2026-2027 Program Guide by SFUHSorg

OUR MISSION

At San Francisco University High School, we engage our community of diverse voices in a transformational experience that embraces the spirited pursuit of learning and empowers purpose larger than self.

PLANNING YOUR PROGRAM

University High School seeks to provide every student with a broad foundation in the liberal arts and sciences The curriculum combines core academic requirements with a wide range of electives and opportunities for independent study, allowing students to explore their interests while developing the intellectual breadth and depth that define a UHS education

This Program Guide is designed to help students and families understand graduation requirements and navigate the many options available when planning a course of study at UHS

At University High School, students play an active role in shaping their academic experience. While graduation requirements establish the foundation of a liberal arts education, students have meaningful flexibility in choosing courses and co-curricular commitments that reflect their interests, strengths, and goals

As you plan your program, we encourage you to take both a short-term and long-term view of your education. Consider your intellectual interests, areas you may wish to explore for the first time, and your aspirations for future study and careers At the same time, aim to build a schedule that provides appropriate academic challenge while maintaining a sustainable balance of work, activities, and personal wellbeing.

Academic planning at UHS is a collaborative process Students are encouraged to discuss their plans with mentors, teachers, and advisors, who can help guide decisions about course selection, workload, special programs, and opportunities for deeper study.

1 UNDERSTAND GRADUATION REQUIREMENTS REVIEW REQUIRED COURSEWORK ACROSS DEPARTMENTS

EXPLORE COURSES & ELECTIVES DISCOVER ADVANCED COURSES AND AREAS OF INTEREST

CONSULT WITH YOUR ADVISORS & MENTORS DISCUSS PLANS WITH MENTORS, TEACHERS AND COLLEGE COUNSELORS

4 BUILD A BALANCED SCHEDULE CREATE A PROGRAM THAT CHALLENGES YOU WHILE REMAINING SUSTAINABLE

GRADUATION REQUIREMENTS

At University High School, students design an academic experience that reflects both intellectual curiosity and personal purpose. The graduation requirements establish the foundation of the UHS program, ensuring that every student engages deeply with the liberal arts and sciences while contributing meaningfully to a vibrant community of learners

Guided by the UHS mission to engage diverse voices in a transformational experience that embraces the spirited pursuit of learning and empowers purpose larger than self the curriculum invites students to explore ideas across disciplines, challenge assumptions, and discover new passions.

The requirements below represent the minimum coursework necessary to earn a University High School diploma In practice, many students exceed these minimums as they pursue advanced courses and areas of personal interest

ENGLISH MATHEMATICS

SCIENCE HISTORY

4 YEARS

Students are required to take a minimum of four years of English: English I, English II, and one Honors English Seminar each semester of 11 and 12 grade th th

LANGUAGE

3 YEARS

Students are required to take a minimum of three years of UHS courses in a single language

3 YEARS

Students are required to take a minimum of three years of UHS mathematic courses

Students carry a minimum of 5 courses per semester. Independent Studies, Teaching Assistantships, or a course meeting outside of the A-H schedule does not satisfy the 5 course policy. The maximum number of courses students may carry per semester is 6.

Class of 2029 will be required to take a semester world elective in 11th or 12th grade.

PROGRAM PLANNING & COURSE REQUESTS

Student and Family Data Portal (Blackbaud EM)

BUILDING THE SCHEDULE

Because UHS offers a wide range of courses, many particularly at the junior and senior level are offered in a single section. As a result, it is not always possible to accommodate every student’s first or second course choice. Scheduling conflicts may occur when two single-section courses meet at the same time (for example, a math course scheduled concurrently with an arts course)

The Registrar and the Dean of Academics work carefully over the summer to build and refine student schedules in order to minimize these conflicts whenever possible. Despite these efforts, some conflicts are unavoidable, and students may occasionally need to select alternate courses.

For this reason, students are often asked to rank multiple elective preferences during program planning

ACADEMIC EXPECTATIONS

It is expected that each student will take at least five courses each semester.

Some courses require teacher approval If a course isn’t available to you, contact your current teacher

Due to scheduling constraints, requests for specific teachers cannot be accomodated.

ADDING AND DROPPING COURSES

GRACE PERIOD

The first five class meetings of each semester are considered a “Grace Period” for schedule changes. During this time, students may request changes to their schedule through the Academic Office

HOW TO REQUEST A SCHEDULE CHANGE

1 DISCUSS THE REQUEST WITH YOUR MENTOR.

2 SUBMIT THE SCHEDULE CHANGE REQUEST FORM.

3 THE ACADEMIC OFFICE REVIEWS THE REQUEST IN CONSULTATION WITH MENTORS AND COLLEGE COUNSELORS.

4 IF APPROVED, AN UPDATED SCHEDULE WILL BE ISSUED.

AFTER THE GRACE PERIOD

After the Grace Period, students are generally not permitted to add or drop courses. Students may not drop a full-year course at the start of the Spring Semester.

An exception may be made if the teacher, mentor, and Dean of Academics determine that a student has been placed in an inappropriate course level In these cases, the Academic Office will work with the student and parents to adjust the schedule as soon as possible.

In rare circumstances, a student may need to withdraw from a course (WD) or withdraw for medical reasons (MED) When this occurs, the student will work with their mentor and the deans to develop an appropriate plan, which may include a reduced course load

CREDIT/NO CREDIT GRADING OPTION

To encourage students to explore courses outside their usual areas of strength, UHS allows enrollment in certain classes on a Credit/No Credit basis. Under this option, students receive Credit for a grade of C– or higher, and No Credit for a grade of D+ or below The following guidelines apply:

Credit/No Credit is not available for required or prerequisite courses.

Students may take up to two semester courses or one full-year course on a Credit/No Credit basis during their four years at UHS

Approval is required from the student’s parent/guardian, mentor, Dean of Academics, and College Counselor

A completed Credit/No Credit application (available from the Registrar) must be submitted to the Academic Office by the end of the Grace Period (the first five class meetings of the term)

Once approved, the decision to take a course on a Credit/No Credit basis cannot be reversed

Learning Beyond the Traditional Classroom

The AltEd Program at UHS offers courses that provide learning experiences outside the traditional classroom model These courses may meet virtually, outside the regular school day, or through a hybrid approach

AltEd courses emphasize student agency, responsiveness, and community while encouraging students to develop metacognitive skills that support independent learning Because these courses operate differently from traditional classes, teachers establish structures that maintain strong connections between students and instructors while ensuring a workload comparable to a standard UHS course (approximately 5–6 hours per week)

Students enrolling in an AltEd course must have a free period in their schedule AltEd courses count as a 5th or 6th class and cannot be taken as a 7th class

Many AltEd courses include required field learning experiences Students should expect mandatory field trips that may take place on weekends or during school breaks These expectations will be communicated to students and families ahead of time (ideally by midsummer), and families should plan accordingly when scheduling travel or other commitments When considering an AltEd course, students and families should also assess how extracurricular activities, including athletics, may affect participation in these field learning opportunities

AltEd at a Glance

5-6 HOURS PER WEEK

5 OR 6 CLASS TH TH

REQUIRES A FREE PERIOD

FIELD TRIPS ON WEEKENDS OR BREAKS

INDEPENDENT LEARNING FOCUS

Scheduling & Enrollment

REQUIRES AN OPEN FREE PERIOD

COUNTS AS A 5 OR 6 CLASS TH TH

CONSIDER EXTRACURRICULAR IMPACTS

ExperientIal Field Learning

INCLUDES MANDATORY FIELD TRIPS

Weekends & Breaks

Off-campus locations

PLAN AHEAD FOR TRAVEL & ACTIVITIES

ARTS

ENGLISH LANGUAGE HISTORY

MATHEMATICS

SCIENCE

RESPONSIVE EDUCATION

PHYSICAL EDUCATION

9THGRADE

10THGRADE

11THGRADE

* PLACEMENT:

Incoming students complete placement assessments in MATHEMATICS and LANGUAGE before starting classes at UHS. The sequence shown reflects the most common starting points; however, students may begin at a higher level based on their placement results.

THE ARTS

The Arts program is designed to fulfill two central functions in the student’s growth and development. The first is to develop an understanding of the richness of the arts, the contributions that they have made and continue to make to humankind, and the basic elements that are the foundations of Visual Arts, Music, and Theater. The second function is to offer students an opportunity to participate directly in the creative process through entry level courses in each discipline as well as through upper level courses for those students who wish to pursue depth and mastery in a particular art. The Arts curriculum is designed to allow students to develop in both the understanding and the creation of the arts

The foundation of the student’s understanding of the arts is provided by Civilization and the Arts: A Transcultural History of the West and the World, an interdisciplinary course which is required for sophomores and is taught by a team of teachers representing the fields of Art, Music, and History The history, cultural concepts, theories, elements, and facts presented in this course are echoed in the studio and performing classes, in the analysis of works, and in student project designs

The Arts curriculum also offers a rich selection of studio and performing courses in Visual Arts, Music, and Theater and focuses on building skills which will enable students to fulfill their creative visions. Students may take any entry-level course in the three disciplines as well as pursue greater depth and skill development through upper level courses such as the level III Studio courses, the upper division performing ensembles, AP Studio Art, Advanced Projects in Theater II, AP Music Theory and AP Art History.

The graduation requirement includes two semesters of Arts courses in addition to Civilization and the Arts: A Transcultural History of the West and the World

ARTS COURSE REQUIREMENTS

2 YEARS

1 YEAR

Admission requirements vary at each private college or university and for many out of state schools as well.

Work with our college counseling department to research all colleges and universities in which you are interested to ensure you fulfill the requirements.

FullYearCourse

Opento: 10, 11, 12

Prerequisite(s): Drawing II or Painting II and permission of the instructor

In this advanced level interdisciplinary art course, students will strengthen their artistic communication skills, articulate their personal and artistic identity, and connect with one another and the community through critical reflection and empathy-based initiatives Individual expression and experimentation are combined with deep introspection and vulnerability to produce several cohesive series of work in which students explore united themes In addition, throughout the year, students will be responsible for an equity-driven art initiative which demonstrates civic engagement. Students will develop stories to accompany their series - as well as an artist’s statement. Class time will be used for studio work, and equity projects will be completed inside and outside of class throughout the year Critiques will focus on storytelling and connection Contemporary art and civic engagement will serve as a significant point of reference for discussion, slide shows, and field trips. This course assumes a thorough understanding of and proficiency in the elements and principles of design, composition, perspective, and drawing from life The student should also possess an existing body of work that demonstrates an ability to manipulate a variety of drawing and/or painting media such as pencil, charcoal, colored pencil, ink, acrylic, oil, watercolor and/or mixed media.

