UPPER SCHOOL C O U R S E C A TA LO G U E
DAVIDSON DAY SCHOOL IS: A diverse independent school that cultivates academic excellence through collaboration, creativity, and character development. Each student is offered an active, challenging learning environment through our broad array of programs.
WE STRIVE FOR OUR STUDENTS TO BE: Critical thinkers who are enthusiastic problem solvers Engaged students who take intellectual risks Independent thinkers who articulate their ideas with confidence Lifelong learners who chart their own paths in college and life Respectful, ethical citizens who are adept at addressing global challenges Students who advocate for themselves and others
TA B L E O F C O N T E N T S COURSE REGISTRATION INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 To The Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Minimum Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Course Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 With Honor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Advanced Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Moving On and Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Eighth Grade Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
COURSE GUIDE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Science: Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 World Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Fine Arts: Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Fine Arts: Performing Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 On-line and Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
FIGURES Upper School Math Courses and Course Progressions . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Academic Four-Year Record / Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 GPA Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Course Offerings, 2017-2018 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Daily Class Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Photography throughout this course guide is by DDS Photography Instructor, Laura Woods.
Upper School Course Catalogue
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COURSE REGISTRATION INFORMATION
TO THE STUDENT: This booklet provides you with information regarding your course registration for the next school year. Please acquaint yourself with the graduation requirements below, and review the course descriptions that are available for you to choose from based upon your prerequisites and corequisites. You should give your course selections a great deal of careful thought and seek the advice of your teachers, advisor and parents when deciding on your choices. The students’ experiences in the Upper School at Davidson Day encompass so much more than can be expressed in this course catalogue, and we ask that you also carefully consider your other commitments, including the arts, sports, community service and other activities outside of Davidson Day School. All of this information can help you challenge yourself with the courses for which you are qualified, while striking a balance for what sort of overall load you are ultimately able to manage. This course catalogue is comprehensive and lists many courses that have been recently offered and taught in the Upper School, but may not always be offered in the next academic year. Further, all courses are offered based on a reasonable minimum enrollment for that particular section. The course registration sheets that accompany this catalogue annually will be an accurate representation of what courses will be offered in the coming academic year.
Upper School Course Catalogue Course Registration Information
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M I N I M U M G R A D U A T I O N R E Q U I R E M E N T S (22.5 Credits): English: Math: Science: History: World Language: Fine Arts: Physical Education/Health:
4.5 credits, 0.5 credits in Composition 4 credits (min. sequence: Alg. I, Geometry, Alg. II & one credit beyond Alg. II) 3 credits, lab science 3 credits 3 credits in the same language 1 credit 1 credit
Electives: 3 credits
COURSE SELECTION •
ALL FRESHMEN are required to take English I (or Honors), Big History (or Honors) and Conceptual Physics or Physics Honors. With the assistance of your parents, teachers, and advisor, please choose the mathematics, world language, and fine arts courses that best fit your needs.
• ALL SOPHOMORES are required to take English II (or Honors), Anthropology (or Honors), and Chemistry (or Honors). With the assistance of your parents, teachers, and advisor, please choose the mathematics, world language, and fine arts courses that best fit your needs. •
ALL JUNIORS are required to take English III (or Honors or AP English Language and Composition), U.S. History (Honors or AP) and Biology (Honors or AP). With the assistance of your parents, teachers, college counselor and advisor, please choose the mathematics, world language, and fine arts courses that best fit your needs.
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ALL SENIORS are required to take English IV (or Honors or AP English Language or AP English Literature). Seniors need to make sure that all of their minimum requirements for graduation have been met. (Please see the requirements above).With the assistance of your parents, teachers, college counselor and advisor, please choose the mathematics, science, world language, and fine arts courses that best fit your needs.
W I T H H O N O R : C H A L L E N G E A N D M O T I VA T I O N Challenging Honors opportunities are offered to students who have demonstrated the aptitude, work ethic, and previous academic performance to be successful. Similar to the Advanced Placement profile below, a student doing honors level work is usually driven by several habits of mind, including an aptitude for the subject matter in addition to a willingness to do all of the work associated with the course. In order to enroll in an Honors or AP course, a student must satisfy the academic requirements and have a departmental recommendation. Interested students should consult with their current teachers about appropriate course placement. The courses designated as “Honors” (H) are accelerated and require a strong background and more intensive preparation than other traditional level courses. Courses labeled as “Honors” on the transcript receive a .50 weighting in the GPA calculation (see page 30). Students enrolling in an Honors course must have finished a non-honors prerequisite course with a minimum final grade of B+. In order for students to remain in an Honors course of study, they must maintain at least a B- for the Honors prerequisite course.
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Upper School Course Catalogue Course Registration Information
A D VA N C E D P L A C E M E N T : D O I N G C O L L E G E L E V E L W O R K Advanced Placement (AP) courses are designed to prepare students for the College Board Advanced Placement examinations. AP courses are the equivalent of college level courses, and the scholastic demands placed on students will be similar. Advanced Placement courses are labeled as “AP” on the transcript and receive a 1.0-point weighting in the GPA calculation. A student wishing to enroll in an AP level course should have finished the honors level prerequisite course with minimal final grade of a B. Further, enrollment in an AP course may include a review of prior achievement in prerequisite courses, recommendation of the prerequisite teacher, approval of the Head of Upper School, student motivation, a qualifying essay, and/or placement testing. Student success at the AP is usually driven by several habits of mind, and while very few students will actually possess all of these qualities, they certainly should have the majority of them. Students need an aptitude for the subject matter in addition to a willingness to do all of the work associated with the course. Essentially, students in an AP course should be driven to do the coursework and compelled to come in the next day to discuss it. Further, the successful AP student will have a true passion and intellectual interest in the subject matter. Again, while this list of qualities is ideal, it is also a good filter for students to consider prior to enrolling in an AP course, even if they have met the appropriate course prerequisite(s). If a qualified student chooses to take courses labeled “Honors” or “Advanced Placement,” it is strongly suggested that he/ she take no more than three or four of these types of courses in a single year as the academic commitment is more time consuming. Staffing and scheduling are carefully planned to accommodate student course requests so we ask students to choose wisely, after fully considering all of their commitments in and out of school.
MOVING ON AND UP A year-end grade below a C- in an academic course (especially in math and world language) may necessitate summer school or another form of remediation. Failure to follow the School’s recommendations will likely require repetition of the entire course during the following school year. A student may receive credit only once per academic course. If a student repeats an academic course for which credit has been granted, the grade will be reflected on the transcript and calculated in the GPA, but the credit will not be counted as one of the credits required for graduation. Credits from classes at other accredited schools are transferable and applicable to Davidson Day School graduation requirements but must be approved in advance by the appropriate Department Chair and the Head of the Upper School. Courses from other schools will be listed on that school’s transcripts and attached to the Davidson Day transcript. At no time will a grade point average from another school be calculated into the Davidson Day GPA.
EIGHTH GRADE CREDITS Students earning a math (Algebra I or Geometry) or World Language credit (Spanish I, Mandarin I or French I) in the eighth grade at Davidson Day School or another accredited middle school program may use those credits towards both course completion and graduation. If it is found that the completion of these courses is not consistent with potential for success in our program, the student may be asked to repeat the course. These courses taken in the middle school are not calculated into the student’s cumulative Upper School GPA, but are listed on the transcript and credited towards the student’s minimum graduation requirements. Note: Only students who have officially enrolled for the next academic year will have their course registration processed. Once a student has enrolled, their registration information will be entered into the system. Please note that some courses may fill up quickly due to high demand.
Upper School Course Catalogue Course Registration Information
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COURSE GUIDE ENGLISH
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The English Department develops in each student strong reading, writing, and critical thinking skills and to provide a classroom environment that encourages students to consider a wide range of ideas and human experiences. Composition skills support literary analysis at all grade levels, with an emphasis placed on original writing that combines themes and issues from literature with students’ ideas and personal thoughts. All Davidson Day School English courses help students deconstruct sophisticated prose and poetry and cultivate their authorial voice. tudents must earn four and a half credits of English, including the semester course in Composition, and be enrolled in a core English class each year of high school for graduation.
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COURSES ENGLISH I
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Ninth grade students read, discuss, and write about novels, short stories, poetry and dramas. The curriculum includes both a grammar review and a formal vocabulary program. Activities in class are structured in a way that students can find their authorial voice and begin to amplify it through discussion and composition. Writing assignments for the ninth grade are designed to produce students who can demonstrate clarity of expression, organization, and persuasive techniques in their work. Students often work in small groups to discuss writing and topics of interest from the readings. Required for graduation: English I or English I Honors.
ENGLISH I HONORS English I Honors students study the topics of English I in greater depth and complete additional reading and writing assignments. Course texts for English I and English I Honors have included: Things Fall Apart, Verbal Advantage: 10 Easy Steps to a Powerful Vocabulary, Lesson Before Dying, A River Runs Through It, Nine Stories by J.D. Salinger, Welcome to the Monkey House, Montana, 1948, and the Best Short Stories of Jack London.
