UPPER SCHOOL Course Catalogue 2017-2018
TABLE OF CONTENTS GRADUATION REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 PLANNING CONSIDERATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 A COURSE LOAD THAT IS RIGHT FOR YOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 IMPORTANT NOTE: “Do I have the time for all of this?” GPA INFORMATION GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 COURSE OFFERINGS AT A GLANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-9 CLASSICAL/ MODERN LANGUAGES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-15 ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-19 HISTORY/SOCIAL SCIENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-24 MATHEMATICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25-28 SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29-34 ENGINEERING & TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34-36 COMMUNICATIONS, INNOVATION, & GLOBAL LEADERSHIP . . . . . . . . . . . . 37-39 PERFORMING ARTS: DRAMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 PERFORMING ARTS: MUSIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41 VISUAL ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 PHYSICAL EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 ON-LINE COURSE OFFERINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45 GRADUATION REQUIREMENT WORKSHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
2017-2018 Course Catalogue Charlotte Latin School is an independent, non-sectarian, college preparatory school serving 1408 students in transitional kindergarten through grade twelve. The school is accredited by the Southern Association of Colleges and Schools and is recognized by the North Carolina Department of Public Instruction as a legal private school. Charlotte Latin School is a member of the National, Southern, and North Carolina Associations of Independent Schools and the National Association of Colleges and Schools. Located on 128 wooded acres in Charlotte, North Carolina, Charlotte Latin School creates an environment of learning and living that is mentally stimulating and physically renewing. Since its founding in 1970, Charlotte Latin has established a reputation as the community’s academic leader. Each of our divisions (lower, middle, and upper) has been named as a Blue Ribbon School of Excellence. Charlotte Latin School was the youngest school in the nation to be awarded a chapter in the Cum Laude Society. Students at Charlotte Latin explore the world around them by participating in a hands-on community service program that is encouraged but not required. Community service is a cornerstone of the Charlotte Latin experience. The program reaches into the surrounding community, providing the opportunity for service to others and leadership training. Students design, manage, and staff an after-school program for an inner-city public elementary school; assist in programs for children and adults with disabilities through the Allegro Foundation, Misty Meadows, the Autism Foundation of the Carolinas, the Nevins Center, and Special Olympics; and tutor both elementary and middle public school students whose primary language is Spanish. Charlotte Latin has a close relationship with both Habitat for Humanity in Charlotte as well as with Habitat International. Charlotte Latin students contribute over 10,000 hours every year to the greater Charlotte community. Those who accumulate 150 hours of service during their Upper School careers are inducted into the Charlotte Latin School Service Society toward the end of the senior year. Our curriculum is enhanced by a Study Abroad Program that allows students to live and study with families in other countries. An International Exchange Program sponsoring students from Latin’s eight sister schools in Europe, Asia, Africa, and South America to study at Charlotte Latin and live with host families rounds out this unique experience for our students and community. Attracting students throughout the metropolitan area, Charlotte Latin is a school where families of diverse backgrounds, races, religions and nationalities share common values, practice mutual respect, and reach for academic excellence. The foundation of the Charlotte Latin culture is built on an honor code that embraces the motto “Honor Above All”. The honor code, initiated and supported by students, seeks to promote personal responsibility and a community of mutual trust. The Honor Code, which is designed to equip students with sound ethical decision-making skills, is an essential part of character education at Charlotte Latin.
1
GRADUATION REQUIREMENTS: A minimum of twenty-one credits earned in grades nine through twelve is required for graduation. ENGLISH MATH HISTORY
4 credits (must include Composition and American Literature) 4 credits 3 credits including World History I, World History II, and US History
CLASSICAL/MODERN LANGUAGES
3 credits in the same language (must be through the third level course; 4 units encouraged) SCIENCE 3 credits including Physics, Chemistry, and Biology PHYSICAL EDUCATION 1 credit ADDITIONAL ELECTIVES 3 credits It is the student’s responsibility to ensure that each year’s schedule incorporates the number of courses by department appropriate to meet all graduation requirements. PLANNING CONSIDERATIONS • Each student must take six courses each semester, four of which must be in academic subjects (classical/modern languages, English, history/social science, math, science, and engineering/technology). • Once a student is enrolled, only credits earned at Charlotte Latin School will appear on the Charlotte Latin transcript, be calculated in the Charlotte Latin GPA, and count toward graduation requirements. Credit-bearing work undertaken at other institutions may be reported on a separate transcript accompanying the Charlotte Latin transcript, but such work will not count toward graduation requirements or allow a student to accelerate through the Charlotte Latin School curriculum. • No more than two credits of physical education may count toward the twenty-one credits required for graduation. • Courses designated as “Honors” (H) are accelerated and require stronger background and more intensive preparation than other courses. They will be labeled as “Honors” courses on the transcript. • Courses labeled “AP” are Advanced Placement courses designed to prepare students for the College Board Advanced Placement examinations. They are the equivalent of college level courses, and taking the Advanced Placement examination (which carries an additional fee) is required for completion of each AP course. • In order to enroll in an Honors or AP course, a student must be placed in the course according to departmental guidelines. Enrollment in Honors and AP courses is not automatic. Student performance, assertiveness in class, level of commitment, performance on standardized tests, and teacher recommendations are factors used in determining placement in advanced courses. A student who petitions for a change in placement will be asked by the appeal committee to indicate what factors the department may have overlooked in its placement decision. All appeals of placement must be scheduled by April 12 and resolved by June 16. 2
• A student may receive graduation credit only once per academic course. If a student repeats an academic course for which credit has been granted, the grade and course credit will be reflected on the transcript and calculated in the GPA, but the credit will not be counted as one of the twenty-one credits required for graduation. • A year-end grade below C- in any academic course may necessitate summer school or another form of remediation, including repetition of the entire course. • No credit will be given for a year course unless that course is passed and taken for the full year. • Each student is required to have internet access at home as many classes have on-line texts, web-based assignments, and other on-line components. • All courses are offered on condition of a minimum viable enrollment.
A COURSE LOAD THAT IS RIGHT FOR YOU IMPORTANT NOTE: “Do I have the time for all of this?” In planning your educational program, you should challenge yourself by taking a strong and varied course load with a mixture of required and elective courses. We are confident that you will want to gain as much from your school experience as your abilities permit. It is true that colleges are impressed with students who extend themselves academically by taking extra courses and advanced courses for which they are qualified. It is not wise, however, to overextend yourself. Before making your final course selection, you should consider your entire school involvement, including athletics, service commitments, class offices, and other extracurricular activities. Please seek advice from your teachers, advisor, and counselors. Be sure that you have examined your curricular progression through your senior year before making your final selection for this year’s course load. If you are placed in courses labeled “Honors” or “Advanced Placement,” you should seek expert counsel and give your registration a great deal of thought before you choose to enroll in more than two or three of these courses in a single year. Please consult the Family Handbook section entitled “Course Load & Course Changes: Upper School” while considering your choices. In any cases in which a late schedule change must be approved due to extraordinary circumstances at the end of the first semester, the grade earned will remain on the student’s transcript. The departmental placements are reliable indicators for any individual course under consideration. GPA INFORMATION Charlotte Latin School computes GPAs (grade point averages) on a 4.0 scale for all Upper School students. These GPAs are calculated from grades received in courses taken at CLS during grades nine through twelve. Both Honors and AP courses use a 5.0 scale in determining the grade point average. Upper School courses taken while students are in grades 6-8 will be included on the transcript but not computed in the GPA. Grades for courses in the academic areas of classical/modern languages, English, history/social sciences, mathematics, science, and engineering/technology are used to determine a student’s academic GPA. Grades for Leadership, Entrepreneurship and Global Marketplace Leadership, Sports Medicine, and Music Theory are included in the academic GPA calculation. Grades 3
from other elective courses, such as Forensics, Journalism, P.E., Performing Arts, Visual Arts, and Yearbook, are not used to compute the academic GPA. On-line courses taken through the NCAIS VISNet program are not a part of the GPA calculation, although the grades earned in such courses will be noted on our transcript. The only exceptions to the above statement will be made by the Head of Upper School as a response to extraordinary circumstances relating to a student’s health, family circumstances, or transfer into or out of Charlotte Latin School. GENERAL INFORMATION A registration form for all students entering grades 9-12 may be found on MyLatin. The form must be completed online. Additionally, your confirmation email must be printed out; signed by you, your parents, and your advisor; and returned to your advisor no later than Wednesday, APRIL 12. Students entering grades 11 and 12 must also secure the signature of their college counselor before submitting this form. We require that you carry six courses each semester, four of which must be academic (English, mathematics, history/social sciences, science, classical/modern languages, engineering/ technology, or a course from the academic GPA list above). Five academic courses are recommended each semester. If you include a one-semester course as one of your choices, be sure to select one for each semester. Please be advised also that the School does not guarantee the availability of electives or of doublings (also considered electives in such a scenario) within any department, and that the accommodation of an unusual schedule request in one year does not guarantee that such a request can be met in subsequent years. It is impossible for the School to satisfy each student with an ideal or perfect schedule, however much we will try to accommodate every reasonable request. Budget, staffing, and scheduling are carefully planned to accommodate what you tell us you want.
