2015-16 Course Catalog by Justin-Siena

COURSE CATALOG 2015â&#x20AC;&#x201C;2016 Academic Year

www.justin-siena.org 4026 Maher Street | Napa, CA 94558 | 707.255.0950

A Catholic High School in the Lasallian Tradition

LASALLIAN EDUCATIONAL OUTCOMES WE ARE PEOPLE WHO:

Formed through a program of educational excellence

1. Practice critical thinking and problem solving, individually and collaboratively 2. Research, analyze, and synthesize information 3. Communicate through a variety of mediums 4. Create, imagine, and innovate 5. Value physical, mental, emotional, and spiritual health 6. Are prepared for college and lifelong learning

Formed in a loving, Christ-centered community

1. Understand, articulate, and respect Christâ&#x20AC;&#x2122;s message in the tradition of the Catholic Church 2. Act based on Gospel values and the Lasallian Core Principles 3. Foster and participate fully in a caring community 4. Seek to grow in faith

Prepared to serve in an ever-changing world

Prepared to lead in an ever-changing world

1. Are compassionate 2. Advocate for social justice 3. Pursue the common good 4. Are resilient and adaptable

1. Are leaders who act with integrity 2. Participate in the global community as responsible citizens 3. Engage in self-reflection for growth 4. Are confident in our ability to bring about change

A Catholic High School in the Lasallian Tradition

2015-‐2016 COURSE CATALOG CONTENTS Introduction .............................................................................................................. 4 Graduation and College Entrance Requirements ..................................................... 5 Course Request Process ............................................................................................ 6 Course Request Timeline .......................................................................................... 7 Advanced Placement and Honors Courses ............................................................... 8 Academic Course Offerings Engineering .................................................................................................. 9 English ......................................................................................................... 11 Mathematics ............................................................................................... 18 Multi-‐Discipline ........................................................................................... 23 Physical Education ...................................................................................... 27 Religious Studies ......................................................................................... 29 Science ........................................................................................................ 33 Social Studies .............................................................................................. 36 Visual and Performing Arts ......................................................................... 40 World Languages ........................................................................................ 45 Online Courses ............................................................................................ 49

INTRODUCTION The information contained in this catalog will assist students in setting up their academic program for the coming year and will help them understand the rationale behind course recommendations and class assignments that academic departments and counselors make. Justin-‐Siena builds its master schedule based on student requests and needs. Thus it is critically important that students make careful, well-‐ informed decisions when requesting their courses and that they work with their counselors to communicate their priorities. In those subjects in which students may have options, this catalog should assist in making prudent requests in light of college admissions requirements, graduation requirements, personal academic goals, and personal academic strengths as demonstrated by grades earned in pre-‐requisite courses and scores received on standardized tests. Counselors are excellent resources to advise students on the most sensible choice of classes given their overall academic record and individual college plans. Please note that transfers out of courses once the school year has begun will be granted only in extraordinary cases and that requests for transfers out of year-‐long courses at the beginning of the second semester will almost assuredly be denied. It is the responsibility of students and parents to follow published deadlines for submitting course requests, appeals, and requests for transfers. Therefore, students should consider carefully their choices for elective courses and list alternate courses that are satisfactory to them as well. In particular, seniors should be mindful that an intended course of study is usually submitted to colleges as part of the application process and that any change to the intended course of study (particularly to second semester courses) may impact college admissions. Students and parents should read this guide and the Student/Parent Handbook to understand the processes for stating course requests and registering for courses. Please follow deadlines that are communicated in meetings with counselors and the Daily Announcements and published in this catalog, through the Justin-‐Siena website, Braves Bulletin, and other media. Please note: Not all courses described in the course catalog will be offered. Some courses are offered in alternating years, and others, though offered, may be dropped due to insufficient numbers of course requests. While every effort will be made to accommodate student requests for elective courses, first choice electives cannot be guaranteed.

GRADUATION AND COLLEGE ENTRANCE REQUIREMENTS The following requirements must be met before a student is granted a diploma signifying graduation from Justin-‐Siena. Students must successfully complete 260 units of credit which must include the following discipline-‐specific requirements: ü ü ü ü ü ü ü ü ü

40 units (4 years) of Religious Studies 40 units (4 years) of English 30 units (3 years) of Mathematics 30 units (3 years) of Science 30 units (3 years) of Social Studies 20 units (2 years) of one World Language (30 units or 3 years are strongly recommended.) 10 units (1 year) of the same Visual or Performing Art 10 units (1 year) of Educational Skills/Health Education 10 units (1 year) of Physical Education (Participation in the same varsity-‐level sport during the junior and senior years will count as 10 units of Physical Education.)

All students are required to successfully complete an average of 65 units of credit each school year (including summer school) to be eligible for promotion to the next grade level. The University of California and the California State University require satisfactory completion of certain subjects-‐ known as the A-‐G requirements. These subject requirements are very similar to what many out-‐of-‐state and private colleges also expect. The Justin-‐Siena High School graduation requirements are aligned with the minimum college entrance requirements to many 4-‐year colleges. Many colleges/universities expect students to exceed minimum requirements. Required UC/CSU “A-‐G” Courses and Justin-‐Siena Graduation Requirements Justin-‐Siena UC/CSU “A-‐G” Requirements Graduation Requirements a| History/Social Science—2 years required 3 years b| English—4 years required 4 years c| Mathematics—3 years required, 4 years recommended 3 years d| Laboratory Science—2 years required, 3 years recommended 3 years e| Language Other than English—2 years required of the same language other than 2 years English, 3 years recommended f| Visual and Performing Arts (VPA)—1 year required. A single year-‐long approved arts 1 year course from a single VPA discipline: dance, theatre, music, or visual art g| College Preparatory Electives –1 year required. One year (two semesters), in addition to those required in “a-‐f” above, chosen from the following areas: VPA (non-‐ introductory courses), history, social science, English, advanced mathematics, laboratory science, and language other than English (a third year in the language used for the “e” requirement) For the list of Justin-‐Siena High School approved UC/CSU A-‐G courses, visit the UC High School Articulation website

COURSE REQUEST PROCESS In February, Justin-‐Siena will undergo the process of setting up student course schedules for the 2015-‐ 2016 school year. The Course Catalog includes all pertinent information about the courses being offered and their pre-‐requisites. Beginning in January, students meet individually with their counselors to discuss their options for next year in light of published pre-‐requisites, graduation requirements, and preparation for college. In those meetings, students will fill out a course request form that they should review and discuss with their parents. In order to request classes for next year, students must bring their signed course request form with them to school, Monday, February 23 – Friday, February 27, when counselors will assist students with online course requests during the school day. No students may make course requests online unless they bring their course request forms signed by parents or guardians. Students and parents are strongly advised to consult counselors, AP teachers, and information posted on the website and Schoology before applying for AP/Honors classes which are very rigorous and frequently take more of a students’ time than college preparatory courses. They should also read carefully the AP/Honors policy, p. 8 of this Course Catalog. Students must submit online applications for AP/Honors classes and other classes requiring applications no later than 3:00 PM, February 12. On February 20, department chairs will send placement decisions to students. Students who were not accepted and wish to appeal should contact the respective department chair to find out how to go about submitting an appeal in early June. Construction of student schedules will begin after returning students submit their registration fees for the 2015-‐2016 school year on April 1. The Master Schedule is built based on student course requests; however, it may not be possible to honor all requests. It is essential that students consider and submit course requests and alternates thoughtfully; subsequent changes do not often work. Tentative student course lists will be provided to students at the end of the current academic year. Requests for course changes should be made to the student’s counselor June 3—10. During this time, students who applied for AP/Honors courses or other courses requiring applications and were not approved may appeal. Admittance to these classes is not guaranteed and will depend on many factors including fulfillment of all pre-‐requisites, second semester grades, and course availability. After June 10, there will be no further consideration given to appeals for AP/Honors courses. There is a $50 fee for student-‐initiated changes after June 10. Questions about the course request process should be directed to students’ counselors, Ms. Heidi Harrison, or Mrs. Alma Gallegos. 6

COURSE REQUEST TIMELINE Counselors begin individual advising meetings with students February 12 AP/Honors and elective applications are due AP/Honors and elective acceptances are emailed to February 20 students February 23 – 27 Students make online course requests at school March 2 Class of 2019 early decision registration March 30 Class of 2019 regular decision registration April 1 Classes of 2018, 2017, 2016 registration June 1 – 3 Classes of 2018, 2017, and 2016 receive course lists Course changes and appeals, Classes of 2018, 2017, June 3 – 10 2016 June Summer Mailing Class of 2019 receive course lists August 28 Last day to add/drop in Semester 1 January 8, 2016 Last day to add/drop in Semester 2 January 12

To initiate a class schedule change, students must submit a completed Schedule Change Request form (available from their counselor) by 3 PM August 28, 2015, in Semester 1 and January 8, 2016, in Semester 2. Courses that are dropped from a student’s schedule prior to these deadlines will not be reflected on a student’s transcript. There is a $50 fee for student-‐initiated course changes after June 10, 2015, for Semester 1 of 2015-‐2016 and after the first day of classes in Semester 2. (These also require approval by the Vice Principal for Curriculum and Instruction.) After August 28, 2015, and January 8, 2016, class schedule changes may be initiated only by a student’s teacher or counselor on his/her behalf. Courses that are dropped for a level change after these dates will not be reflected on the student’s transcript. Other changes will be noted as a Withdrawal (indicated by a W), and no credit will be awarded. Any course that is dropped from a student’s schedule after the third week of each semester will be reflected on the student’s transcript as a Withdrawal if the change was initiated by the school. Other changes will be noted on the transcript as an F. Students who enter a new course after the third week are only eligible for half-‐credit for the semester. Schedule changes made after the third week of each semester are strongly discouraged and will only be approved by the Vice Principal for Curriculum and Instruction in extraordinary circumstances. Students who wish to make changes to their schedule should begin with a conversation with their counselors. All student schedule changes must be approved by the Vice Principal for Curriculum and Instruction.

ADVANCED PLACEMENT AND HONORS Students enrolling in Advanced Placement and Honors courses must meet stated course pre-‐requisites, complete all aspects of the course request process—which includes an online application, and gain departmental approval. Student enrollment in AP and Honors courses is contingent on grades from both semesters of the prior year to ensure that enrolled students meet the stated pre-‐requisites. Admission criteria and pre-‐requisites are carefully crafted and reviewed annually by each department and the administration to ensure maximum student success in challenging AP and Honors courses. To maximize the likelihood of successfully completing these courses, students must give consistent evidence of academic skills and performance, command of the subject matter, genuine interest in the subject matter, and self-‐discipline. Students accepted into these courses must be prepared to commit themselves to a workload far more extensive than in standard college preparatory courses and to completing the full year of the course. A transfer out of an AP or Honors course may be granted only in extreme instances by the Vice Principal for Curriculum and Instruction. Advanced Placement courses are designed to prepare students for the AP exam. All students who enroll in an AP course are required to take the AP exam in May. Students who do well on the AP exam may qualify for college credit or advanced placement in college courses upon entrance at participating colleges. No college credit is given just for taking the course; students must qualify by earning qualifying scores on the exam. Most AP and Honors courses qualify for an extra grade point. Please consult the course descriptions and guidance counselors for more information. The UC and CSU systems count extra grade points for a limited number of semesters of AP and Honors coursework. Because of the extensive amount of work involved, students are advised not to overload their schedule with Advanced Placement and Honors courses. Students often find that their senior year is particularly difficult due to regular college preparatory course work along with the added responsibilities of applying to colleges as well as the temptation to “take it easy” academically their final semester of high school. Therefore, it is extremely important that students consult with their counselors during the course request process to consider the most appropriate course of study. Acceptance into an AP or Honors course is contingent upon second semester grades and in some cases, on completion of summer assignments. Students who do not meet published pre-‐requisite grades in the second semester or do not complete required summer assignments may be removed from an AP or Honors course and placed in the corresponding college preparatory course. See departmental information for specific course descriptions.

ENGINEERING Through 2016, Justin-‐Siena is initiating an engineering curriculum in partnership with Project Lead the Way (PLTW), the leading provider of rigorous and innovative Science, Technology, Engineering, and Mathematics (STEM) education curricular programs in middle and high schools across the U.S. The PLTW engineering program is a four-‐year sequence of high school courses, which follows a proven, hands-‐on, real-‐world problem-‐solving approach to learning. Throughout these courses, students learn and apply the design process, acquire strong teamwork and communication proficiency and develop organizational, critical-‐thinking, and problem-‐solving skills. They discover the answers to questions about how things are made and what processes go into creating products using industry-‐leading 3D design software. PLTW engineering courses complement regular mathematics and science courses and are designed to prepare students for post-‐secondary education and careers in STEM-‐related fields. PLTW engineering courses are a good fit for students who have interest in pursuing careers in science, technology, engineering, or math; are creative and like art and design; enjoy working with computers; learn best in “hands-‐on” classes; or just love figuring out how things are made. In 2015-‐16, Justin-‐Siena introduces its fourth engineering course. 435

Introduction to Engineering Design (PLTW). (Year – 10 units) In this course, students use 3D solid modeling design software to help them design solutions to solve proposed problems. Students will learn how to document their work and communicate solutions to peers and members of the professional community. The major focus of the IED course is to expose students to the design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards and technical documentation. This course is UC-‐approved as an interdisciplinary elective on the “g” list and does not satisfy math and science requirements. Pre-‐Requisites: Admission to this course requires an online application and approval. Students must have a minimum GPA of 2.5 and have earned a grade of C or higher (>72%) in Algebra 1 and be concurrently enrolled in (or have completed with a grade of 72% or higher) appropriate grade level math and science courses to support progress toward graduation and college entrance requirements. Preference will be given to students who are 9th or 10th graders in 2015-‐2016, but limited seats may be available for 11th graders.

