US Curriculum Guide 2015-2016

LA JOLLA COUNTRY DAY SCHOOL

UPPER SCHOOL Curriculum Guide 2015-2016 — Mission Statement — The mission of La Jolla Country Day School is to prepare individuals for a lifetime of intellectual exploration, personal growth, and social responsibility.

LJCDS Curriculum Guide 2015-2016

UPPER SCHOOL CURRICULUM GUIDE La Jolla Country Day School is college preparatory by design and identity. In keeping with our mission, The Upper School seeks, through the core curriculum, electives, and activities, to put students in a position of having the broadest possible range of choices when it comes time to apply to and succeed in college.

Graduation Requirements English Math Social Science

4.0 credits 3.0 credits 3.0 credits

World Language 3.0 credits Science 3.0 credits Fine Arts Athletics Electives

1.0 credit 1.0 credit 3.0 credits

I, II, III, IV required Algebra II required World Cultures & Contemporary Problems I; WCCP II or equivalent; and some form of U. S. History required Two years and through Level 3 required Physics, Chemistry and Biology or AP Biology required One year-long course required Four .25 credits required

A minimum of twenty academic credits are required for graduation, in addition to one credit of Athletics. Students must carry at least five courses per semester, per year. The only exception is for seniors, who can carry four courses if all graduation requirements have been met and all four of those courses are AP courses. Seventeen of the twenty minimum credits must conform to the above graduation requirements; the remaining three credits can be taken in any department.

In order to put its most able students in the strongest possible position to apply to competitive colleges, Country Day offers a broad range of Advanced Placement courses in which students may earn transferable college credit. Each year the College Board provides examinations which are given to students who are enrolled in Advanced Placement courses. It is not uncommon for Country Day graduates to be accepted to college with “advanced standing� in several subject areas. Please see the course description list below for specific AP offerings. Note that, because of scheduling and staffing constraints, not all AP courses may be offered each year.

All Advanced Placement (AP) and Honors courses require approval and/or completion of prerequisites for admission into the course. All Honors and AP courses require an annually renewed approval from the current teacher and, in some cases, the department chair. It is not unusual for students to switch on and off the Honors/AP path at different points in time.

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LJCDS Curriculum Guide 2015-2016 Some non-AP/Honors courses have prerequisites; please check with the course instructor and/or department chair for additional information.

Core vs. Elective Courses Core courses count towards the graduation requirement in a particular discipline.

Elective courses (including all courses labeled “semester electives”) contribute to the five course minimum per semester and count in the GPA, but do not fulfill the graduation requirements in a particular discipline. Core courses that are taken above and beyond the requirements are considered elective courses. Unless otherwise noted, all courses listed are approved by the University of California to meet their minimum requirements for admission. The La Jolla Country Day School graduation requirements are aligned to meet or exceed UC/Cal State University requirements.

Additional Requirements • • • •

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Freshman Orientation participation Experiential Education/College Trips participation Community Service: at least 40 hours, including 10 on-campus hours Physical Education/Athletics: A minimum total of four trimesters of physical education and/or seasons of athletics during upper school. Physical Education/Athletic credit may also be earned through the independent PE and summer strength and conditioning programs. Please see athletic department handbook for details.

Load: Each semester, a student must carry a minimum of five courses. Students are not permitted to carry seven courses per semester. Exception: Seniors may take four courses if all are AP classes and they have permission from the Director.

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LJCDS Curriculum Guide 2015-2016

COURSE SUMMARY

All Honors and AP courses have performance-related prerequisites and require departmental approval English 4.0 credits I, II, III or IIIH, IV or AP IV required • English I (9) • English II (10) • English III (11) • American Studies: English (11) • Honors English III (11)(by application) • English IV (12) • AP English Literature IV (12)(by application) • AP English Language IV (12) (by application) Electives: • Creative Writing (9-12)(1 semester)(Semester 2) • Honors Creative Writing (9-12) (1 semester) (Semester 2) (instructor approval/prerequisite: Creative Writing) • Shakespeare (10-12)(1 semester)(Semester 2) Mathematics 3.0 credits Algebra II required • Algebra I • Algebra IB • Geometry • Geometry Honors • Algebra IIA • Algebra IIB • Algebra II w/ Trig • Algebra II Honors • Precalculus • Precalculus Honors • Math Topics • Calculus (1 semester) • Statistics (1 semester) • AP Calculus AB • AP Calculus BC • AP Statistics • Honors Linear Algebra

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LJCDS Curriculum Guide 2015-2016 World Language 3.0 credits Two years and through Level 3 required • Spanish I • Spanish II • Spanish III • Spanish Intensive Honors • Spanish IV • AP Spanish Language and Culture • Spanish V • AP Spanish Literature and Culture • French I • French II • French III • Français Intensive Honneurs • French IV • AP French Language and Culture • French V • French V Honneurs (Literature) • Mandarin I • Mandarin II • Mandarin III • Mandarin III Honors • Mandarin IV • Mandarin IV Honors • Mandarin V • AP Chinese Language and Culture Science 3.0 credits Physics, Chemistry, and Biology or AP Biology required • Physics • Accelerated Physics • AP Physics 2 • Chemistry • Honors Chemistry • AP Chemistry • Biology • AP Biology

