Prerequisite: Latin III (titled Latin IV through the 2024-2025 and 2025-2026 school year) or Departmental Approval

In this course, we will focus primarily on the translation, analysis, interpretation, and discussion of Vergil’s Aeneid and Caesar’s De Bello Gallico. This course will give you the tools to read Latin prose and poetry with comprehension and appreciation by providing regular practice with both prepared passages and sight reading and by supplementing the primary texts with secondary scholarly articles that enrich your understanding of the Latin texts. Using these secondary readings, which will provide context and models of scholarly analysis, you will translate and analyze the crucial sections of both works until the AP® exam in May. The final month before the exam will be spent on review and practice exams. You will also complete one project each semester focusing on a particular aspect of the texts at hand.

This course is designed and College Board-approved to fully meet the expectations and requirements of the AP® Latin Course and Exam Description prepared by the College Board. The course content is organized around four skill categories, as identified by the College Board: Reading and Comprehending; Translating; Contextualizing; and Analyzing Texts. In order to facilitate the comprehension, contextualization, and analysis of the course content, we will evaluate the texts in light of seven overarching themes: Literary Genre and Style; Roman Values; War and Empire; Leadership; Views of Non-Romans; History and Memory; and Human Beings and the Gods.

Texts:
Caesar, Julius. The War for Gaul. Translated by James J. O’Donnell, Princeton University Press, 2019. Steadman, Geoffrey, editor.
College Caesar: Latin Text with Facing Vocabulary and Commentary. Geoffrey Steadman, 2011. Steadman, Geoffrey, editor.
College Vergil: Latin Text with Facing Vocabulary and Commentary. Geoffrey Steadman, 2021.
Vergil. The Aeneid. Translated by Shadi Bartsch, Modern Library, 2021.

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

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.

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).

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 I (Cambridge University Press), selected novellas & ancient graffiti

Prerequisite: Latin Ia or Departmental Approval

In Latin Ib, 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 II (Cambridge University Press), plus ancient graffiti and inscriptions

Prerequisite: Latin Ib or Departmental Approval

In Latin II (III in 2024-2025 school year), 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 III (Cambridge University Press), plus ancient graffiti and inscriptions

Prerequisite: Latin II (III in 2024-25 school year) or Departmental Approval

In Latin III (IV in 2024-2025 school year), 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: selections from Roman and/or Latin-speaking authors of prose, poetry, inscriptions, and graffiti

Prerequisite: Latin III or Departmental Approval

In Latin IV, we will encounter original Latin prose and poetry by a variety of ancient authors as our study of vocabulary, grammar, and sentence structure becomes more advanced. 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, mythology, and government. We will continue to learn to read, compose, and think about Latin as the Romans once did and in ways that apply to our lives today, and we will learn to better communicate with one another in a language that has influenced and developed into so many of the modern languages in the world around us.

Texts: Cambridge Latin Course, Unit IV (Cambridge University Press)

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 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, but the focus remains on the speaking skills necessary for 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. Upon successful completion of this course, students advance 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. 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.

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, 4th Edition (Focus Publishing, 2014)

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 in 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 themse 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.

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 discussion and formal debate. It begins with Exploration and ends with the current state of the Middle East. The course is designed to begin where the Eurasian History and Culture course ends.

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 discussion and formal debate. It begins with Exploration and ends with the current state of the Middle East. The course is designed to begin where the Eurasian History and Culture course ends. 

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.

Text: Myers, D. G., & DeWall, C. N. Psychology in Everyday Life (4th ed.). New York: Worth, Macmillan Learning, 2017.

This course covers select topics in modern United States history. Select units of study require the in-depth study of people, events, and concepts that have had great impact on American society over our history. Homework, including guided reading and section summaries, is an integral part of the course. Each student is expected to be prepared for each class and to participate in class discussions as well as question and answer activities. 