“Projects” is a course designed for the serious theater student who has had practical experiences in UHS mainstage productions and/or training in the acting and/or technical theater classes and who has an interest in creating their own work There are three components to the course:

1 Advanced acting, movement, voice, and theater-making instruction in a workshop setting through the Monday afternoon classes

2.Critical analysis training through viewing and critiquing plays produced by professional theater companies.

3 Development of a theater project focused on one or more of the following: acting, directing, playwriting, devising, composing, choreography, design, or production management.

The project culminates with a first draft presentation of the work in the fall Once this first draft presentation is complete, each Projects I student becomes an assistant director and stage manager to a student in Advanced Projects II and helps them bring their project to fruition in the Student Drama Series, presented in the early spring This assistantship does not preclude the students in Advanced Projects I from participating in the Student Drama Series in other ways, i.e., as a performer, designer, or technician.

Once students have signed up for this course, they will meet with the instructor to discuss possible project ideas However, admission does not depend on having a clear idea for said project. Admission to this course does not affect UHS production casting decisions, which are based solely on the audition process. Please be advised that, although this class maintains a typical number of credit hours in total, due to the nature of theater production, outside-ofclass work in the weeks leading up to the Student Drama Series will be substantial.

FULL YEAR COURSES CONTINUED...

ADVANCED PROJECTS IN THEATER II

FullYearCourse

Opento: 12

Prerequisite(s): Theatre Production I (Fall Play, Spring Musical), Acting II, or Technical Theater II; Permission of the instructor

Co-requisite: Concurrent enrollment in one of the Theatre Production I courses: Fall Play or Spring Musical is required

Note: Advanced Projects in Theater II fulfills a semester of the Arts Requirement and also qualifies as a full P.E. credit; This course may be repeated for credit.

1 Advanced acting, movement, voice, and theater-making instruction in a workshop setting through the Monday afternoon classes.

2.Critical analysis training through viewing and critiquing plays produced by professional theater companies

3.Development of a theater project focused on one or more of the following: acting, directing, playwriting, devising, composing, choreography, design, or production management.

The project culminates with a first draft presentation of the work in the fall. Once this first draft presentation is complete, each Projects I student becomes an assistant director and stage manager to a student in Advanced Projects II and helps them bring their project to fruition in the Student Drama Series, presented in the early spring This assistantship does not preclude the students in Advanced Projects I from participating in the Student Drama Series in other ways, i.e., as a performer, designer, or technician.

Once students have signed up for this course, they will meet with the instructor to discuss possible project ideas. However, admission does not depend on having a clear idea for said project. Admission to this course does not affect UHS production casting decisions, which are based solely on the audition process Please be advised that, although this class maintains a typical number of credit hours in total, due to the nature of theater production, outside-ofclass work in the weeks leading up to the Student Drama Series will be substantial.

ADVANCED PLACEMENT (AP) MUSIC THEORY

FullYearCourse

Opento: 10, 11, 12

Prerequisite(s): Permission of the instructor

APCourseRequirement: Students who enroll in this AP class are required to take the AP exam and will be asked to register with a join code; the family will be billed by the school for the cost of registration, prorated by their financial aid award

This is an advanced level, College Board-approved, course for students who can read music and who want to attain the proficiency in understanding the elements of music that a second-year college music student would have attained after courses in beginning harmony and musicianship. Reading treble, bass and C Clefs, learning the scales of the basic diatonic system, 18th century voice-leading as gleaned from the study of Bach chorales, intervals, chords, instrument transpositions, music notation, score analysis, arranging, composition, and a brief introduction to musical style periods have been covered in past classes. While students do receive basic musicianship training in performance ensembles at UHS, this course is designed for students who wish to augment and improve their understanding of these elements with a view towards arranging and composing for small and large vocal and instrumental ensembles. Students enrolled in this class are expected to take the AP Music Theory Examination.

TECHNICAL THEATER III: ADVANCED STUDIES IN THEATER DESIGN AND STAGE MANAGEMENT

FullYearCourse

Opento: 10, 11, 12

Prerequisite(s): At least one semester of Technical Theater II and permission of the instructor Note: Technical Theater III fulfills a semester of the Arts Requirement and also qualifies as a full P.E. credit; This course may be repeated for credit.

This is a course that is reserved for students with an interest in design or stage management. Tech III students will be full collaborators in our mainstage productions either as a designer or a stage manager. Proficiency in your area of interest is necessary to join this class. An example of this as a designer is: Understanding how our lighting equipment works, the ability to create lighting plots, hang and focus lights and efficiently programming the light board to create the necessary light cues for a production. Examples of this as a stage manager are: Full understanding on how to properly annotate blocking on a script Organizational and leadership skills to manage schedules and take notes of all production/design meetings and to run a crew and properly call the cues during our performances.

Designers and stage managers will be expected to be at all production and design meetings and designer runs. Stage managers will follow the rehearsal schedule and are excused from attending regular Tech classes

Students in this class will be working side by side with the director and the technical director to make our plays come to life as well as serve as mentors to students in Tech I and II.

Students are encouraged to repeat the course as many times as they like By doing so, they will grow as artists and leaders. Members of this class are also qualified to be a Teacher’s Assistant.

THE ARTS: FALL & SPRING COURSES

TECHNICAL THEATER I: INTRODUCTION TO TECHNICAL THEATER (STAGE CREW)

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): None

Note: Technical Theater I fulfills a semester of the Arts Requirement and also qualifies as a full P.E. credit; This course may be repeated for credit.

In this course students will learn the history of technical theater and the needed terminology to get around our theater comfortably and safely. Students will also learn, through hands-on experiences, some basic scenic carpentry and painting, basic electrical and sound engineering (as they relate to the theater), and how to program and run the lighting and sound consoles.

Students in this class will also become a member of the stage crew The stage crew provides support to all events that happen in the theater and in the pavillion, including: all school meetings, concerts, sport celebrations, assemblies, admission open houses and our three main stage productions.

This class meets after school during the G and H blocks. The class also sometimes meets during weekends as we approach the opening of our productions. The schedule for the week of performances is a rigorous one, so please check the Redbook to make sure that you are available during that week

TECHNICAL THEATER II: INTRODUCTION TO THEATER DESIGN AND STAGE MANAGEMENT

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): At least one semester of Technical Theater I

Note: Technical Theater II fulfills a semester of the Arts Requirement and also qualifies as a full PE credit; This course may be repeated for credit

In this second level course, students will choose one or two areas to focus on (i.e.: lighting and/or sound design). By assisting one of our Tech III student designers or stage managers, Tech II students will delve deeper into how our control boards and systems work and may learn how to create a floor plan, draft scenery, how to create a lighting plot, how to create sound cues, how to read a script from the perspective of a stage manager.

As an assistant to a designer, this means you will be required to attend all production and design meetings. As an assistant to the stage manager, you will have to attend all rehearsals.

Students that develop an interest to design or stage manage and that show basic artistic and organizational skill to do so, may move to Tech III (dependent on teacher’s approval) Students that would prefer to remain as part of the crew can repeat Tech II as many times as they like. By doing so, they gain increased proficiency in tech and are better equipped to take on more advanced assignments in the future

JAZZ COMBO

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Audition

Note: This course may be repeated for credit.

Jazz Combo class is designed for instrumentalists at the intermediate level who wish to perform Jazz/ Contemporary music but have not had training in Jazz styles The course includes the study and performance of Swing, Bebop, Blues, Gospel, Latin, Jazz, Afro-Cuban, Fusion, and Progressive Jazz styles. In addition to performance at the school concerts, improvisational skills, jazz theory, and jazz history are provided Field trips are offered as opportunities arise.

PROJECTS IN MUSIC

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Concurrent enrollment in Jazz Combo, Jazz Ensemble, New Notes Ensemble, Chamber Orchestra, Chorale, or Camerata; Permission of the instructor

Note: This course may be repeated for credit.

This course offers students the opportunity to pursue styles or aspects of music that are not provided in the regular music curriculum Projects in Music students meet once a week and receive ½ semester credit for their work. Including class and home practice time, this adds up to a minimum of 45 hours of work per semester.

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Audition

Note: Theatre Production I fulfills a semester of the Arts Requirement and also qualifies as a full PE credit; this course may be repeated for credit

The Fall Play will be a mainstage production of a significant dramatic work. Auditions for the play will occur during the first week of school, and rehearsals will begin immediately thereafter The course involves an intensive after school rehearsal schedule culminating in two performances in the Fall.

ELECTRONIC MUSIC I

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): None

This course is designed for both musicians and non-musicians, especially those interested in learning how much of the music heard today is produced. Students employ the synthesizers and recording hardware in the UHS MIDI LAB/RECORDING STUDIO to collaborate to produce two songs using the state-of-the-art sequencing software Along the way, students also learn to digitally record live performances Students may choose just about ANY style of music; Hip-hop, Jazztronica, Rock, Blues, Ragtime, Pop, Techno, Jazz, Folk, Classical, Fusion, and original student compositions have all been produced in this class. The final project (7-12 songs) is a class CD Student work is also posted on the UHS Website MUSIC CHANNEL

THE ARTS: AltEd FALL SEMESTER COURSE

DECODING DISPLAY: ART, HISTORY, AND NARRATIVE IN MUSEUMS

SemesterCourse

Opento: 11, 12

Prerequisite(s): Civilization and the Arts

Students will investigate and interrogate museum exhibits/exhibitions in the Bay Area, exploring how museums shape the stories we believe about the past and present. Through guided site visits, students will analyze what objects are shown, how they are presented, and whose histories are centered (or left out)

Students will engage in both collaborative and independent research to contextualize selected works using the tools of art history (established in Civ) and cultural history (established in History 1) Along the way, we will grapple with larger questions about how museums build their collections, what kinds of artistry are valued, and how historical legacies continue to shape museum practices today. This course emphasizes close looking, critical thinking, discussion, and real-world engagement with cultural institutions

Throughout the semester, students will be required to visit a minimum of four museums; two will be whole-class field trips, and two will be up to individual student choice. Please note that this class will meet on an alternative schedule to account for the multiple off-campus site visits; class will meet on at least 2 weekends

THE ARTS: SPRING SEMESTER COURSES

CERAMICS II

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Ceramics I

While making studio practice concrete, students will further develop their technical literacy by learning large scale sculpting and wheel-throwing. Primarily, project-work will be handson studio learning and is the central orientation of this course. A required field-trip, a regularly maintained sketchbook, and developing individual creativity are expected

DRAWING II

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Drawing I

This course enables students to challenge themselves further in drawing through an expanded vocabulary of skills and media. Students enrolled in this course are expected to have previously mastered basic drawing techniques and to have a firm grasp of the elements and principles of design Assignments are more complex than in Drawing I and require students to challenge themselves with each project. Students will be introduced to problems dealing with the concepts of proportion and the figure as well as explorations in markmaking and more conceptual drawing. These works will be executed using a variety of traditional materials such as pen and ink, graphite, and charcoal as well as mixed and alternative media like Xerox transfer and silkscreen. In-class critiques, working sketchbook and a final drawing project are some of the required elements of the class.