Upper School Course Catalogue English
ENGLISH II Tenth grade English provides an intensive focus on writing skills through a body of work that asks students to analyze literature from a variety of rhetorical approaches. Because students are beginning to write for many purposes and toward many audiences, many of the compositions reflect students’ original choices on individually selected topics. Vocabulary development and grammar review supplement the writing instruction. Required for graduation: English II or English II Honors; Prerequisite: English I.
ENGLISH II HONORS English II Honors prepares students for AP English Language and Composition. Students study the topics of English II in greater depth and complete additional reading and writing assignments, including more in-depth analytical writing. Course texts for English II and English II Honors have included Reading Critically and Writing Well, Verbal Advantage: 10 Easy Steps to a Powerful Vocabulary, Last American Man, Sacred Hoops: Spiritual Lessons of a Hardwood Warrior, Death of a Salesman, Richard III, and The Adventures of Huckleberry Finn.
ENGLISH III AND ENGLISH IV Juniors and Seniors not selecting an Advanced Placement English course are exposed to a vast variety of literary genre in English III and English IV, both offered at the Traditional and Honors levels. The following course descriptions are examples of themes and/or movements in literature that have been encapsulated in previous years’ English III and English IV classes. Each of these course descriptions may define the focus of an academic semester. These literary concentrations are similar to collegiate offerings and will inevitably put students in the position to discover some of their interests and passions that they might pursue at a deeper level once in college English courses.
AMERICAN SHORT FICTION (AMERICAN LITERATURE) This course deconstructs the short stories of Poe, Cheever, Hawthorne, and Bradbury to spark some creative writing efforts on the part of students. Looking at the very different writing styles and themes of a variety of short fiction authors will lead to some interesting discussions about the artistic and thematic choices that authors have made, which will inspire students to develop some of their techniques in creating their own fiction pieces.
Upper School Course Catalogue English
AMERICAN SCIENCE FICTION (AMERICAN LITERATURE) This course examines the stories of Bradbury, Vonnegut, Hienlein and others to see how looking at the future really becomes an assessment of the present. There will be discussion about how these sci-fi writers actually are more interested in human issues rather than scientific or engineering ones. Students will develop an understanding and appreciation for the literary rather than the literal gadgets that these authors employ.
AMERICAN WESTERN FICTION (AMERICAN LITERATURE) This course will look at the writing of Abbey, Van Tilburg Clark, McMurtry and Watson to learn what is unique about the canon of the literary West. The themes of justice, rugged individualism and dealing with the challenges of the Western environment will be discussed. The question of what happened to the American dream/experiment as Western culture evolved will be one of the lenses through which the literature will be examined.
COLONIALISM AND EXILE (WORLD LITERATURE) This course will take a look at the novels of Conrad, Forester, Paton, and Morrison. The readings will examine how the culture of the West has attempted to impose its will on third world nations and how the response of colonized nations to that effort has challenged both cultures. These writers will look at how problematic colonialism can become if there is an attempt to replace a nation’s identity.
EXISTENTIALISM (WORLD LITERATURE) In this course, students will read some of the work of Camus, Kundera, Delillo, and Lightman to develop an understanding of twentieth century existentialism. The philosophical principles that are woven into these works will be discussed in order to build a broader appreciation of what existentialism entails. The more difficult concepts of the existential movement will be made accessible as students look at both the essays and stories of these writers.
LITERATURE OF THE AMERICAN SOUTH (AMERICAN LITERATURE) This course will take a look at the plays of Williams and the short stories of Faulkner, O’Connor, and Sams and examines the themes that surround a culture that is going through a change from the ‘old South’ to the ‘new.’ The fiction will examine the South as it moves from its agrarian roots to a more industrialized future and the pressures felt as values begin to be reassessed.
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SHAKESPEARE’S TRAGEDIES (WORLD LITERATURE) This course examines the classic tragedies of Shakespeare including Hamlet, Othello, King Lear, Macbeth, and Romeo and Juliet. Students will come to understand the beauty of the Elizabethan tragedy and get to know some of Shakespeare’s most infamous antagonists. There will be an examination of what formulas Shakespeare employed to create these dramas and how he masterfully manipulated those formulas.
LAW & ORDER: CONTROVERSIAL CASES IN AMERICAN HISTORY (AMERICAN LITERATURE) In this course, we explore controversial court cases, both in America’s history and literature, such as Brown v. Board of Education, O.J. Simpson’s murder trial, Scopes Monkey trial, and the investigation of JFK’s assassination. Our explanations for the separation of plea from verdict set precedents of judgment for future generations and placed the burden of doubt on the U.S. Supreme Court’s impartiality. While our justice system ensures “innocence until proven guilty,” few historians deny how our bias shapes the validity of a jury’s decision. Throughout this course, students will try to determine if there were times when the courts have failed to uphold justice and discuss the consequences on a transforming society.
BLACK ATHLETES IN AMERICA (AMERICAN LITERATURE) Taboo: Why Black Athletes Dominate Sports and Why We’re Afraid to Talk About It by Jon Entine, Earl Smith Black Like Me by Robert Bonazzi, John Howard Griffin The Greatest: Muhammad Ali by Walter Dean Myers Articles from The New Yorker The history of African-American athletes in our country parallels the Civil Rights Movement and challenges stereotypical conventions and ideologies. Jackie Robinson’s color barrier-breaking entrance into Major League Baseball preceded Muhammad Ali’s colorful repartee, yet both set a stage for athletes to grace for decades to come. The contemporary eye may bear witness the greatness of Michael Jordan, Lebron James, Tiger Woods, and Cam Newton, but only because the ones who came before sacrificed so much.
RELIGIOUS FREEDOM (WORLD LITERATURE) Life of Pi by Yann Martel The Reluctant Fundamentalist by Mohsin Hamid Under the Banner of Heaven by Jon Krakauer Since the Native Americans first encountered the Pilgrims, Europeans colonized New England, the First Amendment was written into Law, Church and State separated and African Americans, Catholics, Mormons, Jews and Muslims have struggled for the right to practice their faith, democracy Davidson Day School 8
and religious freedom have attempted to coexist. Federal and state laws conflict with individuals’ beliefs in matters including prayer in schools, protests to war, demands from the Religious Right, and religious freedom for Muslims in a post-9/11 United States. Through discussion, literary analysis and critical research, students will discuss what constitutes religious freedom in the United States.
LITERATURE OF CONFLICT Literature of Conflict is a cross-genre exploration of classic and contemporary accounts of war, both on the battlefield and on the home front. Students read for common themes that stretch across time periods and genres, including the effects of violence on the perpetrators as well as the victims, the effects of war on civilians, the disjuncture between soldiers and leaders, and the warrior’s difficulty in returning to a peaceful world. Students also examine the use of rhetoric to shape public opinion on various conflicts throughout history. Texts and materials include both fiction and nonfiction works, and may include: the Iliad, Beowulf, Henry V, A Farewell to Arms, Catch-22, The Things They Carried, Machine Dreams, Fallen Angels, and Jarhead.
COMING OF AGE The literature of Coming of Age is the study of coming of age stories (fiction and memoir) from various cultures, past and present. This course focuses on themes such as rites of passage and the construction of identity as seen and practiced by international cultures. Analysis of techniques such as point of view, voice, and narrative distance is another key element of this unit. Texts and materials include both fiction and non-fiction works, and may include: Candide, Great Expectations, Portrait of the Artist as a Young Man, Go Tell it on the Mountain, Catcher in the Rye, The House on Mango Street, The Kite Runner, Secret Life of Bees, Bless Me, Ultima, Kaffir Boy, Rousseau’s Confessions, An American Childhood, The Woman Warrior
ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION The purpose of this course is to help students “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives.” (The College Board, AP English Language Course Description, May 2007, p.6) The course is organized according to the requirements and guidelines of the current AP English Language Course Description, and therefore, students are expected to read critically, think analytically and communicate clearly in both writing and speech. Texts include The Language of Composition and The Norton Reader as well as novels such as The Scarlet Letter, Three Cups of Tea, Where Men Win Glory, and The Color Purple. Numerous other pre- and post-20th century pieces will also be studied and discussed as well as visual text in the form of political cartoons, advertisements and photographs. AP Language requires a series of writing assignments that Upper School Course Catalogue English
vary in their sophistication, but the AP-style essay will be at the center of our endeavors. As an Advanced Placement course, considerable emphasis is put on the independent participation of the student in the learning process. Students are challenged to involve themselves in their own learning. Beyond participation in debate and discussion, students should be willing to bring additional ideas, readings and perspectives on texts and topics. Oral communication will also be emphasized, with students being asked to deliver a political speech and participate in all discussions and debate. The course will culminate with a synthesis project requiring students to research a social issue and consider sources analytically and critically. Students will produce a paper that makes and develops a strong claim by synthesizing information and perspectives from the sources with their own reasoning and ideas. Prerequisite: English II Honors or English III Honors.
ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION “An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone” (The College Board 2008). While the final, major evaluation for each student is the AP exam given annually in May, the process of preparation is the key component for each student. The student’s preparation will focus on all areas to be assessed on the national exam, but most importantly, each student will increase his/her ability to deconstruct and analyze a given text in a manner consistent with college-level curricula. Our study of literature extends through varying genres, time periods, and multiple continents. Selections of novels, plays, short stories, and poetry will be a daily focus; discussion, critical analysis, and writing will be integrated in all aspects of our readings. Various written assignments will include poetry free-response papers, AP exam prompt essays, college essays, and literature-based essays. Because this is a college level composition and literature course, students are expected to complete an extensive amount of writing both in class and outside of class as homework. Prerequisite: English III Honors or AP Language.
SPEECH AND DEBATE Speech and Debate is a an academic elective course that builds the best of character, creativity, and collaboration through the rigors in independent thought, research, writing, and expression. The course begins with foundational instruction in writing and performing expository and persuasive short speeches. Students will develop structure, and craft counter-arguments and work as a team to prepare Upper School Course Catalogue English
for competition. All course participants explore original oratory, extemporaneous, and impromptu public speaking. Additionally, they engage in Public Forum and LincolnDouglas debates. We follow the National Forensics League topic standards, which delve into a wide variety of relevant current events and ethical issues. Ultimately, students prepare for, and are required to participate in, local Speech and Debate (Forensics) competitions.
ENGLISH COMPOSITION This required semester Composition course can be taken by second-semester sophomores who are taking English II Honors, all juniors, and first-semester seniors. It involves immersion in daily writing practice, feedback throughout the editing and revision processes, and opportunities to share with peers. The course emphasizes writing as a process in which the best results are achieved through a complete engagement in the editing and revising process. While the core English courses generally require students to write about fiction, drama, and poetry, Composition offers them the opportunity to write about their own lives and about subjects that have inherent interest to them. The first half of the course focuses on writing from personal experience; the second half centers on argumentative and persuasive essays in which MLA formatting is emphasized. Ultimately, students choose a topic for in-depth, independent research that culminates in a research paper. Reading assignments are relatively short with focus on studying examples of each type of writing assignment. Students will be asked to analyze the writers’ techniques in order to improve their own writing and to gain ideas for organizational strategies, but generally students will not be tested on this material.
CREATIVE WRITING I Creative Writing is an academic elective available to all upper school students. The purpose of the course is to provide students with an opportunity to write in genres outside of the typical academic realm. Students will write works of fiction, creative nonfiction, poetry, and drama. The instructor will select various writings from professional authors, poets, and playwrights for students to study and examine from the perspective of writers learning to write, not readers preparing to analyze. Class time will be spent on discussing the assigned readings, working on rough drafts of writing assignments, sharing work amongst each other to critique and evaluate, and reading completed works aloud. The aim is to create a workshop environment in which students work with each other and with the instructor to produce polished pieces of writing. Students will become editors of the school literary magazine that will be produced at the end of the school year. Students will be expected to solicit creative writing pieces (as well as fine art and photography) from peers, then assemble the magazine.
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The goal of the Mathematics Department is to assist students in developing skills needed to solve problems, analyze data, and use technology. The curriculum is based on a broad understanding of principles and applications in traditional math fields. A high level of student inquiry is expected in all math courses in the Upper School. Pantone速 193
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Our mathematics courses also foster student independence as well as teamwork to develop more sophisticated critical thinking and problem solving skills. Four years of math are required for graduation and math must be taken each year in Upper School, including at least one course beyond Algebra II. Pantone速 289
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COURSES ALGEBRA I
GEOMETRY
Algebra I begins with a review of some basic pre-Algebra concepts, strengthens their arithmetic skills and then moves on to simplifying expressions and solving equations (numerical and literal). A thorough study of the linear function, linear systems, linear inequalities, quadratic function, rules of exponents and radicals are a significant part of this course. With the aid of the TI calculator and computer software such as Desmos and Autograph, the students tackle concepts from a numerical, algebraic and graphical approach. Upon completing this course, students are well prepared for further study of mathematics. A Texas Instruments TI-84 Calculator is required for this course.
Geometry provides a thorough introduction to classical Euclidean geometry and emphasizes the deductive reasoning process. The course includes a study of lines, angles, triangles, circles, polygons, solid figures, and their associated relationships. The topics within which these concepts are explored include coordinate geometry, proof, congruence, similarity, basic right triangle trigonometry, area, volume, and transformations. Students learn to approach problems using multiple strategies and how to develop the appropriate steps to arrive at potential solutions. Students also learn how to develop and manipulate a range of linear and some non-linear formulas. A Texas Instruments TI-84 Calculator is required for this course. Required for graduation; Prerequisite: Algebra I.
Required for graduation; Prerequisite: Pre-Algebra.
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Upper School Course Catalogue Mathematics
GEOMETRY HONORS Honors Geometry provides a thorough introduction to classical Euclidean geometry and emphasizes the deductive reasoning process, problem-solving, resource utilization, and perseverance. The course includes a study of lines, angles, triangles, circles, polygons, solid figures, and their associated relationships. The topics within which these concepts are explored include coordinate geometry, proof, congruence, similarity, trigonometry, area, volume, and transformations. Students are asked to find a varied list of strategies for approaching problems and compare and contrast the strengths and weaknesses of various approaches. Students are also asked to articulate and present their thinking and methods for solving problems. Students also develop and manipulate a range of linear and non-linear formulas with specific attention to quadratic and radical functions. A Texas Instruments TI-84 Calculator is required for this course. Required for graduation; Prerequisite: Algebra I.
ALGEBRA II This course begins with a review of some basic algebraic concepts. It delves deeper into topics covered in Algebra I: linear functions, linear systems, linear inequalities, quadratic functions, rules of exponents and radicals. The students will then study the exponential and logarithmic functions; rational functions; and series and sequences. With the aid of the TI calculator and computer software such as Desmos,
Excel and Autograph, the students tackle concepts from a numerical, algebraic and graphical approach. A Texas Instruments TI-84 Calculator is required for this course. Required for graduation: Algebra II or Algebra II /Trigonometry Honors; Prerequisite: Pre-Algebra and Geometry/Geometry Honors.
ALGEBRA II/TRIGONOMETRY HONORS This course begins with a review of some basic algebraic concepts. It delves deeper into topics covered in Algebra I: linear functions, linear systems, linear inequalities, quadratic functions, rules of exponents and radicals. The students study the exponential and logarithmic functions; rational functions; and series and sequences. The students then embark on a study of trigonometry. Topics include right triangles, oblique triangles, the unit circle, identities, equations and the graphs of the trigonometric functions with translations and dilations. Throughout the course students will learn the art of problem solving, drawing from real life situations. With the aid of the TI calculator and computer software such as Desmos, Excel and Autograph, the students tackle concepts from a numerical, algebraic and graphical approach. Upon completing this course, students are well prepared for PreCalculus Honors mathematics. A Texas Instruments TI-84 Calculator is required for this course. Required for graduation; Prerequisite: Pre-Algebra and Geometry/ Geometry Honors.
Upper School Math Courses & Course Progressions These courses available for students taking Geometry in eighth grade:
AP BC CALCULUS
AP STATS
HONORS CALCULUS
AP AB CALCULUS
PRECALCULUS
FST & CODING
(Honors & Traditional)
ALGEBRA II (Honors & Traditional)
GEOMETRY (Honors & Traditional)
ALGEBRA I (usually taken in 8th Grade)
Upper School Course Catalogue Mathematics
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FUNCTIONS, STATISTICS AND TRIGONOMETRY (FST) The main goal of this course is to present these topics in a unified way that will prepare students for the use of mathematics in everyday life as well as future courses in mathematics. The use of spreadsheets, the graphing calculator and computer software will enable students to explore, investigate and deal with complicated functions and data. the course will begin with reviewing and extending student’s knowledge of linear, quadratic, exponential, logarithmic and polynomial functions with focus on modeling real life problems from the areas of climate, medicine, projectile motion, athletics, finances, growth and decay and other areas of contemporary interest. The statistical part of the course will address different ways to display data, populations and sample statistics, normal distributions and statistical inference. The trigonometric portion of the course will explore triangle trigonometry and functions that model periodic phenomena in real life. A Texas Instruments TI-84 Calculator is required for this course. Prerequisite: Algebra II.
PRE-CALCULUS/PRE-CALCULUS HONORS Pre-Calculus blends the skills necessary for students to be successful in a college level calculus course. The standard course of study includes relations and functions, exponential and logarithmic functions, trigonometry in triangles, trigonometric functions, trigonometric identities and equations, polar coordinates, sequences and series, and data analysis. In the Honors section, students will also be expected to utilize a keen sense of inquiry and demonstrate some independence with related projects. A Texas Instruments TI84 Calculator is required for this course. Prerequisite: Algebra II; Algebra II/Trigonometry Honors for the Honors section with departmental approval.
HONORS CALCULUS this course is meant for the student who wants to take a full Calculus course but not an AP Calculus course. It will cover the same concepts as the AP Calculus AB course, but with less attention to the details required in the AP course and more attention given to the applications of Calculus. After successfully completing this course, a student may elect to that the AP Calculus AB course in the following year. A Texas Instruments TI-84 Calculator is required for this course. Prerequisite: Pre-Calculus/Pre-Calculus Honors with departmental approval.
