Course Catalog

Please view our full course catalog for the 2022–2023 school year. To browse classes by discipline, click through the tabs below.

Courses by Discipline

English

Middle School Courses

All English courses in grades 6–8 require the students to read both required class reading as well as outside reading in the course of the year. The students are free

to choose the books from lists supplied by the teachers.

ENGLISH 6

English 6 seeks to expand students’ understanding and appreciation of literature and to develop their creativity and communication skills in composition and discussion.

In their reading, students explore major genres of literature including poetry, short stories, and novels. Most of our literature selections feature adolescent characters who are exploring identity and their place in community. In response to these themes students reflect on the importance of belonging in community and also the dangers of conformity and inaction in the face of injustice. Students are asked to consider these concepts in the context of literature while also applying them to their own lives. Specific skills include participating in guided discussions, making inferences, finding evidence to support literary points, interpreting an author’s meaning, taking notes from literature to provide support for composition and discussion, and developing a literary vocabulary. Writing instruction includes a wide range of expository and creative projects with an emphasis on paragraph development. Students study vocabulary, effective phrases, sentence structure, parts of speech and the elements of a paragraph. They are asked to add cohesive detail, depth, and transitions to their paragraphs. They use informal writer's notebooks to exercise their writing strengths, play with creativity, and pre-draft more formal compositions. Oral language skills are developed through participation in small and whole group discussions. Beyond the assigned readings below, students also engage in the ongoing outside reading program, which directs students to read and do projects within a rotation of genres.

Texts may include: The Adventures of Ulysses, Evslin; I Am Malala, Malala Yousafzai; Nothing But the Truth, Avi; The Giver, Lowry; assorted short stories; Junior Great Books, Series Six (The Great Books Foundation); Vocabulary for Achievement: First Course, Richek et al., ed.

ENGLISH 7

7th grade English asks students to think about growing up and figuring out who they are in a world they can’t always control. Throughout the year, students will consider how our identity influences our choices and actions, as well as how external events help shape our identity. They will think about how we learn to distinguish right from wrong and how we can stay true to our beliefs in the face of societal pressure. Students in 7th grade English start the year with a project-based writing unit in which they design their ideal school. While thinking about who they are as learners, they work on a number of punctuation and writing skills as they create a website for their school. The rest of the year is more text-based, and students hone their close-reading skills and analytical writing skills while reading short stories and novels. Students start with structured Reading Response worksheets and move to analytical passage analysis paragraphs. Students also engage in small and large group discussions, write informal journal writes, and work on creative projects, such as writing their own short stories and creating a story quilt to represent the story of the Logan family in Roll of Thunder, Hear My Cry. From more traditional projects to fictional political campaigns and rap battles, these projects allow students to deeply engage with the texts we read.The course teaches vocabulary within the context of required readings.

Texts: Selected Contemporary Short Stories; Roll of Thunder, Hear My Cry, Mildred D. Taylor; Holes, Louis Sachar

ENGLISH 8

English 8 continues to expose students to different styles of reading and writing. Students read texts from a variety of literary genres (novel, short story, poetry). Selections from these genres represent a variety of perspectives or voices that fall under the overarching theme of windows and mirrors. In all readings, students are expected to annotate while reading with an eye to the various elements of literature (plot, character, setting, theme, symbol). Our students are taught to understand both the literal and abstract levels of a text. The Outside Reading program allows for reading titles based on a particular genre, and culminating projects center on choice and creation, including inventions, song lists, and artistic renderings to display understanding. Throughout the year, students compose informal journal entries, formal paragraphs, and analytical essays. As well, they experiment with an assortment of different writing styles including vignette, memoir, and poetry. To allow for further practice and eventual mastery, punctuation rules, sentence structure, and new vocabulary are taught throughout the year. Periodically, students are asked to reflect upon their progress as writers and readers. Students are also expected to participate regularly in-class discussion, to read aloud from our classwide texts, to partake in collaborative group work, and to present with adequate oration, with attention to volume, pace, and expression. Critical themes of identity, home, and taking action against injustice shape all that we do. Our assigned texts offer ample inroads for these focuses through discussions, projects, and composition focuses.

Texts: Brown Girl Dreaming, Woodson; All American Boys, Reynolds & Keily; The House on Mango Street, Cisneros; short stories and poetry.

Upper School Courses

ENGLISH 9 Introduction to Literature and Reading in Genres

The primary goal of the English 9 curriculum is to improve analytical skills through reading, writing, and discussion. The texts we study focus on the theme of identity, which the students explore by discussing the literary, thematic, and historical aspects of the offered texts. We read pieces from a range of literary styles: novels, memoirs, plays, poetry, and graphic novels; a secondary focus of our reading is to expose students to different types of texts and the strategies used in analyzing each. English 9 also ensures that every student leaves the 9th grade with a basic understanding of expository writing. Throughout the year, students work extensively on descriptive and argumentative paragraphs and essays using guidelines and models provided by the teachers. In the spring, students complete the I-Search, an extensive research project in which they investigate a contemporary topic through library and internet research, as well as personal interviews.

Texts: Selected short stories; Elie Wiesel’s Night & Spiegelman’s Maus I and II; Kaufman et al.’s The Laramie Project; selected poems; selected articles and

profiles.

ENGLISH 10: American Literature

The theme of English 10 is “Reading American Literature.” The essential questions for the year put pressure on that phrase, interrogating the assumptions it rests upon:

What is reading? Beyond the process of decoding letters on paper, how do we make meaning out of texts? How can our year-long reading of Critical Theory Today as well as its supplementation with other selected critical theory readings help us further understand this meaning creation process?
What is American? From the diversity of cultures, languages, and experiences that make up the United States, what does the word “American” hope to describe or define? How do literature and culture contribute to or complicate that idea?
What is literature? Does “literature” describe quality, difficulty, or value in a text? Who decides what belongs in this category? What principles of inclusion and exclusion have defined American literature (or American Literature) until now? How and why might they be changing, and what is our role in that change?

English 10 focuses on developing strong analytical reading and writing skills. Through a number of different writing assignments, students will build on writing skills introduced in the ninth grade, gradually adding complexity and increasing the emphasis on sophisticated thesis statements. Students will also write about literature creatively using journals, prompts, and assignments that draw upon multiple intelligences. By the end of the year, students will have explored their "voices" as thinkers and writers.

Texts May Include Fitzgerald’s The Great Gatsby; a unit on the Harlem Renaissance; Otsuka’s When the Emperor Was Divine; Herrera's Signs Preceding the End of the Wold; Dimaline's The Marrow Thieves; selected poetry and short stories; selections from Lois Tyson’s Critical Theory Today.

ENGLISH 11: Western Classical Literature

English 11 is devoted to the development of reading, writing, and thinking skills and to the study of some of the major works of Western Literature from Homer to Shakespeare and beyond, with special attention given to the classical and Biblical traditions. The course aims to teach an appreciation of how these literary works reflect their own historical moments and yet continue to speak to us today.

Texts: The Odyssey, Homer; Sappho; from the Bible: Genesis, Exodus, selections from the New Testament; The Canterbury Tales, Chaucer; Hamlet, Shakespeare; lyric poetry from the Renaissance to today.

SPEECH AND DEBATE 1*
For anyone new to debate
In this introductory survey class, students develop critical thinking about current events and learn the fundamentals of extemporaneous speaking and evidence-based argumentation (from research to argument setup, from logical fallacies to persuasive rhetorical devices). The class meets 2 times a week and has 1-2 tournament requirements per semester. Students are exposed to a number of Speech and Debate events usually featured at local, state, and national tournaments, but our high school focuses primarily on three tracks: Policy, American Parliamentary; Student Congress and Independent Events. We start with the hardest form, Policy, which grounds students in much of what they need to know for all other debate events. We then delve into American Parliamentary, which shares a few similarities with the British Parliamentary/Public Forum hybrid form that our middle schoolers do but is less demanding than Policy in terms of research, evidence, and preparation. After Parli, students experience other formats such as Student Congress, SpAr, Extemp, Interpretations, Storytelling, Mock Trial, and Comparative Group Debates.

SPEECH AND DEBATE 2*
For those with at least one year of Debate 1 experience or with instructor’s consent
This elective class builds on what students have learned about critical thinking, nuanced argumentation, and extemporaneous speaking. It meets 2-3 times a week and by event. It has 1-2 tournament requirements per semester. The most committed of our competitors will participate in three or more tournaments per semester with the hopes of earning bids to state and national competitions like the Parli or Policy TOC (Tournament of Champions). Depending on their interest, students have choices of three competing tracks: Policy or Parli if they want to focus on strict debating, and Student Congress and Independent Events if they prefer a looser, less demanding mix of debate and speech events. Our teams have the opportunities to compete with some of the finest speech and debate programs in the region, state, and nation.

*Both Debate I and II students will also have opportunities to sharpen and share their skills and knowledge through mentoring younger MS and/or HS debaters during the course of the year.

SENIOR SEMINARS
During the senior year, students may take two of the following semester-long seminars. Although seniors have priority, juniors may also choose senior seminars as their elective. Specific English seminars for the 2022-2023 year will be selected from the list below and will be determined following the sign-up window in the spring.

ENGLISH 12: “Alienation”: Invisible Man

“I am an invisible man. No, I am not a spook like those who haunted Edgar Allen Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, flesh and bone, fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me… When they approach me they see only my surroundings, themselves, or figments of their imagination— indeed, everything and anything except me.”

Invisible Man is Ralph Ellison’s treatise on the Black experience in the US. The novel introduces an unnamed protagonist anguished by a complicated dilemma: invisibility. We’ll start by reading Ellison’s novel and then explore questions of sight and visibility more broadly to consider how we, as human beings, interact and see one another. What does it mean to be visible? Who gets to do the “seeing”? Does one's invisibility imply another’s blindness? Are there moments when invisibility can be advantageous? From people of color, women, the homeless, disabled, and undocumented people (who might seek to preserve their invisibility), to current political movements such as Black Lives Matter and Black@ (whose implicit demands are visibility), we’ll consider the many communities and individuals that remain invisible and the importance of being seen.

This course will also ask its seminar participants (and teachers) to engage boldly, practice humility, and to hold their own identities up to the light. Assignments will include shorter reflections/blog posts for homework and both creative and analytical projects.

Other texts may include Claudia Rankine’s Citizen, Barry Jenkins’ film Moonlight, and Jordan Peele’s film Get Out, and an exploration of visibility as it relates to current political events and movements.

ENGLISH 12: Lift Every Voice (LEV): What does it mean to be an American today?
In Lift Every Voice we will be exploring a key question: What does it mean to be an American today? Using memoir, fiction, and poetry as a window into themes of identity, nationality, race, sexuality and gender, we will examine the human search for self-acceptance and understanding of oneself in society. A key focus will be exploring our own identities and unique histories, seeking to better understand how our lives have been shaped by experience, culture, and explicitly literature. We will be using frameworks that help situate ourselves as both writers and readers. Students will draw on texts such as essays from The Book of Delights, the graphic memoir, Good Talk, and an experimental memoir, In the Dream House. Other contemporary creative nonfiction writers will also make appearances such as Jia Tolentino, Ta-Nehisi Coates, and Cathy Park Hong. Additionally, the class will reflect upon popular media and its impact on representation of identity. Students will write journal entries frequently and the class will culminate in a final collaborative publication that draws on memoir, literature, and one's personal life experience.

Texts: The Book of Delights, Ross Gay; Good Talk: A Memoir in Conversations, Mira Jacob; In the Dream House, Carmen Maria Machado. Other shorter readings assigned.

ENGLISH 12 - Lift Every Voice (LEV): The Black Voice, Body and Identity
This course will examine the many ways in which Blackness endures within the contemporary literary context. We will begin by exploring varying Black narratives, voices, and the spectrum of experiences that are illustrated within these contemporary pieces. Then we will investigate how the Black Body is discussed, depicted, and transformed within Black literature. Finally, we will consider the multifacetedness of the Black Identity through various pieces of literature. Ultimately students should come away with a deepened understanding of Blackness in the literary context and how it has been realized and transformed.

Texts may include: Between the World and Me,Ta-Nehisi Coates, Purple Hibiscus, Chimamanda Ngozi-Adichie, selected works from Drinking Coffee Elsewhere by ZZ Packer and other selected readings.

ENGLISH 12: Poetry (Reading and Writing Poetry)
This course is a survey of poetic forms, with emphasis on lyric poetry written since 1900 (though we’ll reach back into older poetry at times as well). We'll read widely, learn to appreciate the poetic choices inherent in the material, and dig deeply into the word by word work of reading and writing poetry. The course examines poetry both from the point of view of the literary reader and from that of the writer. Along with examining poems analytically, students learn to take apart poetry from the perspective of a writer, analyzing writers’ use of elements such as form, enjambment, rhyme, rhythm, and many other poetic devices. We’ll spend a good deal of time digging into the creative process, and unlocking the joy of playing with words, as well as the craft involved in making them sing like poetry.

Assignments include the writing of one’s own poems as well as analytical essay assignments.

ENGLISH 12: American Fiction and Poetry: Short Story
This course is a survey of the short story, with emphasis on American writers of the 20th century. The course traces the development of the short story through the 20th and now into the 21st century, and examines the short story both from the point of view of the literary reader and from that of the writer. Along with examining stories analytically, students learn to take apart stories from the perspective of a writer, analyzing writers’ use of elements such as plot, setting, character, narrative tone, and point of view. Assignments include the writing of one’s own stories as well as essay assignments involving analysis and historical investigation.

Texts: course reader: writers include Hemingway, O’Connor, Calvino, Marquez, Baldwin, Lahiri, Carver, Moore, Alexie, Li, O’Brien, Barthelme, Borges, and many, many more… (including a short section in which we read stories published in major magazines during the semester the course is offered).

ENGLISH 12: Women’s Literature
What does it mean to be a woman in the world today? How are we shaped by society’s gendered expectations of us? How might an understanding of gender issues shed light on larger cultural and societal trends today? In this class, we will read a variety of texts to help frame our responses to questions such as these. We discuss the intersection of gender identity with sexuality, race, ethnicity, and class. We will take on some of the foundational classics of the genre as well as more contemporary texts. Students will write analytically, creatively, and personally.

Texts selected from: The Handmaid’s Tale, Atwood; The Woman Warrior, Hong Kingston; A Room of One’s Own, Woolf; “The Yellow Wallpaper”, Perkins Gilman; Half the Sky, Kristof and WuDunn; Americanah, Ngozi Adichie, as well as contemporary articles and video clips.

