Bay's Academic & Extracurricular Guide 2016-17 by The Bay School of San Francisco

Academic and Extracurricular Programs

Build your foundation The Bay School Mission and Philosophy At Bay, we balance challenging academics and innovative thinking with a 9th Grade

mindful approach to learning and life. Our goal is to see students unlock

TRIMESTER 1

TRIMESTER 2

TRIMESTER 3

Humanities 1A Conceptual Physics 1A Math 2A*

Humanities 1B Conceptual Physics 1B Math 2B* Spanish or Mandarin 1A*

Humanities 1C Chemistry 1A Writing Workshop Spanish or Mandarin 1B*

Humanities 2B Biology 1A Spanish or Mandarin 2B* Math 3A*

Humanities 2C Biology 1B Research in the Community Math 3B*

American Studies A Analysis of Functions A

American Studies B Spanish or Mandarin 3A*

American Studies C Analysis of Functions B Spanish or Mandarin 3B*

[ Science Elective ]

their individual and collective potential so they begin to realize their roles

[ Arts Elective ]

in a dynamic world.

Humanities 2A Chemistry 1B Spanish or Mandarin 2A*

10th Grade

[ Engineering Elective ]

We cultivate intellectual entrepreneurs. We design our curriculum to enable students to take ownership of their learning in an environment of high academic

Build your passions

expectations. They craft creative solutions to real-world problems and come to understand their ability to effect meaningful change.

11th Grade

Our students learn to think carefully and act deliberately, while considering the experiences and

[ Open Elective ]

perspectives of others. The practice of mindfulness permeates all aspects of school life, fostering a

[ English Elective ]

[ Literature Elective ]

[ English Elective ]

[ Open Elective ]

[ Rel/Phil Elective ]

[ Open Elective ]

[ Social Studies Elective ]

[ Open Elective ]

Senior Signature Project B

[ Open Elective ]

thoughtful and cohesive community. We challenge students to take risks. Our students learn to respond to setbacks gracefully, knowing that failure is often a step in the direction of success. They gain confidence in their own abilities and

12th Grade

appreciate the value and richness of collective effort. Increasing levels of academic and personal autonomy enable students to discover their passions, pursue

Senior Signature Projects A

their interests, and test their limits.

[ Open Elective ]

Note: All students are required to take four courses each trimester, each worth 0.5 credits. We require 23 academic credits for graduation. *

Math and language classes are by placement.

Welcome to The Bay School This publication provides an overview of our innovative curriculum, extracurricular programs and activities. Please visit www.bayschoolsf.org or contact us at admission@bayschoolsf.org or 415-684-8949 for more information.

TABLE OF CONTENTS An Introduction to The Bay School 2 Our Guiding Precepts 4 Ethics, Spirituality and Mindfulness 5 The Academic Program 5 Academic Philosophy & Program Overview 5 Trimester Rotating Block Schedule 6 Homework Policy 6 Advanced Study: College-Level Work 8 Senior Signature Projects 8 Graduation Requirements 9 Co-curricular Courses 10 Life Skills Courses 10 Intersession 11 Service Learning 11 Technology 12 College Counseling 13 Advisors: Guides and Advocates 13 Tutorial: Focusing on Academics 14 Dean of Students Office 14 The Learning Services Program 14 Student Counseling 15 Leadership 15 Athletics 16 Bay On Stage â&#x20AC;&#x201C; Drama and Music Groups 18 Student Clubs 19 2016-2017 Course Catalog 20

An Introduction to The Bay School In 1995, a group of San Francisco Bay Area educators, community leaders and parents had the dream of founding a new independent high school in San Francisco. They chose as their guiding principle the notion that schools should focus on the future, not only the immediate future of preparation for college and training for adulthood, but also the future in which our graduates take their places as capable, courageous and ethical leaders in the interconnected, rapidly changing world of the 21st century. After recruiting distinguished educators from across the nation, The Bay School of San Francisco opened in September 2004 with a faculty dedicated to the schoolâ&#x20AC;&#x2122;s vision. These pioneers crafted a challenging college preparatory curriculum rooted in the belief that a true education for the 21st century requires not only knowledge of scientific vocabulary and methods but also the ability to question the ethical and 2

societal implications of advances in science and technology. A future-focused education also recognizes multicultural understanding as a tool for addressing wide-ranging

issues at home and abroad, and so the faculty developed a rich humanities program that includes teaching comparative philosophy and religion. Throughout the curriculum, the faculty asks students to connect with communities beyond Bay and to apply their learning to complex, real-world problems. The schoolâ&#x20AC;&#x2122;s current faculty of more than 50 full- and part-time teachers continues to innovate, enriching the curriculum and extending their pedagogies while staying true to these founding beliefs. Since the schoolâ&#x20AC;&#x2122;s launch, the student body has grown from 53 to an enrollment of 350 students in grades 9 through 12. Our graduates are indeed ready for challenging college work: over 373 colleges and universities within and outside the United States have admitted students from our first eight graduating classes.

future prep

Ethics, Spirituality and Mindfulness A focus on ethics and mindfulness pervades life at Bay. We begin our day at Morning Meeting, where our community gathers to share our diverse experiences and perspectives on the world. Morning Meeting concludes with a few minutes of silence during which we practice being present, centering ourselves and noticing our own emotional and physical state. It is extraordinary to watch students, faculty and staff come together after arriving at school—by bike, bus or car(pool)—and settle in for a thoughtful gathering, beginning the day focused on community.

Our Guiding Precepts We aspire to live by these guiding precepts and to build our community life on them. • We value living with kindness and honesty; we are careful truth-tellers.

• We value the importance of boundaries; we take only what is given. • We value respecting ourselves and our friends in relationships; we don’t misuse sexuality.

• We value a clear mind and a healthy, strong body; we don’t intoxicate ourselves with alcohol, drugs, unhealthy food or the misuse of technology.

As students proceed through the day, they address ethical questions purposefully woven into the curriculum. What would Plato, Confucius or Kant say about the way we should live as Bay community members? How should we equitably and thoughtfully approach challenges such as global population growth or sovereign debt? How should we balance economic growth with marine protection in the San Francisco Bay? By examining a variety of philosophical and religious responses to key spiritual, moral and ethical questions, students gain not only a richer understanding of world cultures, but also multiple points of reference from which to develop their own ethical and spiritual frameworks. The practice of mindfulness—being aware of what is happening both internally and externally—is crucial to students’ academic and extracurricular experience at Bay. We believe that with attentiveness to being present, students are better able to focus, to learn from their triumphs and failures and to forge strong community relationships. One of the most valuable lessons we can teach our students is the importance of a mindful, ethical approach to life.

• We value kind speech; we don’t slander or gossip. • We value the richness of difference and diversity; we don’t praise ourselves at the expense of others; we don’t bully or haze. • We value communication; we don’t harbor anger or ill will, especially toward ourselves. • We value generosity; we share, giving and receiving help. • We value patience with ourselves and others; we don’t rush to judgment. • We value the earth, our home; we don’t pollute, we recycle and we are careful, conscious consumers. We want our school to be a safe, kind and respectful environment—a place where we can make mistakes, learn from them and grow. We join with the entire Bay community in striving to live according to these precepts in our daily lives, in our choices and in our relationships. We consider the high school years an opportune time for idealistic young people to develop an awareness of themselves in community. Moving beyond the fundamental questions of adolescence (Who am I? Where do I belong? What do I value?), they gain maturity and strength in their personal lives as well as in the academic sphere. Our goal is for Bay students to graduate with the tools necessary to examine life choices from an ethical perspective, refining their choices with each new life experience. The school’s precepts serve as guidelines by which we aspire to live. They direct us in determining who we are, who we will become, our relationships and our place in society. Promoting these precepts, The Bay School fosters an ethical culture in which students can develop and clarify their own convictions.

The Academic Program ACADEMIC PHILOSOPHY & PROGRAM OVERVIEW Our academic philosophy reflects our commitment to thoughtful inquiry, impassioned creativity, clear communication, skillful collaboration, deliberate skill development and the consideration of real-world questions. These priorities reflect an emphasis on depth over breadth, require resilience and patience, and bring students face-to-face with difficult questions which often have no simple answers. At Bay, a student’s coursework grows from a largely skills- and inquiry-based, interdisciplinary approach in the 9th- and 10th- grades to an increasing interplay between the requirements for college admission and the specific interests of each student in grades 11 and 12. Courses taken in a student’s first two years at Bay provide a solid foundation for the vast array of advanced electives from which they choose in the 11th- and 12th- grades.

TRIMESTER ROTATING BLOCK SCHEDULE At Bay, we value the intentional use of academic time which is emphasized in the design of our weekly schedule. Our 80-minute class period, for example, reflects our use of varied teaching strategies which allow all students to acquire, apply and refine new skills and knowledge. Because we want students to have the opportunity to focus deeply, students take four classes each trimester. Over the course of a year, each student completes 12 trimester-long courses. The long-block schedule affords a number of distinct advantages over a more traditional model. During the length of a two-trimester course at Bay, students convene more than 80 times each for 80-minute periods. Longer blocks allow for easier incorporation of in-depth lessons and activities such as lab work, field trips, student-initiated projects, in-class writing, research and extended discussions. Fewer but longer classes mean less time lost in transition between one class and the next. Teachers work with fewer students per day, thus enabling them to work comprehensively with students on an individual basis. Students can better concentrate their intellectual efforts on fewer subjects at a time, affording greater depth of study in each course. Bay’s block schedule also dedicates time for tutorials with individual teachers, meetings with students and their advisors, clubs, monitored study hall and free social time. 6

HOMEWORK POLICY The Bay School defines academic rigor as sophistication of thought and inquiry, generation and application of novel solutions and effectiveness in diverse modes of communication. Rigor is not defined by the amount of homework assigned; indeed, there is much evidence that the amount of work assigned does not correlate with the amount learned. Our rotating block schedule and our calendar are specifically designed so that our students spend more time, and accomplish more work, inside the classroom. Therefore, Bay teachers are especially careful to assign outside work that is meaningful and purposeful. A typical 9th-grader is assigned two hours of homework per week in most classes; a typical 10th-grader is assigned approximately three hours per week in most classes. The 9th- and 10th-grade humanities courses assign slightly more homework due to the types of skills developed in these courses.

THE BAY SCHOOL WEEKLY SCHEDULE

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

8:05 Attendance

8:10-8:30 Morning Mtg

8:10-8:30 Advisory

8:10-8:30 Morning Mtg

8:35-9:55 A Block

8:35-9:55 E Block

8:35-9:55 D Block

8:35-9:55 C Block

8:35-9:55 B Block

9:55-10:05 Break

10:05-11:25 B Block

10:05-11:25 A Block

10:05-11:25 E Block

10:05-11:25 D Block

10:05-11:25 C Block

11:2512:05 Lunch — 12:0512:35 Clubs Grade Level Mtg

11:30-12 Clubs or Grade Level Mtg — 12-12:40 Lunch

11:3012:10 Lunch — 12:101:30 B Block

11:3012:10 B Block — 12:1012:50 Lunch — 12:501:30 B Block

11:3012:10 Lunch — 12:101:30 A Block

11:3012:10 A Block — 12:1012:50 Lunch — 12:501:30 A Block

11:3012:10 Lunch — 12:101:30 E Block

11:3012:10 E Block — 12:1012:50 Lunch — 12:501:30 E Block

11:2512:05 Lunch — 12:0512:35 Clubs

11:30-12 Clubs — 12-12:40 Lunch

12:40-2 C Block

1:35-2:55 C Block 2:55-3 Clean up

1:35-2:55 B Block 2:55-3 Clean up

1:35-2:55 A Block 2:55-3 Clean up

12:40-2 D Block

2:05-3:25 D Block 3:25-3:30 Clean up

3-3:30 Tutorial

2:05-3:25 E Block 3:25-3:30 Clean up

3:45-5 Activities Classes 3:45-TBD Team Sports

3:45-TBD Team Sports Faculty and Staff Meeting

3:45-5 Activities Classes 3:45-TBD Team Sports

3:45-TBD Team Sports

Upper level electives are considerably more reading-intensive and demanding of sustained time investment. In general, 11th- and 12th-graders can expect approximately four hours of homework per class per week, somewhat more if they are enrolled in honors courses.

