UPPER SCHOOL CURRICULUM GUIDE - 2020-2021 6501 Linda Vista Road San Diego, CA 92111
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
UPPER SCHOOL CURRICULUM GUIDE
2020-2021
6501 Linda Vista Road
San Diego, CA 92111
(858) 569-7900
Last Update December 16, 2019
1TABLE OF CONTENTS
PG. 3 | GENERAL INFORMATION
PG. 3 | Academic Advising
PG. 3 | Four-Year Plan
PG. 4 | Coursework
Credit/Non-Credit
Honors/Advanced Placement (AP)
Independent Study
Pass/Fail
PG. 4 | Summer School
PG. 5 | GRADUATION REQUIREMENTS
PG. 6-7 | COURSE LIST
ENGLISH
PG. 8 | COURSE SEQUENCES AND REQUIREMENTS
PG. 9-12 | COURSE DESCRIPTIONS
WORLD LANGUAGE
PG. 13 | COURSE SEQUENCES AND REQUIREMENTS
PG. 14-17 | COURSE DESCRIPTIONS
MATHEMATICS
PG. 18-19 | COURSE SEQUENCES AND REQUIREMENTS
PG. 20-22 | COURSE DESCRIPTIONS
SCIENCE
PG. 23 | COURSE SEQUENCES AND REQUIREMENTS
PG. 24-26 | COURSE DESCRIPTIONS
SOCIAL STUDIES
PG. 27-28 | COURSE SEQUENCES AND REQUIREMENTS
PG. 29-30 | COURSE DESCRIPTIONS
PERFORMING ARTS—MUSIC
PG. 31 | COURSE SEQUENCES AND REQUIREMENTS
PG. 32-34 | COURSE DESCRIPTIONS
PERFORMING ARTS—THEATRE AND DANCE
PG. 35 | COURSE SEQUENCES AND REQUIREMENTS
PG. 35 | COURSE DESCRIPTIONS
VISUAL ARTS
PG. 36 | COURSE SEQUENCES AND REQUIRMENTS
PG. 37-41 | COURSE DESCRIPTIONS
COMPUTER SCIENCE
PG. 42 | COURSE SEQUENCES AND REQUIREMENTS
PG. 42 | COURSE DESCRIPTIONS
PG. 43 | OTHER COURSES (Life Skills and Student Government)
PG. 44-45 | PHYSICAL EDUCATION
PG. 46-47 | FILLABLE 4-YEAR PLAN
2GENERAL INFORMATION
Academic Advising
Grade Level Deans in grades 9 – 12 help serve as academic advisors. In the junior year, each student is assigned alphabetically to one of
the College Counselors, who will then work in conjunction with the Grade Level Dean as academic advisor. The Grade Level Deans,
Associate Head of Upper School for Academics, College Counselors and members of the Student Support Team handle academic issues
when they arise, monitor graduation requirements, and assist with the college application process. The student, College Counselor, and
Grade Level Dean together examine the student’s educational and personal goals in relation to special interests, strengths, and
weaknesses. They choose an academic program to fulfill those goals. Students ultimately assume responsibility for their course selections
and their academic performance with academic advisors guiding and supporting them through the process.
Four-Year Plan
Course Loads
Students are encouraged to take a balanced program. A student’s transcript for college admission should reflect both depth and breadth.
Each student in Francis Parker’s Upper School is expected to take and attend five academic courses each trimester. It is strongly
recommended that a student take a course in each of the core academic areas — English, math, social studies, science and world
language — every year in the Upper School. It is also typical for students to take one or two electives and physical education/athletics.
The usual four-year plan college prep program is the following; however, students may choose to take more than one course in a subject
area like English, science, social studies, or world languages:
GRADE 9 GRADE 10 GRADE 11 GRADE 12
English 9 English 10 English 11 # English 12 #
Global History 1 Global History 2 # American History # Social Studies #
Math # Math # Math # Math #
Physics # Chemistry # Biology # Science #
World Language # World Language # World Language # World Language #
Art* or Elective # Art* or Elective # Art* or Elective # Art* or Elective #
Life Skills PE or free PE or free PE or free
* One course selected from the Music, Visual Arts, or Performing Arts Departments
# Honors and/or AP course offered
3Coursework
Credit / Non-Credit
Life Skills and independent study courses and seminar courses are graded on a Credit / Non-Credit basis. These courses may not be
used to satisfy a graduation requirement and the grades for these courses will not be included in the GPA calculation. Once a student has
satisfied the Parker Arts Graduation Requirement, any additional arts course may be taken for a grade or on a Credit / Non-Credit basis,
but this must be indicated at the time of registration. Note: A grade of Non-Credit (NC) excludes a student from Honors or Honors
with Distinction status for all courses except Life Skills.
Honors / Advanced Placement (AP)
Advanced Placement is a program of college level courses. Students earning grades of C- or better receive weighted credit. Colleges may
grant credit for scores of 3 or higher on the Advanced Placement exam; however, colleges and universities should be contacted for their
individual policies regarding the awarding of Advanced Placement credit. Enrollment in an Advanced Placement course requires
commitment to the rigors associated with the coursework. The demands and workload that often accompany an AP course are not
appropriate for all high school students. All students enrolled in AP courses are required to take the AP exam. If a student does not take
the AP exam the course’s AP designation will be removed from the student’s transcript, the GPA will be recalculated without weight
points, and if the student is a senior, the college will be notified of the change. Note: AP and Honors courses normally require more
homework than regular courses, and AP students may be required to attend mandatory review sessions after school and/or on
weekend(s) in late April or early May before the AP exam.
Independent Study
A student may choose to enroll in an independent program of study to pursue an interest beyond the traditional curriculum.
Independent study courses may not be used to satisfy any of the graduation requirements and will be graded on a Credit / Non-Credit
basis. Note: All “Special Projects” courses are considered to be Independent Study.
Pass / Fail
A junior or senior may elect to take one course, not required for graduation, on a Pass / Fail basis. Approval must be granted prior to the
end of the trimester grading period. A student wishing to exercise this option should consult with the Associate Head of Upper School
for Academics, the College Counselor, and the appropriate departmental chairperson. A grade of C or better is generally required to
meet a university's subject-area requirement. A PASS grade may not meet the subject area grade requirement of some colleges and
universities. Note: Pass / Fail excludes a student from Honors or Honors with Distinction status.
Summer School
Summer school at Francis Parker is designed to meet the needs of the Upper School student by offering courses for both enrichment
and / or credit. Students typically take summer school courses at Parker for the following reasons:
• Focus on one subject.
