basic building principles and computer programming will be included.

Honors Requirements The Honors track for this course will include enhanced extension projects embedded within the course materials. Students will have additional responsibilities in project management and the opportunities for student-led investigations.

Invention and Innovation: Principles of Engineering Course Standards 1. Students demonstrate knowledge of forces, mechanical work, and energy through applications involving hands-on, project-based activities as well as oral presentation.

2. Students can utilize basic programming and logic structures in pseudocode or various programming languages. Students can write programs to run in simulations and on a physical robot.

3. Students can describe the role of life-cycle engineering as part of a design process.

9. Students can put the whole semester together to analyze a crime scene, including a report to the district attorney.

4. Students can apply a structured problem-solving process consisting of several steps. They can iterate and improve upon designs using quantitative testing and qualitative feedback mechanisms.

INVENTION AND INNOVATION: PRINCIPLES OF ENGINEERING

5. Students utilize economic considerations in the engineering design cycle and will be able to apply basic economic relationships in making decisions.

This is a fast-paced, hands-on STEM course designed to engage students in authentic engineering practices in a project-based environment. Students will demonstrate their mastery of material verbally, in writing, and through improving the performance of devices. Students will work in design teams to solve challenges related to disciplines such as mechanical, software, electrical, systems, biomedical, and environmental engineering.

The course will require the purposeful application of design principles, along with relevant science, technology, and mathematics concepts. Topics will include labspace safety, teamwork and organization, engineering process, mechanical design, computer-aided design, mechanical 80 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

6. Students apply the basic language of technical design as they design, sketch, and make technical drawings, illustrations, models, or prototypes of real design problems.

7. Students can use engineering design software, such as CAD, to design 2-D and 3-D structures. They can manufacture 2-D and 3-D structures based upon design constructions.

8. Students evaluate solutions to a complex, real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

9. Students demonstrate effective communication skills through oral and written reports presented to their instructors, their peers, and selected industry professionals.

10. Students solve open-ended problems working in teams and organize their collective tasks using industry-standard agile management techniques.

ROBOTICS ENGINEERING The objective of this course is to introduce basic programming, engineering, and problem-solving strategies. Students will develop critical thinking and problem-solving skills as they build fully functioning robots, use motors and sensors to control them, and program them using National Instruments Engineeringbased icon language that’s easy to learn and used widely in industry. Students will apply basic principles of algebra and geometry while learning about energy, force, speed, power, simple machines, complex mechanisms, coordinate systems, measuring, and more.

There is a significant laboratory component, with student-led project management and engineering design principles central to the course. Using the flexible building systems and other available materials, students learn the basics of building a robot and then stretch their imaginations to design remote-controlled robots for a series of escalating classroom game challenges. In addition, students learn to design and program basic autonomous robots using program loops, logic gates, decision-making, and timing sequences. They will learn how to use sensors and adjust the speed, turning radius, and travel distance of the robots.

Prerequisite: Invention and Innovation: Principles of Engineering

Robotics Engineering Course Standards 1. Students will learn about gear ratios, mechanical advantage, fluid mechanics, and energy transfer through hands-on applications involving robotics.

2. Students will be introduced to basic programming and logic structures. They can write programs to accomplish tasks on a physical robot using control loops, decision trees, timing sequences, and sensor feedback.

3. Students can use a computer simulation to model the impact of proposed technical solutions with numerous criteria and constraints on interactions within and between systems relevant to the problem.

4. Students can apply mathematical and scientific concepts to robotics applications, including mechanics, electrical-circuit theory, and electronic control systems.

5. Students will learn how to apply a structured engineering problem-solving and design process consisting of several steps.

6. Students design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

7. Students will learn to use several engineering software tools useful in problem solving, including OnShape, MatLab, LabVIEW, and MeshCAM. 8. Students will be able to identify and describe selected mechanical systems and subsystems, and apply the appropriate fundamentals and unifying concepts to solve problems.

9. Students communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

10. As a final course assessment, students solve an open-ended problem, working in teams to address a clearly defined and researched critical societal need.

Honors Requirements The Honors track for this course will include enhanced extension projects embedded within the course materials. Students will have additional responsibilities in project management and the opportunities for student-led investigations.

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Social Studies The social studies department seeks to provide opportunities for critical thinking, analytical research and writing, thoughtful reflection, meaningful connections from the past to the present, and an understanding of our multicultural heritage. The department also integrates literature, art, and music into the larger economic, political, social, religious, and philosophical themes. We utilize technology in primary-document research, class activities, and class presentation strategies.

A student completes his or her graduation requirement by successfully passing three years of Social Studies, including Ancient World History, Modern World History (or AP Modern European History/AP Modern World History), and U.S. History. The sequence of courses is shown on the next page.

A first quarter grade of C- or below can result in student removal from an Honors or AP course.

Social Studies Required Courses ANCIENT WORLD HISTORY: A STUDY OF POLITICS, CULTURE, RELIGION, AND SOCIETY This course is a required yearlong class that examines world history from the first humans to 1300 CE. Students examine the development of politics, culture, religion, and society within human communities and civilizations throughout the world in this time period.

Throughout their exploration students will develop their critical thinking, geography, critical reading, research, presentation, writing, discussion, and collaborative skills.

Finally, students are encouraged to analyze connections between current events in the regions they study and the story of that region’s development in the ancient world.

Students will use information literacy skills to gather credible information about current and ancient events, peoples, religions, and ideas; and produce keynotes, essays, research papers, posters, debate speeches, and in-class discussions.

Ancient World History Course Standards 1.

Students can trace societal, cultural, environmental, economic, & political developments throughout time.

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2. Students can identify and explain cause and effect using chronological reasoning skills and will develop an understanding of change over time, comparison, and contextualization.

GRADE

• Ancient World History

• Ancient World History Honors

10

• Modern World History • Introduction to Entrepreneurship & Design Thinking *

• Modern World History Honors • AP Modern European History • AP Modern World History

• United States History

• United States History Honors • AP United States History

5. Students develop and master the skill of writing an analytical essay that includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.

• • • • • •

6. Students can use reading strategies to help with retention and comprehension of nightly reading assignments.

7. Students develop skills of engaging in civil discourse, presenting opposing ideas, and listening carefully to thoughts that may be different from their own.

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8. Students can collaborate with classmates on a variety of activities and projects.

African Studies * ** Civics & Personal Finance * ** Civil War & Reconstruction * ** Colonial & Revolutionary America * ** Conflict in Vietnam: A Global Perspective * ** From a Journalistic Lens to Historical Study: Develop Your News Literacy * ** • Introduction to Entrepreneurship & Design Thinking * • Topics in Women’s History * ** • United States History Since 1945 * **

ANCIENT WORLD HISTORY HONORS: A STUDY OF POLITICS, CULTURE, RELIGION, AND SOCIETY This course is a required yearlong class that examines world history from the first humans to 1300 CE. Students examine the development of politics, culture, religion, and society within human communities and civilizations throughout the world in this time period. Throughout their exploration, students will build on established critical thinking, geography, critical reading, research, presentation, writing, discussion, and collaborative skills. Finally, students are encouraged to analyze connections between current events in the regions they study and the story of that region’s development in the ancient world. Students will use mature information literacy skills to gather credible information about current and ancient events, peoples, religions, and ideas; and produce keynotes, essays, research papers, posters, debate speeches, and in-class discussions.

This course is for students of history who love research, want to delve deeply into many areas of the past, and long to discuss ideas in daily round-table conversations.

HONORS AND AP

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3. Students can evaluate and analyze primary sources.

4. Students can evaluate and utilize online and library resources, including books and databases, for research papers and projects.

COLLEGE PREPARATORY

• • • •

AP Macroeconomics * ** AP Microeconomics * ** AP U.S. Government & Politics * ** Conflict in Vietnam Honors: A Global Perspective * ** • Entrepreneurship Honors: Theory & Practice * • From a Journalistic Lens to Historical Study: Develop Your News Literacy Honors * ** • Introduction to Philosophy Honors * ** • Research Scholars: Advanced Research in Humanities * ** (AP credit) • Topics in Women’s History Honors * ** • AP Modern European History • AP World History

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Semester electives offered during junior year are also available to seniors.

* Semester course

• AP Psychology * • Conflict in Vietnam Honors: A Global Perspective * ** • Entrepreneurship Honors: Theory & Practice * • Entrepreneurship Honors: The Capstone Experience * • From a Journalistic Lens to Historical Study: Develop Your News Literacy Honors * ** • Topics in Women’s History Honors * **

** These courses are offered based on student interest and faculty availability.

Honors enrollment is based on a teacher’s recommendation and at least a B+ average in Webb’s Middle School social studies courses.

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Ancient World History Honors Course Standards 1. Students can trace societal, cultural, environmental, economic, & political developments throughout time.

2. Students can identify cause and effect, as well as change over time using chronological reasoning skills.

Students work on developing skills required to make comparisons and understand contextualization.

3. Students can evaluate and analyze primary sources and scholarly writing in World History, as well as write about this analysis.

4. Students can evaluate and utilize online and library resources, including books and databases, for research papers and projects.

region’s development since 1200 CE. Students will use information literacy skills to gather credible information about current and past events, peoples, religions, and ideas; and produce keynotes, essays, research papers, posters, debate speeches, and in-class discussions.

Modern World History Course Standards 1. Students can trace societal, cultural, environmental, economic, and political developments from 1300 CE to the present.

2. Students can identify and explain cause and effect using chronological reasoning skills and will develop an understanding of change over time, comparison, and contextualization.

5. Students build on the skill of writing an analytical essay that includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.

3. Students can evaluate and analyze primary sources.

6. Students can use reading strategies to help with retention and comprehension of nightly reading assignments.

5. Students can evaluate and utilize online and library resources, including books and databases, for research papers and projects.

7. Students develop skills of engaging in civil discourse, presenting opposing ideas, and listening carefully to thoughts that may be different from their own.

8. Students can collaborate with classmates on a variety of activities and projects.

MODERN WORLD HISTORY: A STUDY OF POLITICS, CULTURE, RELIGION, AND SOCIETY This course is a required yearlong class that examines world history from 1200 CE to the present. Students examine the development of politics, culture, religion, and society within civilizations throughout the world in this time period. Throughout their exploration, students will develop their critical thinking, geography, critical reading, research, presentation, writing, discussion, and collaborative skills. Finally, students are encouraged to analyze connections between current events in the regions they study and the story of that

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4. Students can think, write, and speak about the major issues, events, groups, and individuals that have impacted human populations around the globe.

6. Students can develop an argument and support his/her claims with appropriate evidence in short answers and essays. They will learn to develop an argument throughout a paper.

7. Students learn about and master skills of civil discourse.

8. Students learn to connect their knowledge of world history to other areas of the world in ways that demonstrate global literacy as well as a working knowledge of current events as they connect to the past.

MODERN WORLD HISTORY HONORS: A STUDY OF POLITICS, CULTURE, RELIGION, AND SOCIETY This course is a required yearlong class that examines world history from 1200 CE to the present. Students examine the development of politics, culture, religion, and society within civilizations throughout the world in this time period. Throughout their exploration, students will build on their critical thinking, geography, critical reading, research, presentation, writing, discussion, and collaborative skills. Finally, students will analyze connections between current events in the regions they study and the story of that region’s development since 1200 CE. Students use mature information literacy skills to gather credible information about current and past events, peoples, religions, and ideas; and produce keynotes, essays, research papers, posters, debate speeches, and in-class discussions.

Modern World History Honors Course Standards

Honors enrollment is based on a teacher’s recommendation and at least a B+ average in Webb’s Ancient World History Honors course or an A- in Webb’s Ancient World History course.

UNITED STATES HISTORY This course offers juniors a chance to explore United States history while at the same time improving each student’s basic skills in critical reading, writing, and discussion. Students will examine primary and secondary sources written and created by people with different economic, social, and ethnic perspectives while seeking to understand and analyze different time periods in the story of the U.S. Students will learn to develop questions that lead them to think and write like a historian about a variety of topics, from the meaning of freedom to the role of the U.S. in the world. Finally, students will have the opportunity to research a topic of interest and write a research paper.

1. Students can trace societal, cultural, environmental, economic, and political developments from 1300 CE to the present.

United States History Course Standards

2. Students can identify cause and effect, as well as change over time using chronological reasoning skills. Students build on the skills required to make comparisons and understand contextualization.

2. Students can think, write, and speak about the themes of political, economic, and social history.

3. Students can evaluate and analyze primary sources and scholarly writing in world history as well as write about this analysis.

4. Students can think, write, and speak about the major issues, events, groups, and individuals that have impacted human populations around the globe.

5. Students can evaluate and utilize online and library resources, including books and databases, for research papers and projects.

6. Students can develop an argument and support his/ her claims with appropriate evidence in short answers, essays, and papers.

7. Students master skills of civil discourse.

1. Students can think, write, and speak about history in North America from 1491 to the present.

3. Students can write short answers and analytical essays.

4. Students will develop research skills and analyze different genres of documents in U.S. history.

5. Students will develop the skills of making an argument and support his/her claims with appropriate evidence in discussion.

6. Students can research in credible sources a topic in American history and write a four- to five-page research paper using Chicago-style footnotes and bibliography.

7. Students can utilize the skills of civil discourse.

8. Students can connect their knowledge of world history to other areas of the world in ways that demonstrate global literacy, as well as a working knowledge of current events as they connect to the past.

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UNITED STATES HISTORY HONORS

AP UNITED STATES HISTORY

United States History Honors for juniors offers students the opportunity to explore the story of the United States through a variety of perspectives using a wide range of materials. The perspectives cross social, ethnic, and economic boundaries while reading and analyzing primary sources of many types and secondary sources of different genres. The teacher and students will generate questions used to spur the exploration of major issues in American life, including what it means to be an American, the role of the U.S. in the world, and the many ways citizens have defined freedom. This course is for students of history who love research, want to delve deeply into many areas of the past, and long to discuss ideas in daily round-table conversations.

AP United States History offers juniors the opportunity to survey the story of the United States from the era of Native Americans to the present. The course focuses on seven themes and four historical thinking skills (comparison, analyzing change over time, contextualization, and causation) chosen by the College Board. Students develop the skills of critical reading and master writing essays and short answers in the formats used for the AP exam. The AP exam is required to complete the course. Students apply for this course and may be accepted after a consideration of past performance in social studies courses, interest in U.S. History, writing skills, and work ethic.

Enrollment is based on a teacher’s recommendation and at least an A- average in a previous Webb nonHonors course.

Enrollment is based on a teacher’s recommendation and at least a B+ average in a previous Webb AP or Honors Social Studies course, or an A- in a Webb non-Honors course.