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LJCDS Curriculum Guide 2015-2016 Science (continued) Electives: • Robotics (9-12)(1 or 2 semesters) • Science & Society (11-12)(1 or 2 semesters) • Marine Biology (1 semester)(Semester 1)(prerequisite is Biology) • Biotechnology (1 semester)(Semester 2)(prerequisite is Biology) • Neuroscience Honors (12)(prerequisite is AP Biology) Social Science/History 3.0 credits World Cultures & Contemporary Problems I; WCCP II or equivalent; and some form of U. S. History required • World Cultures & Contemporary Problems I • World Cultures & Contemporary Problems II • AP World History • AP European History • US History • American Studies: History • AP US History Electives: • Trivium Honors (10-12) • Psychology (11-12)(1 semester)(Semester 1) • Microeconomics (11-12)(1 semester)(Semester 1) • Macroeconomics (11-12)(1 semester)(Semester 2) • Theory of Knowledge – An Introduction to Philosophy (12) • US Government • AP US Government (12) • AP Psychology (12) • AP Art History Visual & Performing Arts 1.0 credit One year-long course required • Studio Art I • Studio Art II • Studio Art III • AP Studio Art: 2-D Design • AP Studio Art: Drawing • Graphic Design • Digital Photography • Architecture (can also be taken for one semester) • Ceramics (10-12)(can also be taken for one semester) • Filmmaking • Film Studies • Honors Film Studies (10-12)(prerequisite: Film Studies) • Art History 6

LJCDS Curriculum Guide 2015-2016 • • • • • • • • • • • • •

AP Art History (under some situations this may be considered a Social Science elective course) Concert Choir Madrigal Singers Honors Concert Band Band: Percussion and World Drumming Chamber Orchestra Honors Orchestra (by audition) AP Music Theory (with instructor approval) Introduction to Acting/Theater Technical Theater Play Production (10-12) Dance Foundations Dance Technique and Performance (with instructor approval)

Non-Departmental • AP Computer Science • Mobile Application Development • Video Game Creation (1 semester) (Semester 1) • Introduction to Computer Science (1 semester) (Semester 2) • Design Thinking, Engineering, and Innovation

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LJCDS Curriculum Guide 2015-2016

COURSE DESCRIPTIONS BY DEPARTMENT ENGLISH

4.0 credits I, II, III, AMST, or IIIH, IV or AP IV required The English Department prepares students to be informed, discerning, analytical, and enthusiastic readers who write clear, precise, original, and fluent prose. At each grade level, faculty design ambitious reading lists, giving consideration to each work’s literary merit and contributions to our culture, as well as its capacity to address students’ developmental needs and engage their imaginations. Students participate in a variety of activities and projects to complement their reading and extend their experiences with an understanding of the works they read. In addition to the systematic study of vocabulary and grammar, student work includes analytical and creative writing, informal journal entries, small and large group discussions, Socratic seminars, dramatic presentations, speeches and oral reports, debates and exchanges with other classes, and occasionally graphic and other visual arts. Country Day students gain further experience with the literary world through periodic poet and author visits, the San Diego Shakespeare Competition, participation in Pegasus, the school’s literary magazine and the Palette, the school’s newspaper, and through participation in the Amy Marie Watkins Poetry Contest, a competition open to high schools across Southern California, hosted by LJCDS. English I 2 semesters, 1 credit Grade 9 is a critical and exciting time for young adults, a time involving important physical and emotional transitions, a time of increasing independence, understanding, and responsibility. English I focuses on this difficult passage from innocence to awareness and commitment through the study of literary genres. We use works as varied as the short stories of Edgar Allan Poe and Shirley Jackson; the poetry of Robert Frost, Emily Dickinson, e. e. cummings, and Anne Sexton; Oedipus, Macbeth, Lord of the Flies, Fahrenheit 451, Catcher in the Rye, and Sherlock Holmes. Discussions and lessons on these texts then prepare students for the process of writing. Writing lessons teach students how to delve into close textual readings, to craft an arguable thesis, to find supporting evidence from the text; English I also provides creative opportunities for students to express themselves in written form.

Grade 9 English emphasizes two basic modes of discourse: the critical and the creative.

The thesis statement and the paragraph are refined throughout the year in conjunction with the five-paragraph essay, the fundamental organizing form of expository writing. In addition to writing for academic success, students explore writing as a means of selftransformation. The articulation of one's experience is a profound and transfiguring act.

Thus composing poems, short stories, dialogues, and dramatic pieces challenges the student to explore a newfound understanding in creative and exciting ways.

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LJCDS Curriculum Guide 2015-2016 English II 2 semesters, 1 credit Prerequisite: English I As students mature in their ability to think critically, English II literature focuses on the theme of the hero’s and heroine’s journey, in both classic and modern texts. Students are required to read closely, to develop their ability to deal with abstractions and symbols, and to derive from them a specific understanding of the thematic concepts they represent. Reading includes extensive poetry and short story units, The Odyssey, selections from The Canterbury Tales, Shakespeare (The Tempest or Othello), and Charles Dickens (A Tale of Two Cities or Great Expectations), as well as a few texts selected by the individual teachers (Elie Wiesel’s Night, Everyman, and Antigone are popular choices).

English II also includes an intensive writing focus. Through the creation of a variety of expository essays, students explore their own authentic voices and attend to the requirements of good writing, including proofreading and revision, logic and coherence, originality, depth and complexity of thought, and the effective use of textual evidence.

English III 2 semesters, 1 credit Prerequisite: English II English III undertakes the study of American literature through the historical survey.

This course celebrates the infinite variety and experimental visions of American writers, including the Native American oral tradition, Hawthorne, Thoreau, Dickinson, Whitman, Twain, Fitzgerald, Williams, Silko, and Baldwin. The predominant thematic undercurrent involves an exploration of social intelligence and conformity versus natural intelligence and individuality. Major characters—artists of the beautiful—show us ourselves, as they attempt to understand who they are through the power of the imagination and the myths of a self that transcends reason.