PAINTING II: ALL MEDIUMS

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Painting I

Building upon what is taught in Painting I, students will learn more advanced techniques in all forms of painting from acrylic, watercolor, oil and mixed media, and will expand upon and refine their own personal style. Students will be introduced to more critical thinking and investigations around the artistic process. This class will also introduce students to more advanced studio practices such as stretching and priming canvas, and safety, storage, and disposal of solvents Assignments are designed to encourage more in-depth explorations in subjects such as self-portraiture, abstraction, and master studies, as well as those of the student’s choice. In addition to class work, students are expected to keep a sketchbook for skills practice and creative development; these are collected approximately every two weeks Midpoint and final critiques take place throughout the semester.

SPRING SEMESTER COURSES CONT...

PHOTOGRAPHY II

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Photography I

This course assumes a fundamental understanding of camera controls, darkroom techniques, photographic aesthetics and ideas. It introduces students to advanced exposure methods and allows for an exploration in portraiture, lighting, staged vs. candid, narrative series, and alternative processes Assignments concentrate on self-expression Slide discussions are used to introduce contemporary issues in photography and to begin a critical reading of images. Film and digital cameras will be available for use from the Arts Department.

ACTING II

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Acting I

This course enables students who have developed a firm foundation in acting an opportunity to develop their craft in greater depth Actors will further develop their skills in physical, vocal, and emotional expressions by working with scenes and plays. Through improvisations, exercises, and script work, actors will build and perform a series of short pieces. Actors will be exposed to a variety of acting concepts and exercises and will be encouraged to push the boundaries of their expressive range and character portrayals

THEATER PRODUCTION I: SPRING MUSICAL

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Audition

Note: Theater Production I fulfills a semester of the Arts Requirement and also qualifies as a fell P.E. credit; this course may be repeated for credit.

The Spring Musical has become a UHS tradition that is enjoyed by the entire community It is a collaborative work that involves: Visual Arts, Music, Dance and Drama Performances, held at the end of April, culminate an intensive rehearsal schedule that begins in February. Auditions for the Spring Musical are held at the end of the Fall Semester.

ELECTRONIC MUSIC II: MIXING AND MASTERING WITH LOGIC PRO X

SemesterCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Electronic Music I

Electronic Music II explores advanced techniques in mixing, mastering, and sound design using Logic Pro X This intermediate-level course is designed for students with a basic understanding of music production who are ready to elevate their skills

The course focuses on mixing and mastering audio tracks as well as sound design. Students learn to balance and enhance elements within a mix, apply audio effects, use automation, and achieve professional-quality sound

Through project-based learning, students apply these techniques to music projects in Logic Pro X, refining their skills, experimenting with different approaches, and receiving feedback to strengthen their work.

ENGLISH

Reading, writing, and discussion are central to a student’s transformational development in high school, and the graduation requirements of University High School include four years of English.

The English department teaches students to think critically and nimbly, with curiosity, complexity, and self-awareness. Students read all kinds of texts, learning to develop their attention to detail in language and their sense of connection to the questions raised by our texts. Students write in a variety of genres and modes, working toward ever greater precision and originality, and engaging in a writing process that involves feedback and revision. In all of our classes, students develop agency by engaging thoughtfully and collaboratively in discussions of texts and ideas.

In 9th and 10th grades, students take a core program (English I and English II) that emphasizes reading, writing, and critical thinking They read a wide variety of literary works and write and revise continually

In 11th and 12th grades, students take semester-long electives, choosing from a variety of options each term The elective approach allows students to be exposed to a diverse array of texts and to a variety of contexts in which to read them To encourage students to take advantage of the breadth available to them, we recommend that they think about their choices in light of what they have already taken and what they hope to take Some courses are organized around a genre, such as poetry, while others take a theme as a guiding principle Still others focus on the literature of a region or nation Our hope is that, as juniors and seniors, our students will discover increasingly wider circles of their own interests and that they will be inspired to make connections among these interests.

ENGLISH COURSE REQUIREMENTS

& OUT OF STATE COLLEGES

Admission requirements vary at each private college or university and for many out of state schools as well.

Work with our college counseling department to research all colleges and universities in which you are interested to ensure you fulfill the requirements

ENGLISH COURSES

9TH GRADE

10TH GRADE

ENGLISH I

ENGLISH II

HONORS ENGLISH SEMINARS FOR JUNIORS AND SENIORS

Students select an English Seminar each semester during their junior and senior years Seminar offerings vary from year-to-year, listed below are courses offered for the 2026-2027 academic year

FALL SEMESTER

LITERARY HEROINES AI STORIES

ASIAN AMERICAN REIMAGINING

CRIME FICTION

THE BIG QUESTION GAME OF CROWNS

HAUNTED

POETRY & POSSIBILITY KAFKA

WHAT IS SCHOOL FOR?

WILD TONGUES

SPRING SEMESTER

AMERICAN DRAMA

CRAFTING THE SHORT STORY

EXPERIMENTS IN FICTION

FOOD FOR THOUGHT

GREEK TRAGEDY

RUSSIAN LITERATURE

REMAKING MASCULINITY

REIMAGINING PLACE

REVOLUTIONARY LOVE

UNASSIMILABLE WORK AND PLAY

WHAT IS SCHOOL FOR?

Reimagining Place: Writing and Thinking About the Environment is an ALTEd Class from the English Department; the course is awaiting UC approval

REQUIRED COURSE

ELECTIVE COURSE

FULL YEAR SEMESTER

ENGLISH: FULL YEAR COURSES

ENGLISH I

FullYearCourse

Opento: 9

Note: This course is required for all students in 9 grade th

In English I, we strive to cultivate a love of reading and writing in our students while introducing them to the thinking and discussion skills that they will continue to practice throughout their time at UHS and beyond Through a variety of texts and genres as well as types of assignments, we raise student awareness of their own writing processes and guide them as they become skilled students of literature, learning to reflect on personal experience, examine with empathy the experiences of others, and think critically about the world around them

ENGLISH II

FullYearCourse

Opento: 10

Note: This course is required for all students in 10 grade th

English II continues and expands upon the introduction to literature students receive in English I. We want sophomores to ask questions about literature, about their beliefs, and about the world Through the study of works in a variety of genres, students practice sustained and focused discussion, critical and literary analysis, and writing in multiple modes Sophomores read short stories, novels, poetry, non-fiction, and drama that reflect a diversity of voices, and which encourage reflection on the significance, place and role of the individual in society

ENGLISH: FALL SEMESTER COURSES

HONORS ENGLISH SEMINARS FOR JUNIORS AND SENIORS

To encourage students to explore upper-division English seminar courses from a diverse range of teachers, all course requests are subject to approval by the student’s current teacher and/or the English Department

CRIME FICTION

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

We are a nation obsessed with mysteries Whether it’s the newest crime fiction release or the most popular true crime podcast, American audiences dive in, certain that we can solve the mystery and catch the killer. Bizarrely, many of us (including me) read crime fiction for relaxation, turning toward violence to get our minds off the pressures of our own lives. In this class, we’ll read contemporary crime fiction, exploring the genre’s breadth from queer mystery to female detectives to the challenges of being a Black Texas Ranger. We’ll puzzle out the “rules” of this flexible genre and talk about the psychological power it holds over the popular imagination Towards the end of the semester, we’ll also turn our attention to true crime stories to puzzle out their fascination The plan is to read a lot and to read quickly so we can cover multiple novels, some short stories, and a few podcasts. Written work will include literary analysis, first-person exploration of your own interest in crime fiction, and an opportunity to either write a case report on a true crime or craft a short mystery story of your own.

HAUNTED

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

“One need not be a chamber – to be haunted –” Emily Dickinson

“The past is never dead It’s not even past” William Faulkner

What does it mean to be haunted? If ghosts are specters from the past who refuse to leave us alone, what exactly do they want from us? How do we understand their enduring presence in literature, art, and culture? We’ll begin by considering one of the classic literary tropes of haunting: the haunted house. Reading modern spins on the gothic literary tradition, we’ll examine the spatial, psychological, and gendered underpinnings of haunting We’ll then explore the more personal side of haunting through a collection of poems, podcasts, and memoirs. How does one represent the haunted self? And how do these more personal ghosts both influence and reflect the shifting meaning of haunting across different cultures, family structures, etc? Moving from the intensely personal, our work will also use the concept of haunting to ask even bigger questions: how can we think about haunting as embedded deep in the American psyche? As part of the unresolved histories of enslavement and Indigenous displacement? While much of our focus will be on and with the past, the materials in this course will also ask us to think critically and imaginatively about how the past shapes not only the present, but our sense of the future. Students will complete the class with an exploration of the real or metaphorical ghosts that haunt their own personal and/or cultural psyches.

Selected texts for this class might include Helen Oyeyemi’s White is for Witching, Diana Khoi Nguyen’s Ghost Of, Carmen Maria Machado’s In the Dream House, Tessa Hull’s Feeding Ghosts, and Jesmyn Ward’s Sing, Unburied, Sing, as well as episodes of the TV show Reservation Dogs and short fiction by Karen Russell, Ling Ma, and others

AN ASIAN AMERICAN REIMAGINING

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

The term “Asian American” was created in 1968 by Yuji Ichioka and Emma Gee, graduate students and activists at UC Berkeley. The Bay Area is the birthplace of the Asian American Movement. We will study written work by Asian American writers who used to live in the Bay Area, currently live in the Bay Area, and/or set their work in the Bay Area This course will focus on how these writers address, resist, and negate the meaning(s) and meaninglessness of Asian American as a racial category. As we look at various written works, we will discuss how literature answers “Who is us?” and what, if at all, defines and unifies Asian American literature As we read, we will consider what it means to write as an Asian American, the value of Asian American literature, and more broadly, what determines Asian American identity. Through the lens of racial and ethnic identity, we will explore notions of gender and sexuality, the model minority, the individual versus the collective, the threat of the Other, as well as other topics All students are welcome and encouraged to enroll regardless of racial and ethnic identity.

Texts may include: Stay True (Hua Hsu), The Woman Warrior (Maxine Hong Kingston), A Man of Two Faces (Viet Thanh Nguyen), Afterparties (Anthony Veasna So), Monstress (Lysley Tenorio), How Much of These Hills is Gold (C Pam Zhang).

