Prerequisite: Latin IV or Departmental Approval

AP Latin is equivalent to an intermediate college-level Latin course focusing on the in-depth study of selections from two influential works of Latin literature, Vergil’s Aeneid and Pliny the Younger’s Letters. Significant time is also dedicated to the reading of nonsyllabus texts chosen by teachers, as well as four Course Project passages, many of which will extend beyond the authors of the early imperial era of classical Rome. Students will also place these texts in a meaningful context, which will help students develop their critical, historical, and literary sensitivities. Throughout the course, students will consider the main ideas, effects or purposes, and points of view expressed in these works to gain a deeper understanding of the content and culture in which they were created.

Texts:
College Pliny and Vergil: Latin Text with Facing Vocabulary and Commentary. Geoffrey Steadman, 2025. Non-syllabus texts provided by instructor as needed.

Prerequisites: Spanish IV and departmental approval

This advanced language course is designed to prepare students for the Advanced Placement Spanish Language and Culture Exam in May. The main goal is for students to achieve language proficiency while gaining a deeper understanding of the language and culture. They get ample opportunities to use the target language while learning about family and communities, personal and public identities, beauty and aesthetics, science and technology, contemporary life, and global challenges. Special attention is paid to the three aspects of communication: interpretive, interpersonal, and presentational, using authentic materials and sources.  The course is conducted solely in Spanish and provides many opportunities for students to practice the target language with their teacher and peers.

Texts: Temas, 3rd Edition  (Vista Higher Learning)
AP Spanish Language and Culture Exam Preparation, 3rd Edition  (Vista Higher Learning)

American Sign Language (ASL) I is designed to take students who have no knowledge of sign language to the point where they can communicate with confidence in a variety of situations in the Deaf community. Early on, students focus on learning the manual alphabet, fingerspelling, vocabulary, greeting one another, and getting acquainted. They also learn the history of ASL, Deaf culture, and etiquette. Students learn about various prominent individuals within the Deaf community.

Texts: A Basic Course in American Sign Language (T.J. Publishers, Inc.) and Signing Naturally.

Prerequisite: American Sign Language I or Departmental Approval

Prerequisite: American Sign Language I or Departmental Approval|This is a continuation of the introductory course in American Sign Language (ASL I). Students in this course continue to perfect their receptive and expressive skills through work in the classroom, and experience the opportunity to have guest speakers from the Deaf community. The students continue to explore Deaf history and current events in the Deaf community.

Texts: A Basic Course in American Sign Language (T.J. Publishers, Inc.) and Signing Naturally.

Prerequisite: American Sign Language II or Departmental Approval

This upper-level course is designed for those students who have completed two or more years of American Sign Language. Students further develop their receptive and expressive skills through the use of complex grammatical structures, dialogues, and storytelling. The students examine the experiences of the Deaf community in the context of broader historical trends in American and world history.

Texts: A Basic Course in American Sign Language (T.J. Publishers, Inc.) and Signing Naturally: Level 3

Prerequisite: American Sign Language III or Departmental Approval

This upper-level course is designed for those students who have completed three or more years of American Sign Language. Students further develop their receptive and expressive skills through the use of more complex grammatical structures, dialogues, and storytelling. This course focuses on idiomatic expressions in ASL. A large focus at this level is on written ASL and the transcription symbols used to indicate and support the non-manual elements of the message, not the signs themselves. Students learn how to sign by reading and understanding ASL gloss.

Texts: A Basic Course in American Sign Language (T. J. Publishers), Signing Naturally, A Student’s Guide to Mastering ASL Grammar (Judaea Media) and American Sign Language: A Student Text, Units 1-9 (Gallaudet University Press).

This year-long course is intended to give an overview of the historical, social, and political events and problems of Hispanic Americans living in the United States. The course broadly traces how US history has been influenced and shaped by Hispanic explorers, settlers, colonizers, and missionaries. It also highlights contributions and achievements of the Hispanic community in several fields, including economics, law, and the arts. In addition, the course provides a detailed look at the history and continuing influence of the Hispanic presence in different geographic regions, such as states with a significant Hispanic community.

During the course, students will also learn about all the situations that have impacted the US due to the presence of the Hispanic community in the US, such as illegal immigration, drug trafficking, human trafficking, and remittance.

We will be using different tools of research to enrich our subject as well as documentaries and movies that will help students understand the event.

In this foundational course, we will begin to explore the Latin language and Roman culture through reading, writing, and interacting with one another. We will practice Latin pronunciation and learn how to understand and apply Latin grammar. At the same time, we will develop insights about the ancient Mediterranean world and its cultural richness through readings, lessons, and projects about daily life, family structures and living situations, art and architecture, and the broader society of the diverse Roman Empire. In addition, we will become acquainted with the Roman pantheon of gods and develop a better understanding of the role of religion and mythology in the Roman world.

Texts: Cambridge Latin Course Unit 1, 6th ed. (Cambridge University Press), selected novellas & ancient graffiti

Prerequisite: Latin Ia or Departmental Approval

In Latin II, we will delve more deeply into Latin vocabulary, grammar, and sentence structure as we explore the diversity of the ancient Roman Empire through the societies of Roman-era Britain and Egypt. Alongside these linguistic and cultural studies, we will read stories about historical and fictional characters to build a richer understanding of language and life in these ancient societies. We will learn to read, compose, and think about Latin in ways that apply to our lives and to investigate Latin’s relevance in many modern languages and cultures.

Text: Cambridge Latin Course Unit 2, 6th ed. (Cambridge University Press), plus ancient graffiti and inscriptions

Prerequisite: Latin III or Departmental Approval

In Latin III, we will encounter intermediate Latin vocabulary, grammar, and sentence structure as we explore the ancient world in the first century CE through the societies of Roman Britain and the city of Rome, as well as archaeological and historiographical methods that help us better understand ancient peoples and societies. Alongside these linguistic and cultural studies, we will read stories about historical and fictional characters in ancient Britain and Italy to build a richer understanding of language and life in these societies. We will continue learning to read, compose, and think about Latin in ways that apply to our lives and to investigate Latin’s relevance in many modern languages and cultures.

Text: Cambridge Latin Course Unit 3, 5th ed. (Cambridge University Press), plus ancient graffiti and inscriptions

Prerequisite: Latin III or Departmental Approval

In Latin IV, we will encounter authentic Latin prose and poetry by a variety of ancient authors to complement our study of advanced Latin vocabulary, grammar, and sentence structure. We will learn to approach and evaluate these texts as literature within specific historical and cultural contexts, deepening our knowledge and understanding of imperial history, societal constructs, religion, and government. We will continue learning to read, compose, and think about Latin in ways that apply to our lives and to investigate Latin’s relevance in modern languages, cultures, and literature.

Texts: Cambridge Latin Course Unit 4, 5th ed. (Cambridge University Press), selections from Roman and/or Latin-speaking authors of prose, poetry, inscriptions, and graffiti

The Spanish 1 course introduces students to fundamental Spanish vocabulary and grammar through the five Foreign Language Standards: Communication, Cultures, Connections, Comparisons, and Communities. Grammar is reinforced through engaging activities such as Kahoot, Bingo, presentations, projects, and in-class exercises. Additionally, we utilize a workbook and audio resources from Auténtico 1 and videos to encourage students to listen to Spanish pronunciation and usage from diverse sources, thereby deepening their understanding of Spanish-speaking cultures. We aim to inspire students to use the target language as much as possible to cultivate an appreciation for Spanish-speaking cultures, recognize the significance of learning Spanish in the US, and gain insight into the diverse cultures of Hispanic countries.