Text: A History of US (Oxford)

This course covers select topics in modern United States history. Select units of study require the in-depth study of people, events, and concepts that have had great impact on American society over our history. Homework, including guided reading and section summaries, is an integral part of the course. Each student is expected to be prepared for each class and to participate in class discussions as well as question and answer activities. 

Text: A History of US (Oxford)

This course is a humanities-based study of Western Civilization. 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 study of Western Civilization. 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

This course requires a meticulous approach by students and their teacher. This course introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and fluency in an object-oriented paradigm using Java. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. This course emphasizes object-oriented and imperative problem solving and design. Students utilize and become familiar with the standard Java library from the AP Java subset. There is a structured lab component with hands-on lab experiences. Students learn the ethical and social implications of computing. After the AP Computer Science A exam, students participate in a computer programming project.  

Texts: Java Software Solutions for AP Computer Science (Pearson), Be Prepared for the AP Computer Science Exam in Java (Skylight), Barron’s AP Computer Science A (Barron’s), Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion (Addison-Wesley).

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. The course also 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.

Curriculum:

• 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
• Hardware, software, and the internet
• History of computing
• Data types, variables, and arithmetic
• Random numbers
• Method calls
• Conditional logic
• Loops

Prerequisites: Algebra 1, Geometry, and CS & Engineering I

This course continues the work started in CS & Engineering I. Students work on projects in Programming, Mechanical Engineering, Electrical Engineering, Aeronautical Engineering, Fabrication, and Robotics. After completing a set required projects in each of these areas students will be able to pursue more advanced projects chosen by themselves with input from the instructor.

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.

Curriculum:

• Arduino boards, hardware and software
• Processing
• Photoshop
• Cardboard construction
• Basic Electronics
• Soldering
• Raspberry Pi computers
• Flying machines
• Open SCAD
• 3D Printing
• Micro:bit and SparkFun robot
• BOEBot robot

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. The Honors section covers the same basic curriculum but in more depth and at a faster pace. 

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).

English 11 students continue to refine their writing skills in preparation for college-level essays. Emphasis in this course is placed on increased complexity of content and style and involves a variety of writing assignments, both formal and informal, to sharpen students’ writing skills. Students read and analyze the writing of accomplished authors as models for their own developing writing styles. Learning the entire process, students complete a fully documented research paper with an emphasis on proper documentation to avoid plagiarism. Grammar and vocabulary lessons are emphasized to aid in the successful expression of each student’s ideas through writing. With vocabulary, students use what they learned in grades 9 and 10 about prefix-root-suffix construction of words in order to dissect and to define SAT-type words and to increase reading comprehension. In addition, the college application process (especially the college application essay) is discussed. 

Texts: The Bedford Handbook (Bedford/St. Martin’s) and Developmental Exercises to accompany the Bedford Handbook (Bedford/St.Martin’s).

The Honors version of this course covers the same basic curriculum as English 11, but in more depth and at a faster pace. English 11 students continue to refine their writing skills in preparation for college-level essays. Emphasis in this course is placed on increased complexity of content and style and involves a variety of writing assignments, both formal and informal, to sharpen students’ writing skills. Students read and analyze the writing of accomplished authors as models for their own developing writing styles. Learning the entire process, students complete a fully documented research paper with an emphasis on proper documentation to avoid plagiarism. Grammar and vocabulary lessons are emphasized to aid in the successful expression of each student’s ideas through writing. With vocabulary, students use what they learned in grades 9 and 10 about prefix-root-suffix construction of words in order to dissect and to define SAT-type words and to increase reading comprehension. In addition, the college application process (especially the college application essay) is discussed. 

Texts: The Bedford Handbook 8th edition by Diana Hacker and Developmental Exercises to accompany the Bedford Handbook. Massachusetts: Bedford/St.Martin’s, 2010.