KAFKA

WILD TONGUES

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

In “How to Tame a Wild Tongue,” writer and scholar Gloria Anzaldúa compares the pressure to use “Standard English” to the experience of having her tongue controlled at a dentist’s office. Reflecting on the other languages within her speech—among them “working class and slang English,” “Chicano Spanish,” “Tex-Mex,” and “Pachuco (called caló)” she describes her tongue in terms of its wilderness, its refusal to be neatly categorized or confined. “Wild tongues,” she concludes, “can’t be tamed. They can only be cut out.” In this class, we will explore English from the perspective of linguists, interlingual writers, and intralingual writers, all of whom recognize what linguistic research has long established: that the borders between languages are fluid and ever-changing, that communicative effectiveness is not the same as grammaticality, and that the existence of a single “Standard” English is, in large part, a myth

At the heart of our work will be our own relationships to the English language the varied markers of geography, culture, community, and history that comprise our personal wildernesses and render us at once intelligible and ineffable to others When so many of the systems we inhabit seem to believe in and demand linguistic conformity, what allows us to choose idiosyncrasy? If we accept that “Standard English” is indeed a myth, what do we gain from its preservation? Its dismantling? Through projects and pilgrimages both creative and critical, we will test the following proposition: that by attuning ourselves to the differences between our tongues, we will emerge better able to read, write, and be read better able, as well, to listen and to speak.

WHAT IS SCHOOL FOR? SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

Note: This course is offered both Fall and Spring Semesters; May be retaken for credit.

This experimental class requires a high level of motivation, commitment, independence, and creativity. Work for the class may involve field studies, interviews, off-campus excursions, and the co-creation of programming for the wider UHS community. The class is designed as a yearlong sequence in which the first semester is devoted to the critical interrogation of schools, and the second semester is devoted to practices of resistance and radical imagination.

In 1975, French theorist and critic Michel Foucault wrote that schools, much like prisons, served to “define, classify, control, and regulate” bodies in a room. Now, half a century later, our classrooms continue to replicate the disciplinary DNA of their ancestors. At once theoretical and deeply personal, this experimental, co-constructed class will ask you to interrogate how the systems of power that govern our society––particularly colonialism, white supremacy, capitalism, ableism and patriarchy––dictate the way we define and measure success, intelligence, and achievement. Possible topics may include: the end(s) of productivity culture, writing in the age of ChatGPT, the limits of liberalism, student protests across college campuses, what schools can’t talk about,and the role of language in the struggle against state violence and institutional, capitalist, and colonial power. Our explorations may take us away from the classroom, from schoolwork, and even from linear time

This class is for anyone who has ever wondered about the point of an education, literary or otherwise, wanted to examine what K. Wayne Yang calls the “hidden curriculum of institutions, media, family, and nations,” or believed enough in the radical potential of school to bother asking what it’s really for.

ENGLISH: SPRING SEMESTER COURSES

HONORS ENGLISH SEMINARS FOR JUNIORS AND SENIORS

FOOD FOR THOUGHT

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

“What, I ask, is fairness in a world that fears there is never enough, in which one need always scrapes against another? I only believe that the tongue, dumb beast, is not selfish in its instinctive cant toward pleasure The question that follows me through the seasons of my life is what comes after hunger is sated; whether that pleasure is guarded, or shared” C Pam Zhang

We consume words and food daily What we read and eat reveals our desires, tastes, and attitudes In the words of Michael Twitty, “your plate is your flag” Transcending human necessity, food and the written word are symbols of culture, politics, and identity. Words and food can comfort, nourish, and tempt us, from Winnie the Pooh’s love for honey to the serpent tempting Adam and Eve to eat the forbidden fruit in the Garden of Eden In this course, we’ll explore the relationship between food and literature and discuss why food writing is necessary, especially in our post-pandemic era. Why do writers turn to food? What can we gain from reading about food? How can taste, such as sweet or bitter or salty, be used to analyze literary works? We will also focus on “food justice,” and the social and ethical implications that surround food. Students of this course will develop a robust portfolio centered around the following pieces: a food memory essay, restaurant review, story imitation, etc We will not only put forth our ideas onto the discussion table, but will also share our food stories, and, hopefully, exchange a meal or two Bring your appetite

Texts may include: Bite by Bite (Aimee Nezhukumatathil), Land of Milk and Honey (C Pam Zhang), My First Popsicle: An Anthology of Food and Feelings (Zosia Mamet), All Consuming (Ruby Tandoh), and restaurant reviews by MacKenzie Chung Fegan, Jonathan Gold, Cesar Hernandez, and Soleil Ho.

What do cisheteropatriarchy, white supremacy, colonialism, ableism, and capitalism have in common? The course invites you to explore the ethic of domination that lies at the heart of oppressive systems in and around us, and to understand their manifestations in our individual and collective lives. Together, we will study the cost of traditional masculinity, consider how power is constructed, reproduced, and policed, and imagine queer, non-normative forms of kinship and relationality We’ll find ways to queer, twist, hijack, explode, and remake dominant ways of thinking about gender, community, family, bodies, money, intimacy, institutions, language, narrative, and even this class. We will operate from an intersectional framework, embracing what E. Patrick Johnson calls a “quar” paradigm, which centers those “for whom sexual and gender identities always already intersect with racial subjectivity,” and explore how racialized misandry has been wielded against men of color to justify colonial projects.

Drawing from the work of queer ancestors, we will create our own acts of defiance against normative culture’s mandates of oppression, apathy, and dehumanization. The shape of our class, and of the texts and assignments you’ll engage with, will often be intentionally and delightfully queer, “off-center,” “strange,” insurgent, and unruly

Students of all identities are welcome.

REVOLUTIONARY LOVE

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

What is the relationship between love and transformative action? And what’s language got to do with it? This course is about the words we use when we aspire not only to love ourselves and each other, but also to understand whether and how love alters the conditions of our lives Over the course of this semester, we will critically examine what love means to each of us and how our beliefs about love manifest in our speech and writing. From Plato to M. Scott Peck, Roland Barthes to bell hooks, we will map the terrain of love as theory exploring and challenging the ways in which our relational investments (romantic, platonic, familial, and otherwise) have been determined and defined over time In particular, we will grapple with essays, poems, stories, and perspectives that draw a direct line between definition and possibility, suggesting that how we define love individually and collectively determines what exactly love can do and making a case for definitions of love that are inextricable from revolution

At the heart of our conversations will be the writing, thinking, and research we choose for ourselves From journal entries and personal essays to critical projects and creative experiments, each assignment is designed to surface the questions about love that matter most to each of us and to deepen our ability to talk about love with one another. Come prepared to take communicative risks and to learn more about yourself, your peers, and your relationship to love and language than you might think possible

EXPERIMENTS IN FICTION

SemesterCourse

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

Note: This course is offered both Fall and Spring Semesters; May be retaken for credit.

In 1975, French theorist and critic Michel Foucault wrote that schools, much like prisons, served to “define, classify, control, and regulate” bodies in a room Now, half a century later, our classrooms continue to replicate the disciplinary DNA of their ancestors. At once theoretical and deeply personal, this experimental, co-constructed class will ask you to interrogate how the systems of power that govern our society––particularly colonialism, white supremacy, capitalism, ableism and patriarchy––dictate the way we define and measure success, intelligence, and achievement. Possible topics may include: the end(s) of productivity culture, writing in the age of ChatGPT, the limits of liberalism, student protests across college campuses, what schools can’t talk about,and the role of language in the struggle against state violence and institutional, capitalist, and colonial power. Our explorations may take us away from the classroom, from schoolwork, and even from linear time

AMERICAN DRAMA: NEW VISIONS, NEW VOICES

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

Throughout U.S. history, American drama has been filled with complex, three-dimensional characters whose needs and desires challenge and expand the basic assumptions of what living as an individual in America really means In this course, we will focus on plays that have been groundbreaking at key moments in American history and the ways these plays have “spoken back” to dominant ideas of the time. Our journey will examine issues such as American definitions of success, the power of family and belonging, the hunger to define one’s own identity, and the continual emergence of new, exciting voices and perspectives that reshape the parameters of what it means to be American. The focus of the course is literary, but we will also view various productions on film as well as attend one field trip to watch a live play Our course of study will include some (but not all) of the following plays: Arthur Miller’s Death of a Salesman, Luis Valdez’s Zoot Suit, Edward Albee’s The American Dream, August Wilson’s The Piano Lesson, Lloyd Suh’s The Far Country, Heidi Schreck’s What the Constitution Means to Me, and Tony Kushner’s Angels in America.

SPRING SEMESTER COURSES CONT...

CRAFTING THE SHORT STORY

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

“There is a vitality, a life force, an energy, a quickening that is translated through you into action, and because there is only one of you in all of time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost. The world will not have it It is not your business to determine how good it is nor how valuable nor how it compares with other expressions. It is your business to keep it yours clearly and directly, to keep the channel open.”

Martha Graham

Once upon a time, you told stories without ever being taught how to, any time you drew a picture or played with others as a child. You probably still tell stories: to your friends to make them laugh, to yourself to understand who you are and why things are. Narrative is essential to how we make sense of the world

This class invites you to build a creative writing practice and discover who you are as a storyteller. Our class will be an artist’s studio, where we experiment regularly with language and form in creative exercises, deepening our imagination and learning to recognize in our daily lives the potential for a story. Though our primary texts will be short fiction, we’ll draw voraciously from personal experience and from other modes of story-telling: film and comics, myth and fairy tale, music and poetry. We’ll study craft elements like characterization, voice, and world-building, paying special attention to the role of memory, time, and place in creative work. When we share our writing, our goal won’t be to correct errors or compare ourselves, but to be curious and collaborative, helping each other recognize the wild possibilities of our pieces

You don’t need any fiction-writing skills to join this class; you just need to be brave and sincere. You’ll work throughout the course to develop a generative artistic practice and a sense of agency and authority as a story-teller and you’ll end the semester with a portfolio of revised short stories

Readings may include works by Lynda Barry, Jamel Brinkley, Anthony Veasna So, Ling Ma, George Saunders, Zadie Smith, Ayşegül Savaş, Carmen Maria Machado, Jhumpa Lahiri, and Lydia Conklin.

ENGLISH: AltEd SPRING SEMESTER COURSE

REIMAGINING PLACE: WRITING & THINKING ABOUT THE ENVIRONMENT

SemesterCourse

Opento: 11, 12

Prerequisite(s): English I and English II

How can deep and sustained attention to place reshape the way we understand the environment and our responsibility to it? This interdisciplinary course bridges the humanities and environmental studies to explore the connections between storytelling, ecology, and justice Through field-based experiences in both urban and rural landscapes students will engage as writers, naturalists, and activists, cultivating awareness, curiosity, and care that centers around the natural world. Readings from writers such as Henry David Thoreau, Robin Wall Kimmerer, Camille Dungy, and Rebecca Solnit will invite students to consider how narratives shape environmental consciousness and can lead to community action In this course, students will keep an ongoing nature journal, read texts and landscapes, engage in creative and critical writing, and collaborate on advocacy or awareness projects that link the self, the local community, and the global environment By the end of the course, students will have developed a deeper sense of place and an understanding of how creative engagement with the natural world through observation, storytelling, and art can inspire more joy, justice, and action for the living world.

