Bay Academic and Extracurricular Programs Guide 2014-2015 by The Bay School of San Francisco

Academic and Extracurricular Programs

The Bay School Mission and Philosophy At Bay, we balance challenging academics and innovative thinking

Welcome to The Bay School

with a mindful approach to learning and life. Our goal is to see students unlock their individual and collective potential so they begin to realize their roles in a dynamic world.

This publication provides an overview of our innovative curriculum, extracurricular

We cultivate intellectual entrepreneurs. We design our curriculum to enable students to take ownership of their learning in an environment of high academic expectations. Students critically evaluate nuanced ideas from multiple perspectives and generate meaning for themselves. They craft creative solutions to real-world problems and come to understand their ability to effect meaningful change.

programs and activities. Please visit www.bayschoolsf.org or contact us at

We see the challenges of adolescence as critical catalysts for personal growth. We teach students habits of reflection and discernment that enable them to navigate those challenges and discover who they are. Our students learn to think carefully and act deliberately, while considering the experiences and perspectives of others. The practice of mindfulness permeates all aspects of school life, fostering a thoughtful and cohesive community.

admission@bayschoolsf.org or 415-684-8949.

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 appreciate the value and richness of collective effort. Increasing levels of academic and personal autonomy enable students to discover their passions, pursue their interests, and test their limits. Because Bay understands that life doesn’t come with a syllabus, we instill students with the courage and good humor necessary to flourish in an unpredictable world. Looking beyond the walls of the school, our students develop an emerging sense of their own purpose in order to become engaged global citizens.

VALUES THAT WE MODEL AND ENCOURAGE INCLUDE:

• Love of learning • Willingness to grow and inquire • Rigor and discipline in mastering detail • Accurate and elegant communication in more than one medium and language • Fearless and thoughtful approach to contemporary and future world problems • Careful stewardship of time • Confidence in addressing complex, multifaceted issues • Understanding and respect for diverse cultural and religious traditions • Strong sense of community with respect for individuals and differing points of view

TABLE OF CONTENTS An Introduction to The Bay School 2 Community Values and Precepts 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 and Class Deans 14 The Learning Services Program 14 Student Counseling 14 Leadership 15 Athletics 16 Bay On Stage – Drama and Music Groups 18 Student Clubs 18 2014-2015 Course Catalog 20

“ It’s about the skills and the habits of mind and the ethics that are going to serve people well in the future.” – Tim Johnson, Head of School

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 school’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 societal implications of advances in science and technology. A futurefocused 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 has asked students to connect with communities beyond Bay and to apply their learning to complex, real-world problems. The school’s current faculty of more than 50 full- and part-time teachers continues to refine the curriculum and pedagogy while staying true to these founding beliefs. Since the school’s launch, the student body has grown from 53 to an enrollment of 333 students in grades 9 through 12. Our graduates are indeed ready for challenging college work: over 354 colleges and universities within and outside the United States have admitted students from our first seven graduating classes.

COLLEGES AND UNIVERSITIES HAVE ADMITTED OUR STUDENTS

Community Values and Precepts We consider the high school years an opportune time for idealistic young people to move beyond an understanding of themselves and toward an appreciation of their roles in a broader community. We hope that as students address 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, constantly 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.

future prep

Our Guiding Precepts

Ethics, Spirituality and Mindfulness

We aspire to live by these guiding precepts and to build our community life on them.

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—some by bike, bus or carpool—and settle in for a thoughtful gathering and begin the day focused on each other as a community.

• 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. • 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.

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 points of reference from which to develop their own philosophical 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.

The Academic Program ACADEMIC PHILOSOPHY & PROGRAM OVERVIEW Our academic philosophy reflects our commitment to thoughtful inquiry, impassioned creativity, elegant communication, skilled collaboration, deliberate skill practice 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 that often have no simple answers.

Students at Bay bring their whole selves to school each day because they feel respected and accepted on campus. This atmosphere of trust supports students’ extraordinary candor as they share their own histories, ideas and hopes. Whether they share in Morning Meetings or in classroom discussions, students show an appreciation for the differences among us. This spirit of inclusivity distinguishes and unites members of the Bay community.

