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Wingspan
UPPER SCHOOL Course Catalogue 2020-2021
TABLE OF CONTENTS GRADUATION REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 PLANNING CONSIDERATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3 A COURSE LOAD THAT IS RIGHT FOR YOU . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4 • 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-16 ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-19 HISTORY/SOCIAL SCIENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19-25 MATHEMATICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25-29 SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29-35 INNOVATION AND DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35-39 COMMUNICATIONS AND GLOBAL LEADERSHIP . . . . . . . . . . . . . . . . . . . . . 39-41 PERFORMING ARTS: DRAMA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41-43 PERFORMING ARTS: MUSIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43-44 VISUAL ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45 PHYSICAL EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45-46 ONLINE COURSE OFFERINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46-47 GRADUATION REQUIREMENT WORKSHEET . . . . . . . . . . . . . . . . . . . . . . . . . 48-49
2020-2021 Course Catalogue Charlotte Latin School is an independent, non-sectarian, college preparatory school serving approximately 1,430 students in Transitional Kindergarten through Grade 12. 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 volunteer as tutors and mentors in several public schools; assist in programs for children and adults with disabilities through the Autism Foundation of the Carolinas, the Nevins Center, and Special Olympics; and participate in international service trips. Students also use their free time at school to help with Blessings in a Backpack, Club Sandwich, Best Buddies, and Paws for the Cause; these are school-sponsored activities designed to help those in the community. Charlotte Latin has a close relationship with Habitat for Humanity in Charlotte and Matthews, as well as with Habitat International. Charlotte Latin students contribute more than 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 seven 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.
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GRADUATION REQUIREMENTS: A minimum of twenty-one credits earned in grades nine through twelve is required for graduation. ENGLISH MATH HISTORY CLASSICAL/MODERN LANGUAGES SCIENCE PHYSICAL EDUCATION ADDITIONAL ELECTIVES
4 credits (must include Composition and American Literature) 4 credits 3 credits including World History I, World History II, and US History 3 credits in the same language (must be through the third level course; 4 units encouraged) 3 credits including Physics, Chemistry, and Biology 1 credit 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, at least four of which must be in academic subjects (classical/modern languages, English, history/social science, math, science, and innovation/design). Taking five academic courses each semester is strongly recommended and constitutes the standard load. • 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. • 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. Please note that the College Board also imposes an additional fee on students who withdraw from an Advanced Placement course after September 30. • 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, level of commitment, contribution in class, 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 8 and resolved by June 12. 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 English, Mathematics, or Classical/Modern Language 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 taken and passed for the full year. • Each student is required to have internet access at home as many classes have online texts, web-based assignments, and other online 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 challenging 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/mentor, 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 Upper School section of the Family Handbook under the heading “Course Load & Course Changes” when 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.
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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, and science are used to determine a student’s academic GPA. Grades for Leadership, Sports Medicine, Music Theory, and the Innovation and Design courses (with the exception of Entrepreneurship) are also included in the academic GPA calculation. Grades from other elective courses, such as Entrepreneurship, Speech and Debate, Journalism, P.E., Performing Arts, Visual Arts, and Yearbook, are not used to compute the academic GPA. Online 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/mentor; and returned to your advisor/mentor no later than Wednesday, APRIL 8. Students registering for grades 11 and 12 must also secure the signature of their college counselor before submitting this form. 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.
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CLASSICAL/MODERN LANGUAGES French I French II French III French III (H) French IV French IV (H)
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French Lang. & Culture (AP) 1
Greek II (H) Greek III (H) Latin I Latin II Latin III Latin III (H) Latin IV (H) Latin V (AP)1 Spanish I Spanish 1B Spanish II Spanish III Spanish III (H) Spanish IV Spanish IV (H) Spanish V (H):
Contemporary Issues
Spanish V (H): Composition & Conversation Spanish Lang. & Culture (AP) 1 Spanish Lit. & Culture (AP) 1
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COURSE OFFERINGS AT A GLANCE
*Graduation Requirement: 3 credits in the same language (must be through the third level course; 4 units encouraged.) • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
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Graduation Requirement: 4 credits (must include Composition and an English 11 offering)
ENGLISH English 9: World Literature English 10: Composition English 11: American Lit. English 11: Amer. Lit. (H)
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English Lit. & Comp.(AP) British Romantics Early British Lit. Visions of the Future Postcolonial Lit. Shakespeare Tragedy in World Lit.