This is a hybrid, low-occupancy course, with multiple modes of attending, such as wholeclass field days, independent place-based assignments, and regular online modules. While we will not have an assigned classroom on the SFUHS campus, we will make use of shared outdoor spaces on campus, such as the Upper courtyard and the California terrace We plan to visit urban green spaces that are available to us in the city of San Francisco (such as the Presidio, Alta Plaza Park, Golden Gate Park) and nearby more rural locations. You will be required to attend three whole class, full-day Saturday sessions (one in January, one in March, and one in May); we will also organize additional outdoor meetups after school or over school breaks, and we will expect each student to attend at least two of these. Course work will also include asynchronous reading and writing assignments via Canvas modules, and 1:1 meetings between students and instructor(s) to individually guide students as they develop their sense of place and connection to the natural world

This interdisciplinary course will be co-taught by Katie Bondy (English) and Rochelle Devault (Science)

LANGUAGES

The study of language and culture offers new dimensions to students’ lives, as it opens doors to the world; it also provides them with the opportunity to gain new perspectives on their own languages and cultures.

A shared goal of language study is the close reading and interpretation of a range of texts in the target language, with emphasis on literary texts as windows into diverse cultural and philosophical points of view. An equal goal is to ensure that students can communicate proficiently, and that they have a broad understanding of the places and cultures where the language is used In so doing, students are empowered to attain the linguistic precision, cultural empathy, and sheer enjoyment that come from the spirited pursuit of knowledge

The graduation requirement for languages consists of three consecutive years of one of four languages offered: Chinese, French, Latin, and Spanish A student can enroll in two languages as early as 9th grade Students benefit most from language study when they pursue the same language to the highest possible level Therefore, if they choose to enroll in two languages, we recommend they plan to complete the highest level possible in at least one of them.

FRENCH FRENCH FRENCH

STATEMENTON LANGUAGEINCLUSIVITY

Werecognizetheinfluenceof languageoverideas,feelings,and valuesystems

Wewelcomegenderidentitiesthat don’tfitwithinthemasculine/feminine binary

Weavoidthegenericmasculine,which presentsgroupsofmixed-gender identitiesasamonolith. Wewelcomenon-genderedforms whereappropriate.

LANGUAGE COURSE REQUIREMENTS

3 YEARS OF STUDY IN THE SAME LANGUAGE

2 YEARS MINIMUM IN THE SAME LANGUAGE (3 RECOMMENDED)

PRIVATE & OUT OF STATE COLLEGES

Admission requirements vary at each private college or university and for many out of state schools as well.

Work with our college counseling department to research all colleges and universities in which you are interested to ensure you fulfill the requirements.

CHINESE

CHINESE I

CHINESE II

CHINESE III

CHINESE IV HONORS

CHINESE V HONORS

CHINESE HONORS SEMINAR

C H I N E S E

FRENCH

FRENCH I

FRENCH II

FRENCH III

FRENCH IV HONORS

FRENCH HONORS LITERATURE

LANGUAGE COURSES

LATIN

LATIN I

LATIN II

LATIN III

LATIN IV HONORS

SPANISH

SPANISH I

SPANISH II

SPANISH III

SPANISH IV HONORS

FRENCH HONORS SEMINAR

F R E N C H

INTRO TO ANCIENT GREEK

L A T I N

SPANISH V HONORS LITERATURE

SPANISH HONORS SEMINAR

S P A N I S H

Opento: 10, 11, 12

Prerequisite(s): French IV Honors or French Honors Literature

In the Fall, the French Honors Seminar explores the diversity of contemporary French society, politics and culture through both recent fiction by renowned authors and a variety of media (press, films, videos, and online resources) Students strengthen grammar and vocabulary and deepen their cultural knowledge through readings, discussions, presentations, and written work. In the Spring, students explore “the seventh art” by examining the historical, political, and cultural dimensions of contemporary French cinema Students analyze films by major directors, develop critical and technical vocabulary, and engage with related articles and literary texts. Coursework includes discussions and writing assignments, culminating in the creation and performance of an original film script scene. All readings and discussions are conducted exclusively in French

LATIN COURSES

LATIN I

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): None

Latin I provides an introduction to the basic phonology, morphology, and syntax of classical Latin The course aims to prepare students to read and discuss Latin literature in the original language with understanding and appreciation Readings are based on selections from ancient authors and are supplemented with linguistic, literary, and historical background materials. Special attention is devoted to the influence of Latin on English vocabulary and grammar

LATIN II

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Latin I or equivalent

Latin II begins with a review of basic morphology and syntax and then moves on to the study of more advanced grammar. As in Latin I, readings are based on selections from ancient authors and supplemented with linguistic, literary, and historical background materials. Students read increasingly more sophisticated passages of Latin prose, both as homework and at sight, and they do elementary exercises in prose composition. The goal is for students to build a broad base of Latin vocabulary, a mastery of forms and syntax, and strong skills in reading, writing, and speaking Latin.

LATIN III

FullYearCourse

Opento: 10, 11, 12

Prerequisite(s): Latin II or equivalent

In Latin III students continue to develop their reading, writing, and speaking fluency in Latin both by systematically reviewing grammar and vocabulary from Latin I-II and by working with a variety of readings covering Roman history and mythology. While some readings are adapted from primary sources, others are unadapted and serve as a first encounter with historically and culturally significant texts in Latin Students likewise continue to cultivate writing and speaking skills, and they complete a variety of exercises in prose and poetry analysis and composition. The goal is for students to solidify their knowledge of Latin grammar and vocabulary through the reading of Roman history and mythology, stories which provide a general foundation for understanding Classical Latin literature of all kinds

LATIN IV HONORS

FullYearCourse

Opento: 11, 12

Prerequisite(s): Latin III or equivalent

Latin IV Honors is meant to be a capstone course for the Latin program in which students focus on reading and analyzing unadapted, primary source texts in Latin ranging from prose to poetry Students will continue to review grammar and vocabulary, but the goal of the class is not merely to understand Latin but also to enjoy, interpret, and analyze primary source literature in and through Latin. Students will continue to cultivate writing and speaking skills as tools for textual analysis and communication, and readings will cover both prose and poetry Students will also encounter secondary scholarship in English relevant to the Latin texts they are reading with the goal of entering into scholarly conversations around these texts.

SPANISH COURSES

SPANISH I

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): None

Spanish I develops competence in all four language skills–listening, speaking, reading, and writing–while exposing students to the cultural diversity of the Spanish-speaking world. Activities that foster the precise use of the language include developing personal glossaries, translating meaningfully from English to Spanish, and engaging in analytical and creative writing. Upon completion of this class, students are expected to be able to communicate using foundational grammar such as the form and function of the infinitive, the present participle and the past participle, and the following tenses: present, present progressive, preterit, imperfect In the fourth quarter students begin to engage with unabridged literary texts, such as short stories and poems.

SPANISH II

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Spanish I or equivalent

Spanish II strengthens the four language skills–listening, speaking, reading, and writing–developed at foundational levels In addition, students hone interpretive skills through the reading and discussion of short stories, poems and short films Activities that foster the precise use of the language include developing personal glossaries, translating meaningfully from English to Spanish, and engaging in analytical and creative writing. Upon completion of this class, students are expected to be able to communicate using progressive and present tenses as well as the preterit and imperfect past tenses, the present and the pluperfect, the future, the conditional, and commands. Summer reading is required before taking this class.

SPANISH III

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Spanish II or equivalent

Spanish III continues to develop the students' four language skills as well as their knowledge of the literature and culture of the Spanish-speaking world These goals are achieved through the review and practice of the grammar introduced in previous levels, and the presentation of the subjunctive mood in noun, adjective, adverb, and hypothetical clauses. In addition, there is a marked emphasis on the study of vocabulary and idiomatic expressions through the reading and discussion of unabridged texts by authors such as Marco Denevi, Jorge Luis Borges, María de Montserrat, Ana María Matute, Gabriel García Márquez, and Sergio Vodanovich–texts that highlight some of the realities of the Spanish-speaking world. Summer reading is required before taking this class

SPANISH COURSES CONTINUED...

SPANISH IV HONORS

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): Spanish III or equivalent

Spanish IV Honors strengthens the students grasp of spoken and written Spanish through the review and practice of grammar introduced in previous levels, with special emphasis placed on the recognition and production of the subjunctive mood in noun, adjective, adverb, and hypothetical clauses Additionally, students explore some of the realities of the Spanishspeaking worlds through the careful study of works by authors such as Alfonsina Storni, Emilia Pardo Bazán, Juan Rulfo, Gabriel García Márquez, Juana de Ibarborou, and Federico García Lorca. Summer reading is required before taking this class.

SPANISH V HONORS LITERATURE

FullYearCourse

Opento: 10, 11, 12

Prerequisite(s): Spanish IV Honors

Spanish V Honors Literature further develops the skills and habits of mind required to attain the close reading, analysis and appreciation of literary texts and the lived experiences of the Spanish-speaking world. Students read poems, short stories, a novel (San Manuel Bueno, mártir by Miguel de Unamuno) and a play (Federico García Lorca's Bodas de sangre) Student-led discussions and speaking and writing assignments provide opportunities for independent thought, creativity, and the authentic application of language. Summer reading is required before taking this class.

SPANISH HONORS SEMINAR

FullYearCourse

Opento: 11, 12

Prerequisite(s): Spanish V Honors Literature or Spanish Honors Seminar

The Spanish Honors Seminar resembles an elective in that it’s traditionally co-taught (a different teacher and curriculum per semester); also, it alternates its curriculum every other year so that students entering the program in level IV may take it consecutively in their junior and senior year. Recent offerings have included texts (understood broadly as visual and written) that question and offer alternatives to dominant patriarchal structures in class, race, gender and geopolitics. Recent topics have included the (re)construction of America as both a continent and an idea through maps, written text, documentaries and films; the repression by authoritarian regimes of progressive social movements in Latin America during the Cold War, and subsequent efforts by survivors, artists and democratic governments to represent this trauma; literary and artistic rupture in the Hispanic world, from 20th-century surrealism and visual poetry to contemporary multilingual and experimental literature.