ENGLISH 12: Japanese Literature and Culture
This is an experiential course on the literature and philosophy of Japan. Students will read traditional texts like Tao Te Ching and selections of Japanese prose and poetry from Murasaki (The Tale of Genji) to Murata (Convenience Store Woman). We will discuss Eastern concepts of reality (e.g. non-dualism, karma), relationship to nature, aesthetics, moral conduct, and personal relationships. We will also look at Japanese literature and art through a modern lens--examining the way in which philosophy and culture translate to contemporary life through anime, manga, baseball, and modern cinema. Students will be responsible for regular reading, short writing assignments, and experiential projects.

Sample Texts: Tao Te Ching, Lao Tsu; The Tale of Gengi, Murasaki; haiku by Basho, Buson, and Issa; The Housekeeper and the Professor, Yoko Ogawa, Convenience Store Woman, Sayaka Murata, films by Miyazaki and Your Name, by Makoto Shinkai

ENGLISH 12: Literature and Film
The course will examine the important connection between literature and film adaptations. While students are generally familiar with the “movie” version of a novel they may have read, in this course they will critically examine the choices a director makes when adapting a story for the screen. Through critical essays, reading of novels, film viewing, and personal and class analysis, the course will examine the similarities and differences between cinematic and novelistic storytelling. Topics for discussion will include cinematic technique, the differing uses of point of view in film and novels, the use of visual symbols in films and novels and the similarities and differences in the handling of themes in films and the novels they are based on.

Films and texts: Rear Window, Hitchcock, together with It Had to be Murder, Woolrich; Rashomon, Kurosawa, together with Rashomon and In a Bamboo Grove, Akutagawa; Pan’s Labyrinth, del Toro; Memento, C. Nolan, together with Memento, J. Nolan.

ENGLISH 12: Memoir and Creative Nonfiction: The Power of Place

“Sense of place is the sixth sense, an internal compass and map made by memory and spatial perception together.” Rebecca Solnit

We are each shaped by people and places and yet, the role of “place” plays an important part of our life’s experience. Place, whether geographic, cultural or temporal, helps to define our pasts, our current priorities and values as well as our future decisions. The intersection of memory, reflection and place is the focus of this course. What places and spaces define you and why? It's time to use reading and writing to help you reflect on your own experience and to articulate your own truths about people, places, and perspectives. This is primarily a writing seminar but will also include creative approaches, such as storytelling and visual representation, to define your how place forms and informs you. Assignments will include regular, short written prompts, creative visual and audio responses, one outside reading assignment and a final project.

For inspiration, we will read memoirs, essays, and other forms of creative nonfiction. We will investigate and reflect upon topics of personal interest loosely based on the concept of “place.”

Texts include an assortment of personal essays, poetry and memoirs from writers like Mary Oliver (poetry), Aimee Nezhukumatathil (World of Wonder), Ross Gay (The Book of Delights) and Tara Westover (Educated) as well as various essays, podcasts, film excerpts and other media.

ENGLISH 12: Shakespeare
In this one-semester course students explore three of Shakespeare’s plays, including a comedy, a history and a tragedy. Students study Shakespeare’s use of poetic form (including his handling of verse and imagery), the role of dramatic genre, and the expression of theme. They also study character and motive from the actor’s perspective, analyzing speeches in terms of the dramatic beats, and do dramatic readings. Finally, the students write interpretive essays.

Texts: Twelfth Night, Henry IV (Part One), King Lear

ENGLISH 12: US Popular Music Studies: Lyrical Resistance
This course will examine how the most impactful music attempts to highlight and critique systems of inequity and oppression, while also providing kinship and affinity for those who continuously endure these systems. As such we will utilize contemporary lyrics as our primary texts to explore the world around us and our own identity. Most importantly we will contemplate and investigate the following essential questions: What role does lyrical music play in resistance movements within the contemporary context? What responsibility do artists have to simply make art or to speak on issues impacting the world? How do musical lyrics expand the genre of poetry as we currently know it?

Texts may include: Regina King's film One Night In Miami, The Miseducation of Lauryn Hill by Ms. Lauryn Hill, To Pimp a Butterfly By Kendrick Lamar, Black Messiah by D’Angelo and other selected works.

ENGLISH 12: Wit Lit – The Art of Satire
Satire is optimism with teeth! In this course, students read and discuss classic satirical texts that not only make us laugh but also make us notice social ills and human weaknesses. Students will think about how the authors get their points across and what they want us to do about the problems identified. The class will be run primarily as a seminar; assessment will be based on the student’s contribution to discussion and performance on papers and projects. Students will write satire, mimic a chapter from Alice and And Wonderland, and write an analytical paper on The Importance of Being Earnest. The culminating assignment asks students to debate whether television satire helps or hurts our democracy.

Texts: A Modest Proposal, Swift; The Importance of Being Earnest, Wilde; Alice in Wonderland, Carroll; Monty Python and the Holy Grail, Gilliam and Jones; selected poems, songs and video clips

EXPOSITORY WRITING: Print Journalism
The purpose of this class is to learn various styles of journalistic writing and to publish both the school newspaper, The Hawk's Eye, and the online newspaper. Not only do students learn specifics in writing strong news stories, editorials, features, reviews, and sports stories, but they also come to understand all aspects of newspaper production including layout and design, interviewing skills, and journalism ethics. They also learn the basics of multimedia journalism and have the chance to work not only in writing, but also on video, audio, and photojournalism.
The school newspaper and website are extremely important parts of the high school community, as well as the entire Head-Royce community. Journalism provides students with an avenue to
air their opinions and to write about serious and light topics. The importance of publishing responsible work is always stressed. Course is limited to 35 students, selected by advisor and editorial board.

EXPOSITORY WRITING: Digital Journalism
As journalism has grown over the last decade or so, including here at School (we’ve added a website to our journalism curriculum on top of the continued publication of the printed newspaper), the work of the journalist has grown as well. Along with the written form – the newspaper (or online) article – journalism has expanded to include a wide range of media formats, and much of the journalist’s work now lives online. At its outset, online journalism was mostly just a digital home for the written stories and static photographs that made up the bones of print journalism; as the internet has evolved, multimedia journalism has become increasingly complex: to do it well requires skills in audio production, photography, videography, and the creation of interactive graphic content. This class will focus on those digital skills, and on creating quality multimedia journalistic pieces to publish on The Hawk’s Eye website. If time and interest permit, we will also dig into the work of web design.

Visual and Performing Arts

Lower School Courses

The Lower School Art program places children at the center of their art making choices. Students in 1st through 5th grade experience art through the TAB or “Teaching for Artistic Behavior” approach where emphasis is placed on creating artists beyond art products. Students learn artistic thinking and art-making through self-direction and personal choice. They work at their own pace, follow their own lines of inquiry, solve problems and develop skills as they need them. Because everyone is engaged in their own self-directed work, the teacher is available to work individually or in small groups to differentiate for the diverse needs of students.

Music at Head-Royce is built on the foundation of the Orff Schulwerk approach. It begins with the work of children, play! Students’ musicianship is built through the integration of music, movement, speech, and drama with inspiration from celebrations, stories, visual arts, and more. Students imitate, explore, and create with personal expression and practice the skills that they need to become confident, lifelong musicians, and creative problem solvers. Students are active music makers who sing, dance, and play recorders and pitched and unpitched percussion instruments. They learn vocabulary, musical concepts, how to read music, and how to be engaged listeners of musical works.

4th and 5th graders at Head-Royce participate in a Drama program based on the principles of ensembleship and exploration. Students learn improvisation, playwriting, creative movement and collaborative storytelling. They practice giving constructive feedback to each other and learn to respond thoughtfully as an audience to visual and performative art. Within a supportive ensemble, students learn to take risks and explore many forms of self-expression including pantomime, puppetry, and mask. Through the enactment of diverse stories students expand their empathetic response to those around them and gain confidence in expressing their own voice.

Middle School Courses

Sixth Grade Visual and Performing Arts

The 6th Grade Visual and Performing Arts program is designed to offer breadth. All students choose two courses, for a semester each.

BAND
The 6th Grade Band is composed of beginning and intermediate sections. Beginners can choose to study flute, clarinet, alto saxophone, trumpet, trombone, electric bass or percussion. Experienced students will learn more advanced repertoire, including selections from the Seventh/Eighth Grade Concert Band and will have the opportunity to perform as members of the sixth through eighth grade ensemble for a number of concerts. While the school has some instruments to lend, participants should be prepared to rent an instrument for the year.

CHORUS
The 6th Grade Chorus is an introductory class. The chorus sings good choral literature in unison and two parts. Rehearsals include lessons in proper vocal technique, rhythmic training and melodic training. Repertoire includes age-appropriate choral songs from around the world. The sixth grade chorus performs for the Fall Concert, the Holiday Program, assemblies and other functions. Each member must show commitment to the choir, display eagerness to sing and learn, act responsibly, communicate effectively with the instructor and respect their peers.

DANCE
Sixth grade Dance introduces a variety of movement styles through composition exercises, improvisation, and creative explorations. Dancers will learn and practice the skills of collaboration through group choreography projects. Basic modern dance technique will be taught, creating body awareness, strength, flexibility and musicality. No dance experience is required.

DRAMA
Students in Drama will work together playing theater games to enforce skills in collaboration and listening. Students will work to develop public speaking skills through activities in class. The class will also produce a short play at the end of the semester for an audience of peers and parents.

PHOTOGRAPHY
Sixth grade photographers will explore a variety of techniques and editing processes that will help them build a digital photographic workflow. Students will learn to photograph with cameras, edit using Adobe Lightroom, and how to create digital art pieces.

STUDIO ART
Sixth grade studio artists will explore a variety of materials and disciplines that will help them to build a visual language. Students will draw, develop an understanding of shape and color to create composition, and they will transfer their 2-D knowledge to 3-dimensional projects.

Seventh Grade Visual and Performing Arts

Starting in 7th Grade, students expand their exploration in the Visual and Performing Arts by choosing one year-long course. Students could choose to go deeper in subjects taken in 6th grade, but are encouraged to try new courses as well.

CHORUS
Cantabile is open to all seventh grade students. Cantabile prepares and performs good choral literature from around the world dating from the Renaissance period to the present. Selected music will emphasize healthy and appropriate vocal technique while nurturing the singers’ musical thirst to perform and communicate. Accompanied and a cappella songs are from all genres and are in many different styles and languages. Each member must show commitment to the choir, display eagerness to sing and learn, act responsibly, communicate effectively with the instructor and respect peers. The choir memorizes all music and performs often, including performances at the Fall Concert, open house, assemblies, the Holiday Program and several off-campus concerts, including a choral music festival in the spring.

Prerequisite: Sixth-grade Chorus or permission by the instructor.

CONCERT BAND
The 7th and 8th grade Concert Band performs in the fall and spring instrumental music concerts, Music in the Parks competition, and at the middle school music assembly in May. The group performs a wide variety of classic band music as well as many contemporary pieces with Jazz and improvisational influences. There is also a strong focus on individual technique and musicianship, involving regular class assignments and assessments.
Prerequisite: Sixth-grade Concert Band or permission by the instructor.

DANCE
The 7th and 8th grade Dance class is a year-long course that continues to build on the 6th grade curriculum, focusing on the foundations of creative movement and the introduction of compositional elements for creative dance making. Students will expand their dance exploration to include a variety of dance styles such as Contemporary, Salsa, Afro-Cuban, Jazz, Hip-Hop, Musical Theater, and more. Students will deepen their understanding of culture, dance history, choreography and work collaboratively with each other through these multiple forms of dance. The class will culminate with a spring performance highlighting student work. This class is open to both new and returning students.

DRAMA
The emphasis in this class is on collaboration, listening skills, and working as an ensemble. Students can write or inspire activities in this class. Students will work together with improvisation and theater games, and produce a few short plays for the community.

FILMMAKING
This course provides an overview of the skills needed to be a filmmaker and visual storyteller. Students will learn how to write a script, act, direct, shoot, and edit films using iMovie and VideoLeap. Students will also learn to use different filmmaking techniques, such as green screen and lighting techniques. This is a lab class, but projects may require some out-of-class time.

STUDIO ART
In this course students will explore classic foundational art practices in a variety of media. It is an exploration and celebration of materials and possibilities. Projects may include everything from drawing from observation to realistic painting to imaginative 3-dimensional design. Throughout this process, students will also experience artisan crafts such as sewing, book making, or mosaics. Students will be exposed to a variety of master artists in each of the fields they are exploring and will learn how to reflect on their own creative process.

Eighth Grade Visual and Performing Arts

In the 8th Grade Visual and Performing Arts program, all students choose one year-long course to further their artistic journey.

CHORUS
Cantabile is open to all eighth grade students. Cantabile prepares and performs good choral literature from around the world dating from the Renaissance period to the present. Selected music will emphasize healthy and appropriate vocal technique while nurturing the singers’ musical thirst to perform and communicate. Accompanied and a cappella songs are from all genres and are in many different styles and languages. Each member must show commitment to the choir, display eagerness to sing and learn, act responsibly, communicate effectively with the instructor and respect peers. The choir memorizes all music and performs often, including performances at the Fall Concert, open house, assemblies, the Holiday Program and several off-campus concerts, including a choral music festival in the spring.

Prerequisite: Seventh-grade Concert Band or permission by the instructor.

DRAMA
Drama 8 will review and build upon fundamentals taught in Drama 6 & 7 (creative expression, movement, improvisation, character building, rehearsal, performance, playwriting, and performance history). Each unit will focus on a specific genre of performance including: theater for social justice, documentary theater, site specific theater, musical theater, nonverbal theater, Shakespeare, and the broader world of performance art. Students will study existing works and collaboratively create their own work for performance. Students do not need to have taken a previous drama class to participate.

STUDIO ART
In this course students will investigate principles of drawing, painting, and sculpture. They will begin the course by exploring a variety of drawing materials and techniques, serving as a foundation for the skills they will develop throughout the year. Students will learn to use both watercolor and acrylic paint, including learning to stretch and prepare their own canvases. Students will also explore sculpture, learning to create three-dimensional forms. They will learn necessary principles of design which are key to strong visual communication. Throughout this course students will be exposed to a wide variety of master artists in each of the fields they are exploring and will learn how to reflect on their own creative process.