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HISTORY AND SOCIAL SCIENCES World History I World History II US History American Studies (H) US History (AP) 1 European History (AP) 1 US Govt. & Politics (AP) 1 Comparative Govt. & Politics (AP) 1 Cold War Edible Culture & Conflict (H) Human Rights (H) Topics in American Freedom Economics (AP) 1 Psychology (AP)1
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MATHEMATICS Algebra I Algebra IB Geometry Geometry (H) Algebra II/Trig. Algebra II/Trig. (H) Advanced Functions & Trig. Pre-Calculus Pre-Calculus (H) Calculus Social Choice & Mgmt. Sci (H) Intro Probability & Stat (H) Statistics (AP) 1 Calculus AB (AP) 1 Calculus BC (AP) 1
SCIENCE Conceptual Physics Adv. Conceptual Physics Chemistry Chemistry (H) Chemistry II (AP) 1 Biology Biology (H) Biology (AP) 1 Env. Science (AP) 1 Physics (H) Physics C (Mechanics) (AP)1 Physics C (Mech. E&M) (AP)1 Aquatic Ecology Field Ecology Genetics Human Anat. & Physiology
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COMMUNICATIONS AND GLOBAL LEADERSHIP
Intro. to Speech & Debate 1 Adv. Debate 1 Adv. Speech 1 Leadership Journalism Yearbook Internship
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INNOVATION AND DESIGN
Engin. Design Method I 1 Engin. Design Method II 1 Intro. to Electrical Engineering 1 Intro. to Bioengineering 1 Adv. Topics in Engineering 1 Entrepreneurship Digital Design Website Design CompSci Principles (AP) 1 CompSci A (AP) 1 App/Game Design Java Data Structures (H)
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PERF. ARTS: DRAMA Theater Lab Theater Lab II Filmmaking Technical Theater I Technical Theater II After-School Theater and Technical Theater 6
PERF. ARTS: MUSIC Band Concert Choir Orchestra Music Theory I Music Theory (AP) 1
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Primary intended grade level(s): VISUAL ARTS Art Studio I Art Studio II Art Studio III Art Studio IV Visual Arts – Quarter Courses 7
PHYSICAL EDUCATION PE/Health Sports Medicine
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ON-LINE ELECTIVES Mandarin (Chinese) I 1 Mandarin (Chinese) II 1
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1. An additional cost is associated with this course (AP exam fees, travel expenses, etc.). 2. Honors American Studies must be taken concurrently in the English and History departments; the classes are run in a double-period block and enrolled students earn two credits, both weighted in the GPA. 3. Eligible juniors and sophomores enrolling in these courses would typically do so as an academic elective in addition to the course in the department required for graduation. 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). 5. This course has required extended lab periods every other day. The class period will be extended by twenty minutes on those days. 6. These after-school courses in theater and technical theater are offered on a semester basis. While students may register for them during registration, they may also enroll at the beginning of each semester through the Performing Arts Department. 7. These after-school courses in painting, drawing, 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 beginning of each quarter through the Visual Art Department.
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Since its founding in 1970, Charlotte Latin has established a reputation as the community’s academic leader.
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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, increased capacity for empathy, and a marketable skill in a variety of professions. From the very beginning levels of study, students are fully immersed and engaged in communicating and understanding the target language within cultural contexts. To attain the goal of reasonable proficiency, it is essential to have a long sequence of language study. Charlotte Latin students are required to complete successfully the study of a classical or 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 study at least one language 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 build on the work begun in French I in order to develop proficiency further in the three modes of communication (interpretive, interpersonal, and presentational) through increased emphasis on reading, writing, and speaking. Students expand their vocabulary and 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 the three modes of communication (interpretive, interpersonal, and presentational). Students will be challenged by 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) French III Honors is an in-depth, fast-paced course for the motivated language student. This course demands a willingness to participate fully in class discussions and frequent interpersonal activities. Students must possess an excellent foundation of key grammatical structures and 11
a willingness to participate regularly and fully in class discussions and oral presentations in the target language. The course challenges students to raise their level of communication through extensive speaking and writing in French. Increased emphasis is placed on exposure to authentic Francophone podcasts and conversations. Class is conducted extensively in French. 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 countries, 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, and 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 countries, 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 Language and 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. Students must take the Advanced Placement examination for course credit. Minimum enrollment is required. GREEK Greek II (Honors) The fundamental goals and practices of Greek I (H) are continued as students move briskly through concepts of grammar and syntax in Attic Greek prose and build basic vocabulary. The class is long on comparative grammar, philology, and etymology, thus equipping students with skills to prove useful in making them careful and perceptive readers, writers, and thinkers. Greek cannot fulfill the classical/modern language graduation requirement but is taken instead as a second language course. This course meets before traditional school hours and requires great dedication. Greek I is a prerequisite, and the permission of the instructor is required, as is minimum enrollment.