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ADVANCED PLACEMENT CALCULUS AB This course will prepare students to take the AP Calculus AB exam in May. The course emphasizes a multi-representational approach to Calculus: graphical, numerical, verbal and algebraic. Topics studied in this course include functions and graphs, limits, derivatives and their applications, integration and its applications, volumes of rotations, differential equations, slope fields and several major theorems that characterize the study of Calculus. A Texas Instruments TI-84 Calculator is required for this course. Prerequisite: Pre-Calculus Honors with departmental approval.
ADVANCED PLACEMENT CALCULUS BC This course will prepare students to take the AP Calculus BC exam in May. The course emphasizes a multirepresentational approach to Calculus: graphical, numerical, verbal and algebraic. The course begins with a thorough review of the topics covered in AP Calculus AB and then moves onto improper integrals, partial fractions, th logistic growth function, integration by parts, Taylor polynomials and series, Power series, parametric equations, vectors, and polar coordinates. A Texas Instruments TI-84 Calculator is required for this course. Prerequisite: AP Calculus AB with departmental approval.
ADVANCED PLACEMENT STATISTICS AND PROBABILITY AP Statistics is the high school equivalent of a one semester, introductory college statistics course. In this year-long course, students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students design, administer, and tabulate results from surveys and experiments. Probability and simulations aid students in constructing models for chance phenomena. Sampling distributions provide the logical structure for confidence intervals and hypothesis tests. Students use a TI-83/84 graphing calculator, Fathom, Minitab, Excel, or other statistical software, and Web-based Java applets to investigate statistical concepts. To develop effective statistical communication skills, students are required to prepare frequent written and oral analyses of real data. Prerequisite: Pre-Calculus Honors or Discrete Mathematics with departmental approval.
Upper School Course Catalogue Mathematics
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SCIENCE The Science Department’s goal is to increase students’ awareness, understanding, and appreciation of the world around them. Students learn the fundamental principles of science and the processes by which they can acquire scientific knowledge. All science courses are laboratory courses and include activities that support classroom work. Three laboratory science courses are required for graduation. Pantone® 193
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COURSES CONCEPTUAL PHYSICS
PHYSICS HONORS
Conceptual Physics is an inquiry-based course that gives students an understanding of the fundamental concepts and laws that govern the world. Through frequent laboratory activities, students collect and analyze data using a variety of techniques to discover fundamental principles and gain analytical skills. The major topics include motion, energy, sound, light, electricity, magnetism, forces, and momentum. Although conceptual understanding is the emphasis of this course, students use algebra to express quantitative relationships and draw conclusions. Required for graduation: Conceptual Physics or Physics Honors.
Similar to Conceptual Physics, the principles and theories of physics are emphasized in Physics Honors, as well as the inquiry that laboratory work provides, a vital component of the physics program. Topics include Newtonian mechanics, work and energy, heat and thermodynamics, electricity and magnetism, light and optics, and modern physics. Those topics are studied with an emphasis on the student’s understanding the underlying principles of physics with a focus on in-depth mathematical relationships and problem solving. Students perform both qualitative and quantitative experiments to develop concepts and test ideas about how those concepts are related. Corequisite: Geometry and departmental approval.
Upper School Course Catalogue Science
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ADVANCED PLACEMENT PHYSICS The Advanced Placement Physics course focuses on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics sequence and provides students with enduring understandings to support future advanced course work in the sciences. Through inquiry-based learning, students will develop critical thinking and reasoning skills. Topics include kinematics, Newton’s laws, circular motion and universal law of gravitation, simple harmonic motion, impulse, linear momentum, work, energy, and conservation of energy, rotational motion, rotational kinematics and energy, rotational dynamics, angular momentum, electrostatics, DC circuits, mechanical waves and sound. Prerequisite: departmental recommendation; Co-requisite: PreCalculus Honors.
CHEMISTRY This course presents fundamental principles and concepts of chemistry: properties of matter, nomenclature, atomic structure, chemical reactions, stoichiometry, gases, thermochemistry, chemical bonding, solids, liquids and solutions, acids and bases, and kinetics and equilibrium. Laboratory work emphasizes quantitative measurement and develops investigative techniques and the ability to interpret results. Required for graduation: Chemistry, Chemistry Honors, or AP Chemistry.
CHEMISTRY HONORS This course is designed and intended to prepare students for future advanced science coursework, such as AP and independent study courses, by emphasizing critical thinking, independent laboratory investigations, and writing. It presents the fundamental principles and concepts of chemistry: properties of matter, nomenclature, atomic structure, chemical reactions, stoichiometry, gases, thermochemistry, chemical bonding, solids, liquids & solutions, acids & bases, and kinetics & equilibrium. Laboratory work emphasizes quantitative measurement and develops investigative techniques and the ability to interpret results. Students are expected to master basic concepts individually and use those to generate big picture ideas. Students are expected to demonstrate these ideas, not only qualitatively, but also quantitatively. This course is faster paced, rigorous, and requires more outside time for preparation and completion of assignments than the traditional Chemistry course.
ADVANCED PLACEMENT CHEMISTRY AP Chemistry is designed to be the equivalent of the general chemistry course usually taken during the first college year. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical
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reactions, kinetics, thermodynamics, and equilibrium. The key concepts and related content that define the AP Chemistry course and exam are outlined by the College Board, and are organized around underlying principles called the Big Ideas. They encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the particulate nature of matter underlying the observations students make about the physical world. The following are Big Ideas: The chemical elements are the building blocks of matter, which can be understood in terms of the arrangements of atoms. Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Rates of chemical reactions are determined by details of the molecular collisions. The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. Bonds or attractions that can be formed can be broken. These two processes are in constant competition, sensitive to initial conditions and external forces or changes. It is strongly recommended to be taken only after the successful completion of Honors Chemistry and Algebra II Honors.. Prerequisite: Chemistry Honors and/or departmental recommendation.
ORGANIC CHEMISTRY This course is designed to expose students to advanced topics in carbon chemistry, beyond the AP Chemistry course. Students will examine fundamental principles in nomenclature, stereochemistry, organic reactions and mechanisms, synthesis of organic compounds, and structure determination. Students will work in the lab to identify and synthesize organic compounds. Individuals will also generate a project that requires a design and execution of experiments, and interpret the results to reach a conclusion. Prerequisite: AP Chemistry.
ADVANCED TOPICS IN CHEMISTRY This one semester course will explore selected topics in environmental, industrial, nutritional, and organic chemistry. Throughout the organic portion of the course, primary emphasis will be on the nomenclature and properties of organic compounds, stereoisomerism, reactions and mechanics. In the laboratory, students will learn new qualitative and quantitative laboratory techniques and continue working with previous chemical concepts in a hands-on environment. Students will be assessed by tests, quizzes, homework sets, presentation, and lab practicals. Prerequisite: Upper classman status; Physics, Chemistry and Biology. Students must enroll in both Advanced Topics in Chemistry and Global Ecology.
Upper School Course Catalogue Science
GLOBAL ECOLOGY This one-semester course is designed to provide students with the scientific principles, concepts and methodologies required to examine Earth’s ecosystems and natural resources, human interaction with other species and use of natural resources, identify and analyze environmental problems, both natural and human made, evaluate the relative risks associated with these problems, and to examine alternative solutions for sustainability. These problems will be explored from the local, state and global perspectives. Students will be assessed by tests, quizzes, homework sets, presentation, and lab practicals. This course is open to upperclassmen with a successful completion of Physics, Chemistry and Biology. Students must enroll in both Advanced Topics in Chemistry and Global Ecology.
BIOLOGY This course is an introduction to the major principles of modern biology: the organization of life, the interaction of organisms with others and their environments, and the change in organisms over time. Major topics include cell structure and function, cell division, DNA replication, protein synthesis, genetics, evolution, phylogeny, the anatomy and physiology of plants and animals, ecology, and a survey of biological diversity. Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the dynamic world of living organisms and their place in that world. Required for graduation: Biology, Biology Honors.
BIOLOGY HONORS This course is an introduction to the major principles of modern biology: the organization of life, the interaction of organisms with others and their environments, and the change in organisms over time. Major topics include cell structure and function, cell division, DNA replication, protein synthesis, genetics, evolution, phylogeny, the anatomy and physiology of plants and animals, ecology, and a survey of biological diversity. Students use laboratory research and classroom discussion to acquire a solid understanding of the dynamic world of living organisms and their place in that world, this course requires. Students in Honors Biology will also be exposed to learning through inquiry using relevant and current research data and through independent laboratory design. The focus in this course is on integration of complex concepts, and applying creative thought to problem-solving for issues like population growth, genetic modification of organisms and epidemiology.
INTRODUCTION TO ZOOLOGY HONORS This course provides an introduction to all of the animal phyla, including classification, structure, embryology, evolution, and dispersal. From sponges to humans, students explore the different animal species to see what makes each unique and how each is adapted to its specific environment. This course will include a significant lab component with several dissections. Prerequisite: Biology or departmental approval.