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Principles of Engineering (PLTW). (Year – 10 units) This survey course exposes students to major concepts they will encounter in a post-‐secondary engineering course of study. Students have an opportunity to investigate engineering and high-‐tech careers and to develop skills and understanding of concepts including mechanisms, energy, statics, materials, and kinematics. Students employ engineering and scientific concepts in the solution of engineering design problems and apply their knowledge of research and design to create solutions to various challenges. Students also learn how to document their work and communicate their solutions to peers and members of the professional community. This course is UC-‐approved as an interdisciplinary elective on the “g” list and does not satisfy math and science requirements. Pre-‐Requisites: Students must have a minimum GPA of 2.5 and have earned a grade of C or 9

higher (>72%) in Introduction to Engineering Design and have instructor approval. Students must also be concurrently enrolled in (or have completed with a grade of 72% or higher) appropriate grade level math and science courses to support progress toward graduation and college entrance requirements. 437

Civil Engineering & Architecture (PLTW). (Year—10 units) This course will not be offered in 2015-‐2016. It will be offered again in 2016-‐2017. The major focus of this course is completing long-‐term projects that involve the development of property sites. As students learn about various aspects of civil engineering and architecture, they apply what they learn to the design and development of a property. The course provides teachers and students freedom to develop the property as a simulation or for students to model the experiences that civil engineers and architects face. Students work in teams, exploring hands-‐on activities and projects to learn the characteristics of civil engineering and architecture. In addition, students use 3D design software to help them design solutions to solve major course projects. Students learn about documenting their project, solving problems and communicating their solutions to their peers and members of the professional community of civil engineering and architecture. This course is UC-‐approved as an interdisciplinary elective on the “g” list and does not satisfy math and science requirements. Pre-‐Requisites: Students must have a minimum GPA of 2.5 and have earned grades of C or higher (>72%) in previous engineering courses and have instructor approval. Students must also be concurrently enrolled in (or have completed with a grade of 72% or higher) appropriate grade level math and science courses to support progress toward graduation and college entrance requirements.

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Computer Science & Software Engineering (PLTW). (Year—10 units) Using Python® as a primary tool and incorporating multiple platforms and languages such as Scratch, HTML, CS, Java Script, SQL, and PHP, this course aims to develop computational thinking, generate excitement about career paths that utilize computing, and introduce professional tools that foster creativity, collaboration, and problem solving. Computer Science and Software Engineering helps students develop programming expertise and explore the workings of the Internet. Projects and problems include app development, visualization of data, cyber security, robotics, and simulation. The course covers the College Board’s Computer Science Principles framework. It is UC-‐approved as a mathematics elective on the “g” list, but it does not satisfy math and science requirements. Pre-‐Requisites: Students must have a minimum GPA of 2.5 and instructor approval. Students must be concurrently enrolled in (or have completed with a grade of 72% or higher) appropriate grade level math and science courses to support progress toward graduation and college entrance requirements. Preference will be given to seniors and juniors who have completed Introduction to Engineering Design and Principles of Engineering with grades of C or higher (>72%). Other interested students not currently in Principles of Engineering must complete the online application.

ENGLISH The English Department strives to prepare students for success in college-‐level expression, both written and oral. This end requires instruction in a wide range of skills and habits of mind that lead to an active engagement in the process of learning. Students develop the reading, writing, and thinking skills which characterize life-‐long learners ready to accept the rigors of college-‐level course work. The department considers both grammar awareness and a thorough grasp of writing conventions essential to a student’s success in communicating articulate and thoughtful ideas to a given audience. Such ideas derive from the focused and deliberate study of selected works of fiction, non-‐fiction, and poetry, as well as from an examination of representative nonliterary texts. The department encourages students to supplement their own understanding by employing research technologies, applying appropriate research methodologies, and critically evaluating information available to them. The department strives to promote genuine scholarship in a spirit of open-‐mindedness and tolerance toward frequently conflicting diverse cultural perspectives. Justin-‐Siena High School requires four years of English for graduation. Courses required for graduation are listed first, followed by selective courses. All English courses are UC-‐approved. Please contact the English Department Chair for more information. 102

English 9: English Language and Literature. (Year – 10 units) The overall goal of this course is to prepare students with the critical reading and writing skills required for success across the various academic disciplines. Specific topics to be covered include the basic parts of speech and their respective functions in sentences, paragraph development, essay organization, text annotation, contextualized vocabulary study, and critical reading strategies. Teaching methodologies include both teacher and student-‐directed instruction. The explicit teaching of text structure, the use of graphic organizers, the modeling of writing strategies, the use of cooperative learning, the employment of a variety of discussion models, and the maintenance of reading response logs are among the methods used to engage a wide range of learning styles. The first semester’s emphasis on contemporary young adult fiction prepares students for the second semester’s study of appropriately more challenging works of literature including an introductory study of world myths and branching into both classic and contemporary sources of poetry, fiction, and non-‐fiction. This course is required for graduation. Pre-‐Requisite: None.

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Honors English 9: English Language and Literature. (Year – 10 units) The goal of Honors Language and Literature is to advance the critical reading, writing, and thinking skills of qualifying students. Mythology, along with classic and contemporary works of poetry, fiction, and non-‐fiction serve as points of departure for study and discussion. Students engage the writing process, practicing a variety of writing modes including exposition, persuasion, argumentation, narration, and comparison/contrast. Students receive specific instruction in the development of strong thesis statements, effective supporting paragraphs, and logical, convincing conclusions. Teaching methodologies include both teacher and student directed instruction, direct lecture, group projects, dramatic presentations, whole class and small group discussions, and independent inquiry. Students earning a C-‐ or higher receive an extra point 11

towards their grade point averages. This course is not UC-‐approved for Honors Credit. Pre-‐ Requisites: Students must be freshmen and have earned qualifying scores on the Entrance Exam and demonstrate mastery of several skills on the English Challenge Exam. Estimated homework load / types of homework required: Students enrolling in this Honors level course should expect three to six hours of homework per week with additional time required for unit projects. Time required will vary as students’ reading and writing speeds vary, but critical attention is expected and required for this course. Additionally, summer reading and writing, Christmas break reading, and Easter break reading will be assigned. 151

Introduction to English Language and Literature (for the International Student). (Year – 10 units) This is an inquiry based English literature course designed to assist international students develop the English language skills for reading comprehension and writing fluency deemed necessary to achieve the designated learning outcomes of Justin-‐Siena’s course offerings. Through its emphases on aural, oral, visual, and written communication skills, this literature and language course also promotes full social integration into the school community as well as a general awareness of local, regional, and national cultural norms. Genres of fiction and nonfiction are included, with a focus on American Literature. Guided by the assessed needs of each student, instruction is appropriately differentiated to facilitate English language and literacy acquisition and fluency. Pre-‐Requisite: Students must be International Students.

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English 10: Coming of Age Literature. (Year – 10 units) This course seeks to further develop students’ reading comprehension and literary analysis skills through the wide-‐ranging exploration of coming-‐of-‐age literature, with written responses to relevant prompts. Specific topics include coming-‐of-‐age and related issues of social, moral, and aesthetic development. Students will read and discuss the texts, write formal essays on related topics, and further study basic technical aspects of composition, grammar, vocabulary, and critical thought. Teachers will instruct by lecture and discussion of literary themes and related social justice issues. Students will develop an understanding of texts and themes through group work, dramatic re-‐creations, and oral presentations. This course (or its Honors-‐level equivalent) is required for graduation. Pre-‐Requisites: Students must be sophomores and have passed English 9.

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Pre-‐Advanced Placement Language and Literature. (Year – 10 units) This Honors level course is designed to better prepare students for success in the college-‐level demands of our upper division English classes. Sophomore Pre-‐AP English Language and Literature draws its highly motivated students from all sections of freshman Language and Literature classes. The department requires students to apply for a position in this course. Acceptance is based on the student’s potential for success as determined through the motivation to apply, grades, writing samples, and a time-‐sensitive response to an assigned summer reading and writing project. This course seeks to further engage students in the process of close reading, studying, analyzing, and writing about a variety of literary and non-‐literary texts. Planned content is drawn from both classic and contemporary fiction, poetry, and drama, along with thematically consistent non-‐ fiction and visual texts. Central to instruction over the academic year are thorough introductions 12

to a wide range of literary/poetic terms appropriate to each unit’s content as well as a comprehensive introduction to the rhetorical modes of writing. Several outcomes transcending all unit-‐specific outcomes are: the development of strong thesis statements, the development of effective and deliberate essay arrangement, the development of text-‐specific exemplification, the development of effective quotation integration, and the development of appropriate source documentation. Students earning a C-‐ or higher receive an extra point towards their grade point averages. Pre-‐Requisites: Students must be sophomores, have earned an A-‐ or higher in English 9 or a B+ or higher in Honors English 9, and submit the online application by the published deadline. They must also successfully complete deadline-‐sensitive summer reading and writing assignments, and receive department approval. Estimated homework load / types of homework required: Students enrolling in this honors level course should expect four to six hours of homework per week with additional time required for unit projects and occasional flex period meetings. Time required will vary as students’ reading and writing speeds vary, but critical attention is expected and required for this course. Additionally, summer reading and writing, Christmas break reading, and Easter break reading may be assigned. 106a

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Myths and Legends: Myths. (Semester – 5 units) This course will be offered in 2015-‐2016. It will not be offered in 2016-‐2017. In this thematically organized course, students will read and write from experiences with a variety of genres, historical periods, and cultures as they explore the presence, use, and power of myth. Literature will cover a historical and genre spectrum from oral creation myths, classical Greek and Roman mythology, Native American tales, and modern comic book and movie myths. Students will be asked to identify, analyze, and evaluate the role and nature of myths as reflected in literature through close readings, discussion, reflection, and writing. This course is designed to provide college bound students with a foundation in literary synthesis and further their literary analysis skills. As this course is taught mostly through discussion and shared learning, extensive preparation in reading, annotation, and writing should be expected. Pre-‐Requisites: Student must be a junior or senior and have passed all required English courses. Myths and Legends: Legends. (Semester – 5 units) This course will be offered in 2015-‐2016. It will not be offered in 2016-‐2017. This course focuses on the power, use, and nature of legends. The literature of this course is selected to provoke deeper understanding of how legends reflect and shape culture. Questions to be explored include: how do historical tales become legends? How is the role of legend different than the role of history in shaping cultural identity and social truths? When and how should we separate legend from fact? The texts for the class will vary in genre and time period from ancient legends such as Gilgamesh, Beowulf, and Odysseus to more modern legends and figures such as the assassination of JFK, the government response to Hurricane Katrina, Dr. Martin Luther King, Jr., and Malcolm X. As this course is taught mostly through discussion and shared learning, extensive preparation in reading, annotation, and writing should be expected. Pre-‐Requisites: Student must be a junior or senior and have passed all required English courses.

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Thematic Literature: Survival. (Semester – 5 units) This course will be offered in 2015-‐2016. It will not be offered in 2016-‐2017. This course explores human reactions to desperate circumstances. How and why do people find themselves at risk, and, once they are, how do they cope? Whether climbing to the Himalayas’ heights, struggling to survive in a war-‐torn country, or surviving in harsh climates, humans must frequently confront challenges to their own mortality. What reserve do these brave souls call upon to prevail? It is the human spirit? Is it faith? What enables them to survive against insurmountable odds? Representative titles are The Road, Into the Wild, and A Long Way Gone: Memoirs of a Boy Solider, as well as a variety of short stories and poems. Students will use personal reflections, portfolios, creative writing, essays, and poetry to examine their own attitudes about faith, strength, and society. Goals include the expansion of inferential skills, the growth of a personal vocabulary, the heightened awareness of one’s surroundings, the sharpened consciousness of world events, and the formation of a personal response to life-‐ threatening challenges. Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses.

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Science Fiction Literature. (Semester – 5 units) This course will be offered in 2015-‐2016. It will not be offered in 2016-‐2017. The purpose of the Science Fiction Literature course is to provide an introduction to the science fiction genre and some of its major sub-‐genres with the goal of understanding the importance of science fiction in illuminating real-‐life issues, exploring how these modern-‐day problems could manifest in the future or the present, and to examine the pivotal role speculative fiction has played in developing many of our current technologies and understanding our own humanity. The course poses questions such as: What are the types of activities we engage in every day? What are the potential impacts of these activities? What role does science fiction play in the realization of technological advances once thought to be purely imaginative and impossible? What is the role of social justice with the genre? A study of vocabulary, grammar, literary elements, and development of a more proficient writing process will be a significant part of this course. Pre-‐Requisites: Students must be juniors or seniors and have passed all previous English courses.