Bay’s curriculum grows from a largely skills-based, integrated 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. The school year at Bay is divided into trimesters, each 12 weeks long; students take four classes per term. Each class meets for 80 minutes, four times per week. Over the course of a year, each student completes 12 trimester-long courses. The long-block trimester schedule affords a number of distinct advantages over a more traditional 50-minute period, seven periods per day, two-semesters per year model. During the length of one two-trimester course at Bay, students convene more than 80 times each for 80-minute periods. Longer blocks allow for easy incorporation of in-depth lessons and activities such as lab work, field trips, student-initiated projects, in-class writing and 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.

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 trimester 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.

“ 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 salient global issues of the 21st century. 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 prepare for and take 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.

GRADUATION REQUIREMENTS * Arts

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

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 Literature), students must complete 1 ½ credits (3 trimesters) in advanced 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), students must complete ½ credits (1 trimester) in an advanced religion and philosophy course at some point during their 11th- or 12th-grade year. Science

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 investigate a question in-depth, in a manner that connects the student to the world outside the school and serves the greater good. Each student works with an adult mentor, usually at a Bay Area company or nonprofit organization, who provides expertise and guidance. Projects in recent years have included clinical trials at UCSF, creation of a marketing website for a local nonprofit, writing a screenplay about competition in the lives of teens, teaching sustainable agriculture at a community garden, building drone aircraft for aerial photography, creating a documentary film, participating in marine mammal research, building a confocal microscope and more. 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 projectspecific challenges as they arise. In the end, each student creates a deliverable and makes a formal presentation to the school community. Through these projects, students explore possible areas of study for college and careers, develop project-planning and professional skills and connect in a meaningful way with the community beyond the walls of the school.

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 / Research

Students will fulfill this requirement by completing the core humanities courses that include social studies components (Humanities 1, Humanities 2, Research in the Community and U.S. History). Beginning with the Class of 2017, students must complete ½ credits (1 trimester) in an advanced social studies course at some point during their 11th- or 12th-grade year. All students are encouraged to continue their work in social studies beyond this requirement. 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 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.

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. 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. * Refer to page 20 for complete listing of course offerings. 12

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 which meets once per week for the entire year. 9TH-GRADE SEMINAR

The 9th-Grade Seminar orients incoming students to the technological, social, cultural and academic contexts of life at Bay. A diverse team of faculty, staff and administrators teach the course, which focuses on the following guiding questions: • 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?

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 questions of identity, stereotype and group membership through lenses such as race, class and gender. 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

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.

INTERSESSION 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 mastering the art of darkroom photography, trekking through Death Valley, learning to sail a tall ship or launching a near-space balloon, 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.

Outside of the classroom, many Bay students identify and respond to local needs through participation in Community Service in Action, Marine Protection, International Aid, Amnesty and Eco clubs, for example, all of which are student-driven 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 the most powerful tools available 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. In recent years, The Bay School Space Club has designed, built and launched high-altitude space balloons into the stratosphere to measure temperature and air density; the engineering groups have designed and built award-winning underwater remotely operated vehicles (ROVs) and VEX-brand robotics; and Intersession groups have created, among other undertakings, a distributed-processing supercomputer and a multimedia digital storytelling project.

College Counseling The college counseling program at Bay empowers students to calmly, thoughtfully and competently 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, the most comprehensive database available for college research, to create an open and transparent link between the College Counseling Office, the student and his or her 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 (all free of additional charge) for every student, taught by an expert in test preparation, throughout the 11th-grade year. During the spring of 11th grade, students draft preliminary interest lists. By summer, colleges have received Bay’s curriculum and mission, and 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, 354 colleges and universities have accepted our first seven graduating classes, including Brown, Harvard, Middlebury, Northwestern, Oberlin, Pitzer College, Princeton, Stanford, Tufts, UC Berkeley, University of Michigan, University of Washington, and Yale. Over 150 Colleges and Universities send representatives to The Bay School annually.

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. 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 counselor 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 and Class Deans The Dean of Students and Class Deans 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.

Class Deans work closely with the Dean of Students to welcome and orient students at each grade level. Class Deans 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.

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.

Leadership At Bay, there are many different ways to take on leadership. Whether it is 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. 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 behavioral codes 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 – These students support the technology department. MARMOTS learn network administration and assist in updating and optimizing Bay’s computer networks. MARMOTS are also involved in choosing which computers and software Bay students use in the classroom. 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 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 needs of the diverse student body.

TEAMS

Athletics

70%

SPORTS

Physical development and competitive athletics are a central part of The Bay School’s program— building physical health and awareness, while promoting the important personal skills of effort, self-discipline, leadership, sportsmanship and teamwork.