4
CLASSICAL/MODERN LANGUAGES French I French II French III French III (H) French IV French IV (H) French V (H)
1
French Lang. & Culture (AP)
Greek III (H) Latin I Latin II Latin III Latin III (H) Latin IV Latin IV (H) 1 Latin V (AP) Spanish I Spanish II Spanish III Spanish III (H) Spanish IV Spanish IV (H) Spanish V: Latin America (H) Spanish V: Spain (H) 1 Spanish Lang. & Culture (AP) 1 Spanish Lit. & Culture (AP)
In Academic GPA
Spring Offering
Fall Offering
Yearlong Course
12
11
9
10
Primary intended grade level(s):
Requires Placement Interview/Application Required
COURSE OFFERINGS AT A GLANCE
*Graduation Requirement: 3 credits in the same language (must be through the third level course; 4 units encouraged.) • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
5
ENGLISH English 9: World Literature English 10: Composition English 11: American Lit. English 11: Amer. Lit. (H) English 11: Amer. Studies (H) 1 English Lit. & Comp.(AP) English 12: Survey Brit. Lit. (H) English Novel 18 & 19 C. Visions of the Future Postcolonial Lit. Shakespeare & the Human Condition
HISTORY AND SOCIAL SCIENCES World History I World History II US History American Studies (H) 1 US History (AP) 1 European History (AP) 1 US Govt. & Politics (AP) Comparative Govt. & Politics 1 (AP) History Through Art (H) World Religions (H) Topics in American Freedom The World Since 1945 1 Economics (AP) Psychology 1 Psychology (AP)
In Academic GPA
Spring Offering
Fall Offering
Yearlong Course
Interview/Application Required
Requires Placement
12
11
9
10
Primary intended grade level(s):
Graduation Requirement: 4 credits (must include Composition and an English 11 offering) • • • • • • • • • • • • • 2 • • • • • • • • • • • • 3 3 • • • • • • 3 3 • • • • • • 3 3 • • • • • • 3 3 • • • • • •
Graduation Requirement: 3 credits including World History I; World History II; and US History, American Studies (H), or US History (AP) • • • • • • 4 • • • •2,4 • • • 4 • • • • • • • • 3 • • • • • 3 • • • • •
3
• 3 • 3 • 3 •
3
• 3 • 3 • 3 • • • •
6
• • • • • • •
• •
• •
• • • • •
• • •
• • • • • • •
MATHEMATICS
Algebra I Algebra IB Geometry Geometry (H) Algebra II/Trig. Algebra II/Trig. (H) Advanced Functions & Trig. Pre-Calculus Pre-Calculus (H) Calculus Discrete Math (H) 1 Statistics (AP) 1 Calculus AB (AP) 1 Calculus BC (AP)
SCIENCE Conceptual Physics Adv. Conceptual Physics Chemistry Chemistry (H) 1 Chemistry II (AP) Biology Biology (H) 1 Biology (AP) 1 Env. Science (AP) Physics (H) 1 Physics C (Mechanics) (AP) Aquatic Ecology Environmental Science Genetics Human Anatomy
In Academic GPA
Spring Offering
Fall Offering
Yearlong Course
Requires Placement Interview/Application Required
12
11
10
9
Primary intended grade level(s):
Graduation Requirement: 4 credits • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Graduation Requirement: 3 credits including Physics, Chemistry, and Biology • • • • • • • • • • • • • • 5 • • • • • • • • • • • 5 • • • • • • • • • • • • 5 • • • • • • • • • • • • • • • • • • • •
7
11
12
Requires Placement Interview/Application Required
Yearlong Course
Fall Offering
Spring Offering
In Academic GPA
• • •
• • • • • • •
• • • • • • • •
• • • • • • • • •
•
•
• • • •
• • • • •
• • • • •
• • • • • • • • •
• • •
• • • • •
• • • • •
• • • • • • • •
• • •
• • • • •
•
• •
• •
• • • • • •
• • •
• • •
•
• •
• •
• • •
• • • •
• • • •
•
• • • •
•
9
10
Primary intended grade level(s): ENGINEERING AND TECHNOLOGY
Engin. Design Method I Engin. Design Method II Intro. to Aerospace Engin. Intro. to Civil Engin. Engineering Practices 1 CompSci Principles (AP) Programming Fundamentals 1 CompSci A (AP) Adv. Studies in CompSci
COMMUNICATIONS, INNOVATION, & GLOBAL LEADERSHIP
Entrepreneurship 1 Intro. to Forensics 1 Adv. Debate 1 Adv. Speech Leadership Journalism Yearbook Teaching Internship
PERF. ARTS: DRAMA Theater Lab Technical Theater I Technical Theater II
PERF. ARTS: MUSIC Concert Choir Wind Ensemble Orchestra 1 Music Theory (AP)
• • • •
8
ENGINEERING AND VISUAL ARTS TECHNOLOGY
Art Studio I Engin. Design Method I • • Art Studio II Engin. Design Method II • Art Studio III Intro. to Aerospace Engin. Art Studio IV Intro. to Civil Engin. 6 Visual Arts – Quarter Courses • Engineering Practices 1 CompSci Principles (AP) PHYSICAL EDUCATION Programming Fundamentals • PE/Health • 1 CompSci A (AP) Sports Medicine Adv. Studies in CompSci N-LINE ELECTIVES CO OMMUNICATIONS, 1 Mandarin (Chinese) I INNOVATION, & G LOBAL 1 Mandarin (Chinese) II LEADERSHIP
•
• • • •
• •
• •
In Academic GPA
•
Spring Offering
• • • •
Yearlong Course
• • • •
Requires Placement Interview/Application Required
• • • •
12
• • •
11
Concert Choir Wind Ensemble Orchestra 1 Music Theory (AP)
grade level(s):
9
PERF. ARTS: MUSIC
• • • • • Primary • • • • intended • • •
10
Theater Lab Technical Theater I Technical Theater II
Fall Offering
PERF. ARTS: DRAMA
•
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Graduation • • Requirement: • 1 credit • • • • • • • • • • • • • • • • • • • • •
• • • • • • • • • •
•
• •
• •
• •
Entrepreneurship • • • 1 Intro. to Forensics • • • • • 1 Adv. Debate • • • • 1 Adv. Speech • • • • Leadership • • • 1. An additional cost is associated with this course (AP exam fees, travel expenses, etc.). Journalism • • • • • • 2. Honors American Studies must be taken concurrently in the English and History departments; the classes are run in a Yearbook • • • • • • double-period block and enrolled students earn two credits, both weighted in the GPA. Teaching Internship courses would typically • do so as • elective in addition • to 3. Eligible juniors and sophomores enrolling in these an academic the course in the department required for graduation. PERF . ARTS DRAMA 4. After completing the: World History sequence, students complete the History graduation requirement with one of three courses: United States History, United States History (AP), or Honors American Studies (see 2). Theater Lab • • • • • 5. This course has required extended lab periods every other day. The class period will be extended by twenty minutes on Technical Theater I • • • • • • those days. 6. These after-school courses in painting, drawing, Technical Theater II • mixed • media,• 3-D art, • photography, and portfolio development • • are offered on a quarterly basis. While students may register for them during registration, they may also enroll at the PERF . Aquarter RTS: M USIC beginning of each through the Art Department.
Concert Choir Wind Ensemble Orchestra 1 Music Theory (AP)
• • •
• • • •
• • • •
9
• • • •
•
• • • •
•
Students are encouraged to seek advice from teachers, advisors, and counselors and to consider their entire school involvement, including athletics, service commitments, and other extracurricular activities when planning their course selections.
10
CLASSICAL/MODERN LANGUAGES Students benefit from learning a second language in a number of practical and individual ways. In studying another language, whether modern or classical, a student develops knowledge of another culture, which provides a point of reference for expanding knowledge of one’s own culture. The advantages of language study also include enhanced communication skills, increased competence in English, and a marketable skill in a variety of professions. To attain the goal of reasonable proficiency, it is essential to have a long sequence of language study. From the very beginning levels of study, students are fully immersed and engaged in communicating and understanding the target language within cultural contexts. Charlotte Latin students are required to complete successfully the study of a classical/modern language through the third year level, with at least three years to be completed in the Upper School. To ensure the proficiency level demanded by most colleges and universities and to be viable candidates for competitive admissions, students are strongly advised to enroll in advanced courses and to remain in the discipline through twelfth grade. Recognizing the value of immersion in the culture and language being studied, the CLS Classical/Modern Language Department strongly recommends participation in our exchange programs. Course placement is according to departmental guidelines. For further information, please see Departmental Placement Guidelines posted on MyLatin. FRENCH French I This course begins the development of proficiency in the three modes of communication (interpretive, interpersonal, and presentational) with an emphasis on speaking and listening. Students communicate both with each other and their teacher on select familiar topics using language they have practiced and acquired. Additionally, students explore the French language and Francophone cultures through engagement with authentic resources. French II This course continues to develop French proficiency in the three modes of communication (interpretive, interpersonal, and presentational) through increased emphasis on reading, writing, and speaking. Students expand their vocabulary and to increase their command of basic grammar structures. A focus on aspects of Francophone cultures permits the further acquisition and reinforcement of vocabulary and grammar concepts. French III This intermediate course prepares students for greater self-expression through extensive practice with past tenses and the development of a greater range of vocabulary. Francophone culture is presented in context with thematic vocabulary topics and is accompanied by authentic resources in the form of podcasts, conversations, and written texts. Class is conducted in French. French III (Honors) This is a fast-paced, more in-depth course for the highly motivated student. Students must possess an excellent foundation of key grammatical structures and a willingness to participate regularly and fully in class discussions and oral presentations. Grammatical study includes all the major tenses as well as advanced pronoun structures. Central to the course is the study of a variety of texts, including short stories, extensive writing, and oral presentations. Increased emphasis is placed on exposure to authentic Francophone podcasts and conversations. Class is conducted extensively in French. 11
French IV This course provides enhancement of the language skills learned in previous levels of French. Throughout the process of refining the ability to communicate in French as well as conveying understanding of the peoples, products and practices of Francophone peoples, the student continues to apply and expand grammatical concepts and vocabulary. A major goal of the course is to increase cultural awareness and practical proficiency in the language within the three modes of communication (interpersonal, interpretive, presentational). The reading of Francophone texts and the study of conversational topics are additional tools for increased comprehension and communication. Class is conducted in French. French IV (Honors) In this advanced language course, students engage thoroughly in all modes of communication: interpersonal, interpretive, and presentational. As they move toward more creative manipulation of the language and the ability to understand the peoples, products and perspectives of Francophone peoples, students put into practice advanced grammar concepts and develop a more complex working vocabulary through dialogues, listening activities, essays, oral presentations, and the analysis of authentic source materials. Students are introduced to several thematic units that will be covered in-depth in the AP French Language and Culture course. Class is conducted exclusively in French. French V (Honors) The emphasis in this course for fifth or sixth year students is on self-expression through French films, dialogues, vocabulary development, grammar review, and literature. The second semester focuses on contemporary culture and regions in France, including the study of food and cooking, both as a practical skill and as a reflection of culture. Minimum enrollment is required. French Language & Culture (AP) This course is designed for the dedicated, well-motivated language student who can understand spoken and written French at an advanced level. Students must be able to write French accurately and proficiently. Students must be willing and able to speak in French at all times, showing a high degree of sophistication in oral expression. In preparation for the required AP Language and Culture Examination, students develop proficiencies across the full range of communication modes (interpersonal, presentational, and interpretive). The course introduces the application of stylistic devices to enhance a high caliber of writing. Authentic materials (newspaper articles, podcasts, films, advertisements, music, etc.) from France and other Francophone countries provide important literary and cultural insights. Minimum enrollment is required. GREEK Greek III (Honors) This course continues to refine students’ knowledge of Greek grammar and syntax, and so is a continuation of Greek I and II. The focus, however, shifts to the reading and study of fifth century BC Attic writers such as Xenophon and Plato. This course meets before traditional school hours and is not counted as one of the six courses required in a school day; it is purely additive to a full schedule. Additionally, Greek cannot fulfill the classical/modern language graduation requirement but is taken instead as a second language course. Greek II (Honors) is a prerequisite, and the permission of the instructor is required, as is minimum enrollment.