Upper School Course Catalogue Science
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HONORS HUMAN ANATOMY & PHYSIOLOGY This course provides a comprehensive study of the structure and function of the human body. Topics include anatomical terminology, homeostasis, cytology, and histology, as well as organ systems including the integumentary, skeletal, muscular, nervous, cardiovascular, respiratory, renal, digestive, immune and reproductive systems. Microscopy and dissection are major components of the laboratory work. Prerequisite: Biology Honors and Chemistry Honors.
ADVANCED PLACEMENT BIOLOGY This course is an introduction to the major principles of modern biology: the organization of life, the interaction of organisms with others and their environments, and the change in organisms over time. Major topics include cell structure and function, cell division, DNA replication, protein synthesis, genetics, evolution, phylogeny, the anatomy and physiology of plants and animals, ecology, and a survey of biological diversity. Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the dynamic world of living organisms and their place in that world. AP Biology is taught under the approved guidelines of the College Board. The topics in the course are organized into three broad areas: (a) molecules and cells, (b) individual organisms, and (c) populations. Students conduct labs specifically designed for the AP course, along with other laboratory exercises. AP Biology is much more detailed, and is taught at a much faster pace than Biology or Biology Honors. Students are expected to do a large amount of work independently, and are required to integrate complex concepts and use logic and creative thought to work through problems. Prerequisite: Biology Honors with departmental recommendation.
HONORS FORENSICS & HONORS MICROBIOLOGY
enumeration and identification. The course focuses on the major pathogenic microorganisms, including viruses, bacteria, and parasites, and the diseases caused by each; it also investigates their roles in research, their importance in functional ecosystems and their economic significance. This course also features an introduction to epidemiology. Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the microorganisms living in, on and around us. Prerequisite: Honors Biology, open to Juniors and Seniors.
BEHAVIORAL NEUROSCIENCE HONORS Behavioral neuroscience gives an in-depth understanding of the role of biology in animal and human behavior. Major topics are genetics, the brain, the nervous system, human development, sensation, perception, motivation, sleep, stress, health, learning, memory, addiction, psychiatric disorders, psychiatric treatment, and research methods. Prerequisite: departmental recommendation.
PRE ENGINEERING THERMODYNAMICS HONORS Pre Engineering Thermodynamics is an advanced physics course that looks at a variety of topics related to the laws of thermodynamics, including gas laws, heat engines, thermal mechanics and entropy. The course also touches on periphery topics such as electricity and magnetism, angular mechanics and optics. Students must have completed Physics Honors, Chemistry Honors and Algebra II/Trigonometry Honors with a minimum grade of B in order to be eligible for this course. It is suggested that students first complete Pre-Calculus as well, though concurrent enrollment in Pre-Calculus with this course is acceptable with the approval of the department chair and division head. Students are encouraged to sit for one of the three AP Physics exams at the conclusion of this course, and students are provided with specific guidance on the specific AP exams throughout the academic year.
These courses are each taught as semester courses, and will run sequentially during the year. Honors Forensics provides an introduction to Forensic Science. Students are introduced to topics and techniques used in crime scene investigation, including fingerprint analysis, forensic entomology (study of bugs), forensic anthropology, DNA analysis, and drug and toxin analysis. They will also perform electrophoresis and learn how techniques like polymerase chain reaction (PCR) and short tandem repeats (STR) are used in forensics. Students use research, classroom discussion, and laboratory activities to acquire a solid understanding of the cool biology used in Forensic Science. Honors Microbiology is an introduction to the major principles of the study of microorganisms. This course covers the major concepts of Microbiology, including the fundamental structural and metabolic characteristics of microorganisms and basic techniques for enrichment, selection, isolation,
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Upper School Course Catalogue Science
COMPUTER SCIENCE AND TECHNOLO GY The goal of our offerings in computer science is to provide students with the skills and knowledge they need to successfully navigate an increasingly digital world. Students will experience lessons in the crucial areas of computer science, including theory, algorithms and data structures, programming methodology and languages, and computer elements and architecture. As students advance through the curriculum, topics will include software engineering, artificial intelligence, computer networking and communication, database systems, computer-human interaction, computer graphics, operating systems, and numerical and symbolic computation..
COURSES INTRODUCTION TO COMPUTER SCIENCE This course provides a broad introduction to the fundamental topics of computer science, including computer hardware, networks and operating systems, as well as software, software development and engineering, algorithms, and programming languages. This course is intended for the student who may have a keen interest in computer science, but very little background knowledge in the subject area. This course will prepare interested students for enrollment in AP Computer Science Principles. Prerequisite: Algebra I.
ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES (course description paraphrased from the College Board) The AP Computer Science Principles course is designed to be equivalent to a first- semester introductory college computing course. AP Computer Science Principles introduces students to the central ideas of computer science. In this course, students will develop computational thinking skills vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course is unique in its focus on fostering student creativity. Students are encouraged to apply creative
Upper School Course Catalogue Computer Science
processes when developing computational artifacts and to think creatively while using computer software and other technology to explore questions that interest them. They will also develop effective communication and collaboration skills, working individually and collaboratively to solve problems, and discussing and writing about the importance of these problems and the impacts to their community, society, and the world. Prerequisite: Algebra I, with a strong foundation in basic algebraic concepts dealing with function notation, such as f (x) = x+2, and problem-solving strategies that require multiple approaches and collaborative efforts. In addition, students should be able to use a Cartesian (x, y) coordinate system to represent points on a plane.
CODING This course will introduce the students to the basic ideas of coding and programming through the use of the free web-based coding language Python. Students will learn the following: what programming is and how it is used; arithmetic operations; loops; lists; strings; variables; functions; programming objects; sorting, trees, Turtle graphics interfacing and data structures. If time permits, students may learn some of the basics that underlie creating their own web page. Prerequisite: Algebra II.
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HISTORY
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The History Department emphasizes teaching students the skills and knowledge necessary for civic competence and the historical perspective critical for interpreting the complex issues of today and tomorrow. Teachers strive to instill a love of learning, exploration, and inquiry as their students learn to interpret primary and secondary sources, to think critically, and to write analytically. All students must complete Big History in the ninth grade, Anthropology or AP World History in the tenth grade, followed by the study of U.S. History or AP U.S. History in the eleventh grade.
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This course is designed to allow students to survey the past from across all possible scales and disciplines. The class weaves a single narrative story of humanity that stretches from the Big Bang to the present and beyond using the theme of increasing complexity. Students will sharpen their critical thinking skills by engaging in meaningful scientific inquiry and historical investigations. They will learn about the nature of evidence and argument by critically analyzing primary and secondary source material using techniques from traditional history as well as cosmology, geology, biology, and anthropology. Some of our lines of inquiry will include: · How did the earth form? · How did life begin? · Why do humans matter? · Where will the future take us as a species and a universe? The capstone of the course will be a research project of their own design that seeks to investigate origin and impact of an object of intereest studied across the thresholds in the course.
ANTHROPOLOGY/ANTHROPOLOGY HONORS Anthropology fosters the development of critical analysis and the synthesis of current events, global history, and geography. The course transitions students from Big History to an engaging study of humanity, ranging from the earliest developments of cultures and languages, through themes including economic systems, kinship, political life, religion, and globalization. Students are prompted to compare, to explore, and to justify their conclusions through relevant contemporary issues such as gender, ethnicity, justice, and war. A foundation in Anthropology promotes self-awareness, helps students to successfully navigate in today’s global economy, and promotes an appreciation and a tolerance of cultural differences in the modern world.
Upper School Course Catalogue History
ADVANCED PLACEMENT WORLD HISTORY
U.S. HISTORY HONORS
This course is a collegiate-level survey of world history from the rise of civilization in the fertile crescent to the modern era. The goal of the class is to provide students the skills they need to excel on the AP World History exam in the spring. This course teaches students the practice of history by explicitly developing historical thinking skills while learning about the past. Reading requirements are significant and include a wide variety of both primary- and secondarysource documents, as well as textbook readings. This course will push students to think, write, and work like historians. Classes will include discussions, lectures, group activities, and debates. This course is encouraged for students who have a passion for exploring history, have a track record of consistent work ethic, and enjoy being challenged daily. Prerequisite: Big History Honors.
This course commits to a quicker pace of discussion in class with a greater degree of individual study and research outside of class. This includes regular demonstration of comprehension through quizzes based on reading assignments. Assessments will require complex knowledge of the subject matter and will force students to draw historical connections across time periods, political sovereignties, social groups and ideologies. In addition, students will be responsible for in-depth research assignments that correspond to units of study. Prerequisite: World History II or Honors.