United States History Honors Course Standards

AP United States History Course Standards

1. Students can think, write, and speak about history in North America from 1491 to the present.

1. Students can think, write, and speak about history in North America from 1491 to the present.

2. Students can think, write, and speak about the themes of political, economic, and social history.

3. Students can write short answers, analytical essays, and document-based essays.

2. Students can think, write, and speak using the historical thinking skills of contextualization, causation, comparison, and continuity and change over time.

4. Students can critically analyze different genres of documents and scholarly writing in U.S. history, as well as write about his/her analysis.

3. Students can write short answers, long essays, and document-based essays according to the College Board rubric for the AP U.S. History exam.

5. Students can develop an argument and support his/her claims with appropriate evidence in discussion and in written essays and papers.

4. Students can think, write, and speak about the following seven themes: American and National Identity; Politics and Power; Work, Exchange, and Technology; Culture and Society; Migration and Settlement; Geography and the Environment; and America in the World.

6. Students can research in credible sources a topic in American history and write a five-to-seven-page research paper using Chicago-style footnotes and bibliography.

7. Students can utilize the skills of civil discourse.

5. Students can critically analyze different genres of documents and scholarly writing in U.S. history.

6. Students can develop an argument and support their claims with appropriate evidence in discussion and in written essays and papers.

7. Students can utilize the skills of civil discourse.

8. Students can research in credible sources a topic in American history and write an eight-page research paper using Chicago-style footnotes and bibliography.

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Social Studies Electives Full-Year Courses AP MODERN EUROPEAN HISTORY Taken in the 10th or 12th grade, students study the history of Europe from the Middle Ages to the present using various tools of research and analysis. Several themes are emphasized that act as reference points, two of which are the rise of individualism and nationalism.

Students apply for this course and are accepted by the Social Studies faculty after a consideration of grades from previous Upper School Social Studies and English classes, interest in the subject matter, writing ability, and work ethic.

Enrollment is based on a teacher’s recommendation and at least a B+ average in a previous Webb AP or Honors Social Studies course, or an A- in a Webb non-Honors course.

AP Modern European History Course Standards 1. Students can think, write, and speak about history in Europe from 1400 to the present.

2. Students can think, write, and speak using the historical thinking skills of contextualization, causation, comparison, and continuity and change over time.

3. Students can write short answers, long essays, and document-based essays according to the College Board rubric for the AP European History exam.

4. Students can think, write, and speak about the following six themes: Interaction of Europe and the World; Poverty and Prosperity; Objective Knowledge and Subjective Visions; States and Other Institutions of Power; Individual and Society; National and European Identity 5. Students can critically analyze different genres of documents and scholarly writing in European history.

6. Students can develop an argument and support their claims with appropriate evidence orally in discussion and written in essays and papers.

7. Students learn about and master the skills of civil discourse.

8. Students can connect their knowledge of European history to other areas of the world in ways that demonstrate global literacy.

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AP MODERN WORLD HISTORY Taken in the 10th or 12th grade, this course takes a thematic approach to world history from the first technological advancements to the modern period of globalization. Throughout the year, students investigate significant events, individuals, developments, and processes across historical periods, from the foundations of human history to the present.

We lay the foundations with early human history, but the focus of the class is primarily from 1200 CE to present day. Throughout the course, students develop the same skills, practices, and methods employed by historians; they learn to analyze primary and secondary sources, develop historical arguments, make historical comparisons, and reason about contextualization, causation, and continuity and change over time. Equally important, students will learn how to see the larger interconnected human story as they study the details of the particulars of peoples, nations, and groups around the world.

Enrollment is based on a teacher’s recommendation and at least a B+ average in a previous Webb AP or Honors Social Studies course, or an A- in a Webb non-Honors course.

AP Modern World History Course Standards 1. Students can contextualize world historical developments, recognize and identify the cause and effect of world historical developments, and identify and explain the continuities and changes over time that influenced world history.

2. Students can communicate their understanding of world history in long essay and short answer formats consistent with the requirements set by College Board for the AP test.

3. Students can compare historical developments and recognize continuities and changes across the globe based on the five established College Board themes: Interaction between Humans and the Environment; Development and Interaction of Cultures; State Building, Expansion, and Conflict; Creation, Expansion, and Interaction of Economic Systems; and Development and Transformation of Social Structures.

4. Students can analyze primary and secondary source materials within historical context.

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AP MACROECONOMICS

5. Students can establish a thesis and a historical argument that is effectively supported by appropriate historical evidence.

6. Students can make historical connections within and among societies, and across time and space.

7. Through their study of world history, students develop a sensitivity and respect for the world’s cultural, societal, and religious differences, and recognize the influence of that history on today’s global world.

8. Students develop historical thinking skills that can be applied to their understanding of contemporary world developments.

9. Students can research subjects on a global level and apply their research to a historical research paper, complete with Chicago Manual-style notes and bibliography.

Social Studies Electives One-Semester Courses AP UNITED STATES GOVERNMENT AND POLITICS This course for juniors and seniors gives students an analytical perspective on government and politics in the United States. The course includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. politics. Students apply for this course and are accepted by the social studies faculty after a consideration of grades from previous Upper School social studies and English classes, interest in the subject matter, writing ability, and work ethic.

Enrollment is based upon departmental consent.

Students enrolled in an AP course are expected to take the AP exam.

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AP United States Government and Politics Course Standards 1. Students develop an understanding of the philosophical origins of government.

2. Students develop an understanding of the arguments and positions of the framers in constructing and ratifying the United States Constitution.

3. Students develop an understanding of the concept of federalism, and how it is implemented in the policies of the Federal and state governments.

4. Students develop an understanding of the role of civil liberties and civil rights in U.S. political history, and its current implementation in U.S. legal policy.

5. Students can make historical connections between the sources of American political culture, and its comparison with other nations.

6. Students can analyze the types of political participation in the American political system.

This course for juniors and seniors gives students a thorough understanding of the principles of economics that apply to an economic system as a whole. Students will be introduced to such macroeconomic concepts as comparative advantage, inflation, price indexes, and monetary and fiscal policy, as well as many other concepts that deal with national and world economies.

A particular emphasis is on the study of national income and price determination; this also develops students’ familiarity with economic performance measures, economic growth, and international economics.

This course can serve as a complement to the AP Microeconomics course that is offered in the fall semester, or be taken as a stand-alone course to introduce students to economics from a macro perspective. Students apply for this course and are accepted by the Social Studies faculty after a consideration of grades from previous Upper School Social Studies and English classes, interest in the subject matter, writing ability, and work ethic. Enrollment is based upon departmental consent. Students enrolled in an AP course are expected to take the AP exam.

AP Macroeconomics Course Standards 1. Students can analyze economic data, interpret the data and construct economic models and graphs.

2. Students develop an understanding of basic economic concepts – PPC, supply and demand, opportunity costs, elasticity, types of goods and services, effects on goods and services.

3. Students can measure the economic performance of macroeconomies through understanding of real and nominal GDP, rates of unemployment, inflation, deflation, and dis-inflation.

7. Students develop an understanding of the details and processes of fiscal and monetary policy, and the role of government and central banks in the economic system.

8. Students develop an understanding of the role of capital flows and balance of payments, the foreign exchange market, and exchange rate policy.

AP MICROECONOMICS This course for juniors and seniors gives students a thorough understanding of the basic principles of economics and their impact on individual economic decision-making. As applied to both the consumer and producers, students will be introduced to basic economic principles as well as to specific microeconomic concepts such as the product and factor markets, consumer choice, elasticity, supply and demand, production and costs, and a host of other concepts that help to explain our economic world.

This course can serve as a complement to the AP Macroeconomics course that is offered every other year or be taken as a stand-alone course to introduce students to economics from a micro perspective.

Students are required to take the AP exam in Microeconomics in May. Enrollment is based on a teacher’s recommendation and at least a B+ average in a previous Webb AP or Honors Social Studies course, or an A- in a Webb non-Honors course.

AP Microeconomics Course Standards 1. Students can analyze economic data, interpret the data and construct economic models and graphs.

7. Students develop an understanding of the role of non-governmental institutions and organizations in the political landscape (media, political parties, campaigns, interest groups).

4. Students know the determinants of supply and demand and short and long-run equilibrium.

2. Students understand the basic economic concepts – PPC, supply and demand, opportunity costs, elasticity, types of goods and services, effects on goods and services.

8. Students can compare the structure, powers, and role of the institutions of the federal government (legislative, executive, and judicial branches).

5. Students develop an understanding of saving, investment, the roles and measurement of money, and the financial system.

3. Students understand marginal thinking, and apply it to consumption, production, profit maximization, resource use determination, and externalities.

9. Students develop an understanding of the role of the federal bureaucracy in policy making.

6. Students develop an understanding of the concept of the money multiplier and money creation, and the fractional banking system.

4. Students understand the nature and function of product markets in the economy.

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5. Students can differentiate between the different types of product markets.

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5. Students can describe how motivation, emotions, and stress are complex, each involving an interplay of cognition, physiology, and psychology.

6. Students develop an understanding of the nature and function of the factor market in the economy.

6. Students can understand that human development, from the womb to the tomb is a complex process involving physical, cognitive, moral, and social changes and consistencies.

3. Students can write one-page response papers to questions, documents, videos, or to summarize a reading.

4. Students can write an essay that provides a thesis statement, several interpretive points, and a conclusion.

7. Students develop an understanding of the causes of market failures, and the role of government in the micro-economy.

7. Students can describe various theories of human personality development, expression, and description.

5. Students can critically analyze different genres of writing, including secondary sources and a variety of primary sources, including audio-visual representations.

AP PSYCHOLOGY

8. Students can describe intelligence – how it’s defined, developed, measured, and applied to everyday living in various contexts.

6. Students can evaluate and utilize online and library resources, including books and databases, for short research papers and projects.

9. Students can describe abnormal behavior and various psychotherapeutic and biomedical treatment modalities of these disorders.

7. Students can engage in civil discourse, presenting opposing ideas and listening carefully to thoughts that may be different from their own.

10. Students can understand how humans think about, influence, and relate to each other.

8. Students can present research to the class using a variety of methods.

11. Students can write careful and cogent essays in response to prompts from College Board AP Free-Response Questions.

9. Students can cite research sources using Chicagostyle footnotes and a bibliography.

This course for seniors offers a survey of the various sub-fields of psychology. Through the reading of text and journals, lectures, class activities, films, and projects, this course provides students with a working knowledge of the theories and important terms in the sub-fields of psychology. It studies the research as well as historical and current theories in the various sub-fields while introducing students to significant psychological researchers. Critical thinking, problem solving, and writing skills are emphasized. Students apply for this course and are accepted by the Social Studies faculty after a consideration of grades from previous Upper School Social Studies classes, interest in the subject matter, writing ability, and work ethic.

Enrollment is based on a teacher’s recommendation and at least a B+ average in a previous Webb AP or Honors Social Studies course or an A- in a Webb non-Honors course.

AP Psychology Course Standards 1. Students can identify the three main components of the scientific attitude and relate them to critical thinking and analysis of psychological research.

2. Students can think, write, and speak about the scientific method and how it relates to the research methods of description, correlation, and experimentation.

3. Students can think, write, and speak about the basics of the nervous and endocrine systems and how they relate to human behavior.

4. Students can think, write, and speak about important, fundamental ways people and animals learn, think, and remember.

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AFRICAN STUDIES This semester elective provides students with an introduction to African Studies. The purpose of the course is to help broaden and deepen students’ understanding of Africa and its relationship to the world.

Students will engage in a topical approach to the African experience before, during, and after the colonial period.

This will be an interdisciplinary course that will include more than a singular historical narrative. Tools will include physical objects, maps, primary sources, music, and video.

We will explore concepts such as gender, nation, and race through the lens of the African experience. Critical thinking, reading, writing, and oral presentation skills are emphasized.

African Studies Course Standards 1. Students can think, write, and speak about Africa before, during, and after the colonial period.

2. Students develop historical thinking skills including contextualization, causation, comparison, synthesis, argumentation, interpretation, and an examination of continuity and change over time.

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PERSONAL FINANCE This semester class will present the foundations of civic engagement in the American political and economic system. Students will learn the basics of the American political system (both institutions and processes), as well as the basics of our economic system with an emphasis on personal finance. The purpose of this course is to teach students not only how our government and economic systems function, but also how to engage in those systems in ways that benefit students as citizens and benefit the communities where they live. Instead of a textbook, the course will draw on primary source material from current news and magazine sources along with our library databases. There will also be secondary sources from authorities and scholars on both government and economics. Traditional and alternative modes of assessing student progress will be used with more emphasis on non-traditional or alternative modes. Alternative modes of assessment could include research projects and papers, as well as debates and hands-on simulations.

Seniors will receive first priority for class enrollment.

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Personal Finance Course Standards 1. Students develop an understanding of the structure and form of the United States government, state government, and local government.

2. Students develop an understanding of the institutions and powers of the United States government, state government, and local government.

3. Students develop an understanding of the role of non-governmental institutions such as media, political parties, and interest groups.

4. Students develop an understanding of the importance of personal saving and budgeting.

5. Students develop an understanding of the impact of debt on one’s personal finance.

6. Students develop an understanding of the importance and impact of investing for retirement.

7. Students develop an understanding of the types of and the role of insurance (property and casualty, life, and health).

8. Students develop an understanding of the role of taxes in society.

9. Students develop an understanding of the importance of giving in one’s personal financial strategy.

CIVIL WAR AND RECONSTRUCTION Open to juniors and seniors, this course will study the causes, events, and effects of the American Civil War and Reconstruction. Students will use primary and secondary sources to examine the political and military components of this critical time period in American history; the course will also examine the social experiences of women, slaves, and free blacks as well. Participants will complete research on various topics, write analytical essays, discuss critical issues with classmates, prepare and present projects, analyze film and literature, and create their own documentary films.

Civil War and Reconstruction Course Standards 1. Students can identify and explain sectional differences emerging in the first half of the 19th century and analyze how those differences led to the Civil War. 2. Students can trace the chronology of the Civil War, identifying key battles and influential leaders.

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3. Students can explain the effect of the war on individual people, including civilians.

4. Students can explain and analyze the struggle of Reconstruction and understand expansion of power at the state and federal levels.

5. Students can recognize the lasting impact of the Civil War on American memory and in the 21st century.

6. Students can construct a well-thought essay that includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.

7. Students can evaluate and utilize online and library resources, including books and databases, for large-scale research papers and projects.

8. Students can engage in civil discourse, presenting opposing ideas and listening carefully to thoughts that may be different from their own.