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Survey of American Literature. (Semester – 5 units) This course will be offered in 2015-‐2016. It will not be offered in 2016-‐2017. This semester course offers a thematic and chronological approach in the development of American literature and reflects on the cultural diversity of the American spirit. Overall, students will receive exposure to different cultures and their experiences dealing with the American experience. This course will include a variety of reading and writing activities including narrative, descriptive, persuasive, and expository essays, short stories, poetry, and critical analysis. Written and oral presentations will be administered through class discussions, dramatic performance, storytelling, speeches, debates, oral readings, poetry, and research reports. Throughout this journey through American literature, students will discover, discuss, and respond to the issues surrounding various themes such as truth, conflict, ethnicity, the physical world, gender equality, and the ever-‐changing definition of “literature.” Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses. 14

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Survey of British Literature. (Semester – 5 units) This course will be offered in 2015-‐2016. It will not be offered in 2016-‐2017. This course studies the works of great English writers from the seventeenth century through the Modern Period. The focus of this course will be to expose students to the rich literary traditions exemplified by British writers throughout history. The sequence of the selected readings will be, for the most part, chronological. Students in the course will discover how writers responded to experiences all human beings are faced with: God, love, nature, death, youth, age, and the discovery of the self. Expository writing and critical analysis of the novels are major emphases in the course. Overall, students will improve their ability to write clearly, accurately, and coherently. Writing, analysis, and vocabulary development will be ongoing segments of the course as will the practice of correct grammar, usage, and mechanics. Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses.

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Global Literature. (Year—10 units) This course will not be offered in 2015-‐2016. It will be offered again in 2016-‐2017. According to literary critic and theorist Northrop Frye, “Literature speaks the language of the imagination, and the study of literature is supposed to train and improve the imagination.” Through the study of the human mind by reading and discussing historically classic and contemporary global literature, students continue to train and improve their imaginations and understandings of the human condition, and in the process, distinguish between moral and aesthetic truth. The literature covered in this selective course, from storytellers such as Homer, Blake, Shelley, Shakespeare, Hurston, and Hosseini, will focus on exploring questions of introspection: Who am I? How do we, as humans, interact with one another? What influences have made me the person I am today? What is my place in the world? How does faith influence my actions and my service to others? And, perhaps an issue of more urgency as students consider their futures, What does the path of my future look like? Pre-‐ requisites: Students must be juniors or seniors and have passed all required English courses.

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Thematic Literature: Monsters. (Semester – 5 units) This course will not be offered in 2015-‐ 2016. It will be offered again in 2016-‐2017. Through the literature uncovered in this course, students will examine the Victorian and others’ understanding of the relationship between the living and the dead and how that affects our contemporary beliefs. Novels may include Frankenstein and Dracula, as well as short stories and poetry by James, Woolf, Poe, Dickinson, Rossetti, King, and more. This course includes extensive practice in composition, an intensive study of vocabulary, grammar, and the development of understanding of literary elements. Students will receive direct instruction in literary analysis, criticism, and argumentation. The primary objective of this course is to provide college bound students with an introduction to genre-‐specific literature appreciation and the development of literary analysis. As this seminar is designed as a discussion and shared learning group experience, extensive preparation in reading and writing should be expected. Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses.

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Shakespeare: A Semester with the Bard. (Semester – 5 units) This course will not be offered in 2015-‐2016. It will be offered again in 2016-‐2017. This course highlights the significant impact 15

William Shakespeare has had on the literature of today. Plays studied will include selections from his tragedies, comedies, and histories such as: Hamlet, Macbeth, Twelfth Night, and Richard III. Students will participate in an examination of literary theory and a consideration of “Who was Shakespeare?” within the analytical context of the text. This course includes practice in composition, intensive study of vocabulary, grammar, the development of the understanding of literary elements. Students should expect to compose two major analytical essays on topics of their choosing related to the plays studied such as analysis of a major theme of one of the plays, themes of the Renaissance, directing Shakespearean plays, or the genre shift from stage to film. While not an acting course, students should expect to read aloud, get “into” character, and be active participants in the presentation of the words on the page. Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses. 141a

Contemporary Literature: Short Stories and Creative Writing (Semester – 5 units) This course will not be offered in 2015-‐2016. It will be offered again in 2016-‐2017. This course is dedicated to the study of shorter contemporary fiction and the study of the craft of writing short fiction and poetry. Through engaged reading and writing activities, students will analyze the various literary elements authors use to craft fiction and poetry including voice, imagery, tensions, character, setting, and plot. Significant works from American, British, and world authors of the 19th centuries forward will be studied. Students will complete the semester with the publications of their original works of fiction and poetry. Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses.

141b

Contemporary Literature: The Novel (Semester – 5 units) This course will not be offered in 2015-‐ 2016. It will be offered again in 2016-‐2017. This is a comprehensive course designed to develop a full range of English skills: reading, writing, listening, and note-‐taking within the context of literature drawn from the perspective of contemporary writers. The aim of this course is to examine representative works of fiction and non-‐fiction, giving special attention to religious, philosophical, ethical, social, emotional, and logical concerns reflected in them. Students will be introduced to works such as: How to Read Literature Like a Professor, Anthem, The High Window, Cat’s Cradle, Stardust, and a selection of short stories, contemporary plays, journals, online publications, critical essays, and articles. Pre-‐Requisites: Students must be juniors or seniors and have passed all required English courses.

107

Advanced Placement English Language and Composition. (Year – 10 units) The two overarching goals of this course are to prepare students for the rigors of college-‐level writing with emphasis on argumentation strategies and argument analysis and to simultaneously prepare them for the Advanced Placement Language and Composition Examination. This class is both reading-‐and-‐writing intensive, driven by the idea that advanced critical thinking is a product of practice. Students are taught to identify logical fallacies, to frame their own arguments, to analyze the arguments of others, and to intentionally employ rhetorical tropes for effect in their own writing. Teaching methodologies include direct lecture and discussion, peer editing and evaluation, individual and group interpretation of visuals, maintenance of reading response logs, and practice with various components of retired and released Advanced 16

Placement examinations. Pre-‐Requisites: Students must be juniors or seniors and have earned an A-‐ in the previous year’s college preparatory English course(s) or a B+ in the previous year’s AP English or pre-‐AP English course. They must also receive department approval after submitting the online application by the published deadline and successfully complete a deadline-‐sensitive summer reading and writing assignment. Estimated homework load / types of homework required: Students enrolling in this honors level course should expect four to six hours of homework per week with additional time required for unit projects and occasional flex period meetings. Time required will vary as students’ reading and writing speeds vary, but critical attention is expected and required for this course. Additionally, summer reading and writing, Christmas break reading, and Easter break reading will be assigned. 109

Advanced Placement English Literature and Composition. (Year – 10 units) This course is designed to expand and develop skills in critical reading of and writing about literature. Students will develop the critical reading and composition skills necessary for advanced college coursework and the Advanced Placement exam. Students will read and analyze poetry, prose, and drama from a wide range of literary periods. This course stresses a sophisticated awareness of genre, theme, and style, focusing on works by British and American authors, contemporary writings, and world literature. Students will understand how authors use elements such as diction, imagery, syntax, details, and figurative language to convey theme. Extensive reading of novels, poetry, essays, plays, and literary criticism are integrated into course assignments. Discussion is the primary way in which students come to understand a novel, essay, play, or poem. Preparation (having read the assigned materials and engaging in vocabulary enrichment) will be critical to the success of these discussions. Daily writing will serve as a means by which students train to respond, to synthesize, and to evaluate literature discussed in and outside of class. Pre-‐Requisites: Students must be juniors or seniors and have earned an A-‐ in the previous year’s college preparatory English course(s) or a B+ in the previous year’s AP English or pre-‐AP English course. They must also receive department approval after submitting the online application by the published deadline and successfully complete a deadline-‐sensitive summer reading and writing assignment. Estimated homework load / types of homework required: Students enrolling in this honors level course should expect four to eight hours of homework per week with additional time required for unit projects and occasional flex period meetings. Time required will vary as students’ reading and writing speeds vary, but critical attention is expected and required for this course. Additionally, summer reading and writing, Christmas break reading, and Easter break reading will be assigned.

118

Public Speaking. (Semester — 5 units) The primary purpose of this elective course is to develop oral communication skills and build confidence for public speaking. In addition to speech preparation and delivery, students will engage in topic selection processes and development, audience analysis, research, outlining, listening, and critique. This course is a UC-‐approved elective in English on the “g” list but does not satisfy core English requirements. Pre-‐Requisites: Student must be a junior or senior and have passed all required English courses.

MATHEMATICS The Mathematics Curriculum is designed to enhance reasoning, problem-‐solving, deductive and logical thinking, and the application of mathematics to practical situations. In these courses, students will communicate mathematical reasoning by computing and following procedures and by justifying their thinking. Students are carefully placed in the appropriate level class at entrance so that they may learn and be successful in a safe, nurturing environment that allows them to grow mathematically, socially, and spiritually. Freshman students can begin their mathematics study at numerous places in the math sequence, including Algebra I, Geometry, or Algebra II (dependent on the Mathematics Challenge Examination offered to incoming freshmen students in the spring). Seniors can complete their mathematics sequence with Calculus, Pre-‐Calculus, Statistics, Algebra II, or Integrated Math. Justin-‐Siena High School requires three years of mathematics for graduation and strongly encourages four years of mathematics. Unless otherwise noted, all mathematics courses are UC-‐approved. Please contact the Mathematics Department Chair for more information. 328

303

324

Algebra I with Math Lab (301). (Year – 20 units) Algebra I with Math Lab reviews essential mathematics skills and introduces students to the fundamental concepts of Algebra. In addition to becoming competent in preliminary Algebraic concepts through continual review of math fundamentals (fractions, percents, decimals, ratios, etc.), students will become more confident in their overall math abilities. The Math Lab component of this course is an additional period within the school day set aside for students in this class to receive extra instruction and support for their development in Algebra. Successful completion of this course will allow students to take Geometry with Math Lab. A grade of 90% or better and departmental approval may allow the student to take Geometry. Pre-‐Requisite: Department placement is based on performance on the Quantitative Reasoning and Mathematical Achievement sections of the Entrance Exam. Algebra I. (Year – 10 units) Algebra I provides the student with a complete study of first year algebra skills and concepts. This course provides the necessary introduction and practice to prepare students for a successful study of algebra and sets the foundation for future studies in mathematics. It includes solving linear equations, solving linear inequalities, solving systems of equations, polynomials, factoring, rational expressions and applications. Students relate and apply algebraic concepts to geometry, statistics, data analysis, probability, and discrete mathematics. Pre-‐Requisite: Department placement is based on performance on the Entrance Exam. Geometry with Math Lab (300). (Year – 20 units) This course is a full year of standard Geometry. It emphasizes making connections within the concept of plane geometry. Students will be introduced to inductive and deductive reasoning, thinking more logically and precisely, learning the basic principles of plane and coordinate geometry, developing problem solving skills, fully integrating algebra with geometry, and preparing for more advanced work in 18

mathematics. The Math Lab component of this course is an additional period within the school day set aside for students in this class to receive extra instruction and support for their development in Geometry. Successful completion of this course will allow the student to take Integrated Math. Students with a grade of 90% or better and departmental approval may allow the student to take Algebra II. Pre-‐Requisites: Student must a have a C-‐ or better in Algebra I / Algebra I with Math Lab and departmental approval. 306

Geometry. (Year – 10 units) This course emphasizes making connections within the concept of plane geometry. Students will be introduced to inductive and deductive reasoning, logic and proof (including flow charts and two-‐column proofs), thinking more logically and precisely, learning the basic principles of plane and coordinate geometry, developing problem solving skills, fully integrating algebra with geometry, and preparing for more advanced work in mathematics. Pre-‐Requisites: Entering freshmen must have demonstrated mastery performance on the Mathematics Challenge Exam. Sophomores must have earned a C-‐ or higher in Algebra I and receive department approval.

307

Honors Geometry. (Year – 10 units) This course is an advanced and accelerated course in Geometry for students who wish to focus on advanced mathematics in high school and beyond. Mathematical reasoning is taught through the writing of formal proofs, with the theorems, postulates, and definitions of plane geometry introduced in logical progression. An introduction to three-‐dimensional geometry is also included. Algebraic concepts are integrated throughout the course to aid in the transition to second-‐level Algebra. Students who earn a C-‐ or higher will receive an extra grade point towards their Justin-‐Siena grade point average. This course is not UC-‐approved for Honors Credit. Pre-‐Requisites: Students must have earned 93% in Algebra I, have demonstrated mastery performance on the Mathematics Challenge Exam (only entering freshmen are permitted to take the Mathematics Challenge Exam) and receive department approval after submitting the online application by the published deadline. Estimated homework load / types of homework required: Homework is assigned each class period. The time needed to complete the assignment is about half an hour to an hour. Quarterly projects are assigned which usually requires three to five hours outside of class time.

308

Integrated Math. (Year – 10 units) This course is designed to further explore concepts from Algebra I and Geometry and to further develop math competencies, analysis skills, and logical thinking skills – particularly for students who may not be ready to advance to Algebra II. This course takes a project-‐based approach to further explore algebraic and geometric concepts within the concept of “real world” application. At the completion of this course, students will have been introduced to or gained further experience in the following areas: direct and inverse variation, linear functions and prediction, systems of equations, transformations, symmetry, proportions, quadratic functions (through motion), exponential functions (through growth and decay modeling), personal finance, math history, and probability. Pre-‐Requisite: Students must have passed Algebra I and receive departmental approval. Most students will take this course after passing Geometry. 19

309

Algebra II. (Year – 10 units) This course is designed to further explore concepts from Algebra I and to introduce new, more advanced, algebraic concepts. At the completion of this course, students will have been introduced to or gained further experience in the following areas: equations and inequalities, linear relations and functions, systems of equations, matrices, polynomial and radical expressions, quadratic functions and inequalities, polynomial functions, rational expressions, logarithmic functions, sequences and series, and probability. Pre-‐ Requisites: Students must have earned a C or higher in Algebra I or a C or higher in the previous year’s mathematics course.