This course builds a foundation of literary scholarship so students can feel comfortable experimenting with that foundation in subsequent years. The course is designed to expand student comprehension and understanding of literature through a balance of close reading and big picture discussions of fundamental works of literature. Students begin to identify and to analyze rhetorical devices employed by authors and determine how these devices contribute to the overall effectiveness of the works relative to critical interpretation, theme, and argument. An independent reading unit offers students their choice of texts and assessments. The curriculum is dedicated to providing the groundwork for further development of cognitive skills, reading and interpretive competence, and written discourse. In the Honors section, students are more self-directed, read more selections independently, and typically spend class time on analysis and interpretation rather than comprehension. 

Representative texts include: Lord of the Flies, Twelve Angry Men, and The Absolutely True Diary of a Part-Time Indian.

Honors designation elevates the scope and level of all skills and requires more independence. This course builds a foundation of literary scholarship so students can feel comfortable experimenting with that foundation in subsequent years. The course is designed to expand student comprehension and understanding of literature through a balance of close reading and big picture discussions of fundamental works of literature. Students begin to identify and to analyze rhetorical devices employed by authors and determine how these devices contribute to the overall effectiveness of the works relative to critical interpretation, theme, and argument. An independent reading unit offers students their choice of texts and assessments. The curriculum is dedicated to providing the groundwork for further development of cognitive skills, reading and interpretive competence, and written discourse. In the Honors section, students are more self-directed, read more selections independently, and typically spend class time on analysis and interpretation rather than comprehension. 

Representative texts include:Lord of the Flies, Twelve Angry Men, and The Absolutely True Diary of a Part-Time Indian.

This is an objectives-based course, though two objectives set the tone for the class. The first is to increase literary comprehension, analysis, and appreciation. Students are introduced to literature as an art form throughout the globe, as they read selections from Asia, the Middle East, Africa, Latin America, the Caribbean, and Europe. Second, students learn specific techniques to guide them in the process of critical analysis. They improve their abilities to see patterns in a wide range of texts that span time and continents. Class discussions revolve around critical inquiry and debate of issues raised by the text. In the Honors section, students are introduced to established literary theories, are more self-directed, read more selections independently, and typically spend class time on analysis rather than comprehension. 

Representative texts include The Curious Incident of the Dog in the Night-Time, The Purple Hibiscus, The White Tiger, The Tempest and Master Harold and the Boys.

Honors designation elevates the scope and level of all skills and requires more independence. This is an objectives-based course, though two objectives set the tone for the class. The first is to increase literary comprehension, analysis, and appreciation. Students are introduced to literature as an art form throughout the globe, as they read selections from Asia, the Middle East, Africa, Latin America, the Caribbean, and Europe. Second, students learn specific techniques to guide them in the process of critical analysis. They improve their abilities to see patterns in a wide range of texts that span time and continents. Class discussions revolve around critical inquiry and debate of issues raised by the text. In the Honors section, students are introduced to established literary theories, are more self-directed, read more selections independently, and typically spend class time on analysis rather than comprehension. 

Representative texts include The Curious Incident of the Dog in the Night-Time, The Purple Hibiscus, The White Tiger, The Tempest and Master Harold and the Boys.

Juniors undertake a broad survey of American literature spanning several genres and literary movements. As they read, students analyze American literature by reflecting on key questions: 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: The Great Gatsby, The Crucible, The Catcher in the Rye, A Raisin in the Sun, and selections from Walt Whitman, Emily Dickinson, and Henry David Thoreau.

Honors designation elevates the scope and level of all skills and requires more independence. Juniors undertake a broad survey of American literature spanning several genres and literary movements. As they read, students analyze American literature by reflecting on key questions: 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. 

Representative texts include: The Great Gatsby, The Crucible, The Catcher in the Rye, A Raisin in the Sun, and selections from Walt Whitman, Emily Dickinson, and Henry David Thoreau.