9. Students can evaluate and analyze primary sources.

COLONIAL AND REVOLUTIONARY AMERICA: FACT & FICTION The goal of this elective is to gather through a variety of methods the “mythology” of this period in United States history. Then students will set about gaining a truer portrait of the issues, events, and experiences of Native Americans and immigrants from Europe in British North America. Students will use research skills to find the reality of various events and issues. Once students have the information, they will discuss it in formal and informal settings, write response papers, and share their ideas in various presentation formats. Open primarily to juniors and seniors, sophomores are welcome if space allows.

Colonial and Revolutionary America: Fact & Fiction Course Standards 1. Students can think, write, and speak about the history of British North America during the colonial and revolutionary periods.

2. Students develop historical thinking skills, including contextualization, causation, comparison, synthesis, argumentation, interpretation, and an examination of continuity and change over time.

4. Students can write an essay that provides a thesis statement, several interpretive points, and a conclusion.

5. Students can critically analyze different genres of writing, including secondary sources and a variety of primary sources.

6. Students can evaluate and utilize online and library resources, including books and databases, for short research papers and projects.

7. Students can engage in civil discourse, presenting opposing ideas and listening carefully to thoughts that may be different from their own.

8. Students can present research to the class using a variety of methods.

9. Students can cite research sources using Chicago-style footnotes and a bibliography.

CONFLICT IN VIETNAM: A GLOBAL PERSPECTIVE Conflict in Vietnam is designed to explore the background, execution, and legacy of war in Vietnam through careful study of historical sources, military strategy, soldier and civilian experiences, and primary and secondary sources, including film and literature. The scope of the course will extend beyond American intervention to study the global history of Vietnam and the issues colonialism and postcolonialism have brought to the country. Designed for juniors and seniors with preference given to seniors, Conflict in Vietnam will continue to sharpen students’ critical thinking, reading, writing, and discussion skills.

Honors Requirements The Honors section of Conflict in Vietnam is designed to allow students more opportunities to discuss and write about the significance of history in the development of current issues and to explore more deeply how issues transcend time and location. Assessments, including in-class essays, projects, graded discussions, and daily checks, will focus more on analysis and synthesis rather than simple recall and identification. Students will be expected to read and comprehend more rigorous selections and participate fully in all classroom activities.

Conflict in Vietnam Course Standards 1. Students can identify and explain the causes of the various wars fought over Vietnam in a larger global history.

2. Students can trace the chronology of conflict in Vietnam, identifying key turning points, strategies, influential leaders, and the process and impacts of colonization.

3. Students can explain the effects of the American war in the United States and in Vietnam on many different groups of people, including soldiers and civilians.

4. Students can construct a well-organized and insightful essay that includes an introduction with a thesis statement, body paragraphs with evidence, and a conclusion.

5. Students can evaluate and utilize online and library resources, including books and databases, for largescale research papers and projects.

6. Students can engage in civil discourse, presenting opposing ideas and listening carefully to thoughts that may be different from their own.

7. Students can evaluate and analyze primary sources.

FROM A JOURNALISTIC LENS TO HISTORICAL STUDY: DEVELOP YOUR NEWS LITERACY Both journalists and historians inform the public about the world we live in. The challenge we face is how to navigate today’s information highway. Students in this elective will learn news literacy skills which will empower them to differentiate between credible news and misinformation. Students will learn how to decipher objectivity versus bias in both news coverage and historical study. Then they will learn how to interpret what they find. We will explore how our understanding of events change as we journey from the eyewitness account of events provided by journalists to the intellectual study of events provided by historians.

This elective has both a CP and an Honors tract (with more rigorous standards), and is open to both juniors and seniors.

3. Students can write one-page response papers to questions, documents, videos, or to summarize a reading.

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From a Journalistic Lens to Historical Study: Develop Your News Literacy Course Standards: 1. Students can identify and explain the causes, course, and outcomes of the historical events and important contemporary topics.

2. Students can trace the development of journalistic coverage of the events/ topics and analyze the different perspectives and biases of historical and journalistic coverage.

3. Students can identify the primary purpose of a piece of information, and through that identification, he/she can determine how best to use or interpret it when forming their perspective on an event.

4. Students explore First Amendment rights and can deepen their understanding of the role that free press has in democracy.

5. Students can engage in civil discourse, presenting opposing ideas and listening carefully to thoughts that may be different from their own.

6. Students can identify and analyze primary and secondary sources, utilizing online and library resources.

7. Students can expand their research skills as they examine events and construct a narrative based on credible information. The narratives constructed can be in the form of essays and contemporary media formats such as video packages, social media posts, photojournalism, and graphic displays.

UNITED STATES HISTORY SINCE 1945 This course for seniors is designed to help students better understand events that their grandparents and parents experienced. Students consider how these developments have, in turn, influenced our present era in history. The course builds on foundations set in the required survey courses in World and United States History to provide an in-depth understanding of major political, economic, diplomatic, social, and cultural developments since World War II. The course concludes with a unit on challenges of the 21st century and engages students in a discussion of both the benefits and potential pitfalls of applying lessons from the past to present and future concerns.

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United States History Since 1945 Course Standards

Entrepreneurship Honors: Theory and Practice Course Standards

1. Students can think, write, and speak about history in the United States of America from 1945 to the present.

1. Students develop the ability to effectively express thoughts and ideas to a variety of audiences, including classmates, instructors, business professionals, and interview subjects.

2. Students can think, write, and speak using the historical thinking skills of contextualization, comparison, and continuity and change over time.

2. Students develop the ability to see the value of perspectives and ideas different from one’s own, and build upon them.

3. Students can write short answers and long essays.

4. Students can develop an argument and support their claims with appropriate evidence in discussion and in written essays and papers.

5. Students can develop an appreciation for following current news from both the United States and the rest of the world.

6. Students can draw connections from past events to current trends, both in the United States and abroad, so as to better understand the significance of the past and its influence on the future.

7. Students can utilize the skills of civil discourse.

INTRODUCTION TO ENTREPRENEURSHIP AND DESIGN THINKING In this course, students will be introduced to the entrepreneurial world in order to learn what it means to be a solution-based worker, thinker, and problem-solver.

Students will work with and learn from thriving entrepreneurs and businesses, collaborate with peers and experienced business owners, and apply innovative thinking and imagination to solve real-world problems.

Students in grades 10-12 are eligible for enrollment.

Introduction to Entrepreneurship and Design Thinking Course Standards 1. Students develop the ability to effectively express thoughts and ideas to a variety of audiences, including classmates, instructors, business professionals, and interview subjects.

2. Students develop the ability to see the value of perspectives and ideas different from one’s own, and build upon them.

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3. Students develop the ability to think freely and “outside of the box” to create unconstrained solutions to various scenarios.

4. Students develop the ability to assess the world as constructed, while developing a mindset of viewing problems as opportunities to create solutions.

5. Students develop the ability to remain unbiased in moving through a project; to accept and integrate feedback and, if necessary, pivot and adjust accordingly.

6. Students develop the ability to empathize with others and develop solutions with the user at the center of innovation.

7. Students develop the ability to find and access relevant information using a multitude of sources, and synthesize it into useful content.

ENTREPRENEURSHIP HONORS: THEORY AND PRACTICE In this Honors class, students will utilize Harvard Business School case studies to focus on the concepts of entrepreneurship and the practical tools and technologies which propel them. The course will spend two days a week using a case-based discussion of a particular aspect of entrepreneurial activity. The remaining three days of each week will look at ways to realize the principles suggested in the case studies. The course is meant to be a rigorous exploration through the topics that equip entrepreneurs to make decisions and act upon ideas. This exposure to higher-level materials and problem-solving techniques will prepare interested students for the “Capstone Experience” in the fall of 2022, which will allow students to complete a business plan for a for-profit or social enterprise idea.

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3. Students develop the ability to think freely and “outside of the box” to create unconstrained solutions to various scenarios.

4. Students develop the ability to assess the world as constructed, while developing a mindset of viewing problems as opportunities to create solutions.

5. Students develop the ability to remain unbiased in moving through a project; to accept and integrate feedback and, if necessary, pivot and adjust accordingly.

on some important examples of how classical and modern philosophers have both posed and struggled with questions in ways that are quite different to the methodology of theological or scientific inquiry. We will ask questions such as: What is liberty? What gives life meaning? What is the value of philosophy? Are humans always selfish? Why is there something rather than nothing? Are humans free? What is beauty? In the final weeks, we will examine several ways in which philosophy and the philosophical ways of thinking have been applied to contemporary issues.

Enrollment is based upon departmental consent, and seniors have first priority.

Introduction to Philosophy Honors Course Standards 1. Students foster the habits of active listening, respect, mindful speech, creative thinking, self-correction, and teamwork.

6. Students develop the ability to empathize with others and develop solutions with the user at the center of innovation.

2. Students can think, write, and speak about various fields of philosophy, including Political Philosophy, Ethics, Epistemology, Metaphysics, Aesthetics, and contemporary philosophical issues.

7. Students develop the ability to find and access relevant information using a multitude of sources and synthesize it into useful content.

3. Students can write essays that define philosophical problems, as well as compare various philosophical viewpoints and provide a personal reflection.

ENTREPRENEURSHIP HONORS: THE CAPSTONE EXPERIENCE Following their successful completion of Entrepreneurship Honors: Theory and Practice, students will work individually and in teams in this Honors course to start up new companies and social enterprises. They will practice ideation, customer discovery, rapid prototyping, website design, go-to-market strategy, project management, and sales. Students will also develop a Business Model Canvas, a pitch deck, and pro forma financial projections.

INTRODUCTION TO PHILOSOPHY HONORS This course is intended to be an introduction to philosophical thinking in general and, as such, will survey some of the major fields of philosophy, including social and political philosophy, ethics, epistemology, metaphysics, and aesthetics. Using primary sources, we will focus BACK TO TABLE OF CONTENTS

4. Students can critically analyze different genres of documents and scholarly writing in philosophy.

5. Students can develop an argument and support their claims with appropriate evidence orally in discussion, class discussion, and written in essays.

6. Students can connect their knowledge of philosophy to other fields of study at Webb, including psychology, government, English, and social studies courses.

7. Students can construct a thought problem in collaboration with others and then present that problem to the class.

8. Students can connect their growing understanding of philosophy to global issues such as borders, terror, gender, race, war, and peace so that they demonstrate global literacy.

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TOPICS IN WOMEN’S HISTORY Open to juniors and seniors, this course will focus on issues of importance to the lives of women throughout the world between 1800 and the present. Students will have the opportunity to choose some of the topics and to explore the experience of women through primary sources, documentaries, and scholarly articles. Each student will also do research on topics of his/her choice and share their insights in class discussions, the presentation of projects, dramatic performances, and leading class sessions. Some of the topics covered in the course could include: the worldwide movement for women’s suffrage, women in the workplace, women and politics, women’s experiences as immigrants, and women and the arts – to name only a few.

Topics in Women’s History Course Standards 1. Students can think, write, and speak about women’s history worldwide between the 1800s and 2000s.

2. Students develop historical thinking skills including contextualization, causation, comparison, synthesis, argumentation, interpretation, and an examination of continuity and change over time.

3. Students can write one-page response papers to questions, documents, videos, or to summarize readings.

4. Students can write an essay that provides a thesis statement, several interpretive points and a conclusion.

5. Students can critically analyze different genres of writing, including secondary sources and a variety of primary sources.

6. Students can research the lives of individuals or the contributions of a group of people using primary and secondary sources in the Webb library and databases.

7. Students can present research to the class using a variety of methods from mini-lectures to skits to keynote presentations or posters.

8. Students can cite research sources using Chicago- style in footnotes and a bibliography.

9. Students can utilize the skills of civil discourse.

This course also has an Honors track with more rigorous standards.

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RESEARCH SCHOLARS: ADVANCED RESEARCH IN HUMANITIES This course is for seniors and is taken in the fall semester.

Students apply by submitting a research paper done in a previous Social Studies course. Once accepted, students will expand the previous research project with deeper analysis of primary and secondary sources, reformat it for publication, and submit it to The Concord Review by December of that year. Students will learn how to produce a computer-generated poster summarizing the research, write a poster session talk, and also develop a formal presentation of the research for an evening presentation to the Webb community and the public.

Students will receive AP credit for this course.

Research Scholars: Advanced Research in Humanities Course Standards 1. Students will revise and expand a research paper written in an earlier Social Studies course by doing more research in both the primary and secondary sources related to the topic.

2. Students will learn about the formatting and footnotes requirements for a submission to The Concord Review. Students will then submit the paper for possible publication to The Concord Review.

3. Students will learn how to summarize and organize the major findings from the research project on a poster. Each student will also create a computergenerated poster.

4. Students will write and present a poster session talk for other students and teachers at Webb.

5. Students will write and provide a formal conference presentation at an evening forum for other students, faculty, and members of the Knoxville community.

World Languages The goals for students in the World Language department include: • develop proficiency appropriate to each level of instruction; • be aware of and understand other cultures; • gain new insights into their own history and culture; • improve their ability to compete in a global market.

Students at Webb School are required to take a minimum of two years of a language AND complete through Level III in that language. They are encouraged to continue well beyond this minimum in order to achieve a usable level of proficiency.

Criteria for World Language Department Honors and AP Courses A grade of B+ or higher in the preceding language course is generally expected of students entering an Honors or AP foreign language course. Nevertheless, final determinations as to enrollment will be at the discretion of the department chair and will be based on departmental teacher recommendations.

Placement in an honors or AP course will be systematically evaluated to determine whether the student continues to demonstrate the ability, skills, work habits, and motivation that justified the original

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placement. Generally, students must maintain a B average or higher. However, final determinations as to continued enrollment will be at the discretion of the department chair and will be based on the departmental teacher recommendations. At any time, adjustments to a student’s schedule might be made.

A first quarter grade of C- or below will result in student removal from an Honors or AP course.

French Courses The French program uses a proficiency-based, integrative approach in which students use the language creatively from the outset. Classroom interaction is based on tasks that simulate real-world situations. Teaching techniques are student-centered and grammar is presented to promote effective communication. The four skills – reading, writing, listening, and speaking – and culture reinforce one another. The goal of the program is to make students independent users of French through the development of language and critical thinking skills. Classes are conducted primarily in French. Every student enrolled in a French course takes the written national French exam.