12
LATIN Latin I This course introduces students to elementary Latin vocabulary and grammar and begins to build their ability to read simple Latin stories. Because Latin is the origin of over 60% of English words, students gain valuable insight into their own language, and through integrated readings and presentations, discover how Greco-Roman art, history, culture, mythology have influenced the modern world. Membership in the Junior Classical League offers optional opportunities for students at all levels of Latin to engage in academic, creative, and visual arts activities and competitions at the state and national levels. Latin II This course reviews and builds upon the material introduced in Level I and completes the basics of Latin grammar and vocabulary. Complex sentence structures, including indirect discourse and the subjunctive mood, are introduced to help students prepare to read Latin literature. Mythology, art, culture, and history continue to receive attention, as do the connections between Latin and English. Latin III Students receive extensive practice and review of grammar and vocabulary while reading adapted mythological stories in preparation for the transition to authentic Latin texts. Selections from Cicero and Catullus are introduced gradually as students gain proficiency in reading, translation, and analysis of works composed during one of the most turbulent periods in Roman history. Latin III (Honors) This course is designed for students whose demonstrated mastery of fundamentals indicates a readiness for authentic literature. An overview of the history and culture of the late Roman Republic accompanies an in-depth examination of selected letters and orations of Cicero and the poems of Catullus. The emphasis in this transitional year balances analysis of forms and vocabulary with focus on literary styles, figures of speech, and rhetorical devices. Latin IV Students continue to hone their skills in reading and translation while exploring Latin prose and poetry of the Augustan and Imperial eras. Grammatical structures are reviewed in context and literary analysis receives closer scrutiny. Students begin to develop sensitivity to different writing styles and to deepen their understanding of Greco-Roman history, mythology, and cultural practices. Latin IV (Honors) The cultural milieu of the Roman Empire is the backdrop for readings throughout the year. Students explore prose authors such as Pliny and Tacitus before beginning a study of two prominent poets of the Augustan Age, Ovid and Horace. There is an emphasis on the rhetorical, metrical, and cultural conventions of epic and lyric poetry. Throughout the course, vocabulary, grammar, syntax, and reading speed are cultivated and enhanced by weekly prose compositions and readings at sight. Latin V (AP) This course prepares students for the Advanced Placement Latin Examination which is required for course credit. The course follows the outline of the College Entrance Examination Board, with students reading for pleasure and understanding the selections from Caesar’s De 13
Bello Gallico and Vergil’s Aeneid found on the AP syllabus. Students examine the relevant issues in prosody and criticism, and are expected to translate accurately and write critically about the literature under study. SPANISH Spanish I This course begins the development of proficiency in the three modes of communication (interpersonal, interpretive, and presentational) with an emphasis on speaking and listening. Students communicate both with each other and their teacher on select familiar topics using language they have practiced and acquired. Additionally, students explore the Spanish language and Spanish-speaking cultures through engagement with authentic resources. Spanish II This course continues to build on the work begun in Spanish I in order to further develop proficiency in the three modes of communication (interpretive, interpersonal, and presentational) through increased emphasis on reading, listening, speaking, and writing in the target language. Students expand their ability to communicate both with each other and their teacher on a variety of familiar topics, and move from formulaic to creative and original language production. Additionally, students explore the Spanish language and Spanishspeaking cultures through engagement with authentic resources. Spanish III This is an intermediate language course for students who have successfully completed Spanish II. Students continue to work within the three modes of communication - presentational, interpersonal, and interpretive. This course further develops students’ oral and written expression within culturally relevant topics. Previous language skills are reviewed and expanded upon through the use of authentic materials (short films, commercials, music, etc.). Class is conducted in Spanish. Spanish III (Honors) Spanish III Honors is an in-depth, fast-paced course for the seriously motivated language student. This course demands a willingness to participate fully in class discussions and frequent interpersonal activities. Students entering into this course must possess an excellent foundation in the language and a curiosity about the Spanish-speaking world. Students enrolled in this course should be willing to work with both their teacher and their peers exclusively in the target language. The course challenges students to raise their level of communication through extensive speaking and writing as well as through greater exposure to a variety of authentic texts, videos, and audio recordings. Class is conducted extensively in Spanish. Spanish IV This a communication-based course that addresses a variety of topics related to the Spanishspeaking cultures of the world. The goal of the course is to increase cultural awareness and practical proficiency in the language within the three modes of communication -- interpersonal, presentational, and interpretive. Students discuss topics that are of interest and relevance to their own life experiences. Class is conducted in Spanish. Spanish IV (Honors) In this advanced language course, students engage thoroughly in all modes of communication – interpersonal, interpretive, and presentational – in both speaking and writing. Students 14
enrolled in this course should be entirely willing and able to work with both their teacher and their peers exclusively in the target language. Students move toward more creative and original manipulation of the language, while working within culturally relevant contexts. Advanced level grammar and vocabulary acquisition are derived from thematic and contextual frameworks. Throughout the course, students are introduced to increasingly challenging authentic resources such as news reports and articles, podcasts, interviews, literature (poetry and prose), as well as music. The themes and contexts studied in this course prepare students for the in-depth study necessary at the AP level. Spanish V: Culture & Conversation - Latin America (Honors) [Fall semester only.] Through music, art, literature, and film, students study the rich, diverse cultures in Latin America. This semester course expands and refines students’ spoken and written skills in Spanish through an exploration of the history and culture of Latin America. Class discussions provide practice in synthesis and analysis, oral expression, and vocabulary building. Prerequisite: Spanish IV or IV (H). Spanish V: Culture & Conversation - Spain (Honors) [Spring semester only.] Through music, art, literature, and film, students study the history and culture of Spain. This semester course expands and refines students’ spoken and written skills in Spanish. Class discussions provide practice in synthesis and analysis, oral expression, and vocabulary building. Prerequisite: Spanish IV or IV (H). Spanish Language and Culture (AP) This course is designed for the dedicated, well-motivated language student who can understand spoken and written Spanish at an advanced level. The student must be able to speak and write Spanish accurately and proficiently. The student must be willing and able to speak in Spanish at all times, showing a high degree of sophistication in oral expression. In preparation for the required AP Language Examination, this course offers new challenges in vocabulary acquisition, communicative proficiency, listening and reading comprehension, as well as cultural proficiency. Students develop proficiencies across the full range of communication modes (interpersonal, presentational, and interpretive) and use stylistic devices to enhance a high caliber of writing. Authentic materials (newspaper articles, podcasts, films, advertisements, music, etc.) from Spain and Latin America provide important literary and cultural insights. Students must take the Advanced Placement examination for course credit. Spanish Literature and Culture (AP) The AP Spanish Literature and Culture course uses a thematic approach to introduce students to representative texts (short stories, novels, poetry, and essays) from Peninsular Spanish, Latin American, and United States Hispanic literature. Students develop proficiencies across the full range of communication modes (interpersonal, presentational, and interpretive), thereby honing their critical reading and analytical writing skills. Literature is examined within the context of its time and place, as students reflect on the many voices and cultures present in the required readings. The course also includes exploration of various media (e.g., art, film, articles, literary criticism). AP Spanish Literature and Culture is designed for students who have successfully completed the AP Spanish Language and Culture course. In the case of native or heritage speakers, there may be a different course of study leading to this course. This course is conducted exclusively in Spanish. Students must take the Advanced Placement examination for course credit. 15
ENGLISH The English Department strives to develop in each student strong reading, writing, and critical thinking skills and to provide an intellectual framework that encourages students to consider a wide range of ideas and human experiences. Literature courses introduce students to masterworks of the American, British, and world literary canons in the cultural contexts that make literature accessible, meaningful, and relevant. Composition skills support literary analysis at all levels, in conjunction with original, non-literary writing that considers themes and issues relevant to the literature or drawn from students’ responses and personal experiences. For further information, please see Departmental Placement Guidelines posted on MyLatin. English 9: World Literature This yearlong course introduces students to the concept of literature as an expression of cultural tradition and identity through the exploration of works from the world canon. While reading literature from many continents over many ages, students strengthen and expand their skills in reading comprehension, as well as in analytical, expository, and creative writing. Assigned readings span basic genres, including novels, short fiction, and drama. In addition, students work on formal essays of literary analysis, practice in-class writing assignments, and create short descriptive pieces. The curriculum also includes grammar practice and an on-line vocabulary program. English 10: Composition This yearlong course provides intensive practice writing non-literary essays in rhetorical modes and enhances students’ skills in literary analysis. As they practice varied rhetorical approaches, students also develop a sense of purpose in their essays and learn to write for many audiences. Students choose original topics for most compositions, including an in-depth, researched, argumentative paper and persuasive speech. Vocabulary development and review of grammar and usage rules supplement the writing instruction. While the bulk of the reading consists of essays that serve as models for student work, students also read poetry, fiction, and a Shakespearean comedy, each of which serves as the subject of analytical writing about literature. English 11: American Literature This survey course covers great authors and great works in the literary movements comprising the American canon from 1620-the present. Students hone their critical thinking and reading comprehension skills by studying works from all major genres, including novels, short fiction, poetry, drama, and nonfiction. Building on rhetorical and composition skills practiced in tenth grade, eleventh grade essay writing focuses on literary analysis while also exposing students to creative writing, public speaking, and a full-length research paper. English 11: American Literature (Honors) [Open to juniors per departmental guidelines and placement.] This survey course in major authors and works of the American canon is intended for students who possess a genuine interest in a challenging and rigorous study of literature and composition and provides intensive practice in critical reading, literary analysis, and research. Because the reading and writing components are more demanding than in regular English 11, both in amount and in level of difficulty, students are expected to demonstrate increased maturity, enthusiasm, and insight in their approach to written work and class discussion.
16
Charlotte Latin is a school where students share common values, practice mutual respect, and reach for academic excellence.