MIDDLE SCHOOL JAZZ ENSEMBLE
This is an intermediate to advanced jazz group open to all sixth through eighth graders with at least two years of experience on flute, clarinet, saxophone, trumpet, or trombone. Guitar, piano, bass or drum students are accepted by audition only. All students must read music notation. Jazz Ensemble students learn improvisation skills and play a wide range of jazz music. The group meets twice a week before school. Students who join MS Jazz commit to participating in a number of concerts throughout the year including the Fall Concert, Diversity Open House, the Holiday Program, NIA Speaker Event, Grandparents’ Day, the Spring Concert as well as the Music in the Parks competition in May.

Upper School Courses

Visual Art

2D ART: DRAWING, PAINTING AND PRINTMAKING
Beginning 2D Art is a project-based class with an emphasis on hands-on learning. 2D artists learn the fundamentals of painting, drawing, printmaking and image making while exploring a wide range of techniques. Focusing on imagination and creative possibilities, students are introduced to materials such as graphite, ink, pastel, charcoal, watercolor and acrylic paint. Students exhibit their work in the annual school wide art show, and they participate in field trips to Bay Area galleries and museums. Students interested in pursuing an Honors Studio Art or Advanced Placement Art are required to take this course and Advanced 2D Art.

Advanced 2D ART: DRAWING, PAINTING AND PRINTMAKING*
Advanced 2D artists continue to deepen the investigations they began as Beginning 2D artists, and importantly, they begin to define their own visual language. This course provides more studio time to explore drawing from the model, printmaking, book binding, painting and visual storytelling. Each project presents unique skills and techniques; students learn measurement and proportion, chiaroscuro, chine colé and imaginative problem solving. Students may also stretch and prepare large canvases and study color mixing. Students are encouraged to develop their own style and to create a body of work structured around the concept of identity.

Prerequisite: Introduction to 2D Art
*Meets the University of California (UC) Visual and Performing Arts requirement.

HONORS STUDIO ART PORTFOLIO *
This class is the highest-level studio art class in the high school. Honors Studio Art Portfolio is available to juniors and seniors who have fulfilled the prerequisites: Beginning and Advanced 2D Art. Honors Studio Art Portfolio is a two-year class with an emphasis on the creative process through discovery and experimentation.

Junior artists create projects that include large-scale painting, collage, sewing, drawing, photography and sculpture. Juniors work with the goal to build and organize a dynamic art portfolio that demonstrates their high school art making history. This portfolio may be used on college applications.

In the senior or second year, artists work independently on projects inspired by specific areas of interest. For these students, the classroom takes on the feel of a professional studio. Students experiment with all types of materials and techniques, which range from painting to silk-screening, book design, and sculpture. Artists are responsible for defining their projects and presenting the work during in-class critiques. Seniors write statements and conduct research to support each project. In the first semester of this year, artists prepare portfolios by photographing and documenting their artwork; these portfolios can be used for college applications.

Students who fulfill the prerequisites have the option to take the two-year Advanced Placement exam. This exam is submitted as a digital portfolio at the end of senior year. AP is deadline driven; students are required to submit a minimum of 24 original artworks to the College Board.

Prerequisite: Advanced 2D Art
*Meets the UC Visual and Performing Arts requirement.

INTRODUCTION TO 3D ART
This class runs in two strands- Maker Space and Ceramics. This offers students an opportunity to focus on their area of interest as well as time to “cross-pollinate” with the whole group of sculptors. Both groups complete several skill-building projects before they create a series of individualized projects toward the end of the year. The Ceramicists will be exploring various traditional methods of working with clay, including: hand-building, coil work, throwing on the wheel, and glazing. The Makers will deepen their understanding of what it means to be an artist who builds for use as well as for expression. Specifically, they will gain skills in sewing, woodworking, 3D printing, along with various new and traditional tools. All of the students learn what it takes to maintain a working studio and how to effectively work in community with others. Students enrolled in these classes will lead the way in their own learning, creating work that is inspired by artists and designers who interest them.

ADVANCED 3D ART*
This class is made up of students who have taken the Introduction to 3D class or who are otherwise familiar with the basic techniques of ceramic and sculptural form. There is a strong focus on experimentation with materials as well as a focus on developing individual artistic vision and style. Students generate detailed proposals for each of their projects. In this course, students explore additive three-dimensional design, investigate the properties of reductive sculpting, and create multimedia projects. In conjunction with a museum visit, they will prepare an oral presentation on a sculptor of their choice and will create a work inspired by this artist.

Prerequisite: Introduction to 3D Art
*Meets the UC Visual and Performing Arts requirement.

PHOTOGRAPHY 1
This class is an introductory-level course investigating the technical and aesthetic considerations of photography as an expressive medium and field of conceptual inquiry. The main emphasis of this class is to acquaint students with the broad themes in photography, with particular care given to instruct students in techniques fundamental to camera operation. Students will become technically proficient with manual camera settings while exploring photography as a conceptual amalgam of various fields: artistic, literary, historical and scientific.

PHOTOGRAPHY 2*
This course is an advanced level Photography class. Students will review the technical aspects of camera operation using a digital SLR camera while delving much further into the conceptual potential of photography as a medium of visual investigation. Advanced techniques in digital image editing are emphasized. The ultimate goal of the course is to have students master the techniques of digital photography in order to become deeper visual thinkers.

Prerequisite: Photography 1
*Meets the UC Visual and Performing Arts requirement.

PHOTOGRAPHY 3*
In this course students will focus on developing a particular theme of inquiry to create a personal body of work. The class is structured by individual tutorials and group critiques aiming to facilitate students in the development of a thesis project. Students will meet with the teacher individually during class to discuss thematic interests, how to best communicate their ideas visually and how the formal aesthetic aspects of their photography can serve to express the conceptual ends of their project. Twice during each quarter, there are peer-reviewed group critiques whereby other students can provide critical feedback on the nature of their projects. This course serves as a foundation year for students wishing to complete an Honors Photography Portfolio during their senior year.

Prerequisite: Photography 2
*Meets the UC Visual and Performing Arts requirement.

HONORS PHOTOGRAPHY PORTFOLIO*
Students in their fourth year of the Photography program will develop a portfolio that demonstrates a sustained investigation through the practice of photography. Individual student choice drives the curriculum, engaging a wider array of approaches ranging from documentary, conceptual and commercial photography. In addition, students will be able to draw upon a broad assortment of techniques from both analog and digital photography (from the 19th century to the present), as best suit the nature of their particular thematic concerns. The completed portfolios may also be submitted to the College Board for Advanced Placement credit.

*Meets the UC Visual and Performing Arts requirement. (pending approval)

FILMMAKING*
This course is tailored for students who wish to explore the art of motion pictures. The course investigates the history of cinema as a cultural force and guides students through the development and production sequence of independent filmmaking. Students become proficient in screenwriting, directing for film, post-production editing techniques, and they showcase their creative work in an annual film festival for the Head-Royce community.
Prerequisite: Photography 1
*Meets the UC Visual and Performing Arts requirement

FILMMAKING: ADVANCED PROJECTS*
In this course, student filmmakers delve deeper into advanced filmmaking techniques and explore personal narratives. Themes to be explored include non-linear storytelling, independent filmmaking aesthetics and world cinema. Students may choose between narrative and documentary styles of filmmaking and will show their creative work in the Head-Royce Film Festival.

Prerequisite: Filmmaking
*Meets the UC Visual and Performing Arts requirement.

GRAPHIC DESIGN
This class is open to a limited number of sophomores, juniors and seniors by application. Students learn graphic design and layout techniques while planning and creating the Head-Royce Yearbook: a 304-page community publication. Students are introduced to the Adobe Software suite and basic photography skills; they learn to write copy and headlines as well as to caption photographs. The production of the yearbook is student managed; the senior editors oversee a staff of 18 classmates who collaborate to meet deadlines and who work with faculty to create a meaningful and one-of-a-kind book.
*Meets the UC Visual and Performing Arts requirement.

DANCE

INTRODUCTION TO DANCE
Dance engages students in a physical, intellectual and creative art form that provides a means of establishing identity and self-esteem. Dance is a way to express and communicate meaning, values and customs. Dance also fosters a sense of community and teamwork. Students learn to trust and respect each other while working through a series of collaborative exercises focusing on improvisation and composition. This course will also focus on basic dance techniques, vocabulary, musicality and exercises for the mind and body. Open to students 9-12. No previous dance experience is necessary to take this course.

ADVANCED DANCE*
Advanced Dance is a year-long course in which students will deepen their understanding of multiple dance disciplines, styles, and forms. Students will continue to strengthen their foundations of modern dance technique through phrase work and increased vocabulary, while establishing good dance habits and performance skills. Dancers will view artists from various eras, genres, and cultures to gain a greater understanding of dance in history and the world today. They will learn and practice the skills of critiquing and analyzing dance which will be applied to group and solo choreography projects. Through creating, performing, and responding to dance, students will strengthen problem solving skills, self-esteem, body awareness and self-discipline. Students are required to both create and perform throughout the year. Open to students 9-12. Students must have at least one year of beginning dance, or one or more years training outside of school at a dance academy.

*Meets the UC Visual and Performing Arts requirement.

HONORS DANCE PRODUCTION*
The Head Royce Honors Dance Production course gives Juniors and Seniors an experience with higher-level choreography and performance skills. This course will challenge students to work at a complex and sophisticated level, focusing on the potential of the art of dance to communicate a broad scope of ideas. The projects challenge students to think critically in order to meet the Advanced State Standards in the areas of Artistic Perception and Creative Expression through composing, Dancing and Performing, History and Cultural Context, Aesthetic Value and Connection via analysis and critique, and Relationships and Applications. All assignments require critical thinking, discourse and writing through analysis, synthesis, and evaluation of disparate dance topics. It is the expectation of depth and sophistication in the level of thinking, conversing, and integrating ideas, as well as leadership in production management and community engagement that sets Honors Dance Production apart from the regular Advance Dance course. The Honors Dance Production course will culminate with a comprehensive project that demonstrates a mastery of the elements of choreography, advanced research skills and community engagement. Students will hone their leadership skills by directing, choreographing, and teaching. Dance I and Advanced Dance yearlong courses are prerequisites for the Honors Dance Production course.
*Meets the UC Visual and Performing Arts requirement.

DRAMA AND THEATER

DRAMA I
Students in this class will participate in numerous scenes and plays. All students will direct each other in scenes for performance in class. Participants will use theater games, character evaluations and criticism to explore drama. Students also produce at least one production for a public audience.

DRAMA II*
This class is for students who wish to study acting technique in depth. We’ll work with a range of concepts, from the personal responsibility of the actor in approaching a script to the work of a performing ensemble, and how such groups develop the ability to build collaborations. Yearly projects vary, but include presentations of scenes, small group compositions, and class productions (short plays, one-acts, commedia pieces, silent films ... projects shift from year to year depending on the interests and composition of the class). The class can be, and often is, repeated for credit.

Prerequisite: Drama I
*Meets the UC Visual and Performing Arts requirement.

THEATER PRODUCTION CLASS
The Fall/Spring Play/Musical will be a main stage production of a significant dramatic/musical work. Auditions for the play will occur during the first weeks of the semester and rehearsals will begin immediately thereafter. The course involves an intensive after school rehearsal schedule culminating in four to five performances. Open to students 9-12.

Prerequisite: Audition. May be repeated for credit.

INTRODUCTION TO THEATER (TECH THEATER)
This course is designed to give students the skills they will need to work in any of the areas of play production. We learn the basics of production and design through hands-on involvement with each area. Each student learns how to operate and focus lights, how to build and paint sets and props, how to find costumes, etc. We also cover the more creative aspects of production — from designing lights, costumes and sets to developing a concept and a director’s plan for an entire production. The class will work on completing individual projects as well as contributing to school productions, and running the school’s theater.

INSTRUMENTAL MUSIC

Jazz Messengers: Introduction to Music Theory/Improvisation/Jazz Repertoire *
This ensemble is an introductory course focusing on performing jazz music written for small and large groups. Instruments permitted include woodwinds, brass, guitar, bass, piano and drums. Some musical experience is highly recommended but not required. Successful completion of this course will help in advancing to the Caravan Jazz Ensemble.

*Meets the UC Visual and Performing Arts requirement

ADVANCED JAZZ BAND (CARAVAN) *
This is an award-winning, advanced, Upper School jazz group for students who are serious about playing jazz and learning more about the performance traditions of the music. The ensemble has a demanding performance schedule with many concerts throughout the year, on and off campus.
Prerequisite: Completion of Jazz Messengers. Enrollment is by audition.

*Meets the UC Visual and Performing Arts requirement.

ORCHESTRA (COUNTERPOINT) *
Counterpoint is a 9th-12th grade chamber ensemble with strings, winds, brass and percussion. The ensemble performs a wide range of music from classical to pop standards. Performances include two major concerts a year, the Holiday Concert, community concerts, and culminates with a tour at the end of the year.
Prerequisite: At least two years of experience. No audition necessary.

*Meets the UC Visual and Performing Arts requirement.

VOCAL MUSIC

THE HEAD-ROYCE CHORUS*
The Head-Royce Chorus is an ensemble open to all Upper School students who wish to sing. Previous musical experience or sight-reading ability is not required. Members of the ensemble participate in several performances each year including the Fall Concert, the Holiday Program and the Spring Concert.

*Meets the UC Visual and Performing Arts requirement.

COLLA VOCE*
Colla Voce is a mixed vocal ensemble made up of 32 advanced singers. Selected repertoire ranges from the Renaissance period to contemporary choral music. Colla Voce performs often, including at the Choral Institute concert, the Fall Concert and the Holiday Program. The ensemble is in high demand, competes at festivals and performs for community events and assemblies. Colla Voce goes on tour each spring. There will be costs for each student throughout the year for the retreat and tour.

Prerequisite: Completion of Chorus or audition.
*Meets the UC Visual and Performing Arts requirement.

History

Middle School Courses

HISTORY 6: Ancient Civilizations
In History 6, students will begin to cultivate the analytical, critical thinking, and writing skills they will rely on for the rest of middle school History. The course covers six ancient civilizations: Mesopotamia, Egypt, Kush, India, China, and Mesoamerica. Students will examine the growth of each civilization in a largely project-based environment. As they do so, they will also examine their own identities and values and develop personal leadership goals as they explore the power structures and inequities of the ancient world. Through each civilization they will analyze and evaluate the effectiveness of ancient leaders–not only on the criteria of a given society’s growth, but also based on a leader’s ability to support their people. The class is collaborative in structure, and students will work to make connections across disciplines whenever possible.