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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. Greek cannot fulfill the classical/modern language graduation requirement but is taken instead as a second language course. This course meets before traditional school hours and requires great dedication. Additionally this course will not be counted as one of the six courses required in a school day; it is purely additive to a full schedule. Greek II (Honors) is a prerequisite, and the permission of the instructor is required, as is minimum enrollment. 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 more than 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, and 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 (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.
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Latin V (AP) This course prepares students for the Advanced Placement Latin Examination. The course follows the outline of the College Entrance Examination Board, with students reading for pleasure and understanding the selections from Caesar’s De 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. Students must take the Advanced Placement examination for course credit. 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 1B This course focuses on providing students with rich opportunities to interact with authentic material while reinforcing foundational grammatical structures and concepts, using an interactive and student-centered approach to acquiring the target language. Students develop stronger confidence and abilities in interpretive, interpersonal, and presentational communication as they develop the grammatical precision and understanding necessary for meaningful communication. Participants will grow in comprehension, proficiency, and cultural fluency so they are fully prepared to continue to Spanish II. 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 14
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 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 (Honors): Contemporary Issues of the Hispanic World [Fall semester only.] This course highlights contemporary issues and challenges pertaining to the Spanish-speaking world through the analysis of current events and media. Students increase their vocabulary, range of expression, and understanding of grammatical structures while exploring a variety of topics related to politics, economics, social welfare, and the environment. Authentic podcasts, short stories, radio programs, films, newspapers, and magazine articles from across the Hispanic world are used to develop students’ interpersonal skills and to deepen their understanding of the issues affecting Hispanic populations today. Attention is given to the development of various forms of written and verbal communication: interpretive, persuasive, interpersonal, and presentational. Enrollment is limited. Prerequisite: Spanish IV or IV (H). Spanish V (Honors): Composition and Conversation [Spring semester only.] This course develops students’ ability to communicate in Spanish both orally and in written form through interpersonal discussions and debates, oral presentations, written analysis, and creative writing. Authentic resources such as podcasts, short stories, radio programs, films, newspapers, and magazine articles are used to develop students’ cultural knowledge of the Spanish-speaking world and to hone their interpersonal communication skills. The focus of this course is on developing a strong vocabulary base through a variety of interpretive activities that will enable students to understand the language that they may read and hear when traveling in a Spanish-speaking country. In addition, the course improves grammatical competence, allowing students to communicate in a variety of situations with ease. Enrollment is limited. 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 15
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. Minimum enrollment is required. 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 numerous continents and time periods, 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, poetry, 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 online 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. 16
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 nonfiction 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 authors and works in the literary movements comprising the American canon from 1620 to the present. The course addresses the historical and cultural contexts of each major literary era and author to encourage students to engage with the religious, political, philosophical, and social concerns of the texts. Students will examine works from major canonical writers as well as authors from Native American, African American, and other racial, ethnic, and class diversities. The course challenges students to consider what it means to be an American and what America means through its shared histories. 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 undertaking a challenging and rigorous study of literature and composition through intensive practice in critical reading, literary analysis, and research. Because the reading and writing components are more demanding than in standard 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. 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 a written 17
response, an evaluated sample discussion, and a recommendation from the student’s current English and history teachers. Prerequisites: English Composition 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. Students enrolled in this course are required to take the Advanced Placement examination. 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 must select two of the following semester courses to fulfill their graduation requirement in English. The British Romantics of Gothic Terror The Romantics are visionary explorers and idealistic rebels who guide us to perceive ourselves and the world anew. They remind us that there is more to this world than first meets the eye and enchant us with the notion that we share a mysterious unity with the natural and supernatural realm. The hurried, materialistic world is made of many voices, but the Romantic tradition is made of those who listen to the voice of intuition, celebrate individuality and autonomy, and stand in opposition to tyranny and oppression. In this semester survey of famous paintings, music, poetry, drama, and novels inspired by the idealism of the French Revolution and the aftermath of the Reign of Terror in the 18th century, we encounter mad scientists, vampires, dragons, ghosts, goblins, wizards, and doomed lovers in famous works such as Frankenstein, The Vampyre, and The Hobbit. Films such as The Bride of Frankenstein and The Count of Monte Cristo are studied as well for their literary and historical allusions to works in the course. Major texts serve as models for student work in modes of literary and artistic composition. The course will improve students’ ability to read and think critically, prepare them for college-level writing, and develop their creative writing skills. Early British Literature: Verse Narratives A hero, a monster, and a legendary sword; knights, damsels, and Medieval storytellers. From epics to quests to pilgrimage stories, the verse narratives of early British literature explore the social and moral lives of every social class from the Anglo-Saxon times of Beowulf through the Medieval romances of Geoffrey Chaucer’s Canterbury Tales and Sir Gawain and the Green Knight. In this class, we will explore classic stories that have shaped the language of our daily discourse, thought, and culture. To supplement our understanding of Anglo-Saxon and Medieval culture, we will make our own Anglo-Saxon bracelets, design coats of arms, and draft pages of illuminated manuscript. Throughout this semester-long journey, students will write a