“ The best part of my four years at Bay has been the connections I’ve made both in and out of the classroom and the support I have received from my peers and teachers.” – Izzy ’14, UCLA

ADVANCED STUDY: COLLEGE-LEVEL WORK The Bay School challenges students by offering advanced electives in all disciplines. As an expression of Bay’s depth-over-breadth approach, these courses promote rigor and discipline in mastering detail, cultivate depth of synthesis and analysis, demand authentic inquiry and emphasize examination of the most pressing global issues of the 21st century.

GRADUATION REQUIREMENTS * Arts

Students must complete 1A and 1B courses in a single genre (ex. Drama 1A and Drama 1B). Literature

Bay’s 11th- and 12th-grade electives—some of which we designate as honors courses—are similar to college-level courses in their content and complexity. Colleges and universities throughout the U.S., including the University of California, consider our upper-level electives distinctive in their sophistication and commonly give many of these courses the same weight as AP courses in the application process. Our definition of college-level rigor focuses on profound and critical thought; authentic creation, innovation, synthesis and analysis; and application of knowledge in complex, real-world contexts.

Bay does not offer Advanced Placement (AP) courses and is proud to be a leader in a rapidly-growing national movement away from the Advanced Placement system. Advanced Placement curricula typically prescribe a course of study that prevents the depth of exploration and creative inquiry that serves as a hallmark of a Bay education. Each year, a number of Bay students successfully prepares for and takes AP exams, committing themselves to additional study and preparation outside the normal school day. Bay students who earn high marks on the AP exams earn course credit at those colleges and universities that participate in the AP system.

SENIOR SIGNATURE PROJECTS A highlight of each student’s 12th-grade year, the Senior Signature Project (SSP) program is designed to be the culminating experience of a Bay education. In this program, students embark on a journey of personal investigation and discovery. The Bay School’s program is a requirement for graduation and involves extensive field work for which students earn full academic credit for a two-trimester course. The program offers a meaningful opportunity for each senior to explore a passion in depth through the lens of being a young professional working in a field rather than a high school student studying a topic. Each student works with an adult mentor who provides expertise and guidance. Projects in recent years have included establishing a Farmers’ Market in the Presidio, discovering positive effects of oysters on the ecology of the San Francisco Bay, constructing easy assemble shelters from 3D printing materials for relief areas, photobook and testimonials to raise awareness of homelessness in San Francisco, custom bicycle helmets with better visibility to cars, a virtual reality glove and game to allow anyone to feel virtual objects. The diversity of projects reflects the diversity of students and their interests. Guided by Bay’s Senior Signature Projects instructors, students organize and plan their projects, reach out to potential mentors, track and document their progress, and work through project-specific challenges as they arise. In the end, each student creates a deliverable and exhibits their work to the school community. Through these projects, students explore possibilities for college, careers, and lifelong passions, develop project-planning and professional skills, and connect in a meaningful way with the community beyond the walls of the school.

In addition to the core Humanities courses that include literature and writing components (Humanities 1, Humanities 2, Writing Workshop, Research in the Community, and American Studies), students must complete 1 ½ credits (3 trimesters) in literature electives. Math

Students must complete 3 credits (6 trimesters) in mathematics. Students complete this requirement in their first three years at Bay; however, they are encouraged to continue their studies in math beyond this requirement. Religion and Philosophy

In addition to the Core Humanities courses that include religion and philosophy components (Humanities 1, Humanities 2, American Studies), students must complete ½ credit (1 trimester) in a religion and philosophy elective at some point during their 11th- or 12th-grade year. Science

Students must complete 4 credits (8 trimesters) in the sciences. Students entering Bay in 9th-grade (as well as most transfer students) will fulfill 3 credits of this requirement by completing Bay’s core science sequence: Conceptual Physics, Chemistry 1 and Biology 1. Students must therefore complete an additional 1 credit (2 trimesters) of science electives at some point during their 11th- and 12th-grade years. Senior Signature Projects

Students must complete the 1 credit (2 trimesters) Senior Signature Project course during their 12th-grade year. Social Studies

In addition to the core humanities courses that include social studies components (Humanities 1, Humanities 2, Research in the Community, and American Studies), students must complete ½ credit (1 trimester) in a social studies elective at some point during their 11th- or 12th-grade year. World Languages

Students must complete 3 credits (6 trimesters) in a single language. Students who place into Level 4 in their first year will fulfill the requirement by taking Level 4 and 5 during their career at Bay. Most students complete the language requirement within their first three years at Bay; however, they are encouraged to continue their studies in a world language beyond this requirement.

In addition to the above course credit requirements, students must complete the following non-credit graduation requirements each year: • Students must satisfy a physical activities requirement each fall and spring term by playing on a school or club sports team, playing an approved individual sport, or by participating in a Bay School physical activity class. • Students must participate in Intersession Week each year. • Students must participate in the life skills curriculum for their grade. This involves work done during selected advisories and gatherings spread throughout the year, as well as during the 9th-Grade Seminar program which meets one period per week for the 9th-grade year, and the Choices program which meets one period per week for one trimester of the 10th-grade year.

Students investigate these questions in a number of contexts. In the first trimester, we introduce students to Bay and high school scholarship. Topics include our laptop and academic technology programs, the latest research in brain science and effective study skills, our school’s values and cultural norms, and the importance of mindfulness. In the second term, students consider the interplay between individual and collective identity, and how these are impacted by social constructs such as gender, race or class. The third trimester includes an introduction to research skills and information literacy. Through the 9th-Grade Seminar, Bay students start to become effective self-advocates, savvy consumers, producers of digital-age information, self-aware individuals and conscientious contributors to the rich cultural and academic life of The Bay School. CHOICES

All students are required to take four courses each trimester unless the academic dean gives them special permission to take a reduced course load. In the name of stewardship of time and to honor our belief in depth-over-breadth learning, we do not permit students to take more than four courses in a single trimester. A total of at least 23 credits is required to graduate.

10th-graders participate in Choices in Relationships once per week for a trimester. This course helps students consider issues related to sexuality, drugs and alcohol, social relationships and decision-making. This course is taught by Bay School Counselors.

The Bay School’s graduation requirements allow students to meet or exceed the admission requirements for the University of California, California State University systems and virtually all other colleges and universities they might consider.

INTERSESSION

* Refer to page 20 for a complete listing of course offerings. 10

Co-curricular Courses LIFE SKILLS COURSES At Bay, our commitment to educating students for lives of engagement and leadership as citizens of the 21st century includes supporting their personal growth. Our life skills curriculum spans all four years and asks students to examine a number of educational, technological, personal, interpersonal and societal issues affecting their daily lives in and outside of school. All students participate in the life skills curriculum during advisory periods and selected all-school and grade-level gatherings. In addition, all 9th-graders take 9th-Grade Seminar, a non-credit course that meets once per week throughout the year. 9TH-GRADE SEMINAR

The 9th-Grade Seminar orients incoming students to the technological, social, cultural and academic contexts of life at Bay. The Assistant Dean and Dean of Students teach the course, using The Bay School precepts to engage students in exploring questions such as: • How do we broaden our definitions of community membership while continuing to honor our individual identities? • How can I approach new challenges and situations effectively? • How can I be fully present, engaged and connected to my community?

Each spring during Intersession week, Bay students and their teachers venture out of the classroom and into the exciting world that surrounds them. Five full days of experiential learning await students as they choose from more than 20 courses offering a broad range of hands-on learning opportunities throughout the Bay Area and beyond. Intersession is a unique opportunity for students and teachers to explore their interests together in small groups. Teachers and students work together to propose courses, varying the selection of offerings from year to year. Whether it’s building a competitive underwater remote operated vehicle (ROV), biking around the Bay Area, creating a short film or analyzing crime scenes, Intersession is a time to work collaboratively—a time for students and teachers alike to expand their horizons.

SERVICE LEARNING Bay community members recognize a personal and social responsibility to contribute to a better world. Our service learning program stems from a desire to strengthen the health of our school community by looking outward as well as inward. Service learning at The Bay School occurs in three dimensions: curricular, extracurricular and institutional. For example, all 10th-graders take Research in the Community, a one-trimester course focused on opening students’ eyes to the needs and issues of our region through field research, community service and in-depth exposure to the challenges facing communities outside the walls of our school. All 12th-graders participate in Senior Signature Projects, a two-trimester graduation requirement in which students pursue an individual project that not only helps students grow, but also serves the needs of a broader constituency. In addition, many of our electives—including the integrated, project-based learning electives such as Artist as Activist or Climate Change—include an action project component.

Outside of the classroom, many Bay students identify and respond to local needs through participation in clubs such as Community Service in Action, Marine Protection, International Aid, Amnesty and Eco—all of which are student-driven clubs with the support of faculty advisors. In addition, the entire school periodically engages in projects designed to enhance and protect the resources of the Presidio. Service learning projects at The Bay School augment the academic curriculum and offer students structured opportunities to learn about and directly experience the realities of important community issues.

Technology From The Bay School’s founding in 2004, technology has played a crucial role in the school’s goal to promote the education of literate, engaged and responsible citizens. Bay uses technology to support learning across all disciplines in the classroom and in extracurricular programs, to foster communication, collaboration and creation. At Bay, technology education is about using tools to encourage innovation and to allow students to approach problems the way professionals do in the real world.

We believe it’s not enough to teach our young adults how to use technology. In the 21st century, students must also understand ethical issues surrounding the application of technology and be prepared to consider the social, cultural and political ramifications of its use. Computing technology is an integral part of the academic experience at Bay. As part of our one-to-one laptop program, we issue a laptop to every student, the cost of which is included in tuition. We support students and faculty with a campus-wide wireless network. Teachers integrate technology to enhance instruction, and students complete class work and homework primarily on laptops. Teachers in each discipline take advantage of advanced technology to make math, science, world languages, humanities and arts classes engaging and productive. Bay students may also choose technology-rich electives such as Digital Imaging, Video Production and Electronic Music Studio (all utilizing the school’s state-of-the-art digital media lab), Engineering Design, Robotics (both based in the engineering lab of our Project Center) and Computer Science. Technology also enhances extracurricular programs. The school’s several engineering clubs and our variety of technology-related Intersession programs bring math, science and Design Thinking to life, offering multiple opportunities to employ knowledge and skills learned in the classroom to hands-on projects. Students learn to work as a team as they design and build real-world products.

College Counseling The college counseling program at Bay empowers students to calmly, thoughtfully and systematically navigate the many stages of the college application process preceding one of the first significant life decisions that students will make and own for themselves. Students and their families work with the College Counseling Office to consider their values, interests and needs. They research which colleges and universities—at home or abroad—may fit those criteria and then evaluate how their own credentials position them for admission. In addition to regular individual and small group meetings and traditional print and internet resources, The Bay School utilizes web-based technology from Naviance to create an open and transparent link between the College Counseling Office, the students and their family. In a year-long process beginning in the middle of 11th-grade, students learn to take ownership of their search to advocate for their needs, master the myriad details and pieces of the complex application process and place the process in the broader context of their lives. A thoughtful, student-driven approach supported by the College Counseling Office and students’ families yields the best outcome for each student. At Bay, college counseling also includes weekly small-group standardized test preparation workshops (included in tuition) for every student, taught by an expert in test preparation, throughout the 11th-grade year. Bay’s graduating class enters the fall application process well prepared not only for applying, but also for succeeding in the most rigorous undergraduate college programs. To date, 373 colleges and universities have accepted our graduates, including Brown, Harvard, Middlebury, Northwestern, Oberlin, Pitzer College, Princeton, Stanford, Tufts, UC Berkeley, University of Michigan, University of Washington, Yale, and more. Over 150 Colleges and Universities send representatives to The Bay School to meet with our students during the fall recruitment season.

Advisors: Guides and Advocates Each student works closely with a member of the faculty or administration who serves as his or her advisor and advocate in academic and personal matters relating to school life. In addition to getting to know each advisee personally, advisors help students with academic scheduling and, in close collaboration with teachers, monitor students’ academic progress. Students meet weekly with their advisor in small groups of six to nine students and are encouraged to schedule individual meetings with their advisors as needed. Students build a close bond with their advisor and advisory group as they are together for all four years. Advisors also serve as an important link between home and school. Parents and guardians are invited to speak with their student’s advisor about any questions or concerns they may have.