Text: History Alive! The Ancient World, Teacher’s Curriculum Institute (2011).

HISTORY 7: American History
This course is divided into thematic units that explore a wide range of important topics, including an inquiry into the changing nature of history, government and citizenship, immigration, civil rights movements and globalism. The curriculum is student-centered and skills-based, and requires students to work individually and collectively on a variety of research projects. Every effort is made to connect the classroom to the real world and offer students a chance to connect with authentic audiences. Students engage with multiple primary and secondary sources over the course of the year.

Text: A Different Mirror, Ronald Takaki, STAMPED, Ibram X Kendi and selected readings.

HISTORY 8: Regional Studies I — Africa and Latin America
History 8 represents the first part of our two-year global studies program at Head-Royce. Looking at Africa and Latin America comparatively throughout the year, our eighth graders explore geography, history, politics and current events. History 8 includes a strong thematic component; among the themes are the roots of power and the nature of progress. In order to better understand contemporary global issues, students draw from a variety of primary sources, news articles and documentaries as well as materials from the Teacher’s Curriculum Institute. In this project-based course, students will think and write critically about our world, making connections between current events and their historical precedents.

Texts: History 8 Reader; World Studies: Africa; World Studies: Latin America, Prentice Hall; Sonia Nazario, Enrique’s Journey.

Upper School Courses

HISTORY 9: Regional Studies II - Russia, China, Cuba, and the Process of Revolution
History 9 represents the second year of our two-year global studies program, but also functions as a discrete course. As ninth graders, students explore three non-Western superpowers that experienced revolutions in the twentieth century: Russia (the world’s largest country), China (the world’s most populous) and Cuba (the inheritance of the revolutions). Our study is rooted in both contemporary issues and their historical precedents. By the end of the program, students will have a rich knowledge of national differences and the forces of globalization that shape our changing world. History 9 also contains a strong thematic component; among the themes we explore are models of government, mechanisms of political change, the role of utopian ideologies in shaping historical change and the role of religion in shaping culture. We strive to engage students as they become deep-thinking historians and more worldly individuals.

Texts: History 9 Readers: Russia, China and India

HISTORY 10: Honors U.S. History
This is a thinker’s course about United States History from pre-Columbian contact to the present. It addresses social, political, economic, geographic, and cultural topics that take students across overlapping time frames organized around essential questions, such as: "Is the United States of America on the right path toward fully realizing its founding ideals? Why or why not?" Students will be exposed to fundamental content in U.S. history––but that is only the beginning. By the end of the year, students will have had regular opportunities to develop enriched critical thinking skills, such as dissecting historical documents, thinking analytically about historical facts and themes, and communicating ideas successfully through speaking and writing. They will also build vital citizenship skills such as empathy and collaborative problem solving, and will examine U.S. history through a social justice framework, analyzing systemic inequality and building their capacity to confront it in the present. Students will contemplate and clarify their own ethical values as both students of history and members of this country in the present––who have the power to help shape its future.

Materials: Kennedy, Cohen, Piehl. The Brief American Pageant, 89th Ed.; Primary and secondary sources on the World Wide Web; current news.

HISTORY 11: Excavating Western Culture and Civilization
This course is a historical and cultural survey from the Classical World to the Second World War. It provides a chronological and topical analysis of the political, cultural, social, and economic forces that have shaped the Western tradition with an emphasis on intellectual history. It also examines the consequences of European contact with the non-Western world. The focus of the students’ work will be with primary documents, including timely works of art, architecture, and engineering. One unusual element of this version of the Western Civ course is that we begin with an extended investigation of more modern and even contemporary critiques of the Western tradition that come from within the paradigm. We open by reading authors like George Orwell and Karl Marx and Sigmund Freud, Frantz Fanon and Aimé Césaire, Audre Lorde and Gloria Anzaldúa, and Joy Harjo and Robin Wall Kimmerer all of whom help us see the West as a construction with certain blind spots, gaping holes, and sever challenges to genuine social justice. We use these authors as sounding boards for the rest of the year as we work our way through the traditional Western canon.

Texts: The Western Experience, Volumes I and II, Chambers, Semester Course Readers.

Senior History Electives
During the senior year, students may choose one elective each semester from among the offerings. Specific history electives for the 2021-2022 year will be selected from the list below and will be determined in spring 2021.

HISTORY 12: African Consciousness and the Political Economy of Slavery
This senior seminar seeks to analyze early ideas of race and resistance by recovering the early history of Transatlantic slavery. Beginning in the 15th century and ending in the 18th century, texts will focus primarily on the social dynamics and effects of slavery in West Africa and Latin America, concluding with the Haitian Revolution and Stono Slave Rebellion. The goals of the seminar are to provide students with a framework to understand the political and economic bases of contemporary racial ideologies as well as to prepare students to succeed in the humanities at a university level.

HISTORY 12: The Bay Area
This course is an interdisciplinary local studies course, looking into the ecology, climate,
geology, politics, culture, demography, art, literature, and history of the San Francisco Bay Area. Students will have opportunities to apply scientific thinking as well as artistic thinking and quantitative analyses and historical contextualization to understand more completely the place
in which they live. Topics will range from imperialism and urbanization to immigration and gentrification to help make sense of one of the most prosperous, educated, diverse, liberal, and complex metropolitan regions in the country. Students will get out of the classroom to see distant parts of the Bay Area they haven't yet, as well as parts of the home neighborhoods they just haven't seen clearly before. The goal is to explore our complex place and to do so using a wide array of lenses.

Texts include:
Malcolm Margolin. The Ohlone Way: Indian Life in the San Francisco-Monterey Bay Area
Ariel Rubissow Okamoto and Kathleen M. Wong. Natural History of San Francisco Bay
Rebecca Solnit. Infinite City: A San Francisco Atlas
David Rains Wallace. Mountains and Marshes: Exploring the Bay Area’s Natural History

HISTORY 12: Civil Society and American Democracy: The Beautiful Life
One of the phrases you grow accustomed to hearing when you spend your professional life in schools is some variation on “yeah, but what will you do in the real world?” So common as to suffer the fall into cliché, the phrase is worth a second look. If schools (of every shape and age) do not exist in the “real world,” then where exactly are they? Schools are central to the US economy, they are staffed by and educate plenty of current and future voters. The adults and students on campuses eat food and wear clothes, and in these and so many other ways they are geared into the global economy; they get about on roads, take advantage of the water and electrical and fiber optic infrastructure where they live, and function every day as members of local, state, and even national communities. They consume media, they recreate, they do research and have conversations. They hydrate and they breath, and so are connected one and all to the vastness of the biosphere. Schools are embedded in a million ways into the real world. Perhaps the questions about the real world persist out of nothing more than habit and attendant misperception.

This course will focus students on how they are in fact already in the real world, and do so through an attention to the skills and responsibilities associated with twenty-first century citizenship. In the face of growing political factionalism, an increasingly chaotic global climate, expanding economic inequality, and the recognition of an unsustainable extraction economy, twenty-first century citizens will need to understand on a more personal level the large economic and political systems in which they are embedded and also be able to think creatively about alternatives for a more restorative future. They will need a more intimate relationship to their life-support systems: food, shelter, clothing, local government, community organizing. They can grow in skills and knowledge through a combination of classroom and off-campus work. American high school students used to bolster their academic study of American History, Economics, Statistics, Life and Physical Sciences, and Civics, with practical training in Home Economics and Shop. This course offers seniors an innovative hybrid of academic investigation and practical know-how. For young adults poised on the shift to independent living and a surge in individual responsibility, now is their time for twenty-first century Home Economics.

Resources:
David Orr, Earth in Mind: On Education, Environment, and the Human Prospect
Ibram Kendi, How to be an Antiracist
bell hooks. Teaching to Transgress
Kelly Coine and Erik Knutzen. Making It: Radical Home Ec for a Post-Consumer World
Rosemary Morrow. Earth User’s Guide to Permaculture
Dana Velden. Finding Yourself in the Kitchen
Tyson Yunkaporta. Sand Talk: How Indigenous Thinking Can Save the World

HISTORY 12: Comparative Politics
This comparative politics course is designed to provide students with the conceptual tools necessary to develop an understanding of some of the world’s diverse political structures and practices. In it we will study the theory behind comparative politics, types of countries and themes that lend themselves to comparative study, such as health, political stability, political economy and globalization. Students will explore countries and themes of their own choosing in a final project. We will discuss current events as well as historical foundations as appropriate. Our goal is to become better versed in paradigms of different types of political systems so that we can be better citizens not only of the United States but also of the world. Ever think about the following questions?

Why is it that some representative democracies have eight major political parties and ours has only two?
Why do some democracies have a premier and a president?
What is voter turnout like in other countries?
How are minority group interests represented in different countries?
What is the role of religion in government?
Can socialism and democracy be combined without undermining democracy?

Many American adults can’t even begin to answer these questions. Now you can!
Texts: Essentials of Comparative Politics, Patrick O’Neil; Current periodicals, articles provided by the teacher.

HISTORY 12: Economics
Economics is the study of how society allocates its scarce resources. The course is taught through the use of Project Based Learning, so each unit revolves around an evolving problem that allows students to learn key concepts of economic theory while striving to find a solution to challenging problems. In the first semester, the course will explore how to answer the basic economic questions, supply and demand, entrepreneurship, and types of markets. In the second semester, the course will examine macroeconomic topics such as national income, unemployment, inflation, the banking system, foreign currency, the role of the government, as well as personal finance. Overall, students can expect to develop a better understanding of current events, learn to make economic decisions in their own life, and become more informed citizens and voters.

Text: Principles of Economics by N. Gregory Mankiw released by South-Western and Cengage Learning. 6th ed. 2008. The Economy (an online textbook, with numerous contributors).

HISTORY 12: Ethics (Applied to the Real World)
Because we live in a multicultural society, our neighbor or classmate might come from a different ethical tradition than we do, and have different understandings of what is right and wrong. To a really significant extent, we are obligated to respect this difference because of thediverse and yet globally unified world in which we live. Does that mean there is no right or wrong? I invite you to take this course if this question strikes a chord with you. The answer is not a simple one. This course asks you to think deeply about some of the major ethical challenges of the modern world and to learn the language and philosophical underpinnings of some of the major ethical philosophies in order to try to address those challenges. We will explore different approaches to ethics, what it means to live ethically in a multicultural world, the interplay of feelings and reason in ethical decision-making and the experience of being wrong. By semester's end you will have acquired an appreciation for how ethical dilemmas are woven through every life path. You will also be able to perceive clearly where ethical dilemmas exist all around you and you will develop language and critical thinking skills to make the pondering of ethical issues an integral part of your life. The purpose of this course is, in the inimitable words of broadcast television pioneer Fred W. Friendly, "not to make up anyone's mind but to open minds, and to make the agony of decision making so intense that you can escape only by thinking."

Texts: Elements of Moral Philosophy, James Rachels; Readings provided by the teacher.

HISTORY 12: Oakland Seminar Senior Elective: Oakland Through Many Lenses
This course seeks to employ the lenses of multiple disciplines to see, hear, and engage in the City of Oakland. Because our world, however small or large, is multidimensional, we limit ourselves with just a history of a place, or the contemporary culture of a people, or the science of an environment. Therefore, this course will dive into the literature, the music, the history, the science, the art and architecture, the cultural components, the political systems, the public policy, and the demographic and economic statistics of Oakland. We will explore the current geography of the city, walking and seeing and listening to Oakland from Skyline Boulevard to the Estuary and from the Claremont to the Airport. We will look at and create maps, movies, and music. We will use historical thinking to contextualize the different iterations of "Oakland" through the centuries, as it saw villages replaced by ranchos replaced by railroad and ferry terminals, replaced by ports and factories and freeways and Panthers and Occupiers and BLM. The goal is to employ, albeit admittedly thinly, a number of ways of seeing and thinking about Oakland, providing an opportunity to learn more deeply about the location of Head-Royce and an opportunity to learn more about using multiple disciplines to answer a unifying question.

Texts include:
Beth Bagwell. Oakland: The Story of a City
Malcolm Margolin. The Ohlone Way: Indian Life in the San Francisco-Monterey Bay Area
Ishmael Reed. Blues City: A Walk in Oakland
Robert O. Self. American Babylon: Race and the Struggle for Postwar Oakland

HISTORY 12: Issues to Action: Why Act and In What Direction?
The essential question of this course is in the title: Why act and in what direction? To be able to answer this question before you leave the nest of high school will offer you immeasurable guidance and purpose in your college studies and life’s work. In fact, the aim of this course is to be both personal and political — a place for self-reflection and, more importantly, a launch pad for community impact work. After reading and reflecting on some big topics needed to ground community action (such as Alicia Garza on commitment, Robert Reich on “the common good,” and Rebecca Solnit on hope), we spend the majority of the semester exploring an array of defined avenues for taking action and making change. As we delve into our examination of local equity and sustainability organizations (from activist institutes to non-profits, from government initiatives to private sector ventures), we will invite inspired folks from the larger community into our discussion to share with you their action-oriented work. Yet, you — the student — remain the central actor of this course as you select an issue you care about (large or small, practical or theoretical), explore inspired organizations and networks already working on your topic, and then determine how high school seniors and college students can become involved with the good work happening in your targeted area. Finally, for those interested (and it is NOT a course requirement), this class will help position you for an exciting Senior Project or Summer Internship (either after graduation or while in college!). The hope is that you will leave this course with clearer ideas on how to translate your commitment to a more just and healthy world into actual practice.

HISTORY 12: Holocaust Seminar
The Holocaust was a cataclysmic event that defined the twentieth century. The genocide perpetrated by the Nazi party in Germany left a path of destruction that fundamentally changed cultures and communities around the world, and challenged previously held understandings and norms. It is hard to imagine a discipline or people untouched by the repercussions of this tragedy. This course will examine the origins, implementation, and lasting legacy of the Holocaust. Students will look to the disciplines of history, sociology, and philosophy to uncover the historical, structural, and individual origins of state violence, abusive political authority, and genocide. They will hear the voices of those who survived and those who were lost through examining primary sources: memoirs, letters, diaries, and oral history accounts. Students will examine how communities and groups mourned and forged forward in the wake of such immense death and destruction. There are a number of difficult questions at the heart of this course: Why did this happen? Why did so many participate in the violence? Why did neighbor turn on neighbor? What did resistance look like when death was certain? How should historians approach this subject, and what does that say about the discipline of history? What does justice look like after genocide, is it even possible? What does the Holocaust say about human nature? Through scholarly inquiry, class discussion, and analytical writing, students will wrestle with these questions and seek the answers together.