310

Honors Algebra II. (Year – 10 units) This course is an advanced and accelerated math class that develops a fuller understanding of the complete number system, develops skills in the use of graphing calculators, develops analysis and problem-‐solving skills, and helps students to be better prepared to take standardized tests. This course includes solutions of equations and inequalities, including both quadratic and rational inequalities and absolute value equations and inequalities, and systems of equations and inequalities. It also includes functions and graphing, polynomial and rational functions, exponential and logarithmic functions, conic sections, and sequences and series. Students who earn a C-‐ or higher earn an extra grade point towards their Justin-‐Siena grade point average. This course is not UC-‐approved for Honors Credit. Pre-‐ Requisites: Students must have earned 93% or higher in Geometry or 80% or higher in Honors Geometry and receive department approval after submitting the online application by the published deadline. Estimated homework load / types of homework required: Homework is assigned every day that the class meets. The time needed is usually an hour to an hour and a half. It is due the next class period. Quarterly projects add three to five hours more per quarter.

316

Math Analysis. (4 weeks in Summer School – 5 units) This 5-‐unit course is the equivalent of a full semester of high school Math Analysis. This course is designed for students who earned at least 93% in Algebra II and plan to take Honors Pre-‐Calculus the upcoming school year. This course includes the study of elementary math functions and applications in problem solving. Graphical analysis is included in all sections with investigations of the behavior of graphs with related equations. Further topics which are explored include conics, polynomial functions, rational functions, sequences and series, and exponential and logarithmic functions and their applications. This course is only offered through Summer School. Pre-‐Requisites: Students must have earned 93% or higher in Algebra II and be approved for Honors Pre-‐Calculus.

342

Statistics. (Year – 10 units) This course provides an introduction to the fundamental concepts and methods of statistics and probability. This course consists of an introduction to descriptive statistics and statistical inference. Topics include basic measures of central tendency and variability, elementary probability theory, sample sizes, hypothesis testing, correlation, regression, and analysis of variation. Pre-‐Requisites: Student must have earned a C-‐ or higher in Algebra II and Geometry.

311

Pre-‐Calculus. (Year – 10 units) This course introduces students to the topic of trigonometry in the first semester and the study of mathematical functions in the second semester. Trigonometry includes the study of functions of both acute and obtuse angles, solutions to right and oblique triangles, and radian and degree measure. It also includes graphs of trigonometric functions and their inverses, trigonometric identities, and applications of trigonometric functions and vectors. The second semester includes the study of elementary math functions and applications in problem solving. Graphical analysis is included in all sections with investigations of the behavior of graphs with related equations. Further topics which are explored include sequences and series and exponential and logarithmic functions and their applications. Pre-‐Requisites: Students must have earned a C+ or higher in Algebra II.

312

Honors Pre-‐Calculus. (Year – 10 units) This course develops both the conceptual understanding and the analytical skills necessary to experience success in future studies in Calculus. It includes a complete covering of trigonometry and the applications of trigonometry, matrices and their applications, counting theory and probability, partial fractions, the Binomial Theorem, Mathematical Induction, and a general preparation and introduction to calculus that includes limits, continuity, and derivatives. Students who earn a C-‐ or higher will receive an extra point towards their grade point average. Pre-‐Requisites: Students must have earned 80% or higher in Honors Algebra II or 93% or higher in Algebra II (with completion of Math Analysis through Summer School) and receive department approval after submitting the online application by the published deadline. Estimated homework load / types of homework required: Homework is given every class period. Each homework assignment takes about an hour to an hour and a half. Quarterly projects add about three to five hours over the course of the quarter.

345

Calculus. (Year – 10 units) This course is similar to a first semester college Calculus course and is designed to prepare students for college level Calculus. The course reviews the pre-‐requisites for Calculus while introducing limits and continuity, derivatives, applications of derivatives, definite integrals, differential equations and mathematical modeling, and the applications of definite integrals. Pre-‐Requisites: Students must have earned a C-‐ or higher in Honors Pre-‐ Calculus or a B-‐ or higher in Pre-‐Calculus.

313

AP Calculus AB. (Year – 10 units) Advanced Placement Calculus AB consists of a full academic year of work in calculus comparable to a one semester course in college. AP Calculus AB is primarily concerned with developing student understanding of the concepts of calculus and providing experience with its methods and applications. It emphasizes a multi-‐representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, graphically, and verbally. The connections among these representations are stressed. Students are required to have their own graphing calculator. Students must take the Advanced Placement for Calculus AB examination offered in the spring. Students who earn a C-‐ or higher receive an extra point toward their grade point average. Pre-‐Requisites: Students must have earned 80% or higher in Honors Pre-‐Calculus and receive department approval after submitting the online application by the published deadline. Estimated homework load / types of homework required: Summer work: A review of pre-‐calculus topics is due the first week of 21

school; homework is assigned by section and is due weekly. Each homework assignment takes an hour and a half to two hours to complete; homework is not accepted late. Students are also assigned projects for each quarter. These projects add about three to five hours of work over the course of the first two quarters, and five to seven hours of work over the course of the third and fourth quarters. 335

AP Calculus BC. (Year – 10 units) Advanced Placement Calculus BC is comparable to a second semester course in colleges and universities. AP Calculus BC is an extension of AP Calculus AB rather than an enhancement; common topics require a similar depth of understanding. AP Calculus BC is concerned with developing student understanding of the concepts of calculus and providing experience with its methods and applications. It emphasizes a multi-‐representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, graphically and, verbally. The connections among these representations are stressed. Topics include applications of definite integrals, sequences, L’Hopital’s Rule, improper integrals, infinite series, and Parametric, Vector, and Polar Functions. Students must take the Advanced Placement Calculus BC examination offered in the spring. Students who earn a C-‐ or higher receive an extra point toward their grade point average. Pre-‐Requisites: Students must have earned 80% or higher in AP Calculus AB and receive department approval after submitting the online application by the published deadline. Estimated homework load / types of homework required: Summer work: A review of AP Calculus AB topics is due the first week of school; homework is assigned by section and is due weekly. Homework is not accepted late. Each assignment takes an hour and a half to two hours to complete. Students are also assigned projects for Quarter 3 and Quarter 4 which add about five to seven hours of work over the course of the quarters.

318

AP Computer Science A. (Year – 10 units) Advanced Placement Computer Science A consists of a full academic year of work in Java programming comparable to a one semester course in colleges and universities. The course emphasizes programming methodology, procedural abstraction, and in-‐depth study of algorithms, data structures, and data abstractions, as well as a detailed examination of a large case study program. Concepts such as classes, objects, inheritance, polymorphism, and code reusability are studied. Hands-‐on computer work is used daily to supplement lectures and reading on the topics that are listed in the Topic Outline for Computer Science A from the AP Computer Science Course Description. Students are expected to take the AP Computer Science A exam in May. NB: This course is dependent on minimum enrollments. Interested students may be referred to online course options. Pre-‐requisites: Students must have a B or higher in Honors Algebra 2 or an A in Algebra 2 with approval by the department chair after submitting the online application by the published deadline. Expected homework load/types of homework required: Homework is assigned by section and is due weekly. Homework is not accepted late. Each assignment takes from one and a half to two hours to complete. Students are expected to spend three to five hours per week doing their programming assignments. This time can be split between school and home as needed.

MULTI-DISCIPLINE The Multi-‐Discipline Department was created to facilitate courses that transcend the boundaries of the traditional disciplines, as well as coordinate existing courses which are not easily classified. Several of these courses are unique to Justin-‐Siena in many ways, and they highlight the school’s commitment to innovative and creative curriculum development to meet the needs of a wide variety of students. Justin-‐Siena requires one semester of Educational Skills for graduation. Unless otherwise noted, no multi-‐discipline courses are UC-‐approved. Please contact the Vice Principal for Curriculum and Instruction or the Vice Principal for Administrative Services for more information. 842

Transition to High School. (2 weeks in Summer School – 0 units) This course is designed for incoming Justin-‐Siena freshman students who scored below the 50th percentile on the entrance exam. This course will provide students with an introduction to college-‐preparatory skills in writing, math, critical reasoning, and study skills that will be required for success at Justin-‐Siena High School. This course will also provide students with a pre-‐orientation to Justin-‐Siena’s campus, procedures, and policies. This course is only offered through Summer School. This course is required for students based on scores on the entrance exam. Pre-‐Requisite: Placement by Administration.

136

Educational Skills/Health Education. (Year – 10 units) This yearlong course is designed to meet the educational and social needs of students as they transition into high school. The course focuses on three essential skill sets: study skills, critical and creative thinking skills, and communication skills. This course also provide students with current information regarding their health and well-‐being. Using a wide variety of primary and secondary sources, students will be exposed to all facets of health and, as a result, make responsible choices regarding living their daily lives. Specific topics include physical, mental, spiritual, and emotional health. Instruction includes a wide variety of teaching methods such as hands-‐on activities, lecture, and self-‐discovery. This course is required for graduation. Pre-‐Requisite: None.

010

Senior Seminar. (Year – 10 units) The Senior Seminar offers seniors the opportunity to consider myriad original writings of great thinkers in a college-‐like environment. Meeting outside the school day for a weekly three-‐hour lesson and discussion, the seminar requires significant and intense reading, reflection, writing, and creation. The course promotes highly engaged class discussion so that students might begin to see themselves as responsible for the common pursuit of ideas and ideals as part of a long tradition and heritage of values. Throughout this year-‐long course, students delve deeply into diverse subjects including religion, science, history, government, philosophy, art, and economics and establish connections among concepts such as justice, ethics, spirituality, nature, language, culture, and feminism. In addition to the readings and other assignments, all students design their own research project which they complete in the second semester. This course is team-‐taught by teachers with diverse backgrounds and employs an interdisciplinary approach. UC-‐approval as a multi-‐discipline 23

elective is pending. Pre-‐Requisites: Students must be seniors, have a minimum GPA of 3.0, complete an application process that includes an online expression of interest and an interview, and receive department approval. (Please submit your online expression of interest and schedule your interview by no later than January 30, 2015. Interviews will be completed by February 12, 2015.) 824 827

Instructional Leadership: Class Culture. (Semester 1 – 5 units) Instructional Leadership: Learning & Instruction. (Semester 2 – 5 units) Instructional Leadership is a one-‐on-‐one educational mentoring program between an upper-‐division student and an instructor (moderated by the Vice Principal for Curriculum and Instruction). The first semester focuses on the formation of positive, caring, and challenging classroom environment for learning. The second semester focuses on learning and instruction methods that promote creativity and critical thinking. Students enrolled in this program will share instructional responsibilities in a lower-‐division course with their supervising mentor-‐teacher. Instructional leaders will cooperate with their supervising mentor-‐teacher to plan, implement, and assess instruction and student learning. Details of each instructional leader’s responsibilities will be developed by the student in coordination with the mentor-‐teacher (with the approval of the Vice Principal for Curriculum and Instruction) upon acceptance into the Instructional Leaders program. Instructional leaders write frequent reflections and self-‐evaluations of their experience, read current research about issues in education, and participate in several online discussions. Students may participate in this program for one or two semesters in a given year. Pre-‐Requisite: Students must be juniors or seniors and submit the online application by the published deadline and receive approval from the Vice Principal for Curriculum and Instruction. Placement with a mentor-‐teacher is contingent upon scheduling and teacher availability.

834

Lasallian Student Leadership. (Year – 10 units) Lasallian Student Leadership is a hands-‐on learning experience. Students will be the hands-‐on creators and leaders of student life at Justin-‐ Siena High School. This will be done in collaboration with the other leadership groups on campus. The course will provide opportunities for students to develop and practice leadership skills. This course will provide opportunities for students to develop and practice public speaking skills and improve their understanding of group dynamics. A focus of the course will be learning to accept and share responsibility with peers and adults in carrying out the mission of Justin-‐ Siena High School through the planned activities of the school. The course will root itself in the Lasallian traditions and will prepare students to serve and lead in an ever-‐changing world. Pre-‐ Requisite: Approval from the Directors of the Lasallian Student Life Office.

830

Yearbook. (Year – 10 units) Yearbook is a practical study of the publishing process. Students have the unique opportunity to run, design, and publish the yearbook for Justin-‐Siena High School. Using computer technology and digital camera equipment, students will create a publication to be released at the end of the school year. With an editor-‐in-‐chief, section editors, and staffers, students also get to experience a real-‐life business structure with leaders responsible for leading, delegating and editing, and the first-‐hand experience of being responsible for meeting deadlines. It is recommended that students have completed or are concurrently enrolled in Computer Graphic Arts. Pre-‐Requisites: Students must submit the online application by the published deadline and receive approval from the department.

850

Introduction to Sports Medicine. (Year – 10 units) This elective course is designed especially for students who are interested in pursuing future study and careers in fields such as medicine, physical therapy, athletic training, nursing, physician assistance, and occupational therapy. It introduces the profession of athletic training and the basic principles of preventative care commonly used in the profession. Topics will include athletic training facility organization and procedures; protective sports equipment; construction of protective devices; administration of pre-‐participation exams; and application of protective taping, braces, wrapping, and protective pads. Areas to be studied include basic anatomical terms, the role of the athletic trainer in sports medicine, mechanisms of athletic injuries, signs and symptoms of injury, rehabilitation techniques, blood-‐borne pathogens, and emergency procedures. Because hands-‐on training is important in this field, students must commit to assisting the athletic trainer in providing care for athletes at practices and games for up to 30 hours per semester. Other coursework combines practical training, analysis of research journal articles in the field of athletic training, research presentations, lab assignments, and written exams. UC-‐approval as a multi-‐discipline elective is pending. Pre-‐Requisite: Student must have successfully completed Health Education and Biology. In addition, students must submit the online application by the published deadline and receive approval from the instructor and the Vice Principal for Curriculum and Instruction. Students who are accepted into the class must attend a spring information meeting and may be asked to shadow the athletic trainer at a practice or a game in order to be well-‐informed about course requirements.