• Acceleration in a specific subject area. (See below).
• Make-up of a low grade earned during the year.
• Enjoyment; personal growth.
Only year-long Summer School courses are eligible to receive academic credit unless one or two trimesters of the course is being
repeated by the student for credit recovery. Courses receiving academic credit in summer school are work intensive. One year of class
work is completed in six weeks. Only under the following circumstances may students take Upper School math / science courses during
summer school:
• Students are eligible to enroll in a math or science course if they meet the Course Placement Criteria for that course. For
incoming 9th graders who are new to Parker, the School’s math entrance exam is used for eligibility to enroll. For current Parker
Grade 8 students, an “A” in Algebra 1 or an “A” in Algebra 1 Honors in the 3rd trimester is required.
• Students may audit a summer math / science course for no credit.
Students may not take a course required for graduation at another institution, but they may take a course for enrichment.
4GRADUATION REQUIREMENTS
Although students typically take four years each of English, world language, mathematics, science and social studies, the minimum
requirements for graduation from Parker are 132 credits (1 year = 6 credits; 1 trimester = 2 credits) taken in grades 9–12, including
satisfactory completion of the following:
Entered US Entered US Entered US Entered US
in 9th Grade in 10th Grade in 11th Grade in 12th Grade
4 years (24 credits) at 4 years (24 credits) in 4 years (24 credits) in 4 years (24 credits) in
English Francis Parker grades 9–12 grades 9–12 grades 9–12
3 successive years 3 successive years
3 successive years 3 successive years (18 credits) of the same (18 credits) of the same
World
(18 credits) of the same (18 credits) of the same language in grades 9–12 or 2 language in grades 9–12 or 1
Language language at Francis Parker language in grades 9–12 years (12 credits) of the same year (6 credits) of the same
language at Francis Parker language at Francis Parker
3 years (18 credits) at 3 years (18 credits) in 3 years (18 credits) in 3 years (18 credits) in
Francis Parker during the grades 9–12 during the grades 9–12 during the grades 9–12 during the
regular school year, regular school year, regular school year, regular school year,
Mathematics including Algebra 2 and including Algebra 2 and including Algebra 2 and including Algebra 2 and
Geometry Geometry Geometry Geometry
3 years (18 credits) at 3 years (18 credits) in 3 years (18 credits) in 3 years (18 credits) in
Francis Parker, including grades 9–12, including one grades 9–12, including one grades 9–12, including one
Science one course in Biology, one course in Biology, one course in Biology, one course in Biology, one
course in Chemistry and course in Chemistry and course in Chemistry and course in Chemistry and
one course in Physics one course in Physics one course in Physics one course in Physics
Social Studies 3 years (18 credits) at 3 years (18 credits) in 3 years (18 credits) in 3 years (18 credits) in
Francis Parker, including grades 9–12, including grades 9–12, including grades 9–12, including
US History US History US History US History
2 years (12 credits) in
2 years (12 credits) at 2 years (12 credits) in 2 years (12 credits) in
Arts Francis Parker grades 9–12 grades 9–12
grades 9–12 or 1 year (6
credits) at Francis Parker
1 year (6 credits) at
Life Skills Francis Parker
No Requirement No Requirement No Requirement
6 trimesters (12 credits) in 6 trimesters (12 credits) in
Physical 6 trimesters (12 credits) in 6 trimesters (12 credits) in grades 9–12 or 4 grades 9–12 or 2
Education grades 9–12 grades 9–12 trimesters (8 credits) in trimesters (4 credits) in
grades 11–12 grade 12
CPR Satisfied through Life Skills Certification Certification Certification
Community Grade 9 - 11: 20 hrs. per Grades 10 & 11: 20 hrs. Grades 11: 20 hrs.;
Grade 12: Project
Service year; Grade 12: Project per year; Grade 12: Project Grade 12: Project
Interim Completion each year Completion each year Completion each year Completion each year
Diversity and Full-day attendance each year Full-day attendance each year Full-day attendance each year Full-day attendance each year
Inclusion
Citizenship Good standing Good standing Good standing Good standing
Note: Parker students may not take any courses required for graduation from Francis Parker School at another institution
5Course List
English Credits Notes Mathematics Credits Notes
English 9 6 Algebra 1 6
English 10 6 Algebra 1B 6
English 11 6 Geometry 6
AP Language and Composition 6 W Geometry Honors 6 w
English 12 6 Algebra 2 6
Honors English 12: 6 W Algebra 2 Honors 6 w
Literature on the Cultural Turn Advanced Mathematics 6
Honors English 12: 6 W Pre-Calculus 6
Philosophy in Literature Pre-Calculus Honors 6 W
Honors English 12: 6 W Statistics 6
Poverty and Power Calculus 6
Honors English 12: 6 W AP Calculus AB 6 W
Reading the Victorian Mind AP Calculus BC 6 W
Honors English 12: 6 W AP Statistics 6 W
Utopias and Dystopias Multivariate Calculus and Linear Algebra 6 w
AP Literature and Composition 6 W
Creative Writing 1, 2, 3, 4 6
Journalism (Scribe) 1, 2, 3, 4 6 a Social Studies Credits Notes
Global History 1 6
Global History 2 6
World Language Credits Notes Global History 2 Honors 6 w
French 1 6 American History 6
French 2 6 American History Honors 6 W
French 3 6 AP United States History 6 W
French 3 Honors 6 w AP Art History 6 W
French 4 6 AP Economics 6 W
French Language Honors 6 W AP European History 6 W
French 5 6 AP Government & Politics 6 W
French Literature & Culture Honors 6 W Human Geography 6
AP French 6 W AP Psychology 6 W
Mandarin 1 6 Social Justice 6
Mandarin 2 6 Global Studies and Statecraft 6
Mandarin 3 6 Trimester Course Sequence: 6
Mandarin 3 Honors 6 w Race and Gender: This is Us
Mandarin 4 6
Mandarin 4 Honors 6 w
Mandarin 5 6 Science Credits Notes
Chinese Language & Culture Honors 1 6 W Biology 6
Chinese Language & Culture Honors 2 6 W Biology Advanced 6