Composition focuses intensively upon the critical essay. The invention of an original thesis forms the major concern along with the logical progression of argument and the convincing employment of textual evidence. Creative assignments venture into fable/myth and poetry. Reverberating throughout the course is the notion that literature gives shape to the unutterable and helps us sound our “barbaric yawp over the roofs of the world” (Walt Whitman). Readings include The Crucible, The Adventures of Huckleberry Finn, The Great Gatsby, the drama of Tennessee Williams, and poetry and short stories from the Puritan tradition through the proliferation of multicultural voices sounded in the twenty-first century.

American Studies: English 2 semesters, 1 credit American Studies combines the curriculum of English III and US History into one double period, looking at the unquestionable link between social, historical and literary American development. Contemporary media reports consider the dual nature of 9

LJCDS Curriculum Guide 2015-2016 America’s impact on the world: beloved for its movies, its fast food, its stars and fashion, and detested for the very same sensibilities and excesses. But from where does this notion of “America” emerge? What historical events, economic situations, and prevailing attitudes led America to be such a powerful cultural icon for the world at large? For centuries, American artists, writers, fashion designers, and socialites used the standards of England and France as a measurement of all that was great and possible. This course explores the forces (historical, social, economic, and cultural) that finally allowed for American literature to find its own place.

The AMST curriculum offers an amalgam of American history and literature, a forum by which the questions above can be discussed and even answered. The course engages students in living history through the literature and primary source documents that create it (and vice versa). The course focuses on major philosophical movements and covers history and literature that surrounds the Native American oral tradition, Puritanism, Romanticism, Realism, Naturalism, Modernism and Contemporary American societies. We focus on the variety and experimental nature of individual American literary works and the politics, laws, and ongoing sociological shifts since before America’s inception as a colonial entity. Readings include The Crucible, The Adventures of Huckleberry Finn, The Great Gatsby, the drama of Tennessee Williams, and poetry and short stories from the Puritan tradition through the proliferation of multicultural voices sounded in the twenty-first century within the context of the authors’ (and characters’) historical settings. Students learn to identify the connections, influences and noteworthy interchanges among great writers and significant historical events, sharing their insights in a variety of assessments (papers, tests, projects).

English III Honors 2 semesters, 1 credit Prerequisite: A- or higher in English II and departmental approval of a portfolio of representative student writing.

In addition to the historical approach to American literature which is the focus of the English III course, the Honors course focuses on literature as the record of an evolving American consciousness, explores how the “American canon” is determined, and studies the sophisticated connections, reactions and seminal interchanges that have occurred within the world of American letters. Students will read all of the texts read in English III as well as Hemingway’s The Sun Also Rises and a classic American novel of their choice. In addition, the Honors course focuses on advanced composition and rhetoric (the effectiveness of language).

Composition focuses intensively upon the critical essay. The invention of an original thesis forms the major concern along with the logical progression of argument and the convincing employment of textual evidence. Students also investigate in detail how writers marshal the devices of diction, syntax, tone and figurative language in the service of their fiction and nonfiction. Students explore their own writing, especially focusing on audience, purpose, logic, argumentation, and style.

English IV 10

LJCDS Curriculum Guide 2015-2016 2 semesters, 1 credit Prerequisite: English III, American Studies, or English III Honors English IV is a year-long class that intertwines the study of core classic texts such as Hamlet, The Inferno, and the Book of Job with a student's chosen specialty. Students choose from a menu of “selectives” for English IV when they register for their classes. Selective options may shift from year to year, and they include topics as varied as African Literature, Memoir, and Shakespeare.

AP English IV: Literature and Composition 2 semesters, 1 credit Prerequisite: American Studies, English III or English III Honors, A- or higher in English III or AMST or a B+ or higher in English III Honors; acceptance of a portfolio of representative student writing.

This university-level course entails a survey of world-class literature. Classic works by writers such as Sophocles, Aristotle, Dante, Shakespeare, and Milton are complemented by literary masterpieces by Austen, Shelley, Stoppard and others. The focus is on traditional Western cultural foundations and their influence on the ever-advancing present. This course includes an increased emphasis on critical theory and the expository essay. The course assumes high levels of skill and motivation and thus requires recommendation from American Studies, English III, or English III Honors. At the end of the year students will take the AP Litreature and Composition exam.

AP English IV: Language and Composition 2 semesters, 1 credit Prerequisite: American Studies, English III or English III Honors, A- or higher in English III or AMST or a B+ or higher in English III Honors, and departmental approval of a portfolio of representative student writing.

AP Language and Composition is an introductory, college level course that prepares students to “write effectively and confidently in the college courses across the curriculum and in their professional and personal lives” (College Board). Students will read and analyze a wide range of non-fiction texts (newspaper editorials, essays, biography, literary criticism, travel writing, sermons) as well as short fiction and excerpts from longer works. Students will become familiar with rhetorical strategies that make for strong, persuasive writing. Students will be expected to constantly revise their writing in service of logic and clarity. The course assumes high levels of skill and motivation and thus requires recommendation from American Studies, English III, or English III Honors. At the end of the year students will take the AP Language and Composition exam.