HISTORY 12: Living History, Empowering Voices
In the study of history, whose story gets told? Who matters? Traditionally, historians have approached their discipline from a top-down perspective, analyzing the elite and dominant structures of society. As a result, much of the history we receive focuses on the leaders or “great men” of the past, minimizing the stories and experiences of minority and marginalized groups. However, there is an older, more revolutionary, practice of history that challenges this framework and looks at history from the bottom up. Through oral history, historians can examine and honor the voices of those who traditionally had been relegated to the margins of society. Oral history looks for the important narrative within the individual and the community. This methodology empowers people to construct and define their own narrative, honoring their story and recognizing the role of the individual as historical witness and agent. This class will examine the practice of oral history, and its recent resurgence as a mode of social justice storytelling. Once students are familiar with the practice and its potential, they will become oral historians themselves, devising, planning, and implementing their own oral history project. Students will interview a member of their community who can shed light on an important historical moment or topic.

Math + Computer Science

Middle School Courses

Please note: No matter which math courses a student takes in middle school, it will be possible for them to take honors courses in upper school.

MATH 6
The Math 6 classroom is a space for students to exchange ideas, build skills, deepen their conceptual understanding, and find their best practices as mathematicians. This course further hones elementary skills and ideas, applies them to real-world scenarios, then introduces and reinforces pre-algebra concepts. We strive to strengthen computation, develop logical reasoning, and ultimately, increase confidence and flexibility of thinking. Additionally, students build resiliency through frequent exposure to non-traditional problem solving. Math 6 topics include using all four operations with rational numbers (integers, decimals and fractions); applying order of operations; understanding proportion, rate, ratio and percent; writing and manipulating expressions and equations; reading and creating graphs; analyzing data; calculating simple statistics; using scientific notation; investigating variables and linear equations; exploring geometry; creating and using formulas; and applying a variety of problem solving strategies across the curriculum. We recognize that each new middle schooler comes to Math 6 with unique strengths and areas for further growth, and offer a differentiated approach that affords them ample opportunity to stretch and challenge themselves. Our goal is for students to leave Math 6 with a positive growth mindset and a lasting understanding of how to be efficient and effective mathematicians.

Text: Sadlier-Oxford Progress in Mathematics Fundamentals of Algebra (2009); teacher supplements.

Calculator Requirement: no calculator required.

ALGEBRA 1A (7th grade)
This course is the first part of a sequence that spreads the traditional content of an Algebra I course over two years and also includes pre-algebra content. This facilitates a measured pace that encourages a solid foundation of algebraic thinking and skills by the time a student finishes middle school. Algebra 1A topics include properties of and operations on real numbers, using variables, solving linear equations, graphing and writing linear equations, operations with exponents, introduction to geometry and data analysis. This course features many hands-on projects (such as a real life business model where students actually bring a product to market) and interactive group work on a regular basis. In addition, the course features many opportunities to polish math skills, ensuring that students receive continued practice on this year’s and previous year's math content.

Prerequisite: Completion of 6th grade math and teacher recommendation, and/or pre- algebra if coming from another school.

Text: CK-12.org Flexbook Textbook and collection of online resources.

Calculator Requirement: Scientific calculator (TI - 30X or equivalent, no graphing calculators).

ALGEBRA 1B (8th grade)
This course is the second part of a sequence that spreads the traditional content of an Algebra I course over two years and also includes pre-algebra content. Algebra 1B will focus on reviewing solving linear equations, solving and graphing linear inequalities, solving systems of linear equations, exponents and exponential functions, polynomials, solving and graphing quadratic equations and investigating the Pythagorean Theorem. Algebra 1B endeavors to take a project-based approach to learning mathematics, introducing topics with larger real life questions that are designed to engage from the start, and to show the utility of the mathematics that students are learning. Examples of projects include: using linear programming to determine per-student funding of a fictional OUSD high school and planning the construction of a wheelchair ramp on the Head-Royce campus. Students will be offered frequent opportunities to practice mathematical skills and topics from previous years of math to ensure that their foundations are solid before heading into high school math courses.

Prerequisite: Completion of Algebra 1A or 8th Grade Common Core course if coming from another school.

Text: CK-12.org Flexbook Textbook.

Calculator Requirement: Scientific calculator (TI - 30X or equivalent, no graphing calculators).

ALGEBRA I (7th Grade)
This course covers all of the topics of first-year algebra. It begins with a review of using mathematical properties to solve for an unknown variable. Algebra I also includes the study of operations with polynomials and radicals. Additionally, there is significant time dedicated to work with algebraic functions (linear, exponential and quadratic), linear equations and inequalities. The course is tied together by having students develop the ability to move fluidly between the three representations of a function: the graph, the equation and the table. Algebra I builds on the problem solving and reasoning from previous math courses. The students apply their newly acquired algebraic skills to a wide assortment of problems. Successful completion of Algebra I by eighth graders fully prepares the student for either Geometry or Honors Geometry in the ninth grade. Most seventh graders will enroll in Advanced Topics as 8TH graders.

Prerequisite: Math 6 or Pre Algebra if coming from another school.

Text: CK-12.org Flexbook Textbook.

Calculator Requirement: Scientific Calculator (TI-30X or equivalent).

ADVANCED TOPICS (8th grade)
Designed for students who have already taken Algebra I, this course expects fluency with Algebra I topics, as much of our work will be solving more difficult problems (many of them math contest problems) by applying Algebra I concepts and skills. Content includes function families, rational expressions/equations, and probability and counting, as well as introducing geometry vocabulary and concepts as a bridge to ninth grade Geometry courses. Additionally, the course includes some Python and/or Scratch programming. Students will work with graphing calculators, graphing software and spreadsheets to model various problems. This course builds on the strong problem solving and reasoning from previous math courses and will require students to be comfortable frequently working with problems they’ve never seen before.

Prerequisite: Algebra I or the equivalent.

Text: CK-12 instructor-compiled online textbook; Introduction to Algebra (Rusczyk, 2010), other materials.

Calculator Requirement: Scientific Calculator (TI-30X or equivalent).

Upper School Math

Note: TI-89, TI-92s and all calculators that perform symbolic manipulation are allowed in Head- Royce mathematics classes but are not usually permitted on exams administered by ETS and the College Board.

GEOMETRY
The Geometry course covers traditional Euclidean topics of plane and solid geometry. Units include lines and angles, triangles, polygons, congruence, similarity, circles, Pythagoras, area and volume. Students quickly learn how to define new terms and also to think inductively. Unlike many “traditional” courses, they are asked to examine geometric situations and make their own conjectures. Students are also exposed to the ideas and logic behind deductive proof. They then practice turning their conjectures into theorems. Mixed into the curriculum are algebra review, coordinate geometry, right triangle trigonometry and some transformational geometry. Students also make extensive use of Geometer’s Sketchpad.

Prerequisite: Algebra 1B or Advanced Topics, or Algebra I if coming from another school
(as a 9th grader)
Text: Discovering Geometry, 4th ed., Michael Serra (2008), Key Curriculum Press
Calculator Requirement: Students purchase the TI-84 calculator.

Note: Ninth grade students with no previous Algebra experience are expected to complete Algebra I through private tutoring or equivalent summer school course before enrollment in Geometry. Please speak to the Department Chair to receive confirmation for the student’s plan of action.

GEOMETRY (Honors)
Honors Geometry covers the same topics as Geometry with more advanced problems and at a considerably faster pace. Proofs are introduced in the first quarter. Topics are covered in more depth, and intensive problem solving is required of the students. Students enrolled in the honors sections are expected to have an inherent love of mathematics, possess superior numerical skills or a willingness to garner said skills, and an ability to investigate independently. Throughout the course, students work with Geogebra and Desmos with which they perform constructions, transformations, and investigations. Special topics include construction, coordinate geometry trisection, transformations, tessellations, and fractals.

Prerequisite: Algebra 1B or Advanced Topics, or Algebra I if coming from another school as a 9th grader.
Text: Discovering Geometry, 4th ed., Michael Serra (2008), Key Curriculum Press.
Calculator Requirement: A scientific calculator is required.

ALGEBRA II
Algebra II spends the majority of the year examining the major families of mathematical functions including linear, quadratic, exponential, logarithmic, absolute value and variation. Throughout the study of each function family, students work with tables, graphs and equations and strive to model real-world phenomena. A unit on systems and linear programming is included. Students also solve in-depth problems requiring them to connect different ideas. Along the way, students familiarize themselves with graphing calculators and even write a number of short programs. The last third of the course is devoted to topics in discrete mathematics. These topics include sequences, series, dynamical systems, counting and probability.

Prerequisite: Geometry or Geometry Honors Text: Algebra II, Holt, Reinhart, Winston (2004) Calculator Requirement: TI-83+ or TI-84.

Note: Units on complex numbers, rational expressions, rational functions, polynomials, matrices, Euler’s number, and trigonometry are postponed until Pre-calculus.

ALGEBRA II (Honors)
Algebra II Honors is dedicated to learning the many functions of the TI-84+ graphing calculator, including programming. The honors course covers the same topics as Algebra II in more depth and at a faster pace. Students are asked to do a fair amount of independent learning and are expected to have a desire to put in extra time as well as possess superior skills of symbolic manipulation. However, the schedule is designed to minimize homework and maximize classwork time. In addition, the schedule allows the instructor to personally check in with each student on a 1 on 1 basis to see if individual needs are also being met. The course also incorporates a computer based mathematical modeling project where students are asked to explore topics such as climate change, social and race injustice, and/or any scientific or social topic that may be of interest. Additionally, topics such as matrices, complex numbers, Euler’s number e, polynomial functions, rational functions and radical functions are studied in Honors Algebra II.

Prerequisite: Geometry or Geometry Honors
Calculator Requirement: TI-83+ or TI-84

PRE-CALCULUS
Pre-calculus is designed to give students exposure to all the basic functions ordinarily studied in high school mathematics. There is a systematic review of functions first encountered in Algebra II (exponential and logarithmic functions, in particular), with an added emphasis on function transformations and the use of graphing calculator technology. Trigonometric functions are studied thoroughly, beginning with a review of right triangle trigonometry and the law of Sines and Cosines, continuing with a discussion of trigonometric graphs and equations, and ending with trigonometric identities. The course introduces students to calculus and statistics.

Beginning topics in calculus include limits, simple derivatives and tangent lines, curve sketching and optimization problems. We also look at position, velocity and acceleration concepts. Statistics topics include methods to present data, measures of central tendency, random variables, probability theory and linear regression. Time permitting, the course concludes with discrete mathematics, including sequences and series, sigma notation, and combinatorics.

Prerequisite: Algebra II or Algebra II Honors
Text: Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis (Richard Brown, Houghton Mifflin 2003).
Calculator Requirement: TI-83+ or TI-84

PRE-CALCULUS (Honors)
Honors Pre-calculus covers the Pre-calculus curriculum and goes beyond that material in several important ways. Students are expected to have mastered basic algebra skills and will be asked to solve non-routine problems on a regular basis. Trigonometry, in particular, is studied at a more advanced level, with the addition of the double and half angle formulas, and the study of polar coordinates. Moving beyond Pre-calculus, the course ends with the study of limits and the derivative at a level of sophistication close to what students will see in AP Calculus the following year.

Prerequisite: Algebra II or Algebra II Honors
Text: Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis
(Richard Brown, Houghton Mifflin 2003).
Calculator Requirement: TI-83+ or TI-84

CALCULUS
This course is intended as a non-AP option for senior year for students who want to continue their mathematical studies. It focuses on mastery of certain topics from Pre-calculus (algebraic simplification, log and exponent rules, trig identities and relationships) in the context of an exploration of topics in Calculus. We will specifically concentrate on limits, derivatives and integrals. We will look at a variety of social justice issues and seek multiple approaches to solving them (analytical, graphical, algebraic). These units will have standard assessments (homework, tests, and quizzes). We will refer to the texts used in other courses (Pre-calculus and Calculus). There is a culminating project for this course in which students demonstrate their knowledge of calculus through an in-depth exploration of a topic of their choosing.

Prerequisite: Precalculus or Precalculus Honors
Text: Calculus, Rogawski, 2008. Teacher supplements
Calculator Requirement: TI-83+ or TI-84

CALCULUS (Advanced Placement AB and BC)
Calculus AB/BC is a college-level course in differential and integral calculus of one variable. Considerable time is devoted to understanding the major concepts of the derivative and the integral, and applying them to a variety of problems. The Advanced Placement syllabus is followed closely and the last month of the class is spent reviewing for the AP exam. In addition, sample problems from old AP tests are given as an exposure to the test throughout the year. BC Calculus in particular focuses on analyzing the logistic model and its applications to population size, rate of virus spread such as Covid, and other natural phenomena. The schedule also allows ample time for 1 on 1 check-ins to see if the student’s individual needs are being met. Students who are enrolled in AP Calculus are required to take the AP exam in May. Whether or not college credit is granted is determined by the policies of the various colleges and universities the students will attend. The following topics are covered in in BC, and those marked with an asterisk are also covered in AB, time permitting: Limits using epsilon delta ideas, work*, sequences and series, and further techniques of integration (partial fractions*, trigonometric substitution.)

Prerequisite: Precalculus Honors
Text for AB Calc: Calculus, Rogawski, 2008.
Text for BC Calc: Calculus 6th Edition, Edwards and Penney, 2002.
Calculator Requirement: TI-83+ or TI-84

DATA SCIENCE
Data science is a study of intersectionality and is much more than just a math class. This class will introduce students to the main ideas in data science through free tools such as Google Sheets, Python, Data Commons and Tableau (absolutely no previous experience required). Students will learn to be data explorers in project-based units, through which they will develop their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, probability, modeling with data, making and evaluating data-based arguments, the power of data in society, and more. At the end of the course students will have a portfolio of their data science work to showcase their newly developed abilities.

Note: This course may be taken simultaneously with another mathematics course.

Prerequisite: Algebra II
Text: All materials for this class are available online
Calculator Requirement: None

Upper School Computer Science

Introduction to Computer Science & Engineering
A two-day/week course which introduces computer science and engineering through a problem-based curriculum. In the computer science portion, ICSE covers the Internet, client web programming, and ethical implications of computer science in the world. The engineering portion covers perspective representation with two and three dimensions, computer-aided design (CAD) and 3D printing. At the end of each portion, students use their knowledge to create an artifact to demonstrate their mastery.