Spanish 1 6 AP Biology 6 W
Spanish 2 6 w AP Environmental Science 6 W
Spanish 3 6 Physiology Honors 6 w
Spanish 3 Honors 6 w Marine Science 6
Spanish 4 6 Chemistry 6
Spanish 4 Honors 6 w Chemistry Advanced 6
Spanish 5 6 AP Chemistry 6 W
AP Spanish Language and Culture 6 W Physics 6
Spanish Literature & Culture 1 6 Physics Advanced 6
Spanish Literature & Culture 1 Honors 6 w AP Physics 1 6 W
Spanish Literature & Culture 2 6 AP Physics 2 6 W
Spanish Literature & Culture 2 Honors 6 w AP Physics C: Mechanics 6 W
AP Physics C: Mechanics and Electricity & 6 W
Legend: Magnetism
W = weighted for UC, CSU, and Francis Parker GPA Engineering Honors 1, 2, 3 6 w
w = weighted for Francis Parker GPA only
a = satisfies Parker arts requirement
wint= offered during winter trimester only
fall = offered during fall trimester only
spring = offered during spring trimester only
tri = trimester course
6Course List
Performing Arts: Credits Notes Athletics: Fall Credits
Theatre & Dance Boys Sand Volleyball* 2
Theatre 1, 2, 3, 4 6 A Boys Water Polo* 2
Technical Theatre 1, 2, 3, 4 6 A Cheerleading* 2
Dance 1, 2, 3, 4 6 A Cross Country* 2
Dance Team* 2
Football* 2
Girls Golf 2
Performing Arts: Credits Notes
Girls Tennis* 2
Music Girls Volleyball* 2
Classical Guitar Ensemble 1 6 A Sailing* 2
Classical Guitar Ensemble Advanced 1, 2, 3, 4 6 A Surfing 2
Contemporary Guitar Ensemble 1, 2, 3, 4 6 A
Pep Band 1, 2, 3, 4 6 a
Instrumental Ensemble 1, 2, 3, 4 6 A, W Athletics: Winter Credits
Instrumental Ensemble 1, 2, 3, 4 Honors 6 A, W Boys Basketball* 2
String Ensemble 1, 2, 3, 4 6 A Boys Soccer* 2
Lancer Orchestra 1, 2, 3, 4 6 A, W Cheerleading* 2
Dance Team* 2
Girls Basketball* 2
Visual Arts Credits Notes Girls Soccer* 2
2-D Art & Design 1, 2 6 A Sailing* 2
3-D Art & Design 1, 2, 3, 4 6 A Surfing* 2
Motion Media 1, 2, 3, 4 6 A Girls Water Polo* 2
Photography 1, 2, 3, 4 6 A Boys Rugby* 2
AP Studio Art – 2-D: Photography* 6 A, W
Special Projects in 2-D Art* 2
Special Projects in 3-D Art & Design* 2 Athletics: Spring Credits
Special Projects in Motion Media* 2 Baseball* 2
Special Projects in Photography* 2 Boys Golf* 2
AP Art History 6 A,W Boys Lacrosse* 2
Journalism (Scribe) 1, 2, 3, 4 6 a Boys Tennis* 2
Yearbook 1, 2, 3, 4 6 a Boys Volleyball* 2
Cheerleading* 2
Dance Team* 2
Computer Science Credits Notes Girls Lacrosse* 2
AP Computer Science A 6 W Girls Sand Volleyball* 2
Advanced Programming 1, 2 6 w Sailing* 2
Advanced Robotics Programming 1, 2 6 w Softball* 2
Track & Field* 2
Physical Education Credits Notes
Legend:
Athletic Strength and Conditioning 2 W = weighted for UC, CSU, and Francis Parker GPA
Dance 2 w = weighted for Francis Parker GPA only
Fitness for Life 2 A = satisfies UC and Parker arts requirement
Independent P.E. 2 a = satisfies Parker arts requirement
Physical Education Activity 2 wint= offered during winter trimester only
Pilates 2 fall = offered during fall trimester only
Sports Management 2 spring = offered during spring trimester only
Sports Medicine 2 summer = offered in the summer only
Strength and Conditioning 2 * = course may be repeated for credit
Student Athletic Training 2 tri = trimester course
Yoga 2
Other Credits Notes
Life Skills 6
Student Government 1, 2, 3, 4 6
7Course Sequences and Requirements
English
GRADE 9 COURSE REQUIREMENT GRADE 10 COURSE
Passing grade in English 9 English 10
A or higher in English 10 and departmental AP Literature and Composition*
approval *Taken as second English
ENGLISH 9 Creative Writing*
No prerequisite *Taken as second English and may be taken
more than one year
Journalism (SCRIBE)*
No prerequisite *Taken as second English and may be taken
more than one year
GRADE 10 COURSE REQUIREMENT GRADE 11 COURSE
Passing grade in English 10 English 11
B+ or higher in English 10 AP Language and Composition
A or higher in English 10 and departmental AP Literature and Composition*
approval *Taken as second English
ENGLISH 10
Creative Writing*
No prerequisite *Taken as second English and may be taken
more than one year
Journalism (SCRIBE)*
No prerequisite *Taken as second English and may be taken
more than one year
GRADE 11 COURSE REQUIREMENT GRADE 12 COURSE
Passing grade in English 11 English 12
A- or higher in English 11 English 12 Honors
A- or higher in English 11 and departmental AP Literature and Composition*
approval *Taken as second English
ENGLISH 11 Creative Writing*
*Taken as second English and may be taken
No prerequisite
more than one year
Journalism (SCRIBE)*
*Taken as second English and may be taken
No prerequisite
more than one year
Passing grade in English 11 or AP Language
English 12
and Composition
B- or higher in AP Language and
English 12 Honors
Composition
A- or higher in AP Language and AP Literature and Composition*
AP LANGUAGE AND Composition and departmental approval *Taken as second English
COMPOSITION Creative Writing*
No prerequisite *Taken as second English and may be taken
more than one year
Journalism (SCRIBE)*
No prerequisite *Taken as second English and may be taken
more than one year
8Course Descriptions
English
English 9
This course serves as an introduction to the study of literature and high school writing. Utilizing a wide variety of representative, age-
appropriate texts, from classical works to Shakespearean plays to contemporary fiction and poetry, the English 9 curriculum takes
freshman on a journey toward growth, confidence, maturity, and increased self-knowledge. The core texts, and the additional works
chosen by the specific instructor, are used as catalysts for both class discussion and written reflection. As the year progresses, the course
targets specific skills in areas that will be valuable to students not only in future English courses but also in a variety of courses across the
curriculum: critical reading, informed listening, analytical thinking, oral communication and clear and elegant writing. In a broader sense, the
course is designed to encourage and inspire students to take the first steps toward intellectual independence.