Creative Writing 1 semester, ½ credit; 2nd semester only This course is open to students in grades 9 through 12 who wish to explore and develop their creative writing abilities. While sampling a wide variety of genres, students produce a significant amount of poetry and fiction by the end of the semester. The workshop class time involves experimentation with various writing styles and 11

LJCDS Curriculum Guide 2015-2016 techniques along with the reading and discussion of student work and published pieces by other authors. Students will participate in field trips in search of inspiration and interesting perspectives to stimulate original, imaginative work.

Creative Writing Honors 1 semester, ½ credit; 2nd semester only Prerequisite: Creative Writing and instructor approval Creative Writing Honors is offered for those young writers with exceptional interest in and talent for creative writing. Qualified students attend sessions of the regular creative writing course when appropriate and participate in all class field trips and special activities. Creative writing honors students are held to expectations of a greater commitment of time outside of class, an increased frequency of individual conferences with the instructor, a significant amount of independent study, and a dedication to appropriately high standards of literary quality. Submission of a manuscript and approval of the instructor and department chair are required in order for a student to qualify for creative writing honors.

MATHEMATICS

3.0 credits Algebra II required The goal of the mathematics curriculum is for students to develop a sound understanding of mathematical concepts and foster the ability to apply them creatively to new situations. A major objective is for all students to develop confidence in their mathematical abilities and develop them to the fullest.

Courses are designed to provide a student with a solid foundation in mathematical principles. By utilizing these principles in a variety of problem-solving situations, students become comfortable with mathematical techniques for evaluating problems presented in both practical and theoretical contexts. The department recognizes that the ability to reason logically and analytically is a skill valued beyond the confines of the mathematics classroom. To support critical thinking skills, the department emphasizes the ability to assess new problems and to determine how to proceed through a logical and organized path to a solution.

The use of technology, including the graphing calculator, is integrated throughout the curriculum. All Upper School students are required to own a TI-83 Plus or TI-84 Plus graphing calculator.

Algebra I 2 semesters, 1 credit Prerequisite: Pre-algebra with a minimum grade of CThis course represents a full year of elementary algebra and covers in one year the same material as the Algebra IA/IB two-year sequence. The goal of the course is to develop each student’s computational, procedural, and problem solving skills in order to develop 12

LJCDS Curriculum Guide 2015-2016 a solid foundation in algebraic concepts. The course focuses on developing a working understanding of the properties of the real number system and using this knowledge to solve systems of equations, evaluate and graph exponential and quadratic functions, and simplify polynomials. Introductory trigonometry is presented. Math language and vocabulary are developed along with problem-solving strategies which are applied through the use of tables, charts, and graphs.

Algebra IB 2 semesters, 1 credit Prerequisite: Algebra IA with a minimum grade of CAlgebra IB is the second part of a two-year course in elementary algebra (the first of which is typically taken in 8th grade). It covers in one year the material covered in one semester of Algebra I and thus moves at a more relaxed pace than Algebra I. The intent of the course is to apply the skills developed in Algebra IA to solve systems of equations, evaluate and graph exponential and quadratic functions, simplify polynomials, and to introduce trigonometry. Math language and vocabulary, problem solving techniques, computation with algebraic expressions, and the solution of both linear and quadratic equations are stressed.

Geometry 2 semesters, 1 credit Prerequisite: Algebra IA and IB or equivalent with a minimum grade of CThis course is a thorough study of Euclidean geometry, and main topics include work with complementary, supplementary, and vertical angles, parallel and perpendicular lines, polygons, congruent and similar triangles, and circles and area. Proofs are used to support the content, and an introduction to trigonometry is included.

Geometry Honors 2 semesters, 1 credit Prerequisite: Department recommendation This course covers the same topics as Geometry with a greater emphasis on proofs, trigonometry, and coordinate geometry.

Algebra II with Trigonometry 2 semesters, 1 credit Prerequisite: Geometry and department recommendation This course requires a solid foundation in Algebra I. Main topics include polynomial functions and their graphs, complex numbers, linear equations and inequalities, matrices, radicals, logarithmic functions, rational functions, sequences and series, and trigonometric functions.

Algebra II with Trigonometry A 2 semesters, 1 credit Prerequisite: Geometry with a minimum grade of C-

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LJCDS Curriculum Guide 2015-2016 This equivalent of the first semester of Algebra II with Trigonometry is taught over the course of an entire school year instead of a single semester, enabling students to master concepts at a more relaxed pace.

Algebra II with Trigonometry B 2 semesters, 1 credit Prerequisite: Algebra II with Trigonometry A with a minimum grade of CThis equivalent of the second semester of Algebra II with Trigonometry is taught over the course of an entire school year instead of a single semester, enabling students to master concepts at a more relaxed pace.

Algebra II Honors 2 semesters, 1 credit Prerequisite: Geometry Honors with a minimum grade of B and department recommendation This course covers the same material as Algebra II with Trigonometry but at a faster pace and in a more rigorous manner. Probability and statistics are explored as well.

Math Topics 2 semesters, 1 credit Prerequisite: Algebra II with a minimum grade of CMath Topics is a senior elective which covers a wide variety of mathematical concepts with an emphasis on finance. Over the first quarter, the course will provide a review of algebraic and geometric concepts in preparation for standardized testing while providing a firm foundation for the finance segment. The remaining three quarters of the year will see students cover the basics of investment in stocks and bonds, business modeling, loans (especially car loans and mortgages), tax calculations, and retirement planning all with an emphasis on the underlying mathematics. The year will conclude with each student preparing a budget within an Excel spreadsheet which will incorporate many of the concepts covered in the previous segments of the course.