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FRENCH COURSE SEQUENCE

COLLEGE PREPARATORY

HONORS AND AP

• French I • French II

• French II Honors

• French III

• French III Honors

• French IV

• French IV Honors

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

• AP French: Language & Culture • French VI: Language Through Film (AP credit)

FRENCH I

French I Course Standards

This class is a proficiency-oriented course that helps students attain a Novice-High Level* of proficiency through integrative, student-centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Students learn basic conversational skills such as greeting people, introducing themselves and others, talking about the weather, describing personality traits, talking about schedules and daily activities, and giving opinions. To support these tasks, students learn grammatical structures and concepts such as subject-verb agreement, gender, the present tense (what they regularly do or are doing), the near future (what they are going to do), and one past verb tense (what they did). Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of French-speaking countries through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask rote and formulaic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

5. Students can respond to simple, direct questions and/or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures and behaviors in various social situations.

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7. Students can produce lists, short notes, and post cards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc. on forms, surveys and/or other documents in the present tense.

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9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

FRENCH II This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. After a review of grammatical concepts and basic themes from French I, students expand vocabulary to include such topics as family and friends, health, sports, entertainment, vacation, daily routine, technology, and personal likes and dislikes. They learn to express what they are doing, have done, used to do, are going to do, will do, and would do. They develop greater ease in communicating their needs and opinions. Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of French-speaking countries through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90%+ of the target language during class.

Students who take this course must have successfully completed 8th-grade French, the departmental placement exam, or French I. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) BACK TO TABLE OF CONTENTS

French II Course Standards 1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph length texts related to familiar and/or contextualized sources such as schedules, labels, recipes, bills, flyers, advertisements, forms, and catalogs, especially when supported with visual cues, prior knowledge and cognates.

2. Students recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, rote phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straightforward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students can begin to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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FRENCH II HONORS This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication.

French II Honors works with the same material as regular French II, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90%+ of the target language in class.

Students who take this course must have successfully completed French II or the departmental placement exam. Enrollment is based upon departmental consent. *(Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) French II Honors Course Standards 1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph length texts related to familiar and/or contextualized sources such as schedules, labels, recipes, bills, flyers, advertisements, forms, and catalogs, especially when supported with visual cues, prior knowledge and cognates.

2. Students recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, rote phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straightforward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

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5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students can begin to provide short practiced descriptions about a past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

FRENCH III This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication.

Beginning with a review of major elements of Level II, this course helps students continue to build vocabulary and deepen their understanding of French grammar. They learn to talk about themes that include professions, technology, Francophone history, life events/emotions, the press/news, politics/ government, environmental issues, travel, and the arts. They continue to develop their ability to express emotions, opinions, needs, and wishes in French. Grammatical structures help students express what they did, used to do, will do, would do, will have done, would have done, etc. Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of French-speaking countries through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language during class.

Students who take this course must have successfully completed French II or the departmental placement exam.

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* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) French III Course Standards 1. Students can recognize key words and understand the main ideas and relevant supporting details, as well as infer some meaning in short authentic paragraph-length discourse.

2. Students understand and interpret authentic written and oral texts such as short descriptions, ads, articles, announcements, correspondence, stories, and websites, especially when supported with visual cues, prior knowledge and cognates.

3. Students can begin to analyze texts to derive meaning.

4. Students can respond to direct questions or requests for information related to family, daily routines, weekend activities, personal preferences, shopping, and food.

5. Students are able to ask simple questions and make simple requests in familiar and practiced social situations related weekend plans, childhood, travel, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

6. Students can convey meaning through recombining a variety of vocabulary words and rote phases to create original sentences related to personal information, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, and lodging.

7. Students can present information through strings of simple but cohesive sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

8. Students can report a simple event or actions in the past using a variety of past aspects.

9. Students can begin to use the authentic sources critically and make some basic comparisons/contrasts between cultures.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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FRENCH III HONORS This class is a proficiency-oriented course that helps students attain an Intermediate-Mid Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. French III Honors works with the same material as regular French III, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

Students who take this course must have successfully completed French II or the departmental placement exam. Enrollment is based upon departmental consent. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) French III Honors Course Standards 1. Students can recognize key words and understand the main ideas and relevant supporting details, as well as infer some meaning in short authentic paragraph-length discourse.

2. Students understand and interpret authentic written and oral texts such as short descriptions, ads, articles, announcements, correspondence, stories, and websites, especially when supported with visual cues, prior knowledge and cognates.

3. Students can begin to analyze texts to derive meaning.

4 Students can respond to direct questions or requests for information related to family, daily routines, weekend activities, personal preferences, shopping, and food.

5. Students are able to ask simple questions and make simple requests in familiar and practiced social situations related weekend plans, childhood, travel, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

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6. Students can convey meaning through recombining a variety of vocabulary words and rote phases to create original sentences related to personal information, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, and lodging.

6. Students can present a variety of information about school, community events, and personal experiences, and relationships with several short paragraphs, sometimes across multiple time frames.

Students can state viewpoints on familiar or researched topics and provide some supporting details.

7. Students can state viewpoints on familiar or researched topics and provide some supporting details.

7. Students can present information through strings of simple but cohesive sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

8. Students can begin to adapt to various audiences of listeners, readers, or viewers to present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics.

8. Students can begin to use authentic sources critically and make some basic comparisons/contrasts between cultures.

Students who take this course must have successfully completed French III or the departmental placement exam. Enrollment is based upon departmental consent.

9. Students can report a simple event or actions in the past using a variety of past aspects.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

FRENCH IV This class is a proficiency-oriented course that helps students attain an Intermediate-Mid to IntermediateHigh Level* of proficiency through integrative, student centered activities that simulate real-world scenarios.

Grammar is presented to promote effective communication and is not the sole focus of the course.

While applying previous and working knowledge of the language, students are led through daily activities that help develop their ability to better employ the grammatical and lexical features of the language in order to more effectively communicate in French through writing and speaking. Unlike grammar-based programs which tend to focus more on what the student knows about the language, French IV helps students strengthen their ability to respond to real-world situations in spontaneous and non-rehearsed contexts through speaking, writing, listening, and reading. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus+ of the target language in class.

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French IV Course Standards 1. Students can follow the main ideas and identify some supporting details in various time frames in straightforward, and sometimes narrative, paragraph-length discourse, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can understand and interpret authentic written and oral texts such as articles, announcements, websites, and literary passages.

3. Students can begin to analyze written and oral texts in order to derive meaning.

4. Students can respond to direct questions or requests for information related to personal relationships, living spaces, family dynamics, the environment, and future plans.

5. Students are able to ask a variety of questions, elicit information, and make requests in various familiar social situations related personal relationships, living spaces, family dynamics, entertainment, travel, and cultural values.

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9. Students can use authentic sources critically to make comparisons/contrasts between cultures in order to understand different cultural perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

FRENCH IV HONORS This class is a proficiency-oriented course that helps students attain an Intermediate-Mid to IntermediateHigh Level* of proficiency through integrative, student centered activities that simulate real-world scenarios.

Grammar is presented to promote effective communication and is not the sole focus of the course.

French IV Honors works with the same material as regular French IV, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations.

Furthermore, 1-2 full-length novels are read in French IV Honors during the second semester. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

Students who take this course must have successfully completed French III or the departmental placement exam. Enrollment is based upon departmental consent.

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* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) French IV Honors Course Standards 1. Students can follow the main ideas and identify some supporting details in various time frames in straightforward, and sometimes narrative, paragraph-length discourse, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can understand and interpret authentic written and oral texts such as articles, announcements, websites, and literary passages.

3. Students can begin to analyze written and oral texts in order to derive meaning.

4. Students can respond to direct questions or requests for information related to personal relationships, living spaces, family dynamics, the environment, and future plans.

5. Students are able to ask a variety of questions, elicit information, and make requests in various familiar social situations related personal relationships, living spaces, family dynamics, entertainment, travel, and cultural values.

6. Students can present a variety of information about school, community events, and personal experiences, and relationships with several short paragraphs, sometimes across multiple time frames.

7. Students can state viewpoints on familiar or researched topics and provide some supporting details.

8. Students can begin to adapt to various audiences of listeners, readers, or viewers to present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics.

9. Students can use authentic sources critically to make comparisons/contrasts between cultures in order to understand different cultural perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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AP FRENCH: LANGUAGE AND CULTURE This course is tailored to prepare students for the AP French Language and Culture exam. Students complete an extensive review of grammar and work with more complex structures than previously encountered in their other courses. Recordings and videos develop listening skills; literature, internet sites, journal and newspaper articles, and other written sources develop reading skills; compositions and other writing activities develop writing skills; and ample conversational activities improve speaking skills. To maximize preparation, students study sections from AP exam preparation books and previous AP exams and are also required to complete a series of recorded exercises modeled after those on the AP exam. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

Students enrolled in an AP course are expected to take the AP exam. Students who take this course must have successfully completed French IV. Enrollment is based upon departmental consent.

8. Students can write a persuasive essay on a variety of topics that consists of a thesis, body argument supported by details from authentic written and oral sources, and a conclusion.

9. Students can critically interpret, synthesize, integrate, and cite information from a variety of authentic sources (oral and written) in order to support their arguments, opinions, and/or conclusions.

10. Students develop their awareness and appreciation of products, both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie practices and products).

11. Students build a broader understanding of the cultures in general, incorporate interdisciplinary topics, make comparisons between the native language and the target language, as well as between different cultures, and use the target language in real-life settings.

This course is for students who have successfully completed AP French and who desire to build their language skills at a more advanced level using authentic cultural texts that include films, readings from the media and traditional literature, websites, and popular songs.

Writing and conversation will be emphasized. Students will write film critiques, essays, and short research papers. They will also engage in conversational activities that require using their critical thinking and presentation skills, and they will be required to record a viewer’s log for each film studied. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

1. Students can read, summarize, and discuss a variety of authentic materials ranging from literary texts to newspaper, magazine articles, and online publications.

Enrollment is based upon departmental consent.

The class will be conducted entirely in French. Although this class is not a College Board AP course, students will receive AP credit for this course.

1. Students can read, summarize, and discuss a variety of authentic materials ranging from scholarly articles and online publications to literary works from the target language.

2. Students begin to recognize different rhetorical devices in authentic texts (persuasion, argument, opinion, satire, etc.), and identify the intended audience.

2. Students can read, summarize, and discuss works from literary canons (short stories, poems, passages).

3. Students can express their opinions, criticism, and exchange of information in an academic setting more akin to an advanced college language course.

3. Students can comprehend a variety of vocabulary and idiomatic expressions across time frames.

4. Students can appropriately respond to formal emails requesting information, opinions, suggestions etc., on a variety of topics in a variety of time frames.

4. Students can write an analytical essay on a variety of topics related to the social, political, economic, and historical themes presented in class and provide supporting details from academic sources.

5. Students can engage in the oral and written exchange of information, opinions, and ideas in a variety of time frames and social situations.

5. Students can critically interpret, synthesize, integrate, and cite information from a variety of authentic academic sources (oral and written) in order to support a thesis, arguments, opinions, and/or conclusions.

6. Students can state and support opinions.

7. Students can use and understand a variety of vocabulary, idioms, and culturally appropriate expressions related to various topics to initiate, maintain and close a written or spoken exchange with a native speaker.

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6. Students can research an academic topic related to the historical, social, economic, and political themes discussed in class and produce a 7- to 8-page term paper in the target language that incorporates and appropriately cites academic sources.

7. Students garner a general understanding of the political, social and historical contexts of France and French colonization.

8. Students broaden their geographic, historical, artistic, social, and political understanding of the Francophonie.

9. Students build a broader understanding of the cultures in general, incorporating interdisciplinary topics to make comparisons between the native language culture and the target language culture.

Prerequisite: AP French: Language and Culture

French VI Honors: Language Through Film Course Standards

AP French Language and Culture Course Standards

104 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

FRENCH VI: LANGUAGE THROUGH FILM

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Latin Courses LATIN I Latin I builds and strengthens comprehension of the Latin language through listening, reading, and translating.

Using the Cambridge Latin Course Units 1 and 2, students follow the storyline of a historical novel through Pompeii, Roman Britain, and Alexandria, Egypt, as they acquire a working vocabulary, a foundation in syntax, a sense of pronunciation, and an understanding of the culture and the people who spoke Latin.

Latin I Course Standards 1. Students can hear and comprehend simple questions or statements on familiar topics and in context.

2. Students can follow the narrative of a simple story being read aloud.

3. Students can understand familiar words, phrases, and sentences within short and simple authentic texts related to everyday life.

4. Students can understand the main idea of written materials and distinguish grammatical structures to comprehend the message of written simple texts.

5. Students can present information about familiar items in one’s environment orally and in writing.

6. Students can discuss modern daily activities and/or the daily activities of the classical culture.

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LATIN COURSE SEQUENCE

COLLEGE PREPARATORY

6. Students can describe people, activities, events, or experiences directly related to oneself or to the classical culture/history orally and in writing.

HONORS AND AP

7. Students can examine, analyze, and exchange information on patterns of typical behavior in classical culture.

• Latin I • Latin II

• Latin II Honors

• Latin III

• Latin III Honors

8. Students can identify, investigate and engage with the tangible products of classical culture.

9. Students can identify and explain the significance contributions of classical life (e.g., the home, a military camp, the baths) and compare them to the [modern] United States.

• Latin IV Honors • AP Latin

7. Students can describe familiar items in the immediate environment orally and in writing.

Latin II Course Standards

8. Students can observe, discuss, and produce types of artwork, crafts, or graphic representations made within the classical culture.

2. Students can follow questions and simple statements on familiar topics when participating in a conversation.

9. Students can determine words that originate from Latin, as well as recognize loaned words, phrases, mottoes, and abbreviations adopted by the English language.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

LATIN II Latin II will stress the fundamentals of Latin translation through the study of a series of selections set in Alexandria, ancient Britain and classical Rome. Continuing with the Cambridge Latin Course Unit 3, two themes alternate: a story of political intrigue involving top ranking government officials, and a story modeled after Roman comedy involving two soldiers of the Second Legion. In addition to a thorough review of grammar and vocabulary from Latin I, students receive instruction in advanced grammar, vocabulary, pronunciation, derivatives, history, and myth.

Students who take this course must have successfully completed eighth grade Latin, Latin I, or the departmental placement exam.

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10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

1. Students can determine the main idea of a text.

3. Students can understand complex grammatical relationships (e.g., noun-adjective agreement, subject-verb agreement, prepositional phrases, or pronouns) in sentences with straightforward syntax.

4. Students can comprehend more difficult written passages with a variety of high-frequency words and phrases.

5. Students can infer the meaning of unfamiliar vocabulary based on knowledge of the target language.

6. Students can describe people, activities, events, or experiences directly related to oneself or to the classical culture/history orally and in writing.