U.S. HISTORY One of the goals of this course is to foster and develop greater citizenship among our student body. Students must fully understand the complexities of our modern democracy with a proficient understanding of some of its seminal events. Leaders, events, policies, social norms and interactions will be cast and analyzed in a new light. How did the legacy of George Washington influence foreign policy decisions that were happening nearly 150 years later? Why do some Americans feel greater allegiance to the part of the country they live in than they do the country itself? Why was the country willing to destroy itself through Civil War, yet was unwilling to solve the legal inequities that led to the war in the first place? How has the United States served as the “City upon the Hill” for religion, democracy, industry and peace? How has that leadership led to ideas like “American Exceptionalism”? This course is a general survey of United States history from the European arrival in America to the present day. The course progresses through colonization, the Revolution, creation of a new republic, territorial and democratic expansion, sectionalism and the Civil War, Industrialism and Progressivism, America’s emergence on the World Stage, Depression and the New Deal, World Wars, conflicts relating to the Cold War and American international hegemony, and societal changes from the 50’s to the modern day. Students are required to demonstrate mastery of basic historical thinking and analytical skills. Class time is devoted to discussion, lecture, viewing of primary source material and various assessments. Prerequisite: World History II.
Upper School Course Catalogue History
ADVANCED PLACEMENT U.S. HISTORY This course is a collegiate-level survey of United States History. This course teaches students the practice of history by explicitly developing historical thinking skills while learning about the past. Reading requirements are significantly greater than other U.S. History courses. This includes primary-source documents, textbook readings, political cartoons, maps, data-sets, and pictures in order to best develop their skills. This course will push students to think, write and work like historians. Class time will be dedicated to discussions, lectures, group activities and debates. This course is encouraged for students who have a passion for exploring history, have a track record of consistent work ethic and enjoy being challenged daily. Prerequisite: World History II Honors.
ADVANCED PLACEMENT EUROPEAN HISTORY The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. As a college-level course, AP European does require considerable time outside of class for reading, writing and studying. Prerequisite: World History II Honors and department recommendation.
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ADVANCED PLACEMENT MICRO/MACRO ECONOMICS Economics is the study of how humans cope with the fact that they have unlimited wants and limited resources with which to achieve these desires. It is a social science focusing on the processes that determine the production and consumption of goods and services in an economy. More simply, it breaks down how humans deal with the inescapable bonds of scarcity. Compared to other AP social studies courses, these do not necessarily require such intense and voluminous levels of reading and writing. They do, however, present concepts that have rarely or narrowly been presented before in a secondary setting. These courses move quickly and the concepts begin to scaffold one another quickly as well. Consequently, students are required to possess a great deal of independent motivation to read, practice, and study for mastery beyond what is assigned to them if they want to be successful. Microeconomics focuses on the principles of economics as applied to individual decision makers, both producers and consumers, within the economic system. It will be very engaging and helpful to students interested in the day-to-day management and operations of a business. Macroeconomics focuses on the principles of economics as applied to the economic system as a whole. It will be very engaging and helpful to students interested in the short, medium, and long-term strategies of businesses, banks, financial advisors and asset traders.
ADVANCED PLACEMENT PSYCHOLOGY Psychology is the systematic and scientific study of human behavior and thought processes. The field conducts research to understand the internal and external aspects of human experience. This AP course provides a platform for students to explore and interact with such concepts as learning, motivation, memory, research methods, neuroanatomy, and the function of the nervous system. Students engage in active learning to analyze, interpret, and design experiments to provide a deeper understanding of problem solving, language acquisition, creativity, attention, intelligence, testing, and social dynamics. Students compare and contrast experiments, correlational studies, naturalistic observations, and case studies as means to gather data. In preparing students for the AP exam, this course will go beyond a lecture style of learning to foster critical thinking skills through projects, models, group work, and guided discussion. Students taking this course must be prepared to read and work on sophisticated projects in and out of the classroom. Prerequisite: US History Honors and department recommendation.
CIVICS HONORS This Honors-level course explores the nature of our democratic republic and the role of the American citizen. Students will learn about the origins and workings of
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the federal, state, and local governments; the role of the judicial system; basic economic principles; public policy; and participate in real-world civic engagement. Students will be expected to engage in vigorous debates about current events; critically analyze newspaper stories; read and actively discuss the founding documents; as well as participate in meaningful civic engagement with the Lake Norman community. Prerequisite: US History/US History Honors.
MYTHOLOGY A myth is a traditional story that relies on the supernatural to explain a natural phenomenon, an aspect of human behavior or a mystery of the universe. Mythology aims to explain why the world is the way it is and it provides an imaginative way for people to feel at home in the world and make sense of it. This course has three main goals. The first goal is to enable students to read and enjoy the most important myths and legends of the world. The second goal is to help students obtain an appreciation for the meaning and significance of the myths. The third goal is to give students an introduction to some of the most important works of classical literature. In order to accomplish this, students encounter myriad myths, legends, and folk tales from all corners of the earth and even create some of our own. Prerequisites: World History I, World History II or departmental approval.
MYTHOLOGY HONORS This course will cover the same topics as Mythology, but with a deeper level of analysis and application using additional reading and writing assignments, as well as augmented assessments.
FIELD STUDY IN ARCHEOLOGICAL METHODS This course will be taught both in the classroom and in the research field over the course of a calendar year. Students will be assigned a reading regimen, participate in classroom lectures and workshops, in addition to in-the-field instruction. They will then apply this knowledge while participating in the excavation of one of Davidson Day’s research sites. These sites currently include the ancient Maya city of Cahal Pech in Western Belize and the medieval castle of Zorita de los Canes in Central Spain. Students are required to read a number of articles, texts, and ethnohistories on the studied research area. They also complete classroom and workshop assignments and successfully contribute to a two to four week field school. Once these steps are successfully completed, the students will be required to complete a written research report discussing the student’s own research and will also need to create and disseminate the report through a public presentation. The faculty will work with students to arrange these speaking engagements. All resources will be available prior to the course commencement.
Upper School Course Catalogue History
WORLD LANGUAGE The World Language Department strives to help students achieve increasing levels of proficiency in the four language skills areas: listening, speaking, reading, and writing. Students must successfully complete three years of one language taken in Upper School as a requirement for graduation; however, four years of study is strongly encouraged. Davidson Day recognizes the advantages of language study that include enhanced communication skills, increased competence in English, and a marketable skill in a variety of professions.
COURSES FRENCH I French I is designed to introduce students to the French language as well as the culture of French speaking countries and regions. From a strong foundation in French vocabulary and grammar, students begin to develop sound listening, speaking, reading, and writing skills. Students also study topics that include French customs, regions of France and Francophone geography.
FRENCH II French II students continue to study a range of crosscurricular and cross-cultural topics in an oral and handson approach. The students broaden their vocabulary base and develop basic grammatical concepts related to specific themes. Additionally, students continue to apply the four basic language skills (listening, speaking, reading, and writing) in a French-only environment. Prerequisite: French I.
FRENCH III HONORS French III students read a variety of texts and write more extensively as they continue to focus on cross-curricular and cross-cultural topics. Students develop and master additional vocabulary and grammatical concepts related to specific themes. Continued and in-depth application of the four basic language skills allows students to fully integrate language and curriculum. Prerequisite: French II.
FRENCH IV HONORS French IV students cover thematic units at an advanced level, including but not limited to: literature, folklore, space, first aid, and French survival. Additionally, students will practice grammar (both reviewing and learning present, passe compose, imparfait, conditionelle, futur simple, future proche, subjonctif and plus que parfait). Prerequisite: French III Honors.
Upper School Course Catalogue World Language
FRENCH V HONORS A rewarding experience which brings together the grammar and knowledge gained in earlier levels, French V covers modern issues and culture (accents, heritage, hip-hop, cinema, sports). To encourage independence and risktaking (both intellectual and linguistic), the course includes significant student-driven discussions and projects. Students have ample opportunity to develop vocabulary and personal expressive style and to improve their fluency in recounting events, making predictions and arguing a point. Authentic materials include current event reporting, books, films, posters, magazine articles, and television episodes. Prerequisite: French IV Honors.
AP FRENCH LANGUAGE Mastering a personal ease and style in spontaneous conversation and writing, the AP French course further develops the reality of the autonomy and independence that comes with proficiency. A culmination of French study, the AP level emphasizes the ability for a student to think on his or her feet and navigate a variety of situations, and also fosters knowledge and recognition of different cultures around the French-speaking world. The course retains an organic, enjoyable platform for growing proficiency by drawing on past AP exams along with authentic material such as books, films, posters, magazine articles, and television episodes. Prerequisite: French IV Honors.
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SPANISH I
SPANISH IV HONORS
The study and application of the four basic language skills (listening, speaking, reading, and writing) along with the development of cultural awareness are the foundations of this course. Students learn vocabulary including numbers, greetings, family members, classroom objects, colors, food, weather expressions, sports, days, months, time, clothing, travel, and leisure. In addition to topical vocabulary, grammar fundamentals and accurate pronunciation, Spanish and Latin American cultures are studied. Oral and listening comprehension exercises are designed and emphasized in order to develop student confidence and awareness.
This course provides an enhancement of the language skills learned in previous levels of Spanish. Students continue to apply and expand grammatical concepts and vocabulary, which are used in more complex sentence structure that they encounter in their reading and are required to use in their writing. Specific written skills are developed so that the students can produce resumes, stories, and business reports. The study of culture is also integrated in the course topics, the reading of periodicals and literature, and the study of music and visual arts, so that the students can gain insight into the Hispanic perspective and be able to participate in more in-depth conversations and encounters. Prerequisite: Spanish III Honors.