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: Single Variable (Brooks/Cole)

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, exponential functions, polynomials and factoring, quadratic functions, and rational and radical functions. The TI-83 or TI-84 Plus calculator is 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, exponential functions, polynomials and factoring, quadratic functions, and rational and radical functions. Basic skill building leads into critical thinking to strengthen problem-solving abilities. Real-life connections and geometric applications are integrated throughout. The graphing calculator is 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 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

Text: Hoffmann, Laurence D, & Bradley, Gerald L. Calculus: For Business, Economics and the Social and Life Sciences. McGraw Hill

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.

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 parallels, 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 integrates algebra and geometry. 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 parallels, 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 (Brooks/Cole)

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. The course concludes with an introduction to calculus. 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)

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)

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 – including the chemistry of life, and plant and animal physiology – designed to be the equivalent of a freshman biology course at the college level. It covers the syllabus recommended by the College Board and prepares students to take the AP Biology exam in May. Classes consist of discussions, lectures, journal projects, and an extensive laboratory component, requiring students to demonstrate, both in technique and analysis, their thorough understanding of the major concepts. Creative ways to explain key concepts are explored and there is an extensive use of technology, including Internet explorations, animation presentations, and virtual labs. This course is intensive, challenging on multiple levels, and includes a comprehensive reading element. 

Text: AP Edition Biology (Pearson)

AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, and conservation.

AP Physics 2 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, waves, and probability.

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 for the various (and fascinating!) real-life applications of biology as well as to prepare students for the AP Biology course, in addition to other advanced science courses. 

Text: Biology: The Dynamics of Life (Glencoe/McGraw-Hill)

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 and analytical thinking. Emphasis is placed on understanding the interrelationship between concepts covered. The curriculum ranges from topics that involve the very small—cells and molecular biology—to the very large—biomes. Relating topics to everyday experiences makes understanding more manageable. Theory is supported by lab activities, hands-on work, and practical investigations. 

Text: CK-12 Biology Concepts

Prerequisite: Biology and completion of, or current enrollment in Algebra 2/Trig or Honors Algebra 2/Trig

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. Each concept in the curriculum is supported by hands-on laboratory exercises; seeing the interactions of chemicals reinforces the fundamental principles and increases the students’ level of involvement in the subject. Whenever possible, examples that are relevant to the students’ everyday lives are incorporated into the course. 

Text:An Introduction to Chemistry, (Chiral Publishing Company)

Prerequisite: Biology and completion of, or current enrollment in Algebra 2/Trig or Honors Algebra 2/Trig

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. Hands-on laboratory exercises support each concept in the curriculum; seeing the interactions of chemicals reinforces the fundamental principles and increases the students’ level of involvement in 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 a bit deeper into the curriculum and add a reading component.

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

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 and Environmental Science or Chemistry. Juniors and seniors only.

As an integrated science, forensic science provides students the opportunity to learn the application of information from the disciplines of biology, chemistry, earth science, archaeology, anthropology, psychology, law, medicine, and professional/technical writing. The course focuses on crime scene investigations, evaluation of evidence, and laboratory techniques. Inquiry-based lab activities, case studies, field trips, guest speakers, and Internet research provide students with the opportunity to study and to apply the skills of a forensic scientist. 

Text: Forensic Science for High School (Kendall/Hunt)

Prerequisites: Chemistry and completion of, or current enrollment in Precalculus or Honors Precalculus

Physics is the study of matter and energy and the interactions between them. Through the study of mechanics, students spend the first semester exploring how to model systems and make predictions of situations frequently experienced every day. This includes learning about all of the various combinations of the base units of length and time (length, velocity, and acceleration, specifically in the context of gravity) and then expanding those concepts by including the base unit of mass which allows the class to discuss weight, force, work, and power. During the second semester, other topics of physics are introduced, beginning with fluids and moving into the kinetic theory of gases and the ideal gas law. The course concludes with the study of electricity and magnetism. 

Text: Physics: Principles with Applications Updated (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.