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 integrity 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), 22 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

Boys Cross-Country* Girls Cross-Country* Girls Golf Boys and Girls Sailing Boys Soccer* Girls Tennis Girls Volleyball*

Boys Basketball* Girls Basketball*

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

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 to 5 p.m. during the fall and spring trimesters and consist of a broad range of physical activities including martial arts, rock climbing, group exercise and high performance training. Through these activities, our students experience the benefits of physical activity that inspire adoption of these healthy practices for life.

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

2013-2014 HIGHLIGHTS

LEAGUE CHAMPIONSHIPS INCLUDING

ATHLETES AWARDED FIRST OR SECOND TEAM ALL-LEAGUE AWARDS WITH

FIRST-TIME CHAMPIONS (BOYS LACROSSE, GIRLS SOCCER, BOYS VOLLEYBALL)

TEAMS PARTICIPATED IN NORTH COAST SECTION TOURNAMENT

L EAGUE MVP WINNERS

Bay on Stage – Drama and Music Groups Each year faculty members produce and direct three full-scale dramatic student performances; students direct and perform their own one-act series every other spring. We encourage all Bay students to audition for roles. Productions in recent years have included the musicals “Fiddler on the Roof,” “Footloose,” and “Bye Bye Birdie,” and dramatic productions of “A Midsummer Night’s Dream” and “The Laramie Project.” All major performances take place at Fort Mason Center’s Southside Theatre. The Bay Jazz Club performs regularly at school gatherings and off campus for community groups and schools. Students also comprise the pit orchestra for school musicals, and Bay’s after-school choir performs at school gatherings and special events on campus.

Student Clubs

Enthusiasm runs high for clubs and extracurricular activities at Bay. A majority of students participate in one or more clubs, which include school community-focused groups such as Social Events, Community Service in Action, Eco and Unity clubs; arts and music groups involving instrumental and dance performance; the Outing Club, which sponsors outdoor adventures and wilderness training; and clubs that support student interests such as international affairs, engineering, fantasy gaming and journalism. There is time built into the academic week for club meetings to occur. Some groups may also meet in the evenings and on weekends. Each club receives support from a member of the faculty or administration who serves as an advisor and mentor. Students organize and run their own clubs. We encourage students to propose ideas and build support for new clubs—thus the selection of clubs varies from one academic year to the next. Participating in clubs is a great way to pursue interests and build close relationships with fellow students and teachers. SAMPLE CLUBS

Amnesty Club Black Student Union Bay Space Club Community Service and Action Eco Club Engineering / Maker / ROV Club Fantasy Gaming Club Improv Club

International Aid Club Literary Magazine Model United Nations Outing Club Olympic Committee Queer Straight Alliance Social Events Club Unity Club

“ My drama classroom was the place that felt nurturing and challenging, safe and scary and it resonated. I wanted to create that in my class.” – Katherine Riley, drama teacher

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

2014-2015 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 Drawing & Painting Studio

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 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.

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 Adobe Camera Raw digital darkroom processing. The course themes present students with a wide range of subject possibilities to draw from in their projects and portfolios, culminating in a week-long 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. There is a stronger emphasis on authenticity in performance 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. Drama 2 Building on students’ experience from Drama 1, the focus of this course is on ensemble-building, long-form improvisation and improvisation performance, and advanced scene work and character preparation. Students deepen their knowledge and understanding through studying the work of Keith Johnstone, David Mamet, and other twentieth-century drama theorists. Students experiment with directing and design for the stage and aid one another in producing work for performance. This course is considered an Honors course. Prerequisite: Drama 1B.

Artist as Activist: Making Meaning through Materials 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, where 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 in Adobe Photoshop using a variety of techniques, and organize and display their images using Keynote and webbased platforms. 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.

Drawing 1A In Drawing 1A, students hone their observation and accuracy skills. 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 until they master their own personal aesthetic. Students use charcoal, china marker, ink pen, graphite pencil, colored pencil, Sumi ink and pastel on a variety of different papers. No prerequisite.