Updated Textbook: Auténtico 1 (Savvas Learning Company)

Prerequisite: Spanish I or departmental approval

Students further their Spanish language study, enhancing and enriching vocabulary and grammatical concepts. All language skills (reading, writing, listening, and speaking) are practiced, with a focus on the speaking skills necessary for a world language experience. Through practicing the target language, students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. They continue to discover the nature of the language through comparisons between Spanish and their native language, and further explore cultural concepts by contrasting the different Hispanic cultures with their own. Additionally, we utilize a workbook and audio resources from Auténtico 2, and videos to encourage students to listen to Spanish pronunciation. Successful completion of this course advances students to Spanish III.

Text: Auténtico 2 (Savvas Learning Company)

Prerequisite: Spanish II or departmental approval

Spanish III integrates a review of the first- and second-year content with new third-year materials. The course expands the student’s knowledge through the five Foreign Language Standards: Communication, Cultures, Connections, Comparisons, and Communities. In this continuation of more complex Spanish, students expand their vocabulary and conversational skills and spend more time on composition skills. The goal is to provide students with an opportunity to acquire the Spanish language and to better understand Spanish-speaking cultures. This will be achieved through the use of authentic written texts, videos, audio activities, and technology. An extensive study of grammar is reinforced with a variety of activities such as selections from readings, short videos, and games. Students begin to address cross-cultural issues as they relate to Hispanic cultural traditions and values, and their own beliefs. Students are expected to communicate in Spanish as much as possible.

Text: Auténtico 3 (Savvas Learning Company)

Prerequisite: Spanish III or departmental approval

Spanish IV expands the student’s knowledge of the Spanish language through the Foreign Language Standards: Communication, Cultures, Connections, Comparisons, and Communities. The main focus of this course is language acquisition and development. Instruction at this level is given almost exclusively in Spanish. Emphasis is placed on communication and interaction to enable students to use the language appropriately with the teacher and with each other in a range of situations and for a variety of purposes. Students will expand their vocabulary on many topics, learn about the three major groups of Hispanics in the USA, and study the ancient Aztec, Maya, and Inca civilizations. In addition, students will review and fine‐tune grammatical concepts and verb tenses previously learned in Spanish levels 1 through 3. 

Text: Senderos Level 4 (Vista Higher Learning)

Prerequisite: Spanish IV or departmental approval

Spanish V expands the student’s knowledge of the Spanish language through the Foreign Language Standards: Communication, Cultures, Connections, Comparisons, and Communities. This course is conducted entirely in Spanish, aiming to prompt students to apply the knowledge gained from the preceding four levels of Spanish. The primary focus is on practical communication and interactions, enabling students to use the language effectively with both the teacher and their peers for various purposes. Students will enhance their vocabulary across diverse topics by watching, analyzing, and discussing movies featured in multiple editions of the textbook “Cinema for Spanish Conversation.” Prior to watching the films, students will delve into cultural and historical aspects related to the plot, such as illegal immigration, narcotrafficking, human trafficking, and dictatorships in Latin America, along with other significant topics linked to Hispanic culture. Post-movie discussions will be entirely conducted in Spanish. Furthermore, students will review and refine grammatical concepts and verb tenses from their earlier Spanish studies in levels 1 through 4.

Texts: Cinema for Spanish Conversation, 5th Edition (Focus Publishing, 2020)

Senderos Level 5 (Vista Higher Learning)

The AP Art History course welcomes students into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop in-depth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history.

AP Art History is the equivalent of a two-semester introductory college or university art history survey course. It is open to 10th, 11th, and 12th grade students.

AP African American Studies is an interdisciplinary course that examines the diversity of African American experiences through direct encounters with rich and varied sources. Students explore key topics that extend from early African kingdoms to the ongoing challenges and achievements of the contemporary moment.

The course framework is organized into four thematic units that follow a chronological flow across the course. Unit 1 covers the Origins of the African Diaspora (~900 BCE–16th century). Unit 2 considers themes of Freedom, Enslavement, and Resistance (16th century–1865). Unit 3 considers The Practice of Freedom (1865–1940s), and Unit 4 examines Movements and Debates (1940s–2000s). Throughout each unit, students build interdisciplinary analytical skills through deep encounters with a wide range of texts and sources.

This is a college-level course that introduces students to the systematic study of the patterns and processes that have shaped human use, understanding, and alteration of the Earth’s surface. It provides a broad introduction to other areas of study including history, economics, sociology, environmental science, political science, and international relations. The course employs spatial concepts and landscape analysis to explore human-environmental interactions. Students also learn to analyze data, maps, and other visual sources. There are separate but often overlapping units on Thinking Geographically, Population & Migration, Culture, Political Geography, Agriculture and Rural Land Use, Cities and Urban Land Use, and International Development. By the end of the course, students should be able to decode any man-modified environment in the world around them.

AP Psychology introduces students to the systematic and scientific study of human behavior and mental processes. While considering the studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with major units of study, including biological bases of behavior, cognition, development, learning, social psychology, personality, and mental and physical health. Throughout the course, students apply psychological concepts and employ psychological research methods and data interpretation to evaluate claims, consider evidence, and effectively communicate ideas.

Prerequisite: US History

This is a year-long course that follows the suggested AP curriculum. The course culminates with the AP exam in May. This course is a historical study of the institutions of American government and a contemporary investigation of politics and current events. A high premium is placed upon class discussion and interactive activities. 

Texts: American Government (Houghton Mifflin), Perspectives on American Politics (Houghton Mifflin)

This course is a topical study of modern world history bringing together aspects of art and philosophy with an emphasis on the skills of discussion and formal debate. Intended to pick up where the Eurasian History and Culture course ends, the themes of the course cover pre-colonial societies in Africa, Asia, and Latin America, the consequences of slavery, imperialism, industrialization, nationalism, both World Wars and the Holocaust and their continuing relevance today, and post-World War II ideological conflicts such as those between capitalism and communism. Within these themes, students study the differences between the political and economic theories of capitalism, communism, and socialism.

Text: World History; Human Legacy (Holt, Rhinehart, Winston)

This course is a topical study of modern world history bringing together aspects of art and philosophy with an emphasis on the skills of discussion and formal debate. With additional sources and resources to those used in the grade level class, this is intended to pick up where the Honors Eurasian History and Culture course ends. The themes of the course cover pre-colonial societies in Africa, Asia, and Latin America, the consequences of slavery, imperialism, industrialization, nationalism, both World Wars and the Holocaust and their continuing relevance today, and post-World War II ideological conflicts such as those between capitalism and communism. Within these themes, students study the differences between the political and economic theories of capitalism, communism, and socialism.

Text: World History; Human Legacy (Holt, Rhinehart, Winston)

This course introduces students to the systematic and scientific study of the behavioral and mental processes of human beings. Course material familiarizes students to a number of the major subfields in psychology, including social psychology, sensation and perception, states of consciousness, learning, cognition, personality, intelligence, and abnormal psychology. Additionally, students learn about key figures in the history of psychology, discuss ethical implications revolving around psychological research, and improve their scientific literacy with course readings. This course is offered only to juniors and seniors.

This course is designed to cover select topics in United States history, centered around historical themes and thinking skills. Students will gain an understanding of people, events, and concepts that have shaped our modern society and government, and will be responsible for connecting threads of historical events, their outcomes, and their lasting repercussions. Students will examine oral histories, written and visual primary and secondary sources, all in the pursuit of historical inquiry. 

Text: A History of US (Oxford)

This course is designed to cover select topics in United States history, centered around historical themes and thinking skills. Students will gain an understanding of people, events, and concepts that have shaped our modern society and government, and will be responsible for connecting threads of historical events, their outcomes, and their lasting repercussions. Students will examine oral histories, written and visual primary and secondary sources, all in the pursuit of historical inquiry. 