Tutorial: Focusing on Academics

Student Counseling

Tutorial is Bay’s version of office hours – a designated time for students and their teachers to meet. Three afternoons per week, students have the opportunity to sit down with their teachers individually or in small groups for academic support and guidance. During this time, students can also meet with their advisors, work quietly in the library or schedule meetings with counselors, deans or learning specialists. No other school activities are scheduled during this tutorial period, so students can focus on the content and organization of their academic workload.

Our Counseling Office is an important resource at Bay. We encourage students, parents and guardians to meet with a counselor if they have questions about any student’s emotional health. Counselors are available for information sessions with parents and guardians and to help manage the emotional impact of a crisis on a family and on the school as a whole. The Bay School counseling staff works with student advisors, deans and other support staff to ensure that Bay School students receive support and referrals to outside resources as needed.

Dean of Students Office

Leadership

The Dean and Assistant Dean of Students work closely with Bay students, parents, guardians and members of the faculty and staff to establish and promote a productive and comfortable learning, working and social environment for each of our students. The deans support advisors in their work with students and families and are involved in student disciplinary issues.

At Bay, there are many different ways to take on leadership. Whether it’s as a team captain on a sports team, founder of a new club, or director of a play, Bay students have plenty of opportunities to become leaders. There are also a number of formal leadership positions available to the entire student body.

The Dean of Students office works to welcome and orient students at each grade level. They design and coordinate orientation programs at the beginning of each school year, organize grade-level social events and help track the rhythm and tenor of each class throughout the school year. Together with learning services, school counseling and academic offices, the Dean of Students office supports the well-being of the class and the individual student. The Dean of Students office is responsible for the design of the co-curriculum (e.g. 9th Grade Seminar) and for helping both teachers and parents understand the developmental needs of adolescents in the academic and social realms. The Dean of Students office also convenes and partners with several student leadership groups—i.e. School Life Committee, Conduct Review Council, Students for Equity, Diversity and Inclusion—on school life, student social events and community engagement.

The Learning Services Program A key part of Bay’s philosophy reflects the fact that the world is made up of many different kinds of learners. The Learning Services program provides support for diverse learning styles and facilitates appropriate accommodations for individuals with diagnosed learning and attention differences. We believe that students can excel by developing an understanding of their learning style and the skills of appropriate self-advocacy within a supportive and flexible environment of high expectations. Bay’s Learning Services program provides advice, coaching and referrals for students and parents interested in learning more about meta-cognitive skills, effective study and organizational strategies, standardized testing accommodations and the process of evaluating a student for learning differences. Learning specialists also work with teachers, crafting plans to support students with learning differences within the rigorous academic standards of the school’s college preparatory curriculum.

A-Team – The student admissions leadership team works closely with the Admission Office to showcase Bay to external and internal audiences. These students practice public and conversational speaking skills with diverse populations, work with Bay’s student hosts, and represent The Bay School at fairs, Open Houses, and school visits. Conduct Review Council (CRC) – Students on the CRC work with selected members of the faculty to review violations of student violations of school policies and recommend consequences to the Head of School. CRC members also facilitate an Ethics Forum each trimester to encourage structured discussions around ethical dilemmas. MARMOTS – The MARMOTs assist the IT department and the group is largely designed as an opportunity for its members to learn about technology, practice teaching, improve interpersonal skills, and work in a professional group. To that extent, the MARMOTs help to maintain functionality of school electronic equipment, train and assist students with the operation of their computers’ hardware and software, and perform upgrades. The acronym MARMOT stands for Magnanimous Assistants Repairing Malfunctioning Office Technology. School Life Committee (SLC) – The SLC is Bay’s version of student government. Students on the SLC work to identify the needs of the student body and collaborate with faculty to improve and enhance community and academic life. Student Interview Committee (SIC) – When teaching and administrative positions become available, students on the SIC work with the Dean of Faculty to interview and evaluate candidates. In addition to becoming adept at interviewing and reading resumes, members of the SIC are comprised of students who strongly believe in the mission of The Bay School and are able to think broadly and critically about the learning needs of the diverse student body. Student Equity Inclusion Diversity (SEID) – The purpose of this group is to inform and educate the Bay community about diversity, equity, and inclusion with the hope to spark action. Their work is centered around the main eight cultural identifiers and by the complexity of intersectionality. Members believe that engaging in healthy conversations and practicing openness in discussions allows students to unlock their individual and collective potential. SEID’s goal is to prepare members of the community to become competent global citizens, aware of how identities affect community.

TEAMS

Athletics

SPORTS

Physical development and competitive athletics are a central part of The Bay School’s educational program: through athletics, students build physical health and awareness, while also continuing to develop the important personal skills of effort, resilience, self-discipline, leadership, integrity and teamwork—skills which they also practice in the classroom.

70% OF BAY STUDENTS PLAY ON A SCHOOL TEAM

The Bay School offers a large, varied and competitive athletics program and has been recognized for the sportsmanship and discipline of its players, coaches, parents and spectators. As a member of the California Interscholastic Federation (CIF) Bay Counties League–Central Division (BCL-Central), 23 different boys, girls and coed teams compete against independent, parochial and public high schools throughout the Bay Area in 10 different sports. TEAMS COMPETE IN THE FOLLOWING SPORTS: Fall

Winter

Spring

Coed Cross-Country* Girls Golf Coed Sailing

Boys Basketball* Girls Basketball*

Boys Baseball Boys Golf Boys Lacrosse Coed Sailing Girls Lacrosse Girls Soccer* Girls Softball Boys Tennis Boys Volleyball

Boys Soccer* 16

Girls Tennis Girls Volleyball*

Bay competes in these sports at the varsity level. *Bay also fields junior varsity teams for these sports.

Practices and games generally take place every day after school and occasionally on weekends. Bay teams utilize fields and gym facilities within or near the Presidio.

“ We build an athletic program that is characterized by a kind of competitive integrity. We want to win but we don’t lose sight of the fundamental values around competitive athletics that transcend the importance of winning and losing records. Perseverance, self-discipline, and a deep and abiding commitment to teammates and coaches inform every athlete’s experience at The Bay School.” – Dennis Hartzell, Founding Faculty and Coach

PHYSICAL ACTIVITIES PROGRAM The Bay School offers a physical activities program consistent with the school’s commitment to a healthy and responsible lifestyle. In line with our guiding precepts—which include valuing a healthy, strong body, and a calm, resilient mind—we require that Bay students participate on a Bay athletic team, in an approved outside athletic commitment or in a Bay after-school activities class. These classes meet on Monday, Tuesday and Thursday afternoons from 3:45 p.m. to 5:00 p.m. during the fall and spring trimesters and consist of a broad range of physical activities including martial arts, crossfit, rock climbing, group exercise and strength training. Through these activities, our students experience the benefits of physical activity that inspire adoption of these healthy practices for life.

Bay on Stage – Drama and Music Groups

Student Clubs

Bay offers a number of classes in the performing arts. In addition, each year the Bay theater faculty produce and direct three full-scale productions; students direct and perform their own one-act series every other spring. Rehearsals take place after school and we encourage all Bay students experience being part of a theater ensemble, whether as an actor or tech crew. Acting roles are open to all students by audition. Students may also participate as members of the the tech crew (lighting, sound, stage managing, scene design, etc.) and even as choreographers. Productions in recent years have included the musicals “Fiddler on the Roof,” “Footloose,” and “Into The Woods,” and the dramatic productions of “A Midsummer Night’s Dream” and “Almost, Maine.” All major performances take place at Fort Mason Center’s Southside Theatre.

See below for a list of clubs.

Musicians can participate in the musical productions as a member of the pit orchestra and/or they can also join the Bay Jazz Club which performs regularly at school gatherings and off campus for community groups and schools.

SAMPLE CLUBS

A Capella Asian-American Student Union Astronomy Club Black Student Union Boys Group Community Service in Action Dance Club Eco Club Engineering/Maker/ROV Club Feminist Club Film Club Gender Equality

Hip Hop is Culture HoLA (Hispanic/Latino Alliance) Improv Club Lit Zine Math Club Model United Nations Outing Club Olympic Committee Queer Union Social Events Club Video Game Club

“ Art is about the generation of a conversation. Students should feel comfortable having that dialogue and exchanging ideas.” – Ascha Drake, Art teacher

2016-2017 Course Catalog ARTS Bay offers a range of arts classes, including courses in drawing, painting, sculpture, music, drama and digital arts. Introductory and advanced courses in each field challenge students to find value in the aesthetic nature of all art forms and to become life-long learners of the skills unique to creating art. Through the process of understanding and appreciating historical and contemporary works of art, students expand their own creative repertoire and gain confidence in their ability to express themselves beyond the studio or stage. All courses in this section are one-trimester in duration. Advanced Drama: Creating and Performing Building on students’ experience from Drama 1, the focus of this course is on advanced scene work and character preparation, especially in original, devised, and improvised works. In addition to studying Keith Johnstone, Tectonic Theater Company, and other post-modernist theorists and work, students will delve into creating original scripted and unscripted work for performance, some of which may be semi-autobiographical in nature. [This course is considered an Honors course.] Prerequisite: Drama 1B. Advanced Drawing & Painting Studio 20

This studio course provides students with the opportunity to broaden their art making experience at an independent level. Being encouraged to paint or draw in a series, mix media, work with innovative paint application and consider working with collage and assemblage, students will further extend the possibilities of what painting and drawing can be. The class offers exposure to the art world through multiple field trips to local contemporary art galleries, readings, visits to museum collections and local artist talks and critiques. As a culmination of the course, each student curates and installs an exhibition of their work. Taking this course provides time for students to expand on visual themes about which they have been thinking, learn how to document/photograph work, create a portfolio and sketchbook archive and develop an artist statement that genuinely illustrates who they are as visual thinkers and makers. This course has a required figure-drawing component featuring nude adult models; these sessions will extend through tutorial one afternoon per week. [This course is considered an Honors course.] Prerequisite: Drawing 1B or Painting 1B. Advanced Projects in Digital Arts This class looks closely at cameras and computers as artistic tools. In doing so, students develop projects that use, critique and expand the notion and boundaries of digital art. Media in the class range from photos, graphics and animation to video and music. This course is an opportunity to learn new processes and deepen existing skills. Students present and discuss a number of projects that either respond to ideas that arise in class or that develop ideas already in circulation in an individual’s art practice. Students hone organizational skills in order to keep up with a thorough and progressive production schedule. [This course is considered an Honors course.] Prerequisite: Digital Imaging 1B or Video Production 1B. Artist as Activist Can art change the world? History and current examples show that it can, and that the effects are profound. This integrated course combines political, social and art history with hands-on studio art experiences to explore the ways in which the arts are a tool for social change. The course is team-taught by two teachers, one with expertise in art and one with deep knowledge of social studies and history. Students will research historical and contemporary social movements and produce original artwork reacting to a range of issues. Topics may include: labor and class; civil rights and racial equality; feminism and gender; the environment; youth movements and culture; war and violence. Artists may use written or spoken words, posters, painting, photography and performance. The course is project-based; students build skills and content knowledge through authentic, flexible, student-directed projects. Prerequisite: Humanities 2.