Drawing 1B

Painting 1A

Students further explore drawing technique, observation 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 topics 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 on the production of electronic music. Students learn and practice the use of various digital audio workstation software, such as Pro Tools and Logic, as well as music production software such as Reason. Throughout the production process, students explore a variety of genres of electronic music and produce structurally integrated songs featuring authentic instrumentation, hooks/choruses, breaks/bridges and melody. Student productions are aired for the school community through podcasts. No prerequisite. Electronic Music Studio 1B

Electronic Music Studio 1B involves the continuation of electronic music production, recording, mixing and editing with Reason, Pro Tools and Logic. In addition to continuing to hone students’ mixing skills, this course further explores signal routing; ReWire; advanced sampling, inclusive of key and velocity mapping; mastering, with an emphasis on EQ, compression and limiting; building customized drum kits; time-based effects, such as delay and reverb; and stereo effects, such as panning. As in the Electronic Music Studio 1A course, students air their work to the school community. 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 classic 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. May be repeated for credit.

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. Publication Arts: Yearbook What captured moments can best tell the story of the school year? How can we come up with a relevant and visually appealing theme that helps us organize and represent our community in a captivating way? The main objective of this course is to produce The Bay School Yearbook during the spring trimester. Students focus on design fundamentals, aesthetics and typography, learning to work skillfully with design software, hardware, and each other. The finished product is distributed widely through the community: to students, faculty and staff, board members, admission waiting rooms, the library, development office and beyond. Prerequisite: Digital Imaging 1A. May be repeated for credit. Sculpture 1A Formerly known as 3-Dimensional Foundations 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 practicing, collaborating, creating and critiquing. 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 Formerly known as 3-Dimensional Foundations 1B, this is the second half of a two-trimester course sequence that gives students the chance to advance their skills working with three-dimensional art forms. 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, to offer 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.

TECHNOLOGY – 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 Computer science, physics and mathematics share the common thread of problem-solving. Computer science, however, formalizes problem-solving strategies more explicitly than physics or mathematics do. Awareness of specific problem-solving techniques and terminology enables students to reach a higher level of sophistication in all science and engineering pursuits. These techniques include abstraction, generalization, recursion, scope, iteration, value vs. reference, accuracy and precision, specification vs. requirement, version control and debugging.

COMPUTER SCIENCE COURSES Computer Science 1 This one-trimester course introduces students to the basic tools and concepts of programming and computer science. This is a project-based course with an emphasis on problem-solving. Students use the Python programming language to learn conditionals, loops and functions as well as computer science topics such as logic and recursion. This course uses a freely available textbook supplemented with online resources. Open to 10th-, 11th- and 12th-graders only. No prerequisite. Computer Science 2 This one-trimester course builds on material learned in Computer Science 1, primarily using the Python programming language with a look at some C-like languages. Students learn how to use larger development environments to complete more complex projects. This course also covers discrete math topics such as combinatorics as well as a more formal approach to logic including an introduction to proofs. Prerequisite: Computer Science 1 or instructor permission.

Engineering Design separates elegant from cumbersome, sustainable from wasteful, intuitive from confusing. Students find design interwoven into every Bay class, but nowhere more so than in our engineering program. A truly interdisciplinary study, engineering at Bay incorporates arts and science, requires collaboration and communication and depends upon a reasoned understanding of the world in which we live. Students in an engineering course learn the process of understanding a problem, testing possible responses, crafting a solution, and honing that solution through iterative testing and improvement. Working in Bay’s unique Project Center, students use industrial tools and processes as well as technological resources to build real devices. By empowering our students to dream, investigate and engineer their way out of a problem, we prepare them to think about the world’s problems in a new way. Note: Engineering courses will be listed as science courses for transcript purposes. 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. 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. 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. Robotics Using design methodology to solve problems, students in this course use the Vex Robotics System to create working robots that accomplish specific game-related tasks. Students use mechanical solutions, fabrication methods and programming skills, integrating multiple projects into a working, automated and human-controlled robot. This one-trimester course is a challenging and rewarding exploration of what it takes to make devices that work. 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? Humanities 1A/1B/1C In Humanities 1, students examine the variables of nature and nurture as they relate to the development of societies. Particular emphasis is given to the roles of geography and human nature and the manner in which they shape both people’s world views and cultures’ belief systems. The students focus on early civilizations, examining their origins and what these civilizations look like in today’s society. Through learning about the geography, history, literature, politics, religion and cultural norms of a range of global regions, the students will also come to understand and broaden their own views.

Writing Workshop In this one trimester course required for all 9th graders, 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 comprise 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.