17
English 11: Honors American Studies [Open to juniors through application. Must be taken concurrently with the same course in the History Department.] The Honors American Studies course centers on the study of the history, culture, and society of The United States of America, from the early colonial periods to the present. The United States is a pluralistic society marked by continual change, change driven by geographic factors, global issues, demographic shifts, economic developments, political struggles, and cultural forces. American literature reflects, indeed often anticipates, and comments upon this complex interplay of forces and the voices both heard and silenced in this process. This course balances the study of American history with an exploration of literary texts as works of art in their own right and as the creations of a specific time and place, an historical context. Using both historical and literary scholarship, the course places great emphasis on the development of analytical reading skills, substantive and interpretive writing, and critical thinking. Class discussions and research assignments combine elements of art, literature, music, film, and other cultural forces reflecting historical themes. The course is divided into two components, English and history, and is team taught by a faculty member from each department. The historical component utilizes a traditional history text, along with ample use of primary source material, and the literature component includes a reading list relevant to major themes in American history. Encompassing two class periods, this course satisfies both History and English Department graduation requirements for grade eleven. Entrance Requirements: Interested students must apply for the course by the departmental deadline. The application process includes multiple written responses, an evaluated sample discussion, and input from English and history teachers. Prerequisites: English 10 and World History II. English 12 AP: Literature and Composition [Open to seniors per departmental guidelines and placement.] AP Literature and Composition focuses on in-depth literary analysis of both canonical and contemporary works of western culture. Students are required to demonstrate college-level mastery in both their class discussion and written work, preparing them for success on the required AP examination in the spring. Drama, fiction, and poetry ranging from ancient Greece to Renaissance England to 20th century America comprise the reading list. Honors level work in junior year English is not a requirement for English 12 AP. As an Advanced Placement Course, English 12 AP requires discipline and maturity from its students. Because an AP class is equivalent to a semester of college English, the reading load in this course is much heavier than in other English classes, and the works studied are demanding. Writing assignments assume strong analytical skills, sound mechanics, and competent style. Students who earn placement in the course should carefully consider their level of commitment to the course of study and their interest in English as a discipline before enrolling. English 12: Survey of British Literature (Honors) [Open to seniors per departmental guidelines and placement.] This yearlong course is a chronological survey of major authors and genres of British Literature. Readings are representative works from The Middle Ages to the Restoration as well as The Romantic Period to the Modern Age. Based on the specialty of the instructor and to strike a manageable balance of depth and breadth of reading, the course emphasizes either the early periods or the later periods. Coursework includes scholarly analysis, creative writing, individual readings of interest beyond assigned texts, and group projects and presentations. English courses with an Honors designation are designed as rigorous preparation for collegiate English courses and thus carry increased expectations in the areas of reading comprehension, 18
class participation, literary analysis, and writing style. These courses, which require mature studentship, will also include reading assignments outside of the specific course content and an in-depth, scholarly research paper of at least 2,000-2,500 words. English Semester Courses The following semester courses are open to students in grades 10 through 12, with priority given to seniors. Seniors not enrolled in English 12 AP or English 12 (H) must select two of the following semester courses to fulfill their graduation requirement in English. Ascendance of the English Novel in the 18th and 19th Centuries This course provides a critical study of the English novel from its inception in the 18th century through its dominance during the Victorian era. During these centuries when political, religious, scientific, economic, and interpersonal structures and traditions underwent radical change, the novel became the most popular literary form, embraced for its ability both to make sense of and to challenge the tensions driving society and individuals. While emphasizing analysis of narrative technique and thematic trends, this course examines these masterworks in the context of the social, historical, and cultural moments they represent. Possible 18th century novels for this class include Robinson Crusoe, Gulliver’s Travels, and Tom Jones, and possible 19th century novels include Frankenstein, Jane Eyre, and Pride and Prejudice. British Novels and Visions of the Future Many classic British novelists have offered striking visions of dystopian future societies as a way of warning of dangers in the present. Using a series of novels and short stories, this course examines how authors create these visions of the future, what their visions suggest about the present, and the extent to which these visions have become reality. Through focused literary analysis, students explore various visions of the future and the stories that created them. The course focuses on the works of classic authors, such as Margaret Atwood, Anthony Burgess, E. M. Forster, Aldous Huxley, Kazuo Ishiguro, P. D. James, George Orwell, and H. G. Wells. Postcolonial Literature: British Influence and Emerging Independence With its impact broad and deep, the British Empire still influences its former colonies long after they first gained independence. This course explores literature from countries formerly subjugated to colonial rule with a focus on texts centering on the racial, social, and cultural tensions that accompany independence. Even with their differing political concerns, these independent nations now face similar questions: Once independence is achieved, what is the new cultural identity of the country and its people? Who is really in power? What is the writer’s identity and role in this context? How does the writer’s use of language contribute to identity? Through rigorous analysis of a variety of genres, students seek answers to those questions in the changing literary landscape. Shakespeare and the Human Condition What does it mean to be human? Why do we love? Why do we hate? To what do we aspire? What motivates our individual thirsts? What do we regret and grieve? Shakespeare’s complex exploration of life’s fundamental questions makes him an enduring commentator on what it means to be human. Reading some of Shakespeare’s most memorable comedies and tragedies, students in this semester course explore the ways in which his plays touch on the abiding themes of the human condition. While exploring his plays and viewing modern film versions of them, students contemplate the ways in which Shakespeare’s stories mirror the workings of our own age.
19
HISTORY/SOCIAL SCIENCES The Department of History and Social Sciences seeks to give students a broad understanding of the sweeping changes marking the human experience. The study of history serves as “citizenship training” for students in a democratic society, linking the struggles, triumphs, and tragedies of the past with the issues of the present. The department offers a balanced curriculum containing lessons in political models, economic systems, social movements, and human values in a complex world. The curriculum emphasizes a broad survey of world history in grades nine and ten, while moving toward more specific examinations of United States, European, and global history in grades eleven and twelve. The study of history develops and refines reading, writing, and thinking skills. Each course emphasizes the following college preparatory tasks: critical thinking; reading for understanding; effective discussion; scholarly research; and writing with depth, precision, and clarity. Graduation Requirements 1. All students must complete the World History curriculum. 2. All students must complete a year-length course in United States history. 3. Students are required to complete a minimum equivalent of three full years of history credit in the Charlotte Latin Upper School. World History I [Required of all freshmen.] While Europe provided the basis for American democracy, the rapid globalization of the world’s economy and its information resources necessitates a multi-national historical perspective. In World History I, ninth grade students examine the following broad themes: political systems and their underlying philosophies, war as an agent of change, the rise of international relations and economic interdependence, and the importance of cultural and social developments. The course surveys events from the dawn of ancient civilizations to the revolutionary changes marking the world in the early nineteenth century. World History I assists students in the development of college preparatory skills, including note taking, critical reading and writing, and research. World History II [Required of all sophomores.] The World History II course is the completion of the World History curriculum for freshmen and sophomores. The course focuses on the nineteenth and twentieth centuries. The communication, technological, and transportation innovations of the last century have created an ever-shrinking world. As members of a world community, students must understand the history, culture, and faith traditions of their neighbors. The World History II course emphasizes the transformation from a pre-industrial society to “modernity” and change resulting from the interactions between world civilizations. The Industrial Revolution of the nineteenth century created a ripple effect that permeated the Americas, Africa, and Asia. The result has been an interaction between world societies, social revolutions, cultural developments, the emergence of nation-states, and international conflict.
20
United States History [This course, Honors American Studies, or US History AP is required after completion of the World History curriculum.] This course examines key issues in American political, social, and economic history. United States History emphasizes advanced college preparatory skills such as essay writing, research, critical thinking, and discussion. A major research paper project is required during the second semester. Topics covered during the first semester include: the American Revolution and the shaping of the Constitution, the Early Republic, the Sectional Conflict, the Civil War, and Reconstruction. Topics covered during the second semester include: Industrialization, Progressivism, the emergence of the U.S. as a world power, the World Wars and the Great Depression, the Cold War, postwar American society, and foreign relations in the post-Cold War world. Honors American Studies [Open to juniors through application. Must be taken concurrently with the same course in the English Department.] The Honors American Studies course centers on the study of the history, culture, and society of The United States of America, from the early colonial periods to the present. The United States is a pluralistic society marked by continual change, change driven by geographic factors, global issues, demographic shifts, economic developments, political struggles, and cultural forces. American literature reflects, indeed often anticipates, and comments upon this complex interplay of forces and the voices both heard and silenced in this process. This course balances the study of American history with an exploration of literary texts as works of art in their own right and as the creations of a specific time and place, an historical context. Using both historical and literary scholarship, the course places great emphasis on the development of analytical reading skills, substantive and interpretive writing, and critical thinking. Class discussions and research assignments combine elements of art, literature, music, film, and other cultural forces reflecting historical themes. The course is divided into two components, English and history, and is team taught by a faculty member from each department. The historical component utilizes a traditional history text, along with ample use of primary source material, and the literature component includes a reading list relevant to major themes in American history. Encompassing two class periods, this course satisfies both History and English Department graduation requirements for grade eleven. Entrance Requirements: Interested students must apply for the course by the departmental deadline. The application process includes multiple written responses, an evaluated sample discussion, and input from English and history teachers. Prerequisites: English 10 and World History II. Advanced Placement History Courses The History Department strives to place each student in a history course that is most appropriate for that student, where the student will be both successful and challenged. For further information, please see Departmental Placement Guidelines posted on MyLatin. United States History (AP) [Open to students per departmental guidelines and placement. This course, US History, or Honors American Studies is required after completion of the World History curriculum.] AP United States History is designed to develop students’ analytical skills and factual understanding of American history. The course provides preparation for intermediate and advanced college courses. In order to understand and interpret historical change, students examine a wealth of primary documents, maps, statistics, and pictorial evidence of America’s past. Students learn to provide sophisticated written analysis of the central themes and relevant 21
documents of United States history. Classroom activities include lecture/discussions, along with group work and debates. The following historical themes are emphasized in the course: the formation of an American identity; economic systems, labor, and technology; the peopling of the nation; power struggles and the evolution of American politics; the United States and the world; American geography and environment; and the development of American ideals, beliefs, and culture. All students enrolled in this course are required to take the Advanced Placement United States History Examination. European History (AP) [Open to seniors per departmental guidelines and placement.] The Advanced Placement course in European History traces the basic narrative of events and movements in European history from 1300 to 2000. This involves a study of the unfolding events, including an analytical understanding of the “change over time� principles involved. This course focuses on four broad themes: the political evolution of nations and diplomacy, the intellectual and cultural developments as they influenced and reflected the changing European society, economic forces that shaped the maturation and progression of European nations, and the changing social structure and traditions of the European community. In keeping with the college preparatory philosophy of AP courses, students are responsible for their own learning and are expected to work both cooperatively and independently. To this end, student-led discussions, supported by lecture, are an integral and regular element of this class. Additionally, this course includes an intensive reading and writing component with particular emphasis on primary source analysis and historical interpretation. All students enrolled in this course are required to take the Advanced Placement European History Examination. United States Government and Politics (AP) [Open to juniors and seniors per departmental guidelines and placement, with priority given to seniors.] This yearlong course is equivalent to a college introductory course in American government and politics. It is designed to give students a critical perspective on the United States political system. Students examine the historical background and fundamental principles of the United States Constitution. Other segments of the course include detailed studies of the three branches of government, political institutions and special interests, the role of political parties, public opinion, voter behavior, and civil rights issues. Students enrolled in the course are required to take the Advanced Placement United States Government and Politics Examination, which carries one-half unit of AP credit. Comparative Government and Politics (AP) [Open to juniors and seniors per departmental guidelines and placement, with priority given to seniors.] AP Comparative Government and Politics introduces students to the rich diversity of political life outside the United States. The yearlong course uses a comparative approach to examine the political structures; policies; and the political, economic, and social challenges among six selected countries: Great Britain, Mexico, Russia, Iran, China, and Nigeria. Additionally, students examine how different governments solve similar problems by comparing the effectiveness of approaches to many global issues. The AP Comparative Government and Politics Exam requires students to explain and apply key and supporting concepts. The exam measures students’ knowledge of the six core countries and their ability to compare and contrast political regimes; electoral systems; federal structures; civil rights; and state responses to economic, social, and religious challenges over time. Students enrolled in this course are required to take the Advanced Placement examination. 22
History Seminars (Semester) History Seminars promote a student-centered learning environment to foster the exchange of ideas, critical thinking, and the evaluation of primary sources. These seminars are open to tenth, eleventh, and twelfth graders. There are four seminar offerings, two of which are honors; entry into honors seminars requires teacher placement. History Through Art (Honors) [Honors semester seminar open to sophomores, juniors, and seniors per departmental guidelines and placement.] Art acts both as a mirror of reality as well as a medium of idealism. It often provides historians with glimpses into the social, political, and religious happenings of the time in which it was created. It also provides insight into the position and role played by artists and art patrons. While not a typical “art history” course, this honors seminar provides students with the opportunity to analyze works of art critically within the context of historical evidence and interpretation. Students explore various art media and movements from around the globe. An analytical research paper of five to seven pages is required as the capstone project of the semester. Students also defend their papers orally. World Religions (Honors) [Honors semester seminar open to sophomores, juniors, and seniors per departmental guidelines and placement.] In this era of instant communication and an ever-shrinking world community, it is imperative that students develop an understanding of their own traditions and an appreciation for the cultures, beliefs, and customs of others. The study of world religions offers a glimpse into today’s complex world, permitting students to view events and actions from multiple perspectives. This honors seminar begins with a study of the origin of religion and then examines the history, tenets, dogma, and holy writings of Judaism, Christianity, Islam, Hinduism, and Buddhism. Student-led class discussion supported by secondary and primary sources deepens the student’s knowledge of each religious tradition. An analytical research paper of five to seven pages is required as the capstone project of the semester. Students also defend their papers orally. Topics in American Freedom [Fall semester seminar open to sophomores, juniors, and seniors] This seminar examines broad themes of freedom in United States history. The course explores changing definitions of freedom across the American experience, and how various groups have struggled for recognition and protection of their rights. The course encourages independent inquiry and interactive class discussions. Resources include secondary sources authored by noted scholars and primary source material essential to historical understanding. Topics and themes will vary each year, and may include: Revolution, Civil War, and civil rights; economic, social, and political reform movements; protest movements and their impact on change; and the role of the United States in world struggles over freedom. The World Since 1945 [Semester seminar open to sophomores, juniors, and seniors.] 1945 served as a watershed moment, marking the end of the Second World War and the beginning of a new world order. This seminar explores political, economic, social, religious, and intellectual movements and issues emerging from this transformational era. Students are required to take an active role in leading and participating in class discussions, researching topics, and presenting materials. Topics and themes vary each year and may include: conflicts in the Middle East, the Cold War, tensions between the Developing and the Developed World, terrorism, and human rights. 23
Social Science Courses The following electives do not satisfy the History graduation requirement. Economics (AP) [Open to juniors and seniors.] This is a yearlong course covering both microeconomics and macroeconomics. As such, students take both AP exams at the end of the school year. The year begins with a thorough study of the basic principles of economics that apply to individual producers and consumers, such as markets, supply and demand, and efficiency and equity in the economy. As the year goes on we widen our conversation to the economic system as a whole, looking at national income, distribution of income, and helping students understand various economic performance measures, banks and the financial sector, economic growth, government involvement, and international economies. Students are required to take both the microeconomics and macroeconomics Advanced Placement exams. Prerequisite: Algebra II/Trigonometry. Psychology [Fall semester elective open to juniors and seniors, with priority given to seniors.] This introductory course examines human behavior using the textbook, outside readings, field experiments, and individual student research. The works of Freud, Skinner, and Maslow are explored, along with those of other major contributors to the field of psychology. Students review and discuss personality, human development, intelligence, learning, and psychological disorders. The course grade is included in the academic grade point average. Enrollment is limited. Psychology (AP) [Open to juniors and seniors.] This yearlong course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology (How does memory work? Does intelligence or our personality change over time? What causes psychological disorders? How does the brain cause us to feel emotion or think morally?). They also learn about the ethics and methods psychologists use in their science and practice. This course requires students to make connections and integrate material from different content areas as well as to analyze and evaluate psychological concepts and theoretical perspectives. It is the equivalent of an introductory college course in psychology; enrolled students are required to take the Advanced Placement examination in psychology to receive course credit.