Writing Emphasis: The overarching goal of the writing component for English 9 is preparation for high school writing. As a result writing
tasks are many and various. Students write both formally and informally: personal narratives or poems, analytical or persuasive essays,
short journal entries, casual notes, memos, tweets, and everything in between. In addition to preparing freshmen for future writing
challenges, the wide variety of assignments serves to push them away from the security of formulaic writing and toward written
expression that demonstrates independence, creativity, originality, and a true personal voice. The course also covers and reviews the
fundamentals of proper citation form, grammar, punctuation, vocabulary, and usage.
English 10
The course will emphasize works from other cultures and other worlds in order to help broaden students’ perspectives and cultivate an
appreciation for the global human experience. The texts of the course -- a wide selection of novels, drama, and poetry -- will be studied
for their internal value as works of art and as windows into the larger historical circumstances in which they were created. Ultimately, the
course is designed to help students foster a lifelong love of literature and embrace the rich powers that stem from reading and writing.
The discussion-based format of the class will emphasize informed listening and respectful engagement, as students will be strongly
encouraged to develop and articulate their own unique points of view.
Writing Emphasis: The writing component of the course is directed principally toward thesis-driven argumentation and academic
scholarship. As they engage a wide variety of challenging texts, students are asked to develop, articulate, support and sustain original and
analytical interpretations of the text. Special emphasis is placed on structure, organization, and appropriate use of textual support. As they
investigate specific works in depth, students are encouraged to explore the world of ideas and search for deeper and more nuanced
structures of meaning. In addition to academic writing, students will also engage the rich texts of the course through creative works,
imitative assignments, and a variety of reflective essays.
English 11
Students in this survey course will read a wide variety of representative poetry, fiction, drama, and nonfiction of all the main periods of
American literature. Special emphasis will be placed on inclusiveness, as a wide variety of voices and perspectives will be encountered,
from Native American storytelling to classic novels to contemporary poetry. The breadth of the curriculum will lead students to view
literature as a window into the larger ideas and themes that are unique to the American experience. This discussion-based course is
designed to build on the independent thinking skills honed in 9th and 10th grade, and help students build on their skills as informed
listeners, independent thinkers, and effective writers.
Writing Emphasis: Students will continue to write analytical essays about literature, but they will also be introduced and reintroduced to
other modes of written expression: persuasion, synthesis, comparison and reflection. Assignments will vary, but all will push students
toward thinking independently, reading the text closely and carefully, and writing with passion and purpose. Additionally, reflective works
and practice college essays will push students toward finding and embracing their own voices as writers.
9AP Language and Composition (11) - Weighted
Prerequisite: Satisfaction of Departmental Criteria
This survey course examines representative poetry, fiction, drama, and nonfiction of all the main periods of American literature, from the
Colonial period to the present day. Students will consider the broadest themes of the American experience, keeping a close eye on the
how the chosen texts are reflective of the historical moments in which they are written. Many perspectives will be considered, from the
traditional voices of American letters (such as Emerson, Whitman, Dickinson, Hawthorne, Fitzgerald) to less well known voices speaking
for entirely different perspectives (such as Zora Neale Hurston, Olaudah Equiano, Kate Chopin, Toni Morrison). The course will utilize a
rich variety of texts to prepare students for the AP Language and Composition exam.
Writing Emphasis: The writing component of this course builds on the strong analytical base of English 10. Students will continue to write analytical
essays about literature, but they will also be introduced and reintroduced to modes of written expression that are specific to the exam: persuasion,
synthesis, and stylistic analysis. One of the most important goals of the class is to help students increase their stylistic range as writers. The writing tasks
of the course will send them in a number of directions, from analyzing the great works of American Literature to breaking down the dynamics of a
particular prose style to imitating the style of a chosen author. Additionally, reflective works and practice college essays will push students toward finding
and embracing their own voices as writers.
English 12
The focus of this course is to connect the themes and meanings of contemporary and classic literature to life as we know it. The year will
start off with a heavy focus on writing the college essay and encouraging each student to find his/her voice. Portfolio work will be the
crux of the class; the students will graduate in June with a year’s worth of writing as a “file” to have as they embark upon writing in
college. Reading will include anything from nonfiction to memoir to fiction to the latest New York Times best seller. The reading
workshop will follow a seminar format with an emphasis on theme and personal connections, with students leading the discussion as a
way to embrace and reflect upon the works at hand. The writer’s workshop will follow suit; there will be writing groups and peer analysis
and all will contribute to the writing portfolio. Ultimately, this course is geared to challenge and excite even the most reluctant readers
and writers all the while building confidence and promoting a passion for lifelong reading, writing, and learning.
English 12 Honors - Weighted
Prerequisite: Satisfaction of Departmental Criteria
N.B. Juniors may take these as a second English class with Departmental Approval
Freed from the confines of a survey course and the obligation to prepare directly for the AP exam, teachers in these elective courses
have the flexibility to investigate subjects with more depth and thoroughness. As students study literary works centered on specific ideas
in depth, exciting opportunities for advanced levels of critical reading and writing abound. While the 9th-11th grade curriculum will
continue to focus on a wide variety of age-appropriate texts, the senior year curriculum pushes for depth and introduces students to the
kinds of advanced levels of analytical scholarship that are required in college English and writing courses. The work of the class will
culminate with an independent, self-generated, multimedia capstone project that will allow each student to match his or her interests and
passions with the curriculum of the course.
Writing Emphasis: While there are vast differences between the courses in terms of content, the major writing assignments are the
same. Students in all courses will write two major analytical papers (8-12 pages), one in November and the other in March. This purpose
of this type of extended essay is to allow students to investigate a particular work or series of works with the kind of depth and
thoroughness expected in college English courses. In addition to analytical writing, students will complete a wide variety of writing tasks
specific to the themes of the course, from creative works to reflective essays to imitative exercises.
Honors English 12 Elective Choices*
Philosophy & Literature
In the preface to the second edition of Birth of Tragedy, Friedrich Nietzsche writes about the question mark placed upon the value of existence.
In the face of suffering and the human experience, how do human beings respond in ways that are meaningful? His book is an attempt to answer
that question in a particular way, but the true answers linger on the pages of great literature. This course will explore some of the classics of
Western philosophy: writings from Plato, Epicurus, Descartes, Kant, Nietzsche, Kierkegaard, de Beauvoir, Irigaray, and Judith Butler. We will
explore how many of the fundamental questions of philosophy (reality, knowledge, and meaningful living; beauty, madness, and love) emerge in
the works of literature as well as in contemporary film. Texts will include Shakespeare’s King Lear, Fyodor Dostoevsky’s Notes from Underground
and Crime and Punishment, Margaret Atwood’s The Handmaid’s Tale, as well as shorter works by Nikolai Gogol, Albert Camus, Jean Paul Sartre,
and Ursula LeGuin, among others. In addition to the readings, students will engage in creative and philosophical writing of their own from
personal philosophical investigations to original short stories. Lastly, we will explore how many of these philosophical questions emerge in
modern cinema, both documentary and feature films.