Digital Imaging 1A Through a series of demonstrations and projects, students learn how to operate a digital camera, manipulate images using a variety of techniques and processes, and organize and display their images using a web-based platform. An introduction to composition using the elements and principles of design helps students create images that are harmonious and unified. Assignments incorporate a variety of approaches and themes including composite imaging, photo restoration and time-lapse video production. No prerequisite. Digital Imaging 1B Students continue their study of digital photography, learning how the mechanics of a digital SLR camera can creatively inform their work. Projects incorporate a series of approaches and themes, such as photojournalism, the essence of motion, portraiture, historic revisitation and digital darkroom processing. The course themes present students with a wide range of subject possibilities to draw from in their projects and portfolios, culminating with an in-depth, independent study of one’s own choosing. Prerequisite: Digital Imaging 1A. Drama 1A This course introduces the forms and elements of drama and addresses key questions: How has drama been a cultural expression in history? How can one communicate authentically through drama? Students discover the functions of drama and theater throughout history and cultures, focusing on early civilizations (Mayan, Aztec, Hindu, Buddhist, Greek and Roman) as well as the European Middle Ages. Students explore movement theories (LaBan, Alexander, Grotowski and Suzuki) and vocal training, incorporating these into daily practice. Students study and utilize improvisation as both an outlet for creative energies and a forum for experimentation in character and scene development. Performances include (at least) one speech or poem and two scenes (one original); informal class work is used to hone performance and presentation techniques. Students develop the skills necessary to critique and evaluate the success of performances by classmates, professionals and themselves. No prerequisite. Drama 1B This course deepens students’ knowledge of dramatic forms through further study of theatrical history and elements. The emphasis on authenticity in performance is stronger than in Drama 1A; students begin developing technical theater skills. Students discover the functions of drama and theater throughout history and cultures, focusing on the Renaissance, Commedia Dell’Arte, 19th century Romanticism and Realism and 20th century movements. Students explore movement theories (LaBan, Alexander, Grotowski and Suzuki) and vocal training, incorporating these into daily practice and leading each other in warm-ups, movement and vocal practice. Students deepen and broaden improvisation skills; long-form improvisation is introduced. Students interpret and research dramatic texts, formally presenting their findings. Performances include at least two monologues (one original) and two scenes. Students also direct one another in one scene. Students develop the skills necessary to critique and evaluate the success of performances by classmates, professionals and themselves both formally and informally. Prerequisite: Drama 1A. Drawing 1A In Drawing 1A, students hone their observational skills and learn about methods of expression, both abstract, realistic and emotional. Through looking at how other artists have captured the world around them, and by exploring the many ways drawing materials can express form, emotion, space and time, students develop their own approaches to depicting images on two- dimensional surfaces. Projects include a self-portrait silhouette, detailed study of natural objects, work with light and shadow in capturing a still life, a “Secret Spaces Project” (composing landscape studies inspired by the landscape of the Presidio) and a self-portrait printmaking project. Students develop compositional understanding by applying the elements and principles of design to their sketches and drawings. Experimentation, critique, reflection and a consistent practice are essential qualities of the artistic process; students build upon each project, uncovering their own personal aesthetic. Students use charcoal, china marker, ink pens, graphite pencil, colored pencils, Sumi ink and pastel on a variety of different papers. No prerequisite.

Drawing 1B

Painting 1A

Students further explore drawing technique, observational skills and personal style development. Mediums used vary from pencil to pen and ink, charcoal, pastels and paints. In this class, students are challenged to create large-scale works, supported when pushing outside their comfort zone and asked to make individual choices about mediums and surfaces used to complete the classroom assignments. Portraiture, still-lifes and landscapes are among the many subjects explored. After each project, students engage in reflections and critiques to gain feedback and support. Students are encouraged to expand on their individual style and creative problem-solving skills. The class explores historical and contemporary artists to further enhance students’ knowledge and variety of approach in creating works of art. Throughout the course, students also capture ideas and images in their sketchbooks with a range of materials. At the end of the term each student participates in Portfolio Conversations. These 20-minute conversations are like a portfolio review: each student invites another teacher to the studio to look at the work created during the term. Prerequisite: Drawing 1A.

Through examination of how other artists have worked with the materiality of paint, students in Painting 1A develop their own approaches to mixing colors, applying layers and developing compositions using acrylic paint. After gaining confidence with working from a still-life in capturing form, light and shadow on paper, students move into identity projects, working on canvas and wood panel, investigating who they are and how they want to portray themselves. Color theory is reviewed and emphasized in this course. The sketchbook practice is a large part of this class; readings and painting projects will be assigned for homework. Students explore Sumi ink, charcoal, graphite pencil, watercolor, gouache and acrylic paint as their primary mediums. At the end of the term, students are introduced to relief printmaking, as this technique bridges drawing and painting. No prerequisite.

Electronic Music Studio 1A Electronic Music Studio 1A is an introductory course involving audio engineering and music production with digital audio workstation software, such as Reason and Logic, and a MIDI keyboard. The first major project for the course is a music autobiography, in which students practice and demonstrate proficiency in recording, editing and mixing. Through the second project, students produce and mix one full song. Throughout the engineering and production process, students also learn about the fundamentals of sound and the history/structure of various types of electronic music. Finally, specifically in the production process, students learn about song arrangement, crafting a compelling rhythm section and memorable melody, chord progressions and how to use effects to add texture to their songs. Upon completion of the course, the students’ work is aired via our SoundCloud page. No prerequisite. Electronic Music Studio 1B 22

Electronic Music Studio 1B involves the continuation of music production, recording, mixing and editing with Reason and Logic. Students produce two full-length songs in the course. In addition to continuing to hone their production and mixing skills, students learn how to master songs, as well as optimize their studio and listening room setups. Upon completion of the course, the students’ songs are released on two EMS Bandcamp albums. Prerequisite: Electronic Music Studio 1A. Jazz 1A Students are exposed to basic jazz repertoire, learning to play some of the standard tunes used at jazz sessions throughout the world. Students listen to great recordings and analyze them with classmates. The course covers a selection of the harmonic and melodic devices used in all of Western music, as well as the vocabulary that musicians use to communicate with one another. Additionally, students participate in a field trip to a jazz club. This is an ensemble class; participation in a final performance is required. No prerequisite; no prior experience is necessary to take this class. Jazz 1B This course is a thorough grounding in introductory jazz concepts. Students learn at least five standard tunes and explore the beginnings of bebop phrasing. Students become familiar with a wide range of recordings and styles. Each Jazz 1B student receives two private lessons during class time with an instructor specializing in the student’s instrument. Course requirements include students’ exploration of the San Francisco jazz scene. Jazz 1B is an ensemble class; participation in a final performance is required. Prerequisite: Jazz 1A. Jazz 2 This is a performing ensemble class for students who are familiar with the basics of jazz improvisation and have completed the Jazz 1A/1B sequence. Students increase their repertoire of standards, hone their rhythmic and harmonic vocabulary, improve their performance skills and develop their knowledge of jazz history. Students also hear live music at a jazz club at least once in the trimester. Participants in this course are expected to master a new tune and teach it to the ensemble during the course of the term. [This course is considered an Honors course.] Prerequisite: Jazz 1B or instructor permission.

Painting 1B In this course, students expand and extend their skills as painters and artists. Using their knowledge of color theory, composition and their desire to work independently, students in Painting 1B create works that hone in on their personal style. Working with gouache, watercolor, ink, acrylic paint and oils, students develop a portfolio that exhibits skills in observation, perspective and visual interpretation. Students construct and stretch canvas for acrylic and oil painting, and learn how to prep and prime paper and wood panel. Students in this course are encouraged to work experimentally, moving in between realism and abstraction. The class looks at a range of historical and contemporary artists to examine individual development, style, technique and problem-solving approaches. Throughout the class, students reflect on their work. Students also explore printmaking techniques such as reduction linoleum cuts, wood cuts and stencils. Prerequisite: Painting 1A. Sculpture 1A This course utilizes the concepts of visual design to explore physical space. Sculpture is studied through the use of art history, criticism, aesthetics and art production. Students work with their understanding of the elements and principles of design by transforming personal sketches into sculpture via materials such as paper, wire, clay, plaster of Paris and cardboard. The types of sculpture studied include relief sculpture, mobiles, assemblage, construction and site-specific installations. Students learn about the different properties and characteristics of sculptural materials, all the while thinking about artistic practice, collaboration and critical dialogue. Sketchbooks are used for brainstorming, reflecting and rendering ideas. Through looking at how other artists have thought about the relationships between form and content, students develop their own approaches to considering how forms exist in space. No prerequisite. Sculpture 1B Building on the fundamentals learned in Sculpture 1A, students are encouraged to think independently about the transformative qualities of materials such as found objects, natural forms, tape, wire, wood, foam core and plaster of Paris. This course provides students with the opportunity to create their own designs, working in both subtractive and additive manners, continuing to incorporate basic aesthetic concepts such as texture, line composition, balance, mass, tension and movement. Considering space and presentation, students will also explore how best to exhibit their work to create a forum for discussion. Local visiting artists join some of the class sessions, bringing feedback for the students. Weekly homework includes making small sculptures at home, as well as reading, writing and sketchbook assignments. Prerequisite: Sculpture 1A. Video Production 1A What tools are used by filmmakers to create memorable and meaningful stories? How does one go about planning to make a short movie? This course for the beginning video-maker is an introduction to the basics of camera movement, image composition and storytelling using digital media. Students learn the skills necessary to accomplish basic pre-production, production and post-production processes. This is a chance to gain access to state-of-the-art software and hardware to create original work in a powerful visual language. No prerequisite. Video Production 1B What tools of persuasion do advertisers use when creating short commercials? How can the medium of video be used to help others? This course for the intermediate video-maker is an in- depth opportunity to apply all phases of the video production process. Students build on skills in pre-production, production and post-production processes introduced in Video Production 1A, this time with a focus on group projects. Students gain experience by taking on a variety of responsibilities including director, camera operator, lighting, sound and production assistant. Advanced editing skills are introduced using Adobe After Effects, along with the rest of the Adobe Creative Suite. Prerequisite: Video Production 1A.

COMPUTER SCIENCE AND ENGINEERING The Bay School takes a broad view of technology, defining it not only in terms of computer and information technology, but also in terms of the design and creation of tools to meet human needs. Put even more broadly, we view technology as the application of scientific knowledge to facilitate change. We intentionally weave technology into our curriculum and ask students to consider its appropriate uses and the impact of its application. Computer Science and Engineering courses will be listed as Science courses for transcript purposes. All courses in this section are one trimester in duration. Advanced Mechanism Design Are you curious about how things work? Mechanical engineers use their knowledge of how things move to accomplish a variety of tasks; in this course, students explore multiple projects in order to deepen their understanding of how mechanisms work and how to design them. Drawing on a Design Thinking methodology, students design and build assigned and student- devised projects using basic drawing and schematic creation, fabrication in Bay’s machine shop and CAD software. In this course, student creativity is harnessed to solve complex and interesting problems. Prerequisite: Engineering Design 1.

learn a design methodology for creating and evaluating their ideas to create working machines to accomplish mechanical tasks. Students will also learn how to integrate the various aspects of robotics design, understand the importance of prototyping and learn to refine their ideas into strong, reliable solutions. This is a very hands-on class, where students are required to build all of their ideas and prove their machine’s worthiness through in-class challenges and competitions. If you are interested in technology, programming and mechanical design, this is a perfect place to learn! Open to 10th-, 11th- and 12th-graders only. No prerequisite.

HUMANITIES 1 AND 2 Humanities 1 and 2, taken in 9th and 10th grades, constitute an interdisciplinary program that integrates the study of literature, history, world religions and belief systems, ethics and the arts. The two-year course examines the human condition in a historical context, asking essential questions aimed at understanding our core experiences as human beings. For example, how do different peoples and cultures perceive their worlds? Where do they find importance and place value? How do differing world views affect behavior?