Text: A History of US (Oxford)

This course is a humanities-based, comparative approach to the study of Eastern and Western Civilizations. It begins with Ancient Greece and ends with the French Revolution. The course brings together history, art, and philosophy to give students a broader understanding of the different time periods. It is designed to lead into The Modern World course in 11th grade. 

Text: World History, Human Legacy (Holt, Rhinehart, Winston)

This course is a humanities-based, comparative approach to the study of Eastern and Western Civilizations. It begins with Ancient Greece and ends with the French Revolution. The course brings together history, art, and philosophy to give students a broader understanding of the different time periods. It is designed to lead into The Modern World course in 11th grade. 

Text: World History, Human Legacy (Holt, Rhinehart, Winston)

This year-long course is intended to give an overview of the historical, social, and political events and problems of Hispanic Americans living in the United States. The course broadly traces how US history has been influenced and shaped by Hispanic explorers, settlers, colonizers, and missionaries. It also highlights contributions and achievements of the Hispanic community in several fields, including economics, law, and the arts. In addition, the course provides a detailed look at the history and continuing influence of the Hispanic presence in different geographic regions such as states with a significant Hispanic community.

Texts: Hispanics in the United States (St. Mary’s Press) and The Hispanic Presence in North America: From 1492 to Today (Facts on File Press).

Prerequisite: Departmental approval

AP Computer Science A introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. 

The course emphasizes object-oriented programming and design using the Java programming language. 

 The course content is organized into four units: 

• Unit 1: Using Objects and Methods
• Unit 2: Selection and Iteration
• Unit 3: Class Creation
• Unit 4: Data Collections

Texts:  Princeton Review AP Computer Science A Premium Prep (Princeton).

Prerequisites: Algebra 1 and Geometry

The course introduces students to computer programming in Java using Processing. Processing is a flexible software sketchbook for learning how to code within the context of the visual arts. Students are introduced to hardware, software, data types, if-else statements, loops, color models, and problem solving. Topics include:

• Data types, variables, and arithmetic
• Random numbers
• Method calls
• Conditional logic
• Loops

Prerequisites: Algebra 1 and Geometry

This course introduces students to mechanical, electrical, and chemical engineering. The engineering design process serves as a foundation for all course activities. The engineering design process is an iterative process engineers use as a guide in problem solving. Engineers ask questions, imagine solutions, plan designs, create and test models, and then make improvements. Topics include:

• Engineering defined
• The engineering design process
• History of Engineering
• Engineering vs. Science
• Mechanical Engineering: Forces, structures, and materials
• 3-D modeling and 3-D printing
• Electrical Engineering: Conductors, insulators, power sources
• Resistors, capacitors, Ohm’s law, basic circuits
• Circuit Playground microcontroller and sensors
• Chemical Engineering: Controlling a chemical reaction

Prerequisites: Algebra 1 and Geometry

This course introduces students to computer programming in Java. The study of programming requires a mechanism to express potential solutions precisely and concisely. The fundamental topics include problem solving, design strategies, and methodologies. Students are introduced to hardware, software, software engineering, syntax and style, objects and classes, data types, Boolean expressions, if-else statements, algorithms and iterations, strings, and arrays. Students test potential solutions to problems by running programs and learning the engineering process. This course emphasizes object-oriented and imperative problem solving and design. To acquaint students with the concepts of Java objects, the Greenfoot programming environment is used, which enables students to create games and simulations. The techniques taught in this course represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems in the real world. 

Texts: Java Methods Object-Oriented Programming and Data Structures (Skylight), Introduction to Programming with Greenfoot: Object-Oriented Programming in Java with Games and Simulations (Pearson) and Barron’s AP Computer Science A (Barron’s)

Prerequisite: Current enrollment in or completion of Algebra 2/Trig or departmental approval

This advanced course introduces students to mechanical, electrical, and software engineering, and robotics, structured around the engineering method. The engineering method involves a systematic problem solving approach for generating and developing ideas into solutions and assessing a solution’s validity at any point in the development process. Students are divided into design and development teams, and brainstorm together to generate ideas and then design and build real-world projects. The students use Tetrix Prime robotics kits, breadboards, circuits, and the Arduino Uno Microcontroller. The Arduino is programmed using the Sketch environment in C++. During each step of the process, teams learn how to document and implement all the steps of the engineering process and create a working product within an established time limit. The students learn that engineering requires flexibility as new problems are encountered and solved.

The course explores aspects of mechanical power systems, gear ratios, torque, motor limits, and sensor devices. Students build working manipulators, for example, an arm, scoop, claw, or jaw, and learn about the various drive train types and multiple degrees of freedom. Aspects of electrical engineering are covered, including circuits and battery technologies. Software engineering work is required to program the Arduino to process sensor input and control movement. In addition, students are introduced to 3-D printing and basic 3-D modeling using Autodesk123. For the final project of the year, students demonstrate their understanding by building a light seeking robot or line seeking robot and compete in a class competition. 

Texts: Engineering Fundamentals Design, Principles and Careers (Goodheart-Willcox), The Beginner’s Guide to Engineering (Quantum Scientific), and Principles of Engineering (Dellmar Cengage).

The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text—from a range of disciplines and historical periods.

English 9 students continue the refinement of written expression, the reinforcement of previously learned grammar and usage skills, and the development of new skills needed for college-level essays. Students approach writing topics in systematic stages— planning, drafting, revising, and editing—in order to write clear, coherent, organized college-level essays. Research techniques and proper use of documentation and search tools (including the internet) are explored. Students expand their vocabulary through an organized and systematic method of study using word parts—prefixes, roots, suffixes— to analyze and to understand words while reading or taking SAT-type tests.

Texts: Elements of Language (Holt, Rhinehart and Winston) and Elements of Language: Grammar, Usage, and Mechanics (Holt, Rhinehart and Winston)

The Honors version of this course covers the same basic curriculum as English 9, but in more depth and at a faster pace. English 9 students continue the refinement of written expression, the reinforcement of previously learned grammar and usage skills, and the development of new skills needed for college-level essays. Students approach writing topics in systematic stages— planning, drafting, revising, and editing—in order to write clear, coherent, organized college-level essays. Research techniques and proper use of documentation and search tools (including the internet) are explored. Students expand their vocabulary through an organized and systematic method of study using word parts—prefixes, roots, suffixes— to analyze and to understand words while reading or taking SAT-type tests. 

Texts: Elements of Language (Holt, Rhinehart and Winston) and Elements of Language: Grammar, Usage, and Mechanics (Holt, Rhinehart and Winston)

English 10 students continue to reinforce systematic stages of writing—planning, drafting, revising, and editing—in order to write clear, coherent, organized essays. Correct use of transitional devices, grammar, and usage are employed to create effective sentences, coherent paragraphs, and well-developed college-level essays. Students study professional models from a wide variety of essays: description, comparison/contrast, illustration, definition, and argument. Furthermore, students become familiar with and use the MLA style for all documentation in order to understand why proper documentation is needed to avoid plagiarism. Students continue to refine their researching techniques. In vocabulary, students expand their knowledge of word parts (initiated in grade 9) through an organized and systematic study of Latin and Greek prefixes, roots, and suffixes and then apply those skills to SAT-type words in order to define those words. 

Texts: The Bedford Handbook (Bedford/St. Martin’s), Developmental Exercises to accompany the Bedford Handbook (Bedford/St. Martin’s), Models for Writers Short Essays for Composition (Bedford/St. Martin’s) and Vocabulary from Latin and Greek Roots Book IV (Prestwick House).