ELECTIVE LITERATURE COURSES 19th-Century Russian Literature This course focuses primarily on the writings of Dostoevsky, the principal text being Crime and Punishment. Students explore the historical and philosophical context for Dostoevsky’s work and 19th-century Russia in general, engaging in analytical as well as creative writing. Historically, students examine the 18th- and 19th-centuries from Alexander I to Dostoevsky; philosophically, the influences of European ontology, ethics and epistemology of Russia at the time, and the complexities such ideas brought to a nation seeking its own identity. In addition to reading Dostoevsky’s text, students explore a variety of secondary literature as they form their own interpretations of the novel through presentations and analytical writing. In order to understand Dostoevsky’s style, students write short creative essays of their own, adopting specific rhetorical techniques used in the novel.

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 history and cultures of the Middle East and the belief systems underlying contemporary conflicts. During the second trimester, students engage in a comparative study of political and social systems in early modern Europe and East Asia. In the third trimester, students focus on the upheavals of the 20th century, beginning with the Russian Revolution and ending with the Chinese Cultural Revolution.

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 include James McBride, Anne Lamott, Annie Dillard, Rebecca Skloot, David Sedaris, Jonathan Safran Foer, Alice Walker, Joyce Carol Oates and Nick Hornby. Environmental Literature

LITERATURE / WRITING 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 sections, open to 11th- and 12th-graders only, are one trimester in duration. REQUIRED LITERATURE COURSE American Literature This one-trimester course focuses on the roots and evolution of American literature. Students explore the idea of America through novels, poetry and drama from different eras and by authors from a variety of backgrounds. The themes of immigration, race, gender and class—all in relation to power—guide the course; the works students read often deal with more than one theme. Students revisit the definition of America throughout the course as they ask the following: Who has power? What is the role of money in attaining power? How did we get here? How do we identify and define ourselves? How do others identify us? As students read works of literature that address these questions, they respond in thought pieces and formal analytical essays. Major projects include literary analyses, poetry explication and imaginative writing and/or performance synthesizing course themes. Required of all 11th-graders.

What exactly is environmental literature? What constitutes an environment? In this course students will explore the definition of “environment” and the ways we can view environments in more expansive and integrated ways. In other words, Environmental Literature focuses on the cultural, historical, philosophical, ethical, and political contexts in which literature shapes and responds to a variety of environmental concerns, including the environment of the mind, of the body, of community, and of physical spaces—landscape and urban communities. Through essays, poetry, short stories, news articles and novels, we will examine major trends that have shaped how writers have understood and written about their environments (defined broadly). We also will explore the ways people see and relate to self, other, and society as core components of identity formation. Topics may include psychology, mindfulness, environmental justice, biodiversity, indigenous experiences, climate change, urban development and animal welfare. Existentialism 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 Tolstoy, Kierkegaard, Nietzsche, Camus, 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 & Philosophy graduation requirement, but not both.

Futures Past & 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. Historical Fiction Historical Fiction is an examination of epic novels based upon 19th- and 20th-century historical events. Students will closely examine the larger historical forces that shape the fictional characters within each work, and they will carefully analyze each text using a range of literary elements. Students will write both short and long interpretations of literature and history, and they will complete a final project that involves composing a piece of short historical fiction. Students will read literature about Africa, Latin America, East Asia, the Middle East, and possibly the United States with possible authors including Isabel Allende, Gabriel García Marquez, Toni Morrison, Barbara Kingsolver, Russell Banks, Yu Hua, Mo Yan and AB Yehoshua. This course is considered an Honors course. Innocence & Evil

The ambiguities surrounding the notions of innocence and evil and the tension between them have fascinated authors from the beginnings of literature. What constitutes evil? What does it mean to be innocent? Can an action be both innocent and evil? Through an examination of texts (on film, on canvas as well as in books) from different eras and cultures, students will confront the complexities of moral judgments through the lenses of their own culture as well as in the context of the Bay School’s Precepts. Texts may range from Doctor Faustus by Marlowe to Silence by Shusaku Endo and One Flew Over the Cuckoo’s Nest by Ken Kesey. Films might include Raise the Red Lantern and House of Games. Poetry 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 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 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.