GREEK: AltEd SPRING SEMESTER COURSE

INTRODUCTION TO ANCIENT GREEK

SemesterCourse

Opento: 11, 12

Prerequisite(s): None

This course offers an introduction to the Ancient Greek language Occurring in the Spring semester, students learn foundational elements of ancient Greek and consider themes including daily life, mythology, and ancient history. Course work involves reading and writing in Ancient Greek and English, and students will speak Ancient Greek in basic conversation Throughout the term students complete a reading project, reading in translation a work of Classical Greek literature and presenting this work at our final in-person meeting. This class is part of the AltEd program and does not meet during the school day but rather 1x per week in the evening on Zoom (date and time to be decided according to students’ schedules) During the school day students attend office hours and have space to work together on coursework. We also meet in-person 3-5 times on weekends to build class community, go on field trips, and practice on-site at museums

HISTORY

The study of history is an essential part of University High School’s comprehensive academic program. To deepen the students’ understanding of the past and present as well as to build and refine their skills in service of historical analysis and argumentation, the History department offers a four-year curriculum of core courses and electives. History I: Non-Western Civilizations introduces students to the practice of historical inquiry and is required of all freshmen The multidisciplinary course Civilization and the Arts, although housed in the Arts Department, furthers sophomores’ historical reasoning skills All students must take Honors United States History in their Junior or Senior year The capstone is our rich elective program which allows juniors and seniors to do further investigation and skills refinement in area studies and/or theme-based courses

PRIVATE & OUT OF STATE COLLEGES

Admission requirements vary at each private college or university and for many out of state schools as well.

Work with our college counseling department to research all colleges and universities in which you are interested to ensure you fulfill the requirements.

HISTORY COURSES

9TH GRADE

HISTORY I: NONWESTERN CIV

10TH GRADE CIVILIZATION AND THE ARTS REQUIRED

HISTORY COURSES

11TH GRADE

HONORS US HISTORY

12TH

Civilization and the Arts: A Transcultural History of the West and the World is an Arts Department course; the course is a cornerstone of UHS’s Humanities program and is required for all sophomores.

HISTORY ELECTIVES

YEAR LONG

ELECTIVES

AP AFRICAN AMERICAN STUDIES FALL ELECTIVES

US GOV’T & POLITICS

HISTORY OF MODERN VIETNAM GLOBAL HISTORY OF COLD WAR

ORGANIZED CRIME

MODERN MIDDLE EAST

ECONOMIC POLICY

SPRING ELECTIVES

AMERICAN LIVES: ASIAN AMERICA CIA AND AMERICAN DEMOCRACY

SPORTS AS A SOCIAL ISSUE

CULTURAL HIST OF HONG K & TAIWAN

ECONOMIC POLICY

HISTORY: FULL YEAR COURSES

HONORS U.S. HISTORY

FullYearCourse

Opento: 11, 12

Prerequisite(s): None

Note: This course is required for all students during their Junior year

This yearlong course compels students to grapple with critical issues in the shaping of the American nation from the colonial period through the 21st century, including slavery and the Civil War, industrialization and immigration, periods and varieties of reform, and American foreign policy. The course adopts a chronological focus to help students develop context and perspective, understanding the present day through historical causation: How have race, gender, class, and other identity markers impacted the American experience?

As this is a course with honors designation, students are expected to internalize assigned work in preparation for active engagement every lesson, including maintaining detailed notes in preparation for cumulative exams Students will also deepen research skills taught in previous history classes by conducting multiple research projects throughout the year

AP AFRICAN AMERICAN STUDIES

FullYearCourse

MODERN MIDDLE EAST

SemesterCourse

Opento: 11, 12

Prerequisite(s): None

After we learn some basic facets of Islamic history and culture, this class will focus on major events in the Middle East over the past few decades. What happened, and why? Students will take a map quiz, complete and revise two question sets on Islamic history, and pursue individual research projects, culminating with a final presentation (paper, podcast, video) on a topic you develop. We will read numerous articles and primary-source excerpts, and each section of the course will ask you to undertake your own research.

GLOBAL HISTORY OF THE COLD WAR AND BEYOND

SemesterCourse

Opento: 11, 12

Prerequisite(s): None

The aftermath of WWII saw a new global order being constructed–older European empires reckoned with a massive wave of nationalism and demands for independence, while two major new powers–the U.S. and U.S.S.R.–sought to lead world orders based on their own ideologies and visions for the future. Efforts to find a third way or non-aligned status were often met with hostility from both superpowers How did societies attempt to navigate this new reality? By examining particular histories of societies in Latin America, Africa, the Middle East, and Asia, students will get a rich sense of the complex challenges of these decades and how the global picture shifted after the fall of the Soviet Union.

ECONOMIC POLICY

SemesterCourse

Opento: 12

Opento: 11, 12

Prerequisite(s): Honors US History

This course will introduce students to the histories of Asian Americans from the nineteenth to the beginning of the twenty-first century. Primarily arranged by topic, the course will begin with a brief chronological survey of the historical development of Asian America Among the themes in Asian American history and culture we will explore are: immigration and exclusion, labor, race and gender relations, community formation and social movements, and the relationship between the diaspora and the homeland. The primary goal of this course is to examine critically the ways in which Asians in America have constituted and positioned their identities in relation to the cultural and political history of the United States. Class discussions, films, papers, and field trips can be expected.

SPRING SEMESTER COURSES CONT...

SPORTS AS A SOCIAL ISSUE

SemesterCourse

Opento: 11, 12

Prerequisite(s): None

How do sports highlight processes of inclusion and exclusion? We'll begin by exploring sports and race, with topics that might include the integration of baseball, basketball and football, or to what degree the French national soccer team integrates players from formerly colonized countries Then we’ll consider how different sports have reinforced and challenged notions of gender and identity. Finally, we’ll examine how national rivalries are expressed/exaggerated/softened in cricket, soccer, and international competitions like the Olympics. You’ll pursue a project of your own interest in each area, only one of which can concern the US This class will require fewer full-class meetings and more independent work, research, and consultation.

ECONOMIC POLICY

SemesterCourse

Opento: 12

Prerequisite(s): None

Note: This course is offered both Fall and Spring Semesters

Economics is the study of the material well-being of society; Economic Policy concerns the government’s role in managing that economy We will master supply and demand fundamentals before applying and extending those models to critical concerns: market power, antitrust, international trade, tax policy, inequality, housing, and capital markets. We will also examine the regulation of healthcare, utilities, and the environment

This is an economic citizenship class. Our goal is to equip you with the analytical tools to evaluate economic arguments in the public sphere, prioritizing real-world application over abstract theory As a multidisciplinary field, economics is both qualitative and quantitative, requiring critical reading, writing, mathematical problem-solving, and data analysis.

HISTORY I: NON-WESTERN CIVILIZATIONS

SemesterCourse

Opento: 9

Prerequisite(s): None

Note: This course is required for all students during their freshman year

In this spring semester course, students are introduced to the foundational skills of historical thinking and inquiry, from analyzing primary sources to evaluating claims in secondary sources to crafting original arguments through independent research. Students will explore the theme of transculturation in three units about civilizations connected by the Silk Road, Trans-Saharan & East African Trade, and Mesoamerican regional networks While learning about the specific context of how one society’s politics, economics, and culture impacted another over time, students will also hone their ability to substantiate an argument with a wide-range of evidence from text-based and visual sources in both written essays and student-led discussions

MATHEMATICS

The Mathematics requirement for graduation consists of six semesters of UHS math courses. Most students begin in Math I, II or III which emphasize modes of mathematical reasoning and techniques of problem solving through the traditional topics of algebra, geometry, and right-triangle trigonometry. Students can then continue their study of mathematics, choosing from a variety of electives including Precalculus, Precalculus with Differential Calculus, Intro to Statistics, AP Calculus, AP Statistics, AP Computer Science A, AP Computer Science Principles and Multivariable Calculus There is also a changing menu of various special electives that are offered occasionally, including NonEuclidean Geometry, Chaos Theory, Game Theory, and Introduction to Logic

PLACEMENT AND ACCELERATION IN MATHEMATICS

Our Mathematics Department focuses on inquiry and deep learning at all levels In classes from Math I to AP Calculus, students are asked to make connections between multiple representations, to solve authentic problems and to communicate math verbally and symbolically In support of these goals, we expect students to engage in an active learning environment in the classroom

Initial placement in math courses at levels above Math I is based on the results of a placement test, previous coursework and the recommendation of your current teacher. Please keep in mind that the number of years of study or the course title may not necessarily coincide with the level in which you will be placed. The most common placement is in Math I or Math II; advanced proficiency and academic maturity may make placement in higher levels appropriate.

For qualified students, we offer acceleration opportunities through summer courses in Math II and Precalculus, allowing students to create a more personalized program.

MATHEMATICS COURSE REQUIREMENTS

PRIVATE & OUT OF STATE COLLEGES

Admission requirements vary at each private college or university and for many out of state schools as well.

Work with our college counseling department to research all colleges and universities in which you are interested to ensure you fulfill the requirements.

MATHEMATICS COURSE ROADMAP

ADVANCED

PLACEMENT COURSES

Opento: 11, 12

Prerequisite(s): AP Calculus BC

This advanced course covers differential, integral, and vector calculus for functions of more than one variable. The course begins with a study of vectors and vector-valued functions, followed by differentiation of multivariate functions including optimization problems and Lagrange multipliers, then integration including multiple integrals and applications such as surface area and center of mass. The course concludes with vector calculus including divergence and curl, Green’s theorem and Stoke’s theorem.

MATH: FULL YEAR COURSES CONT...

ADVANCED PLACEMENT (AP) COMPUTER SCIENCE A

FullYearCourse

Opento: 10, 11, 12

Prerequisite(s): Math III or recommendation from the department

This is a first course in Computer Science and requires no prior computer or programming experience. Using the Java programming language, we will explore Computer Science fundamentals such as data types, logical operators, control statements, arrays, recursion, sorting, and searching. In addition, we will focus on the larger architecture of program design, that is, how do you design a program to effectively model a physical situation, answer a given research question, or import and process data sets. By studying objectoriented design, we will see how to create self-contained, reusable objects that call each other in order to carry out different tasks In addition to becoming fluent in a new language (Java), you will have ample opportunity to develop and apply your creativity and your logical reasoning skills by designing and writing your own programs. In May, all students will sit for the Computer Science A - AP Exam. Students are expected to bring a reliable, fully functional laptop to class each day

MATH: AltEd SEMESTER COURSE

FINANCIAL LITERACY

SemesterCourse

Opento: 10, 11, 12

Prerequisite(s): Concurrent or prior enrollment in Math III

This interdisciplinary course uses a variety of case studies to explore topics in personal finance Broadly, it looks at behavioral economics, the mathematics of budgeting, personal banking, credit and borrowing, and taxes and insurance More particularly, it focuses on the challenges and economic distortions seen in the Bay Area. Concepts are presented and practiced through a combination of readings, videos, discussions and assignments, while field trips and guest speakers provide personal experiences Assessments are project-based and may be collaborative or individual.

Format: This is a hybrid course that meets in person once a week, with the remainder of the work completed asynchronously Students taking this course should be comfortable working independently.

SCIENCE

University High School requires all students to complete two years of science to graduate. This requirement is fulfilled through Physics in 9th grade and Chemistry in 10th grade.