Advanced Product Design

How are consumer products designed? What process goes into creating the next “hot” product? This is a projectbased course which focuses on the design and development of new products for consumer use. Undertaking a series of projects, students work on identification of customer needs, concept generation, product architecture, industrial design and design-for-manufacturing. Using a variety of media, students use the resources of our fabrication lab to construct prototypes, utilizing Design Thinking methodology as well as manual drawing, CAD software and 3D modeling methods. Prerequisite: Engineering Design 1. Computer Science 1 This course introduces students to programming and computer science using the Python 3 programming language. Topics include: algorithms, functions, iteration, conditional statements, and collection data types such as strings, and lists. Students will learn to debug programs, work with data files and the write code that is easy to read. This course uses a freely available textbook supplemented with online and instructor-developed resources. Only open to 10th-, 11th- and 12th-graders who have little or no prior programming experience. Computer Science 2 This course deepens and extends student understanding of the structure and interpretation of computer programs, focusing on functional and data abstraction, recursion and object-oriented programming as techniques for managing the complexity of large programs. This course utilizes online resources intended for undergraduate computer science and electrical engineering majors, and includes a number of small-to-midsize projects. Prerequisite: Computer Science 1 or instructor permission. Engineering Design 1 This course empowers students in one of the most human endeavors: making something to add beauty to this world. This course is an introduction to the various methods and skills involved in design and engineering, from methodology, basic modeling and drawing skills to material-shaping in metal, plastic and wood using both machine and hand tools. This is a project-based class in which students learn the skills needed to transform the raw materials of wood, metal and plastic into sculpture, architecture, machinery and gizmos. Students undertake a series of projects during the course, increasing the complexity of their design and building methods along the way. Open to 10th-, 11th- and 12th-graders only. No prerequisite. Robotics Robotics is, in essence, a synthesis of mechanical design and computer science. We will work with Vex Robotics systems for the majority of the mechanical components (motors, servos, sensors, structures, etc.) and learn to control the mechanisms by building electronic circuits powered and programmed by Arduino microcontrollers. Students will

American Studies A/B/C A yearlong (three-trimester) required 11th-grade course, American Studies takes a multidisciplinary approach toward our country’s history, culture, and ideals. Students explore a wide variety of primary and secondary sources (including literature, art, music and historical documents) which communicate the American experience. Through this work, students develop a layered understanding of the interplay among the cultural, political, and socio-economic forces that have shaped our country. The course has two central lines of inquiry: what is an American, and what is America? To that end, students focus on changing notions of membership and expansions of the United States’ physical and figurative borders. By the end of the course, students are able to offer nuanced arguments about the emergence and evolution of American values through events like the Civil War or cultural movements like Transcendentalism. Students develop their abilities to synthesize and draw upon an array of sources; delve into specific moments of this nation’s history through independent research and presentation of their findings; and speak thoughtfully about how the evolution of the United States has shaped their upbringing and worldviews. Humanities 1A/1B/1C Bay’s Humanities 1 and 2 sequence, taken in 9th- and 10th-grades, is an interdisciplinary program that integrates the study of literature, history, world religions and belief systems, ethics and the arts. The two-year sequence examines the role of systems in social, literary, historical, political and cultural contexts, asking essential questions aimed at understanding our core experiences as human beings: How does the society around us shape individual identity? What is the role of family in shaping individual and collective identities? What is culture? In what ways do family systems uphold, go against and perpetuate cultural norms and values? What stressors are placed on family systems and what is the overall impact? In Humanities 1, students examine the variables of nature and nurture as they relate to the development of individuals and families and the manner in which they shape both people’s worldviews and cultures’ belief systems. Through learning about the geography, history, literature, politics, religion and cultural norms of a range of regions, students will also come to understand and broaden their own views. Humanities 2A/2B/2C Humanities 2 continues students’ exploration of the religious, cultural and philosophical values that have shaped the world’s civilizations as depicted in art, literature, philosophy and historical documents. During the first trimester, students investigate the three Abrahamic religions, paying particular attention to them as political, social, economic and religious systems. Students conclude the first trimester with a reading of Shakespeare’s Merchant of Venice. During the second trimester, students continue to study the evolution of Christianity in Europe from the Renaissance and Reformation through the Enlightenment, again applying a social, economic, political and religious lens. In the third trimester, students focus on the upheavals of the 20th century, beginning with World War I and ending with the Chinese Cultural Revolution.

Research in the Community Research in the Community is a required one-trimester course for all 10th-graders. The course builds a foundation of research skills while allowing each student to choose and explore an issue that is both interesting to them as well as significant to their own community. Students define a meaningful question and use text-based and field research techniques to gather information as they seek to develop an answer, which they ultimately present to the community. Some Research sections have a thematic focus, allowing common background readings and opportunities for collaboration among students working on related topics. Students who know ahead of time the general subject they would like to investigate may express a preference for a particular theme; others may opt for a general section with students studying a wider variety of topics. Themed sections include: • health, food, medicine and sports issues • energy, environment and agriculture issues • rights and equality issues (including animal rights as well as human rights) Writing Workshop In this one-trimester course, students begin to refine the basic thinking and writing skills that they will need throughout their high school years and beyond. Regular practice in generating ideas, then organizing, drafting, editing, revising and proofreading a variety of assignments comprises the core of the course. These assignments include personal narratives, personal essays, original short stories and poems, as well as speeches, abstracts, letters and literary analyses. In their pursuit of thoughtful and rich writing, students continue to expand both vocabulary and knowledge of grammar as they move beyond summary and observation to interpretation and analysis.

students develop the skills necessary for college-level literature and writing courses. These include: conducting independent research on a work’s cultural/historical context; building a thesis about a piece through close reading; and responding to the interpretations of popular and professional literary critics. The course’s honors designation reflects its increased reading load (up to 40 pages a night) and the difficulty of its culminating projects: a short story that responds to an individually-assigned mentor text, and a longer work of literary analysis. Likely readings include novels by F. Scott Fitzgerald and Toni Morrison, and short stories by Herman Melville, James Joyce, Flannery O’Connor, and Sandra Cisneros. [This course is considered an Honors course.] African American Literature This course will examine the significance of the African American literary tradition in shaping the identities and the histories of African Americans in the United States. Beginning with slave narratives of the 19th century through the Black Lives Matter movement of the 21st century, students will read and analyze poetry, essays, stories, novels, and media connected to the historical, political, social, and artistic forces that shape African American authors’ works— and their contributions/responses to what it means to live in the U.S. This course will answer the following questions: What role has writing by African Americans played in the long fight for political freedom and equality? How has that writing changed over time to reflect the different political needs of its historical moment? How has that writing been shaped by different ways of thinking about race, gender, class, sexuality, politics, and power? How has the dominant culture had an impact on African American writing, and how African Americans see themselves in relationship to larger systemic forces? By the end of the course, students will be able to address these questions while also raising new questions related to topics that arise. Possible authors include Phyllis Wheatley, Paul Laurence Dunbar, Nella Larsen, Geraldine Brooks, Charles Chesnut, Richard Wright, James Baldwin, Alice Walker, Maya Angelou, Ralph Ellison, Toni Morrison, Claudia Rankine, and Ta-Nehisi Coates. Existentialism

LITERATURE The literature curriculum builds a foundation in intensive reading, writing, speaking, listening and critical thinking. Students read a range of fiction and nonfiction, including works of literary integrity that reflect historical dimensions and diverse cultures. Continuing emphasis is placed on the students’ ability to express themselves in a variety of presentation forms. All courses in this section are open to 11th- and 12th-graders only and are one trimester in duration. Advanced Composition This course focuses on the genres of memoir, journalistic nonfiction and short story. During the term, students read samples of these genres and, applying what they have learned, compose works of their own. Students also learn how to employ grammar as style so they are able to hone their writing voices in different genres. By the end of the term, students have composed three to four major pieces of writing. Possible authors may include James McBride, Anne Lamott, Annie Dillard, Rebecca Skloot, David Sedaris, Jonathan Safran Foer, Alice Walker and Joyce Carol Oates.

This course studies existentialist philosophy via multiple disciplines, including literature, religion and film. Students grapple with basic existential themes such as the meaning of human existence, freedom and responsibility, the significance of death, the individual versus society, and the role of suffering. Students are asked to consider questions of freedom and authenticity, and to what extent they have the power to make a mark on the world through their actions and choices. Potential thinkers/authors include James Baldwin, Ralph Ellison, Soren Kierkegaard, Nietzsche, Albert Camus, Jean Paul Sartre, and Simone de Beauvoir. [This course is considered an Honors course.] This course may be applied toward fulfilling either the Literature or the Religion and Philosophy graduation requirement, but not both. Futures Past and Present “In the year 2001… photographs will be telegraphed from any distance. If there be a battle in China… snapshots… will be published in the newspapers an hour later…. Grand opera will be telephoned to private homes…. Automobiles will have been substituted for every horse vehicle now known such as automobile police patrols and automobile street sweepers…. Giant guns will shoot 25 miles!…. Air-ships, hiding in dense, smoky mists, will float over cities as deadly war vessels…. Strawberries will be as large as apples.” Such were the predictions of the most learned minds of 1901. How do these predictions compare to the real 21st century? What do such predictions tell us about the people of the past? What can they tell us about our own visions of the future? This course will examine these questions as we survey the literature of prediction, investigate current social, technological, economic, environmental, and political trends, and venture to make our own predictions for the year 2045 and beyond.

Advanced Seminar: Essay and Memoir This course examines the nonfiction genres of memoir and personal essay, which, while attending to factual accuracy, focus on personal experience and individual ideas. Students read numerous short essays along with book-length memoirs, critically analyze the various approaches authors take when working within these genres and distinguish how writers create artistic/literary works distinct from journalism, biography, and fictional storytelling. In addition to reading, listening to, and writing about important literary nonfiction works, students compose their own memoirs and essays, one of which may be turned into a video essay or audio segment in the style of podcasts such as This American Life and The Moth. [This course is considered an Honors course.]

Non-Western Mythology

Advanced Seminar: Fiction

Poetry

In this course, students answer two questions: What are the enduring themes of fiction? How have authors created and adapted fictional forms to suit their themes? While the course focuses on the novel, students also investigate shorter forms like the short story and flash fiction. As they arrive at their own answers to the guiding questions,

Every culture across the globe has its own rich mythology. This course examines myths outside of the oft-discussed Greek and Roman tales. Students read multiple different versions of the same myth and examine what those differences meant to the people who told them, wrote them, heard them, and read them. While many of the myths are religious in nature, this course also examines myths about gender, family life, and politics. Students examine the role of those myths in modern life — why do myths matter today? Likely readings include: Roberto Calasso’s Ka, Wendy Doniger’s The Hindus, Joseph Campbell’s The Hero With a Thousand Faces, and William Buck’s Mahabharata.

This course introduces and explores the playfulness, the fun, the challenges and the fundamental features of poetry. Through reading poems from different eras and cultures, students will gain a sense of the power of poetry across the centuries. Expect to write about poetry as well as to write your own poetry.

Social Change in Modern Japan

Math 3A/3B

This course focuses on the dramatic social changes in Japan from the Tokugawa period to contemporary times. The goal is to convey an inner understanding of the dynamics of change and the forces that shaped Japanese society through the last few centuries. Major topics include school and education, marriage and the family, and gender roles. Source materials include the literature from the time period and films made about those time periods. In addition to close reading of the texts, students learn how to critically evaluate and appreciate film. Potential readings include works by Tsunetomo Yamamoto, Yukichi Fukuzawa, Soseki Natsume, Kenzaburo Oe, and Haruki Murakami. Films may include Seven Samurai, Twenty-Four Eyes, Tokyo Story, and Family Game. As a final project, students choose a current social issue in Japan to explore deeply, do a cross-cultural comparison with a country within the region, and create a project to highlight their learning. This course may be applied toward fulfilling either the Literature or the Social Studies graduation requirement, but not both.

This two-trimester course is the third in a three-year sequence of integrated courses (Math 1, Math 2 and Math 3) that form the core math curriculum at The Bay School. Math 3 covers a variety of topics drawn from advanced algebra, plane geometry, trigonometry, and statistics, including but not limited to: right triangle trigonometry, quadratic and trigonometric functions, Euclidean geometric principles and proofs, linear regression, and advanced algebraic manipulation of expressions, equations, and systems. The course’s major throughlines include formal deductive proof and the use of functions to explore, model, and analyze real-world phenomena. Prerequisite: Math 2 or placement test.

ELECTIVE MATHEMATICS COURSES Advanced Topics in Calculus

MATHEMATICS

The Bay School mathematics program has the three following key goals: first, to present challenging mathematical content to develop quantitative literacy; second, to provide a solid mathematical foundation for students who may wish to study math and science-related fields in college and beyond; and third, to train students to think like mathematicians. Thinking like a mathematician includes working collaboratively with one’s peers; looking at the world through a mathematical lens to find interesting mathematics in a variety of situations; persevering on challenging problems; choosing mathematical representations that apply to a given problem; recognizing what mathematical tools might be appropriate for a given problem and using those tools in a meaningful way; and communicating mathematical ideas elegantly in a variety of forms and media. The Bay School’s integrated core mathematics courses replace sequential courses in Algebra 1, Geometry and Algebra 2. Students who complete Analysis of Functions will be prepared for Calculus. In addition to these two standard high school electives, Bay offers advanced elective courses that expose students to a range of mathematical fields. CORE MATHEMATICS COURSES Math 1A/1B This two-trimester course is the first in a three-year sequence of integrated courses (Math 1, Math 2 and Math 3) that form the core math curriculum at The Bay School. Math 1 introduces students to tabular, graphical, recursive and algebraic approaches to problem solving. The course focuses on the use of these tools in dealing with linear models and scenarios. Math 1 also deals extensively with quantitative examinations of two- and three-dimensional geometric figures as well as focuses on building students’ fluency in basic algebraic manipulations and techniques. No prerequisite. Math 2A/2B This two-trimester course is the second in a three-year sequence of integrated courses (Math 1, Math 2 and Math 3) that form the core math curriculum at The Bay School. In Math 2, students extend their study of algebra and geometry. The course focuses on the study and classification of exponential and power models, including introductory work with quadratic equations. Students identify different models based on the patterns and structures in various representations and then use these different representations to analyze scenarios and make predictions based on extrapolation. Further topics include the study of two-dimensional shapes and their transformations from a coordinate geometry perspective, polar coordinates and an introduction to trigonometry, as well as a unit on descriptive statistics and statistical reasoning. Prerequisite: Math 1 or placement test.