This course meets two days per week. Homework commitment, overall, will be about thirty (30) minutes per week and will be used to complete readings and to begin thinking about problems completed in class.

Prerequisite: None

ALGORITHMS & THE INTERNET
Students with an interest in computer science but zero experience should start with this course.

This project-based course will introduce computer science through concepts directly related to the Internet. Students will develop static and dynamic content for the Web and hone computational thinking techniques required to facilitate that creation. Students will examine the social impact of algorithms and software on privacy, censorship, innovation, and other sometimes contentious matters in the modern world. Software development aspects of this course focus on functional programming and breadth rather than depth. Topics include computer systems, databases, information representation, networks, and web development.

This course meets four days per week. Homework commitment, overall, will be about sixty (60) minutes per week and will be used to complete readings and to begin thinking about problems completed in class. Students are encouraged to complete outside programming but doing so is not required.

This course may be used as preparation for the CS Principles AP examination, but additional work will be required. Please see the Computer Science AP Statement for further instructions.

Prerequisite: None

MOBILE & OBJECT-ORIENTED DESIGN (Honors)
This project-based course introduces computer science with an emphasis on mobile architectures. Students create software for both desktop and mobile platforms using an object-oriented language while learning sound software development techniques. Students will also explore the social impact of mobile architectures on privacy and copyright. Software development aspects of this course focus on object-oriented programming and depth versus breadth as mastery of several advanced software engineering concepts are necessary. Topics include, but are not limited to, computer systems, events, information representation, inheritance, polymorphism, and user interface design.

This course meets four days per week. Homework commitments will be about sixty (60) minutes per week and will be used to complete readings and thinking about problems completed in class. Outside programming for this course may be required. While previous programming experience is helpful, it is not required.

This course may be used as preparation for the Computer Science A AP examination, but additional work will be required. Please see the Computer Science AP Statement for further instructions.

Prerequisite: None

ADVANCED COMPUTER SCIENCE: DATA STRUCTURES (Honors)
Data Structures is a project-based course covering material generally found in a second semester undergraduate computer science course. Students will explore foundational data structures, their application to computing concepts, and how to choose the most appropriate one. Time permitting, students will also explore multi-threaded programs and networks. Specific data structures covered include: linked lists, binary trees, priority queues, hashmaps and graphs. This course meets four days a week. Homework commitments will be about one hour per week and will be used to complete readings and think about problems completed in class. Students are encouraged to complete outside programming but doing so is neither required nor expected.

Prerequisite: AP Computer Science OR Algorithms & the Internet OR Mobile & Object-Oriented

Design OR permission of the Department

ADVANCED TOPICS IN COMPUTER SCIENCE (Honors)
Advanced Topics in Computer Science is seminar-style and designed to provide learning experiences beyond Data Structures. Topics are chosen at the beginning of each semester and are based on student interest and faculty expertise. Previous topics have included: computer hardware, networks, operating systems, encryption and compression, modern web development and basic artificial intelligence. This rigorous course meets four days a week. Homework commitments will be about one hour per week and will be used to complete readings and, possibly, complete outside programming. This course may be taken repeatedly as topics change annually.

Prerequisite: Data Structures or permission of Department.

Physical Education

Lower School

The lower school physical education program currently is using a curriculum called SPARK (Sports, Play and Active Recreation for Kids). SPARK programs are developed to involve all children, be highly active, incorporate social skills, and emphasize both health-related fitness and skill development. Along with the SPARK program, swimming and yoga are also integrated into the classes. Lower school students attend physical education classes three to four days a week.

Middle School

The middle school physical education program introduces a variety of instructional units over a three-year period. The emphasis is on participation and the development of skills. Fitness is emphasized daily. Middle school students attend physical education classes four days a week.

Upper School

PHYSICAL EDUCATION
Four years of physical education are required in the Upper School. This requirement can be satisfied by attending physical education classes, participating on Head-Royce athletic teams, participating on athletic teams outside the School, taking fitness classes at the School, taking fitness classes outside of School or a combination of the above. Students who get credit through off-campus activities must submit paperwork at the end of each semester to receive credit. All freshmen are automatically enrolled in a physical education class period, which includes a CPR component, a health class, and a study hall. They will take a health and wellness class for half of the year (see below), while attending a study hall the other half of the year. Freshman physical education classes meet two days a week.

HEALTH AND CPR
Health Component: The intent of this class is to provide students with an overview of the most critical areas of health and provide resources and direction if further exploration is desired. The class will be structured so that some days will be spent providing an overview of a topic, while other days will be spent doing an activity or exercise to practically apply and reinforce the subject matter covered. Class discussions and debates, group work, role-playing, instructional videos, and guest lecturers will supplement class lectures. Demonstration and instruction in the use of functional coping mechanisms (i.e., stress management, time management, goal planning, communication skills, decision-making) will provide individual strategies to use with personal issues.

The following topics have been chosen for this class: physical and emotional changes in adolescents; personal hygiene and self-care; gender and identity; consent and sexual assault; abstinence, safer sex, and STD’s; sexual orientation; health and technology; body positive and how to fuel our bodies; substance use; and social support systems.

CPR: Students are given instruction from the American Red Cross CPR course, with the opportunity to gain Red Cross certification in CPR.

Science

Middle School Courses

SCIENCE 6
The sixth grade science program seeks to develop students’ curiosity and to equip them with the basic understanding and skills needed to explore the natural world. Meeting four days per week, the inquiry-based, hands-on lab curriculum is divided between earth, physical, and life science in five distinct segments. Units in the first semester include astronomy and ecology, where students investigate a fictitious community plagued with dying fish. In the second semester students participate in an engineering contest, delve into geology (plate tectonics as well as the rock cycle) and explore topics in human biology. During the course of the year, students are introduced to the science process skills — predicting, observing, inferring and analyzing — that they continue to hone in seventh grade. Curricular materials are both teacher generated and derived from FOSS and GEMS units developed by the Lawrence Hall of Science at the University of California at Berkeley.

SCIENCE 7
Students take on the role of scientists to investigate living systems from cells to ecosystems. In partnership with The Marine Mammal Center, students become Ocean Ambassadors as they explore how environmental factors impact marine organisms. In partnership with The Marine Mammal Center, students explore the structure and function of anatomy of marine mammals and practice scientific argumentation (CER). We dive deep into levels of organization and how certain body systems contribute to homeostasis. Students collect samples of microbes, learn to use microscopes, use models to collect data, and practice dissections. Towards the second half of the year, students apply what they know about environmental and pathogenic impacts on an organism and are encouraged to develop their own solutions.

SCIENCE 8
This course is a hands-on, lab-based physical science course. Topics include basic atomic structure; weather and climate change concepts; measurement; physical properties of solids, liquids, and gasses; mixtures and compounds and their separation. Applications of concepts are made to real life scenarios. Projects and short presentations about current science and technology developments are important parts of the course as well. Throughout the year the course emphasizes the development of scientific process and thinking, especially obtaining and analyzing quantitative data. The course culminates with the “Sludge” project that requires students to use the skills and knowledge of physical properties to separate and identify an unknown combination of substances. Curricular materials are derived from labs and readings
designed and written in house, revised yearly.

Upper School Courses

CONCEPTUAL PHYSICS
In this freshman course, students learn the essential concepts of physics through demonstrations, simulations, laboratory work and discussion. Understanding concepts, communicating that understanding, and careful gathering and analysis of quantitative data are stressed. Topics covered in this course include sound, light, mechanics, electricity and magnetism. Text: Conceptual Physics, Prentice Hall (2009)

HONORS CHEMISTRY
This sophomore course provides a foundation in chemical principles for further coursework in science at the high school or college level. Major concepts emphasized include stoichiometry, the atomic/molecular model of matter, chemical bonding, intermolecular forces, gas laws, reaction rates, equilibrium and energy changes in chemical reactions. Topics in nuclear and organic chemistry are also discussed. The course stresses problem solving and laboratory exercises. Prerequisite: Conceptual Physics. Text: Chemistry: Matter and Change, Dingrando, Tallman, Hainen and Wistrom (Glencoe Science).

BIOLOGY
Biology is the study of life. In this course, the students learn about matter and energy on the cellular and molecular level, as well as on the level of community and ecosystem. They also learn about the modes and mechanisms of inheritance; the evidence for and theory of evolution; as well as the structure and function of living things, on a cellular and physiological level. Students perform activities, simulations, concept-development labs and inquiry-based experiments to assist them in understanding these essential concepts. This course covers many of the same fundamental topics covered in AP Biology, but more time is devoted to their understanding. Students also perform an independent experiment of their own design which they present on in the spring. Prerequisite: Chemistry, Conceptual Physics. Text: Biology: Concepts and Applications, 7th Ed., Cecie Starr

ADVANCED PLACEMENT BIOLOGY
AP Biology is the equivalent of two semesters of college-level biology and biology lab and introduces the organization of life from the cellular and molecular level to the level of community and ecosystem ecology, emphasizing the unity and diversity of living organisms and how they interact with the environment. Students learn about themselves by learning about genetics and human anatomy and physiology. Laboratory observations and experiments are a weekly part of the course. The College Board-recommended Advanced Placement syllabus and Investigative Lab syllabus is covered, with additional material on many units. The new curriculum (as of 2012) allows for greater depth on fewer topics, as well as ample independence in designing and implementing experiments, including an independent experiment of their own design. Students will be well prepared for the AP exam in May. Prerequisite: Chemistry, Conceptual Physics

Texts: Biology: the Unity and Diversity of Life, 13th Ed. Cecie Starr and Ralph Taggart

SENIOR SEMINARS
During the senior year, students may take one or more of the following seminars. It is sometimes possible for students to double-up in Science one or both semesters, depending on scheduling and space constraints. Although seniors have priority, juniors may also choose senior seminars as their elective. AP Physics, AP Environmental Science, and Principles of Engineering are year-long classes, and the rest are semester-long. Specific science seminars for the 2021-2022 year will be selected from the list below and will be determined following the sign-up window in the spring.

ADVANCED PLACEMENT PHYSICS C: Mechanics (Calculus based)
AP Physics C: Mechanics is a calculus based college level course for junior and senior students with special interest in science and strong math skills. Students will use introductory differential and integral calculus throughout the course. The course will cover kinematics, Newton’s laws of motion, energy and power, systems of particles and linear momentum, circular motion, and rotation, oscillations and gravitation. Additional topics will be covered, as time allows. Students will take the AP Physics C: Mechanics exam in May. Prerequisites: Conceptual Physics, Chemistry and Calculus (or Honors Pre-Calculus and concurrent enrollment in Calculus).

Text: Students do not need to purchase a textbook. It will be passed out at the beginning of the year and collected in May. [Physics for Scientists and Engineers: A Strategic Approach, 3rd Edition, Randall Knight].

ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE
AP Environmental Science a year-long course that covers the equivalent of a one semester college level course in environmental science. The course begins with a study of environmental ethics, economics and policy. This provides the student with a framework to analyze and discuss issues that deal with humankind’s connection to and impact on the environment that the class will encounter during the year. Some of the topics covered include human population, agriculture, biodiversity, urbanization, freshwater resources, atmospheric science, global climate change, fossil fuels and waste management. The course has inquiry-based experiments, concept development labs, activities and simulations that will assist the students in understanding the topics covered. There is also a field component to the course, and students can expect to visit Golden Gate Raptor Observatory, the Bay Model, Pigeon Point, Sausal Creek, and the Head-Royce garden to gain in vivo experience with the concepts covered in the class. This course will prepare students for the AP Environmental Science Exam in the spring. Prerequisites: Conceptual Physics or Chemistry and Biology. Text: Environmental Science for AP, 1st Edition, Friedland, Relyea, and Courard-Hauri.

ASTRONOMY
In this interactive, hands-on course, students will study a vast array of topics about the universe, ranging from the origin and structure of the solar system to the properties, origin and evolution of stars, galaxies and the universe itself. Students will also have the opportunity to design and construct their own telescope, and use it for observation sessions as we are able to do. This class will feature in-class activities and group work, evening sessions for dark-sky observations, engineering design, and an overnight trip to an area free from light pollution, so that we can enjoy the inimitable joy of viewing the full night sky. This course will also give students a unique opportunity to use a Digitalis Digital Planetarium to provide an intimate understanding and appreciation of our night sky, the stars, galaxies, and the universe. Tools and methods used by astronomers are studied as well. As part of a team, students will produce and present a planetarium show to lower school students. Prerequisite: Conceptual Physics and Chemistry. Text: Will be provided by instructor.

CHEM MYSTERY, QUALITATIVE ANALYSIS
In this class we will use logical, linear thinking to analyze samples that contain various ionic compounds. Much of the analytic plan can be presented in a flow-chart format. We will develop a comprehensive theoretical understanding of the reactions performed and use that understanding in direct hands-on chemical experimentation. Students will learn various separation techniques and use them repeatedly during the year. One important technique is to use differential solubilities to separate and identify various compounds. Then we can corroborate the identifications by reacting the substances with other compounds. The idea is to produce colorful, and unmistakable, compounds that confirm the analysis. Prerequisite: Chemistry

Text: Introduction to Semi-micro Qualitative Analysis (8th edition) by Lagowski & Sorum.

MOLECULAR GENETICS
More than half of the classroom time in this second-semester elective will be laboratory work emphasizing molecular biology, various recombinant DNA techniques, PCR, CRISPR/CAS9, and the ethics, using the 1997 film GATTACA as a touchstone for most of the activities and discussions throughout the course. Each group of students will design and implement a series of labs involving constructing and sub-cloning a plasmid. Most of the rest of the time will be spent learning how the techniques work at a molecular and cellular level; applications for such techniques in both research, medicine, and forensics; and human genetics principles. The course often includes a field trip to genetics labs, and guest speakers. Prerequisite: Conceptual Physics, Chemistry and first semester of Biology.

NEUROBIOLOGY
This fast-paced one-semester course will review current biological knowledge of how the human brain and peripheral nervous system functions. Nervous system function will be analyzed from the cellular and biochemical level to higher order functions such as vision, somatosensation, and movement. Topics will include, but are not limited to, the biophysical basis of neuron function; neurochemistry as it relates to drugs and mental illness; and the biological basis of eating, sex, and stres. Projects include a book report, “pretending” to be neurologists, neuroradiologists, and psychologists, and acting as a peer reviewer for a scientific article submission. As a final project, each student will write a mock pre-doctoral grant proposal on the subject of his or her choice. Prerequisite: Conceptual Physics, Chemistry and Biology.