While only two years are required, students are strongly encouraged to graduate with a foundation in all three fundamental sciences: biology, chemistry, and physics. Students are also encouraged to explore their interests in STEM by taking advantage of the wide range of science electives offered in the upper grades.

Advanced electives we expect to offer in upcoming years include Advanced Projects in Physics, Applied Chemistry: Art and Archaeology, Advanced Topics in Modern Chemistry, AP Environmental Science, Global Infectious Disease, and advanced biology electives such as Human Physiology, Neuroscience, Genetics & Biotechnology, and Sports Medicine In our maker-space, the ULab, students may also take a variety of designoriented courses, including Computer Aided Design, Engineering & Design, Intro to Industrial Design, and Architectural Principles and Design

Courses labeled “AP,” “Advanced,” or “Honors” are considered college-level courses Enrollment in some advanced courses requires permission from the instructor and the science department, and decisions are based on a student’s prior performance in science courses. Students wishing to take more than one science course in the same year must receive department approval and enroll only if space is available. During the scheduling process, students taking a single science course will be placed first.

Because UHS follows a physics-first sequence, transfer students must arrange an appropriate science placement with the Science Department Chair, the Dean of Academics, and the Registrar.

SCIENCE COURSE REQUIREMENTS

& OUT OF STATE COLLEGES

Admission requirements vary at each private college or university and for many out of state schools as well.

Work with our college counseling department to research all colleges and universities in which you are interested to ensure you fulfill the requirements.

CHEMISTRY

ASTRONOMY

CAD: INTEGRATED DESIGN AND PROTOTYPING

SCIENCE COURSES BY GRADE

GRADE 9

PHYSICS

APPLIED BIOLOGY

HONORS BIOLOGY

ASTRONOMY

GRADE 10

THE HISTORY, PHILOSOPHY, AND COMMUNICATION OF SCIENCE

ADVANCED PROJECTS IN PHYSICS: MACHINES AND MOTION

ARCHITECTURE: PRINCIPLES AND DESIGN

INTRODUCTION TO INDUSTRIAL DESIGN

APPLIED CHEMISTRY: ART AND ARCHEOLOGY

ADVANCED PROJECTS IN PHYSICS: MATHEMATICAL METHODS

ADVANCED TOPICS IN MODERN CHEMISTRY

INTRODUCTION TO ENGINEERING AND DESIGN

GRADE

MICROCONTROLLERS IN ROBOTICS AND AUTOMATION

11 & 12

CAD: INTEGRATED DESIGN AND PROTOTYPING

ADVANCED PLACEMENT (AP) ENVIRONMENTAL SCIENCE

ADVANCED TOPICS IN BIOLOGY: SPORTS SCIENCE

GLOBAL INFECTIOUS DISEASE

ADVANCED TOPICS IN BIOLOGY: GENETICS AND BIOTECHNOLOGY

ADVANCED TOPICS IN BIOLOGY: HUMAN PHYSIOLOGY

ADVANCED TOPICS IN BIOLOGY: NEUROSCIENCE

GRADE 12

HONORS BIOLOGY

FullYearCourse

Opento: 11, 12

Prerequisite(s): Chemistry and recommendation from the Science Department

This full-year biology course is meant as both an introductory survey of the biological sciences and the capstone of our science curriculum. As such, it will build heavily on the foundations of molecular interactions you learned in Chemistry, and the understandings about the nature and practice of science we’ve built over two years Units are structured to address central questions of biology, including “What are living things made of?”, “How do cells get things done?”, “How do cells and organisms reproduce?” and “How do organisms adapt and interact?” Examples from across the kingdoms of life will be used to investigate these and related questions In parallel, we will learn and apply the tools and techniques of modern biology, including lab and field experimentation, simulation, and computational modeling. Themes of evolution and ecological relationships will be woven through the course, as we expand from molecular to cellular to organismal scale The relevance of what you learn to societal problems and daily life (including genetic modification, reproductive technology, and climate change) will be an integrated part of the course. At the end of the year, each student will develop a project building from one of the content areas covered. This project can involve experimentation, quantitative biology tools (simulations/coding) or a societal lens This course differs from Biology in the higher reading level of the textbook, a high expectation around independent learning, and an increased emphasis on the biochemical mechanisms playing out within cells. Recommended for students who feel confident in their understanding of chemistry

FULL YEAR COURSES CONTINUED...

ADVANCED PLACEMENT (AP) ENVIRONMENTAL SCIENCE

FullYearCourse

Opento: 12

Prerequisite(s): Physics, Chemistry and Applied Biology or Honors Biology; recommendation from the Science Department

This course matches academically advanced students with their interest in the environmental sciences Students in this class have the opportunity to develop a better understanding of the Earth's constantly changing environment. We will examine the natural systems of the planet, the anthropogenic effects of the ever-growing human population, and sustainable practices that offer alternative solutions to traditional use of resources and disposal of wastes. Throughout this course, students will develop and hone their personal sense of environmental stewardship and will adopt a sense of agency to help make our society more sustainable in our fragile world. Our course includes a wide range of course topics that are congruent with the AP Environmental Science exam content, but more importantly that will help students to understand our living world, the expansion of the human population, our available natural resources and capital, our energy use and waste production, and the global change our planet is facing with each new generation.

SCIENCE: FALL SEMESTER COURSES

ADVANCED TOPICS IN BIOLOGY: HUMAN PHYSIOLOGY

SemesterCourse

Opento: 12

Prerequisite(s): A strong record in Chemistry and Biology; permission from the Science Department with recommendation from current science instructor or department chair Note: This course is offered both Fall and Spring Semesters

This fast-paced course offers an extensive study of a few human systems, rather than a general survey course of all organ systems. Students will study the intricacies of the human body through dissection of tissues, organs, and animals, case studies, laboratory experiments, guest speakers, and online simulations and videos Systems studied may include nervous, cardiovascular, respiratory, endocrine, reproductive, etc. The course will require consistent independent work outside of class. This course also involves examining case studies to explore how the intricacies of the workings of the body are affected by the world around us and the importance of public health policy and education

ADVANCED TOPICS IN PHYSICS: MATHEMATICAL METHODS

SemesterCourse

Opento: 11, 12

Prerequisite(s): Physics and concurrent enrollment in or completion of Precalculus or equivalent

This semester course will introduce students to the interplay between three distinct aspects of modern physics research: The first is conceptual/modeling physics, in which students will review and extend topics from their introductory physics course as well as encounter new concepts in order to identify relevant parts of real-world problems and make qualitative predictions. The second is mathematical/analytical physics, in which students will learn to translate physical scenarios into symbolic expressions, applying tools from calculus, differential equations, and linear algebra in order to draw quantitative conclusions. Lastly, students will engage in numerical/computational physics, learning how to approximate solutions, make use of algorithms in addressing complex physics problems, and ultimately enable computers to perform calculations that would be intractable or impossible to do by hand. Students will address a variety of topics from classical and modern physics using all three of these methodologies in order to develop a sense of the range and utility of contemporary theoretical methods in physics Topics may include rectilinear and curvilinear motion, rotation and angular momentum, harmonic motion and waves, circuits, thermodynamics, and/or quantum phenomena, while mathematical content will include numerical integration and differentiation, stochastic sampling, linear algebra and eigenvector problems, Fourier series, and ordinary differential equations

ADVANCED TOPICS IN BIOLOGY: NEUROSCIENCE

SemesterCourse

Opento: 12

Prerequisite(s): Applied Biology or Honors Biology

How many of you have heard the claim that we only use 10% of our brains? And how many of you believed it? This course challenges common misconceptions like this while exploring how the brain truly works. Students will examine how the brain communicates with the rest of the body, and how everyday experiences shape and influence the nervous system. Throughout the course, we will investigate current understandings of neurological conditions and mental health, while also questioning how we define and measure intelligence By incorporating comparative neuroanatomy, students will explore how brain structures differ across species and consider what these differences reveal about cognition, behavior, and the nature of intelligence itself

FALL SEMESTER COURSES CONT...

ADVANCED TOPICS IN MODERN CHEMISTRY

SemesterCourse

Opento: 11, 12

Prerequisite(s): A- or better in Chemistry and completion or concurrent enrollment in Precalculus; Permission of the Science Department with recommendation from the current science instructor or department chair

The foundations of chemistry have not changed much since the early 20th century, but chemistry is not a dead science! This course will both prepare you for success in college courses AND give you a taste of a few “flavors” of modern chemistry. It is designed as an honors-level course for students who intend to study chemistry in college, and with an interest in scientific research or medicine. Our main focus will be examining the atomic-level structure and bonding of different classes of materials, starting with solids of all types and closing with organic “drug like” molecules. We’ll apply a quantum mechanical molecular orbital model for bonding in both cases Significant work in the lab will complement quantitative, computational, and theoretical ways of thinking about molecules and reactions. Typical topics from college level introductory classes including chemical equilibrium problem solving, stereochemistry, organic nomenclature, and organic mechanisms will help prepare you for future challenges

INTRODUCTION TO ENGINEERING AND DESIGN

SemesterCourse

Opento: 11, 12

Prerequisite(s): Physics

This course aims to merge engineering problem-solving with creative idea development as you explore engineering and design fundamentals. You'll learn the systematic design process that transforms constraints into opportunities and ideas into functional solutions Instruction in Fusion 360 builds from 2D sketching foundations to comprehensive 3D modeling, enabling you to prototype and, ultimately, fabricate necessary parts to assemble your projects. Through carefully structured projects, you'll apply what you learn to increasingly complex challenges before completing a final project that synthesizes the technical skills you gained and content you learned throughout the semester. You’ll develop the skills needed to take ideas from concept to completion while building practical skills in both engineering principles and design thinking Students comfortable with self-directed learning will find satisfaction in creating functional solutions that balance technical requirements with basic aesthetic considerations. Students are expected to bring a reliable, fully functional laptop to class each day.