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mix of literary and creative essays; these will allow students to analyze great authors while also becoming authors themselves. Modern British Novels and Visions of the Future Many classic British novelists have offered striking visions of dystopian future societies as a way of urging readers to look critically at their present-day societies. In this class, students will read several classic stories that reveal how dystopian rulers maintain control by manipulating language, technology, and social class. Students will examine how historical context has given rise to each vision, and students will research and write about specific present-day parallels to the major elements in each vision. Classic works may include Huxley’s Brave New World, Orwell’s 1984, Ishiguro’s Never Let Me Go, Forster’s The Machine Stops, Wells’s The Time Machine, and Atwood’s The Handmaid’s Tale. Postcolonial Literature: British Influence and Emerging Independence This course is framed by Chimamanda Adichie’s TED Talk “The Danger of the Single Story” in which Adichie explores the power of stories and the relationship between power and storytelling. The impact of the British Empire was broad and deep, and its influence on its colonies still resonates long after they gained independence. This course studies the impact of the British Colonial Empire on some of its colonies. As we delve more deeply into the literature of those countries subjugated by the British Empire, we will focus on WHO tells the story, WHAT stories they have chosen to tell, and HOW the indigenous people are represented in those stories. Once independence is achieved, what is the new cultural identity of the country and its people? Who really holds the power? Which race? What is the writer’s identity and role in this context? What kind of language should they use? What type of stories should they tell? These texts often deal with racial as well as social and cultural issues that are still relevant today. 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. Tragedy in World Literature As the oldest form of western literature, tragedy has long influenced playwrights, novelists, and poets, and its influence still pervades even contemporary art. This survey of tragedy focuses on tragedy’s origins in Ancient Greece and how the tragic form has developed over time. Students consider Shakespeare’s contribution to the form, the interpretations of various cultures, and finally, how contemporary playwrights continue to make tragedy meaningful to modern audiences. 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 19
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 11 and 12. 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 resources necessitates a multi-national historical perspective. World History I, a broad survey course, provides students in grade 9 with exposure to both a thematic and chronological approach to history from ancient civilizations to 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. 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 20
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 a written response, an evaluated sample discussion, and a recommendation from the student’s current English and history teachers. Prerequisites: English Composition 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 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.
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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. 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 Comparative Government and Politics Examination. 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 grade students. There are four seminar offerings, two of which are honors; entry into honors seminars requires departmental placement.
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Culture and Society in the Cold War [Semester seminar open to sophomores, juniors, and seniors.] This course examines the central social, economic, and political conflicts of the post-World War II era through the lenses of mass culture, athletic competition, and geo-politics. Students examine the culture of the Cold War by analyzing how the tensions it created were reflected in the artistic creations of the United States and the Soviet Union. The class explores the ways in which the political and ideological battles of the era made a profound impression on the cultural creations of the time period, using literature, art, music, photography, film, and other expressions of popular culture to gain a deeper understanding of how people experienced the reality of the Cold War on a daily basis. Special attention is given to how international sporting events highlighted important cultural differences between the Cold War powers. Edible Culture and Conflict: Food in World History (Honors) [Honors semester seminar open to sophomores, juniors, and seniors per departmental guidelines and placement.] In this semester-long honors seminar, students will use the growth, production, trade, and consumption of food as a lens to understand the complexities and interconnectedness of disparate cultures, economies, and political systems. Students will analyze and discuss how food has fueled the creation of empires and transformed cultures around the world, and how access to food has led to the modern divide between the wealthy and the poor, among individuals and nations. A collection of primary and secondary sources helps students to trace the roots of our modern world through the history of food in past centuries. As this is an honors seminar, students will write an 8-10 page analytical research paper followed by an oral defense of the paper. Human Rights (Honors) [Honors semester seminar open to sophomores, juniors, and seniors per departmental guidelines and placement.] This semester-long honors seminar begins with an introductory survey of human rights concepts including the historical foundations and nature of rights as well as the roots of inequality. From this foundation, students participate in a debate on “universal� rights and then move into dialogue concerning core human rights documents/treaties, and the role of states, the United Nations, and non-governmental agencies in the realm of human rights. The remaining time in the semester will be spent in examination of a variety of human rights issues including, but not limited to, genocide, eugenics, human trafficking, the rights of women and children, and methods of combating human rights violations. As this is an honors seminar, students will write an 8-10 page, analytical research paper followed by an oral defense of the paper. Topics in American Freedom [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.