10Utopias and Dystopias: Literature of Power and Possibility
In 1516, Sir Thomas More offered up a “perfect” society governed completely by reason and free of greed: his Utopia took its name
from the Greek prefix ou meaning “no” and the word topos meaning “place.” It seems that even the author of this imagined universe
had little hope that real people would ever achieve such an existence. Five hundred years after Utopia, authors, artists, and activists
continue to use imagined worlds to offer up criticisms and dire warnings about their own societies. In the modern era, most of these
worlds are distinctly uninviting, distinctly dystopian. From Tolkien to Huxley, Orwell to Atwood, fiction and fantasy somehow manage to
be our most accurate mirrors, and, in some cases, our most prophetic parables. In this course, we will confront questions of identity,
oppression and power. What is the difference between having freedom to and freedom from? What does it mean to be a hero in a
dystopian world, and who gets to play that role? Who gets left out of a “perfect” society and what does this perfection cost? Why are
titles like 1984 and Brave New World selling out on Amazon well into the 21st century? We will also examine the ever-evolving sub-
genres of dystopian fiction, including environmental and digitized dystopias as well as the philosophies that underpin these authors’
visions. Because dystopian novels exist to challenge cultural norms, trends and values, this course will do the same. Possible texts include
Utopia by Thomas More, 1984 by George Orwell, The Lord of the Rings by JRR Tolkien, The Road by Cormac McCarthy, The Handmaid’s
Tale by Margaret Atwood, California by Edan Lepuki, The Circle by Dave Eggers, The Sixth Extinction by Elizabeth Kolbert, as well as an
array of short fiction and contemporary issue informational texts.
Poverty and Power
While most of us are not lacking material goods, we forget that too many others, be they American or Palestinian, Jewish or African, are
shaped by the necessity of survival, but also the right to be heard. This honors elective explores the powerful voices of those who have
found their spirit despite poverty of resources, cultural divides, or familial tragedies. In each text a silenced population, a silenced man,
woman, or child speaks volumes about the resilience of the human condition, resulting in the reader’s empathy for, and understanding of,
those struggling to exist. Not all “rise above” nor are they victims of circumstances. In poverty, each finds either strength and courage or
resignation and, sometimes, death. Drawing on authors addressing Erdrich’s Native Americans, Faulkner’s South, the Black experience in
Mississippi, Russian’s gulags, Algerian prisoners, Asian dissidents, African genocides, and Middle Eastern refugees, the course emphasizes
the strong, hopeful, and sometimes forgotten people in our world. In many ways these characters are existential heroes, fighting for a life
recognized, even noticed. We rejoice in these voices because they are raw, honest, complex, and even fierce. It's a complicated world
and we are compelled to listen not just to power but to people.
Literature and the American West
In the typical Western, the cowboy (wearing a white hat) saves the town from some external threat (someone wearing a black hat), and
then rides off into the sunset (always to the West), presumably looking for the next defenseless town that needs his help. This course
starts by unpacking this formula. We will look at a novel like Shane (Jack Schaefer), a traditional Western that relies upon all of the myths
and conventions of the genre, and compare it to the works of Cormac McCarthy (All the Pretty Horses) and Charles Portis (True Grit),
which destroy those same myths and conventions in bloodbaths of violence. Once we get a handle on the Western formula and its
deconstructions and challenges, we will turn our focus to other perspectives and voices. In a traditional Western, women play the role of
a passive prizes to be won -- but in reality pioneering women were instrumental figures in the settling of the west, as is shown clearly in a
novel like Jump Off Creek by Molly Gloss or the essays of Pam Houston or Jane Tompkins. Similarly, the idea of the West is very different
when you consider it from the perspective of Native Americans (The Lone Ranger and Tonto Fistfight in Heaven), countercultural icons like
Ken Kesey (One Flew Over the Cuckoo’s Nest), or brilliant nature writers like Annie Dillard and Edward Abbey. The Westward direction
of the course will land us in our backyard, California, where we look at some contemporary writing devoted to understanding what has
become of the West. In addition to the analytical writing required of all Honors English 12 classes, students will engage in an extended
writing project devoted to understanding the open spaces of the west and creating a personal sense of place. Enrichment activities may
include films, class hikes, mountaintop haiku writing sessions, horseback riding, and a trip to the Autry Museum in Los Angeles.
Reading the Victorian Mind
The publication of Charles Darwin’s The Origin of Species in 1859 revolutionized Western conceptions of humanity. No longer were the
boundaries between humans and animals as distinct as once imagined; humanity was inextricably linked to wildness. Similarly, 19th-century
medicine problematized apparently irrefutable delineations between life and death, and the rapidly expanding British Empire awakened feelings
of awe, terror, repulsion, and wonder as the British encountered previously unfamiliar African and Asian civilizations. It makes sense, then, that
the Victorian Age is characterized by a fascination with trespassing borders: between human and inhuman, life and death, virtue and corruption,
the familiar and unfamiliar. Arising from this network of increasingly permeable boundaries are literary figures that represent an enduring human
desire to reconcile our attraction to bewildering and seemingly opposing forces. In keeping with these themes, this course will examine such
texts as Robert Louis Stevenson’s Dr Jekyll and Mr Hyde (1886), H.G. Wells’ The Island of Doctor Moreau (1896), and Bram Stoker’s Dracula
(1897). Twentieth-century philosopher Jacques Derrida argues in a 1989 lecture, “Monsters cannot be announced. One cannot say: ‘here are
our monsters,’ without immediately turning the monsters into pets.” What if, however, an announced monster, instead of becoming a pet,
remains monstrous? Theorist Susan Stryker writes that monsters announce the extraordinary: “Pay attention: something of profound importance
is happening.” Could this be why Victorian literature is so replete with specters of fear? Furthermore, this course asks, exactly what fears did
Victorians seek to mollify and domesticate through the invention of literary monsters? What produced these fears? In this course, we will
decipher the Victorian mind through its rich, defiant literary record—its “heretic narrative”—that sought to repress and manifest both the
incandescence and shadow of 19th-century humanity.