ADVANCED TOPICS IN BIOLOGY: GENETICS AND BIOTECHNOLOGY

SemesterCourse

Opento: 12

Prerequisite(s): Applied Biology or Honors Biology

The scientific world has long thought that the genes that we inherit solely determined who we are as people However, it has now become more evident that the environment also plays a role in whether certain genes are switched on or off. This Genetics and Biotechnology course includes an overview of the structure of DNA and protein synthesis and how this pertains to various inheritance patterns and genetic disorders We will also dive deep into epigenetics and how generational factors and environmental exposures affect gene expression. Knowing this information we will explore the ways that biotechnology is developing and what potential paths we have to move forward to prevent disease but also the ethical dilemmas that continue to plague this realm

MICROCONTROLLERS IN ROBOTICS AND AUTOMATION

SemesterCourse

Opento: 11, 12

Prerequisite(s): Physics

Dive into the world of microcontrollers—the programmable devices behind modern automation, robotics, and interactive systems This hands-on course focuses on Arduino (with an option to explore Raspberry Pi) to introduce you to the fundamentals of microcontroller programming and their wide array of applications. You’ll begin with essential DC circuit concepts, learning to interpret and construct circuits from schematic diagrams. Next, you’ll progress to learning programming syntax, functions, and logic fundamentals using Arduino IDE. The guided activities done through the units will demonstrate what’s possible before you undertake personalized projects that reflect your individual interests. Through your projects, you'll work with various sensors and components while developing unique solutions that aim to demonstrate your technical understanding and creative problem-solving No prior coding experience is necessary, making this course accessible to beginners while offering depth for those with background knowledge. Students comfortable with self-directed project work will find this exploration particularly fulfilling Students are expected to bring a reliable, fully functional laptop to class each day

CAD: INTEGRATED DESIGN AND PROTOTYPING

SemesterCourse

ADVANCED PROJECTS IN PHYSICS: MACHINES AND MOTION

SemesterCourse

Opento: 11, 12

Prerequisite(s): Physics and completion of Precalculus or higher math course

Explore the intersection of physics and engineering in this hands-on course about machines and motion Building on Newton's Laws, you will learn how forces can be harnessed to create purposeful mechanical systems. You begin by examining simple machines and the energy principles that explain how they function. Next, you will learn about more complex machines and the mechanisms they’re built with (like gear boxes and hydraulic systems) As you experiment with machines and mechanisms through the unit, you’ll be able to design systems that accomplish specific goals by combining the content you learned with the skills you developed. You will engage in designing, prototyping, testing, and constructing your own mechanical systems through the unit projects On select team projects, you'll take responsibility for specific components while developing the communication skills essential for successful collaboration. The course structure rewards independent workers who enjoy creative problem-solving, providing a practical application of theoretical physics concepts. Students are expected to bring a reliable, fully functional laptop to class each day

ASTRONOMY

SemesterCourse

Opento: 10, 11, 12

Prerequisite(s): Physics and completion of or concurrent enrollment in Chemistry

Have you ever read about the distance to a star and wondered: “How do they know that?” Techniques to answer this question – as well as many other tools that can tell us myriads of physical properties of celestial objects – constitute a major focus of this class. Throughout history, people have looked up at the sky and tried to make sense of what they saw The desire to understand what the stars are and how and why they move the way they do was the critical driving force in the early development of science and mathematics. In the modern day, images of space are ubiquitous, but no less thought provoking and mesmerizing Over the last century in particular, we have experienced a phenomenal leap in our ability to make precise measurements of these very distant objects, leading to dramatic conclusions about the history, future, and fundamental nature of our Universe, its contents, and our place within it In this course, we will try to contextualize our place in the cosmos and better understand the mechanisms that have led to our own existence. To do this, we will start by looking at some foundational observational techniques, then work with the astrophysics of stellar evolution, and finally zoom out to study the development of larger structures, such as star clusters, galactic evolution and cosmology The course will end in a project focused on analyzing data sets to simulate how astrophysicists might craft theories about the nature of the Universe.

ADVANCED TOPICS IN BIOLOGY: SPORTS SCIENCE

SemesterCourse

Opento: 12

Prerequisite(s): Applied Biology or Honors Biology

This course provides a comprehensive study of the principles and practices that underpin athletic performance, fitness, and overall well-being Designed for students with a keen interest in sports, exercise, and human physiology, this course delves deeper into the science of movement, biomechanics, cardiovascular and muscular fitness, nutrition, psychology, injury prevention and recovery techniques and advancements in AI that assists with sports performance Through hands-on activities and real-world applications, students will learn how to assess athletic performance, develop personalized training plans, and understand the physiological responses to different types of exercise.

THE HISTORY, PHILOSOPHY, AND COMMUNICATION OF SCIENCE

SemesterCourse

Opento: 11, 12

Prerequisite(s): None

Contemporary science moves at the speed of the internet Increasingly, the modern citizen accesses scientific developments not through contemporary news, but social media, personal blogs, and other means inconceivable two decades ago. This course aims to provide students the tools to address three broad questions: “What is science?”, “How is science conducted?”, and “How is science communicated?” Through readings and discussions, we will examine historical and modern arguments about the purposes and methods of science as a discipline and as a way of thinking. We will then explore the ways those arguments influence contemporary work in the natural and social sciences, specifically addressing issues of subjectivity, bias, political pressure, and job security The last third of the course will tackle the ways students interface with science: how it is reported, where it is reported, and how that reporting can be fact-checked. We will use news articles, journal articles, blog posts, and other media to address contemporary topics in science reporting, such as climate change, vaccination, or nutrition/health science

PHYSICAL EDUCATION

The Physical Education (PE) program at University High School is designed to ignite a lifelong passion for fitness and well-being. Emphasizing a holistic approach to student health, the program engages students in diverse physical activities that foster enjoyment, skill development, and injury prevention through mobility and flexibility training.

REQUIREMENTS & STRUCTURE

UHS operates on a trimester system aligned with the athletic seasons: fall, winter, and spring. Students must fulfill one Physical Education (PE) requirement per trimester for two years, for a total of six trimesters.

Students may complete the PE requirement in one of the following ways:

1 PARTICIPATION ON A UHS INTERSCHOLASTIC ATHLETIC TEAM

2 ENROLLMENT IN A UHS PHYSICAL EDUCATION CLASS

3 APPROVAL THROUGH THE ALTERNATE ACTIVITY PROGRAM

Over 80% of UHS students participate in at least one interscholastic team. In the spring season alone, approximately 60% of students are active across 14 different teams an offering that rivals many collegiate athletic programs.

PHYSICAL EDUCATION CLASSES AND ACTIVITIES

For students not participating in a sport during a given season, UHS offers a variety of after-school PE classes. These typically meet twice a week and are intentionally small to provide personalized instruction. Course offerings include:

STRENGTH AND CONDITIONING

Intro to strength training focused on proper technique, injury prevention, and lifelong fitness

NEXT LEVEL SPORTS PERFORMANCE

Advanced training for student-athletes focusing on speed, power, agility, and endurance

YOGA

Building flexibility, strength, balance, and mindfulness

ADVANCED LAWN GAMES

Low-impact recreational activities offered in winter and spring

WINTER RUNNING CLUB

Guided group runs for all experience levels, meeting three times per week during the winter

POWERLIFTING FOR GIRLS

Strength training for all experience levels in a supportive environment at The Yard

STUDENT ATHLETIC TRAINING

Hands-on experience supporting sports medicine and UHS athletic teams

BADMINTON (FALL AND WINTER)

Recreational lunchtime badminton open to all skill levels, offered three times per week

SCORE: SPORTS MEDIA COLLAB & GAME OPS

Working with athletic department on game-day operations, media, and event management.

TEAM MANAGER ROLES

Students earn PE credit assisting teams with stats, filming, scoreboard operation, or practice support

ALTERNATE ACTIVITY PROGRAM

This program supports students pursuing physical activities outside of UHS offerings. Approved examples include ballet, martial arts, cycling, ice hockey, gymnastics, figure skating, Pilates, horseback riding, and participation on club teams

Students must:

Submit a signed contract to the Director of Physical Education at the start of the trimester

Complete and return an activity log by the trimester deadline

PHYSICAL EDUCATION CURRICULUM AT A GLANCE

RESPONSIVE EDUCATION (REd)

Preparing Students for Thoughtful Leadership, Wellness, and Community Engagement

Responsive Education (REd) provides grade-specific programming in areas that are integral to the holistic development of University High School students.

Led by Corinne Linbach

& Community

Led by E-chieh Lin & Demond Walker Metacognition & Neurodiversity

Led by De Shan Lett Health & Wellness

RESPONSIVE EDUCATION

Impact

Led by Nicole Hunter

9 GRADE & 10 GRADE TH TH

9th and 10th graders will be learning about metacognition, health, and relevant current educational issues Students will be enrolled into these courses automatically

Studies

by the Committee on Sustainability

11 GRADE & 12 GRADE TH TH

11th and 12th graders will have college counseling meetings, class meetings, and periodically other scheduled events

RESPONSIVE EDUCATION COURSES

FULL YEAR COURSE

SOCIAL IMPACT

FullYearCourse

Opento: 9, 10, 11, 12

Prerequisite(s): None

At UHS we aim to be active participants in our local community. This includes social impact service with partner organizations that work in the areas that matter most to our students We start in 9th grade with a class wide service project at the start of the second quarter and a cluster project in the second semester. In 10th grade students work with their cluster to articulate their personal values, identify issues that they care about, research local organizations and volunteer with that organization In 11th and 12th grade students will work on projects they develop with their cluster with the aim of each student completing at least 15 hours of service with a targeted organization.

FALL SEMESTER COURSE

ETHNIC STUDIES

Semester Course

Opento: 9

Prerequisite(s): None

Note: This course is required for all students in 9 grade. th

Ethnic Studies introduces students to the systems, histories, and strategies that shape racialization, power, and resistance. Through critical analysis and creative engagement, students will examine how hegemonic power operates across contexts to maintain inequity, and how individuals and communities have continually challenged such systems through art, storytelling, music, and collective action. Grounded in the 4 Cs of Ethnic Studies at UHS Critique, Creation, Collaboration, and Communication—this course cultivates foundational literacy in the workings of systemic power and the skills necessary to approach learning and community life through a justice-oriented lens

INDEPENDENT STUDY PROGRAM

Explore Self-Directed Learning Opportunities

To support students in pursuing self-directed learning, University High School offers a robust Independent Study Program. Rooted in the belief that students learn best when they take ownership of their education, the program allows students to earn transcript credit for self-initiated projects and academic experiences. Independent Study at UHS is offered in five primary formats:

INDEPENDENT STUDY TUTORIAL

INDEPENDENT STUDY PROJECT

COMMUNITY ENGAGEMENT BADGED PROJECT

TEACHING ASSISTANT SENIOR PROJECT

HOW TO APPLY FOR INDEPENDENT STUDY

All Independent Study projects are evaluated on a credit/no credit basis rather than a letter grade Proposals must be approved by the relevant academic department

Students interested in pursuing an Independent Study should complete the following steps (described in greater detail in the Independent Study Instructions Document):

1.Write a brief paragraph describing the proposed project.

2.Choose a sponsoring academic department (Arts, English, History, Languages, Science, Math, Responsive Education, or Physical Education).

3.Consider the level of guidance and subject-matter expertise needed from a faculty sponsor.

4.Secure a UHS faculty sponsor from the selected department.

5.Indicate interest in pursuing an Independent Study on the Program Planning form.

6.Complete the full proposal using the provided template and submit it to the Registrar, who will share it with the relevant department(s) for approval.

7.During course registration, request the Independent Study course like any other course.