815

Office Management Assistant. (Year – 10 units) A student enrolled as an office management assistant assists the school administration and office staff with clerical responsibilities such as filing, running messages, and collecting attendance. Office management assistants work directly with the Dean of Students (unless otherwise assigned). This opportunity is designed for responsible and trustworthy students capable of acting with maturity and discretion. Pre-‐ Requisite: Student must be a senior and have approval from the Vice Principal for Curriculum and Instruction or the Vice Principal for Administrative Services.

813

Instructional Assistant. (Year – 10 units) A student enrolled as an instructional assistant offers assistance to the members of an academic department. This assistance takes many forms, such as tutoring and copying papers. Instructional assistants are not responsible for the grading of papers, and they may not participate in any form of student assessment. This opportunity is designed for responsible and trustworthy students capable of acting with maturity and discretion. Administration will place instructional assistants in departments. Pre-‐Requisite: Student must be a senior and have approval from the Vice Principal for Curriculum and Instruction and/or the Vice Principal for Administrative Services.

841

Study Period. (Semester/Year – 0 units) Study Period provides an opportunity for students to complete homework, research papers or projects, or stay current with college admissions expectations. When students are assigned Study Period in the Gasser Center, students may use the computers located there (if there are any available – classes that may be using the Gasser Center have priority use of the computers). Pre-‐Requisite: Approval from the Vice Principal for Curriculum and Instruction.

PHYSICAL EDUCATION It is the mission of the Physical Education Department to provide a comprehensive and contemporary curriculum. The theme of the Physical Education Department is lifetime fitness. It is the responsibility of the department to teach and motivate students to learn skills they can take with them beyond high school and employ for the remainder of their lives. By providing students introductions to a wide variety of sports and athletic activities, students are able to meet the needs of what interests them as well as demonstrate the importance of physical movement to their overall health. Additionally, this support of the student’s physical well-‐being offers benefits for both the academic and spiritual lives of the students. Justin-‐Siena High School requires one year of physical education and one semester of Health Education for graduation. In addition to the PE courses listed below, students may fulfill the one-‐year physical education requirement by taking a course in dance through the Visual and Performing Arts department as long as the student takes another course to fulfill his/her VPA requirement. The physical education requirement may be waived in exchange for two years of participation in a Varsity-‐level sport during the student’s junior/senior years of high school. Courses required for graduation are listed first, followed by selective courses. No physical education courses are UC-‐approved. Please contact the Physical Education/Multidiscipline Department Chair for more information. 805

Athletic Sports. (Year – 10 units) The goal of this course is to provide students with a wide variety of sports and activities. Using the latest teaching methods of exercise physiology, students will be exposed to a wide array of sports such as volleyball, softball, basketball, ultimate Frisbee, and touch football. All classes will be filled with movement and activity in order to provide the most exercise in a given period. Pre-‐Requisites: Student must have passed Health Education and not be a Varsity-‐level athlete. This course is open to male and female students.

806

Strength and Conditioning. (Year – 10 units) This course is intended primarily for Varsity-‐ lettered athletes or participants currently in a varsity sport. The purpose of the course is to provide students with the opportunity to train specifically for their sport of choice. Weight training, plyometrics, speed training, as well as Pilates and yoga will be utilized in order to allow the students to help design their own personal training program. Pre-‐Requisites: Student must have passed Health Education and either be a Varsity-‐level athlete or have passed Athletic Sports or Fitness for Women. Student must be self-‐disciplined and serious about improving his/her athletic performance.

822

Fitness for Women. (Year – 10 units) In this course, students will practice incorporating fitness into a balanced lifestyle by improving fitness in five components: cardio respiratory endurance, muscular strength, muscular endurance, body composition, and flexibility. To this end, students will create and modify individualized fitness plans using a scientifically-‐based health assessment. They will study emotional, physical, and scientific factors that impact performance. Each class, students will engage in aerobic, core, and/or strength training with the goal of improving fitness levels as measured by the teacher and by student fitness logs. This class is appropriate for any female student who wishes to improve her physical fitness, to condition for an athletic sport, or supplement training for an athletic sport. Pre-‐Requisite: Student must have passed Health Education. This class is open to female students.

RELIGIOUS STUDIES Of central importance to the Catholic identity and Lasallian character of Justin-‐Siena High School is its religious studies program. The curriculum that the department provides is based on the Framework of Doctrinal Elements established by the United States Conference of Catholic Bishops.. In the senior year, students have two options. They can select two semester courses (out of three) which introduce students to a more in-‐depth study of several topics aligned with the Bishop’s Framework which include the world’s religions, sacraments, and spirituality. An additional option for seniors who have departmental approval is to take their theological and spiritual learning from their first three years at Justin-‐Siena High School and apply it to research and service in the local community. The religious studies program provides meaning and context for the course material provided in other areas of the school’s curriculum. Justin-‐Siena High School requires four years of religious studies for graduation. Courses required for graduation are listed first, followed by selective courses. Unless otherwise noted, no religious studies courses are UC-‐approved. Please contact the Religious Studies Department Chair for more information. 002

Christian Scriptures. (Year – 10 units) The first semester of the course will lead students to a deeper understanding of the Bible and salvation history that is presented within it. The students learn to navigate the Bible and use basic exegetical skills. They examine the relationship among revelation, inspiration and vocation. They learn why salvation history is necessary. They come to know the people of salvation history. Finally, they come to understand that Jesus Christ is the fulfillment of salvation history and the Israelites’ covenant relationship with God. The second semester leads students toward a deeper understanding of the Trinity, the Incarnation, Jesus’ significant relationships, Jesus’ teachings, Jesus’ example, salvation, and discipleship as a response to God’s love. Pre-‐requisite: Student must be a freshman.

015

Christology and Ecclesiology. (Year – 10 units) The first semester of this course leads students toward a deeper understanding of the human need for redemption and how Jesus is the fulfillment of God’s promise of redemption. The course explores the Pascal Mystery as to how, through his suffering, death, resurrection, and ascension, Jesus makes redemption possible. The course also addresses how human beings continually experience the Pascal Mystery throughout their lives and in the liturgy of the Church. The second semester of the course will lead students toward a deeper understanding of the Church as a means to encountering the living Jesus. This semester explores the origin, the human and divine elements, and the ongoing mission of the Church. Additionally, the students explore the Church’s ongoing efforts to gather all into the People of God through the ecumenical movement and interreligious dialogue. Pre-‐Requisite: Student must be a sophomore and have passed Christian Scriptures.

017

Christian Living. (Year – 10 units) This course examines a number of topics that are integral to the moral life in our Roman Catholic tradition. Centered in the Gospel of Jesus Christ, the course explores such topics as growing in self-‐knowledge, natural law, the act of conscience, the Ten Commandments, the Beatitudes, the nature of personal and social sin, freedom and responsibility, and vocation. This course presents a method for decision making as it challenges 29

students to examine and pattern their lives in light of the Gospel. Teaching methods include service learning, introspection/journaling, multi-‐media, lecture, and group projects. This course is required for graduation. Pre-‐Requisites: Student must be a junior and have passed Christian Scriptures. 008

Senior Service Immersion Project. (Year – 10 units) The Senior Service Project is a seminar-‐ style course that is an adaptation of Option C: Living as a Disciple of Jesus Christ in Society in the Bishops’ Framework. Students will be guided through the process of applying Catholic social teaching into direct service. Students will research issues related to Catholic social thought, perform direct service, prepare proposals based on their research and service experience, and present their findings to a panel of teachers and students for review. Students will further be instructed on the different levels of service, structural analysis, Catholic social thought, and advocacy for justice. Pre-‐Requisites: Student must be a senior and have passed all required religious studies courses. In addition the student must submit the online application by the published deadline and receive department approval.

009

Sacraments in Film and Literature. (Semester – 5 units) This course is an adaptation of Sacraments as Privileged Encounters with Christ in the Bishops’s Framework. It explores the sacraments and sacramental spirituality as presented in the teaching of the Catholic Church and reflected upon in works of literature and film. Specifically, through the study of sacramental rites, Catholic teaching on the sacraments, art, literature, and film, students will examine the meaning of grace and redemption celebrated through the sacraments and lived in everyday, ordinary life—especially baptism, confirmation, and Eucharist. Pre-‐Requisites: Student must be a senior and have passed all required religious studies courses.

016

World Religions. (Semester – 5 units) This course follows Option E: Ecumenical and Interreligious Issues in the Bishops’ Framework and begins with a discussion of Vatican II and the Church’s teaching on ecumenism, religious tolerance, and inter-‐faith dialogue recognizing non-‐ Christian religions. The course then examines the eastern religions including Hinduism, Buddhism, Taoism, Confucianism, and Shinto. The course ends with the study of Judaism, Islam, and Christianity including other rites of Catholicism and Protestant faiths. Teaching methods include lecture, multi-‐media, guest speakers, group work, and projects. This course is UC-‐ approved. Pre-‐Requisites: Student must be a senior and have passed all required religious studies courses.

007

World Religions. (ONLINE, Semester – 5 units) This section of World Religions is an online course offered through Justin-‐Siena. It follows Option E: Ecumenical and Interreligious Issues in the Bishops’ Framework and begins with a discussion of Vatican II and the Church’s teaching on ecumenism, religious tolerance, and inter-‐faith dialogue recognizing non-‐Christian religions. The course then examines the eastern religions including Hinduism, Buddhism, Taoism, Confucianism, and Shinto. The course ends with the study of Judaism, Islam, and Christianity including other rites of Catholicism and Protestant faiths. Estimated homework load / types of homework required: Students can expect to spend three to four hours a week on this course. 30

Course work will include lecture, multimedia, note-‐taking, online class discussions/webinars, individual and cooperative expository and creative projects, and other activities. The vast majority of work for this class will be conducted independently and online. There will be monthly online class webinars, established early in the semester, at which all students must be online to participate in virtual discussions, lectures and assessments. Technical requirements: Students must have access to a computer with internet access and audio and microphone capabilities. Pre-‐Requisites: Student must be a senior, have passed all required religious studies courses, have a GPA of 3.0, demonstrate strong habits of self-‐discipline and time management, and submit an application for departmental approval. Preference will be given to students with scheduling conflicts. Beginning May 1, 2015, this course will be open to students in schools participating in the Bay Area Catholic Schools Online Consortium. NB: All policies listed in the 2014-‐2015 Justin-‐Siena Braves Life Student/Parent Handbook regarding online courses (pp. 12-‐ 13) apply. Unlike 016 World Religions, this online section of World Religions is not UC-‐approved. 018

The Spiritual Journey. (Semester – 5 units) This course is an adaptation of Option D: Responding to the Call of Jesus Christ and includes many elements of Option B: History of the Catholic Church in the Bishops’ Framework. It is designed to help students reflect on the presence of God in their lives by exploring the foundations of a fruitful spiritual journey, different prayer practices and images of God, the life stories of saints and spiritual figures, and ultimately, how to respond to God’s call in their lives. By reflective reading, viewing, and analysis of the stories of people seeking to better know themselves, God, and the meaning of their lives, students learn to see God in the people they meet and the choices they make. Students will also be introduced to a variety of situations and circumstances that contribute to their spiritual development using lecture, discussion, journaling, and film. The culminating final project asks students to design and create their own spiritual autobiography. Pre-‐Requisites: Student must be a senior and have passed all required religious studies courses.

003

The Spiritual Journey. (ONLINE, Semester – 5 units) This section of Spiritual Journey is an online course offered through Justin-‐Siena. It is an adaptation of Option D: Responding to the Call of Jesus Christ and includes many elements of Option B: History of the Catholic Church in the Bishops’ Framework. It is designed to help students reflect on the presence of God in their lives by exploring the foundations of a fruitful spiritual journey, different prayer practices and images of God, the life stories of saints and spiritual figures, and ultimately, how to respond to God’s call in their lives. By reflective reading, viewing, and analysis of the stories of people seeking to better know themselves, God, and the meaning of their lives, students learn to see God in the people they meet and the choices they make. Students will also be introduced to a variety of situations and circumstances that contribute to their spiritual development using lecture, discussion, journaling, and film. The culminating final project asks students to design and create their own spiritual autobiography. Estimated homework load / types of homework required: Students can expect to spend three to four hours a week on this course. Course work will include note-‐taking, online class discussions/webinars, individual and cooperative expository and creative projects, and other activities. The vast majority of work for this class will be 31

conducted independently and online. There will be monthly online class webinars, established early in the semester, at which all students must be online to participate in virtual discussions, lectures and assessments. This course will also include a half-‐day, in-‐person retreat to be scheduled early in the semester. Technical requirements: Students must have access to a computer with internet access and audio and microphone capabilities. Pre-‐Requisites: Student must be a senior, have passed all required religious studies courses, have a GPA of 3.0, demonstrate strong habits of self-‐discipline and time management, and submit an application for departmental approval. Preference will be given to students who have scheduling conflicts. Beginning May 1, 2015, this course will be open to students in schools participating in the Bay Area Catholic Schools Online Consortium. NB: All policies listed in the 2014-‐2015 Justin-‐Siena Braves Life Student/Parent Handbook regarding online courses (pp. 12-‐13) apply.