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 course 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 focusing on building students’ fluency in basic algebraic manipulations and techniques. No prerequisite. Math 2A/2B This two-trimester course is the second course 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, as well as a unit on descriptive statistics and statistical reasoning. Prerequisite: Math 1 or placement test. Math 3A/3B This two-trimester course is the third course 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 and trigonometry. Within the context of these topics, students are also introduced to the idea of formal deductive proof. Another major theme running throughout the course is the use of mathematics to create models of real-world phenomena and the analysis and interpretation of the predictions made by those models. Prerequisite: Math 2 or placement test.

ELECTIVE MATHEMATICS COURSES

RELIGION AND PHILOSOPHY

Analysis of Functions A/B

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.

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 as well as 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 at times randomness in the 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. Cryptography How do we build and break codes? How have people encoded and decoded information in the past? Why is it so difficult to crack someone else’s code? This one-trimester course takes an in-depth look at the art and science of secret writing. Students explore cryptography through its history and in practice, giving attention to both the military and social dimensions of cryptology and the public-policy questions surrounding encrypted information transmitted over the internet. The focus throughout the course is on the use of mathematics to create and analyze encryption algorithms using a variety of mathematical tools, such as frequency analysis, modular arithmetic, number theory and one- and two-way functions. The course follows The Code Book by Simon Singh. Prerequisite: Math 3.

African American Spirituality & 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. Bioethics Is cloning a human being morally acceptable? Is genetically engineered salmon a good idea? Should insurance companies have access to the results of genetic tests? This one-trimester course is a philosophical and scientific approach to understanding current ethical issues affecting society. Students begin with an introduction to a variety of ethical frameworks as applied to difficult decision-making moments and apply these frameworks to specific cases drawn from ethics textbooks, journal articles, the internet and our own experience. Thereafter, students delve into four case studies on relevant issues. For each case study, students learn the underlying scientific principles and techniques as well as apply philosophical concepts and ethical criteria to bioethical issues. Students are tested on their mastery of the scientific details; and they prepare papers and participate in debates exploring the ethical dimensions of each new topic. The class culminates in each student choosing a bioethical issue to study in detail, writing a position paper on the topic and giving a presentation of their analysis to the class. Students should be advised that this is a not a lab science but a reading, discussion and writing-intensive course. This course may be applied toward fulfilling either the Religion & Philosophy or Science graduation requirement, but not both. Buddhism

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?” Second, “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, social, 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.

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

Chemistry 1A/1B

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.

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 utilize digital tools such as an online chemistry text, computer simulations and the online homework system WebAssign in order to study, practice and ultimately show a deep understanding of chemistry, its applications and its implications. Prerequisite: Conceptual Physics.

Existentialism This course studies existentialist philosophy via multiple disciplines, including literature, psychology, religion and film. Students grapple with basic existential themes such as the meaning of human existence, freedom and responsibility, the limits of reason, 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 readings include Kant, Kierkegaard, Dostoevsky, Nietzsche, Camus, Sartre, Simone de Beauvoir, Paul Tillich and Victor Frankl. This course is considered an Honors course. This course may be applied toward fulfilling either the Literature or the Religion & Philosophy graduation requirement, but not both.

SCIENCE 34

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 Conceptual Physics 1A/1B In this two-trimester course, students begin to develop the skills they will need to succeed in subsequent science courses, including using proportional reasoning; reading carefully; writing precisely; estimating numerical answers without a calculator; 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 the level of precision in numerical answers; working in groups; and seeking help when needed. The vehicle for the development of these and other skills in the first trimester is a deep inquiry into the conservation of energy in systems undergoing changes in speed, shape and temperature. In the second trimester, the focus widens to include electrical phenomena and the propagation of waves.

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 and 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 and how is evidence transformed into conceptual models? 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 published scientific and popular literature, manipulation of computer models, individual and group research projects, and debates and discussions to help students build a solid understanding of the core concepts of biology. Major topics include animal and plant physiology, genetics, molecular biology, biochemistry, ecology and evolution. Prerequisite: Chemistry 1.