The Honors version of this course covers the same basic curriculum as English 10, but in more depth and at a faster pace. English 10 students continue to reinforce systematic stages of writing—planning, drafting, revising, and editing—in order to write clear, coherent, organized essays. Correct use of transitional devices, grammar, and usage are employed to create effective sentences, coherent paragraphs, and well-developed college-level essays. Students study professional models from a wide variety of essays: description, comparison/contrast, illustration, definition, and argument. Furthermore, students become familiar with and use the MLA style for all documentation in order to understand why proper documentation is needed to avoid plagiarism. Students continue to refine their researching techniques. In vocabulary, students expand their knowledge of word parts (initiated in grade 9) through an organized and systematic study of Latin and Greek prefixes, roots, and suffixes and then apply those skills to SAT-type words in order to define those words. 

Texts: The Bedford Handbook (Bedford/St. Martin’s), Developmental Exercises to accompany the Bedford Handbook (Bedford/St. Martin’s), Models for Writers Short Essays for Composition (Bedford/St. Martin’s) and Vocabulary from Latin and Greek Roots Book IV (Prestwick House).

Students expand their vocabulary by exploring the history of the English language, looking at spelling, phonetics, and etymology to see how words develop over time. The course focuses especially on English and writing in the United States, with topics that include the history of education, literacy, journalism, and contemporary nonfiction. By imitating the writers they read, students deepen English grammar knowledge through attention to sentence structure, punctuation, capitalization, and mechanics. The course covers all stages of writing from planning and drafting through revising, editing, and proofreading, as well as citation skills, plagiarism, and the ethics of writing. In the first semester, writing assignments are structured toward mastery of argument, including establishing clear premises and conclusions, presenting evidence in a natural order, and using specific terms consistently. In the second semester, students incorporate what they’ve learned in the crafting of a polished college admissions essay and final research paper.

a year-long course that integrates the study of grammar with close analysis of poetry. Students examine how sentence structures, figurative devices, imagery, tone, and sound shape meaning across diverse poets and traditions. Weekly lessons balance direct grammar instruction, textual analysis, and collaborative discussions that emphasize evidence-based claims. The course culminates in a capstone portfolio—analytical or creative—demonstrating mastery of both grammatical precision and literary interpretation. By linking mechanics to artistry, students learn how language choices construct voice, theme, and expression. 

Students expand their vocabulary by exploring the history of the English language, looking at spelling, phonetics, and etymology to see how words develop over time. The course focuses especially on English and writing in the United States, with topics that include the history of education, literacy, journalism, and contemporary nonfiction. Students in the honors sections of this course will explore these topics and texts in more detail and become conversant in the issues. By imitating the writers they read, students deepen English grammar knowledge through attention to sentence structure, punctuation, capitalization, and mechanics. Students in the honors sections of this course will also spend time learning to diagram complex sentences in the second semester. The course covers all stages of writing from planning and drafting through revising, editing, and proofreading, as well as citation skills, plagiarism, and the ethics of writing. In the first semester, writing assignments are structured toward mastery of argument, including establishing clear premises and conclusions, presenting evidence in a natural order, and using specific terms consistently. In the second semester, students incorporate what they’ve learned in the crafting of a polished college admissions essay and final research paper.

This course introduces students to Upper School literature and provides a strong foundation for high school reading and writing. Students explore a range of genres and authors, practicing close reading, discussion, and written response. The course emphasizes building comprehension, vocabulary, and analytical thinking while encouraging students to make connections between literature and their own experiences. Using inquiry-based learning, students develop background knowledge that supports deeper interpretation and learn to view stories and characters through an empathetic lens. A central focus of the course is the theme of survival, framed by essential questions: What drives us to survive? How do our choices and actions impact our survival? Why (and how) are we, individually and collectively, responsible for the survival of our communities? Through collaborative class discussions and structured writing, students begin to identify literary devices, examine character development, and explore themes. The course is designed to strengthen confidence, curiosity, and skills that will prepare students for continued success in future literature classes.

Representative texts include: Never Whistle at Night edited by Shane Hawk and Theodore C. Van Alst, I Must Betray You by Ruta Sepetys, Born A Crime by Trevor Noah, Dry by Neal Shusterman, and Revolution in Our Time by Kekla Magoon

Honors Literature 9 designation elevates the scope and level of all skills and requires more independence. It is an accelerated introductory course to Upper School literature designed for students who are ready for a deeper level of challenge. Like the on-level course, students engage with a wide variety of texts and genres, but with an emphasis on advanced analysis, independent critical thinking, and more sophisticated written discourse. Students are expected to read closely, contribute actively to seminar-style discussions, and write with increasing precision and insight. Using inquiry-based learning, the curriculum emphasizes identifying and analyzing rhetorical and literary devices, evaluating authorial choices, and connecting these to larger questions of meaning, character, and theme. Honors students also build broad background knowledge, examine stories and characters through an empathetic lens, and center their work on the theme of survival. They will grapple with essential questions such as: What drives us to survive? How do our choices and actions impact our survival? Why (and how) are we, individually and collectively, responsible for the survival of our communities? Honors students engage in a faster pace of reading, more frequent and complex writing assignments, and are expected to demonstrate a high level of initiative and intellectual curiosity as they prepare for advanced literature courses in the Upper School.

Representative texts include: Never Whistle at Night edited by Shane Hawk and Theodore C. Van Alst, I Must Betray You by Ruta Sepetys, Born A Crime by Trevor Noah, Dry by Neal Shusterman, Revolution in Our Time by Kekla Magoon, and Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert by Marc Aronson

In this course, students explore powerful stories from around the world that illuminate the human experience across cultures, time periods, and perspectives. Through novels, plays, and memoirs, students will examine how individuals navigate identity, belief, justice, love, and resilience in the face of adversity.

Core texts include Night by Elie Wiesel, The Alchemist by Paulo Coelho, Purple Hibiscus by Chimamanda Ngozi Adichie, Persepolis by Marjane Satrapi, and Romeo and Juliet by William Shakespeare. Each work invites students to think critically about how literature reflects—and shapes—universal questions about purpose, freedom, and connection.

Students will engage in close reading, analytical writing, creative projects, and discussion-based learning to deepen their understanding of both the texts and the world around them. By the end of the course, students will not only strengthen their literary and writing skills but also develop empathy and a broader global perspective.

In this course, students explore powerful stories from around the world that illuminate the human experience across cultures, time periods, and perspectives. Through novels, plays, and memoirs, students will examine how individuals navigate identity, belief, justice, love, and resilience in the face of adversity.

Core texts include Night by Elie Wiesel, The Alchemist by Paulo Coelho, Purple Hibiscus by Chimamanda Ngozi Adichie, Persepolis by Marjane Satrapi, Romeo and Juliet by William Shakespeare, and Convenience Store Woman by Sayaka Murata. Each work invites students to think critically about how literature reflects—and shapes—universal questions about purpose, freedom, and connection.

Students will engage in close reading, analytical writing, creative projects, and discussion-based learning to deepen their understanding of both the texts and the world around them. By the end of the course, students will not only strengthen their literary and writing skills but also develop empathy and a broader global perspective. In Honors, students will engage in more independent reading and thinking. Honors students often lead discussions, explore extra readings, and dig deeper into analysis.

Juniors undertake a broad survey of American literature spanning several genres and literary movements. As they read, students analyze literature by reflecting on key questions: How Is the American Dream myth or reality? How do race and gender affect one’s self-understanding or place in American society? How do social, psychological, and ideological influences impede genuine relationships between people? How does American literature respond to historical events? How do American authors use literary techniques to make meaning in a work of literature? In addition, student writing focuses on the development of the students’ analytic capabilities, as well as their controlled use of voice in both formal, critical essays and creative self-expression. Honors designation elevates the scope and level of all skills and requires more independence. 

Representative texts include: A Raisin in the Sun, Winesburg, Ohio, Their Eyes Were Watching God, as well as  selections from early Native American authors and poets, Phillis Wheatley, Olaudah Equiano, Walt Whitman, Emily Dickinson, Henry David Thoreau, and select contemporary and modern authors poets.