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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.
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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 (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?). Students 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. 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* When more than one course is shown as a possibility, the student’s placement will be based upon placement guidelines and teacher recommendation.
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*Two honors-level semester courses are available that do not appear in the sequence chart. Mathematics of Social Choice and Management Science (H) and Introduction to Probability and Statistics (H) are each single semester courses. One or both may be taken concurrently with another math course, or they may be taken together in the same year to count as the student’s math class. Please see course descriptions. 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-Cal (H)).
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On occasion, students may take Algebra II/Trig and Geometry simultaneously, but only with teacher permission.
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Some other math courses may be taken concurrently, particularly in the senior year. This includes honors-level semester courses. Any student considering taking two math courses concurrently should speak to the current math teacher and the Math Department chair.
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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. 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.
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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). 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.
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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. Mathematics of Social Choice and Management Science (Honors) [Honors semester course open to qualified students. Course availability depends upon enrollment and staffing considerations.] This course covers topics from the Voting and Graph Theory branches of mathematics. Students who have excelled in mathematics will enjoy the exposure to new branches of mathematics, while students who may not always have enjoyed topics in prior math courses will enjoy seeing mathematics applied in more concrete ways. Voting Theory is the study of voting methods and their mathematical fairness, the division of power in a business model, and the division of wealth and goods. These topics have applications in fields including business and finance, political science, and professional sports. Graph Theory is the study of structures that represent relationships between people or objects, including the mathematics behind developing efficient networks and scheduling multi-step projects. Students explore some classic problems of mathematics, such as the apportionment of the U.S. House of Representatives, the Bridges of Konigsberg Problem, the Four-Color Theorem, the Traveling Salesman Problem, and Prisoner’s Dilemma. The course may be taken as a semester elective, or it may be taken during the same year as Introduction to Probability and Statistics (H) to count as a full year of mathematics credit. Prerequisite/Corequisite: The course is open to honors-level students in Algebra II/Trig or higher, and to standard-level students in Pre-Calculus or higher. Introduction to Probability and Statistics (Honors) [Honors semester course open to qualified students. Course availability depends upon enrollment and staffing considerations.] This course covers introductory topics of probability and statistics. Topics from probability include counting principles and introductory combinatorics. Topics from statistics include collection of data, graphical and numerical analysis of data, and distribution. These topics may be useful to students considering a wide variety of fields, not just those in the areas of STEM. This course may be taken in a year prior to AP Statistics, but not in conjunction with or following AP Statistics. The course may be taken as a semester elective, or it may be taken during the same year as Mathematics of Social Choice and Management Science (H) to count as a full year of mathematics credit. Prerequisite/Corequisite: The course is open to honorslevel students in Algebra II/Trig or higher, and to standard-level students in Pre-Calculus or higher. 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. 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/ 28
Trigonometry (H) in the ninth grade with a grade of at least B+ will take AP Statistics in tenth grade. 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 conversation with the Mathematics Department Chair and successful completion of 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). 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, Neurobiology, and Science of Medicine. 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.
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Science Course Sequencing 9th Grade
10th Grade
11th Grade
12th Grade
Conceptual Physics
Chemistry
Biology Biology Honors Environmental Science AP Aquatic Ecology Field Ecology Genetics Human Anatomy & Physiology
Physics Honors Physics (Mech) AP Physics (Mech E&M) AP Chemistry AP Environmental Science AP Aquatic Ecology Field Ecology ysiology Genetics Human Anatomy & Physiology
Advanced Conceptual Physics
Chemistry Honors
Biology Biology Honors Biology AP Environmental Science AP Aquatic Ecology Field Ecology Genetics Human Anatomy & Physiology
Physics Honors Physics (Mech) AP Physics (Mech E&M) AP Chemistry AP Environmental Science AP Aquatic Ecology Field Ecology Genetics Human Anatomy & Physiology
Science semester courses may not be taken to fulfill the Physics, Chemistry, or Biology graduation requirements. 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 30
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. 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 31
The honor code, initiated and supported by students, seeks to promote personal responsibility and a community of mutual trust.