24
MATHEMATICS The goal of the Mathematics Department is to develop our students’ mathematical understanding so that they may succeed in college and later on in their professions. The curriculum is based on a broad understanding of principles and applications in traditional math fields. A wide range of courses and electives is offered to meet the individual needs of students. Four years of Upper School mathematics are required for graduation. Course Sequencing
Notes on Course Sequence in Mathematics: •
An exception to the sequence: Students who take Geometry (H) in the eighth grade and who continue the honors path will be placed in AP Statistics in the tenth grade (between Algebra II/Trig (H) and Pre-Calculus (H)).
•
On occasion, students may take Algebra II/Trig and Geometry simultaneously, but only with teacher permission.
•
When more than one course is shown as a possibility, the student’s placement will be based upon the placement guidelines and teacher recommendation.
•
Students who have completed Pre-Calculus (regular or honors) by the end of the junior year may, with teacher permission, take two math courses concurrently in the senior year.
•
See page 2 concerning credit-bearing work undertaken at other institutions: such work will not count toward graduation requirements or allow a student to accelerate through the Charlotte Latin School curriculum.
The prerequisite stated in the course description earns automatic placement in the course. Per departmental placement guidelines, students who are close to automatic qualification may be considered for placement based on other factors. Parents are encouraged to discuss any issues or concerns regarding their child’s math placement with the current math teacher or with the chair of the Upper School math department early in the registration process. For further information, please see Departmental Placement Guidelines posted on MyLatin. 25
Algebra I Algebra I is a review of pre-algebra skills and includes the study of various topics in algebra in the context of investigations and problem solving. The topics include linear equations and inequalities, solutions of systems of equations, graphing, data analysis, variation equations, and modeling real world problems. Algebra IB Algebra IB includes the second half of the traditional Algebra I course with additional time for review topics and investigations. The topics include linear equations and inequalities, manipulating algebraic expressions, factoring, solving quadratic equations, graphing, and problem solving. Geometry Geometry provides a thorough introduction to classical Euclidean geometry and emphasizes the deductive reasoning process. The course includes a study of lines, angles, triangles, circles, polygons, solid figures, and how they are related. It uses the concepts of coordinate geometry, proofs, congruence, similarity, area, volume, and transformations to analyze the different topics. Placement prerequisite: A grade of at least C- in Algebra I or Algebra IB. Geometry (Honors) [Open to students per departmental guidelines and placement.] Honors Geometry covers the topics of geometry in greater depth and includes additional topics from logic, symbolic logic, and transformational geometry. Algebra II/Trigonometry Algebra II/Trig is a continuation and extension of the skills and concepts developed in Algebra I. It includes a study of real and complex numbers, linear equations and inequalities, factoring and its applications, systems of equations, functions, graphing, rational and irrational expressions, quadratic equations, exponential and logarithmic functions, conic sections, elementary probability, sequences and series, and applications of the above to problem solving. It also includes an introduction to trigonometry. Placement prerequisite: A grade of at least C- in Geometry or Geometry (H). Algebra II/Trigonometry (Honors) [Open to students per departmental guidelines and placement.] Algebra II/Trig Honors includes many of the same topics as Algebra II/Trig but at a deeper level and quicker pace and contains additional proof work and applications of the topics. Placement prerequisite: A grade of at least A in Geometry or a grade of at least B in Geometry (H). Advanced Functions and Trigonometry [Open to students per departmental guidelines and placement.] This course is designed for students who have completed Algebra II/Trigonometry. The course provides further study of advanced algebraic concepts and topics including equations and inequalities, function analysis, trigonometry, graphs, exponents, and logarithms as well as an indepth look at selected topics from probability and statistics. Placement prerequisite: A grade of at least C- in Algebra II/Trigonometry or Algebra II/Trigonometry (H).
26
Pre-Calculus [Open to students per departmental guidelines and placement.] This course is designed for students who have completed Advanced Functions and Trigonometry or Algebra II/Trig (Honors), or who meet placement guidelines to enter after completing Algebra II/Trig. It is an applications and calculator lab-based course. Topics include applications of trigonometry, advanced algebra, analytic geometry, exponential and logarithmic functions, vectors, matrices, linear transformations, systems of equations, and problem solving. Placement prerequisite: A grade of at least A- in Algebra II/Trigonometry or a grade of at least C- in Algebra II/Trigonometry (H) or a grade of at least C- in Advanced Functions and Trigonometry. Pre-Calculus (Honors) [Open to students per departmental guidelines and placement.] Pre-Calculus Honors, designed for students with very strong mathematical ability, is a thorough preparation for college level mathematics courses, including calculus. It focuses on trigonometry, advanced algebra, and analytic geometry. It includes a study of number systems, algebraic and circular functions, trigonometry and its applications, sequences, series, limits, exponents, logarithms, vectors, matrices, linear transformations, systems of equations, and conic sections. It also includes the first two units of AP Calculus. Placement prerequisite: A grade of at least B+ in Algebra II/Trigonometry (H) or AP Statistics. Calculus [Open to seniors.] This course is sequential to the Pre-Calculus course. Course content includes review of the more challenging and essential topics from Pre-Calculus as well as an introductory study of calculus topics. Those topics include techniques and applications of differentiation and integration. Students in this course will not take the AP Calculus exam. Placement prerequisite: A grade of at least C- in Pre-Calculus. Discrete Math (Honors) [Open to seniors per departmental guidelines and placement.] Discrete Math is a study of discontinuous functions and topics which are not part of the regular curriculum, such as: voting theory, fair division, apportionment, circuits, networks, scheduling, the four-color problem, cryptography, game theory, symbolic logic, spiral growth in art and nature (including gnomonic growth), Fibonacci numbers in nature, and the golden mean. This course is an honors course and is designed for the senior math student who has successfully completed Pre-Calculus or a higher level math course. It may be taken in conjunction with an AP math course with teacher permission. Placement prerequisite: A grade of at least B+ in Pre-Calculus or a grade of at least C- in Pre-Calculus (H). Statistics (AP) [Open to students per departmental guidelines and placement.] This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students examine five broad conceptual themes: exploring data (observing patterns and departures from patterns); planning a study (deciding what and how to measure); anticipating patterns (producing models using probability and simulation); describing patterns; and statistical inference (confirming models and making predictions). Students must take the AP exam, which carries one-half unit of AP credit. Placement prerequisite: a grade of at least B+ in Pre-Calculus or a grade of at least C- in Pre-Calculus (H). Rising sophomores who complete Algebra II/Trigonometry (H) in the ninth grade with a grade of at least B+ will take AP Statistics in tenth grade. 27
Calculus (AP-AB) [Open to students per departmental guidelines and placement.] AP Calculus (AB) is equivalent to most first year college calculus courses and prepares the student for the AP Calculus-AB exam, which is required for any student taking this course. Topics include functions, limits, differentiation of several classes of functions, integration methods, application, analytic geometry, fundamental theorems of calculus, and various special topics. Placement prerequisite: A grade of at least C+ in Pre-Calculus (H) or a grade of at least A in Pre-Calculus in conjunction with a required on-campus summer course, for which there is a fee. Calculus (AP-BC) [Open to students per departmental guidelines and placement.] AP Calculus (BC) contains all of the topics of AB Calculus and also includes sequences, series, parametric equations, and vector analysis. The course prepares students for the required AP Calculus-BC exam. Placement prerequisite: A grade of at least A- in Pre-Calculus (H).