11English Electives
AP Literature and Composition (10-12) - Weighted
Prerequisite: Satisfaction of Departmental Criteria
Does not fulfill English graduation requirement
AP English Literature and Composition will serve as a supplemental English class for highly motivated students in grades 10–12 whose
love of reading, writing, and literary discussion is strong enough to take two simultaneous courses. Students will take the Advanced
Placement literature exam, which requires careful reading and critical analysis of representative texts from various genres and periods, so
the terrain of the course will involve a wide variety of classic literature, from Shakespeare to Dickens to much more contemporary work,
including a good deal of poetry. In order to qualify for the class, students need to have earned an A- or above in their previous English
class and demonstrate rhetorical proficiency in a writing sample.
Creative Writing 1 (9-12)
Does not fulfill English graduation requirement
In this full-year workshop students will write a good deal of fiction, poetry, and drama, and critique that of their peers. Reading in each of
the genres will provide a guide for student work, but will be far less extensive than in a traditional English course. The emphasis will
remain always on the students' own work and revision, culminating in public readings and submission to various literary magazines and
contests.
Creative Writing 2 (10-12)
Prerequisite: Creative Writing 1
Does not fulfill English graduation requirement
In this course, students build on their foundations from the previous year and take on more independence.
Creative Writing 3 (11-12)
Prerequisite: Creative Writing 2
Does not fulfill English graduation requirement
In this course, students build on their foundations from the previous year and take on more independence.
Creative Writing 4 (12)
Prerequisite: Creative Writing 3
Does not fulfill English graduation requirement
In this course, students build on their foundations from the previous year and take on more independence.
Journalism (Scribe) 1 (9-12)
Does not fulfill English graduation requirement
In this year-long course students will learn what it takes to be a modern-day journalist. They will become proficient in interviewing,
photography, writing, and graphic design for the School’s printed publication, The Scribe.
Journalism (Scribe) 2 (9-12)
Prerequisite: Journalism (Scribe) 1
Does not fulfill English graduation requirement
In this course, students build on their foundations from the previous year and take on more independence and editor roles.
Journalism (Scribe) 3 (9-12)
Prerequisite: Journalism (Scribe) 2
Does not fulfill English graduation requirement
In this course, students build on their foundations from the previous year and take on more independence and editor roles.
Journalism (Scribe) 4 (9-12)
Prerequisite: Journalism (Scribe) 3
Does not fulfill English graduation requirement
In this course, students build on their foundations from the previous year and take on more independence and editor roles.
12Course Sequences and Requirements | World Language
FRENCH COURSE REQUIREMENT NEXT COURSE
FRENCH 1 C- or higher French 2
C- or higher French 3
FRENCH 2 A+ French 3 Honors
C- or higher French 4
FRENCH 3 A+ French 4 Honors
C- or higher French 4
FRENCH 3 HONORS B+ or higher French 4 Honors
C- or higher French 5
FRENCH 4 A+ French Literature & Culture Honors
C- or higher French 5
FRENCH 4 HONORS B+ or higher French Literature & Culture Honors
B+ or higher AP French
FRENCH 5 A+ AP French
FRENCH LITERATURE & CULTURE
B+ or higher AP French
HONORS
MANDARIN COURSE REQUIREMENT NEXT COURSE
MANDARIN 1 C- or higher Mandarin 2
C- or higher Mandarin 3
MANDARIN 2
A+ Mandarin 3 Honors
C- or higher Mandarin 4
MANDARIN 3
A+ Mandarin 4 Honors
C- or higher Mandarin 4
MANDARIN 3 HONORS
B+ or higher Mandarin 4 Honors
C- or higher Mandarin 5
MANDARIN 4
A+ Chinese Language and Culture 1 Honors
C- or higher Mandarin 5
MANDARIN 4 HONORS
B+ or higher Chinese Language and Culture 1 Honors
MANDARIN 5 B+ or higher Chinese Language and Culture I Honors
CHINESE LANGUAGE AND CULTURE I
B+ or higher Chinese Language and Culture 2 Honors
HONORS
SPANISH COURSE REQUIREMENT NEXT COURSE
SPANISH 1 C- or higher Spanish 2
C- or higher Spanish 3
SPANISH 2
A+ Spanish 3 Honors
C- or higher Spanish 4
SPANISH 3
A+ Spanish 4 Honors
C- or higher Spanish 4
SPANISH 3 HONORS
B+ or higher Spanish 4 Honors
SPANISH 4 C- or higher Spanish 5
C- or higher Spanish 5
SPANISH 4 HONORS
B+ or higher AP Spanish Language and Culture
SPANISH 5 C- or higher Spanish Literature and Culture I
AP SPANISH LANGUAGE AND C- or higher Spanish Literature and Culture 1
CULTURE B+ or higher Spanish Literature and Culture 1 Honors
SPANISH LITERATURE AND C- or higher Spanish Literature and Culture 2
CULTURE 1 A+ Spanish Literature and Culture 2 Honors
SPANISH LITERATURE AND C- or higher Spanish Literature and Culture 2
CULTURE 1 HONORS B+ or higher Spanish Literature and Culture Honors 2
13Course Descriptions
World Languages
FRENCH
French 1
This is a novice low through intermediate mid level French course which corresponds to ACTFL (American Council of the Teaching of
Foreign Languages) standards. This course is designed to build a strong foundation in reading, writing, listening and speaking within the
context of the emerging vocabulary and grammar knowledge. To this end, they will learn major verbs groups, basic greetings and theme-
based vocabulary, so that students can handle most basic daily communicative necessities. Students will also be introduced to French and
some Francophone geography, history, and culture. Through thematic units, grammar lessons, writing assignments, speaking and listening
exercises, along with project-based learning, students will develop both cultural awareness and communicative skills.
French 2 :
This is an intermediate mid through advanced low level French course which corresponds to ACTFL (American Council of the Teaching
of Foreign Languages) standards. French II reinforces the basics learned in French 1 and introduces proper uses of past tenses and the
future as well as more complex grammatical structures. Oral and written expression is emphasized along with various cultural readings.
Students will exercise all language skills through different activities that will include authentic sources such as films, fiction and nonfiction
readings, and podcasts.
French 3
This is an advanced low through advanced mid level French course which corresponds to ACTFL (American Council of the Teaching of
Foreign Languages) standards. French III continues the work begun in French 2. All four skills (listening, speaking, reading and writing) as
well as cultural appreciation are emphasized. Oral and written expression is emphasized along with cultural readings. Students will
exercise all language skills through different activities that will include authentic sources such as films, fiction and nonfiction readings, and
podcasts.