In Honors Literature 11, students undertake a broad survey of American literature spanning several genres and literary movements. They are introduced to diverse critical lenses to approach texts utilizing a variety of reading strategies. As they read, students analyze American literature by reflecting on key questions: How do place and historical time period influence the themes and styles of literature? Is the American Dream myth or reality? How do race and gender affect one’s self-understanding or place in American society? How do American authors use literary techniques to make meaning in a work of literature? In addition, student writing focuses on the development of the students’ analytic capabilities, as well as their controlled use of voice in both formal, critical essays and creative self-expression. In the Honors section, students are introduced to established literary theories, drawing from various disciplines such as philosophy and sociology, to analyze how texts reflect and shape societal issues, such as power, identity, and culture. Students are more self-directed, read more selections independently, and typically spend class time on analysis rather than comprehension. 

Representative texts include: The Great Gatsby, The Crucible, The Catcher in the Rye, A Raisin in the Sun, short stories by Poe, Crane, Hemingway, Steinbeck, and poetry by Harjo, Ortiz, Whitman, Dickinson, Hughes, and Frost.

Prerequisites: Precalculus or Honors Precalculus and departmental approval

This is an advanced, honors-level course. Designed as the equivalent to a first semester college calculus course, this course covers the syllabus for Calculus AB recommended by the College Board. Qualified students sit for the AP exam in May. Since the focus of the course is a thorough understanding of the concepts underlying calculus, rather than a formulaic way of using it, the applications of each concept are thoroughly explored. 

Text: Calculus, Early Transcendentals, 9th Edition (Brooks/ Cole Cengage)

This traditional algebra course reviews topics covered in pre-algebra before making the transition from the concrete to the abstract concepts of algebra. Basic skill building leads into critical thinking to strengthen problem-solving abilities. Real-life connections and geometric applications are integrated throughout. Algebraic topics covered include linear functions, inequalities, systems of equations and inequalities, polynomials and factoring, as well as quadratic functions. Graphing calculators are used extensively to reinforce the link between abstract concepts and visual representation.

Text: Algebra 1 (McDougal Littell)

This honors-level algebra 1 course assumes solid foundation in prealgebra as it examines, in more depth, algebraic topics such as linear functions, inequalities, systems of equations and inequalities, polynomials and factoring, as well as quadratic functions. Basic skill building leads into critical thinking to strengthen problem-solving abilities. Real-life connections and geometric applications are integrated throughout. Graphing calculators are used extensively to reinforce the link between abstract concepts and visual representation. Text: Algebra 1 (McDougal Littell)

Prerequisites: Algebra 1 and Geometry or Honors Geometry

This course is designed to give students a mastery of algebra, an introduction to trigonometry, and a firm foundation for precalculus concepts. The topic of Algebra 1 is reviewed and developed further, then new topics are introduced. In the final section of the course, students’ knowledge of right-angle trigonometry, encountered in geometry, is reviewed and extended to the trigonometry of any angle. 

Topics covered include functions, systems of linear equations and inequalities, quadratic functions, polynomial functions, exponential and logarithmic functions, rational and radical functions, matrices, conics, and trigonometry.

Text: Algebra 2 (McDougal Littell)

Prerequisites: Algebra 1, Honors Geometry, and departmental approval

This honors-level Algebra 2 with Trigonometry course assumes a solid foundation in first-year algebra as it examines, in more depth, different types of algebraic models, algebraic systems, and functional relationships. The last section of the course reviews the right-triangle trigonometry encountered in geometry, with a continuation of problems involving sides and angles of non-right triangles. Lastly, students gain exposure to the Unit Circle and  trigonometric identities and equations that will serve as some of the foundational pieces of precalculus. 

Topics covered include functions, systems of linear equations and inequalities, quadratic functions, polynomial functions, exponential and logarithmic functions, rational and radical functions, matrices, conics, and trigonometry.

Text: Algebra 2 (McDougal Littell)

Prerequisites: Precalculus or Honors Precalculus

This course is designed to provide the students with a solid foundation for entering a college-level calculus class. Topics covered start with functions and limits that were introduced in precalculus and then develop and extend those concepts into derivatives and integrals. Examples will be explored throughout the year that cover a wide range of fields from physics and life sciences to business and economics.

Text: Applied Calculus for the Managerial, Life, and Social Sciences 8th ed. (Brooks/ Cole)

Integrated Geometry is an innovative and comprehensive course designed to bridge the gaps between Algebra 1, Geometry, and Algebra 2, creating a seamless transition between these fundamental branches of mathematics. This course combines a review of Algebra 1 concepts, a dive into Geometry, and a preview of Algebra 2 concepts to provide students with a holistic and enriched understanding of mathematics. The Algebra 1 segment of the course will revisit and reinforce core concepts such as linear equations, graphing and writing the equation of lines ensuring that students have a strong foundation in fundamental algebraic principles. Students will then integrate geometric principles with their algebraic knowledge.

Text: Geometry, Concepts and Applications (Glencoe/McGraw-Hill) and Algebra 1 (McDougal Littell)

Prerequisite: Algebra 1

This course is designed to help students discover, learn, and apply geometry. Students use inductive reasoning to discover and to explore geometric postulates and theorems. Logical thinking is developed and practiced. Real-world applications encourage students to see the practical value of geometry. There are numerous opportunities to review and to use algebraic concepts. Topics covered include parallel lines, congruent triangles, similar figures and proportions, right triangles and introductory trigonometry, circles, area and volume, and coordinate geometry.

Text: Geometry, Concepts and Applications (Glencoe/McGraw-Hill)

Prerequisites: Algebra 1 and departmental approval

This course covers geometric concepts assuming a strong background in algebra.  Students discover geometric properties using inductive and deductive reasoning. Logical thinking is developed and practiced through a variety of proof styles. Real-world applications encourage students to see the relevance of geometry. Concepts learned in Algebra 1, including coordinate geometry, are reviewed and used throughout the course. Topics include parallel lines, congruent triangles, similar figures and proportions, right triangles and introductory trigonometry, circles, area and volume, and coordinate geometry.

Text: Geometry (McGraw-Hill)

Prerequisites: AP Calculus AB and departmental approval

Multivariable Calculus takes the concepts of limit, derivative, and integral beyond the function-based work of AP Calculus AB. The relationship between parametric, polar, and vector forms of equations are explored primarily in two and three dimensions; although, some work in more than three dimensions may be explored. Some concepts from linear algebra or differential equations may be included. All topics from AP Calculus BC will be covered. 

Text: Calculus, Early Transcendentals, 9th Edition (Brooks/ Cole Cengage)

Prerequisite: Algebra 2/Trig or Honors Algebra 2/Trig

This advanced course assumes a strong background in algebra and its use in problem-solving. Building on this foundation, the course reviews and extends many of the topics encountered in earlier algebra courses, with particular attention to trigonometry and analytic geometry. The alternative polar system is studied and its application to conics and the real-world is explored. Topics covered include polynomial functions, exponential and logarithmic functions, non-right triangle trigonometry and analytical trigonometry, conics and the polar coordinate system, sequences and series, and an introduction to limits.

Text: Advanced Mathematical Concepts: Precalculus with Applications. (Glencoe/McGraw-Hill)

Prerequisites: Algebra 2/Trig or Honors Algebra 2/Trig and departmental approval

This course is designed to prepare students for the AP Calculus AB course and for subsequent college-level courses. Emphasis is given to the relations between multiple ways of modelling mathematical ideas and the underlying relationships between them. 