SPANISH II Students in Spanish II continue to develop the four basic language skills. They study to add to their vocabulary base in all content areas and learn to conjugate and utilize verbs in several new tenses. A strong emphasis, supported through reading and writing exercises, is placed on understanding the grammatical structures of Spanish, but there is also great importance placed on the students’ language learning development through listening and oral comprehension exercises. Prerequisite: Spanish I / or placement assessment from DDS Middle School.
SPANISH V HONORS/ AP SPANISH LANGUAGE In this course, students complete a thorough review of all tenses learned with a strong focus on the subjunctive, preterite, and imperfect. Students are required to gain real-life information in the target language through media including TV, radio, and Internet sources. Students will continue working on perfecting their speaking skills by completing podcasts, interviews, and exchanges with native speakers. Prerequisite: Spanish IV Honors.
SPANISH III HONORS This course is a study of topical vocabulary and idiomatic expressions. The main objectives are to master additional vocabulary related to specific themes and to learn the subjunctive mood, as well as the passive tense. The exploration of historic and cultural background through selected readings, oral presentations, listening comprehension activities, and compositions further develops oral and written expression. Prerequisite: Spanish II / or placement assessment from DDS Middle School.
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Upper School Course Catalogue World Language
PA R T I C I PA T I O N I N T H E A R T S LOGO GUIDE
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As Fine Arts is central to our core mission of fostering creativity and cultural appreciation, Davidson Day School requires that one full credit be completed in the arts. It is also encouraged that the arts program continues throughout a student’s high school career in order to cultivate a well-rounded student, and in point of fact, students at Davidson Day / Four-Colorroutinely graduate with four credits or more in the Fine Arts. VERSION / Black
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VISUAL ARTS In Visual Arts courses, each student considers all possible solutions when challenged with assignments. Beginning art courses emphasize skills, making the student aware of past works and the importance of accurate observation. For the advanced student artist, choice of subject, imagery, and medium enhance individuality and creativity. Pantone® 193
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Davidson Day believes that students develop into complete, confident, and compassionate people when their education includes Fine and Performing Arts. Collaboration and creativity / Reversed out of a solid background are vital hallmarks of each of our Arts classes.
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COURSES DRAWING
PAINTING
Drawing begins with observational work and the study of line and value to convey form. A variety of two-dimensional media is explored including pencil, charcoal, and pastel.
Students study color theory and explore different brush techniques. Students learn how to apply texture, values, layers, lines and shapes while developing successful compositions in abstract and realistic painting. A variety of two-dimensional media is explored with an emphasis on watercolor and acrylics.
Upper School Course Catalogue Visual Arts
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DIGITAL PHOTOGRAPHY I This course gives students a deeper appreciation for photography as a form of creative expression. As students learn both the technical and artistic principles, they will evolve from taking snapshots to composing thoughtful story-telling images. Skills covered: How to use your camera, how to use professional photo processing software (Adobe Lightroom), and how to compose artistic photos. Required: A digital camera (point-and-shoot or SLR).
DIGITAL PHOTOGRAPHY II In this higher-level course, students achieve a greater mastery of light as they practice shooting in a variety of natural lighting conditions. They also learn how professionals use studio lighting to achieve beautiful results. Students will have fun exploring sophisticated Photoshop techniques that can add beauty, drama and impact to photographic images. Required: Digital SLR camera and successful completion of Digital Photography I.
encouraged to use this class as an opportunity to begin developing a body of college level works. Seniors who wish to develop a portfolio for college, but do not have the time for the rigors of AP, are also encouraged to take this course.
DIGITAL ILLUSTRATION I/II Digital Illustration students learn techniques using pixels and vector graphics. Coursework encourages conceptual development of student ideas based upon the project parameters. Projects will range from digital painting to surrealistic image compositing. Students may begin work with traditional sketching, but ultimately their illustrations will be completed in a digital format.
3D ANIMATION Animation students learn modeling and animation techniques using Maya software. Beginning with a traditionally drawn storyboard, students develop original short animations. This course emphasizes design principles, storytelling and software proficiency.
PHOTOSHOP Photoshop is a complex graphics and image editing software program that is used by professional photographers and graphic designers to edit, create, and manipulate images. In this course, students build on their photography skills to more fully explore Adobe Photoshop CS6. Once the fundamentals are mastered, students blend photography and Photoshop to create their own works of art. They also apply their skills professionally by designing promotional pieces of other academic classes and extra-curricular activities in the school. Required: Digital SLR camera, laptop computer, external hard drive, and successful completion of Digital Photography I.
ADVANCED PLACEMENT STUDIO ART The Advanced Placement course enables highly motivated art students to acquire college art credit. Students work under the guidance of the instructor to develop a portfolio for submission to the College Board at the end of the school year. Students divide their time between two sections, one being a number of class assignments that will expose them to a variety of media, techniques and styles. The other half of the class will require a less guided series of related work that will exhibit an ongoing investigation into a common visual theme. Students are required to create works that document their own artistic growth while working within a consistent visual thesis. There are two sections for AP portfolio, each student must choose one: • Drawing: focusing on drawing and/or painting techniques • 2D design: focusing on composition and design. Prerequisite: departmental approval.
PORTFOLIO Portfolio class is for the accomplished student artist who wishes to begin developing a portfolio for college admissions. Juniors interested in taking AP Portfolio their senior year are Davidson Day School 24
CERAMIC SCULPTURE I/II Ceramic sculpture students learn to develop conceptual sketches into three-dimensional artwork. A variety of techniques are explored including slab construction and building onto an armature. Surface treatment includes detailed texturing and glazing techniques. Projects will range from traditional portraiture to abstracted architecture.
YEARBOOK I-IV Yearbook staff members collaborate to create the next Davidson Day School annual. Staff members develop the concept, layout and design of the book and will coordinate fundraisers, business/senior ad sales and yearbook distribution. They photograph events and write journalisticstyle articles and captions which record the history of the school year. Students taking this class need to be prepared to work in a team atmosphere with critical deadlines and high expectations for quality work.
ART HISTORY: A SURVEY OF WESTERN ART Students learn about the major movements, figures and developments in western art, starting with prehistoric times and moving through contemporary art. Students will understand historical perspectives, influences and the cultural significance of a variety of movements throughout history. Students discuss, write about and identify major artists, works and movements. The course will meld a handson art-making approach with a traditional approach to create an interactive experience. This course is open to all students, but highly recommended for students intending to take AP art.
. Upper School Course Catalogue Visual Arts
THE ART OF FILM This course teaches students how to appreciate the art form of motion pictures. It will include the history of film, defining and understanding genres, terminology of film, elements of a film, its power as a communication medium, a film’s potential cultural and historical impact, and how to critically view and understand films. In addition to studying and learning how to “read a film,” the second half of the year is dedicated to students beginning to
learn the process of digital film creation and editing. Using digital audio and video workstations, students will put into action the elements of filmmaking they have been studying. Students learn the concepts and processes of digital video editing, become acquainted with formats and editing techniques, and gain an understanding and comfort level with entry-level digital editing software.
PERFORMING ARTS The Performing Arts courses marry technique and continued development of fundamental skills with an intense exploration of creative expression as it relates to the human experience. Most of the courses listed in this section have a required performance component associated with it, and many rehearsals and performances are scheduled beyond the scope of the academic day.
COURSES THEATRE ARTS This course introduces basic improvisation, beginning playwriting, monologue and scene study/analysis, character research and development, and introduction to special projects based on students’ collective interest. Journal writing, project-based research, and peer critiques are designed to complement performance experience. Drama students create and perform an original work born of their own ideas, concerns, feelings, and motivations.
THEATRE PERFORMANCE ENSEMBLE Students in this select company of actors are given advanced opportunities to research, rehearse, and perform thoughtprovoking, challenging theatre, while honing fundamental skills and collaborating with like-minded ensemble members.
Upper School Course Catalogue Visual & Performing Arts
Students in Performance Ensemble explore the ways in which theatre inspires, educates, increases awareness and instigates social change. We’ll look at innovative playwrights and theatre companies whose work has made an impact on the broader social, cultural, and global collective consciousness. Students and faculty associated with this course work together to form a cohesive core of preprofessional, engaged artists. As advanced actors, you will also be invited to participate in the Improv Comedy Show, the Musical Review, and the Davidson Community Players collaborative children’s show. Prerequisite: Audition. Past members of the Ensemble will be given first priority.
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INDEPENDENT STUDY BAND
MODERN MUSIC
Independent Study Band students meet a minimum of two times per month during flex time/advisory (determined by individual schedules). Students participate in small group ensembles that perform at a variety of events on and off the DDS campus. Independent Study Band students are expected to play with our Middle School Band for the Winter and Spring Concerts. Prerequisite: students must show the ability to learn music independently on a wind or brass instrument. Teacher approval is necessary prior to enrollment.