Designed for students who have completed Calculus A and B in a previous year, this one-term course extends the study of single-variable calculus. Intended primarily for students who expect they may major in math, science, business, or engineering in college, the course will draw from topics which may include, but are not limited to: parametric and polar coordinates, parametric equations and vector-defined functions, polynomial approximations and series, simple differential equations, advanced techniques for integration, and advanced applications of differentiation and integration. The course involves significant independent-study components; students interested in the course should be independent, self-motivated learners. [This course is considered an Honors course.] Prerequisite: Calculus A and B. Analysis of Functions A/B Analysis of Functions is a two-trimester course in which students make the transition from the conceptually-oriented inductive reasoning approach used in much of Math 1, Math 2 and Math 3 to the more rigorous deductive approach often seen in higher level mathematics and science courses. Students who think they may have any desire to study a math- or science-related field in college should take this course, as it prepares students for the study of calculus and other advanced mathematical studies. Topics covered include function transformations, the theory of inverse functions, logarithms, polynomial and rational functions, analytic trigonometry and advanced algebraic manipulations. Prerequisite: Math 3. Applied Probability The ability to think probabilistically is a fundamental component in the sciences and social sciences. This one-trimester course introduces students to the relevant models, skills and tools, by combining mathematics with conceptual understanding and intuition. Students focus on modeling, quantification and the analysis of uncertainty. Actual applications are the emphasis of this course; little emphasis will be placed on proofs. Applications from many disciplines, such as economics, sociology, psychology, political science and the hard sciences, form a fundamental part of this course. In studying topics that range from simple games of chance to the more advanced game theory models, as well as behavioral economics, students attempt to make sense of the randomness in their world. Prerequisite: Math 3. Calculus A/B This is a two-trimester course in single-variable differential and integral calculus with an emphasis on applications to the physical, life and social sciences. Major concepts are developed through the investigation of practical, real-world scenarios. Topics covered include applications of the derivative as a rate of change and a slope, symbolic formulas for computing derivatives, applications of the definite integral as an accumulation function and an area, creation of mathematical models using Riemann sums, symbolic techniques of anti-differentiation and the creation of mathematical models using differential equations. Time-permitting, students may also study Taylor series and their applications. [This course is considered an Honors course.] Prerequisite: Analysis of Functions. Statistics This one-trimester course has two guiding questions. First, “How can one collect meaningful data about a population without examining every single member of the population?” Secondly, “How can one analyze this data quantitatively to reach statistically valid conclusions about a population?” Students look at a wide variety of examples and case studies that illustrate how statistical concepts are applied in the life sciences, social sciences and physical sciences. Students also spend a significant amount of time designing their own statistical studies, collecting data and analyzing the results. Prerequisite: Math 3.

Topology

Existentialism

Topology is the mathematical study of shapes and spaces. Bowls and plates, for example, share the same topological categorization, but a coffee mug is different because of the hole made by the handle. In fact, in topology, squares, rectangles, parallelograms, trapezoids, and circles are all considered to be the same. Topology is the branch of mathematics created by ignoring things like size and angle. But here’s the tricky question: if one ignores these ways of measuring, how can one tell when two shapes are different? Students enrolled in this one- trimester course examine questions like this. They also explore shapes like the Mobius strip, the Klein bottle, the torus, and ideas about gluing, orientability, and dimension, including ways to represent the fourth dimension. Prerequisite: Math 3.

RELIGION AND PHILOSOPHY The religion and philosophy curriculum focuses on major world religions and cultures. The program includes study of cultural thought and belief systems, historical events and philosophical movements. Through the religion and philosophy curriculum, students explore principles of decision-making, inquire into the spiritual dimensions of life and examine a variety of religious traditions. Students build an individual understanding of the meaning of interconnections with self, others, their own spirituality and the universe. The study of world religions also permeates Humanities 1 and 2 in the 9th and 10th grades. All courses in this section are open to 11th- and 12th-graders only and are one trimester in duration.

African American Spirituality and Philosophy During their 9th- and 10th-grade years, students in Humanities explored the manner in which humans have sought to make meaning of their existence and the world around them. Two of the questions which tended to guide the discussion of such issues were: How do we perceive the world? How do we behave as a consequence? With the premise that environment, perception, and behavior are inextricably linked, this course examines the African American experience with a particular emphasis upon African American perceptions of the world around them from their arrival to America as slaves to the modern day, as well as the development of African American spiritual and philosophical traditions as they have sought to make meaning of their world. The course begins with a brief overview of African traditions prior to the advent of the slave trade. Students spend the term primarily examining African American interpretations of Christianity, Islam, Judaism, as well as the development of Rastafarianism. Buddhism The essence of Buddhism is to awaken, to be free in the midst of this changing world. Buddhism has a long and rich history from ancient India to the Bay Area. Students study that history with an emphasis on how Buddhism has impacted the West, revolutionizing disciplines from neuroscience and psychology to education. This class is experiential; it offers teachings and skills that give students a chance to change the way they perceive themselves and their world — to see more clearly and be more authentic. Topics of study include Buddhist ethics, the Two Truths, the Eight Fold Path, The Four Foundations of Mindfulness, and the profound teaching of Dependent Origination. To understand these concepts, students spend time practicing mindfulness meditation, reading primary sources and practitioners’ perspectives, and applying students’ understanding and knowledge to academics, personal experiences, films, and the everyday world. Comparative Religion Comparative Religion examines how several faith traditions — Judaism, Hinduism, Buddhism, Christianity and Islam — answer key existential questions and offer prescriptions for living a meaningful life. In addition to looking at key scripture from each tradition, students also read and hear personal reflections from those who are adherents of each faith. As a means of introducing students to each religion’s core beliefs and common practices/rituals, the course also exposes students to the artistic traditions — visual, decorative, theater and/or music — that have developed to celebrate the faith and join community. [This course is considered an Honors course.]

What is the Jewish tradition? Whereas some refer to Judaism as “simply” a religion, others view it as much more: an ethnicity, a nationality, a way of life. In this course, students receive an introduction to Judaism and investigate the problems inherent in describing, analyzing, and interpreting the complexities of this ever-evolving tradition. Students learn that Judaism has remained dynamic across centuries and that each new era has provided challenges and possibilities for what it means to be Jewish. Students gain valuable critical thinking skills as they study and discuss sources such as The Hebrew Bible (Tanakh), the Talmud, Jewish philosophy, and literature by and about Jews. Possible topics include Ancient Israel and the Prophets; the Second Temple and the aftermath of its destruction; Rabbinic Judaism, The Talmud, and Midrash; Rabbinic Philosophy and Jewish Mysticism; Orthodox, Conservative, and Reform Judaism; The Holocaust and Reconstructionist Judaism. By the end of this course, students will be able to articulate a nuanced definition and gain an in-depth understanding of the Jewish tradition. This course may be applied toward fulfilling either the Religion and Philosophy graduation requirement or the Social Studies graduation requirement, but not both.

SCIENCE The primary goal of The Bay School’s science program is student achievement of scientific literacy. Scientific and technological advancements of the 21st century invite a new approach to the structure of high school science programs that emphasizes the connections among traditional areas of scientific study. The conceptualization and understanding of modern, molecular-based biology depends upon a working knowledge of chemistry, which in turn depends upon concepts of atomic structure, mass and energy. We find these fundamental principles of science, the natural laws of the universe, in physics. Therefore, the study of science at The Bay School begins with conceptual physics, continues with chemistry, and culminates with a sophisticated, in-depth study of biology. Students must take a science course during each trimester of 9th and 10th grades, thereby completing conceptual physics, chemistry and biology at the end of the 10th-grade year. In 11th and 12th grades, students choose from wide-ranging elective courses in the sciences. CORE SCIENCE COURSES Biology 1A/1B Biology is the culminating course in The Bay School’s two-year introduction to the core scientific disciplines. The course builds on the scientific foundations of conceptual physics and chemistry; it applies those concepts and investigative skills to living systems, with particular emphasis on three major questions: What cellular or molecular mechanisms underlie the biological phenomena we observe? What experimental or observational evidence supports our current models of how living systems behave? How do we create connections between formal scientific understanding and our own communities and daily choices? This course employs a variety of investigative techniques including open-ended laboratory experiments, critical reading of texts, manipulation of data, individual and group research projects, debates and discussions to help students build a solid understanding of the core concepts of biology. Major topics include biochemistry, molecular biology, cells, genetics, animal anatomy and physiology, ecology and evolution. Prerequisite: Chemistry 1.

Chemistry 1A/1B

Climate Change

In the first trimester of this two-trimester course, students learn about atomic structure, the periodic table, nuclear reactions, chemical bonding, chemical reactions and basic chemical reaction types. In the second trimester, students deepen their study of chemical reactions, focus on measurement of products and reactants in reactions (stoichiometry), investigate energy of reactions and study molecular structure and function. Throughout, students consider the societal impact of chemistry in the context of current events. Students engage in lab activities, class discussions, group and individual work. They also utilize digital tools such as an online chemistry text, computer simulations and the online homework system WebAssign to study, practice and ultimately show a deep understanding of chemistry, its applications and its implications. Prerequisite: Conceptual Physics 1.

In addition to focusing on a crucial, interdisciplinary topic, this one-trimester course is team- taught by two teachers, one with expertise in science and another in social studies. The course is project-based, where students build skills and content knowledge in large part through authentic, flexible, student-directed projects. The course gives students an integrated overview of the science of climate change and the implications of this change for patterns of daily life in their own circumstance and around the world. This course has four principal objectives:

Conceptual Physics A/B In this two-trimester course, students develop the skills they will need to succeed in subsequent science courses, including reasoning clearly; reading carefully; writing precisely; designing and performing simple experiments; using electronic spreadsheets to organize, graph and interpret experimental data; using simple algebraic relationships to solve problems; keeping track of units and precision in numerical answers; working in groups; and getting help when needed. The vehicle for the development of these and other skills in the first trimester is a deep inquiry into the law of conservation of energy. In the second trimester, the focus widens to include conservation of momentum, ideal gases, electric forces and the photon model of light. No prerequisite.

ELECTIVE SCIENCE COURSES Astronomy and Cosmology

In this one-trimester course, students journey back in time to the age of quasars and to edge of the universe, learning how galaxies and the cosmos formed. Students have the opportunity to integrate their studies in physics, chemistry and biology to study the instant of creation and the development of life on Earth. Students learn how to run a telescope and an observatory through the required overnight observing field trip to Tuolumne Skies Observatory as well as through optional evening events at Bay. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1. Biology 2A/2B Biology 2 is a two-trimester advanced-level laboratory course for students who have an interest in pursuing biology at the college level. The course captures most (but not all) of the breadth of a typical college-level biology course while allowing for greater opportunity to explore a few topics of special interest in greater depth. These topics are selected on the basis of their suitability in providing appropriate review and extension of topics and lab skills taught in Biology 1, the anticipated needs and interests of 11th- and 12th-graders focused on science majors and science careers and the opportunities to create explicit links to social and ethical issues. Each of these units includes a formal test and several laboratory exercises. The core units of Biology 2 are biochemistry, metabolism and cellular biology; the biology of disease; molecular genetics and biotechnology; physiological adaptations of plants and animals; and evolution and behavior. [This course is considered an Honors course.] Prerequisites: Conceptual Physics 1, Chemistry 1, and Biology 1.