28
SCIENCE Charlotte Latin School’s science program is designed to expose students to a range of scientific disciplines that will enable them to be responsible, informed citizens, and to allow them to pursue further studies in those areas of science in which they are most interested. In fulfilling the requirement of three years of science courses, students become active, confident questioners, problem-solvers, and experimenters. Three years of Upper School science are required for graduation; a fourth year of science is strongly encouraged. See page 2 concerning creditbearing work undertaken at other institutions: such work will not count toward graduation requirements or allow a student to accelerate through the Charlotte Latin School curriculum. All science courses include laboratory activities that are closely associated with classroom work. Classes meet five single periods each week, unless otherwise noted in the course description. Semester courses in the Science Department are generally offered on a two-year rotation and may include: Aquatic Ecology, Comparative Anatomy, Environmental Science, Field Ecology, Genetics, Human Anatomy & Physiology, Natural History of North Carolina, and Neurobiology. The Science Department is committed to placing students in the most challenging courses in which they can be successful. Readiness for success can vary for students from year to year in the Science Department, depending on the kinds of demands particular coursework may place on students. For further information, please see Departmental Placement Guidelines posted on MyLatin. Science Course Sequencing 9th Grade
10th Grade
11th Grade 12th Grade
Conceptual Chemistry Biology Physics Honors Physics Biology Honors Physics AP Environmental Science AP Chemistry AP Aquatic Ecology Environmental Science AP Environmental Science Aquatic Ecology Genetics Environmental Science Human Anatomy & Genetics Physiology Human Anatomy & Physiology Advanced Chemistry Biology Physics Honors Conceptual Honors Biology Honors Physics AP Physics Biology AP Chemistry AP Environmental Science AP Environmental Science AP Aquatic Ecology Aquatic Ecology Environmental Science Environmental Science Genetics Genetics Human Anatomy & Human Anatomy & Physiology Physiology
Science semester courses may not be taken to fulfill the Physics, Chemistry, or Biology graduation requirements.
29
Conceptual Physics [Open to freshmen and new students.] This course covers the basic principles and theories of physics from a qualitative and quantitative perspective. Content is grouped into units and each unit follows a modeling cycle where students interactively develop and then use mathematical, graphical, and verbal representations of physical phenomena including: constant velocity motion, constant acceleration motion, balanced forces, unbalanced forces, projectile motion, electrostatics, and energy. Proper scientific methods, problem solving, critical thinking skills, clear communication, and graphical and data analysis are stressed through facilitated discussions, group work, use of shared student white boards, group presentations, laboratory challenges, and individual practice. No prerequisites. Advanced Conceptual Physics [Open to freshmen and new students, according to placement requirements.] The basic principles and theories of physics are studied from a qualitative and quantitative perspective. Major topics covered include scientific methods, linear motion, Newton’s Laws, energy, the structure of matter, and electricity. This course emphasizes a conceptual understanding with an emphasis on critical thinking skills and data analysis. Videos augment lectures and demonstrations. Laptop computers serve as a laboratory tool (both Data Studio and LoggerPro are used). Prerequisites: Rising CLS ninth grade students who are placed in Geometry (H) or higher are automatically qualified for placement in this course. Any other students wishing to enroll, including those new to CLS, must have completed Algebra I and must successfully complete the Science Department’s placement test. Chemistry [Open to sophomores.] The Chemistry course is designed to be an interactive experiential treatment of basic chemical principles and concepts. As such, students are expected to take an active part in classroom and lab discussions and regularly contribute to the course. Over the course of the year, students build their knowledge of the fundamental models of matter through experimentation, discussion, and application. Students investigate the fundamental principles and concepts of chemistry: structure of matter; energy and kinetic molecular theory; properties of gases, liquids, solids and solutions; nomenclature; stoichiometry; atomic structure; elementary quantum theory; chemical bonding; molecular structure; and chemical equilibrium. Laboratory work emphasizes quantitative measurement and qualitative observation and develops both investigative techniques and the ability to interpret results. No prerequisites. Chemistry (Honors) [Open to sophomores per departmental guidelines and placement.] Honors Chemistry is designed to be an interactive experiential treatment of basic chemical principles and concepts. Additionally, this course is intended to prepare highly motivated students for their future course work in advanced level science classes. As such, emphasis is placed on higher level thinking skills, laboratory investigations, and student enrichment activities. Students are expected to take an active part in classroom and lab discussions. In comparison to the Chemistry student, the Honors Chemistry student is expected to demonstrate his or her learning through the application and evaluation of the fundamental principles of chemistry; therefore, Honors Chemistry students need to master basic facts independently and use them in class to synthesize major concepts. The Honors Chemistry course is fast-paced and rigorous, requiring more time outside the classroom for preparation, study, and the completion of assignments than the Chemistry course. 30
Chemistry II (AP) [Open to seniors per departmental guidelines and placement.] This course is designed to be the equivalent of the general chemistry course taken during the first year of college. Students in this course attain a depth of understanding of fundamentals in such areas as thermodynamics, equilibrium, kinetics, and electrochemistry. This course contributes to the development of the ability to think clearly and to express ideas, orally and in writing, with clarity and logic. Students develop competency in the normal laboratory skills of a college course, including use of instrumentation such as the pH meter and the spectrophotometer. Extended periods (an extra 20 minutes of class time) are included every other day. Students must take the Advanced Placement Chemistry Exam for course credit. Prerequisite: Chemistry or Chemistry (H). Biology [Open to juniors.] This course covers the full spectrum of life science, ranging from the molecular to the organismal level (biochemistry, cell biology, genetics, evolution, physiology, taxonomy, and ecology). The goal is to cultivate students’ awareness of how they fit into the natural world and how their lives can be enriched through an understanding of life science and scientific principles. In addition, an emphasis is placed on developing higher level thinking skills, abstract reasoning, and the synthesis and application of concepts to help prepare students for success in future college level science courses. Prerequisite: Chemistry. Biology (Honors) [Open to juniors per departmental guidelines and placement.] Honors Biology is designed to be an interactive experiential treatment of basic biological principles and concepts. Additionally, this course is intended to prepare highly motivated students for their future course work in advanced level science classes. As such, emphasis is placed on higher level thinking skills, laboratory investigations, and student enrichment activities. Students are expected to take an active part in classroom and lab discussions. In comparison to the Biology student, the Honors Biology student is expected to demonstrate his or her learning through the application and evaluation of the fundamental principles of biology; therefore, Honors Biology students need to master basic facts independently and use them in class to synthesize major concepts. The Honors Biology course is fast-paced and rigorous, requiring more time outside the classroom for preparation, study, and the completion of assignments than the Biology course. Prerequisite: Chemistry. Biology (AP) [Open to juniors per departmental guidelines and placement.] This course has the same objectives as a general biology course at the college level. It covers three broad areas: (1) molecules and cells, (2) individual organisms, and (3) ecosystems. Extended periods (an extra 20 minutes of class time) are included every other day. Students must take the Advanced Placement Examination for course credit. Prerequisite: Chemistry. Environmental Science (AP) [Open to juniors and seniors.] AP Environmental Science examines interactions among human systems and those found in nature, helping us understand the consequences of our interactions with our planet and make better decisions about our actions. This yearlong lab science course is designed to be the equivalent of an introductory college course. It stresses scientific principles while also providing 31
In fulfilling the requirement of three years of science courses, students become active, confident questioners, problem-solvers, and experimenters.
32
opportunities to explore relevant social, political, economic, and ethical issues concerning the environment. Juniors may register for AP Environmental Science only as their sole science credit for the year; seniors may register for it along with another non-AP science course if desired. All enrolled students must take the Advanced Placement Environmental Science exam for course credit. Prerequisite: Chemistry. Physics (Honors) [Open to seniors per departmental guidelines and placement.] This course is algebra-based. Major topics covered include motion in both one and two dimensions; Newton’s Laws; and energy, including both renewable and non-renewable energy sources and their effects on the environment. Students are expected to develop a mathematical and conceptual understanding of the topics covered and to be able to articulate and communicate the fundamental physics principles underlying the topics covered. Videos augment lectures and demonstrations. Laptop computers serve as a laboratory tool (both Data Studio and LoggerPro are used). Corequisite: Pre-Calculus. Physics C (Mechanics) (AP) [Open to seniors per departmental guidelines and placement.] This course prepares students for the C level Advanced Placement Examination in Mechanics. Its aim is to develop the student’s ability to interpret physical information, analyze phenomena and problems, use basic mathematical reasoning, and perform experiments. Major topics covered include motion in one and two dimensions; Newton’s Laws; work, power, and energy; systems of particles and linear momentum; circular motion; rotation; oscillations; and gravitation. Extended periods (an extra 20 minutes of class time) are included every other day. Students must take the Advanced Placement Examination for course credit. Corequisite: Calculus. Aquatic Ecology [Fall semester course open to juniors and seniors. Course availability depends upon enrollment and staffing considerations.] Aquatic ecosystems comprise nearly 72% of the Earth’s surface. Using examples from freshwater, marine and estuarine environments, this semester course investigates the physical, chemical, biological and ecological parameters that comprise these functioning aquatic systems. We consider the workings of lakes, streams, bays, oceanic waters, rocky shores, estuaries, marshes and coral reefs. Field experiences include habitat analysis and sampling (with an emphasis on streams and lakes), wetland delineation, plant and animal identification, and GIS technology. Case studies of resource management issues and human impacts on aquatic environments exemplify the application of aquatic ecological concepts. Prerequisite/Corequisite: Biology. Environmental Science [Spring semester course open to juniors and seniors. Course availability depends upon enrollment and staffing considerations.] Environmental Science is a field-based semester course which provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and manmade, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. The field component focuses on developing observational skills and learning the natural history of the local ecosystem (including identifying trees by leaf and bark and identifying birds by sight and sound). In addition, the class investigates the environmental footprint of the school and conducts a survey of our 32-acre forest. Prerequisite/Corequisite: Biology. 33
Genetics [Spring semester course open to juniors and seniors. Course availability depends upon enrollment and staffing considerations.] This semester course provides an overview of molecular genetics, mechanisms of heredity, and gene expression. Students have the opportunity to explore in greater depth the molecular basis and cause of genetic diseases. In addition, students use the tools of bioinformatics to explore the wealth of genetic information made possible by the human genome project. Other areas of exploration include the use and ethics of DNA technology for such purposes as gene therapy and genetically modified food. Laboratory activities include learning how to use the tools of DNA technology such as PCR, electrophoresis, and transformations. Prerequisite/Corequisite: Biology Human Anatomy and Physiology [Fall semester course open to juniors and seniors. Course availability depends upon enrollment and staffing considerations.] This semester course covers human anatomy and the physiology of the major organ systems, with particular focus on the skeletal, muscular, cardiovascular, endocrine and digestive systems. Students learn skeletal muscle anatomy by forming the muscle onto skeleton models. The central physiological theme running throughout the course is how all of these organ systems interact to maintain homeostasis in our body. Students investigate these organ systems by using various Pasco probes that enable students to observe physiological changes. Prerequisite/ Corequisite: Biology.