Text: Advanced Mathematical Concepts (Glencoe), Precalculus 5e (Pearson)

Prerequisite: Algebra 2/Trig or Honors Algebra 2/Trig or Precalculus or Honors Precalculus

This senior-level course explores a range of topics in probability and statistics, with the greater part of the year focused on concepts relating to statistics. Study of descriptive statistics is followed by rules of probability, binomial distributions, and the normal bell curve. Lastly, we examine the inferential branch of statistics dealing with confidence intervals, hypothesis testing, correlation, and linear regression. Students complete three major projects during the year.

Text: Elementary Statistics (Prentice Hall)

Prerequisite: This course is only open to seniors, and juniors with permission from the instructor.

Through a combination of historical insights, philosophical perspectives, and engaging real-world applications, students will gain a deeper appreciation for math in everyday life in this project-based course. Mathematical Explorations encourages problem-solving and perseverance as students tackle a variety of intriguing puzzles and challenges, gradually building their confidence and mathematical skills. By connecting the past with the present, students will learn how math has evolved and how it continues to shape the world around us.

This course is designed for students to develop a greater vocal ability and musicality performing in a vocal ensemble. Students are instructed on how to develop aural and sight-reading skills necessary to maintain a competent vocal presence in the ensemble. Participation in this class fosters greater appreciation of and insight into a variety of choral genres and vocal repertoire. These objectives are met by chorus members who participate in vocal warm-ups and exercises, Solfège instruction, and rehearsing vocal octavos (works). 

Texts: Sing at First Sight: Foundations in Choral Sight-Singing (Alfred Publishing), The Choral Warm-Up Collection: A Sourcebook of 167 Choral Warm-Ups Contributed by 51 Choral Directors (Alfred Publishing), Evoking Sound: The Choral Warm-Up Method: Procedures, Planning and Core Vocal Exercises (GIA Publications), The Complete Choral Warm-Up Book: A Sourcebook for Choral Directors (Alfred Publishing), The Sight-Singer: A Practical Sight-Singing Course for Two-Part Mixed or Three-Part Mixed Voices(CPP/Belwin), Sing & See (Computer Software) (CantOvation Ltd.), Diction for Singers: A Concise Reference for English, Italian, Latin, German, French and Spanish Pronunciation (Pst…Inc.), Choral Director: The Choral Director’s Management Magazine (Symphony Publishing), and vocal octavos selected by instructor.

Students further develop their skills with a concentration on traditional jazz standards. The styles which are studied include: Swing, Bebop, Cool, Latin, Funk, and Rock. There is a strong emphasis on the development of improvisation, scales, and chords. Jazz history and music theory are also incorporated into the class. There are ample opportunities for performances both in and out of school. 

Texts: The Real Book, Exercises and Arrangements, and Vince McCool Handouts

Students further develop their skills with a concentration on Rock and Blues arrangements. There is a strong emphasis on the development of improvisation, scales, and chords. Music theory and opportunities for performance are incorporated into the class. 

Texts: The Real Book, Exercises and Arrangements, Vince McCool Handouts

This course is designed to continue the development of advanced string techniques while exploring various genres of music. The students play Classical and Popular Music as a small chamber ensemble. 

Texts: String Quartet and Chamber String Music, Exercises and Scales, String Explorer Book 2, and String Explorer Book 3

Prerequisite: Departmental approval

Music Production is a three-phased course designed to expose and teach students about music technology, songwriting/basic music theory, and the recording process. Each phase is divided into units and culminates in a project. The closing weeks of class are dedicated to writing, recording, and mixing a two-song “demo” project which requires the application of all skills acquired.

Prerequisites: Biology, Chemistry, and departmental approval

This is an advanced-level biology course designed to offer students a solid foundation in introductory college-level biology. This course is aligned to the AP Curriculum Framework recommended by the College Board, and is based upon four Big Ideas, which encompass core scientific principles, theories and processes that cut across traditional boundaries and provide a broad way of thinking about living organisms and biological systems.  Classes consist of discussions, lectures, and an extensive laboratory component, requiring students to demonstrate, both in technique and analysis, their thorough understanding of the major concepts. This course is intensive, challenging on multiple levels, and includes a comprehensive reading element. 

Text: AP Biology, BioZone, 2022

Prerequisite: Pre- or concurrent enrolment in Algebra 2 and Departmental Approval

AP Physics 1 is an algebra-based, introductory college-level physics course, aligned with the AP Curriculum Framework recommended by the College Board. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore these topics: kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque, rotational motion, and fluids.

Prerequisite: AP Physics 1 and Departmental Approval

AP Physics 2 is an algebra-based, introductory college-level physics course, aligned with the AP Curriculum Framework recommended by the College Board. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore these topics: thermodynamics; electrical force, field, and potential; electrical circuits; magnetism and electromagnetic induction; geometric and physical optics; and quantum, atomic, and nuclear physics.

Prerequisite: Biology and Departmental Approval 

AP Environmental Science offers students a challenging and comprehensive science course focused on four main ideas: energy transfer, interactions between Earth systems, interactions between different species and the environment, and sustainability. Content is taught through in-depth readings, experimentation, and lectures. This course is fast-paced, covering a wide range of fundamental environmental topics, and is aligned with the AP Curriculum Framework. Students are given the opportunity to build a strong foundation of key concepts and methodologies needed to examine Earth’s natural systems and human impact on the environment. Students can expect to understand why what they are learning is important, and to know how it applies to their everyday lives. This course is a good option for students interested in enrolling in their first AP science course. 

Text: Environmental Science for the AP Course Andrew Friedland and Rick Relyea 

Biology is the study of life. The primary goal of this course is for students to become familiar with the concepts, principles, and theories that allow biologists to understand life and the natural environment. We begin our study of life by understanding the scientific process and developing our investigative skills. We then focus on the characteristics of all living organisms, including their structures, the functions of their structures, and their environments. This course is designed to help students gain an appreciation and understanding for the various real-life applications of biology, including scientific literacy, as they prepare for higher-level science courses.

Prerequisites: Current enrollment in Geometry or Honors Geometry and/or departmental approval

Honors Biology is an accelerated and in-depth introductory biology course designed to inspire curiosity, deepen critical thinking, and strengthen scientific literacy. Course curriculum ranges from cellular processes and genetics to ecology, biodiversity, and evolution. Theory is supported by lab activities, hands-on work, and practical investigations. This class is designed to prepare students for higher-level science courses, including AP Biology.

Text: CK-12 Biology Concepts

Prerequisite: Algebra 1. 

Chemistry involves the study of materials and works to explain occurrences in the physical world. The key to understanding the chemical phenomena is an awareness of the underlying patterns. Students participate in hands-on laboratory exercises throughout the year that reinforce the fundamental principles of the subject. Whenever possible, examples that are relevant to the students’ everyday lives are incorporated into the course. 

Text:CK-12 Chemistry for High School (FlexBook)

Prerequisite: Algebra 1.

This honors level chemistry course involves the study of materials and works to explain occurrences in the physical world. The key to understanding the chemical phenomena is an awareness of the underlying patterns. Students participate in hands-on laboratory exercises throughout the year that reinforce the fundamental principles of the subject.  Whenever possible, examples that are relevant to the students’ everyday lives are incorporated into the course.

For honors students, the aim is to delve deeper into the curriculum and add a reading component.

Text:CK-12 Chemistry for High School (FlexBook)

The focus of this course is for ninth grade students to investigate and study the interactions between the four major Earth spheres– the hydrosphere, the atmosphere, the geosphere, and the biosphere.  The first semester will focus on understanding the foundations of each of these spheres.  The second semester will focus on how these spheres interact to form weather and how that factors into climate. Students will continue to develop their scientific skills by making measurements with various tools to gather data, interpreting and designing models, graphing data and practicing mathematical routines. Students will participate in a number of lab activities, small group discussions, simulations and projects.