SCIENCE Scientific education is an essential component for preparing the student for adult life. The science curriculum at Justin-‐Siena High School is focused on offering a general science education to all students, aiming to provide a measure of scientific understanding in a variety of scientific disciplines, including both the physical and biological sciences. This scientific understanding is accomplished through the study of the scientific method, experimentation, and observation. This scope of study incorporates the need of the individual to know and to understand, to question, to search for data and relationships that give meaning, to demand objective verification, and to use logical inquiry. The Science Department emphasizes one-‐on-‐one collaboration with students in their scientific studies. Justin-‐Siena High School requires three years of science for graduation. Unless otherwise noted, all science courses are UC-‐approved. Please contact the Science Department Chair for more information. 411

Physics 9. (Year – 10 units) This course is designed to give students the opportunity to become acquainted with both the underlying concepts and the basic mathematical formulations of physics. The focus of lectures, labs, and demonstrations is on conceptual understanding, supported by mathematical application. The course content surveys the traditional topics of physics, with emphasis on mechanics, wave phenomena, electricity, magnetism, and fluids. Pre-‐ Requisites: Student must be a freshman and concurrently enrolled in Algebra I or a more advanced mathematics course.

417

Biology. (Year – 10 units) This course is the study of life and the interaction of organisms with their environment. The unity, diversity, and continuity of life will be studied using individual and group projects and selected readings. Lectures will be correlated with current scientific research, laboratory work, and a detailed cell-‐model project. The goal of this course is to instill an awareness of the diverse array of species on Earth and to understand the balance between them and their environment. Topics that will be covered include scientific method, the chemistry of life, cells, photosynthesis, cellular respiration, genetics and heredity, and plant and animal classification. Pre-‐Requisites: Student must have passed Physics and Algebra I.

406

Chemistry. (Year – 10 units) The principles of chemistry are taught through an integrated program of lab investigations, class discussion, and demonstrations. Proficiency in algebraic manipulations and the ability to extract mathematical data from word problems are necessary. Topics covered include language of chemistry, structure, states and reactions of matter, solutions, chemical equations, gas laws, and acid-‐base reactions. Pre-‐Requisites: Students must have either passed or be currently enrolled in a second-‐level Algebra course.

407

Honors Chemistry. (Year – 10 units) This course is designed for those who plan a career in science, engineering, or math. This course covers the same material as Chemistry, but with greater depth and more emphasis on mathematics. Students who earn a C-‐ or higher receive an extra point towards their grade point average. Pre-‐Requisites: Student must have passed or be 33

currently enrolled in a second-‐level Algebra course, and receive department approval which includes an advisory exam and a completed application submitted by the published deadline. Estimated homework load / types of homework required: Homework is assigned nightly with each assignment taking approximately 30-‐45 minutes. Homework reinforces concepts from class and labs and prepares students for tests. There are weekly quizzes and two examinations per quarter. 416

AP Physics 1: Algebra-‐Based. (Year – 10 units) AP Physics 1 is the equivalent to a first-‐semester college course in algebra-‐based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound. It will also introduce electric circuits. Students who earn a C-‐ or higher receive an extra point towards their grade point average. Pre-‐Requisites: Student must have previously completed a physics class, have completed or be concurrently enrolled in a pre-‐calculus or higher math class. Students must submit the online application by the published deadline. Estimated homework load / types of homework required: Students should spend approximately 30-‐45 minutes per day, five days a week to complete homework for this class. Homework will consist of reading, practice problems, and lab reports. There are major tests after every chapter and a major project each semester. Additional information: This course is designed for those students who wish to pursue engineering or science-‐related tracks in college. The department recommends that students take this class as seniors, even if they meet the requirements as juniors. This class is challenging and requires substantial work outside of class to be successful.

405

Human Physiology. (Year – 10 units) This intensive look at the human body starts with a study of the development of terrestrial bipedalism and a survey of human classification in relation to other groups in the animal kingdom. Each of the ten organ systems will be examined through lectures, laboratory and computer investigations, and assigned projects. Application of course material to sports and medicine is stressed. This course emphasizes the importance of human diversity and an appreciation for all life. In addition, it focuses on the necessity of a healthy lifestyle for the maintenance of homeostasis in response to a multitude of environmental challenges. Pre-‐Requisite: Student must have earned a C-‐ or higher in Biology.

414

Geology of the National Parks. (Year – 10 units) This course presents basic geologic concepts through examples in our national parks and monuments. It illustrates how mountains, volcanoes, earthquakes, and other geological phenomena result from processes that occur within or on the surface of the Earth. The plate tectonic framework is used to present geology in a systematic way so that students learn to interpret landscapes in national parks and other areas of the country. Pre-‐Requisite: Student must be a sophomore, junior, or senior. This course may require a fee for a class trip for field study at a National Park.

431

AP Environmental Science. (Year – 10 units). This course will be offered in 2015-‐2016. It will be not be offered in 2016-‐2017. This course is designed to be the equivalent of a one semester, introductory college course in environmental science. Unlike most other areas of study in introductory-‐level college science courses, environmental science is offered from multiple disciplines, including geology, biology, environmental studies, environmental science, chemistry, and geography. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-‐ made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Pre-‐Requisites: Student must have completed Biology with a B+ or better and Chemistry or Honors Chemistry with a B or better. If students are concurrently enrolled in Chemistry or Honors Chemistry, their previous science instructors will be consulted in the placement decision. Students must submit the online application by the published deadline and receive departmental approval. Estimated homework load / types of homework required: Students should expect five to seven hours of homework per week. Homework will include reading, viewing videos, lab reports, worksheets and preparation for tests.

408

AP Biology. (Year – 10 units) This course is designed to be the equivalent of a college introductory biology course for science majors. Topics include molecules and cells, heredity and evolution, and organisms and populations. The twelve standard AP laboratories will be supplemented with additional lab work. Preparation for AP exams may require additional participation in coursework outside of the regular school day, particularly during the second semester. A summer preparation assignment is also required. Students must take the Advanced Placement examination for Biology in the spring. Students who earn a C-‐ or higher receive an extra point towards their grade point average. Pre-‐Requisites: There are two possible paths to this course: 1) Students must have earned an A-‐ in Biology and either an A-‐ in Chemistry or a B in Honors Chemistry. Or, 2) Students who have not yet taken Biology must have earned an A in Honors Chemistry. All students must submit the online application by the published deadline, and receive department approval. Estimated homework load / types of homework required: Summer assignments include a photo scavenger hunt and a review of Biology material which will be tested the first week of school. During the school year, students should expect 7-‐10 hours of homework per week. Types of homework include reading from the textbook and primary sources, writing lab reports, studying for tests, viewing online material, and completion of case studies and other instructional activities. Additional information: This is a college level course; therefore, much more responsibility is placed upon the student than in a typical college preparatory course. There is more independent reading than most students are accustomed to and an expectation that students will analyze and think critically about their discoveries and the material presented in class.

SOCIAL STUDIES The social studies curriculum is essential to the comprehensive academic program that Justin-‐Siena High School offers. Noting that one of the school’s Lasallian Educational Outcomes is to develop global and multi-‐cultural perspectives among students, the Social Studies Department gives students a basic framework from which to operate. Students develop an appreciation for ancient civilizations, as well as the growth and flow of human development. They also develop the ability to critically analyze historic and contemporary events. Students are required to examine many current political and social events in an attempt to open their minds to the world around them. All students are required to take three years of social studies. All students take a year of World History or AP World History, each of which is a year-‐ long course; AP World history is usually taken by academically gifted sophomores. All juniors take U.S. History or AP U.S. History, each of which is a year-‐long course. All seniors must take American Government, a semester-‐long course, or AP U.S. Government and Politics, a year-‐long course. Students can satisfy the sixth semester of required social studies by taking one of the Social Studies Department electives covering a wide range of social science disciplines (Psychology, California History, Criminal Law, and Economics). Justin-‐Siena High School requires three years of social studies for graduation. Courses that are required are listed first, followed by selectives. All social studies courses are UC-‐approved unless otherwise noted. Please contact the Social Studies Department Chair for more information. 501

World History. (Year – 10 units) World History is a survey course where students will be offered an overview of historical trends and events that shape our current world. Over the course of the year, students will learn about ancient Greece and Rome, the French Revolution, the Industrial Revolution, the age of Imperialism, World War I, the Russian Revolution, World War II and its aftermath, and the Cold War. The course stresses the development of analytical thinking and writing skills through reading the textbook and primary source documents, individual research projects, presentations, lectures, use of multimedia, and group work. This course (or its AP equivalent) is required for graduation. Pre-‐Requisites: Student must be a freshman or sophomore.

530

AP World History. (Year – 10 units) This is a college-‐level survey course that exposes students chronologically to a wide range of World History. Preparation for AP exams requires additional participation in coursework outside of the regular school day, particularly during the second semester. Students will demonstrate command of a large body of factual detail acquired through the assigned readings and through intensive lecture sessions. They will also learn to interpret primary sources, read maps and statistical tables, to interpret works of art, works of literature, and other pictorial and graphic materials, and to skillfully execute a wide variety of essay formats that require students to analyze and synthesize major developments in world history. Students must take the Advanced Placement examination for World History offered in the spring. Students who earn a C-‐ or higher receive an extra point towards their grade point 36

average. This course (or its non-‐AP equivalent) is required for graduation. Pre-‐Requisites: Student must be at least a sophomore, and have earned an A-‐ or higher in World History and Introduction to English Language and Literature. Students who have not taken World History must have earned an A-‐ or higher in Introduction to English Language and Literature and have approval from their current English teacher. All students must submit the online application by the published deadline and receive department approval. Estimated homework load / types of homework required: Students should expect about 45 minutes to an hour of homework per class. This work would include a good deal of reading, as well as analytical writing. There is also one additional class per week during morning flex period. The work load increases in the spring as the AP test approaches, and students should expect to devote more time out of class to weekly review seminars in March and April. 502

United States History. (Year – 10 units) This survey course in American History is organized around a single major theme: the struggle for equality and full participation of certain segments of American society who began participation in the American experience as outsiders, as “have-‐ nots,” and who have suffered severe economic, political, and social disadvantages. The social groups to be examined will include African-‐Americans, Native Americans, European immigrants, Asian and Hispanic immigrants, labor groups, and women. Each unit of study will follow the various groups from their early status and condition, and then follow, as history unfolds, their progress, or lack of progress, in their struggle to achieve an equal place in American society. Pre-‐Requisites: Student must be a junior and have passed World History.

503

AP United States History. (Year – 10 units) This is a college level survey course that exposes students chronologically to a wide range of the history of colonial America and the United States in preparation for the Advanced Placement United States History Exam. Preparation for AP exams requires additional participation in coursework outside of the regular school day, particularly during the second semester. Students will demonstrate command of a large body of factual detail acquired through assigned readings and intensive lecture sessions. They will also learn to interpret primary sources, read maps and statistical tables, interpret works of art, political commentary, and other pictorial and graphic materials, synthesize a variety of sources into a work of supported exposition, and respond meaningfully to a wide variety of essay questions through the preparation of thematic essays. Students must take the Advanced Placement examination for United States History offered in the spring. Students who earn a C-‐ or higher receive an extra point towards their grade point average. This course (or its college preparatory equivalent) is required for graduation. Pre-‐Requisites: Student must be a junior, have earned grades of A-‐ or higher in World History and Introduction to English Language and Literature, and either an A-‐ in Coming of Age Literature or a B-‐ in Pre-‐AP Language and Literature Students must also submit the online application by the published deadline, and receive department approval. Estimated homework load / types of homework required: Students should expect to spend at least one hour per class meeting on reading assignments. About every two weeks, students should spend at least two to three hours studying for a test and preparing formal essays. In class work consists almost entirely of note-‐taking from formal 37

lectures. Finally, students will prepare a major research project during the spring semester. Regular class attendance may be supplemented by mandatory attendance at a morning flex period lecture once every two weeks. 505

American Government. (Semester – 5 units) This course provides students with an analytical and historical perspective on American government and politics. Through assigned readings, lecture, document analysis, video presentations, and in-‐class discussions, this course will develop student familiarity with the underpinnings of our system of government, the various formal and informal institutions within the government, and the various groups, beliefs and ideas that constitute and influence American politics. This course (or its AP equivalent) is required for graduation. Pre-‐Requisites: Student must be a senior and have passed United States History.

517

AP American Government. (Year – 10 units) This is a college-‐level survey course that provides students with a learning experience equivalent to that of an introductory college course in United States government and politics. It gives the students an analytical and historical perspective on government and politics in the United States, including the study of general concepts used to interpret U.S. politics and the analysis of specific examples. Through assigned readings, lecture, document analysis, video presentations, and in-‐class discussions, the course will develop students' familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. politics. Preparation for AP exams may require additional participation in coursework outside of the regular school day, particularly during the second semester. Students must take the Advanced Placement examination for Government and Politics offered in the spring. Students who earn a C-‐or higher receive an extra point towards their grade point average. This course (or its non-‐AP equivalent) is required for graduation. Pre-‐Requisites: Student must be a senior, have earned a B-‐ or higher in AP United States History, received a “3” or higher on the AP United States History exam, and receive departmental approval. Students who took AP US History and did not receive a “3” on the AP US History exam must complete a written advisory exam. Students who have earned an A-‐ or higher in United States History, must complete a written advisory exam, and receive departmental approval. All students must submit the online application by the published deadline. Estimated homework load / types of homework required: Students should expect to spend at least one hour on homework per class meeting, at least two hours on nights before tests studying for tests and two to three hours preparing formal essays (approximately every three weeks). Students have reading assigned before nearly every class. Once each quarter students are required to prepare and orally present a current event report. Students have to prepare a formal essay of approximately 750-‐1000 words twice each quarter.