• Introduce students to the science of climate change, drawing attention to the pattern of scientific data that has emerged in recent years • Focus on the social changes and adaptations that human communities have made and those they will likely have to make as the Earth’s climate continues to change • Highlight the diplomatic efforts that have launched since the creation of the Framework • Convention on Climate Change (FCCC) during the first Earth Summit in 1992 • Investigate the ethical challenges raised by climate change and explore questions of justice and personal responsibility as they apply to climate change During the latter half of the course, students conduct in-depth research on a topic of their choice, undertaking individual activism projects to educate the school community about the problems associated with climate change and about how personal actions and awareness contribute to both the problem and solution. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Conceptual Physics 1, Chemistry 1, Biology 1 and Humanities 2. Electricity and Magnetism This course takes students to a deeper level of understanding of the electric force than was possible in 9th-grade Conceptual Physics, asking questions such as: How is the electric force different from other forces? What role does the electric force play in natural systems? Why has the electric force proved so useful to humans? After an investigation-based introduction to the principles of electrostatics and electrodynamics, each student undertakes a project that demonstrates or applies one or more of those basic principles, culminating in a presentation and a written document describing the project and teaching the essential underlying physics. Through these efforts, students learn to model idealized systems using algebraic formulations of physical laws, as well as to construct and analyze real systems using resistors, capacitors, inductors, diodes and/or transistors. The textbook, used mainly for reference, is Crowell’s Light and Matter (2015). Prerequisites: Conceptual Physics 1, Chemistry 1, Biology 1 and Math 3B. Geology You are a gold prospector in the 21st century looking for the next “motherload”. Where do you go to strike rich? You are offered a deal on a house in the canyons above Los Angeles. There is a beautiful view of the valley, you are above the smog, and you have wilderness in your backyard. Is it a good investment? Water has been called “the blue gold” of the 21st century. How do aquifers work? Where can you store water? In this one-trimester course, students look anew at their environment through a different lens, namely: how we can use surface and remote sensing data to make inferences about what is going on underground. Students explore concepts from tectonics, seismology, paleontology, and others and apply them to consider solutions to current issues. The course will include either one big field trip or multiple shorter ones. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1.

Chemistry 2A/2B This two-trimester second-year Chemistry course advances students’ understanding of the concepts covered in Chemistry 1 and introduces key new principles and sophistication. Major topic areas in this course include the structure and interactions of matter, stoichiometry, states of matter, chemical equilibrium, acids and bases, redox chemistry, kinetics and thermodynamics, gas laws, electrochemistry and reduction/oxidation chemistry. Coursework focuses upon the laboratory — experiments serve both as an introduction to new ideas as well as a tool to model real-world situations. [This course is considered an Honors course.] Prerequisites: Conceptual Physics 1, Chemistry 1, and Biology 1.

Human Health and Disease The media is full of conflicting information on risks to our health and what to do to stay healthy. Foods go from “superfood” one day to scorned the next. Infectious disease epidemics repeatedly make the news. Human Health and Disease is a one-trimester course that explores facets of human health focusing on nutrition, the immune system, infectious disease and cancer. In the first unit, students investigate the question “What should we eat?” This culminates with the whole class running a self-designed nutritional study with themselves as subjects. Next is an in-depth examination of the immune system; that understanding is applied to exploring different responses to infectious diseases, both bacterial and viral. Finally, students undertake a culminating project exploring a facet of cancer. Readings and course materials draw heavily on journal articles from the primary literature as an emphasis is placed on current studies and research, as well as experimental design. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1.

Neighborhood Dynamics The question “Who belongs here?” has been central to defining San Francisco throughout its history, and it is especially poignant in this time of rising prosperity and increasing cost-of-living. This course investigates what makes a neighborhood, the ways that neighborhoods change over time and what that looks like for the people who live in them. Students will look at the processes of development and gentrification that many cities grapple with and examine how they apply to a “superstar city” like San Francisco. This interdisciplinary, project-based course blends economics, local history, ethics, sociology and cartography with field work in the city to explore the causes and effects and costs and benefits of gentrification for the dynamic neighborhoods that surround us. Through group projects, students contribute to the vitality and inclusiveness of the neighborhoods they study. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Conceptual Physics 1, Chemistry 1, Biology 1, and Humanities 2. Organic Chemistry and Biochemistry In this one-trimester course, students study the chemistry of life, asking questions including: What are we actually made of? How are we able to breathe oxygen and flex muscles? How does our body communicate with itself? How do toxins and drugs affect living things? In order to answer such questions, students study the fundamentals of organic chemistry — the chemistry of carbon-based molecules. Students learn about key organic reactions and discover how they enable life to occur in living organisms. The course includes labs and an individual research project where students can follow their interests. Prerequisites: Conceptual Physics 1, Chemistry 1, and Biology 1. Physics 2A/2B

In this two-trimester course, students use the mathematical skills acquired in their pre-calculus math courses, as well as their developing familiarity with calculus, to gain a deeper understanding of the laws of conservation of energy and momentum, as well as Newton’s laws of motion. The study of motion in one and two dimensions, periodic motion, and the propagation of waves is followed by an introduction to electromagnetic radiation and special relativity. An intentional mix of analytical problem-solving, laboratory investigation, lecture/discussion and group work is intended to prepare students for the successful study of physics at the university level. [This course is considered an Honors course.] Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1; students should either be co-enrolled in Calculus or have already completed Calculus. SF Bay: Marine Biology During this one-trimester course, students study the marine biology and ecology of the San Francisco Bay area. Beginning with the smallest organisms, students investigate the life cycles and evolutionary connections among different phyla of marine invertebrates and vertebrates. This knowledge is then applied in an ecological study of the San Francisco Bay. Later course and lab work investigates the life cycles and roles of the larger organisms. A Marine Biology textbook is used on a daily basis to learn about organisms and ecological concepts. The book is supplemented by journals and scientific publications as well as field and lab experiences, which include multiple dissections. Class time is driven by small group discussions of readings and hands-on experiences. Students are assessed by participation, tests, collaborative projects and presentations. There are required off-campus outings which may take the form of two Saturday field trips or an overnight weekend trip. Prerequisite: Conceptual Physics 1, Chemistry 1, and Biology 1. Water in the American West: Policy, History and Science Whose water is it? This essential question drives this project-based, interdisciplinary course. We use the tools of science and humanities to investigate the myriad ways in which humans rely on water; the political, economic, and ethical issues stemming from our need for water; and how our quest for this critical resource has lead us to reengineer natural ecosystems. While we focus on the western United States where ongoing drought highlights the tensions of meeting all of our water demands, we also explore global water distribution and the potential consequences of water shortages on a large scale, especially in the developing world. Looking through a scientific lens, we examine the natural features and processes that determine the extreme variability of water availability in the western United States, the major aquatic ecosystems of California, and the impacts of humans on these systems. Drawing on the humanities, we consider the historical and contemporary politics of water access, the ways western settlement shaped current water policy, and the changes in policy and values required for sustainable water use in the future. Students complete a major culminating project, allowing them to delve deeply into water issues that interest them most. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1, Humanities 1 and 2. Please note: Due to content overlap, students who took Water in the American West: Science during the 2015-2016 school year may not enroll in this course.

SENIOR SIGNATURE PROJECTS Senior Signature Projects 1A/1B How do you explore a personal passion with rigor, depth, purpose and mindful intention? In this course, each 12thgrader investigates this question by proposing and executing a two- trimester-long project in a field of his or her choosing. Projects satisfy three broad criteria: • As capstones to the Bay experience, they embody the school’s overall mission and philosophy. • They provide 12th-graders opportunities to function as young professionals working in a field rather than high school students studying that field. These experiences foster and encourage growth mindsets by allowing students to make mistakes, learn from them and grow. • They serve the needs of some constituency broader than the student himself or herself in an intentional and mindful way. Students serve as their own project managers by crafting proposals which articulate what they want to achieve and why. They draft project plans, timelines and budgets that establish internal benchmarks and milestones. They conduct background research to ensure that their projects are innovative and add to the existing work in their chosen fields rather than replicate the work of others. They enlist the help of external mentors to provide guidance and field-based expertise throughout the two-trimester process. Required culminations toward the end of Senior Signature Projects 1B include completing a synthesizing piece, delivering a formal Presentation of Learning and participating in a public Exhibition Night event on campus. Required of all 12th-graders. No prerequisite.

SOCIAL STUDIES The history and social science curriculum provides students with the necessary skills to understand our cultural and historical roots. Courses build student understanding and appreciation of social, cultural, religious and intellectual experiences that make up the global, interconnected world of the 21st century. All courses in this section are open to 11th- and 12th-graders only and are one trimester in duration. Africa: A Continent Even with six of the fastest growing economies in the world, the continent of Africa remains misunderstood and maligned by the West. This course exposes students to the richness and diversity of African religions, histories, economies, and arts. From Islamic and western waves of colonization to the African freedom movement of Kwame Nkrumah, students research the role of the Continent on the global stage. From Shaka Zulu to Haile Selassie to Nelson Mandela, students become familiar with key figures in the history of the Continent. From Moroccan Jews to Boko Haram, students discover the role of religion in the formation of national boundaries. The course examines the relationship between Africa and the rest of the world, from pre- colonial times to now, and engages such questions as “Is District 9 an anti-Pan-African movie?” The course concludes with a survey of the various artistic movements that are shaping culture from Nigeria to South Africa to Morocco. Students should expect an engaging and dynamic survey course that illuminates - through text, archival footage, and audio recordings - a part of the world sometimes still referred to as “The dark continent”. Artist as Activist Can art change the world? History and current examples show that it can, and that the effects are profound. This integrated course combines political, social and art history with hands-on studio art experiences to explore the ways in which the arts are a tool for social change. The course is team-taught by two teachers, one with expertise in art and one with deep knowledge of social studies. Students will research historical and contemporary social movements and produce original artwork reacting to a range of issues. Topics may include: labor and class; civil rights and racial equality; feminism and gender; the environment; youth movements and culture; war and violence. Artists may use written or spoken words, posters, painting, photography and performance. The course is project-based; students build skills and content knowledge through authentic, flexible, student-directed projects. Prerequisite: Humanities 2.

Climate Change In addition to focusing on a crucial, interdisciplinary topic, this one-trimester course is team- taught by two teachers, one with expertise in science and another in social studies. The course is project-based, where students build skills and content knowledge in large part through authentic, flexible, student-directed projects. The course gives students an integrated overview of the science of climate change and the implications of this change for patterns of daily life in their own circumstance and around the world. This course has four principal objectives: • Introduce students to the science of climate change, drawing attention to the pattern of scientific data that has emerged in recent years • Focus on the social changes and adaptations that human communities have made and those they will likely have to make as the Earth’s climate continues to change • Highlight the diplomatic efforts that have launched since the creation of the Framework • Convention on Climate Change (FCCC) during the first Earth Summit in 1992 • Investigate the ethical challenges raised by climate change and explore questions of justice and personal responsibility as they apply to climate change During the latter half of the course, students conduct in-depth research on a topic of their choice, undertaking individual activism projects to educate the school community about the problems associated with climate change and about how personal actions and awareness contribute to both the problem and solution. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Conceptual Physics 1, Chemistry 1, Biology 1 and Humanities 2. Comparative Government and Politics