Text: Neuroscience: Exploring the Brain, 3rd Ed., Lippencott, Williams and Wilkins.

PRINCIPLES OF ORGANIC CHEMISTRY
Principles of Organic Chemistry expands upon the tenth grade Honors Chemistry experience by asking and answering the very fundamental questions: How do we know that complex organic molecules have the structures they do? What can we do with this knowledge? How do we control what the molecules do? How does our understanding of the structure and reactivity of simple molecules become the enormously important chemical and pharmaceutical industries? Prerequisites: Conceptual Physics, Honors Chemistry, Algebra II (either honors or

regular) and Biology, AP Biology or AP Physics. Text: Organic Chemistry: A Short Course (13th edition, Brooks Cole/Cengage Learning, 2012), Hart, Hadad, Craine & Hart.

PRINCIPLES OF ENGINEERING
Principles of Engineering introduces the field of engineering using a variety of viewpoints and an assortment of approaches. We will explore the overarching idea of what is engineering with both our hands and minds. Some of the “hands-on” projects we will do include the disassembly and reassembly of a laptop, how to build a kit car, and prototyping electrical circuits using a breadboard. There will also be many impromptu design challenges! With our minds we will examine a number of topics, including electrical engineering, computer aided design, thermodynamics, the microstructure of a material (which then determines the macroscale properties) and how all of this ties together into an overall narrative about the way the world around us works. We will also examine fracture mechanics and failure analysis, with some real life case studies like Liberty Ship failures and the new Bay Bridge bolts. Throughout both semesters we will have guest lecturers and /or field trips, to give students an appreciation for the professional extensions of what we’ve learned in class. Prerequisite: Algebra 2, Chemistry, Conceptual Physics (9th grade).

GEOLOGY
Geology is the study of the Earth – its formation, its structure, its history, and the various processes that act on and in it. In this course, we will study the major topics in Earth and planetary geology. We begin by studying the formation of the solar system and the Earth/moon, and then move into the study of plate tectonics. After that, we cover the study of mineralogy, which features an ongoing lab project to develop a classification system for minerals. From there the course covers the three main rock types: sedimentary, igneous, and metamorphic. The course moves on to cover earthquakes and volcanoes, with a focus on seismicity in the Bay Area. The semester finishes with a study of notable natural disasters in Earth’s history. This course features a semester-long project in which students design NGSS-aligned curriculum appropriate for a middle school earth science class. This course will utilize in-class work and laboratory exercises to enhance the learning experience, and features a significant field work component – students should expect to have class outside many days of the week, and should be prepared to go on field trips to various locations in northern California. Bring your hiking boots! Prerequisite: Conceptual Physics and Chemistry. Text: Will be provided by instructor.

Updated March 2021

World Languages

We offer Chinese, French, Latin, and Spanish courses.

Middle School Courses

Mandarin Chinese

MANDARIN CHINESE A
This beginning class introduces students to the official Mandarin Chinese language and culture, with emphasis on producing meaningful and authentic communication. To develop proficiencies in listening, speaking, reading, and writing in Chinese, students will be expected to actively communicate about familiar topics, focusing on themselves, their families, school and friends, their interests, hobbies, etc. Classes also emphasize students’ acquisition of Chinese characters, range of vocabulary, standard Mandarin pronunciation, and tonal accuracy. The Chinese A class also incorporates film, video, and interactive experiences such as skits, role-playing, games, and hands-on projects in order to broaden students’ understanding of the language and Chinese cultural traditions. Open to: Grades 6 and 7.

Text: Teacher-created materials, Amazing Chinese book 1 and workbook.

MANDARIN CHINESE B
This is a continuing course for Middle School students who have completed Mandarin Chinese A or equivalent coursework. This class builds on the foundation from Chinese A, developing communication skills, including speaking, listening, as well as reading and writing simplified Chinese characters, Class work includes communicative activities, dialogues, games, music, films, cultural projects, and paired/group projects. Chinese B uses a variety of educational and authentic materials to reinforce language skills as students build vocabulary and begin to have more improvisational conversations. Open to: Grade 6, 7 and 8.
Text: Teacher-created materials, Amazing Chinese book 2 and workbook.

MANDARIN CHINESE C
This is a continuing course for Middle School students who have completed Mandarin Chinese B or equivalent coursework. This course continues to increase students’ proficiency in speaking, listening, reading, and writing by using a variety of educational and authentic materials. Students also learn Traditional characters to accommodate Traditional characters learners’ needs. Chinese C revisits themes and grammar items introduced in Chinese A and B, thus enabling students to explore the material in greater depth. The basic grammatical structure of Chinese is reviewed and fine-tuned. More complex structure and vocabulary are introduced through various new topics. Oral presentations provide students with additional speaking opportunities. Students receive more opportunities to practice holding impromptu conversations, similar to what one would encounter in real-world settings. Class work includes communicative activities, dialogues, music, movies, student-centered paired/group practice, and in-depth projects. Open to: Grades 7 and 8.

Text: Teacher-created materials, Amazing Chinese book 3 and workbook.

French

FRENCH A
This is an introductory course for Middle School students. Classwork emphasizes speaking and listening skills, while home study concentrates on reading, writing, and vocabulary acquisition. Students engage in a variety of communicative activities to develop proficiency. Work involves paired/group practice, dialogues, and music. The course includes basic grammar, short reading selections, and an introduction to geography and culture. A digital program accompanies the textbook, exposing students to authentic speech and a deeper understanding of the Francophone world. Online learning and videos are used to reinforce language skills.

Open to: Grades 6 and 7
Texts: T’es branché, Level 1A EMC (online Carnegie Learning site, Passport and printed workbook).

FRENCH B
This is a continuing course for Middle School students who have completed the curriculum outlined for French A. Listening, speaking, reading, and writing skills are given equal emphasis. Students learn to express themselves more completely in the present and in the past tenses. There is continued exploration of geography and culture. Students engage in a variety of communicative activities to develop proficiency. A digital program accompanies the textbook, exposing students to authentic speech and a deeper understanding of the Francophone world. Online learning and videos are used to reinforce language skills.

Open to: Grades 6, 7 and 8 Prerequisite: French A or equivalent.
Texts: T’es branché, Level 1B EMC (online Carnegie Learning site, Passport, and printed workbook).

FRENCH C
This is a continuing course for Middle School students who have completed the curriculum for French A and B. The course is the equivalent of an Upper School French II class and it is conducted almost entirely in French. There is strong emphasis on listening, speaking, reading, and writing in this course. Students will become competent conversing and writing in the past tenses, in giving commands and in using the future and conditional. In addition to the acquisition of a broad practical vocabulary, students will be exposed to more complex grammatical structures. Students will write essays and stories using a variety of verb tenses and everyday vocabulary. Students will also read short stories and selections in French. Students will engage in communicative activities to develop proficiency. A digital program accompanies the textbook, exposing students to authentic speech and a deeper understanding of the Francophone world. Online learning and videos are used to reinforce language skills.

Open to: Grades 7 and 8
Prerequisite: French A and B or equivalent
Texts: T’es branché, Level 2 EMC (online Carnegie Learning site, Passport, and printed workbook).

Latin

LATIN A
This is an introductory course for Middle School students. Class work focuses on translation, writing, and vocabulary acquisition. The basic grammar includes declensions 1-3, present and imperfect tenses of conjugations 1-4, and agreement of adjectives. The student is introduced to Roman culture, history, and mythology through reading selections, student reports, and presentations.

Open to: Grades 6 and 7.
Text: Ecce Romani IA

LATIN B
This is a continuing course for Middle School students who have completed the curriculum for Latin A. The focus of the course is on developing translation skills through reading, writing, and further vocabulary acquisition. Grammar topics include declensions 4-5, past and future tenses, demonstrative and personal pronouns. There is continued exploration of Roman history and culture through selected readings, student reports, and presentations.

Open to: Grades 7 and 8.
Prerequisite: Latin A or equivalent.
Text: Ecce Romani IB

LATIN C
This is a continuing course for Middle School students who have completed the curriculum outlined for Latin B. Class work emphasizes building translation skills through readings of lengthier, more complex passages, and continued vocabulary acquisition. Grammar topics include introduction to the subjunctive, participles, relative pronouns, and irregular verbs. There is continued exploration of Roman history and culture through selected readings, projects, and presentations.

Open to: Grades 7 and 8.
Prerequisite: Latin B or equivalent.
Texts: Ecce Romani II

Spanish

SPANISH A
This is an introductory course for Middle School students. The primary goal of Spanish A is to develop basic speaking, listening, reading, and writing skills. Students are also introduced to the Spanish-speaking world through a variety of lessons. Class work involves stories, videos, communicative activities, music, and paired/group practice. By the end of Spanish A, students will begin to be able to express themselves using the present tense.

Open to: Grades 6 and 7.
Texts: Avancemos Level 1 and workbook.

SPANISH B
This is a continuing course for Middle School students who have completed the curriculum outlined for Spanish A. The course starts with a review of the material covered in Spanish A. It also offers further practice in listening, speaking, reading, and writing skills at the beginning level. Students review the tenses covered in Spanish A and learn the imperative and the past tense of regular and irregular verbs. We continue to learn about the Spanish-speaking world through projects and oral presentations in Spanish. At the end of Spanish B, students will be able to express themselves in Spanish at a basic level.

Open to: Grades 6, 7 and 8.
Prerequisite: Spanish A or equivalent.
Texts: Avancemos Level 1 and workbook.

SPANISH C
This is a continuing course for Middle School students who have completed the curriculum for Spanish A and B. It is the equivalent of an Upper School Spanish 2 class. In addition to the acquisition of a broad practical vocabulary and idioms, students are exposed to more complex grammatical structures. Writing and reading are introduced and improved through short readings and the writing of cultural projects as well as short stories. Students continue to engage in a variety of communicative activities.

Open to: Grades 7 and 8.
Prerequisite: Spanish A and B or equivalent.
Texts: Avancemos Level 2 and workbook.

SPANISH D
This is a continuing/new course for Middle School students who have completed the outlined curriculum for Spanish A, B and C. The course reinforces increasingly sophisticated listening, speaking, reading, and writing skills. Students learn to express themselves more completely by acquiring broad practical and abstract vocabulary, as well as proficiency in all the verb modes including the use of the subjunctive. Furthermore, we will explore the Jewish and African legacy in the Spanish speaking world through a hands-on, project-based approach. Students will be completing readings from a variety of authentic sources linked to Topics in HRS connect, including poems, odes, and short stories.

Prerequisite: Spanish C level or equivalent.
Texts: Avancemos Level 3 and workbook.

Upper School Courses

Note: World Language courses will be offered according to a number of factors, including enrollment and staffing.

Mandarin Chinese

MANDARIN CHINESE I
This is an introductory Mandarin Chinese course designed for Upper School beginning students. The course covers all the material noted in the Middle School Chinese A and B courses at an accelerated pace.The course focuses on basic communication skills in speaking, listening, reading and writing standard Mandarin Chinese. The course also includes lessons on Chinese culture. In addition to the acquisition of linguistic skills, the course aims to equip students with the skills needed to learn language in natural, authentic settings. Class work includes communicative activities, dialogues, music, movies, and student-centered paired/group practice. A variety of educational and authentic materials are used to reinforce language skills.

Open to: Grades 8, 9, 10, 11 and 12.
Texts: Teacher-created materials and Integrated Chinese 4th Edition Volume 1.

MANDARIN CHINESE II
This is a continuing course for students who have completed Chinese I in the Upper School or Chinese A & B in the Middle School. This course continues to increase students’ communicative capacity in speaking, listening, reading and writing Mandarin. Authentic materials are employed. The class revisits themes and grammar items introduced in Chinese I; however, the emphasis in Chinese II is to understand the material in depth. Class work includes communicative activities, dialogues, music, movies, student-centered paired/group practice, and exercises to reinforce vocabulary use and grammar structure in various contexts.

Open to: Grades 9, 10, 11 and 12.
Prerequisite: Mandarin Chinese I or B.
Texts: Teacher-created materials and Integrated Chinese 4th Edition Volume 1.

MANDARIN CHINESE III
This is a continuing course in Mandarin Chinese for Upper School students who have completed the curriculum outlined in Chinese II or Chinese C in the Middle School. Speaking, listening, reading and writing authentic Mandarin Chinese are emphasized at this level. This course uses authentic materials to increase students’ proficiency in the target language. This course deepens competence in written and spoken language. It also exposes students to literary genres including short stories, documentary prose, and essays.

Open to: Grades 9, 10, 11 and 12.
Prerequisite: Mandarin Chinese II or C.
Texts: Teacher-created materials and Integrated Chinese 4th Edition Volume 2.

MANDARIN CHINESE IV HONORS
This is a continuing course in Mandarin Chinese for Upper School students who have completed the curriculum outlined in Chinese III. In addition to extensive practice in all linguistic domains (speaking, listening, reading and writing), this course offers a thorough review of Chinese grammar in various contexts. It also allows students to expand their vocabulary by working on individual and/or group projects centered on various linguistic and cultural topics. At this level, students are expected to lead many activities using mostly Chinese.

Open to: Grades 9, 10, 11 and 12.
Prerequisite: Mandarin Chinese III.
Texts: Teacher-created materials and Integrated Chinese 4th Edition Volume 3.

MANDARIN CHINESE V HONORS
This is a continuing course in Mandarin Chinese for Upper School students who have completed the curriculum outlined in Chinese IV. It aims to provide students with on-going and varied opportunities to further develop their proficiency across the full range of linguistic skills. Students will continue to improve their Chinese skills in listening, speaking, reading and writing. Students communicate within a cultural frame of reference reflective of the richness of Chinese language and culture. In this course, students further develop their knowledge of Chinese language to include pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters. Students are also exposed to Chinese cultural traditions and customs through authentic texts, novels, films and projects.

Open to: Grades 10, 11 and 12.
Prerequisite: Mandarin Chinese IV.
Texts: Teacher-created materials and Integrated Chinese 4th Edition Volume 3.

ADVANCED PLACEMENT CHINESE LANGUAGE AND CULTURE
Students will continue to improve their Chinese skills in listening, speaking, reading and writing. Students communicate within a cultural frame of reference reflective of the richness of Chinese language and culture. In this course, students further develop their knowledge of Chinese language to include pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters. Students will sit for the Advanced Placement exam.