506

Psychology. (Semester – 5 units) This course is a general introduction to psychology as the science of behavior. Topics include the history of psychology, research methods, personality, life-‐span development, the brain and nervous system, consciousness, sensation and perception, learning, memory, social psychology, abnormal psychology, approaches to treatment and therapy, emotions, stress, and motivation. Students will do papers in Child Development. In 38

addition, students will do a Mental Disorder project at the end of the semester and present it to the class. Pre-‐Requisites: Student must be a senior and have earned a C-‐ or higher in United States History or a junior enrolled concurrently in United States History or AP United States History. 532

Economics. (Semester – 5 units) This course is designed to deepen student understanding of the economic problems and institutions of the nation and the world. Students will make reasoned decisions on economic issues as citizens, workers, consumers, business owners and managers, and members of civic groups. This course enriches student understanding of the operations and institutions of economic systems. The problem of scarcity and the choices which must be made concerning how to utilize limited resources is a primary focus. This will lead students to the concept of cost-‐benefit analysis as applied to the students’ roles as consumers and producers. Students will learn about comparative economic systems and the benefits and costs of each system studied. Students will examine the operation of markets and the role of supply and demand in determining pricing of goods and services. They will consider in detail the operations of the labor markets, the distribution of income in our economy, the differing costs of living across the United States, and the role of government in economic policy. Pre-‐ Requisites: Student must be a senior and have earned a C-‐ or higher in United States History or a junior enrolled concurrently in United States History or AP United States History.

552

California History. (Semester – 5 units) This course will cover the history of California with a special emphasis on Napa Valleys, including pre-‐colonial and colonial eras, early statehood, 20th century challenges, and current events. Students will study major events, figures, themes, and influences in the history of California highlighting Napa Valley. By the end of the course, students should be able to identify the various cultures that have influenced modern California, identify major events in the chronological history of the state and region, and experience local culture and geography first hand. Pre-‐Requisites: Student must be a senior and have earned a C-‐ or higher in United States History or a junior enrolled concurrently in United States History or AP United States History.

560

Criminal Law. (Semester – 5 units) Criminal Law is an elective course designed to introduce students to the American legal system. Included will be basic legal vocabulary, criminal law processes, and the concept of justice. Through reading assignments and student case brief and current event presentations, students will obtain a broad overview of the foundations, development, and current operation of the criminal justice system; understand and apply critical legal thinking skills to social problems; develop the ability to read and analyze statutory and brief case law; acquire the ability to conduct basic legal research; develop the ability to argue both sides of a legal issue; and prepare and present two written case briefs of California Appellate or Supreme Court cases. Pre-‐Requisites: Student must be a senior and have earned a C-‐ or higher in United States History or a junior enrolled concurrently in United States History or AP United States History.

VISUAL AND PERFORMING ARTS One of the hallmarks of Lasallian pedagogy is to offer students a well-‐rounded and holistic education. The Visual and Performing Arts Department allows students to express themselves, their dreams, and their beliefs in a myriad of conventional and unconventional media. Through the study of art, students learn new and alternative ways to present themselves to their world. The Visual and Performing Arts Department offers several opportunities for students to engage their creative side, including course offerings in theatre, music, dance, fine art, digital art, and film. The Visual and Performing Arts Department also works tirelessly to promote the arts on campus through a comprehensive theatre program, a burgeoning music program, and artistic representations throughout campus. Justin-‐Siena High School requires one year of the same visual or performing art for graduation. Courses are listed in the following order: Visual Arts, Drama, Music, and Dance. Unless otherwise noted, all visual and performing arts courses are UC-‐approved. Please contact the Visual and Performing Arts Department Chair for more information. 716

Film Studies. (Year – 10 units) Film Studies is a year-‐long course designed to introduce students to the study and analysis of film. Students will learn how to express critical arguments of film interpretation. With a focus on the history of filmmaking, narrative techniques, and cinematic terminology, students will gain an understanding of how film is used in today’s culture. Film Studies is also designed to encourage students to develop their analytical skills. Film viewing, lecture, and participation in group discussion and personal writing responses are the primary method of instruction and assessment. Pre-‐Requisites: Student must be at least a junior.

717

Graphic Design. (Year – 10 units) Graphic Design is a year-‐long course that focuses on creative problem solving. Projects are designed to develop skills and to cement an understanding of the basic fundamentals of art and design, including the elements of art and principles of design. Students learn how to conceive, plan, and execute a design that communicates a direct message in an imaginative and visually arresting manner. Students generate ideas through the design process in which they research, organize, and interpret information; define objectives; originate ideas; and define new visual forms. Modern advertising developed with the rise of mass production in the late 19th and early 20th centuries. Students will study the history of design and the evolution of modern advertising, from the first newspaper ads of the 18th century, through the rise of mass production in the late 19th and early 20th centuries, to new media and current methods of product branding. Pre-‐Requisites: None.

780

Studio Art. (Year – 10 units) Studio Art is a year-‐long class that focuses on the production of artwork and development of techniques through experimentation in a variety of media. Projects are designed to develop skills and cement an understanding of the basic fundamentals of art, including the elements and principles of visual arts. Quality of design and personal expression are stressed. Art history, art appreciation and critical analysis frameworks are integral components to the curriculum. Students learn how to look at art critically and express their 40

opinions using appropriate vocabulary to articulate concepts. Along with studio projects, students are regularly assigned homework as well as sketchbook entries, gallery and museum responses, study guides, quizzes and tests, and a research project. Pre-‐Requisites: None. 782

Advanced Studio Art. (Year – 10 units) In Advanced Studio Art, students begin their progression from proficiency towards mastery. This class builds upon the concepts, theory, and technical skills learned in Studio Art. The curriculum is focused on both 2-‐D and 3-‐D advanced projects that include painting, drawing, mixed media techniques, and extractive, additive, or assemblage sculpture. The challenging curriculum provides students with many opportunities to develop progressively higher levels of critical and creative thinking. Students evaluate and compare the suitability of drawing and painting or sculptural materials for expressing concepts. Students develop individual styles in personal artworks. This course emphasizes art criticism practice which creates a strong vocabulary and an astute ability to express ideas and observations. Students consider their personal role in society through an exploration of art history and cultural relationships. Each student will demonstrate progress over time by developing a body of work and organizing a portfolio. UC-‐approval for this course is pending. Pre-‐Requisites: Students must have earned a B-‐ or higher in Studio Art, submit the online application by the published deadline, and receive departmental approval. Advanced students are expected to show a higher level of commitment toward a more rigorous study in which there is also a higher level of expectation. This may include additional time outside of class for performance and project work.

704

Theatre. (Year – 10 units) This year-‐long, foundational class promotes enjoyment and appreciation for all aspects of theatre. Class work focuses on the exploration of theatre literature, performance, historical and cultural connections, and technical requirements. Improvisation, creative dramatics, and beginning scene work are used to introduce students to acting and character development. Theatre provides opportunities for students to develop skills in critical listening and thinking, as well as stage presence, ensemble work, and aesthetic awareness culminating in periodic classroom or public performances. Students additionally learn about the organizational structure of theatre and theatre literature. This course provides opportunities to develop fundamental group and self-‐assessment skills; problem-‐solving skills; the ability to connect the literature being studied to a variety of cultures, history, and other content areas; and 21st-‐century skills that will help students be successful after high school graduation. Pre-‐Requisites: None.

729

Advanced Theatre. (Year – 10 units) This year-‐long, advanced level class, designed for students with a year of experience or more, promotes enjoyment and appreciation for all aspects of theatre through opportunities to build significantly on existing skills. Class work focuses on characterization, directing, and script analysis, while improvisation, creative dramatics, and scene work are used to help students challenge and strengthen their acting skills and explore the technical aspect of scene work. Students will have additional performance opportunities, which may include Shakespeare, one-‐act plays, children’s theatre or other genres of theatre. Students will develop group and self-‐assessment skills; problem-‐solving skills; the ability to 41

connect the literature being studied to a variety of cultures, history, and other content areas; and 21st-‐century skills in such areas as time management, critical analysis, leadership, and collaboration to help them be successful after high school graduation. Pre-‐requisites: Student must have earned a B-‐ or higher in Theatre, submit the online application by the published deadline, and receive departmental approval. Advanced students are expected to show a higher level of commitment toward a more rigorous study in which there is also a higher level of expectation. This may include additional time outside of class for performance and project work. 718

Theatre in Production. (Year – 10 units) This course is for the advanced student who wishes to put theatre technique into practice. Students will not only discover the professional side of performance (from auditions to unions to survival), but the production side as well. Students will learn how stage productions move from “page to stage” and assist in producing plays, musicals, and touring productions. Pre-‐Requisites: Student must have earned a grade of B-‐ or higher in Theatre, submit the online application by the published deadline, and receive departmental approval. Most students will take this course after Advanced Theatre. Advanced students are expected to show a higher level of commitment toward a more rigorous study in which there is also a higher level of expectation. This may include additional time outside of class for performance and project work.

706

Choral. (Year – 10 units) Students in Choir will learn the rudiments of proper vocal technique, music theory, and ear training. Students will experience choral works in many different styles and genres. The Choir will perform several times per year and may compete in at least one festival. No prior singing experience is required, but the ability to match pitch and a good attitude is expected. This course is offered in conjunction with the Napa School of Music and combines individualized instruction with small ensemble and full choir rehearsal and performances. Additional time outside of class may be required in preparation for performances. Pre-‐Requisites: None

728

Advanced Choral. (Year – 10 units) This advanced course consists of primarily a performing in an ensemble. Broad-‐based musicianship skills will be reinforced and enhanced primarily through the rehearsal and performance of a wide-‐ranging and challenging repertoire. Extremely complex harmonies enhance a student’s opportunity to study music in this advanced and fast-‐ paced course. Students are required to participate in all performances. This course is offered in conjunction with the Napa School of Music and combines individualized instruction with small ensemble and full choir rehearsal and performances. Pre-‐Requisites: Students must submit the online application by the published deadline, participate in an audition, and receive departmental approval. Advanced students are expected to show a higher level of commitment toward a more rigorous study in which there is also a higher level of expectation. This may include additional time outside of class for performance and project work.

722

Instrumental Music. (Year – 10 units) This course is designed for students with at least one year of instruction. In this course, instrumental ensembles of all sizes and types (from classical duos to garage bands to full jazz band) will form, giving flexible opportunities to explore traditional and contemporary repertoire in several musical genres and styles. All instruments (brass, woodwinds, percussion, and strings—including piano) are welcome. Instruction will focus on fundamentals in music theory, history, cultural connections, technique, giving and receiving critiques, and performance. The ensembles will perform in two or more public concerts throughout the year. Additional time outside of class may be required in preparation for performances. Students must provide for themselves a metronome, tuner, and instrument of choice (school has a limited number of instruments available for student use). This course is offered in conjunction with the Napa School of Music and combines individualized instruction and practice with small ensemble and large group rehearsal and performances and takes advantage of NSM’s professional quality facilities and musical equipment. Pre-‐Requisite: Students must submit the online application by the published deadline, perform an audition for placement purposes, and receive departmental approval. Students will be placed according to their experience, instruments, interests, and scheduling needs.

809

Dance. (Year – 10 units) This year-‐long dance activity course is designed for students with little or no experience in dance. It is a course that encompasses the beginning/intermediate study of jazz dance, modern dance, contemporary dance, and basic ballet. Cultural dance such as Latin, African and Asian styles will also be explored. Students learn and practice beginning/intermediate level dance techniques which focus primarily on the principles of core strength, coordination, balance, and flexibility. Students will also learn the basics in dance history, dance vocabulary, and basic anatomy. Students learn and rehearse choreography culminating in a formal dance performance at the end of the year. Additional time outside of class may be required in preparation for performances. NB: This course may be used to satisfy the Justin-‐Siena graduation requirement in physical education only if the student takes another VPA class to satisfy the VPA requirement. Pre-‐Requisites: None

811

Advanced Dance. (Year – 10 units) This year-‐long dance activity course is a continuation of the study of intermediate and advanced techniques of jazz dance, modern dance, contemporary dance and basic ballet. Cultural dance such as Latin, African, and Asian styles will also be explored in more detail. Students learn more challenging and complex movement skills, which focus on the principles of core strength, correct body alignment and balance and flexibility. Students are also challenged to create their own dance works through the choreographic principle of composition and improvisation and will choreograph dances for performance as their skills progress. Dance history and vocabulary continue to be a focus of the course and there are reading, dance reviewing, and writing components enabling students to develop critical thinking skills through writing about dance. NB: This course may be used to satisfy the Justin-‐Siena graduation requirement in physical education only if the student takes another VPA class to satisfy the VPA requirement. Pre-‐Requisites: Student must have earned a grade of B-‐ or higher in Dance, submit the online application by the published deadline, and 43

receive departmental approval. Advanced students are expected to show a higher level of commitment toward a more rigorous study in which there is also a higher level of expectation. This may include additional time outside of class for performance and project work. BACSOC

AP Art History. (Year – 10 units) AP Art History is conducted online through the Bay Area Catholic Schools Online Consortium (BACSOC). The course is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history. In the course, students examine major forms of artistic expression from the ancient world to the present and from a variety of cultures. They learn to look and analyze works of art within their historical context, and to articulate what they see or experience in a meaningful way. A meaningful way to experience works of art is learning to frame an understanding that relates how and why works of art communicate visual meaning. Estimated homework load / types of homework required: Students can expect to spend four to five hours a week on this course. Course work will include note-‐taking, online class discussions/webinars, individual and cooperative expository and creative projects, and other activities. The vast majority of work for this class will be conducted independently and online. There will be monthly online class webinars, established early in the year, at which all students must be online to participate in virtual discussions, lectures and assessments. Technical requirements:  Students must have access to a computer with internet access and audio and microphone capabilities. Pre-‐ requisite: 3.25 GPA. Application form and deposit check made out to Justin-‐Siena are due to the student’s counselor by no later than May 1. This course has limited enrollment and acceptance is not guaranteed. NB: All policies listed in the 2014-‐2015 Justin-‐Siena Braves Life Student/Parent Handbook regarding transfer credit and online courses (pp. 12-‐13) apply. This course does not satisfy the Justin-‐Siena graduation requirement nor the UC requirement for a full year of Visual and Performing Arts.