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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 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.] In addition to developing the students’ understanding of the theories and principles of physics, this course also provides an introduction to new topics in physics. 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: one and two dimensional motion, forces, energy, momentum, circular motion, electrostatics, circuits, waves, and optics. 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. Corequisite: Pre-Calculus. Physics C (Mechanics) (AP) [Open to seniors per departmental guidelines and placement.] This yearlong 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 Physics C: Mechanics Examination for course credit. Corequisite: Calculus. 33
Physics C (Mechanics and E&M) (AP) [Open to seniors per departmental guidelines and placement.] This fast-paced yearlong course prepares students for the C level Advanced Placement Examinations in Mechanics as well as in Electricity and Magnetism. The course develops students’ skills in interpreting physical information, analyzing phenomena and problems, applying basic mathematical reasoning, and performing experiments. Major topics covered in the Mechanics curriculum 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. The Electricity and Magnetism curriculum will cover electrostatics and electric fields; conductors, capacitors, and dielectrics; electric circuits; and magnetic fields and electromagnetism. Extended periods (an extra 20 minutes of class time) are included every other day. Students must take the Advanced Placement Physics C: Mechanics and Physics C: Electricity and Magnetism Examinations for course credit. Corequisite: AP Calculus BC. Aquatic Ecology [Spring 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. Field Ecology [Fall semester course open to juniors and seniors. Course availability depends upon enrollment and staffing considerations.] What flora and fauna inhabit our region? How do they interact? How are they affected by changes in weather, pollution, the introduction of non-native species, and more? Why should we care? This hands-on semester course studies plants and animals in their natural setting. Students learn how to identify and sample a variety of plants and animals, including fish, small mammals, insects, plants, and birds to gain first-hand knowledge of their life histories. Throughout the semester students also develop an understanding of the principles of ecology and learn basic field research techniques, developing a deeper appreciation of our natural world and the impact of humans on our ecosystem. Prerequisite/Corequisite: Biology. 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
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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. INNOVATION AND DESIGN Innovation and Design courses focus on principles of computational and design thinking within the fields of engineering and computer science, 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 world at large. This department integrates engineering, computer science, 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 labs and in our Fab Lab (Makerspace), including rapid prototyping equipment, microcontrollers, and the computer resources to bring it all together. 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 is a first course in engineering. Students build several projects using the engineering method. They use the rapid prototyping equipment in our Fab Lab 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. There is a $100 lab fee per semester. 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. There is a $100 lab fee per semester. Prerequisite: Engineering Design Method I or similar coursework/experience and permission of the instructor.
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Introduction to Electrical Engineering [Fall elective open to sophomores, juniors, and seniors.] Students hone their skills using the engineering method in this hands-on, inquiry-based lab class. The focus will be on microcontrollers, the brains behind many of today’s technological innovations. Students will use an Arduino microprocessor with 3D printing to create robots, environmental sensors, and wearable computing projects. The emphasis will be on creating technology, not just consuming it. Students will spend the first half of the semester learning the fundamentals of electronics and embedded computing and then create their own projects during the second half of the semester. This semester course is ideal for those considering careers in engineering or programming. Juniors who commit to and successfully complete substantial additional work throughout the semester will be considered for an Honors designation for the course. Students may select this option near the beginning of the semester, but the transcript will not reflect the honors designation until the final course grade is submitted. There is a $100 lab fee for this course. Prerequisite/Corequisite: Engineering Design Method II or permission of the instructor. Introduction to Bioengineering [Spring elective open to sophomores, juniors, and seniors.] We have seen incredible advances in the area of bioengineering in the past few years. Students can now make everything from functional prosthetics to microbial bio-fuel cells. In this semester course, students will learn the fundamental principles and scope of bioengineering by conducting labs that reinforce understanding and teach specific skills. The students will build on this knowledge by working on their own projects tailored to a self-identified topic of interest. Juniors who commit to and successfully complete substantial additional work throughout the semester will be considered for an Honors designation for the course. Students may select this option near the beginning of the semester, but the transcript will not reflect the Honors designation until the final course grade is submitted. There is a $100 lab fee for this course. Prerequisite/Corequisite: Engineering Design Method II or permission of the instructor. Advanced Topics in Engineering [Open to seniors.] This yearlong course, taught in an engaging and rigorous lab setting, introduces students to the software, methods, and hardware frequently used in college engineering programs. Students design and work on projects that are self-tailored to a topic of interest. Those who also commit to and successfully complete substantial additional work throughout the year will be considered for an Honors designation for the course. Students may select this option near the beginning of the year; the transcript will not reflect the Honors designation until the first semester grade is submitted, and that designation will be removed in the second semester if the student fails to successfully complete the Honors-level work. There is a $100 lab fee. Prerequisite/Corequisite: Engineering Design Method II. Entrepreneurship and Global Marketplace Leadership [Fall elective open to seniors.] This semester 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 36
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 not included in the academic GPA. Computer Science Electives Digital Design [Semester elective open to all Upper School students.] This semester course introduces students to the intersection of visual art and computer science. A portion of the course will focus on computational thinking, breaking processes down into small steps that a computer could execute, and how we can take advantage of computers to produce art and media. There will also be a focus on design thinking, as students will create digital work by prototyping ideas, getting feedback, testing their designs, and updating their work. Finally, there will be a focus on creating graphics that communicate ideas clearly and visualize data effectively. The course will incorporate basic ideas from the fields of Graphic Design, Computer Programming, and User Experience (UX) and User Interface (UI) Design. No previous programming experience is required. Website Design [Semester elective open to all Upper School students.] This semester course introduces students to programming through the design and creation of functional and visually appealing websites. Students will learn to use HTML, CSS, and JavaScript and basic programming concepts to build and publish web tools that allow for simple interactivity. There will be a focus on design thinking, as students will create their sites by prototyping their ideas, getting feedback, testing their designs, and updating their work. No previous programming experience is required. Computer Science Principles (AP) [Open to sophomores, juniors, and seniors. Limited enrollment, with priority given to seniors, juniors, and sophomores 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 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. Computer Science A (AP) [Open to sophomores, juniors, and seniors.] This yearlong course introduces students to computer science through programming in Java. The course focuses on object-oriented design. Students learn to design algorithms to solve problems, to use data structures to organize and process data sets, and to analyze and consider efficiency, ethics, and social implications in their programming. Completing the AP Computer Science A exam is required. Prerequisite: AP Computer Science Principles or instructor placement based on demonstrated skill/knowledge proficiency. 37
Charlotte Latin is a school where students share common values, practice mutual respect, and reach for academic excellence.