ELECTIVE SCIENCE COURSES Bioethics Is cloning a human being morally acceptable? Is genetically engineered salmon a good idea? Should insurance companies have access to the results of genetic tests? This one-trimester course is a philosophical and scientific approach to understanding current ethical issues affecting society. Students begin with an introduction to a variety of ethical frameworks as applied to difficult decision-making moments and apply these frameworks to specific cases drawn from ethics textbooks, journal articles, the internet and our own experience. Thereafter, students delve into four case studies on relevant issues. For each case study, students learn the underlying scientific principles and techniques as well as apply philosophical concepts and ethical criteria to the bioethical issues. Students are tested on their mastery of the scientific details; and they prepare papers and participate in debates exploring the ethical dimensions of each new topic. The class culminates in each student choosing a bioethical issue to study in detail, writing a position paper on the topic and giving a presentation of their analysis to the class. Students should be advised that this is a not a lab science but a reading, discussion and writing-intensive course. This course may be applied toward fulfilling either the Religion & Philosophy or Science graduation requirement, but not both. Prerequisite: 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, cellular biology; the biology of disease; molecular genetics and biotechnology; physiological adaptations of plants and animals; evolution and behavior. This course is considered an Honors course. Prerequisite: Biology 1.

Biological Psychology

Introduction to Modern Cosmology

Research in the past 20 years has expanded our knowledge of the human brain, and yet it has still just scratched the surface with respect to this amazing organ. Biological Psychology is a one-trimester course that explores the biological basis for human psychology. The course begins with an in-depth study of the brain and nervous system, and then applies the understanding of that system in exploring topics such as sleep, consciousness, memory, learning, motivation and psychological disorders. The course culminates in an individual project that allows each student to choose a topic to research and present. A college-level psychology textbook is used, as well as a wide variety of readings from books and journals on the subject. Classes are lecture and discussion based. Prerequisite: Biology 1.

This one-trimester course is one of the two Astrophysics courses offered at Bay in alternate years. (The other is Astrophysics: Stellar.) In this one-trimester course, students journey back in time to the age of quasars and black holes that formed the galaxies and the cosmos. Students will integrate their studies in physics, chemistry and biology to study the instant of creation and the development of life on Earth. Hands-on laboratory assignments will include overnight observing field trips to local observatories and field locations. Prerequisites: Conceptual Physics, Chemistry 1, 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. Prerequisite: Biology 1. 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 36

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

Organic Chemistry & 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: Chemistry 1, Biology 1. Physics 2A/2B This two-trimester course covers the fundamentals of mechanics, electromagnetism and quantum mechanics. It is a calculus-based course which prepares students who are interested in advanced physical inquiry. Laboratory investigations and analytical problem-solving skills are required throughout the course. This course is considered an Honors course. Prerequisites: Conceptual Physics, Chemistry 1, Biology 1; students should either be co-enrolled in Calculus or have already completed Calculus. SF Bay: Marine Biology This one-trimester course is one of the two SF Bay courses offered at Bay in alternate years. (The other is SF Bay: Earth Science.) 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 investigate 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: Biology 1.

SENIOR SIGNATURE PROJECTS PROGRAM Senior Signature Projects 1A/1B

How does one explore a topic of personal interest with rigor, depth, and mindful intention? In this course, each 12th-grader 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. First, as capstones to the Bay experience, they embody the school’s overall mission and philosophy. Second, they foster and encourage growth mindsets by providing 12th-graders with many opportunities to make mistakes, learn from them, and grow. And third, they serve the needs of some constituency broader than the student him or herself, in an intentional 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 replicating 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.

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

SOCIAL STUDIES / RESEARCH 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. REQUIRED SOCIAL STUDIES COURSES Research in the Community 38

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 her/him as well as significant to her/his 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. U.S. History A/B This two-trimester course explores the overarching and interrelated themes of identity and power. Students investigate these in depth during several key periods: Contact and Colonization, the Constitutional Era, the Civil War and Reconstruction, the Progressive Era and the Civil Rights Movement. Examining the relationship between identity and power inherently involves exploring race, gender, socioeconomic class, political participation and social movements. Students delve deeply into these topics by analyzing a wide variety of primary and secondary sources and making frequent connections between the past and present. Throughout, the course examines the interplay of national and local history as students investigate the Presidio’s inhabitants’ experiences during each historical period. In the second trimester of the course, students have the opportunity to investigate in depth a topic of their choice. In this project, students put into practice many of the historians’ skills they have learned, such as the formation of a hypothesis, gathering of information, evaluation of sources, and the construction of arguments and analysis supported by evidence. Required of all 11th-graders.

ELECTIVE SOCIAL STUDIES COURSES Artist as Activist: Making Meaning through Materials Can art change the world? History and current examples show that it can, and the effects are profound. This onetrimester 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 knowledge of social studies. Students will research both historical and contemporary 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, where students build skills and content knowledge through authentic, flexible, student-directed projects. Prerequisite: Humanities 2.