WORLD LANGUAGES The World Languages Department recognizes that we no longer live in an isolated world. Because of changes in politics, economics, and culture, our perspectives are becoming ever more globalized. Because we are called by the Lasallian Education Outcomes to enrich our global perspective, it is not enough for young people to be conversant in their own language and culture. It is imperative that their worldviews are broadened to include languages and cultures different from their own. Despite being a small school, Justin-‐Siena is able to offer its students studies in three languages: Spanish, French, and Italian. Justin-‐Siena High School requires two years of the same world language for graduation, though three years are strongly recommended. Unless otherwise noted, all world languages courses are UC-‐ approved. Please contact the World Languages Department Chair for more information. 201

Spanish I. (Year – 10 units) This course introduces students to the Spanish Language. Through speaking activities, the study of grammar, writing assignments, and short reading samples, the student gains a basic knowledge of the language. The exploration of Spanish culture also has an important place in daily lessons. After completion of this course, students are able to converse in a variety of situations using basic Spanish and read and write simple paragraphs. Pre-‐ Requisite: Student must be a freshman or sophomore or have already successfully completed the study of a language other than English.

202

Spanish II. (Year – 10 units) This course continues to emphasize listening comprehension, writing, and speaking skills learned in Spanish I while developing a broader and stronger grasp of vocabulary and grammatical structures. Students also read current-‐event articles in Spanish and write more complex paragraphs. Pre-‐Requisite: Students must have earned a C-‐ or better in Spanish I or have demonstrated mastery on the Spanish Challenge Exam.

203

Honors Spanish II. (Year – 10 units) This is an accelerated course with emphasis on listening and written comprehension and oral and written expressions. Students will enrich their vocabulary and knowledge of grammar. Students will also read articles about current events from Spanish newspapers and magazines and write short essays. Students who earn a C-‐ or higher receive an extra point towards their grade point average. Pre-‐Requisites: Students must have earned an A-‐ or better in Spanish I, submit the online application by the published deadline, and have department approval. Estimated homework load / types of homework required: Homework is assigned on a daily basis. The estimated homework load is about 20-‐30 minutes per night. Types of homework include written, reading, and oral practice.

204

Spanish III. (Year – 10 units) This advanced course is conducted primarily in Spanish. This course is for serious Spanish Language students who want to increase their fluency and improve their understanding and writing skills. Vocabulary knowledge is increased through the medium of games, short contemporary texts, and listening comprehension. Students are required to write in a variety of tenses, be able to summarize texts, and present a minimum of one cultural project to the class per semester. Pre-‐Requisites: Student must have earned a B-‐ or higher in Spanish II and have department approval.

205

Honors Spanish III. (Year – 10 units) This advanced course is conducted primarily in Spanish. This course is for the very serious Spanish learner. It is an accelerated course that emphasizes conversation and essay writing. Students enhance Spanish comprehension by reading contemporary texts and are required to complete a major project each quarter. The learner increases vocabulary through reading and writing and begins to understand the finer points of Spanish grammar. Students who earn a C-‐ or higher receive an extra point towards their grade point average. Pre-‐Requisites: Student must have earned an A-‐ or higher in Spanish II or a B-‐ or higher in Honors Spanish II, submit the online application by the published deadline, and receive department approval. Estimated homework load / types of homework required: The estimated homework load is approximately 30-‐40 minutes per class to complete grammar exercises.

206

Spanish IV. (Year – 10 units) This advanced course is conducted entirely in Spanish. Students are expected to deliver short presentations and conduct discussions in Spanish. They read short stories and poetry by well-‐known authors. Students also write essays and summarize stories and movies. In addition, a major cultural project per semester is required. Grammar is addressed as needed in written and oral work. In the second semester, students attend Napa Valley Language Academy once per week to assist teachers with elementary school children in Spanish-‐speaking classrooms. Pre-‐Requisite: Student must have earned a B-‐ or higher in Spanish III or Honors Spanish III. Estimated homework load / types of homework required: Students should expect to spend 40-‐60 minutes per class to work on reading comprehension, writing up vocabulary, studying for quizzes or tests, or preparing research and projects.

237

AP Spanish Language and Culture. (Year – 10 units) This is the equivalent of an upper-‐ intermediate college-‐level course that emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-‐ life situations. It includes vocabulary usage, language control, communication strategies, and cultural awareness. The course strives not to overemphasize grammatical accuracy at the expense of communication. The course is taught almost exclusively in Spanish and engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions) by exploring six themes: Beauty and Aesthetics, Contemporary Life, Families and Communities, Global Challenges, Personal and Public Identities, and Science and Technology. Pre-‐Requisites: Student must have earned an A-‐ 46

or higher in Honors Spanish III or a B or higher in Spanish IV, submit the online application by the published deadline, and receive departmental approval. 210

French I. (Year – 10 units) This course introduces students to the French Language. Through speaking activities, the study of grammar, writing assignments, and short reading samples, the student gains a basic knowledge of the language. The exploration of French culture also has an important place in daily lessons. After completion of this course, students are able to converse in a variety of situations using basic French. Pre-‐Requisite: Student must be a freshman or sophomore or have already successfully completed the study of a language other than English.

211

French II. (Year – 10 units) This course continues to emphasize oral comprehension and speaking skills while developing a stronger grasp of vocabulary and correct grammatical structures. Individual and group work refines speaking and writing skills. Students continue to study French culture and begin engaging elementary reading selections. Pre-‐Requisite: Student must have earned a C-‐ or higher in French I.

212

French III. (Year – 10 units) This advanced course is conducted primarily in French. The goal of this course is to develop communication, comprehension, grammar, and understanding of culture and literature. Classes are designed to give the learner an opportunity to use the language in authentic socio-‐cultural contexts. The students read unabridged short stories, poetry, and current events in French. Oral fluency is stressed and writing skills are polished. Pre-‐ Requisites: Student must have earned a B-‐ or higher in French II and have department approval.

213

French IV. (Year – 10 units) This advanced course is conducted entirely in French. Students are expected to communicate in French during class at all times. Oral fluency, vocabulary building, essay writing, and the discovery of French civilization are the primary goals of the course. The learners will read and analyze unabridged novels, short stories, poetry, and current events material. Students will develop a portfolio of their work and formally present it to the class at the end of each semester. Students are required to peer-‐tutor lower-‐division French-‐language students during flex time (to be coordinated by the instructor). Students with exceptional writing, reading, speaking, listening, and analytical abilities may qualify with departmental approval to prepare for the AP exam on an independent study basis while taking this course. Pre-‐Requisite: Student must have earned a B-‐ or higher in French III.

214

French V. (Year – 10 units) This advanced course conducted entirely in French is designed for students who wish to continue their French studies beyond the fourth year. Readings include a novel, short stories, poetry, and French magazines and newspapers. Students are also expected to write essays on a variety of topics. They are required to make cultural presentations for French I, II, and III and are expected to assist the teacher with lesson planning and occasionally assist in teaching French I. The students must be motivated and capable of working independently as the class is offered concurrently with French IV. In addition, students are required to peer-‐tutor lower-‐division French-‐language students during flex time (to be coordinated by the instructor). Students with exceptional writing, reading, speaking, listening, 47

and analytical abilities may qualify with departmental approval to prepare for the AP exam on an independent study basis while taking this course. Students who earn a C-‐ or higher receive an extra point towards their grade point average. Pre-‐Requisite: Student must have earned a B-‐ or higher in French IV. 250

Mandarin I. (Year – 10 units) This introductory course is designed for students who have no formal background in learning Chinese. It introduces the Pinyin (Chinese phonetic symbols) system, simplified characters, basic grammatical structures and functional daily use. The course covers approximately 300 basic Chinese characters and associated phrases. It emphasizes all four language skills (listening, speaking, reading and writing). The exploration of Chinese culture also has an important place in daily lessons. After completion of this course, students are able to use basic vocabulary and language skills to operate in a variety of authentic situations. UC-‐ approval for this course is pending. Pre-‐Requisite: Student must be a freshman or sophomore or have already successfully completed the study of a language other than English.

251

Mandarin II. (Year – 10 units). Mandarin II is an intermediate course, the continuation of Mandarin I. It focuses on developing students’ abilities in each of the four language skills (listening, speaking, reading, and writing). The course will introduce approximately 320 new characters with a review of grammar and further development of speaking, reading, and writing skills in Mandarin. Students will learn to communicate in basic Chinese and learn more about Chinese customs and cultural practices. UC-‐approval for this course is pending. Pre-‐Requisite: Student must have earned a C-‐ or higher in Mandarin I.

ONLINE COURSES The following course offerings are intended to augment Justin-‐Siena’s course regular course offerings, provide scheduling flexibility for students who have scheduling conflicts, and provide opportunities for increased literacy in digital learning environments. Before applying for these courses, students should read carefully the online course policy and, for courses hosted at other schools, the transfer credit policy in the Student-‐Parent Handbook. Students who are successful in online courses demonstrate consistently strong self-‐discipline, time management, and independent work habits. Online courses generally require significant amounts of reading, writing, assessment, independent study, and online interaction with other class members and the instructor. While they may be more convenient than traditional courses in a classroom, online courses should not be regarded as easier. Justin-‐Siena participates in the Bay Area Catholic Schools Online Consortium (BACSOC). As of the publication date of this course catalog, BACSOC courses for 2015-‐2016 have not yet been posted. Interested students are encouraged to check the BACSOC website frequently for current information. 003

The Spiritual Journey. (Semester – 5 units) This section of Spiritual Journey is an online course offered through Justin-‐Siena. It is an adaptation of Option D: Responding to the Call of Jesus Christ and includes many elements of Option B: History of the Catholic Church in the Bishops’ Framework. It is designed to help students reflect on the presence of God in their lives by exploring the foundations of a fruitful spiritual journey, different prayer practices and images of God, the life stories of saints and spiritual figures, and ultimately, how to respond to God’s call in their lives. By reflective reading, viewing, and analysis of the stories of people seeking to better know themselves, God, and the meaning of their lives, students learn to see God in the people they meet and the choices they make. Students will also be introduced to a variety of situations and circumstances that contribute to their spiritual development using lecture, discussion, journaling, and film. The culminating final project asks students to design and create their own spiritual autobiography. Estimated homework load / types of homework required: Students can expect to spend three to four hours a week on this course. Course work will include note-‐taking, online class discussions/webinars, individual and cooperative expository and creative projects, and other activities. The vast majority of work for this class will be conducted independently and online. There will be monthly online class webinars, established early in the semester, at which all students must be online to participate in virtual discussions, lectures and assessments. This course will also include a half-‐day, in-‐person retreat to be scheduled early in the semester. Technical requirements: Students must have access to a computer with internet access and audio and microphone capabilities. Pre-‐Requisites: Student must be a senior, have passed all required religious studies courses, have a GPA of 3.0, demonstrate strong habits of self-‐discipline and time management, and submit an application for departmental approval. Preference will be given to students who have scheduling conflicts. Beginning May 1, 2015, this course will be open to students in schools participating in the Bay Area Catholic Schools Online Consortium. NB: All policies listed in the 2013-‐2014 Justin-‐Siena Braves Life Student/Parent Handbook regarding online courses (pp. 12-‐13) apply. 49

007

World Religions. (Semester – 5 units) This section of World Religions is an online course offered through Justin-‐Siena. It follows Option E: Ecumenical and Interreligious Issues in the Bishops’ Framework and begins with a discussion of Vatican II and the Church’s teaching on ecumenism, religious tolerance, and inter-‐faith dialogue recognizing non-‐Christian religions. The course then examines the eastern religions including Hinduism, Buddhism, Taoism, Confucianism, and Shinto. The course ends with the study of Judaism, Islam, and Christianity including other rites of Catholicism and Protestant faiths. Estimated homework load / types of homework required: Students can expect to spend three to four hours a week on this course. Course work will include lecture, multimedia, note-‐taking, online class discussions/webinars, individual and cooperative expository and creative projects, and other activities. The vast majority of work for this class will be conducted independently and online. There will be monthly online class webinars, established early in the semester, at which all students must be online to participate in virtual discussions, lectures and assessments. Technical requirements: Students must have access to a computer with internet access and audio and microphone capabilities. Pre-‐Requisites: Student must be a senior, have passed all required religious studies courses, have a GPA of 3.0, demonstrate strong habits of self-‐discipline and time management, and submit an application for departmental approval. Preference will be given to students with scheduling conflicts. Beginning May 1, 2015, this course will be open to students in schools participating in the Bay Area Catholic Schools Online Consortium. NB: All policies listed in the 2014-‐2015 Justin-‐Siena Braves Life Student/Parent Handbook regarding online courses (pp. 12-‐ 13) apply. Unlike 016 World Religions, this online section of World Religions is not UC-‐approved.

BACSOC

course does not satisfy the Justin-‐Siena graduation requirement nor the UC requirement for a full year of Visual and Performing Arts.