Precalculus 2 semesters, 1 credit Prerequisite: Algebra II with a minimum grade of B- and department recommendation NOTE: Students not meeting the minimum grade requirement will need to participate in an intensive Algebra II summer review prior to enrollment.

The purpose of this course is to prepare students who will take calculus in Upper School or college. Only students with a solid background in algebra and geometry should enroll in this course. This course extends many of the topics covered in Algebra II, with an added emphasis on coordinate geometry, functions, logarithms, graphing, and trigonometry. Vectors are also introduced.

Precalculus Honors 2 semesters, 1 credit 14

LJCDS Curriculum Guide 2015-2016 Prerequisite: Algebra II Honors with a minimum grade of B and department recommendation This course covers the same topics as Precalculus, but in greater depth and at a faster pace. Integration of ideas is stressed, and students are given the chance to expand their abstract and spatial skills while working in two-and three-dimensions. Logarithmic and trigonometric functions are stressed, as are proofs and graphing techniques. Limit theory, polar graphing, and vectors are introduced.

Statistics 1 semester, 1/2 credit; 2nd semester only Prerequisite: Algebra II with a minimum grade of CThis elective provides students with an introduction to data collection, data analysis, experimental design, and descriptive statistics. This course offers an alternative to the more rigorous, briskly-paced AP Statistics course.

AP Statistics 2 semesters, 1 credit Prerequisite: Algebra II with a minimum grade of B and department recommendation This course follows the AP syllabus and is designed to be the equivalent of a college-level introductory statistics course. Based on application and activity rather than calculus, this course is for motivated students. It is an introduction to statistical methods for business, health science, and social science statistics. Course content includes data collection and experimental design, data display, summary statistics, introductory regression, and introductory probability.

Differential Calculus 1 semester, 1/2 credit; 1st semester only Prerequisite: Precalculus with a minimum grade of CThis elective provides students with an introduction to differential calculus and its practical application to business and the sciences. This course offers an alternative to the more rigorous, briskly-paced AP Calculus AB course.

AP Calculus AB 2 semesters, 1 credit Prerequisite: Precalculus with a minimum grade of B- and department recommendation This college-level course is for accelerated students. It is equivalent to the first semester of a college level calculus course. It begins with a study of limit theory and quickly moves on to differential calculus. The concept of the derivative is applied to related rates, extrema, optimization, and curve sketching problems. The second half of the year is an in-depth study of integral calculus. The concept is applied to logarithmic and trigonometric functions and also to areas and volumes.

AP Calculus BC 2 semesters, 1 credit 15

LJCDS Curriculum Guide 2015-2016 Prerequisite: Precalculus Honors with a minimum grade of B and department recommendation This is a rigorous, college-level course. In addition to the work covered in the AP Calculus AB course, the following topics are included: additional techniques of integration, differential equations, polar coordinates, vectors in two-space, and infinite sequences and series. It is the equivalent to a full year college level calculus course and thus covers twice the material of AP Calculus AB. Honors Linear Algebra 2 semesters, 1 credit Prerequisite: AP Calculus with a minimum grade of B and department recommendation This rigorous, college-level course explores various matrix methods of solving systems of equations in addition to covering matrix algebra, determinants, vector geometry, vector spaces, eigenvalues, and linear transformations. Students examine the proofs of theorems and apply the theorems in solving problems as well as in creating their own proofs. Proof technique is emphasized. Students are also introduced to computer programming in C++.

WORLD LANGUAGE

3.0 credits Two years and through Level 3 required The World Language department functions on the fundamental assumption that every educated individual should have experience in the study of a foreign language. This opportunity is provided to students by language and literature courses in Mandarin, French, and Spanish. The courses not only aim to teach students to understand, speak, read, and write a foreign language, but also to interest them in the life and culture of the people whose native language they are studying. This adds depth and breadth to their personal educational experience. Competency in world language is measured by homework assignments, compositions, quizzes, examinations, reading comprehension, and oral use of the language during class. The primary objective of the department is the eventual proficiency of a student in a world language. The minimum graduation requirement for world language is three credits of the same language, but students are strongly encouraged to continue their study beyond this requirement.

French I 2 semesters, 1 credit French I is a beginning course for students who are starting their study of French for the first time and for those students who studied French in Grades 7 and 8 but are not prepared to go into the French second-year program. This course undertakes the important study of the imperative mood and the indicative tenses of present and past.

Cultural enrichment is offered to students through photographs, proverbs, poems, cultural essays, and dialogue. Students may also take part in cultural projects

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LJCDS Curriculum Guide 2015-2016 such as preparing native cuisine and celebrating national holidays. Most of the class is conducted in French to develop the aural-oral competency of students.

French II 2 semesters, 1 credit Prerequisite: French I with a minimum grade of C or French B (Middle School) with a minimum grade of BIn French II, the idiomatic uses of language in writing and speaking are stressed.

Cultural awareness is continued through the use of text and videos. Students learn all the basic verb tenses and the main concepts of French grammar that allow them to write accurately, read and understand short stories, and speak with some fluency. Short original compositions and oral presentations are an important part of the course. The class is conducted entirely in French.

French III 2 semesters, 1 credit Prerequisite: French II with a minimum grade of C This course offers a thorough review of grammatical structures and an introduction to the subjunctive mood. Reading and class discussion of stories, articles, and song lyrics are an important part of the curriculum. Students will be asked to express their opinions in written compositions.. Oral communication is stressed through situational dialogues and oral presentations on cultural topics. The class is conducted entirely in French, and the emphasis is on cultural awareness.