Open to: Grades 10, 11 and 12
Prerequisite: Mandarin Chinese V.
Texts: Teacher-created materials and Harvest: Intermediate Chinese - Textbook (2nd Edition)

MANDARIN CHINESE CINEMA AND LITERATURE
A post-AP course designed for advanced Chinese language learners, this course can be taken more than once with entirely different materials forming the foundation of the coursework in alternating years, and with differentiated instruction based on the student’s level of proficiency. Students explore the richness and diversity of Chinese culture through thematic units of authentic literature, poetry, cinema, and news media from both classical and modern Chinese history. There is a focus on the complexities of contemporary Chinese society, including economic and political change, gender roles and relationships, family relations, the environment, and technology. Students will be expected to analyze literary themes and develop sophisticated arguments in Chinese through essays, presentations, projects, and creative writing.

Open to: Grades 11 and 12.
Prerequisite: AP Chinese or Department approval.
Texts: Teacher-created materials.

French

FRENCH I
This is an introductory course for Upper School students. Classwork emphasizes speaking, listening, and writing skills. The course covers all the material noted in the Middle School French A and B courses at an accelerated pace. The student is introduced to aspects of Francophone culture and customs. Students engage in a variety of communicative activities to develop proficiency. A digital program accompanies the textbook, exposing students to authentic speech and a deeper understanding of the Francophone world. Online learning and videos are used to reinforce language skills.

Open to: Grades 9, 10, 11 and 12.
Texts: T’es branché, Level 1 EMC (online Carnegie Learning site, Passport, and printed workbook).

FRENCH II
This is a continuing course for students who have completed the curriculum for French A and B in the Middle School or French I in the Upper School. This course is conducted almost entirely in French. There is strong emphasis on listening, speaking, reading, and writing in this course. Students will become competent conversing and writing in the past tenses, in giving commands, and in using the future and conditional. In addition to the acquisition of a broad practical vocabulary, students will be exposed to more complex grammatical structures. Students will write essays and stories using a variety of verb tenses and everyday vocabulary. Students will also read short stories and selections in French. Students will engage in communicative activities to develop proficiency. A digital program accompanies the textbook, exposing students to authentic speech and a deeper understanding of the Francophone world. Online learning and videos are used to reinforce language skills.

Open to: Grades 9, 10, 11 and 12
Prerequisite: French A and B or French I.
Texts: T’es branché, Level 2 EMC (online Carnegie Learning site, Passport, and printed workbook).

FRENCH III

This is a continuing course for students who have completed the outlined curriculum for French II or French C. The course, which is conducted entirely in French, requires increasingly sophisticated listening, speaking, reading, and writing skills. Students learn to express themselves more completely by acquiring broad practical and abstract vocabulary as well as proficiency in all the verb tenses. Students learn about the French way of life, French attitudes, and customs. An introduction to French literature is offered through poems and readings.

Open to: Grades 8, 9, 10, 11 and 12
Prerequisite: French C or French II.
Text and novels: T’es Branché, level 3 (EMC Publishing); Le Petit Prince.

FRENCH IV
French IV is an advanced-level course that is an excellent prelude to the AP language and culture level. Students hone their proficiency skills in all areas. Work in advanced grammar and vocabulary allows for more conceptual written and oral communication; writing receives special emphasis at this level. Students learn how to read and analyze authentic texts from literature, history, and current events. They continue to connect with other disciplines and acquire new knowledge. Students broaden their vision of the French-speaking world and become more familiar with issues of immigration and identity through the reading of Kiffe Kiffe Demain. Projects and class discussions touch on a variety of other topics such as family, generations, multiculturalism..Our main textbook, T’es Branché, provides active integration of authentic materials, online and in the book. In short, this class’s aim is to broaden a student's vision of the French-speaking world in all its aspects, while honing one's grammatical and linguistic skills.

Open to: Grades 10, 11 and 12;
Prerequisite: French III or equivalent.
Text and novels: Aya de Yopougon de Marguerite Abouet/ Kiffe Kiffe Demain de Faïza Guène.

HONORS FRENCH LITERATURE AND FILM
Students will enjoy various novels, plays and films, both modern and classic French or francophone. Each year, there will be three different units and they are based on French philosophy, historic events and French culture. In relation to the topics in the literature we read, we study French films and sometimes we look at the filmed version of a literary oeuvre. Students will learn technical vocabulary used in the analysis of films, cinematography, written film reviews and literary analysis. Grammar review is done in context and only if needed by the group or individually and will also be kept to a minimum. On the other hand, we focus on polishing oral skills through discussions and play. Acquisition of a broader range of vocabulary is done in relation to the works we study. Class is conducted in French only and students are expected to speak French exclusively. Assessment is carried out by evaluating written compositions, annotations of novels, various projects, quizzes and oral presentations and for some projects we focus on Project Based Learning.

Open to: Grades 11 and 12
Prerequisite: French IV or French AP Language. Even though department approval is necessary, the instruction will be slightly differentiated to the level of the group each year.

Readings: The literature is different from year to year, meaning this course can be taken more than once with entirely different materials. We study the themes of about four novels and four films every year and some examples are J.P. Sartre’s Huis Clos, Emile Zola’s Le Ventre de Paris and Marcel Pagnol’s Fanny.

ADVANCED PLACEMENT FRENCH: LANGUAGE AND CULTURE
The AP French Language and Culture course is designed for students who already have a good command of French grammar and vocabulary and are motivated to gain competence in reading, writing, listening, and speaking. The course is conducted in French, and students are expected to speak French exclusively. Students will expand their cultural understanding through a variety of media and will develop their communicative skills in interpersonal, interpretive, and presentational modes using a wide range of authentic materials. This course meets the requirements of the revised 2012 College Board AP French Language and Culture exam and revolves around the five language objectives outlined in the Standards for Foreign Language Learning in the 21st Century: Communication, Culture, Connections, Comparisons, and Communities. Students who enroll in this course are expected to take the French Language
Advanced Placement examination in May.

Open to: Grades 10, 11 and 12.
Prerequisite: French IV or department approval.
Texts: Thèmes (textbook), La Petite Fille de Monsieur Linh (novel), Barron’s AP French
Language and Culture.

Latin

LATIN I
This is an introductory course for Upper School students. Class work emphasizes reading, grammar, translation, and vocabulary acquisition. The basic grammar includes the first to third declensions, all four conjugations in both active and passive voices, four of the six tenses, noun-adjective agreement, and personal and relative pronouns. The student is introduced to Roman culture, history, and mythology through short reading selections and projects. English derivatives from Latin roots receive special attention.

Open to: Grades 9, 10, 11 and 12.
Text: Latin for the New Millennium I

LATIN II
This is a continuing course for students who have completed the curriculum outlined for Latin I. Translation, grammar, and vocabulary acquisition are again the focus of the class. Intermediate grammar topics include the final two tenses (in both active and passive), all participles, indirect discourse and the main uses of the subjunctive. Exploration of Roman culture, history, and mythology (including centuries into the medieval era) continues through readings and student presentations, as does study of Latin roots in English derivatives.

Open to: Grades 9, 10, 11 and 12.
Prerequisite: Latin A & B or Latin I.
Texts: Ecce Romani II

LATIN III
This course begins with a review of all intermediate Latin grammar and syntax, then serves as an introduction to the reading of Latin texts as literature. Readings focus on Roman narratives of the city’s own legendary history. Student projects focus on Roman history and culture. Later readings include selections from Suetonius’s biography of Julius Caesar. By the end of this course, students will have been exposed to all major topics in Latin grammar, and they will have read original Latin texts and begun to treat literary themes within the texts that they are reading.

Open to: Grades 9, 10, 11 & 12.
Prerequisite: Latin C or Latin II or equivalent.
Texts: Thirty-Eight Latin Stories; Latin dictionary (Bantam); Cloelia, Puella Romana reader (provided).

LATIN IV/V
The readings for this course vary, but they will always include an in-depth treatment of Ovid’s poetry, focusing on three to five mythological narratives from the Metamorphoses, and one prose text from Cicero, alternating between Cicero's philosophy and oratory. The focus of the course is to develop the student’s ability to translate complex passages of Latin while understanding how the text works on the literary level. Students undertake a major web site project in the third quarter that includes translation and analysis of Ovid’s poetry, culminating in a web site displaying their extensive independent work.

Open to: Grades 10, 11 and 12.
Prerequisite: Latin III and/or IV.
Texts: LaFleur, An Ovid Reader, or Anderson/Frederick, Selections from Ovid (in alternating years); Ovid’s Metamorphoses (translation); Cicero: Somnium Scipionis or In Catilinam.

ADVANCED LATIN SEMINAR
This rigorous course serves as the culmination of a student’s work learning and reading Latin in earlier Latin coursework. It is offered every other year, alternating with the AP Latin course; the Seminar will be offered in the 2022-2023 academic year. The curriculum follows very closely the recommended curriculum for the former AP Latin Literature course, which is no longer part of the AP program. As such, students read the masterpiece poems of Catullus and Horace. All facets of good, rigorous poetic analysis and good, precise, accurate translation are covered during the course.

Open to: Grades 11 & 12.
Prerequisite: Latin IV/V or department approval.
Texts: Ancona, Writing Passion: A Catullus Reader; Ancona, Horace: Selected Odes and Satire I.9.

ADVANCED PLACEMENT LATIN: VERGIL AND CAESAR
This course features in-depth study of books I, II, IV, and VI of the Aeneid, Vergil’s epic masterwork, and books I, IV, V, and VI of Caesar’s Commentaries on the War in Gaul. It is offered every other year, alternating with the Advanced Latin Seminar. This course emphasizes precise translation and literary analysis of Vergil’s poetry and Caesar’s prose, focusing on how each text builds (and complicates) portraits of heroism and patriotism. Course topics include a review of grammar, figures of speech, metrics, and a study of the historical and literary background of the era, the end of the Republic and the rise of the Empire.

Open to: Grades 11 and 12.
Prerequisite: Latin IV/V or department approval.
Texts: LaFleur, A Song of War: Vergil’s Aeneid; Vergil, The Aeneid (translation); Caesar,

Commentarii de Bello Gallico.

Spanish

SPANISH I
This is an introductory course for 8th graders and Upper School students. Class work emphasizes speaking and listening skills, while home study concentrates on reading, writing, and vocabulary acquisition. The course covers all the material covered in the Middle School courses, Spanish A and B, at an accelerated pace. The student is introduced to aspects of Hispanic culture and customs. A video series, movies, visual images, and auditory material enrich textbook material.

Open to: Grades 8, 9, 10 and 11.
Text: Descubre 1 and Descubre 1 workbook.

SPANISH II
This is a continuing course for students who have completed the curriculum for Spanish A and B in the Middle School or Spanish I in the Upper School. In addition to acquiring a broad practical vocabulary and idioms, students are exposed to more complex grammatical structures as well as several new verb tenses allowing them to converse and write in the past tenses, give commands, and express hopes and plans for the future. Writing and reading are introduced and improved through short readings and the writing of cultural projects as well as short stories. Students continue to engage in a variety of communicative activities.

Open to: Grades 8, 9, 10, 11 and 12
Prerequisite: Spanish A and B, Spanish C or Spanish I
Texts: Español Santillana 2 and workbook

SPANISH III
This is a continuing course for students who have completed the outlined curriculum for Spanish II or Spanish C. The course reinforces increasingly sophisticated listening, speaking, reading, and writing skills. Students learn to express themselves more completely by acquiring broad practical and abstract vocabulary, as well as proficiency in all the verb modes including the use of the subjunctive. There is a continued exploration of culture as well as literary readings. Students also complete the reading of an authentic short novel: La chica de los zapatos verdes.

Open to: Grades 9 through 12 Prerequisite: Spanish C, Spanish II or equivalent.
Texts: Descubre 3 + Supersite (VHL Vista Higher Learning Publishing); La chica de los zapatos verdes.

HONORS SPANISH IV
In this course students will engage in discussions, analysis of literature, formal and informal writing, and an in-depth grammar review. This course also offers students the opportunity to learn more about the culture, film, and art of Spain and Latin America, current and past. We will read a full-length novel in the second semester.

Open to: Grades 9 through 12.
Prerequisite: Spanish III or equivalent
Texts: Imagina; Novel, El cartero de Neruda by Antonio Skármeta

HONORS SPANISH V
In this course students will engage in discussions, analysis of literature, formal and informal writing, and an opportunity to review level IV grammar using different content and materials. This course offers students the opportunity to learn more about the culture, film, and art of Spain and Latin America, current and past. We will read a full-length novel in the second semester.

Open to: Grades 10 through 12.
Prerequisite: Spanish IV or equivalent
Texts: Encuentros Maravillosos; Novel, Como Agua para Chocolate, by Laura Esquivel

ADVANCED SPANISH SEMINAR
This course has been recently redesigned; its main goal is to provide a format for advancing students’ speaking, reading, listening, and writing skills while focusing on the study of universal and current themes from the Spanish-speaking world as well as culture. The use of a variety of narratives, newspaper articles, poems, films, and music, in addition to the project-based approach of the class, helps students to apply what they learn and to discuss and present with proficiency and ease. Class is conducted in Spanish only and students are expected to speak Spanish exclusively. Assessments include written compositions, various projects, and oral presentations, and contributions to class conversations and discussions.

Open to: Grades 11 and 12
Prerequisite: Spanish IV or Spanish AP Language.
Reader prepared by teacher.

ADVANCED PLACEMENT SPANISH: LANGUAGE AND CULTURE
This intensive course leads students who have already gained strong skills in grammar and vocabulary to a mastery of all four language skills. Students read authentic media articles and essays, watch videos, listen to different types of audio resources, write essays focusing on grammatical accuracy while citing varied written and auditory sources, acquire strong conversational skills and a rich vocabulary, and gain practice understanding native speakers from a variety of Spanish-speaking regions. Students who elect to take this course will be prepared to take the Advanced Placement examination in May. This course meets the requirement of the College Board AP Spanish Language and Culture exam and will revolve around the five language objectives outlined in the Standards for Foreign Language Learning of the 21st Century: Communication, Culture, Connections, Comparisons, and Communities.

Open to: Grades 11 and 12 or by department approval.
Prerequisites: Spanish IV (or equivalent, approved by instructor) and departmental approval.
Texts: Temas, 1st ed. and AP Spanish Language and Culture Exam Preparation Workbook (2020 edition).