• 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: Biology 1 and Humanities 2. Comparative Government & Politics This one-trimester course familiarizes students with various types of political systems and cultures; helps them think, read and write critically; and prepares them for responsible global citizenship. Students explore four different political systems (France, Germany, Mexico and China) and simultaneously conduct independent research projects (countryspecific case studies). Unit 1: Introduction to comparative politics and conceptual framework. Unit 2: Comparative democracies: France, Germany and Mexico. 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? Vice versa? Unit 3: Authoritarian regimes. Are economic reform and political reform necessarily linked? Does economic growth promote democracy? Unit 4: Student case studies. This course is considered an Honors course. Prerequisite: U.S. History. History of Western Feminism This one-trimester course focuses primarily on the origins of feminist thought in Western Europe and America beginning in the 18th-century and concluding with the present day. Essential questions include: What is feminism? How has it changed over time? How does contemporary feminism relate to issues of diversity (broadly defined as class, race, religion, ethnicity, gender identity, etc.) in the modern world? The course begins with an examination of the philosophical debate about feminism in the late 18th century before moving into 19th-century debates about the status of women in England and America. The 20th-century portion of the course covers first wave, second wave, and third wave feminism, and the final portion discusses contemporary feminist debates. Students gain analytical, communication, and writing skills through group discussions, oral presentations, short written responses to texts and a final research project. Prerequisite: Humanities 2. Latin American Studies The region to the south impacts us in a multitude of ways. Understanding Latin Americans’ diverse experiences enables greater comprehension of our own nation’s present and future. In this one-trimester course, students focus on Latin America in the 20th century, exploring the relationship between cultural expression and the politics, economy, and history of the region. The course begins with a virtual voyage through Latin America, focusing on three cities portrayed in contemporary films. After this initial exposure to prevalent aspects of the region such as racism, class tensions, gender roles, urbanization, violence, and the influence of the U.S., students turn backwards in time to explore the historical roots of these characteristics. This investigation begins with a brief overview of major historical forces: conquest, colonization and independence. Then, the course explores four key themes of the 20th century: neocolonialism, nationalism, revolution and reaction. Students investigate these in Cuba, Mexico, Brazil, Guatemala and Argentina. A variety of sources—film, novels, poetry, short stories, songs, and historical documents—are examined. Prerequisite: Humanities 2.

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 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.

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. These concerns may be specific to China, Taiwan or the Chinese diaspora, or they may be global concerns addressed by Chinese journalists, politicians, film-makers or authors. The course will focus on a different topic each year. Possible topics include population growth and resource management, intra-Asia foreign policy, status of women, trade relations, technology and censorship. 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. This course is considered an Honors course. Prerequisite: Mandarin 4; may be taken concurrently with Mandarin 5. May be repeated for credit.

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 teaches students how to communicate effectively in Spanish. Students develop the facility to communicate in the present, past and future tenses and are exposed to other tenses. Students increase their facility in the four major communication skills: listening, speaking, reading and writing. Additional focus is placed on writing as well as reading for the purpose of gathering information, and learning to understand how communities and cultures help to shape our world. Prerequisite: Spanish 1 or placement exam. 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 the 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.

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 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

Math 2A

Math 2b

Video Production 1A*

Writing Workshop

Mandarin 1A

Mandarin 1B

Humanities 2A

Humanities 2B

Humanities 2C

Chemistry 1B

Biology 1A

Biology 1B

Mandarin 2A

Research in the Community

Mandarin 2B

Video Production 1B*

Math 3A

Math 3B

U.S. History 1A

U.S. History 1B

Latin American Studies*

Chemistry 2A*

Chemistry 2B*

Engineering Design 1*

Advanced Composition*

Mandarin 3A

Mandarin 3B

Analysis of Functions A

American Literature

Analysis of Functions B

Astrophysics*

Historical Fiction*

Comparative Religion*

Calculus A*

Calculus B*

Climate Change*

Russian Literature*

Comparative Government*

Computer Science 1*

Electronic Music Studio 1A*

Senior Signature Project

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 admits students of any race, color, religion, sexual orientation, national or ethnic origin, or disability to all the rights, privileges, programs, and activities of the school. It does not discriminate on the basis of race, color, religion, disability, sexual orientation, or national or ethnic origin in the administration of its educational policies, scholarship programs, or athletic or other school-administered programs.

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