An exceptional blend of the arts, musicology, popular culture and history, Modern Music focuses on learning about musical artists, songs and styles from the last 100 years in genres including but not limited to rock, pop, R&B, jazz, country, blues, funk, soul, folk/bluegrass, classical, and film score/ soundtrack. Students can expect listening exams as well as required presentations and projects. Also, making use of cutting edge digital technology, students will create music using loops, samples and computer based sounds. Projects include creating an original song using Mac-based recording software Garageband. Students will also create a new soundtrack of sequence music and audio effects for a chase sequence from a popular movie. Students will also be introduced to the new world of digital audio production, learning the modern techniques of digital DJs and producers, creating mashups and remixes of modern and classic songs. There is no performance expectation for this class.
BEGINNING CONTEMPORARY ENSEMBLE This class is designed specifically for those students who are beginning musicians; students who have an interest in learning to play an instrument in a setting that allows for experimentation of many instruments from guitar to percussion, keyboards and vocals. In addition to learning and performing various styles of contemporary music on their respective instruments, this class explores recording techniques, digital music, and musical styles. Students are required to declare an instrument from one of the following: piano/keyboard, guitar, bass, drums, vocals. Students must have their own instrument. Keyboard players are not required to bring a keyboard to school, but there must be an instrument at home.
CONTEMPORARY ENSEMBLE I & II This class is geared toward performance. In addition to learning and performing various styles of contemporary music, this class explores recording techniques, digital music, and musical styles. This class is open to students who have some prior experience and competency in music or show an aptitude and desire to move quickly and catch up with the rest of the class. Students with little prior experience must audition. Students would be required to declare an instrument (piano/keyboard, guitar, bass, drums, vocals, etc.) and must have their own instrument. Keyboard players are not required to bring a keyboard to school, but there must be an instrument at home. Focus in this class is on contemporary styles.
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Upper School Course Catalogue Performing Arts
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H E A LT H A N D P H Y S I C A L E D U C A T I O N COURSES
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Student wellness is realized in countless ways at Davidson Day. All students participate in interscholastic sports or health / Reversed out of a solid background and physical education while in Upper School.
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HEALTH
WEIGHT TRAINING
Health is a required six-week course as part of the Physical Education requirement designed to educate students in the importance of striving to be healthy in all areas of their lives: physically, socially, emotionally and mentally. This course is a necessary component of our graduation requirements as it allows us to give information that will benefit the student as they make lifelong healthy choices. Body organization, stress management, health risks, illness/ disease, drugs, alcohol, tobacco, safety, violence, STDs and nutrition are areas of discussion. Students also participate in the State and Local Youth Risk Behavior Survey (YRBS), a biennial, self-reporting, student survey that measures six health risk behavior topics which can result in morbidity and mortality; those being unintentional injuries and violence, tobacco use, alcohol and other drug use, sexual behaviors, dietary and nutritional behaviors and physical inactivity.
Weight Training is designed to provide each student with the knowledge needed to improve strength and fitness training. Students will engage in muscular, cardiovascular, agility and endurance exercises to improve overall fitness. Students will understand the importance of setting goals for personal improvement and gain an understanding of maintaining a lifestyle of physical fitness that will enhance overall health. All students will be provided with the necessary training on each specific exercise so that the exercise process can be safe and productive. Students are encouraged to remain positive with themselves, as well as with other students in order to maintain a good training atmosphere. It is important to realize that students begin this course, and progress through this course at their own rate as they reach their individual goals. Safety is always given the first priority in this class.
Upper School Course Catalogue Health and Physical Education
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ON-LINE AND INDEPENDEN T STUDY ON-LINE COURSES Occasionally there are students whose course of study requires them to enroll in an on-line class. Davidson Day School, as members of the North Carolina Association of Independent Schools (NCAIS), partners with Fuel Education (aventalearning. com) in order to provide an array of on-line options when alternative courses are deemed necessary by the Director of College Counseling and/or the Head of Upper School. There is a fee for enrolling in a Fuel Education course, as well as any additional support necessary through Davidson Day’s Learning and Enrichment Center.
INDEPENDENT STUDY Davidson Day School’s curricular options are wide and varied, offering enrichment electives in each academic department. There may, however, be instances when a student has a sincere passion for a subject matter that the school does not offer. Students in sound academic standing may apply for an Independent Study in the spring during pre-registration prior to his or her next academic year. Students must present an abstract and full syllabus for the course, including a list of materials and possible assessments, to the Davidson Day School Curriculum Committee for approval. Each Independent Study granted requires a student to have a faculty sponsor on campus with whom the student will meet for a minimum of one academic period weekly. Students present a final project to a pre-selected faculty panel at the conclusion of their course. The faculty panel, which includes the student’s Independent Study sponsor, determines the final grade for the course based on the satisfactory completion of the student’s work.
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Upper School Course Catalogue Online and Independent Study
Academic Four-Year Record/Plan
Name Rising Grade
Discipline
(Minimum credits required)
Ninth Grade
Tenth Grade
Eleventh Grade
Twelfth Grade
English
(4.5 credits)
Mathematics
(4 credits-sequential)
Science
(3 lab credits)
History
(3 credits)
World Language
(3 credits in the same language in Upper School)
Fine Arts
(1 credit)
Health/Physical Education (1 credit) Electives
(4.5 credits)
Total Credits
Upper School Course Catalogue Academic Four-Year Record/Plan
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Upper School GPA Conversion
Numerical
Letter
Traditional
Honors
AP
93-100
A
4.00
4.50
5.00
90-92
A-
3.67
4.17
4.67
87-89
B+
3.33
3.83
4.33
83-86
B
3.00
3.50
4.00
80-82
B-
2.67
3.17
3.67
77-79
C+
2.33
2.83
3.33
73-76
C
2.00
2.50
3.00
70-72
C-
1.67
2.17
2.67
67-69
D+
1.33
1.83
2.33
63-66
D
1.00
1.50
2.00
60-62
D-
0.67
1.17
1.67
59 and Below
F
0.00
0.00
0.00
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Upper School Course Catalogue GPA Conversion
Upper School Course Offerings, 2017-2018
Upper School Course Offerings 2017-2018
English
9th
10th
11th
12th
English I English I Honors Creative Writing*
English II English II Honors Creative Writing*
English III English III Honors AP English Language English Composition (required) Creative Writing*
English IV English IV Honors AP English Literature AP English Language Creative Writing* English Composition
*Creative writing is an English elective and cannot replace the student’s grade appropriate English course English Composition will be a graduation requirement starting with the Class of 2019 – It is a semester course that will pair with a study hall.
Mathematics
Algebra I Geometry Geometry Honors Algebra II Algebra II/Trig. Honors
Precalculus Precalculus Honors Honors Calculus AP Calculus AB AP Calculus BC AP Statistics **Student achievement, not grade level, determines progress through the math curriculum
Science
Conceptual Physics Physics Honors
Geometry Geometry Honors Algebra II Algebra II/Trig. Honors Precalculus Honors
Chemistry Chemistry Honors
Algebra II Algebra II/Trig. Honors Precalculus Precalculus Honors Honors Calculus AP Calculus AB Biology Biology Honors AP Biology
AP Chemistry AP Physics Anatomy/Physiology Honors Microbiology/Forensic Science
These classes may also be taken as academic electives prior to senior year.
**Student achievement, not grade level, determines progress through the science curriculum
Big History Big History Honors
History
Anthropology Anthropology Honors AP World History
U.S. History U. S. History Honors AP U.S. History
Anthropology Anthropology Honors AP Psychology AP Macroeconomics Civics Honors
These classes may also be taken as academic electives prior to senior year.
French II, French III (H), IV (H), V(H), AP French Spanish I, II, III(H), IV(H), V(H), AP Spanish
World Language Technology
Intro to Comp Science
Intro to Comp Science
Intro to Comp Science AP Comp Science Principles
Fine Arts
3D Animation I Ceramic Sculpture I Digital Photography I, II Digital Illustration Drawing and Painting Photoshop Portfolio AP Studio Art
Performing Arts
Theater Arts Performance Ensemble (*audition required) Band – Independent Study Modern Music I, II Film Studies and Production Contemporary Ensemble(*instrument required)
PE
Weight Training
Other
Yearbook
Intro to Comp Science AP Comp Science Principles
Upper School Course Catalogue Course Offerings, 2017-2018
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Upper School Daily Class Schedule Davidson Day’s Upper School operates on a schedule that rotates blocks around fifty minute periods. The Activity Block allows for a rotation of meetings throughout the week: On Mondays and Fridays the entire Upper School community meets together. On Tuesdays and Thursdays, students meet in small advisory groups where a variety of programs occur, from monthly character-building activities to on-line grade checks. Wednesdays are reserved as a flex day for special group and club meetings.
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Upper School Course Catalogue Daily Class Schedule
CREATIVITY
•
COLLABORATION
•
CHARACTER DEVELOPMENT
DAVIDSON DAY SCHOOL 750 Jetton Street · Davidson, NC 28036 ph: 704.237.5200 fx: 704.896.5535 www.davidsonday.org