ENGINEERING AND TECHNOLOGY Engineering and Technology courses incorporate principles of computational and design thinking while focusing on developing students’ practical skills through project-based work. Students use problem solving strategies to create innovative solutions that cross disciplines and span the gap between school and the 21st century world at large. The department integrates engineering, programming, and other creative and technological applications. The curriculum is based on the principle that students learn best when they are intrinsically motivated, passionate about the topic, and feel their work serves a greater purpose. The classes are inquiry-based, requiring the use of higher level thinking skills to complete team projects. Students learn the importance of digital communication in documenting and sharing their work. They cooperate and collaborate in class as well as on a larger scale, working with partners in the Charlotte area and ultimately the global community. Engineering students will use the resources available in our computer lab and in our Fab Lab (Makerspace), including rapid prototyping equipment, microcontrollers, and the computer resources to bring it all together. Technology students who continue their studies in computer science for several years develop project-based portfolios highlighting their expertise that can be used to apply for various professional-level certifications. 34
Engineering Electives Introduction to the Engineering Design Method I [Semester elective open to all Upper School students, with priority for non-seniors.] This semester course, offered both fall and spring, is a first course in engineering. Students build several projects using the engineering method. They use the rapid prototyping equipment in our Makerspace and develop basic Computer-Aided Design skills. While basic skills are the primary emphasis, students have the opportunity to work on projects that they find of particular interest. No prerequisites. Introduction to the Engineering Design Method II [Semester elective open to all Upper School students.] Students continue to learn about the engineering method as the class focuses on electronics and microcontrollers, including some programming. They learn both the theory and skills to collectively solve uniquely challenging projects. Prerequisite: Introduction to the Engineering Design Method I or similar coursework/experience and permission of instructor. Introduction to Aviation and Aerospace Engineering [Semester elective open to sophomores, juniors, and seniors.] Students learn the fundamentals of aeronautics and aerospace in a lab setting by building and flying airplanes and rockets. They then build on this knowledge by working on their own projects that are tailored to a self-identified topic of interest. This class is engaging and academically demanding. Prerequisite/Corequisite: Engineering Design Method II. Introduction to Civil Engineering [Semester elective open to sophomores, juniors, and seniors.] Students learn the fundamentals of civil engineering in a lab setting by designing, making, and testing a variety of structures. This will be an opportunity for students to work on larger projects and develop advanced Computer Numerical Control (CNC) skills. Students build on this knowledge by working on their own projects that are tailored to a self-identified topic of interest. This class is engaging and academically demanding. Prerequisite/Corequisite: Engineering Design Method II. Engineering Practices [Open to seniors.] This yearlong lab course introduces students to the software, methods, and hardware frequently used in college engineering programs. Students design and work on their own projects that are tailored to a self-identified topic of interest. This class is engaging and academically demanding. Prerequisite/Corequisite: Engineering Design II. Technology Electives Computer Science Principles (AP) [Limited enrollment, with priority given to sophomores, juniors, and seniors in that order.] This yearlong course introduces students to the foundational concepts of computer science on a broad scale and challenges them to explore how computing and technology can impact the world. Instruction centers on creative problem solving, working with data, understanding the internet, cybersecurity, and programming. With a focus on real-world applications and building relevant solutions, this course aims to demonstrate the wide-variety of topics that have come to define computer science today. The course is designed both for those with limited 35
previous experience in computer science and those who have none, and is recommended for students interested in a rigorous introduction to topics in computer science beyond just programming. Completing the AP Computer Science Principles exam is required for course credit; this exam will include performance tasks conducted as part of the course as well as the standard written exam. Programming Fundamentals [Semester seminar open to all Upper School students.] This semester course focuses on the basics of programming and provides students with the foundational knowledge to pursue further study in computer science. Students are taught how to think algorithmically and solve problems efficiently. Instruction focuses on coding and software development, touching on topics of sequencing, selection, iteration, simple data structures, abstraction, library use, and design in computation. This course is recommended for those who are interested in learning to code, and who might not want an AP-level or yearlong course. Computer Science A (AP)/Programming and Engineering [Open to sophomores, juniors, and seniors.] This yearlong course addresses topics such as object-oriented design, program implementation, and program analysis. In addition, operations, algorithms, and optimization are covered. A consideration of the social and ethical ramifications of computing systems and computer use are points of emphasis. Completing the AP Computer Science A exam is required. Prerequisite: AP Computer Science Principles, Programming Fundamentals, or instructor placement based on demonstrated skill/knowledge proficiency. Advanced Studies in Computer Science [Open to juniors and seniors, or younger students by placement.] This yearlong course is shaped by student interest. Specific areas of focus may include application development, computer hardware and design, artificial intelligence, machine learning, network engineering, data science, and computer system management. Content and curriculum may vary widely by year and by instructor, making this course appropriate for any student who has already completed the first two years of the computer science sequence. Students are permitted to enroll in the course more than once for credit. Prerequisites: Computer Science A (AP) and permission of the instructor.
36
COMMUNICATIONS, INNOVATION, & GLOBAL LEADERSHIP Entrepreneurship and Global Marketplace Leadership [Fall elective open to seniors.] This semester-long entrepreneurship course provides a multi-disciplinary approach to creative problem solving. Students apply skills from a variety of areas such as art, drama, engineering, computer programming, economics and finance, as well as English, public speaking, and research to develop a business plan. Students are required to develop a capstone project, progressing from the initial stages of assessing a product’s potential viability all the way through to marketing their product or service to a potential investor. The project-based learning methodology combined with the opportunity to network with alumni and local business leaders makes this entrepreneurial experience engaging and applicable to students with a variety of career aspirations. The course grade is included in the academic GPA. Forensics: Students may join the Forensics Team by participating in the after-school Forensics Club or by enrolling in Introduction to Forensics, Advanced Debate, or Advanced Speech. Introduction to Forensics [Open to all Upper School students.] Students who are in their first year of speech and debate competition may enroll in this yearlong elective course. The curriculum provides basic skills for each of the various speech and debate events including Policy; Lincoln-Douglas; Public Forum; and Congressional Debate as well as Extemporaneous Speaking; Original Oratory; and Humorous, Dramatic, and Duo Interpretation. Students enhance their abilities in researching and arguing public policy issues, improve as persuasive speakers, and develop their writing and performance skills. In addition to completing in-class assignments in all events, students choose at least one event to make their focus for tournament competition. Enrollment in the course requires participation in two weekend tournaments during each of the first three marking periods. Failure to meet this condition will result in a deduction of up to ten points from the marking period average for each tournament missed. Travel fees apply for tournament participation although some fees can be waived in exchange for a parent volunteering to serve as a judge. No prerequisites. Advanced Debate [Open to sophomores, juniors, and seniors.] This yearlong course provides intensive tournament preparation for students continuing their participation in Policy, Lincoln-Douglas, Public Forum, or Congressional Debate as members of the Forensics Team. Enrolled students must attend three tournaments during each of the first three marking periods in addition to attending the NSDA National Qualifying tournament (and if qualified, NSDA Nationals) each spring. Failure to meet this condition will result in a deduction of up to ten points from the marking period average for each tournament missed. During the class period, students receive individual and group coaching in preparation for upcoming tournaments. Travel fees apply for tournament participation although some fees can be waived in exchange for a parent volunteering to serve as a judge. Prerequisite: Introduction to Forensics, middle school coursework, or tournament experience with instructor permission. Advanced Speech [Open to sophomores, juniors, and seniors.] This yearlong course provides intensive tournament preparation for students continuing their participation in Extemporaneous Speaking, Original Oratory, or Dramatic, Humorous, and Duo Interpretation as members of the Forensics Team. Enrolled students must attend three 37
Since its founding in 1970, Charlotte Latin has established a reputation as the community’s academic leader.
38
tournaments during each of the first three marking periods in addition to attending the NSDA National Qualifying tournament (and if qualified, NSDA Nationals) each spring. Failure to meet this condition will result in a deduction of up to ten points from the marking period average for each tournament missed. During the class period, students receive individual and group coaching in preparation for upcoming tournaments. Travel fees apply for tournament participation although some fees can be waived in exchange for a parent volunteering to serve as a judge. Prerequisite: Introduction to Forensics, middle school coursework, or tournament experience with instructor permission. Leadership for the Twenty-First Century [Spring elective open to seniors.] Beginning with a classical look at leadership, including the works of Plato, Machiavelli, Hobbes and Locke, this course explores the complexities and challenges of leadership in a variety of fields. The study includes a profile of several prominent world leaders of the twentieth century, examining how they differed in style and philosophy, and the components of leadership they shared. This interactive course features guest speakers, films, an experiential leadership project, and draws from textbook readings, articles, simulations, and student presentations. The course is designed to be both practical and theoretical, with an emphasis on helping students identify their own leadership potential. The course grade is included in the academic grade point average. Enrollment is limited. Communications, Broadcast, and Twenty-First Century Journalism [Open to all Upper School students.] This non-academic yearlong elective, offered to all Upper School students, teaches students a variety of valuable skills in media and communications and asks them to use those skills to produce high-quality publications, broadcasts, and web content. The course offers instruction and practice in many elements of twenty-first century journalism including interview and reporting skills, writing, editing, proofreading, photography and digital imaging, photo editing, storyboarding, graphic design, website design, website content management, audio recording and post-production, and video production and editing. Students focus their work on print/broadcast news media (The Hawk Eye newspaper and Hawk Eye TV), and all students have the opportunity to contribute to the publication of additional print and online projects in conjunction with the School’s Marketing and Communications department. There are no prerequisites, but interested students must qualify through a written application process. Yearbook [Open to all Upper School students.] In this yearlong non-academic course, students develop a variety of publication-related skills in the areas of graphic design, page layout/design, desktop publishing, photography and digital imaging, interviewing, and copy writing/editing. Students use these skills to produce the School annual, the Eyry. The course is offered to students in grades nine through twelve who qualify through an application process. Student Teaching Internship in Lower School [Spring elective open to seniors.] This program is designed for seniors who may be interested in pursuing a career in education. Participants gain an in-depth insight into the day-to-day responsibilities of an educator. Under the supervision of CLS mentor teachers (generally in our Lower School), students are exposed to current trends in education, educational theories, teaching strategies, learning styles and classroom techniques that foster a positive, nurturing learning environment. This internship earns a half-unit of elective credit and is offered on a pass/fail basis. Interested students should speak to the Dean of Students early to allow time to submit the required proposal before the close of registration. Enrollment is limited. 39
PERFORMING ARTS: DRAMA In addition to the formal academic courses listed below, opportunities for involvement in drama and musical productions exist throughout the school year for all interested Upper School students. Theater Lab Theater Lab is a yearlong course for students interested in the practice and study of the theater. Students learn about theater history and theory, as they explore the essential elements of theatrical design and direction by creating original performances in a variety of styles and forms. The class also includes instruction and focused work on acting technique for theater and film. Special emphasis is placed on physical and vocal training, imaginative ensemble work, and creative characterization. All levels of experience are welcome. Technical Theater I This semester elective is offered to students who are interested in the backstage workings of the theater. Other aspects of the entertainment industry are included as well. Students are introduced to theater and scenery composition, audio, lighting, props, and stage direction. They learn definitions, systems, materials, and hardware. In order to gain practical experience, students are required to work backstage for one theatrical production each semester, which entails working each night of production week as well as for the performances. Enrollment is limited. Technical Theater II This semester elective is a continuation of Technical Theater I. The student’s technical knowledge is further challenged as he/she learns to design scenery, lighting and audio, and implements these skills for one or more of the productions during the semester. In order to gain practical experience, students are required to work backstage for one theatrical production each semester, which entails working each night of production week as well as for the performances. Enrollment is limited; students are permitted to enroll in the course more than once for credit. Prerequisite: Technical Theater I.