French 3 Honors - weighted
This is an honors through advanced mid level French course which corresponds to ACTFL (American Council of the Teaching of Foreign
Languages) standards.This course emphasizes enrichment of vocabulary and idiomatic expressions and the development of a solid level of
proficiency in speaking, understanding and reading French. Students will undergo a thorough review of all major grammar concepts and
an appreciation of the cultural aspects of Francophone countries. Many of the readings in this course will discuss everyday life in those
countries. In contrast to French III, more time is dedicated to the development of writing and reading analysis skills. The majority of the
class is conducted in French and students are encouraged to only use French in the classroom.
French 4
This is an advanced mid level French course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. French 4 seeks to capitalize upon the knowledge and skills acquired in French 1, 2 and 3. In this course, students will continue
to solidify their grammar and syntax as they acquire vocabulary and idiomatic expressions related to everyday life in France and
Francophone countries. Students will develop an increasing level of fluency through project-based learning. Current events will serve as
the basis for a comparison between French and Francophone culture and that of the United States.
French Language Honors / French 4 Honors - Weighted
This is an advanced high level French course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards.This course is designed to further develop proficiency in conversation, composition, reading and listening comprehension and
analysis. Vocabulary building, grammar review, and critical thinking are embedded within a comprehensive exploration of French culture
and civilization. France’s contributions to the wealth of Western civilization from the 16th through the 21st C. will be explored through
historical readings, fiction and French cinema. This course is suitable as preparation for the SAT subject test, and the Honors French
Literature course.
French 5
This is a advanced-mid level French course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages). This
course is designed for students who wish to deepen their study of the French language through the development of the four language
skills: reading, writing, listening, and speaking. This course will continue to develop the skills that the students have acquired in French 1, 2,
3 and 4. Listening, intermediate to advanced reading and writing skills, and oral communication will be used as tools to achieve these
objectives. Students will develop an increasing level of fluency through project-based learning. Current events will serve as the basis for a
comparison between French and Francophone culture and that of the United States.
14AP French
Prerequisite: French 4 Honors or French Honors Literature
This AP French Language and Culture course is intended for students who have successfully completed four years of French study and
demonstrated the enthusiasm and aptitude necessary for a college-level course. These students have demonstrated significant
competence in the interpersonal, interpretive and presentational modes of communication. This course will be structured around six
themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and
Beauty and Aesthetics. Students will further develop their cultural knowledge of the Francophone World and sharpen their critical
thinking skills as they are called upon to make connections between their own culture and that of La Francophonie. French will be the
exclusive language used in the classroom by both teacher and students.
French Literature & Culture Honors - Weighted
Prerequisite: French Language Honors/ French 4
This is an advanced high level French course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This course requires an extensive knowledge of grammar and vocabulary and fluency in conversation. Students will be exposed
to French literary history and further develop their writing skills by learning a variety of writing styles, and acquire the basic concepts and
terminology of textual analysis. Students will be introduced to representative works of prose, poetry and drama from different literary
periods. Authors such as Ronsard, Voltaire, Molière, Rousseau, Hugo, Balzac, Flaubert, Zola, and 20th C. writers will enable students to
acquire a fuller appreciation of the art and the societal impact of literature.
MANDARIN
Mandarin 1
This course develops the fundamentals of listening, speaking, reading and writing the Chinese language, emphasizing the Pinyin
Romanization system, and tones. Students will learn basic grammar, including sentence structures, measure words, radicals, past and
future tense. This class will also introduce Chinese culture, such as Chinese food, ethnicities, traditional holidays, customs, history and
geography through language and class activities.
Mandarin 2
This course continues to develop the fundamentals of listening, speaking, reading and writing the Chinese language, emphasizing the
development of fluid and novel usage of the language. Students will review basic grammar, including sentence structures, measure words,
radicals, past and future tense. Students will also begin to write in clear paragraphs with properly used connecting words and engage in
interpersonal communications on a variety of topics. This class will also introduce Chinese culture, such as Chinese food, ethnicities,
traditional holidays, customs, history and geography through language and class activities.
Mandarin 3
This course is a continuation of Mandarin 2. Following the guidelines of the National Foreign Language Standards, this course has four
main goals. Students will build on the knowledge of Mandarin 2 to make significant progress in listening, speaking, writing and reading with
new topics. Students will comprehend more complicated sentence structures. Students will further develop and deepen the knowledge
of Chinese culture. Furthermore, students will have exposure to Chinese literature. The overall objectives are for students to develop
listening, speaking, reading, writing skills in Chinese to the intermediate-low or higher level, and to develop basic understanding and
appreciation of a variety of Chinese literature and the customs and life in modem China.
Mandarin 3 Honors - weighted
This honors course is a continuation of Mandarin 2. Following the guidelines of the National Foreign Language Standards, this course has
four main goals. Students will build on the knowledge of Mandarin 2 to make significant progress in listening, speaking, reading and writing
with new or similar topics. Students will comprehend more complicated sentence structure. Students will further develop and deepen
the knowledge of Chinese culture. And students will have exposure to Chinese literature. The overall objectives are for students to
develop more intermediate-low level listening, speaking, reading and writing skills in Chinese, and to develop basic understanding and
appreciation of a variety of Chinese literature and the customs and life in modem China. In contrast to Mandarin 3, more time is
dedicated to development of writing and reading skills.
Mandarin 4
This course is a continuation of Mandarin 3. Following the guidelines of the National Foreign Language Standards, this course has four
main goals. Students will build on the knowledge of Mandarin 3 to make significant progress in listening speaking, writing and reading with
new or similar topics. Students will comprehend more complicated sentence structure. Students will further develop their knowledge and
understanding of Chinese culture. And students will learn better-known Chinese literature. The overall objectives are for students to
develop more intermediate-mid level listening, speaking, reading, and writing skills in Chinese.
15Mandarin 4 Honors - weighted
This honors course is a continuation of Mandarin 3 Honors. Following the guidelines of the National Foreign Language Standards, this
course has four main goals. Students will build on the knowledge of Mandarin 3 Honors to make significant progress in listening speaking,
writing and reading with new or similar topics. Students will comprehend more complicated sentence structure. Students will further
develop and deepen the knowledge of Chinese culture. And students will learn better-known Chinese literature. The overall objectives
are for students to develop more intermediate-high level listening, speaking, reading, and writing skills, and develop more understanding
and appreciation of a variety of Chinese literature and Chinese culture.