7. Students can examine, analyze, and exchange information on patterns of typical behavior in classical culture.

8. Students can identify, investigate and engage with the tangible products of classical culture.

9. Students can identify and explain the significance contributions of classical life (e.g., the home, a military camp, the baths) and compare them to the [modern] United States.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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LATIN III LATIN II HONORS Latin II Honors students will move at a faster pace and will delve more deeply into the material. Classroom activities, homework assignments, and tests reflect the more intense and more in-depth nature of the Honors class environment and expectations.

Students who take this course must have successfully completed eighth grade Latin, Latin I, or the departmental placement exam. Enrollment is based upon departmental consent.

Latin II Honors Course Standards 1. Students can determine the main idea of a text.

2. Students can follow questions and simple statements on familiar topics when participating in a conversation.

3. Students can understand complex grammatical relationships (e.g., noun-adjective agreement, subject-verb agreement, prepositional phrases, or pronouns) in sentences with straightforward syntax.

4. Students can comprehend more difficult written passages with a variety of high-frequency words and phrases.

5. Students can infer the meaning of unfamiliar vocabulary, based on knowledge of the target language.

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Latin III continues the study of Roman Literature and translation through a variety of reading selections.

The course will complete the readings in the Cambridge text, concluding the story line, which began with Pompeii and the eruption of Vesuvius. The first semester will introduce the last concepts of Latin grammar; the second semester will be a comprehensive grammar review. Also included are original and adapted Latin passages from several Roman authors including Martial, Ovid, Pliny the Younger, Catullus, Vergil, and Tacitus. The course will also introduce students to aspects of literary analysis and poetic figures. Other integral components include an examination of the cultural, social, and political contexts of the 1st century A.D. Students who take this course must have successfully completed Latin II or Latin II Honors, or the departmental placement exam.

Latin III Course Standards 1. Students can identify basic information in stories, dialogues, and other spoken or recorded messages in one’s everyday life.

2. Students can determine the main idea of adapted and unadapted passages in the target language.

3. Students can understand grammatical relationships (e.g. verbals, subjunctives, indirect statements) in sentences with straightforward syntax or occasionally in sentences with complex syntax.

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4. Students can articulate the main idea and many details when reading some unadapted passages.

5. Students can talk about and write about their personal and social experiences.

6. Students can research and present oral or written information about a topic related to the classical culture/history.

7. Students can compose a simple paragraph about a learned or researched topic.

8. Students can compare characteristics and attributes of Greek and Roman gods, and contrast them with religious figures and values of other cultures.

9. Students can understand the presence of the classical world in their community and explain its impact.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

LATIN III HONORS Latin III Honors students will move at a faster pace and will delve more deeply into the material. Classroom activities, homework assignments, and tests reflect the more intense and more in-depth nature of the Honors class environment and expectations.

Students who take this course must have successfully completed Latin II or Latin II Honors, or the departmental placement exam. Enrollment is based upon departmental consent.

Latin III Honors Course Standards 1. Students can identify basic information in stories, dialogues, and other spoken or recorded messages in one’s everyday life.

2. Students can determine the main idea of adapted and unadapted passages in the target language.

3. Students can understand grammatical relationships (e.g. verbals, subjunctives, indirect statements) in sentences with straightforward syntax or occasionally in sentences with complex syntax.

4. Students can articulate the main idea and many details when reading some unadapted passages.

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5. Students can talk about and write about their personal and social experiences.

4. Students can articulate the main idea and many details when reading unadapted passages.

6. Students can research and present oral or written information about a topic related to the classical culture/history.

5. Students can research and present information on more sophisticated academic topics within the content areas.

7. Students can compose a simple paragraph about a learned or researched topic.

6. Students can explain events and activities from the classical culture/history both through written and oral texts.

8. Students can compare characteristics and attributes of Greek and Roman gods, and contrast them with religious figures and values of other cultures.

9. Students can understand the presence of the classical world in their community and explain its impact.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

LATIN IV HONORS

Latin IV Honors offers an extensive reading and analysis of Ovid’s Metamorphoses and Amores. In addition, the course will feature selections from the poems of Catullus.

By carefully studying the texts with attention to vocabulary, morphology, and syntax, students will further develop their ability to work with authentic Latin. The course will require students to read, translate, understand, analyze, and interpret the required poems.

Students will pursue an intensive study of plot, character, theme, motif, poetic structure, stylistic analysis, literary devices, and meter. Other integral components include an examination of the cultural, social, and political contexts of the literature on the syllabus.

Students who take this course must have successfully completed Latin III or Latin III Honors, or the departmental placement exam. Enrollment is based upon departmental consent.

Latin IV Honors Course Standards 1. Students can comprehend straightforward oral information or conversational interactions.

2. Students can determine the details in stories, dialogues, and other spoken or recorded messages.

3. Students can understand a wide variety of grammatical relationships in written sentences with complex syntax.

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7. Students can present information both orally and through written tests to explain significant historical topics.

8. Students can describe how cultural products form the Classical world have changed, been adapted, or disappeared over time.

9. Students can consult Classical resources above one’s ability in order to increase language proficiency.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

AP LATIN AP Latin offers an extensive reading and analysis of Vergil’s Aeneid and Caesar’s de Bello Gallico in preparation for the AP exam. By carefully studying the texts with attention to vocabulary, morphology, and syntax, students will further develop their ability to work with authentic Latin. The course will also introduce students to aspects of literary analysis of the Aeneid as one of the landmark works of Western literature. In addition to translating as literally as possible selections from the reading list of both authors on a daily basis, students will pursue an intensive study of plot and character, literary devices, meter, stylistic analysis, and Vergil’s debt to Homer. Other integral components include an examination of the cultural, social, and political contexts of the Aeneid and Vergil’s literary influence on later works. From the study of Caesar, students develop competency with reading Latin prose and a familiarity with the political and social history of the first century B.C. with particular emphasis on Caesar’s role in those politics. Students are also expected to translate passages from both authors at sight with help from notes and a lexicon. Their ability to translate Latin at sight from the authors on the syllabus as well as other similar authors (see course requirements) is evaluated on BACK TO TABLE OF CONTENTS

each test in preparation for the AP exam. Each day, students discuss the passages just translated, either prepared as homework or given as sight in class, to ensure their comprehension of the syllabus passages.

Each student will either: answer comprehension questions, summarize a passage in his/her own words, or compare the passage to other works of art or literature.

Familiarity with both works in English and the ability to generate analytical essays based on both works covering a variety of topics are also required for preparation for the AP exam.

Students enrolled in an AP course are expected to take the AP exam. Enrollment is based upon departmental consent.

AP Latin Course Standards 1. Students can comprehend and distinguish descriptions and stories of events in various time frames.

2. Students can determine the main idea and many details of a narrative in the target language from a variety of genres.

3. Students demonstrate a balanced, nuanced understanding of an unadapted passage.

4. Students can read unadapted Latin without the aid of a dictionary.

5. Students can express multiple viewpoints using supporting arguments in various time frames and moods.

6. Students can describe topics of social concern in various time frames and moods.

7. Students can present well-organized information on general topics of the classical culture using technical terminology in a variety of tenses and moods.

8. Students can present and elaborate opinions on a particular point of view.

9. Students can describe how cultural products form the Classical world have changed, been adapted, or disappeared over time.

10. Students can compare and contrast themes from classical literature to modern day literature.

11. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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MANDARIN CHINESE COURSE SEQUENCE

COLLEGE PREPARATORY

HONORS AND AP

• Mandarin Chinese I • Mandarin Chinese II

• Mandarin Chinese II Honors

• Mandarin Chinese III

• Mandarin Chinese III Honors

• Mandarin Chinese IV

• Mandarin Chinese IV Honors • Mandarin Chinese V Honors

Mandarin Chinese Courses MANDARIN CHINESE I In this course, students will learn Pinyin, a romanization system used to pronounce Chinese characters. Students will then study basic conversational skills as well as character reading, writing, and typing skills in areas like greeting, asking prices, bargaining in a market, introducing oneself and family members, making phone calls and appointments, and asking for directions.

Cultural awareness is raised through research projects on important events and figures in Chinese culture, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Mandarin Chinese I Course Standards 1. Students can understand the Chinese language and familiar with basic Chinese pronunciation.

4. Students can use Chinese to describe a family photo, ask about someone’s profession, and say some common professions.

5. Students can use Chinese to tell and speak about time and dates, invite someone to dinner, and arrange a dinner date.

6. Students can use Chinese to write the terms for basic personal hobbies, ask friends out to see a movie, and set up plans for the weekend.

7. Students can use Chinese to introduce one person to another, ask for beverages as a guest at someone else’s place, and briefly describe a visit to a friend’s place.

8. Students can use Chinese to answer a phone call and initiate a phone conversation, set up an appointment with a teacher on the phone, and ask someone to return the call.

MANDARIN CHINESE II HONORS

After a review of basic grammar concepts from Mandarin Chinese I, students will learn more complex grammar concepts as well as more vocabulary to carry out more daily conversations, such as discussing rental property, weather, food, making friends, and giving suggestions.

Cultural awareness is raised through research projects on important events and figures in Chinese culture, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Mandarin Chinese II Honors will delve more into the material and move at a faster pace. Honor students are expected to work more difficult exercises, read more short passages, and write more paragraphs and dialogues. Cultural awareness is raised through research projects on important events and figures in Chinese culture, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Mandarin Chinese II Course Standards 1. Students can use Chinese to comment on one’s performance on an exam, talk about one’s experience in learning Chinese, and remark on typical scenes from one’s language class.

2. Students can use Chinese to describe the routine of a student’s life on campus, write a simple diary entry, express their modesty in terms of their foreign language ability, and invite friends to go on an outing.

3. Students can use Chinese to speak about the color, size, and price of a purchase, recognize Chinese currency, pay bills in cash or with a credit card.

4. Students can use Chinese to common about several of transportation, explain how to travel from one station to another, and express their gratitude after receiving a personal favor.

5. Students can use Chinese to describe simple weather changes, compare the weather of two places, and present a simple weather forecast.

6. Students can use Chinese to ask if there are seats available in a restaurant, order Chinese dishes, tell the waiter their dietary preferences and restrictions.

7. Students can use Chinese to ask the restaurant to recommend dishes, rush their order pay for their meal, and get the correct change after their payment.

2. Students can know basic information about the Chinese writing system and use common expressions in the classroom and daily life.

8. Students can use Chinese to identify locations by using landmarks as references, describe whether two places are close to or far away from one another, and state where they are heading and their purpose for going there.

3. Students can use Chinese to exchange basic greetings, request a person’s last name and full name, and ascertain someone’s nationality.

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MANDARIN CHINESE II

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Enrollment is based upon departmental consent.

Mandarin Chinese II Honors Course Standards 1. Students can use Chinese to comment on one’s performance on an exam, character writing, talk about one’s experience in learning Chinese, study habits, and remark on typical scenes from one’s language class.

2. Students can use Chinese to describe the routine of a student’s life on campus, write a simple diary entry, write a brief letter in the proper format, express their modesty in terms of their foreign language ability, and invite friends to go on an outing.

3. Students can use Chinese to speak about the color, size, and price of a purchase, recognize Chinese currency, pay bills in cash or with a credit card, and ask for a different size and color of merchandise.

4. Students can use Chinese to common about several means of transportation, explain how to travel from one station to another, describe a traffic route, and express their gratitude after receiving a personal favor.

5. Students can use Chinese to describe simple weather changes, compare the weather of two places, talk about what they may do in nice or bad weather, and present a simple weather forecast.

6. Students can use Chinese to ask if there are seats available in a restaurant, order Chinese dishes, tell the waiter their dietary preferences and restrictions.

7. Students can use Chinese to ask the restaurant to recommend dishes, rush their order pay for their meal, and get the correct change after their payment.

8. Students can use Chinese to ask for and give directions, identify locations by using landmarks as references, describe whether two places are close to or far away from one another, and state where they are heading and their purpose for going there.

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MANDARIN CHINESE III

3. Students can use Chinese to talk about basic symptoms of their illness, describe common symptoms of allergies, understand and repeat instructions on when and how often to take medications, talk about why they do or don’t want to see the doctor, and urge others to see a doctor when they are not feeling well.

After a review of main grammar concepts from Mandarin Chinese II, students will focus on building vocabulary skills and word usage in order to have in-depth discussions including moving, dining out, shopping, choosing a major, and some social phenomena. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

4. Students can use Chinese to describe how long they have known someone, invite someone to go on a date, make the necessary arrangements to go out with friends, accept a date courteously, decline a date politely, and end a phone conversation without hurting the other person’s feelings.

Mandarin Chinese III Course Standards 1. Students can use Chinese to ask a friend to go to a party with them,suggest things to take to a get-together, offer someone a ride and arrange a time and place to meet, thank people for their gifts.

2. Students can use Chinese to describe a duration of time, talk about the year of their birth and their Chinese zodiac sign, and give a simple description of someone’s facial features.

3. Students can use Chinese to talk about basic symptoms of their illness; describe common symptoms of allergies; understand and repeat instructions on when and how often to take medications; talk about why they do or don’t want to see the doctor, and urge others to see a doctor when they are not feeling well.

4. Students can invite someone to go on a date. They will be able to describe how long they’ve known someone, make the necessary arrangements to go out with friends, accept a date courteously; decline a date politely, and end a phone conversation without hurting the other person’s feelings.

5. Students can describe their current and ideal living quarters, name common pieces of furniture, state how long they have been living at their current residence, comment briefly on why a place is or isn’t good for someone, discuss and negotiate rent, utilities, and security deposits.

6. Students can use Chinese to name some popular sports, talk about their exercise habits, discuss their feelings about various sports, and make a simple comparison between how soccer and American football are played.

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7. Students can use Chinese to talk about their plan for summer vacation, describe their travel itinerary, ask for discounts, compare airfares and routes, and book an airplane ticket, ask about seat assignments and request meal accommodations based on their dietary restrictions or preferences.

8. Students can use Chinese to check in at the airport, wish departing friends a safe journey and remind them to keep in touch, ask about someone’s health, and remind people to move on to the next event.

MANDARIN CHINESE III HONORS Mandarin Chinese III Honors will delve more into the material and move at a faster pace. They are also expected to read and write long paragraphs or short essays. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, games, calligraphy, and cooking.

Enrollment is based upon departmental consent.

Mandarin Chinese III Honors Course Standards 1. Students can use Chinese to ask a friend to go to a party with them, suggest things to take to a gettogether, offer someone a ride and arrange a time and place to meet, thank people for their gifts.

2. Students can use Chinese to describe a duration of time, talk about the year of their birth and their Chinese zodiac sign, and give a simple description of someone’s facial features.

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5. Students can describe their current and ideal living quarters, name common pieces of furniture, state how long they have been living at their current residence, comment briefly on why a place is or isn’t good for someone, discuss and negotiate rent, utilities, and security deposits.