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App Design/Game Design [Semester course open to juniors and seniors, or younger students by placement.] This project-based semester course will introduce students to designing apps and games with emphasis on graphics and interactivity. Students will be able to select their own projects and work within the language/IDE/environment of their choice. Prerequisite: AP Computer Science Principles or AP Computer Science A. Java Data Structures (Honors) [Semester course open to juniors and seniors, or younger students by placement.] This semester course will be equivalent to a college level data structures course using Java to explore linked lists, stacks, queues, trees, sets, and priority queues. Students will also learn about verification of algorithms and order of magnitude of algorithms. Prerequisite: AP Computer Science A. COMMUNICATIONS AND GLOBAL LEADERSHIP Speech and Debate: Students may join the Speech and Debate Team by participating in the after-school Speech and Debate Club or by enrolling in Introduction to Speech and Debate, Advanced Debate, or Advanced Speech. Introduction to Speech and Debate [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; Informative Speaking and Humorous, Dramatic, Duo, and Program Oral 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 six tournaments over the course of the year. 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 Speech and Debate Team. Enrolled students must attend eight tournaments over the course of the year in addition to attending the NSDA National Qualifying tournament (and if qualified, NSDA Nationals) each spring. 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 Speech and Debate, 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 39
their participation in Extemporaneous Speaking, Original Oratory, Informative Speaking or Dramatic, Humorous, Duo, and Program Oral Interpretation as members of the Speech and Debate Team. Enrolled students must attend eight tournaments over the course of the year in addition to attending the NSDA National Qualifying tournament (and if qualified, NSDA Nationals) each spring. 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 Speech and Debate, middle school coursework, or tournament experience with instructor permission. Leadership for the Twenty-First Century [Spring elective open to seniors.] This course explores the complexities and challenges of leadership. 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. The course is interactive and features guest speakers, films, case studies and dilemmas, experiential leadership projects, 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 and practice their own leadership potential and skills. The course grade is included in the academic grade point average. Enrollment is limited. Communications and Twenty-First Century Journalism [Open to all Upper School students.] Offered to all Upper School students, this non-academic yearlong elective class offers instruction and practice in many elements of twenty-first century journalism, including interview and reporting skills, writing, editing, proofreading, photography, storyboarding, graphic design, website design, personal portfolio creation, and video production and editing. Students focus their work on print and multimedia (The Hawk Eye online newspaper and one or more hardcopy editions per year), and all students have the opportunity to contribute to the publication of additional projects. In years three and four of a student’s enrollment in the course, the transcript will read Advanced Communications and Journalism in consideration of the greater leadership responsibilities associated with this level of experience. There are no prerequisites. 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 9–12. In years three and four of a student’s enrollment in the course, the transcript will read Advanced Yearbook in consideration of the greater leadership responsibilities associated with this level of experience. There are no prerequisites. Student Internship Program [Semester or yearlong program open to seniors.] The student internship program is designed to provide an on-campus opportunity for selfdisciplined and motivated students to explore independently and engage in educational areas outside the scope of the standard curriculum. Each student-designed internship must combine the academic rigor required across multiple academic disciplines with a focused project that will have a positive impact on the Charlotte Latin School community, and must be supervised by a faculty member. The internship is intended to replace the sixth course in a student’s schedule, not to supplement a full schedule. Pass/fail credit for internships is awarded based 40
on hours completed and evidence that proposed objectives have been met, but internships meet no graduation requirements. Each internship requires a detailed proposal, with an initial request form to be submitted for division head approval before the end of course registration and a mandatory outline/timeline within 30 days thereafter, with all details to be approved by May 15. The Student Internship Request Form is available on MyLatin, and questions about the program should be directed to Dr. Rod Chamberlain, Associate Headmaster for Academic Affairs. 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 This yearlong course focuses on acting technique for theater and film. Students will learn basic techniques for creating dynamic and truthful characters through monologue and scene work. By studying training from the “method” tradition as well as more contemporary advances in actor preparation, students will build confidence and facility in performance. All levels of experience are welcome. Theater Lab II [Open to juniors and seniors.] This yearlong course is for juniors and seniors. Theater Lab II will focus on directing and playwriting and is required for directing in One Acts in the spring. Prerequisite: Theater Lab or instructor approval. Filmmaking This semester course will focus on the aesthetic principles of cinema, as well as practical techniques for making films. Students will study and analyze films and how they are made, as well as the basics of shooting and editing footage. Over the course of the semester, each student will make his or her own short film. This course, which is offered in one or both semesters, is open to students in grades 9–12 and carries no prerequisites. 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. 41
Opportunities for involvement in drama and musical productions exist throughout the school year for all interested Upper School students.