PERFORMING ARTS: MUSIC The Music Department provides students the opportunity to pursue a range of performance and non-performance musical activities. Involvement in performing ensembles is a full-year commitment, and students are permitted to enroll in each course in subsequent years for credit. Participation in all designated performances on and off campus is required. Major trips for large ensembles may be planned as circumstances warrant; participation on such trips is typically required. An extensive program of private study on musical instruments, piano, and voice is available at an additional charge to CLS students during and after school and in the evening. Experts in each area are brought to the School, and students can sign up for lessons at times mutually agreeable to student and teacher. These students are involved in recitals and other appropriate presentations throughout the year. No credit is granted for lessons. 40
Concert Choir Concert Choir is a yearlong course open to students who are seriously interested in pursuing the study of choral music. Enrollment is limited with an eye to distribution of new singers over the four vocal parts, with priority given to students with previous vocal experience, especially those previously enrolled in chorus in grades 7/8 or new to Charlotte Latin. Students without such experience may apply for the course by requesting an audition. The class explores fourto eight-part literature in a variety of musical styles. Music theory is incorporated, with a concentration in sight-reading and ear training, as well as notation. The choir performs at a number of school and community functions including two annual concerts, often dividing into Men’s and Women’s Ensembles; a Chamber Choir is selected from Concert Choir members by audition. The entire ensemble participates in choral festivals and/or competitions. Students have the option to audition for NC Honors Chorus and for individual solo opportunities. Wind Ensemble Wind Ensemble is a yearlong course open to all students with previous sequential study on a band instrument who are seriously interested in pursuing the study of material written for wind and percussion instruments. The students should be able to perform at their grade level of ability as assessed by the conductor. Students are given the opportunity to develop their technical ability and musical understanding through the study and performance of music literature in a wide range of styles. Original band works and transcriptions of major works are studied. Private lessons are strongly encouraged, but not required. The ensemble performs two major concerts and, in addition, presents at appropriate school and community concerts. Outstanding individuals are encouraged to audition for participation in a wide variety of community, regional, All-District and All-State events. Orchestra Participation in Orchestra is open to all students with previous sequential study on violin, viola, cello, or bass who are seriously interested in pursuing the study of material written for string instruments. The students should be able to perform at their grade level of ability as assessed by the conductor. Music of all periods is studied in this yearlong course. Students may at times combine with advanced wind players to perform full orchestra literature. Private lessons are strongly encouraged, but not required. Students perform in appropriate settings in the School, including two concerts each year, and are given the opportunity to play solos with the Ensemble when appropriate. Students also have the opportunity to play chamber music in quartets and trios. Outstanding individuals are encouraged to audition for participation in a wide variety of community, regional and All-State Honors events. Music Theory AP [Open to sophomores, juniors, and seniors.] This yearlong course prepares serious music students for college theory. The course explores the technique of written composition, counterpoint, ear training, form, advanced harmonic analysis, part-writing, sight-singing, and harmonic and melodic dictation. The course grade is included in the academic GPA and the Advanced Placement exam in Music Theory is required. The permission of the instructor and minimum enrollment are required.
41
Charlotte Latin students discover firsthand how the mastery of technique and commitment to practice unite to create the art of music.
42
VISUAL ARTS The Visual Arts Program helps students gain an understanding of fundamental art and design concepts through two- and three-dimensional problem solving. Students experiment with line, shape, color, balance, and composition. Although the primary focus is on studio art, art history is integrated into the program. Art Studio I-IV are full-year courses. Art Studio I This course teaches the basic principles and elements of art and how to use various media effectively. Instruction gives students experience in developing unique images through drawing, painting, mixed media, construction, design, printmaking, and sculpture. Each student works individually with the teacher. No prerequisite. Art Studio II An advanced course, Art II covers all the same areas of instruction as Art I. Creative use of imagery and media is encouraged with more emphasis on refining skills. Prerequisite: Studio Art I. Art Studio III This is an individualized art course that allows the student to begin specializing in areas of particular interest. Expectations are high, and students develop portfolios of their work. Prerequisite: Studio Art II. Art Studio IV Art IV is a highly individualized art course in which self-motivation and independence are encouraged. Expectations for well-developed, finished artworks are very high. Uniqueness of image, student involvement in finding and developing subject matter, and work ethic are stressed. Presentation skills (matting and mounting) and portfolio development are also key elements of Art IV. Prerequisite: Studio Art III. Visual Arts – Quarter Courses The Visual Arts Department offers an afternoon studio course each marking period. On the successful completion of two marking period courses, a student will be able to earn one semester credit in the Visual Arts. Students may accrue credits for one or more years of studio art credit, and the courses may be taken over the period of several years. The courses are team taught by the members of the Charlotte Latin Visual Arts Department and are intended for the motivated, serious student artist who wishes to develop the breadth and scope of his or her body of work. Classes meet two days a week from 3:30 until 5:30. Class days will be decided each semester based on student and teacher schedules. Due to the extended length of each class, students must be able to attend each class, as making up work for an absence will be twice as difficult as making up a normal length class. Taking these afternoon courses does not entitle the student to an additional free period during the day; they are purely additive to an already full schedule. Class size is limited.
43
PHYSICAL EDUCATION All students at Charlotte Latin are required to earn one year of Physical Education credit or its equivalent. This requirement may be achieved by taking Physical Education every day all year in ninth grade for a full credit, by taking it every day for a semester for a half credit, or by taking it every other day all year for a half credit. If students choose to take P.E. in ninth grade for a half credit, they can receive the remaining half credit by taking another P.E. class in grades ten through twelve or they may have the remaining half credit waived by participating on or managing a CLS athletic team during any one season in Upper School. Physical Education/Health [Required for freshmen.] The goal of the ninth grade Physical Education class is to promote lifelong health and fitness through exposure to fitness activities, lifetime sports, health education and cooperative activities. Students rotate through a variety of units including Hawks Quest (experiential education), Prime For Life (drug and alcohol education), Emotional Intelligence (emotions and relationships), recreational and team sports, fitness, and yoga. PE is a yearlong course that may be taken either every other day for a half credit, every day during one semester for a half credit, or every day for a full credit. Introduction to Sports Medicine [Fall elective open to sophomores, juniors, and seniors.] This course, for which students in grades ten through twelve earn one-half P.E. credit, is an introduction to the field of athletic injuries and athletic training. This course allows individuals to learn in both the classroom and the laboratory setting (athletic competitions). Students become familiar with topics such as acute and chronic injury management, taping protocols, rehabilitation of the injured athlete, steroids, and athletic nutrition. Each student has a mandatory attendance requirement at laboratories to complete the course successfully. After completion of the course, which is included in the academic GPA, students will be able to form educated opinions about the field of athletic training as an educational/professional career pursuit. Enrollment is limited.
ON-LINE COURSE OFFERINGS Charlotte Latin School, in collaboration with the North Carolina Association of Independent Schools, offers on-line courses through the NCAIS VISNet program. These courses are rigorous, and while they offer some flexibility in terms of when students work, they also require that a student exercise self-discipline and manage time effectively. While these courses are facilitated using an on-line medium, there is a certified instructor who creates assignments and evaluates student work. In addition, each student has an on-site mentor at Charlotte Latin School who serves as a liaison between the student and the Middlebury Interactive Languages instructor. Students may only take one on-line course per year. There is an additional charge of approximately $300 per semester. Some courses have additional materials costs (books, lab kits, software). Grades earned in on-line courses will be noted on the transcript, but they will not be accepted as substitutions for CLS graduation credits nor be counted in calculating a student’s GPA. If you have questions, please contact history teacher Chris Downing (cdowning@charlottelatin.org).
44
Mandarin (Chinese) I [Open to sophomores, juniors, and seniors.] This beginning-level course, offered through Middlebury Interactive Languages, introduces the student to a variety of areas of Mandarin Chinese. Students begin their introduction to Chinese by focusing on the four key areas of foreign language study: listening, speaking, reading, and writing. Each unit consists of a new vocabulary theme and grammar concept, reading and listening comprehension activities, speaking and writing activities, multimedia cultural presentations, and interactive activities and practices that reinforce vocabulary and grammar. There is a strong emphasis on providing context and conversational examples for the language concepts presented in each unit. Both Chinese characters and pinyin are presented together throughout the course and specific character practices are introduced after the first quarter. Students should expect to be actively engaged in their own language learning, become familiar with common vocabulary terms and phrases, comprehend a wide range of grammar patterns, participate in simple conversations and respond appropriately to basic conversational prompts, analyze and compare cultural practices, products, and perspectives of various Chinese speaking countries, and take frequent assessments where their language progression can be monitored. This yearlong course is aligned to national Foreign Language standards and should be taken as an elective language in addition to another foreign language that satisfies graduation requirements. Corequisite: Level III in French, Latin, or Spanish. Mandarin (Chinese) II [Open to juniors and seniors.] This intermediate-level course, offered through Middlebury Interactive Languages, continues the student’s study of Chinese by further expanding his or her knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully, but they also are able to express themselves more meaningfully in both speaking and writing. Each unit consists of a new vocabulary theme and grammar concept, reading and listening comprehension activities, speaking and writing activities, multimedia cultural presentations, and interactive activities and practices that reinforce vocabulary and grammar. There is a strong emphasis on providing context and conversational examples for the language concepts presented in each unit. Character recognition and practice are a key focus of the course and students are expected to learn several characters each unit. However, pinyin is still presented with characters throughout the course to aid in listening and reading comprehension. Students should expect to be actively engaged in their own language learning, understand common vocabulary terms and phrases, use a wide range of grammar patterns in their speaking and writing, participate in conversations and respond appropriately to conversational prompts, analyze and compare cultural practices, products, and perspectives of various Chinese-speaking countries, and take frequent assessments where their language progression can be monitored. By semester 2, the course is conducted almost entirely in Chinese. This yearlong course is aligned to national Foreign Language standards and should be taken as an elective language in addition to another foreign language that satisfies graduation requirements. Prerequisite: Mandarin (Chinese) I and level III of another CLS modern or classical language course.
45
NOTES
46
47
OTHER
FINE ARTS
COMMUNICATIONS, INNOVATION, & GLOBAL LEADERSHIP
ENGINEERING/TECHNOLOGY
P.E.
SCIENCE
(1 UNIT)
(3 UNITS)
(4 UNITS)
(3 UNITS)
HISTORY/SOCIAL SCIENCES
(4 UNITS)
ENGLISH
MATH
(3 UNITS)
CLASSICAL/MODERN LANGUAGES
Course Discipline
9th
10th
12th
Must total 21 units for graduation:
11th
Classical/Modern Languages 3 units in the same language (must be through the third level course) English 4 units (to include Composition and an American Literature course) History/Social Sciences 3 units (to include World History I and II and US. History) Mathematics 4 units Science 3 units (to include Physics, Chemistry, and Biology) Physical Education 1 unit (no more than 2 units may be counted toward the 21 graduation credits) Engineering/Technology Communications, Innovation, & Global Leadership Visual & Performing Arts Electives to achieve a total of at least 21 units for graduation
Total
The following are the courses in Grades 9-12 required for graduation from Charlotte Latin School. A graduating student must have at least twenty-one units of course credit earned in Grades 9-12 and must take at least six credits per year. A year course is worth one unit; a semester course is equal to one-half unit.
GRADUATION REQUIREMENT WORKSHEET
NOTES
48
NOTES
49
NOTES
50