6. Students can use Chinese to name some popular sports, talk about their exercise habits, discuss their feelings about various sports, and make a simple comparison between how soccer and American football are played.

7. Students can use Chinese to talk about their plan for summer vacation, describe what kind of city Beijing is, describe their travel itinerary, ask for discounts, compare airfares and routes, and book an airplane ticket, ask about seat assignments and request meal accommodations based on their dietary restrictions or preferences.

8. Students can use Chinese to check in at the airport, wish departing friends a safe journey and remind them to keep in touch, greet guests at the airport, compliment someone on his or her language ability, ask about someone’s health, and remind people to move on to the next event.

MANDARIN CHINESE IV After a review of main grammar concepts from Chinese III, students will move on to the intermediate level and continue to focus on vocabulary building and word usage in order to have discussions on various topics including education in China, Geography, looking for jobs, networking and some social phenomena. Business Chinese is implemented in the course. Cultural awareness is raised

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through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, news, games, calligraphy, and cooking.

Mandarin Chinese IV Course Standards 1. Students can use Chinese to explain how to write one’s Chinese name, say where one was born and grew up, discuss the pros and cons of living on and off campus, and express politely a dissenting opinion.

2. Students can use Chinese to name basic pieces of furniture in a house, describe one’s living quarters, comment on someone’s living quarters, and disagree tactfully.

3. Students can use Chinese to name four principal regional Chinese cuisines, order food and drinks, talk about what flavors one likes or dislikes, make one’s dietary restrictions or preferences known.

4. Students can use Chinese to name basic clothing, bedding, and bath items, describe one’s shopping preferences and criteria, disagree with others tactfully, present one’s arguments with rhetorical questions.

5. Students can use Chinese to state one’s major area of study/academic department and some required general courses one has taken, explore what will enhance one’s future job opportunities, explain whether one’s family members have an influence on one’s choice of major and career path, and share tips on how to save money for one’s education.

6. Students can use Chinese to say if one has an upbeat personality, state if one shares the same interests or hobbies with others, inquire if everything is OK and find out what has happened.

7. Students can use Chinese to describe typical behaviors of a forgetful person, give a simple description of what one looks for in a boyfriend/ girlfriend, and tell what makes one anxious or angry.

8. Students can use Chinese to find out if others are angry with one and apologize if so, reduce potential tension in a conversation by changing the subject, let people know about the trouble one had to go through because of their thoughtlessness or carelessness, name one’s activities on the internet and discuss how one makes use of the internet, discuss the pros and the cons of using the internet.

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MANDARIN CHINESE IV HONORS Mandarin Chinese IV Honors will delve more into the material and move at a faster pace than Level IV. Students are also expected to read and write long paragraphs or short essays. Business Chinese is implemented in the course. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, news, games, calligraphy, and cooking.

Enrollment is based upon departmental consent.

Mandarin Chinese IV Honors Course Standards 1. Students can use Chinese to explain how to write one’s Chinese name, say where one was born and grew up, discuss the pros and cons of living on and off campus, and express politely a dissenting opinion.

2. Students can use Chinese to name basic pieces of furniture in a house, describe one’s living quarters, comment on someone’s living quarters, and disagree tactfully.

3. Students can use Chinese to name four principal regional Chinese cuisines, order food and drinks, talk about what flavors one likes or dislikes, make one’s dietary restrictions or preferences known.

4. Students can use Chinese to name basic clothing, bedding, and bath items, describe one’s shopping preferences and criteria, disagree with others tactfully, present one’s arguments with rhetorical questions.

5. Students can use Chinese to state one’s major area of study/academic department and some required general courses one have taken, talk about what one plans to do after graduating, explore what will enhance one’s future job opportunities, explain whether one’s family members have an influence on one’s choice of major and career path, and share tips on how to save money for one’s education.

6. Students can use Chinese to say if one has an upbeat personality, state if one shares the same interests or hobbies with others, inquire if everything is okay and find out what has happened.

7. Students can use Chinese to describe typical behaviors of a forgetful person, give a simple description of what one looks for in a boyfriend/ girlfriend, and tell what makes one anxious or angry.

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8. Students can use Chinese to find out if others are angry with one and apologize if so, reduce potential tension in a conversation by changing the subject, let people know about the trouble one had to go through because of their thoughtlessness or carelessness, name one’s activities on the internet and discuss how one makes use of the internet, discuss the pros and the cons of using the internet.

MANDARIN CHINESE V HONORS The main objective of Mandarin Chinese V Honors course will be to delve more into the material and move at a faster pace. They are also expected to read and write long paragraphs or short essays. Business Chinese is implemented, and there is more cultural information in the course. Cultural awareness is raised through projects on comparing social phenomena between societies, Chinese stories and sayings, video projects, movies, news, games, calligraphy, and cooking.

5. Students can use Chinese to describe the sights and sounds of a major city, and describe in basic terms some features of a historic tourist site.

6. Students can use Chinese to give a simple account of the growth of a city from the past to the present, express surprise at an unforeseen turn of events.

7. Students can use Chinese to describe what costs may be covered in a package tour, and give a brief description of a Chinese sleeper car.

8. Students can use Chinese to describe natural objects such as mountains, rivers, trees, and rocks, and discuss some things that tourists may expect to see or experience at a tourist site.

Enrollment is based upon departmental consent.

Mandarin Chinese V Honors Course Standards 1. Students can use Chinese to review one’s monthly income and spending patterns, talk about how one balances one’s personal budget, name some possible reasons to work part-time while in school, discuss the pros and cons of working part-time while in school, and describe what one dislikes or what bothers one.

2. Students can use Chinese to comment if one had a stress-free childhood, name some typical classes offered in after-school programs, indicate agreement or disagreement, present one’s opinions, and talk about parents’ aspirations for their children.

3. Students can use Chinese to locate major Chinese cities, provinces, and rivers on the map, give a brief introduction to the geographic features of China, compare some basic geographic aspects of China and the United States, describe features that may attract one to or deter one from visiting a tourist site, plan a trip to China.

4. Students can use Chinese to name the major traditional Chinese holidays and explain when they occur, name the food that is most associated with each of the major traditional Chinese holidays, express New Year’s wishes, describe the festivities during the Chinese New Year period, wish others success or good health.

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SPANISH I This class is a proficiency-oriented course that helps students attain a Novice-High Level* of proficiency through integrative, student-centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Students learn basic conversational skills such as greeting people, introducing themselves and others, talking about the weather, describing personality traits, talking about schedules and daily activities, and giving opinions. To support these tasks, students learn grammatical structures and concepts such as subject-verb agreement, gender, the present tense (what they regularly do or are doing), the near future (what they are going to do), and one past verb tense (what they did). Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of Spanish-speaking countries through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) Spanish I Course Standards

Spanish Courses The Spanish program uses a proficiency-based, integrative approach in which students use the language creatively from the outset. Classroom interaction is based on tasks that simulate real-world situations.

Teaching techniques are student-centered and grammar is presented to promote effective communication. The four skills – reading, writing, listening, and speaking – and culture reinforce one another. The goal of the program is to make students independent users of Spanish through the development of language and critical thinking skills.

All classes are conducted primarily in Spanish.

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask rote and formulaic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

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SPANISH COURSE SEQUENCE

COLLEGE PREPARATORY

HONORS AND AP

• Spanish I • Spanish II

• Spanish II Honors

• Spanish III

• Spanish III Honors

• Spanish IV

• Spanish IV Honors • Spanish V Honors: Composition & Conversation • AP Spanish: Language & Culture • Spanish VI: Language Through Film (AP credit)

5. Students can respond to simple, direct questions and/ or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures and behaviors in various social situations.

7. Students can produce lists, short notes, and post cards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys and/or other documents.

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

SPANISH II This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. After a review of grammatical concepts and basic themes from Spanish I, students expand vocabulary to include such topics as family and friends, health, sports, entertainment, vacation, daily routine, technology, and personal likes and dislikes. They learn to express what they are doing, have done, used to do, and are going to do. They develop greater ease in communicating their needs and opinions. Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of Spanish-speaking communities through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language during class. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) Students who take this course must have successfully completed Spanish I or the departmental placement exam.

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Spanish II Course Standards

SPANISH II HONORS

1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph length texts related to familiar and/or contextualized sources such as schedules, labels, recipes, bills, flyers, advertisements, forms, and catalogs, especially when supported with visual cues, prior knowledge and cognates.

This class is a proficiency-oriented course that helps students attain an Intermediate-Low Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Spanish II Honors works with the same material as regular Spanish II, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent- plus of the target language in class.

2. Students can recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, rote phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straight forward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students can begin to be able to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) Students who take this course must have successfully completed Spanish I or the departmental placement exam.

Enrollment is based upon departmental consent.

Spanish II Honors Course Standards 1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph length texts related to familiar and/or contextualized sources such as schedules, labels, recipes, bills, flyers, advertisements, forms, and catalogs, especially when supported with visual cues, prior knowledge and cognates.

2. Students can recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, rote phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straightforward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

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5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students can begin to be able to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

SPANISH III This class is a proficiency-oriented course that helps students attain an Intermediate-Mid Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Beginning with a review of major elements of Level II, this course helps students continue to build vocabulary and deepen their understanding of Spanish grammar. They learn to talk about themes that include professions, technology, history, life events/emotions, the press/news, politics/ government, environmental issues, travel, and the arts.

They continue to develop their ability to express emotions, opinions, needs, and wishes in Spanish.

Grammatical structures help students express what they did, used to do, will do, would do, will have done, would have done, etc. Students increase confidence and competence in speaking, listening, reading, and writing, while acquiring an awareness of cultural differences and concepts of Spanish- speaking communities through readings, videos, projects, and other oral and written activities. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language during class. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) 118 • WEBB SCHOOL OF KNOXVILLE CURRICULUM GUIDE

Students who take this course must have successfully completed Spanish II or the departmental placement exam.

Spanish III Course Standards 1. Students can recognize key words and understand the main ideas and relevant supporting details, as well as infer some meaning in short authentic paragraph-length discourse.

2. Students understand and interpret authentic written and oral texts such as short descriptions, ads, articles, announcements, correspondence, stories, and websites, especially when supported with visual cues, prior knowledge and cognates.

3. Students can begin to analyze texts to derive meaning.

SPANISH III HONORS

This class is a proficiency-oriented course that helps students attain an Intermediate-Mid Level* of proficiency through integrative, student centered activities that simulate real-world scenarios. Grammar is presented to promote effective communication. Spanish III Honors works with the same material as regular Spanish III, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

4. Students can respond to direct questions or requests for information related to family, daily routines, weekend activities, personal preferences, shopping, and food.

* (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012)

5. Students are able to ask simple questions and make simple requests in familiar and practiced social situations related weekend plans, childhood, travel, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

Students who take this course must have successfully completed Spanish II or the departmental placement exam. Enrollment is based upon departmental consent.

6. Students can convey meaning through recombining a variety of vocabulary words and rote phases to create original sentences related to personal information, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, and lodging.

7. Students can present information through strings of simple but cohesive sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

Spanish III Honors Course Standards 1. Students can recognize key words and understand the main ideas and relevant supporting details, as well as infer some meaning in short authentic paragraphlength discourse.

2. Students understand and interpret authentic written and oral texts such as short descriptions, ads, articles, announcements, correspondence, stories, and websites, especially when supported with visual cues, prior knowledge and cognates.

4. Students can respond to direct questions or requests for information related to family, daily routines, weekend activities, personal preferences, shopping, and food.

5. Students are able to ask simple questions and make simple requests in familiar and practiced social situations related weekend plans, childhood, travel, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

6. Students can convey meaning through recombining a variety of vocabulary words and rote phases to create original sentences related to personal information, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, and lodging.

7. Students can present information through strings of simple but cohesive sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, food, celebrations, and basic medical needs.

8. Students can begin to use authentic sources critically and make some basic comparisons/contrasts between cultures.

9. Students can report a simple event or actions in the past using a variety of past aspects.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

SPANISH IV This class is a proficiency-oriented course that helps students attain an Intermediate-Mid to Intermediate High Level* of proficiency through integrative, student centered activities that simulate real-world scenarios.

Grammar is presented to promote effective communication and is not the sole focus of the course.

While applying previous and working knowledge of the language, students are led through daily activities that help develop their ability to better employ the grammatical and lexical features of the language in order to more effectively communicate in Spanish through writing and speaking. Unlike grammar-based programs,

8. Students can report a simple event or actions in the past using a variety of past aspects.

9. Students can begin to use authentic sources critically and make some basic comparisons/contrasts between cultures.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

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3. Students can begin to analyze texts to derive meaning.

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which tend to focus more on what the student knows about the language, Spanish IV helps students strengthen their ability to respond to real-world situations in spontaneous and non-rehearsed contexts through speaking, writing, listening, and reading. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) Students who take this course must have successfully completed Spanish III or the departmental placement exam. Enrollment is based upon departmental consent.

Spanish IV Course Standards 1. Students can follow the main ideas and identify some supporting details in various time frames in straightforward, and sometimes narrative, para graph-length discourse, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can understand and interpret authentic written and oral texts such as articles, announcements, websites, and literary passages.

3. Students can begin to analyze written and oral texts in order to derive meaning.

4. Students can respond to direct questions or requests for information related to personal relationships, living spaces, family dynamics, the environment, and future plans.

5. Students are able to ask a variety of questions, elicit information, and make requests in various familiar social situations related personal relationships, living spaces, family dynamics, entertainment, travel, and cultural values.

6. Students can present a variety of information about school, community events, and personal experiences, and relationships with several short paragraphs, sometimes across multiple time frames.

7. Students can state viewpoints on familiar or researched topics and provide some supporting details.

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8. Students can begin to adapt to various audiences of listeners, readers, or viewers to present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics.

9. Students can use authentic sources critically to make comparisons/contrasts between cultures in order to understand different cultural perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

SPANISH IV HONORS This class is a proficiency-oriented course that helps students attain an Intermediate-Mid to Intermediate High Level* of proficiency through integrative, student centered activities that simulate real-world scenarios.

Grammar is presented to promote effective communication and is not the sole focus of the course.

Spanish IV Honors works with the same material as regular Spanish IV, but moves at a faster pace and delves more deeply into the material. The classroom activities, homework assignments, and proficiency assessments reflect the more intense and more in-depth nature of the honors class environment and expectations. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class. * (Proficiency standards are defined by the American Council for Teaching Foreign Language Proficiency Performance Descriptors; 2012) Students who take this course must have successfully completed Spanish III or the departmental placement exam. Enrollment is based upon departmental consent.