French Intensive Honors 2 semesters, 1 credit Prerequisite: French II with a minimum grade of B+; French III with a minimum grade of B; and/or department recommendation Students begin to work with material that may appear on the SAT II French exam.

Although oral communication is a major goal, students’ writing skills are refined. They also read at least one novel and numerous short stories as an introduction to literary analysis. Vocabulary expansion is intensified, and grammar is taught and reviewed through both written and oral exercises. Students are expected to apply grammatical concepts, idioms, and new vocabulary through spontaneous oral presentations and written compositions. Listening comprehension is strengthened by frequent use of videos, both documentary and fiction. The class also includes a study of culture and civilization. Students work at a faster pace than in a non-honors course, and they are expected to master more material in a more in-depth manner. The class is conducted entirely in French.

French IV-V (Cinema and Culture) 2 semesters, 1 credit Prerequisite: French III with a minimum grade of C and/or department recommendation This course is designed for students who have successfully completed French III or beyond and would like to further their knowledge of France and the French-speaking 17

LJCDS Curriculum Guide 2015-2016 world. The course is designed to be taken in consecutive years, as the films and the rest of the curriculum (grammar review, francophone regions, and projects) alternate every other year. The principal goals of the course are to 1) further understanding of French and francophone culture, history, and contemporary issues, primarily through film and reading; 2) improve understanding of cinematography and film techniques; 3) refine skills and knowledge acquired in previous French classes in order to better express oneself orally and in writing. In pursuit of these goals, class time is largely spent watching and discussing films, as well as working on projects related to the films and/or the francophone world. This class is conducted entirely in French.

AP French Language and Culture 2 semesters, 1 credit Prerequisite: French Intensive Honors with a minimum grade of B+ and/or department recommendation Students who enroll in AP French Language and Culture are generally those who have both the interest and ability to undertake advanced study in world language and to prepare for the AP French language exam. The course has as its principal objectives 1) the refinement of skills and knowledge acquired in earlier French courses; 2) a greater understanding of French and francophone history, culture, and contemporary issues through reading, film, audio sources, and discussion; 3) the preparation for successful completion of the AP exam in May; and 4) preparation for continued study of French at the advanced level. The course will develop the student’s ability to understand and interpret spoken and written French in a variety of contexts, as well as the ability to express him/herself coherently and with reasonable accuracy and fluency in both written and spoken French, again in a variety of contexts and situations. Students are expected to take French V Honneurs the following year, but may also choose to take French V CinÊma and Culture. The course is conducted entirely in French.

French V Honors (Literature) 2 semesters, 1 credit Prerequisite: AP French Language and Culture with a minimum grade of B+ and/or department recommendation Students who take this course must have strong knowledge of the language and culture of French-speaking people and have attained considerable proficiency in listening comprehension, speaking, reading, and writing in French. Those who qualify for this course must have the energy and the determination to carry out independent work and research. Material is presented in a seminar structure, and students write analytical papers and in-class compositions with accuracy and clarity in thought and language.

The class is conducted entirely in French.

Mandarin I 2 semesters, 1 credit Mandarin I is a beginning course for students who are starting the study of Mandarin for the first time and for those students who studied Mandarin in Grades 7 and 8 but are 18

LJCDS Curriculum Guide 2015-2016 not yet prepared to go into the Mandarin second-year program. The emphasis of the course is placed on mastering the pinyin Romanization system, developing skills for character-writing, and acquiring basic sentence structures for daily communication.

Approximately 500 simplified characters are introduced for reading and writing.

Cultural enrichment is offered through photographs, video clips, proverbs, poems, cultural essays, dialogues, the Internet, and club activities. Students may also take part in cultural projects such as preparing Chinese cuisine, celebrating holidays, and visiting local Chinese establishments. The class is conducted in Mandarin to the greatest degree possible to develop aural-oral competency.

Mandarin II 2 semesters, 1 credit Prerequisite: Mandarin I with a minimum grade of C or Mandarin B (Middle School) with a minimum grade of BBuilding on the skills acquired in Mandarin I, this course introduces students to more complex sentence structures and idiomatic expressions. In addition to the pinyin Romanization system, students will work extensively on the four-tone Mandarin phonetic system. Approximately 500 additional simplified characters are introduced for reading and writing. Cultural awareness continues with various supplemental materials, including cultural credits from the text. Short compositions are an integral part of the course in preparation for the next level of study. The class is conducted in Mandarin to the greatest degree possible to develop aural-oral competency.

Mandarin III 2 semesters, 1 credit Prerequisite: Mandarin II with a minimum grade of C This course introduces students to more advanced grammatical structures and idiomatic expressions while systematically reviewing previously studied material. Oral proficiency continues to be stressed through situational dialogues and oral presentations. Cultural awareness is further developed through reading and class discussion of Chinese proverbs, adapted stories and newspaper articles. Written compositions, picture descriptions, and short essays are an integral part of the course in preparation for the next level of study. The class is conducted primarily in Mandarin, except when complex grammar and culturally-appropriate expressions require clarification in English.

Mandarin III Honors 2 semesters, 1 credit Prerequisite: Mandarin II with a minimum grade of B+ and/or department recommendation Taught at a faster pace than Mandarin III, this course introduces students to more advanced grammatical structures and idiomatic expressions while systematically reviewing previously studied materials. Oral proficiency continues to be stressed through situational dialogues and oral presentations. Cultural awareness is further developed through reading and class discussion of Chinese proverbs, adapted stories, and newspaper articles. In addition, students are expected to speak and write extensively; they are also required to read and listen to longer and more 19

LJCDS Curriculum Guide 2015-2016 challenging passages. The class is conducted primarily in Mandarin, except when complex grammar and culturally-appropriate expressions require clarification in English.