Prerequisite: Biology or Honors Biology

The primary goal of this course is to become familiar with the concepts, principles, and theories required to understand the natural world, identify and analyze environmental problems caused by nature and humans, evaluate the risks associated with these problems, and examine possible solutions for resolving or preventing them. Students begin their study of the environment by understanding the scientific process and developing their investigation skills. Students then focus on the structure of Earth, the processes occurring within it, how humans alter these natural systems, the cultural, social, and economic context of environmental problems, and how to achieve sustainability in order to protect our planet. This course is designed to help students gain an appreciation for the world in which we live. 

Text: Environmental Science (Harcourt Press)

Prerequisites: Biology or Chemistry. Juniors and seniors only.

Forensic Science is a practical laboratory course that integrates the major disciplines of science in the study of objects that relate to a crime. These objects are carefully analyzed so that they can be used as evidence in a court of law. Inquiry-based labs and assessments, as well as case studies, allow students to understand real-world applications of scientific disciplines. Students are encouraged to work collaboratively in groups, to design investigations, formulate hypotheses, collect data, reach conclusions, and present their findings to their classmates. 

Prerequisites: Pre- or concurrent enrollment in Algebra 2 or Honors Algebra 2/Trig

Physics is the study of matter and energy and the interactions between the two. With a focus on mechanics, students explore how to model systems and make predictions of situations with a focus on mechanics topics including principles of motion, forces, energy, momentum and others. Students will apply these models to everyday situations as well as systems on global and galactic scales. Emphasis in the class will be placed on problem solving, creative inquiry-based lab and project designs, and the modeling of real world situations. Students will utilize scientific tools, such as measuring devices, sensor technology and build competency in spreadsheet use. As time permits broader topics of fluid dynamics, electricity and magnetism and modern physics will be introduced. 

Text: Giancolli-Physics (Pearson-Prentice Hall)

Students in AP English Literature and Composition engage in the careful reading and critical analysis of poetry, short stories, novels, and plays from a variety of genres and time periods. Close, thoughtful reading is expected as students take time to unpack a work’s complexity, learning to create various levels of meaning while analyzing authors’ methods. Students employ established literary theories for their analysis, as well as develop an appreciation for the scope and influence of certain works. The composition portion of the course is challenging, in that students are required to write carefully worked, expertly supported critical essays as well as informal writing pieces, including reading response journals and creative pieces. In addition to compositions, students read independently, take objective and written tests, study vocabulary, create presentations, and plan discussions. Students may take the AP exam in May. 

Representative texts include: A Prayer for Owen Meany, The Life of Pi, Oedipus Rex Trilogy, The Handmaid’s Tale and King Lear.

In this course, students go on a deep dive into the origins, development, and influence of ancient Hellenic societies throughout the Mediterranean and across Europe, Asia, and Africa, from the Bronze Age through the time of Alexander the Great. Students encounter ancient Greek social, political, and religious thoughts and practices (including mythology) through encounters with language, poetry, tragedy, comedy, history, art, architecture, and philosophy. We also consider the legacy of ancient Greek culture in the modern world, including the ways it has been unintentionally misunderstood and intentionally misrepresented. Students demonstrate their knowledge through seminar-style discussions, literary analysis, brief assessments and compositions in Greek, research projects, and film critiques.

This elective course is designed to introduce students to the major 20th Century cultural and philosophical developments that occurred alongside the well-known political events. Students study a host of different texts, from literature and history to poetry and philosophy. To better prepare students for their impending transition to college, the course is strictly writing based, as each semester, the class is asked to turn in at least one major paper, take two essay-based exams, and compose a number of shorter pieces based on the readings. Works read in the first semester include No Exit by Jean-Paul Sartre, The Nietzsche Reader, and sections from Studs Terkel’s Hard Times.

This course is aimed at students who have not taken one or both of the Eurasian History & Culture and/or Modern World courses. Using headline news from the Middle East & Central Asia, Africa, Europe, and East Asia, students investigate backwards in order to examine the history that has created the situations reported on behind these headlines. In the process, students encounter novels (such as A Thousand Splendid Suns), movies (such as Argo and Godzilla Minus 1), documentaries (such as Wounded Land), and other sources, evaluating the value of each in expanding our understanding of history. The course includes a detailed examination of the Holocaust and its continuing relevance. There is also an emphasis on structured writing with a focus on the systematic argumentation for and against a stated position.

This course examines the intersections of art and philosophy through objective analyses and creative interpretations that explain and challenge philosophical topics, including reality and illusion, space and time, truth, beauty, sacrifice, justice, ethics, race, gender, autonomy, politics, and freedom. Students consider philosophy through art as well as the philosophy of art, applying fundamental terminology (“aesthetics,” “transcendence,” “sublimity,” “value,” etc.) in the interpretation of film, literature and poetry, visual arts, and architecture. This class imitates the expectations and rigor of an introductory college course, being discussion based with two formal essays per semester, several shorter written responses, and occasional vocabulary quizzes. Students will examine a number of mature (TVMA, R, explicit) artworks and read several challenging philosophical texts and are encouraged to discuss material with family, friends, and peers outside of the classroom.

In this course, students will read a range of dystopian and speculative fiction (i.e., 1984, The Children of Men, The Handmaid’s Tale, Minority Report), and examine the political ideas throughout the stories. In doing so, students will be introduced to fundamental ideas of political philosophy, sociology, and social psychology. Special emphasis will be placed on class discussion and academic writing, particularly major paper assignments and written exams.

This course examines detective fiction as both a literary tradition and an intellectual framework for critical inquiry. Through the study of classic and contemporary mysteries, students will analyze how authors construct suspense, layer clues, and challenge readers to navigate the shifting boundaries between fact, perception, and truth. Detective fiction serves not only as entertainment but also as a lens for exploring problem-solving, ethical reasoning, and the human fascination with hidden knowledge.

In an era shaped by misinformation, social complexity, and competing narratives, this course positions detective fiction as a vehicle for cultivating essential academic skills. Students will engage in close reading, evidence-based discussion, and sustained interpretation, learning to think deeply, formulate incisive questions, and evaluate multiple perspectives.

Distinctively, the course blends literary study with forensic science and psychology, enabling students to consider how methods of investigation, analysis, and behavioral understanding inform both storytelling and real-world systems of justice. This interdisciplinary approach highlights how narratives and evidence interact, encouraging students to connect the imaginative work of fiction with the empirical practices of inquiry.

Grounded in research-supported methods such as Inquiry-Based Learning, Problem-Based Learning, and Argument-Driven Reading & Inquiry, the course emphasizes collaboration, critical dialogue, and analytical rigor. Students will not only investigate mysteries within the texts but also develop the intellectual habits necessary to interpret the mysteries of the world around them.

Representative texts and media include: The Murder of Roger Ackroyd by Agatha Christie, “A Scandal in Bohemia” by Sir Author Canon Doyle, Forensics: What Bugs, Burns, Prints, DNA, and More Tell Us About Crime, The Christopher Killer by Alane Ferguson, Ask for Andrea by Noelle West Ihli, Serial: Season 1, and many more. 

This course serves two main purposes, one conceptual and the other practical. The first is to provide an overview of political thought in the Ancient Mediterranean world using a combination of primary source texts and modern scholarship. Next, the course serves as an introduction to historical skills and methods, teaching students how to research and write a formal, professional academic paper.  This is a valuable, necessary skill for all history majors that will help prepare students for upper-level classes. Specifically, this course will introduce and instruct students to analyze, evaluate, and interpret primary and secondary source material properly. Students will receive guidance and instruction in methods of historical research, proper citation, how to form a sophisticated argument supported by evidence, formal writing, and critical thinking, all of which will culminate in a 10-15 page paper to be turned in at the end of the semester. 