Spanish IV Honors Course Standards 1. Students can follow the main ideas and identify some supporting details in various time frames in straightforward, and sometimes narrative, paragraphlength discourse, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can understand and interpret authentic written and oral texts such as articles, announcements, websites, and literary passages.

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3. Students can begin to analyze written and oral texts in order to derive meaning.

4. Students can respond to direct questions or requests for information related to personal relationships, living spaces, family dynamics, the environment, and future plans.

5. Students are able to ask a variety of questions, elicit information, and make requests in various familiar social situations related personal relationships, living spaces, family dynamics, entertainment, travel, and cultural values.

6. Students can present a variety of information about school, community events, and personal experiences, and relationships with several short paragraphs, sometimes across multiple time frames.

7. Students can state viewpoints on familiar or researched topics and provide some supporting details.

8. Students can begin to adapt to various audiences of listeners, readers, or viewers to present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics.

9. Students can use authentic sources critically to make comparisons/contrasts between cultures in order to understand different cultural perspectives from around the world.

10. Students build, reinforce and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and to solve problems creatively.

also be given to developing conversational skills, with activities that may include impromptu speaking, debates, formal and informal presentations, persuasive speeches, and Socratic discussions.

The class will be conducted entirely in Spanish.

Enrollment is based upon departmental consent.

Spanish V Honors: Composition and Conversation Course Standards 1. Students can read, summarize, and discuss a variety of authentic materials ranging from literary texts to newspaper, magazine articles, and online publications.

2. Students begin to identify the intended audience of written texts.

3. Students can comprehend a variety of vocabulary and idiomatic expressions across time frames.

4. Students can appropriately respond to formal and informal emails, notes, texts requesting information, opinions, suggestions etc., on a variety of topics in a variety of time frames.

5. Students can engage in the oral and written exchange of information, opinions, and ideas in a variety of times frames and social situations.

6. Students can state and support opinions orally and through writing.

7. Students can use and understand a variety of vocabulary, idioms, and culturally appropriate expressions related to various topics to initiate, maintain and close a spoken exchange with a native speaker.

SPANISH V HONORS: COMPOSITION AND CONVERSATION

8. Students can write a formal essay on a variety of topics that consists of a thesis, body argument supported by details from authentic written and oral sources, and a conclusion.

This course is designed for students who have successfully completed Spanish IV and who wish to continue Spanish in a Honors (non-AP) class environment.

All four skills – reading, writing, speaking, and listening – will be developed, with emphasis placed on writing and speaking. Special consideration will be given to developing the process and mechanics of producing finely crafted sentences and paragraphs in Spanish. Composition activities may include essays of various types (expository, persuasive, argumentative, descriptive); informal writing (blogs, emails, and diary entries); and other kinds, such as critiques, essays, and short research papers. Emphasis will

10. Students build a broader understanding of the cultures in general, incorporate interdisciplinary topics, make comparisons between the native language and the target language, as well as between different cultures, and use the target language in real-life settings.

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9. Students develop their awareness and appreciation of products, both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie practices and products).

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2. Students begin to recognize different rhetorical devices in authentic texts (persuasion, argument, opinion, satire, etc.), and identify the intended audience.

3. Students can comprehend a variety of vocabulary and idiomatic expressions across time frames.

4. Students can appropriately respond to formal emails requesting information, opinions, suggestions etc. on a variety of topics in a variety of time frames.

5. Students can engage in the oral and written exchange of information, opinions, and ideas in a variety of times frames and social situations.

6. Students can state and support opinions.

AP SPANISH: LANGUAGE AND CULTURE This course is tailored to prepare students for the AP Spanish: Language and Culture exam. Students complete an extensive review of grammar and work with more complex structures than previously encountered in their other courses. Recordings and videos develop listening skills; literature, internet sites, journal and newspaper articles, and other written sources develop reading skills; compositions and other writing activities develop writing skills; and ample conversational activities improve speaking skills. To maximize preparation, students study sections from AP exam preparation books and previous AP exams and are also required to complete a series of recorded exercises modeled after those on the AP exam. Instructors will work to meet the ACTFL recommendation of using 90 percent-plus of the target language in class.

Students enrolled in an AP course are expected to take the AP exam. Students who take this course must have successfully completed Spanish IV. Enrollment is based upon departmental consent.

AP Spanish Language and Culture Course Standards 1. Students can read, summarize, and discuss a variety of authentic materials ranging from literary texts to newspaper, magazine articles, and online publications.

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7. Students can use and understand a variety of vocabulary, idioms, and culturally appropriate expressions related to various topics to initiate, maintain and close a written or spoken exchange with a native speaker.

SPANISH VI: LANGUAGE THROUGH FILM This course is for students who have successfully completed Spanish V Honors: Composition and Conversation or AP Spanish: Language and Culture and desire to build their language skills to a more advanced level. Students will analyze at least 10 films from the Spanish-speaking world. To increase understanding of the themes and cultural background of each film, students will use authentic cultural texts that may include traditional literature, popular songs, and newspaper, journal, and website articles. Primary emphasis will be given to developing conversational skills; students will be required to engage in activities that hone their critical thinking and presentational abilities, as well as their capacity to express their ideas creatively. Secondary emphasis will be given to writing; students will write film critiques, essays, and/or short research papers.

The class will be conducted entirely in Spanish. Although this class is not a College Board AP course, students will receive AP credit for this course.

8. Students can write a persuasive essay on a variety of topics that consists of a thesis, body argument supported by details from authentic written and oral sources, and a conclusion.

Prerequisite: Spanish V Honors: Composition and Conversation or AP Spanish: Language and Culture.

9. Students can critically interpret, synthesize, integrate, and cite information from a variety of authentic sources (oral and written) in order to support their arguments, opinions, and/or conclusions.

Spanish VI: Language through Film Course Standards

10. Students develop their awareness and appreciation of products, both tangible (e.g., tools, books) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions that underlie practices and products).

11. Students build a broader understanding of the cultures in general, incorporate interdisciplinary topics, make comparisons between the native language and the target language, as well as between different cultures, and use the target language in real-life settings.

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5. Students can critically interpret, synthesize, integrate, and cite information from a variety of authentic academic sources (oral and written) in order to support thesis arguments, opinions, and/or conclusions.

6. Students can research an academic topic related to the historical, social, economic, and political themes discussed in class and produce a seven-to-eight-page term paper in the target language that incorporates and appropriately cites academic sources.

7. Students garner a general understanding of the political, social and historical contexts of Latin America and Spain, starting with the 1940s and into modern times.

8. Students broaden their geographic, historical, artistic, social and political understanding of Latin America and Spain.

9. Students build a broader understanding of the cultures in general, incorporating interdisciplinary topics to make comparisons between the native language culture and the target language culture.

Enrollment is based upon departmental consent.

1. Students can read, summarize, and discuss a variety of authentic materials ranging from scholarly articles and online publications, to literary works from the target language.

2. Students can read, summarize, and discuss works from literary canons (short stories, poems, passages).

3. Students can express their opinions, criticism, and exchange of information in an academic setting more akin to an advanced college language course.

4. Students can write an analytical essay on a variety of topics related to the social, political, economic, and historical themes presented in class and provide supporting details from academic sources.

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Fine Arts “Preparation in the arts will be valuable to college entrants whatever their intended field of study. The actual practice of the arts can engage the imagination, foster flexible ways of thinking, develop disciplined effort, and build self-confidence. Appreciation of the arts is integral to the understanding of other cultures sought in the study of history, foreign language, and social studies. . . Students’ preparation in the arts will enhance the quality of their lives, whether they continue artistic activity as a vocation or appreciation of the arts as observers and members of audiences.”

In this course, students will explore the process of printmaking through different means including, but not limited to, collagraphy, reduction block linoleum cut, intaglio, monotype, and screen printing. Students will expand upon their visual vocabulary and be encouraged to innovatively engage each project. This course will also explore formal, technical, and conceptual elements relevant to 2-D design as well as traditional and contemporary printmakers.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee for this course.

This course is intended to engage the student in a comprehensive range of drawing principles and methods, as well as to focus on a variety of concepts regarding perception. Projects will be based on observation, expressive and descriptive mediation and engaging meaning through composition, image and process.

Subject matter will fluctuate between still life, the figure, landscape, portraiture, abstraction, appropriated imagery etc. Students will engage a multiplicity of techniques and materials through directed studio projects. Quality of work, as well as preparation, critical participation and personal progress form the core of how students will be graded.

Open to all students, this course explores the technical and creative aspects of photography. Basic black and white image-making and darkroom techniques are emphasized. Supplemental approaches such as early developing pinhole cameras, solarization and hand coloring are also explored. Students will also be introduced to the invention of photography and its various applications through history by various photographers. Importance is placed on critical thinking skills and personal expression through teacher feedback and group critiques.

FUNDAMENTALS OF DRAWING

The College Board, Education Quality Project

TWO-DIMENSIONAL DESIGN AND PRINTMAKING

PHOTOGRAPHY

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

– Academic Preparation for College: What Students Need to Know and Be Able to Do.

Visual Arts Semester Courses

CONCEPTS OF DRAWING

THREE-DIMENSIONAL DESIGN This course examines the relationship between form, structure, process, skill, and intent, as they are considerations in the three-dimensional arts. Emphasis is placed on providing a variety of experiences that will develop a basic vocabulary and teach the student to innovatively present a design project. As the student explores a variety of materials and ideas, they will explore formal, technical, and conceptual elements relevant to traditional and contemporary 3-D design issues.

This course is intended to familiarize students with drawing terminology and techniques. Emphasis will be placed on development of observational skill and the rendering of light and shadow using a variety of materials. Subject matter will vary from personal observation and from images researched. Using perspective, mark-making, and value, students will learn to create the illusion of space within their drawing.

Students will be graded on class participation, preparation, quality of work, and critical participation.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

There is no prerequisite for this course. Students furnish their own film. Students will be charged a $70 materials fee for this course.

ADVANCED PHOTOGRAPHY Open to 10th, 11th, and 12th grade students, this course is designed for the student who wishes to take photography to a more complex level. Projects will challenge students to execute the medium of photography conceptually and further explore its aesthetic possibilities.

Students will be using both film and digital cameras in this course to complete assignments Digital manipulation and basic retouchingof digital photographs using Photoshop is introduced. Emphasis is placed on working toward a more personal vision and innovation.

Importance is also placed on critical thinking as students craft an artistic statement and participate in individual and group critiques. Students furnish their own film.

The prerequisite for this course is Photography. Students will be charged a $70 materials fee.

PAINTING This course is intended to develop the comprehension and use of the formal, technical, and perceptual process of painting fundamentals. Students will utilize a variety of techniques and materials through directed studio projects, and will be given the opportunity to do an independent final project. Quality of work, as well as preparation, critical participation, and personal progress form the core of how students will be graded.

There is no prerequisite and this course is open to all grades. Students will be charged a $70 materials fee.

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ADVANCED PHOTOGRAPHY HONORS

APPLIED CERAMIC CONCEPTS HONORS

Open to 10th, 11th, and 12th grade students, this course is designed for the student who wishes to take photography to a more complex level. Projects will challenge students to execute the medium of photography conceptually and further explore its aesthetic possibilities. Students will be using both film and digital cameras in this course to complete assignments. Digital manipulation and basic retouching of digital photographs using Photoshop is introduced.

Emphasis is placed on working toward a more personal vision and innovation. Importance is also placed on critical thinking as students craft an artistic statement and participate in individual and group critiques. In addition to the curriculum above, Honors students will participate in bimonthly digital assignments aimed to broaden the skill and scope of every student’s photographs and personal voice.

In this class, students will continue their exploration of clay. Students will engage as well as push past the skills learned in the previous courses and focus on the exploration of a primary form. A main tenet of this course will be to study the history of the form, research historical and modern interpretations, experiment with different firing temperatures, and explore a variety of surface treatments. The students will communicate their research about the object they choose to the rest of the class in two presentations. One presentation will include images of pieces they are inspired by, and a second presentation will include objects they have produced.

Students will be required to spend a minimum of one hour per week working outside of class time.

SCULPTURE This course is an exploration of process, material, and perceptions as they relate to three-dimensional form and structure. Emphasis is placed on developing a basic vocabulary, an understanding of visual expression and exploration of formal, technical and conceptual elements relevant to traditional and contemporary threedimensional design. Students will experiment with a variety of media, including but not limited to wire, plaster, paper mache, and found objects. A portion of the second term may include an exploration of installation art.

There is no prerequisite and this course is open to 9th, 10th, 11th, and 12th graders. Students will be charged a $70 materials fee.

Prerequisite: Advanced Ceramics

The prerequisite for this course is Photography. Students furnish their own film. Students will be charged a $70 materials fee.

Students will be charged a $70 materials fee.

CERAMICS Open to all grade levels, this course examines the relationships among form, structure, process, skill, and intent, as they are considerations in the threedimensional arts, as well as important elements connected to ceramics. Emphasis is placed on providing a variety of experiences that will develop a wider vocabulary and provoke the student to innovatively engage the ceramic art process. As the students explore a variety of techniques and ideas through projects initiated by the teacher, they will explore formal, technical, and conceptual elements relevant to traditional and contemporary ceramic design.

Students will be charged a $70 materials fee.

ADVANCED CERAMICS This course is designed to build upon the fundamentals learned in Ceramics. Students will be challenged to use the techniques of hand building and throwing on a more complex level as new genres and skills are introduced.

Students will also learn alternative firing techniques as well as a greater variety of glazing and ceramic decoration.

Emphasis will be placed on student exploration and creation of their own artistic style and vision. Critical thought in the technical, formal and conceptual elements related to ceramic art will be encouraged through individual and group critiques as well as discussions on traditional and contemporary ceramicists.

Prerequisite: Ceramics This course is open to 10th, 11th, and 12th grade students.

Students will be charged a $70 materials fee.

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• A student pursuing a 2-D portfolio with a concentration in photography should take CP Photography and Advanced Photography, or Advanced Photography Honors and one other 2-Dbased course of the student’s choice.

Performing Arts Semester Courses

This course is open to 12th graders who are highly motivated art students and wish to submit a portfolio to the College Board. An exceptional work ethic and a true desire to create are essential for success in this course.

Students are expected to be self-directed, participate in group and individual critiques, write an artist’s statement, as well as work outside of class. Emphasis is placed on creating work for the different sections of the AP Portfolio exam - Quality, Breadth, and Concentration – providing is a thematically related series of work. Each student is required to submit drawing portfolio, a two-dimensional design portfolio, or a threedimensional design portfolio.

• A student pursuing a 2-D portfolio with a concentration in painting, digital art, or printmaking should take three art courses within the following: Fundamentals of Drawing, Concepts of Drawing, Painting, 2-D Design/ Printmaking, or CP Photography.