Mandarin IV 2 semesters, 1 credit Prerequisite: Mandarin III with a minimum grade of C and/or department recommendation This course is designed for students who have successfully completed Mandarin III or beyond and would like to further their knowledge of Chinese and the Chinese-speaking world. The goals of this course are to further develop students’ proficiency across the full range of language skills, advance their critical thinking ability, and enhance their cultural and global awareness. In this course language proficiency is interwoven with level- and age-appropriate cultural studies. Instructional materials and activities are carefully and strategically adapted from authentic sources to support the linguistic and cultural goals of the course. This class will be conducted exclusively in Mandarin.

Mandarin IV Honors 2 semesters, 1 credit Prerequisite: Mandarin III Honors with a minimum grade B+ and/or department recommendation This Honors course is a continuation of Mandarin III Honors. It moves at a faster pace compared to Mandarin IV course. In addition to using the textbook, students read more extensively on various topics including newspaper articles, short stories, and other authentic documents and literary selections appropriate to the level. Students learn to differentiate between the formal and informal registers in both speaking and writing.

The goals of this course are to continue to develop students' proficiency across the full range of language skills, to advance their critical thinking ability, and strengthen their cultural knowledge and global awareness. In this course, instructional materials and learning activities are designed for students to master more advanced-level language structures, expressive styles, and conventions of communication through topics reflecting multiple aspects of Chinese society and culture, and the use of various authentic multimedia materials in different linguistic registers. The class is conducted exclusively in Mandarin.

AP Chinese Language and Culture 2 semesters, 1 credit Prerequisite: Mandarin IV Honors with a minimum grade of B+ and/or department recommendation This course prepares students for the AP Chinese Language and Culture Examination.

The goal of the course is to further develop and refine students’ overall language proficiency within a cultural frame of reference reflective of the richness of the Chinese language and culture. Through task-based communicative activities, students develop the ability to speak and write in various settings, styles, and registers. They are also expected to listen to a wide variety of adapted or authentic selections, and read a wide 20

LJCDS Curriculum Guide 2015-2016 range of texts representing different styles and genres. This class is conducted exclusively in Chinese.

Mandarin V 1 semester, 1 credit Prerequisite: Mandarin IV with a minimum grade of C and/or department recommendation This course is designed for students who have successfully completed Mandarin IV and would like to further develop their knowledge of Chinese and the Chinese-speaking world. The goals of this course are to continue the development students’ proficiency across the full range of language skills, advance their critical thinking ability, and enhance their cultural and global awareness. In this course language proficiency is interwoven with level- and age-appropriate cultural studies. Instructional materials and activities are carefully and strategically adapted from authentic sources, including poetry and other literature, to support the linguistic and cultural goals of the course.

This class will be conducted exclusively in Mandarin.

Spanish I 2 semesters, 1 credit Spanish I is a beginning course for students who are starting the study of Spanish for the first time and for those students who studied Spanish in Grades 7 and 8 but are not prepared to go into the Spanish second-year course. This course undertakes the study of the basic structures that allow students to express themselves in simple sentences.

Cultural enrichment is offered to students through photographs, proverbs, poems, cultural essays, dialogues, and club activities. Most of the class is conducted in Spanish to develop aural-oral competency.

Spanish II 2 semesters, 1 credit Prerequisite: Spanish I with a minimum grade of C or Spanish B (Middle School) with minimum grade of BIncreasingly complex idiomatic use of the language in writing and speaking is stressed in this course. Cultural awareness continues with various supplemental materials, including cultural credits from the text. Students learn most of the fundamental concepts of grammar that allow them to write, read, speak, and listen to Spanish at an intermediate level. Short compositions are an integral part of the course in preparation for the next level. The class is conducted entirely in Spanish except when complex grammar concepts require clarification in English. Students are also encouraged to incorporate vocabulary and grammar learned in previous courses to communicate in class at all times.

Spanish III 2 semesters, 1 credit Prerequisite: Spanish II with a minimum grade of C or Spanish D (Middle School) with a minimum grade of B21

LJCDS Curriculum Guide 2015-2016 This course offers a thorough review of grammatical structures previously learned and an introduction to the subjunctive mood. The course is designed to prepare students to further their studies the following year in Spanish Honors Intensive or Spanish IV. Reading and class discussion of stories and articles form the basis for written compositions. Oral communication is stressed through situational dialogues and oral presentations on cultural topics. The class is conducted entirely in Spanish except when complex grammar concepts require clarification in English. This is a participation-oriented course and students are expected to actively contribute to the class daily to further develop their language skills.

Spanish Intensive Honors 2 semesters, 1 credit Prerequisite: Spanish II with a minimum grade of B+; Spanish III with a minimum grade of B; and/or department recommendation This course offers a thorough review of grammatical structures previously learned and an introduction to the subjunctive mood. Students read short stories by well-known authors, watch movies, write reflective compositions, and learn and discuss historical and current events and the culture of Spain and Latin America.. Oral communication is aimed to improve both accuracy and fluency and is stressed through situational dialogues and oral presentations on a variety of topics. The pace of this course is faster than in a non-honors class, and more material and in a more in-depth manner is covered. Students are expected to take Spanish AP Language the following year. The course is conducted entirely in Spanish, and emphasis is placed on cultural awareness.