Mandarin 5
This course is a continuation of Mandarin 4. Following the guidelines of the National Foreign Language Standards, this course has four
main goals. Students will build on the knowledge of Mandarin 4 to make significant progress in listening speaking, writing and reading with
new or similar topics. Students will comprehend more complicated sentence structure. Students will further develop and deepen the
knowledge of Chinese culture. And students will learn better-known Chinese literature. The overall objectives are for students to
develop more intermediate-high level listening, speaking, reading, and writing skills, and develop more understanding and appreciation of a
variety of Chinese literature and Chinese culture.
Chinese Language and Culture 1 Honors - weighted
This honors course is a continuation of Mandarin 4 Honors. Following the guidelines of the National Foreign Language Standards,
students will build on the knowledge Mandarin 4 Honors to make significant progress in listening speaking, writing and reading with new
or similar topics. Students who complete this advanced Chinese course will develop listening, speaking, reading, and writing skills by
incorporating topics that are of interest to them: education in China, the geographic features of China, Chinese festivals, changes in
modern China, etc. Students will be able to use the four language skills proficiency. They will read different texts in Chinese. Students will
be able to understand Chinese grammar further by highlighting similar or easily confused structures and be able to understand and
discuss the Chinese culture.
Chinese Language and Culture 2 Honors (AP Equivalent) - weighted
Advanced Placement (AP) Chinese Language and Culture is designed to be comparable to the fourth semester (or the equivalent)
college/university course in Mandarin Chinese. Developing appreciation and awareness of the Chinese cultures is an integral theme
throughout the AP Chinese course. The course engages students in an exploration of both contemporary and historical Chinese culture.
The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes
(interpersonal, interpretive, and presentational) and the five goal areas (communications, cultures, connections, comparison, and
communities). The course provides students with maximum exposure to authentic culture and language. Students apply their growing
cultural knowledge to communicative tasks in real-life contexts and develop ability to write and speak in a variety of discourse styles,
using both keyboarding and handwriting skills, to an audience of readers and listeners. Students should be able to turn the skills and
knowledge they acquired in the classroom into a functional experience in the real world. The course also prepares students for the AP
Chinese Language and Culture Examination.
SPANISH
Spanish 1
This is a novice through intermediate low level Spanish course which corresponds to ACTFL (American Council of the Teaching of
Foreign Languages) standards. This course introduces students to the language and culture of the Spanish-speaking countries. The main
goal of the course is to build a strong foundation of the language through basic reading, writing, listening, and oral activities, as well as
acquiring the essential grammatical tools which will enable students to communicate at a basic level. Lastly, students will gain an
understanding of the Hispanic culture, customs, and traditions of Spanish-speaking countries.
Spanish 2
This is an intermediate mid level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. Students are able to function in a classroom where Spanish is the main language, with a goal of the continual increase in the
use of the target language. There is considerable emphasis on new grammatical forms and structures which allow students to
communicate effectively beyond the present tense. In this course students will begin to read more complex texts. Lastly, students will
continue to gain an understanding of the Hispanic culture, customs and traditions of Spanish-speaking countries through a variety of
authentic sources.
16Spanish 3 / Spanish 3 Honors
This is an intermediate high level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This course focuses on advanced grammar structures and vocabulary to further increase students’ ability to communicate in
the target language in authentic situations. Students will continue to develop both oral and written communication skills, as well as read
more complex texts. A strong emphasis is placed on the use of the Spanish language during class meetings. Lastly, students will continue
to gain an understanding of the Hispanic culture, customs, and traditions of Spanish-speaking countries through a variety of authentic
sources.
Spanish 4 / Spanish 4 Honors
This is an advanced low-level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This course focuses on highly advanced grammar structures and vocabulary to further increase students’ ability to
communicate in the target language in authentic situations. Students will continue to develop both oral and written communication skills,
as well as read increasingly complex and authentic texts. Spanish is the main language used during class meetings and students are
expected to express themselves and communicate their thoughts and opinions in Spanish. Students will continue to gain an
understanding of, and communicate about the culture, customs, and traditions of Spanish-speaking countries. Students will continue to be
exposed to culture through authentic sources.
Spanish 5
This is an advanced-intermediate level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign
Languages) standards. This course is designed to help students apply and enhance the language skills students have already learned in
Spanish levels 1,2,3 and 4. In this course students will be immersed in the marvelous world of Spanish and Latin American culture. The
main topics of the course include history, geography, literature, art, cinema and music. While we will learn and review some grammar, this
is not the primary focus of the course.
AP Spanish Language and Culture - Weighted
This course is designed to review, refine and expand oral proficiency, reading, writing and listening comprehension and to
further explore the civilization, culture, history and literature of the Spanish-speaking world. This is achieved through group,
partner and individual practice. Emphasis is placed on conversation, vocabulary and correct usage of the language. Correct
pronunciation and oral proficiency are primary goals, requiring a daily emphasis on listening and speaking. The classroom
experience will provide an appreciation and development of cultural awareness through various readings, media resources and
authentic materials.
Spanish Literature and Culture 1
This is an advanced level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This class will further advance the students’ creative and critical thinking abilities. Through student–teacher interaction, class
discussions, and debates on topics of current interest and/ or universal appeal students will gain global perspective and understanding.
This class will be centered around the discussion of the reading material and films viewed in class. Active participation is required. Films
and documentaries will be viewed and discussed in class.
Spanish Literature and Culture 1 Honors
This is an advanced level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This class will further advance the students’ creative and critical thinking abilities. Through student–teacher interaction, class
discussions, and debates on topics of current interest and/ or universal appeal students will gain global perspective and understanding.
This class will be centered around the discussion of the reading material and films viewed in class. Active participation is required. Films
and documentaries will be viewed and discussed in class.
Spanish Literature and Culture 2
This is an advanced level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This course is designed to introduce a variety of genres and literary movements in Spanish literature starting in the medieval
age to present day. Emphasis is focused on analyzing literature and discussing this analysis in both written and spoken Spanish. Students
have the option to take AP exam in Spanish Literature and Culture.
Spanish Literature and Culture 2 Honors (AP Spanish Literature equivalent) - weighted
This is an advanced level Spanish course which corresponds to ACTFL (American Council of the Teaching of Foreign Languages)
standards. This course is designed to introduce a variety of genres and literary movements in Spanish literature starting in the medieval
age to present day. Emphasis is focused on analyzing literature and discussing this analysis in both written and spoken Spanish. Students
have the option to take AP exam in Spanish Literature and Culture.
17You can also read