Open to all 9th-12th grade, students will perform and learn traditional and contemporary choral literature.

This is a non- auditioned performance group.

Participants are encouraged to increase their musical skills, including sight singing, to an advanced level and appear in a choral festival.

Enrollment is based upon departmental consent.

AP ART HISTORY

FRESHMAN SELECT

Offered to students in the 11th and 12th grades, this college-level, yearlong course provides an introductory survey of art forms within historical and cultural contexts.

The class will focus on developing understanding and enjoyment of the major art forms – painting, architecture, and sculpture. The development of critical thinking skills is emphasized. In addition to texts, lectures, and slide presentations, the course is supplemented with visits to galleries and museums.

This class requires an audition and is designed to find students early in their music career who have a goal of staying with the choral program all four years and who have advanced music/singing abilities. Students perform a wide variety of music throughout the year. The singers will participate in the annual Madrigal Dinner as performing servers and participate in a number of concerts in the community.

Visual Arts Full-Year Courses AP STUDIO ART

Students will be charged a $70 materials fee per semester. Students will be expected to complete several summer assignments before the course begins.

Prerequisite: Three art courses within the student’s desired concentration media as described below: • A student pursuing a 3-D portfolio with a concentration in 3-D based work should take three courses within the following: 3-D Design, Ceramics, Advanced Ceramics, Advanced Ceramics Honors, and Applied Ceramic Concepts Honors.

• A student pursuing a drawing portfolio with a concentration in drawing should take Fundamentals of Drawing, Concepts of Drawing, and one other 2-D-based course of the student’s choice.

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• A student pursuing a 2-D portfolio with a concentration in painting, digital art, or printmaking should take three art courses within the following: Painting, 2-D Design and Printmaking, Fundamentals of Drawing, Concepts of Drawing, CP Photography, or Advanced Photography Honors.

There is no prerequisite for this course. Enrollment is based upon departmental consent. Students enrolled in an AP course are expected to take the AP exam.

A first quarter grade of C- or below will result in student removal from an Honors or AP course.

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SPARTAN SINGERS

Participants are responsible for the performance dress of gowns or tuxedos. Grades are based on daily participation, quizzes, octets, and performances. There is the option to participate in a spring choral trip at the participant’s expense.

Participants are responsible for the performance dress of gowns or tuxedos, and the Choral Department will supply costumes for the Madrigal Dinners. Grades are based on daily participation, quizzes, octets, and performances. The audition occurs in the spring and includes a vocal examination as well as a sight-reading element. This course requires a high level of commitment.

There is the option to participate in the spring choral trip at the participant’s expense.

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SPARTAN SELECT Open to all 10th-12th grade, students perform a wide variety of music throughout the year. The singers participate in the annual Madrigal dinner as performing servers and participate in a number of concerts in the community.

Participants are also responsible for the performance dress of gowns or tuxedos as well as an Elizabethan servant costume for the Madrigal performances. Grades are based on daily participation, quizzes, octets, and performances. The audition occurs in the spring and includes a vocal examination as well as a sight-reading element. This course requires a high level of commitment.

There is the option to participate in a spring choral trip at the participant’s expense.

WIND ENSEMBLE (BAND) Open to all 9th-12th graders, this performing group serves as the pep band for various sporting events and a concert ensemble during the remainder of the year. A variety of musical styles will be explored, including traditional and contemporary band literature, classical transcriptions, and jazz. Students will also explore various theoretical and historical concepts to enhance performance skills.

Participants are responsible for the performance dress of gowns or tuxedos. In most cases, students provide their own instruments. Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at the participant’s expense.

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STRING ENSEMBLE (ORCHESTRA) Open to all 9th-12th grade string players with previous experience, this group performs at multiple concerts and school events throughout the year. A variety of musical styles will be explored, including classical, contemporary, and various fiddle styles. In addition to concert literature, students will learn scales, advanced techniques, and music theory. Grades are based on daily participation, quizzes, written assignments, and performances.

Participants are responsible for the performance dress of gowns or tuxedos. In most cases, students provide their own instruments. Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at participant’s expense.

Performing Arts Full-Year Courses STRING ENSEMBLE HONORS (ORCHESTRA) This class is open to 10th-12th grades and meets at the same time as String Ensemble Orchestra, but with additional requirements such as Middle School mentoring, presentations, and higher-level theory assignments. These students provide assistance with additional performances and chamber ensemble performances.

Participants are responsible for the performance dress of gowns or tuxedos. This class is by invitation only and requires a high level of commitment from the student.

Students are responsible for their performance attire. A trip to a music festival may be an optional event for this class at the participant’s expense. Enrollment is based upon departmental consent.

CHAMBER SINGERS HONORS This course is open to students in 10th-12th grades through an audition. Students will perform a wide variety of music throughout the year. The singers participate in the annual Madrigal Dinner and perform a number of concerts in the community.

Participants are also responsible for the performance dress of gowns or tuxedos as well as Elizabethan costume for the Madrigal performances. Grades are based on daily participation, quizzes, octets, and performances. The audition occurs in the spring and includes a vocal examination as well as a sight-reading element. This course requires a high level of commitment.

There is the option to participate in a spring choral trip at the participant’s expense. Enrollment is based upon departmental consent.

WIND ENSEMBLE HONORS (BAND) This class is open to 10th-12th grades and meets at the same time as Wind Ensemble but with additional requirements such as middle school mentoring, presentations, and higher-level theory assignments.

These students provide assistance with additional performances and chamber ensemble performances.

Participants are responsible for the performance dress of gowns or tuxedos This class is by invitation only and requires a high level of commitment from the student.

Students are responsible for their performance attire.

A trip to a music festival may be an optional event for this class at the participant’s expense.

Enrollment is based upon departmental consent.

Music - Semester Courses

Theater - Semester Courses

HISTORY OF POP AND ROCK MUSIC

INTRODUCTION TO ACTING

This course is open to 9th-12th grades and requires no prerequisite. This course will provide the student with a broad overview of what pop music is, tracing its history and development through the Big Band era, birth of jazz and blues, rock and roll, and the British invasion, to our current mix of pop styles. The course will stress the cultural, sociological, and psychological influences and reflect on pop music’s use as an avenue of communication and as an art form. There will be guided listening, reading, and discussions. Evaluations will be determined through classroom participation, assignments, tests, and projects, as well as concert reviews.

Beginning with drama games and basic improvisation, this class introduces acting to both those with a casual curiosity and those with a serious interest in the art of performance. Stage combat, monologues, and scene work will be covered, as will techniques and strategies for auditioning.

Students may be asked to attend off-campus concerts as well as Webb performing arts concerts as a part of the course requirement. Opportunities to attend professional concerts at the students’ expense will be offered but not a requirement.

Music - Full-Year Courses AP MUSIC THEORY This course introduces students to the aspects of music including melody, harmony, texture, rhythm, form, musical analysis, composition, and to some extent, history and style. Musicianship skills such as dictation and other aural skills, sight singing, and keyboard and choral harmony are considered important parts of the theory course. The ultimate goal of the AP Music Theory Course is to develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score. Music Theory students will be expected to complete a final composition as a culmination of the material covered in the course.

INTRODUCTION TO CINEMA This course offers an introduction to film studies by examining the art and impact of a variety of actors, directors, and genres to give a broad overview of the craft of film. This unique course encourages teacher-coached students to deeply explore areas of interest to share them with the rest of the class. Students get to enhance their knowledge by taking on the role of teacher and learner through an active collaboration with the instructor.

CINEMA: A HERO'S JOURNEY From the tales of earliest tribes to the most spectacular blockbusters from Hollywood, the plot of the hero’s quest never changes. Whether it’s Hercules or Harry Potter, the stories remain the same. Why is that? What are we trying to tell ourselves in myths and movies? This class focuses on films of action, adventure, and hidden meanings. From Jack Sparrow to Indiana Jones . . . from the beaches of D-Day to the heart of Middle Earth . . . the Hero’s Journey on the silver screen remains as exciting and important as ever.

Students are admitted through the AP guidelines for this course including teacher recommendation and a skills test. Enrollment is based upon departmental consent.

Students enrolled in a AP course are expected to take the AP exam.

A first quarter grade of C- or below will result in student removal from the Honors or AP course.

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CINEMA: FILMS OF MYTH AND WONDER From Frankenstein to Blade Runner, science fiction and horror have long been used as vehicles for artists and authors to explore important social and spiritual issues.

This semester-long course actively examines the best of these genres and investigates the political and mythical issues contained within them. This course helps students develop the skills to intelligently examine films and discuss why they work or fail. Teacher-led screenings will alternate with student-driven projects, making this a fun, interactive look at the ideas behind the most influential medium of the past 100 years. Films screened and explored will include Metropolis, The Bride of Frankenstein, The Fly (1986), Jaws, Blade Runner, Psycho, and The Matrix, as well as many, many others.

CINEMA: SUPERS AND SCOUNDRELS Is it the cape, the tuxedo, or the tortured past? What makes a hero? In this course, we’ll examine the iconic heroes of cinema to learn why they risk all for principle.

What is the psychology of the iconic heroes, and what sets them apart? Why do dark figures such as the Dark

Knight and James Bond serve as our greatest heroes today as they did in the ’60s? Are super abilities gimmicks or do they allow storytellers to reach audiences in unforgettable ways? By looking at the minds and motives of both the heroes and the audiences, the class will draw unique conclusions based on some of cinema’s most thrilling films.

CONSTRUCTION AND CARPENTRY FOR THE STAGE This semester class is the ideal course for students looking for a hands-on experience in imaging and building the scenery, props, and technical elements for plays and films. Learn how to take a play from page-to-stage, gaining skills in woodworking, painting, and teamwork in a fun, safe environment. Help create impressive sets such as the ones seen in Chicago and Mamma Mia while learning talents and tricks-of-the-trade that can be used in theatre and in life. Also, get an insider’s look at lighting and sound tech. No experience is necessary.

READER'S THEATER: SHAKESPEARE

ADVANCED SENIOR CINEMA: HITCHCOCK, WILDER AND KUBRICK

Students will have the opportunity to learn about Shakespeare’s plays by reading them aloud, as an ensemble, and then reflecting on them in discussion and journal work. Designed to provide readers with an immersive experience both listening to and speaking Shakespeare every five class days out of seven, the course will increase comfort and familiarity with Shakespeare’s language, stories, and characters, covering 12 of his most important plays.

This course is intended for college-bound seniors seeking a sophisticated examination of three of cinema’s most honored directors: Billy Wilder (Some Like It Hot); Alfred Hitchcock (Psycho); and Stanley Kubrick (The Shining). In-depth screenings, discussions, and guided projects will allow students a college-level insight into three masters of art and entertainment.

SCREENWRITING Designed for students with an interest in both writing and film, this course uses brainstorming activities and the study of story structure to build the skills and confidence to write for the screen. Students will build a short, feature screenplay over the semester, finishing with a second draft of a completed script.

Department approval required.

SPEECH COMMUNICATIONS AND DEBATE With an emphasis on one-on-one coaching and group interaction, students will learn valuable techniques to build confidence through focusing on descriptive, persuasive, and demonstrative talks. In the latter section of the semester, students will explore the format and strategies of formal debate.

CINEMA: FROM SITCOMS TO STREAMING – THE HISTORY AND HERITAGE OF AMERICAN TELEVISION Since 1946, this uniquely American art form has brought cinema into the homes of millions and transformed every aspect of domestic life. Shaped by who we are and shaping who we would become, television not only has a rich and controversial heritage, but with the advent of streaming services and long-form storytelling, is poised to financially and artistically overtake the silver screen as the new home for filmed storytelling. This course uses guided screenings and independent research presentations to explore both the network-dominated past and the Oscar-bound future of this ubiquitous medium.

SENIOR CINEMA Offered for seniors, and juniors with instructor approval, who wish to explore the art of films at an in-depth level, this class will examine an eclectic range of international master directors and genres. This student- driven course is highly recommended for college-bound students who have enjoyed past cinema classes, and wish to learn about the range of cinema arts.

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Media Arts Semester Courses DIGITAL IMAGERY AND PHOTOSHOP This course is designed to familiarize students with the tools of Adobe Photoshop and Illustrator. By using contemporary software, students will take on projects related to photo repair, collage, advertising, and art projects. The use of vector graphics to create logos and other images will be covered as well. The class will culminate in the completion of a digital portfolio. Basic photographic technique and composition will be covered, and students are required to have the use of a compact or regular DSLR camera. Photoshop and Illustrator will be made available on student laptops.

ADVANCED DIGITAL IMAGERY AND PHOTOSHOP Building on the skills from the first semester class Digital Imagery and Photoshop, this advanced class will focus on digital art for photo enhancement, commercial art, and web design. Special emphasis will be placed on Adobe Illustrator and vector art, the professional standard for creating commercial graphics for digital and print work.

Emphasis will be placed on gaining a familiarity with Illustrator for both commercial and fine art applications.

A final and diverse Portfolio will serve as the culminating project for the course. The prior course is not a prerequisite but is strongly recommended.

MEDIA PRODUCTION I & II MEDIA PRODUCTION I – This course features components related to live broadcasting and public speaking in producing news, sports, and feature events in addition to post-production. Production will occur in the Haslam Center Broadcast Studio. Students will be required to attend a percentage of W.O.W. Network productions on location at after- school events, including athletics, fine arts performances, and other school activities. Student roles/responsibilities may include: on-air live commentators and anchors, interviewers/ reporters, producers, script writers, public address announcing, and technical assistants (camera, sound, lighting, video).

Using innovation and creativity, students will produce a weekly news broadcast and occasional daily minibroadcasts on “What’s UP in UPper School.” These segments will be posted on the school’s website and social media platforms. Options to produce radio-style broadcasts/podcasts may be available as well. Students will be expected and encouraged to gain experience in all areas of broadcasting, including those outside their comfort zones. This class will also analyze and critique professional news productions in addition to reviewing the ethical standards of journalism. One video-produced team individual or group project will also be required each quarter.

Each student will maintain a weekly log in the Media Production Notebook of duties/roles, equipment, hours, etc. The rotating producer for that broadcast segment will verify team members’ entries. The rotating executive producer will verify all entries each week.

MEDIA PRODUCTION II – This course will focus on increased levels of independence and real-world applications learned and practiced from Media Production I. Prerequisite: Media Production I Being a member of the W.O.W. Network club with prior experience is not a prerequisite for this course, but certainly can be a benefit.

Maximum enrollment: 10.

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9800 Webb School Lane Knoxville, TN 37923-3307 865.693.0011 webbschool.org