Prerequisites: Minimum of one year of Studio Art and departmental approval

AP-2D Art and Design is an advanced course for motivated and disciplined art students. Throughout the year, students will work in and out of class to develop a portfolio that meets College Board standards. The course emphasizes artmaking as a sustained process of inquiry, involving critical decision-making, experimentation, and revision. Students may explore a wide range of 2-D approaches, such as graphic design, sequential art, photography, collage, printmaking, illustration, industrial design, animation, game design, painting, and fiber to create a body of work that demonstrates the development of ideas, materials, and processes, supported by written reflection and documentation. The portfolio includes both finished works and evidence of process, equivalent to a first-semester college-level art course. Students are expected to uphold ethical standards, demonstrate artistic integrity, and understand issues of plagiarism. In May, portfolios are submitted to the College Board and evaluated on criteria including the synthesis of materials, processes, and ideas, as well as evidence of sustained investigation guided by inquiry-based questions.

Prerequisites: Art I or Art I and departmental approval

Advanced Art is an upper-level course designed for students who wish to develop further skills and techniques learned in previous art courses, and is a good class for those interested in developing an art portfolio. This course utilizes the College Board’s AP 2D Design curriculum as a framework emphasizing investigation, practice, experimentation, revision, and reflection as part of the creative process. Student expectations exceed those of other art classes and should demonstrate creative discipline, a solid work ethic, and a strong desire to investigate, experiment, and create. Advanced Art requires students to demonstrate strong technical and design skills in two-dimensional (2-D) and three-dimensional (3-D) design issues, with the expectation of unique and original creative thinking. This course challenges students to address ethical tenets and to demonstrate artistic integrity and a thorough knowledge of plagiarism.

Art I introduces students to drawing, painting, sculpture, and mixed media through the study of the elements and principles of art. Students create both two- and three-dimensional works—including still life, portraiture, landscape, and abstraction—while developing technical skills, personal expression, and artistic voice. The course incorporates art history, critique, aesthetic inquiry, and interdisciplinary connections to foster critical thinking and a deeper understanding of art’s role in culture. Students explore techniques such as perspective, color theory, watercolor and acrylic painting, pointillism, collage, bookmaking, jewelry, and clay hand-building, while engaging in independent projects and career exploration. Emphasizing originality, integrity, and respect for intellectual property, the course supports students in becoming creative, reflective, and ethical artists.

Prerequisite: Art I

Art II builds on the foundational skills from Art I, guiding students to deepen their understanding of design, drawing, painting, sculpture, pottery, collage, and art history. Students refine observation skills, exploring form, proportion, and perspective through direct observation and photography, while experimenting with techniques such as watercolor and acrylic painting, pointillism, collage, bookmaking, jewelry, and clay hand-building. Studio work, critique, and discussion of aesthetic issues support critical thinking and personal expression, while interdisciplinary connections highlight art’s relationship to other fields. Emphasizing artistic integrity, ethical practice, and originality, the course encourages students to develop as creative, reflective, and skilled artists, with opportunities for independent projects and career exploration.

This course introduces students to clay as a medium through a variety of hand-building methods such as pinch, coil, and slab construction. Students explore different finishing and glazing techniques, including burnishing, texturing, sgraffito, and wax resist. Emphasis for this course is placed on craftsmanship and the development of aesthetics, form, and function. Knowledge of related health issues and safe studio practices are also required. The curriculum is adjusted at each level of progress to meet the individual needs of the student.

Prerequisite: Minimum of one year of Studio Art and departmental approval

Independent Art provides students with the opportunity to develop advanced skills and create works for their art portfolios through self-directed projects in two- and three-dimensional media. Students are expected to demonstrate a high level of commitment, time management, and artistic integrity, including understanding ethical practices and avoiding plagiarism. The course emphasizes independent problem-solving, conceptual development, technical experimentation, and personal expression, supported by regular sketchbook use, weekly logs, research, and self-evaluation. Students engage in critiques, substantial art investigations, and the creation of a digital portfolio, exploring diverse media and techniques while refining craftsmanship, originality, and professional practices.

Students in this course have an opportunity to develop their skills and create works for inclusion in their art portfolios. Students who elect independent ceramics must demonstrate a high level of commitment and strong work ethic in order to produce quality artwork. Students initiate, define, and solve visual arts problems independently and are required to keep a sketchbook, quarterly goals, and daily logs. Students may choose to create clay works, using handbuilding methods of construction, sculpture and relief, as well as wheel thrown pottery with the expectation of original, creative thinking. This course challenges students to address ethical tenets, and to demonstrate artistic integrity and a thorough knowledge of plagiarism.

This course is geared towards Juniors and Seniors and will cover the role and responsibilities of the media in American society. Students will gain an understanding of specific areas of mass communication, including newspapers, television, magazines, radio, internet, movies, advertising, and public relations. This course provides an overview of the evolution of mass communications and emphasizes how media messages interact with culture.

The course covers basic and classic design principles, graphic design, and integration of visual elements into web formats. Students begin by exploring basic design elements (line, shape, texture, color) and principles (e.g. repetition, emphasis, scale/proportion, balance) both by hand and digitally, with importance placed on creating visual interest and organizing elements and information. Students build skills and experience using Adobe software (Illustrator, Photoshop, InDesign) and learn how these programs function together. Throughout the course, students develop good research habits by identifying and collecting successful and/or popular designs from books, magazines, marketing materials, and film/video. Students learn to integrate typographical elements and written content into the visual whole of their designs. Projects introduce a variety of visual formats and conceptual themes and emphasize the development of holistic practical and skill-building techniques. The course also covers web design and website creation. Integrating knowledge and skills learned throughout the course, students develop individual web portfolios designed to showcase a range of projects and ideas. Importance is placed on developing and enhancing individual craft and style and finding visual identity.

This elective is designed to guide students through the process of creating the annual K-12 yearbook. Enrolled students serve as the editors and staff of the McLean School Yearbook. The multi-faceted nature of the course requires that students not only develop skills such as gathering information, writing copy and captions, understanding photography, and copy editing, but also work in and out of class to meet deadlines for this publication. A Jostens yearbook representative works and meets with the class to discuss layout techniques. During the fourth quarter, when yearbook pages are completed, each student works on creative projects such as photo-literary projects and presentations. In this last portion of the course, students apply the skills learned in the first three quarters of the year to projects that interest them personally. 

Text: Jostens. 1, 2, 3 Student Yearbook Guide: The Ultimate Yearbook.

The CORE Clubs Program meets from 2:20–3:20 PM on B Days and gives students opportunities to explore their interests, develop leadership skills, and build community. Through club meetings and activities, students strengthen their leadership, communication, and executive functioning skills in a supportive, collaborative environment.

Clubs are student-organized and student-led, with guidance from faculty advisors. Club leaders meet twice a month in Leadership Council to share updates, plan events, and coordinate efforts across the program.

During this time block, students may also choose to participate in affinity groups, mini-courses led by faculty, or college counseling sessions. Each student is required to attend 10 college counseling sessions per year.

Clubs

• Activity & Prom Committee

• Environmental Plant Club

• Business Club

• Latin Club

• Chess Club

• ASL Club

• Ultimate Frisbee

• Craft Club

• Improv Club

• Art Club

• Fashion Club

• Equity and Social Justice Forum

• Service League

• Creative Writing Club

• Current Events & Debate Club

• Dance Team

• Journalism Club

• Spanish Club

• Leadership Council

Mini-Courses

• Things I Wish I Learned in High School

• Modern Society: Civics, Power, and the Rule of Law

• Unbound: Stories that Change Us

• Digital Storytelling

College Counseling

• Grade 9: Setting Goals and Intentions

• Grade 10: Telling My Story

• Grade 11: Applying to College

• Grade 12: College and Career Transition

Affinity Groups

• Students of Color Club

• Gender & Sexuality Alliance (GSA)

• Jewish Affinity Club

• Women’s Gender Equity Club