This one-trimester course is an in-depth comparison of different political systems and cultures that prepares students for informed participation in the global community. Students explore five different political systems (the United States, France, Nigeria, Mexico and China) and simultaneously conduct independent research projects on a country of their choice. The course begins with an introduction to comparative politics and its conceptual framework. Then, students compare democratic systems in France, Mexico, and Nigeria exploring questions like: What aspects do all democratic regimes and ideologies share in common? What are some variations in the institutional structures and practices of different democratic systems? In what ways do these systems fail to live up to democratic criteria? What can the U.S. learn from other systems, and vice versa? Next, students learn about authoritarian regimes by closely examining China through questions such as: Are economic reform and political reform necessarily linked? Does economic growth promote democracy? Finally, students complete their trimester-long country case studies and share their findings with their peers. [This course is considered an Honors course.] Prerequisite: American Studies. Jewish Studies What is the Jewish tradition? Whereas some refer to Judaism as “simply” a religion, others view it as much more: an ethnicity, a nationality, a way of life. In this course, students receive an introduction to Judaism and investigate the problems inherent in describing, analyzing, and interpreting the complexities of this ever-evolving tradition. Students learn that Judaism has remained dynamic across centuries and that each new era has provided challenges and possibilities for what it means to be Jewish. Students gain valuable critical thinking skills as they study and discuss sources such as The Hebrew Bible (Tanakh), the Talmud, Jewish philosophy, and literature by and about Jews. Possible topics include Ancient Israel and the Prophets; the Second Temple and the aftermath of its destruction; Rabbinic Judaism, The Talmud, and Midrash; Rabbinic Philosophy and Jewish Mysticism; Orthodox, Conservative, and Reform Judaism; The Holocaust and Reconstructionist Judaism. By the end of this course, students will be able to articulate a nuanced definition and gain an in-depth understanding of the Jewish tradition. This course may be applied toward fulfilling either the Religion and Philosophy graduation requirement or the Social Studies graduation requirement, but not both. Neighborhood Dynamics The question “Who belongs here?” has been central to defining San Francisco throughout its history, and it is especially poignant in this time of rising prosperity and increasing cost-of-living. This course investigates what makes a neighborhood, the ways that neighborhoods change over time and what that looks like for the people who live in them. Students will look at the processes of development and gentrification that many cities grapple with and examine how they apply to a “superstar city” like San Francisco. This interdisciplinary, project-based course blends economics, local history, ethics, sociology and cartography with field work in the city to explore the causes and effects and costs and benefits of gentrification for the dynamic neighborhoods that surround us. Through group projects, students

contribute to the vitality and inclusiveness of the neighborhoods they study. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Conceptual Physics 1, Chemistry 1, Biology 1, and Humanities 2. Social Change in Modern Japan This course focuses on the dramatic social changes in Japan from the Tokugawa period to contemporary times. The goal is to convey an inner understanding of the dynamics of change and the forces that shaped Japanese society through the last few centuries. Major topics include school and education, marriage and the family, and gender roles. Source materials include the literature from the time period and films made about those time periods. In addition to close reading of the texts, students learn how to critically evaluate and appreciate film. Potential readings include works by Tsunetomo Yamamoto, Yukichi Fukuzawa, Soseki Natsume, Kenzaburo Oe, and Haruki Murakami. Films may include Seven Samurai, Twenty-Four Eyes, Tokyo Story, and Family Game. As a final project, students choose a current social issue in Japan to explore deeply, do a cross-cultural comparison with a country within the region, and create a project to highlight their learning. This course may be applied toward fulfilling either the Literature or the Social Studies graduation requirement, but not both. Social Movements of the Late 20th Century An introduction to the social movements of the “long sixties” (1945 – 1975) in the United States, this course emphasizes the freedom movements of African American, Chicano/Latino, Asian American, Native American, Feminist, Gay and other marginalized racial, ethnic or cultural communities. Students identify and evaluate the core tenets of specific social movements including leaders, organizations, events, identity politics, disappointments and triumphs. Additionally, students evaluate interpretative differences among historians who have written about those movements. Students assess contemporary movements locally and globally (i.e. Arab Spring, Occupy and Black Lives Matter) to ultimately define “freedom” and “social justice” for themselves. Potential written works for the class include Juan Williams, Ian Lopez, Howard Zinn, bell hooks, Susan Chan, Paul Chaat Smith and Robert Allen Warrior. Potential films include Eyes on the Prize, I-Hotel, Walkout and Stonewall Uprising. The course methodology includes primary source investigations, class discussions, films, group work, unit response papers and a final term paper. The core skills emphasized in the course are critical thinking, analytical and reflective writing, in addition to engaging in dialogue about difference. U.S. Politics This course prepares students for civic engagement and political participation by helping them understand our political system and government’s role in American life. Students in the course learn to make informed political decisions, to clearly articulate positions, and to meaningfully engage in civic life. Throughout the course, students explore the following fundamental questions: what role should government play in citizens’ lives; what are citizens’ rights and responsibilities; how can citizens make informed decisions; and how can citizens influence and take part in policy making? The course focuses on the following three areas: Ideology and Citizenship; Political Institutions: Congress, the Presidency, Political Parties, and the Courts; Citizen Influence on Institutions: the Media, Interest Groups, and Elections. Current events (including the 2016 Presidential Election) will figure prominently in our investigation of these topics. Water in the American West: Policy, History and Science Whose water is it? This essential question drives this project-based, interdisciplinary course. We use the tools of science and humanities to investigate the myriad ways in which humans rely on water; the political, economic, and ethical issues stemming from our need for water; and how our quest for this critical resource has lead us to reengineer natural ecosystems. While we focus on the western United States where ongoing drought highlights the tensions of meeting all of our water demands, we also explore global water distribution and the potential consequences of water shortages on a large scale, especially in the developing world. Looking through a scientific lens, we examine the natural features and processes that determine the extreme variability of water availability in the western United States, the major aquatic ecosystems of California, and the impacts of humans on these systems. Drawing on the humanities, we consider the historical and contemporary politics of water access, the ways western settlement shaped current water policy, and the changes in policy and values required for sustainable water use in the future. Students complete a major culminating project, allowing them to delve deeply into water issues that interest them most. This course may be applied toward fulfilling either the Science or the Social Studies graduation requirement, but not both. Prerequisites: Conceptual Physics 1, Chemistry 1 and Biology 1, Humanities 1 and 2. Please note: Due to content overlap, students who took Water in the American West: Science during the 2015-2016 school year may not enroll in this course.

WORLD LANGUAGES We consider the study of another language and its associated culture essential to a Bay education and a successful global community. The overall goals of the program include development of oral and written language skills and a cultural objective such as an acquaintance with and appreciation for a different people, their history and customs.

Mandarin Advanced Topics in Mandarin This course is for the advanced Mandarin Chinese language student who wishes to develop her/his language and critical thinking skills. In this course, students evaluate essays, short stories, films and editorials in Mandarin Chinese that reflect current concerns in contemporary society. Course content will vary from year to year to allow students to repeat the course. This course enables students to understand current issues facing Chinese citizens and to develop and express their opinions on these issues clearly and eloquently in Mandarin Chinese. Taught predominantly online and through a collaboration with teachers at Chinese American International School (CAIS), the course revolves around lessons via video conference, online activities, collaborative projects, and a variety of rich and multifaceted online assessments. Students enrolled in the course come to class four days per week at Bay as they normally do; once in the classroom on those days, they undertake the digital curriculum in collaboration with classmates and supported remotely by their teacher. [This course is considered an Honors course.] Prerequisite: Mandarin 4. May be repeated for credit. 38

Mandarin 1A/1B This is a two-trimester introductory language course in Modern Standard Chinese (Putonghua). This course develops speaking, listening, reading and writing skills. Students learn the tonal system, pronunciation, basic grammar and the fundamentals of the Chinese writing system. Additionally, in view of the intimate relationship between language and culture, students learn about Chinese culture, recent history and geography. During this first-year course, students develop the ability to carry out simple conversations in Chinese on a limited range of topics. No prerequisite. Mandarin 2A/2B In this two-trimester course, students review and continue working with the concepts and skills introduced in Mandarin 1, simultaneously building new vocabulary and increasingly complex sentence patterns. There is further focus on the Chinese tonal system and character acquisition. Students increase their ability to acquire pertinent information through listening, to express themselves with more confidence and to read and write characters with greater fluency and ease. Prerequisite: Mandarin 1 or placement exam. Mandarin 3A/3B This two-trimester course further develops students’ communicative abilities in listening, speaking, reading and writing modern Chinese. Students largely focus on strengthening their listening and reading comprehension skills through increased exposure to authentic material. Upon completion of this course, students are able to handle most daily conversation with relative fluency and are comfortable speaking and interacting in the target language. Prerequisite: Mandarin 2 or placement exam. Mandarin 4A/4B This two-trimester course enhances students’ abilities to communicate fluently, precisely and elegantly in modern Chinese. This course incorporates both Chinese literature and history, exploring current events and youth culture in Greater China. This course utilizes an advanced- level textbook, yet relies primarily on authentic primary source materials to broaden students’ vocabulary, idiomatic expressions and cultural knowledge. Students learn to master more complex sentence patterns for the purpose of sustaining longer, more in-depth conversations. Students apply their knowledge of complex sentence structures and advanced grammar patterns to various forms of written expression. Finally, students express their opinions and creativity through various modes of presentation. Prerequisite: Mandarin 3 or placement exam.

Mandarin 5A/5B Conducted entirely in Mandarin, this course explores the enduring influence of traditional martial arts cultural heroes (real and fictional). It explores how the wuxia concept has historically evolved to its present form, as seen in film, comics and pop culture. Potential topics include chivalrous bandit heroes in Ming and Qing fiction, the Boxer Rebellion in Late Imperial China and anti-dynastic sectarian movements in Ming and Qing history. [This course is considered an Honors course.] Prerequisite: Mandarin 4.

Spanish Spanish 1A/1B This two-trimester course is an introductory course for students who want to learn Spanish. Students learn the fundamental grammar and vocabulary necessary for basic communication in Spanish. Students develop partial capability in the four major communication skills: listening, speaking, reading and writing. By the end of this course, students are able to express themselves at a rudimentary level in both the present and past tenses. Focus is placed on gaining the confidence necessary to speak fluently. In addition, students learn an appreciation for the various cultures associated with the Spanish language. No prerequisite. Spanish 2A/2B This two-trimester course continues the development of the four major communication skills (listening, speaking, reading and writing) begun in Spanish 1. Although a text program is used as a resource, classroom work is concentrated on developing language proficiency through active communication. Increased focus is placed on writing and reading for the purpose of gathering and sharing information and understanding how different communities and cultures help to shape our world. Prerequisite: Spanish 1 or placement exam. 39

Spanish 3A/3B Spanish 3 is a two-trimester intermediate language course that focuses on the following objectives: first, to review all of the basic skills and vocabulary learned during the first two years of study; second, to increase the student’s core vocabulary base and to expand his or her understanding and working knowledge of the more complex grammatical points; third, to connect the student’s language skills with other academic disciplines; fourth, to increase the student’s level of fluency, both written and oral, so that he or she can communicate effectively and elegantly in Spanish; fifth, to make students aware of the richness of diversity in Spanish-speaking communities both in and outside of the United States. Prerequisite: Spanish 2 or placement exam. Spanish 4A/4B Spanish 4 is a two-trimester advanced-intermediate course that integrates language and culture while studying topics that reflect global issues of interest and concern to today’s youth. The course uses music, current events, film and literature from the Spanish-speaking world to synthesize the development of all aspects of language skills and cultural awareness. Prerequisite: Spanish 3 or placement exam. Spanish 5A/5B Spanish 5 is a two-trimester advanced course that explores social issues and advanced grammar topics through film, literature, music and other media in the target language. Students demonstrate their knowledge through conversation, oral presentations, essay writing and the completion of an independent research project on a topic of the student’s choosing. [This course is considered an Honors course.] Prerequisite: Spanish 4.

SAMPLE FOUR-YEAR COURSE SCHEDULE

9th Grade

10th Grade

11th Grade

12th Grade

TRIMESTER 1

TRIMESTER 2

TRIMESTER 3

Humanities 1A

Humanities 1B

Humanities 1C

Conceptual Physics 1A

Conceptual Physics 1B

Chemistry 1A

Spanish 1A

Spanish 1B

Painting 1A*

Writing Workshop

Math 2A

Math 2B

Humanities 2A

Humanities 2B

Humanities 2C

Chemistry 1B

Biology 1A

Biology 1B

Math 3A

Math 3B

Spanish 2B

Painting 1B*

Spanish 2B

Research in the Community

American Studies A

American Studies B

American Studies C

Analysis of Functions A

Chemistry 2A*

Analysis of Functions B

Spanish 3A

Spanish 3B

Africian American Literature*

Artist as Activist*

Buddhism*

Chemistry 2B*

Calculus A*

Senior Signature Projects A

Senior Signature Projects B

Advanced Drawing and Painting Studio*

Calculus B*

Comparative Religion*

Advanced Seminar: Fiction*

Spanish 4B*

Engineering Design 1*

Climate Change*

Advanced Composition* Spanish 4aA*

Note: All students are required to take four courses each trimester, each worth 0.5 credits. We require 23 academic credits for graduation. *Denotes elective course

The Bay School of San Francisco does not discriminate on the basis of race, color, religion, national origin, ancestry, gender identity, sexual orientation, age, or any other characteristic protected by law. We are committed to having a faculty, staff and student body that reflect the diversity of the Bay Area. We strongly encourage candidates of color to apply.

35 KEYES AVENUE SAN FRANCISCO, CA 94129 (415) 561-5800