Prerequisites: Advanced Art and/or Independent Art and departmental approval

AP Studio Art is comprised of three separate portfolio advanced placement art courses. The first is Studio Art: Drawing Portfolio, which provides students with the opportunity for broad interpretation of drawing and the use of media. The second is Studio Art: 2-D Design Portfolio, which enables students to integrate the elements and principles of art applied in a decisive manner to two-dimensional (2-D) design issues. The third is Studio Art: 3-D Design Portfolio, which uses the same integration process applied to three-dimensional (3-D) objects such as sculptures. This advanced-level course is for highly motivated, disciplined, and serious art students. Each section of the course challenges students to address ethical tenets, and to demonstrate artistic integrity and a thorough knowledge of plagiarism. The portfolio sections are designed as the equivalent to a first-semester college art course, and covers the requirements recommended for AP Studio Art by the College Board. Each student submits a portfolio of work for evaluation in May. The College Board requires that each portfolio contain three specific required sections: quality, concentration, and breadth.

Prerequisites: Art I or Art I and departmental approval

This course is designed for students with a more advanced understanding of drawing, painting, and three-dimensional works of art. There is a prerequisite of at least one previous art class in two- or three-dimensional art. Expectations made of students in this class are higher than those made in other art electives. Creative discipline, solid work ethic, and a strong desire to create are important characteristics of those who elect to take this course.

Prerequisite: Art I

This course provides students with the opportunity to strengthen basic skills acquired in Foundations in Art. Fundamentals of design, drawing, painting, pottery, sculpture, collage, and art history are explored further. Seeing and interpreting form, proportion, and perspective from life and photographs are part of this class, strengthening perceptual skills. Art history, the process of critique, and understanding aesthetic issues promote awareness and growth in the fundamentals of art and design. This course challenges students to address ethical tenets, and to demonstrate artistic integrity and a thorough knowledge of plagiarism.

Prerequisite: Departmental approval

Students in this course have an opportunity to develop their skills and create works for inclusion in their art portfolios. Students who elect independent art 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 work with two-dimensional (2-D) and/or three-dimensional (3-D) design issues 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.

All Freshman will have one CORE period a day. The CORE Program guides students through a sequence of executive skill building, social-emotional learning, and contextualized investigation of the world around them as they develop their personal identities and pursue an understanding of their place in local and global communities. 

The following topics are covered:

• Organizational skills and executive function
• Self-care and nutrition
• Conversational & discussion skills
• Digital literacy
• Radicalization, hate speech, and the internet
• Consent and respect
• Environmental activism, environmental justice, and collective responsibility

All Sophomore will have one CORE period a day. The CORE Program guides students through a sequence of executive skill building, social-emotional learning, and contextualized investigation of the world around them as they develop their personal identities and pursue an understanding of their place in local and global communities.

The following topics are covered:

• Organizational skills and executive function
• Self-care and nutrition
• Conversational and discussion skills
• Digital literacy and fake news
• JEDI terminology (Justice, Equity, Diversity, Inclusion) and understanding diversity
• Gender, sexuality, sex, and consent
• Substance use and consent

All Juniors will have one CORE period a day. The CORE Program guides students through a sequence of executive skill building, social-emotional learning, and contextualized investigation of the world around them as they develop their personal identities and pursue an understanding of their place in local and global communities.

The following topics are covered:

• Self-care and nutrition
• Conversational and discussion skills
• Civics, civil rights, and voting
• Exploring individual identities
• College application prep and college essay writing

Optionally, peer tutoring may be offered

McLean’s Upper School CORE Program guides students through a sequence of executive skill building, social-emotional learning, and contextualized investigation of the world around them as they develop their personal identities and pursue an understanding of their place in local and global communities.

The following topics are covered during the CORE period for Seniors:

• College application process
• Conversational and discussion skills
• Self-care and nutrition
• Financial literacy
• Consent, sex, and substance use in the college context
• Interview skills and resumé building

Optionally, peer tutoring and support of CORE programming in younger grades may be offered