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After-School Theater and Technical Theater The Performing Arts Department offers an after-school drama and technical theater course each semester. On the successful completion of 60 hours, a student will be able to earn one semester credit in theater. Students may accrue credits for one or more years of theater credit, and the course may be taken repeatedly over the period of several years. The course is team-taught by the members of the Charlotte Latin Performing Arts Department and is intended for the motivated, serious student who wishes to develop the breadth and scope of his or her body of work. The class schedule will be determined each semester based on student and teacher schedules. Course components may include audition videos, production notes, reflection pieces, conferences with the director, self-evaluations, and projects specific to the students’ interests. Due to the difficulties involved in making up for an absence, students must commit to attending each class session in its entirety. Taking this course does not entitle the student to an additional free period during the day; it is purely additive to an already full schedule. Class size is limited and permission of the instructor is required. PERFORMING ARTS: MUSIC The Music Program 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. Band Band 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. As instrumentation allows, a percussion ensemble and/or jazz band composed of students in the class will be formed. Outstanding individuals are encouraged to audition for participation in a wide variety of community, regional, All-District, and All-State events. Concert Choir Concert Choir is a yearlong course open to students 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 four43
to 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. 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 I [Open to sophomores, juniors, and seniors.] This yearlong course is for anyone who would like to know more about music. Music reading ability is not required. Students will learn how to read, write, and understand how music works. Topics covered include: note reading; rhythmic values; sight singing; rhythmic, melodic, and harmonic dictation; key signatures, scales, and modes; meter; chords and inversions; four-part writing; non-chord tones; Roman numeral analysis; jazz and figured bass notation; cadences, phrase structure; and simple forms. The course grade is included in the academic GPA. Music Theory AP [Open to sophomores, juniors, and seniors.] This yearlong course prepares serious students of music for college theory. Music reading ability is assumed. 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 Department Chair, in consultation with the current ensemble director; a placement test; and minimum enrollment are required. 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,
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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: Art Studio 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: Art Studio 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: Art Studio III. Visual Arts – Quarter Courses The Visual Arts Department offers an afternoon studio course, open to enrollment in segments of half a semester’s length. Art I is a prerequisite for this course. Upon the successful completion of two segments of the course, 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 p.m. 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. Prerequisite: Art Studio I. PHYSICAL EDUCATION All Upper School 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 in ninth grade for a half credit, or by taking it every other day all year in ninth grade 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 10–12 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 45
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. P.E. 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 10–12 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. 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. ONLINE COURSE OFFERINGS Charlotte Latin School, in collaboration with the North Carolina Association of Independent Schools, offers online 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 online 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 online 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 online 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). 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 World Language standards and should 46
be taken as an elective language in addition to another classical/modern 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 World Language standards and should be taken as an elective language in addition to another classical/modern language that satisfies graduation requirements. Prerequisite: Mandarin (Chinese) I and level III of another CLS modern or classical language course.
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NOTES
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(1 UNIT)
(3 UNITS)
OTHER
VISUAL & PERFORMING ARTS
COMMUNICATIONS AND GLOBAL LEADERSHIP
INNOVATION AND DESIGN
P.E.
SCIENCE
(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) Innovation and Design Communications and 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
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CHARLOTTE LATIN SCHOOL Upper School Office 9502 Providence Road Charlotte, NC 28277-8695 Phone: 704.846.1100 Fax: 704.846.1712 www.charlottelatin.org