Spanish IV 2 semesters, 1 credit Prerequisite: Spanish III with a minimum grade of C The emphasis of the course is on oral and written competency in the language. Many contemporary cultural issues are studied. Students read and analyze selected works by Latino authors. Oral communication is stressed through situational dialogues mock trials, skits, videotaped scenes inspired by readings, movies, television programs and/or current events. Some grammar review is completed, but the goal of the course is to use the grammar and vocabulary previously learned in a meaningful, contemporary context.

The course is conducted in Spanish.

AP Spanish Language and Culture 2 semesters, 1 credit Prerequisite: Spanish Intensive Honors with a minimum grade of B+ and/or department recommendation Students prepare for the AP Spanish language exam during the course of the year. The emphasis is on mastering communication by applying interpersonal, interpretive, and presentational skills in real-life situations. Students are introduced to the works of selected AP authors and discuss these works in class, as well as write compositions based on the readings. Students are expected to take AP Spanish Literature and Culture the following year. The course is conducted entirely in Spanish, and emphasis is placed on cultural awareness.

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LJCDS Curriculum Guide 2015-2016 Spanish V 2 semesters, 1 credit Prerequisite: Spanish IV with a minimum grade of C, or AP Spanish IV with a minimum grade of C and/or recommendation of the department This advanced level course focuses on the history and culture of Latin America and Spain through the use of contemporary short and full length films. Students are required to read many literary and prose pieces (historical and press articles, short stories, news items, excerpts from novels, plays), write essays and develop projects.

They are also required to participate actively and make use of their analytical skills, comparing their own life experiences with those of Spanish-speaking cultures Grammar previously learned is reviewed, and there is a strong emphasis on advanced level vocabulary development. The course is conducted entirely in Spanish.

AP Spanish Literature and Culture 2 semesters, 1 credit Prerequisite: AP Spanish Language and Culture with minimum grade of a B+ and/or department recommendation This class is equivalent to college course in Latin American, Peninsular and U.S. Latino literature and is designed to prepare students for the Advanced Placement literature and culture examination. Students who take this course must have a very strong knowledge of the language and culture of Spanish-speaking peoples and have the energy and determination to carry out significant independent work and research. The course aims to further develop student’s critical reading and analytical writing skills in Spanish as well as their ability to make interdisciplinary connections and explore linguistic and cultural comparisons. Literary texts are presented in a seminar structure and are discussed within their different historical, socio-cultural and geopolitical contexts in a variety of oral and written formats in Spanish. This class is conducted entirely in Spanish appropriate to this level.

SCIENCE

3.0 credits Physics, Chemistry and Biology or AP Biology required The objective of science education is to bring about scientific literacy through inquiry, exploration, and application. As stated by the American Association for the Advancement of Science’s Project 2061, “A scientifically literate person is one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes.”

The department hopes to engender a scientific world view that includes certain beliefs: the world is understandable; scientific ideas are subject to change; science knowledge is durable but cannot provide answers to all questions; science relies on inquiry, evidence, and analysis to explain and predict; and scientific work is a complex social activity that 23

LJCDS Curriculum Guide 2015-2016 has generally accepted ethical principles of conduct. The department desires to impart to students the attitude of the scientist, one that is open-minded, investigative, and curious and that science is a process rather than an accumulation of facts. The laboratory orientation of the courses fosters cooperative interaction and emphasizes that science is an active, social enterprise.

Physics 2 semesters, 1 credit Prerequisite: Algebra I or IA This course promotes conceptual understanding of major physics principles through interesting and thought-provoking experiments, demonstrations, and unifying projects, such as a projectile launcher and a roll-back vehicle. Students employ the scientific method to make observations and measurements, graphically analyze data, and describe those relationships both in words and mathematical equations. These skills are used to explore, develop, and apply scientific ideas about motion and forces, momentum and energy, and electricity and magnetism.

Accelerated Physics 2 semesters, 1 credit Prerequisite: Algebra I, concurrent enrollment in Honors Geometry, and department recommendation This course explores major physics principles through experiments and demonstrations, with an emphasis on applied concepts quantified by more advanced mathematics. As a result, students must have a mastery of algebra. As in Physics, students employ the scientific method to make observations and measurements, graphically analyze data, and describe those relationships both in words and mathematical equations. These skills are used to explore, develop, and apply scientific ideas about motion and forces, momentum and energy, and electricity and magnetism in greater depth and at a faster pace than the Physics course.

AP Physics 2 2 semesters, 1 credit Prerequisite: Honors Algebra II and department recommendation; at least Honors Precalculus as a co-requisite This course is a rigorous, non-calculus-based study of classical and modern physics with a goal of preparing students to take the AP Physics 2 exam. The fast-paced program emulates the lecture portion of survey courses commonly taught at colleges and universities. Emphasis is on reading, understanding, and interpreting physical information; developing problem-solving techniques; refining analytical and mathematical skills; and performing experiments and interpreting results. Topic areas include: review of mechanics including rotational dynamics; fluid mechanics and thermodynamics; electricity and magnetism; waves and optics; and atomic and nuclear physics.

Chemistry 2 semesters, 1 credit 24

LJCDS Curriculum Guide 2015-2016 Prerequisite: Algebra I or Algebra IB and Physics This general chemistry class is a laboratory course intended for all students who have completed physics. Addressing itself to the properties and behavior of matter, this course employs a combination of discussion and laboratory formats. Students develop skills in applying scientific reasoning to laboratory-generated data and in problemsolving based on the use of mathematical applications. Mastery of the terminology and symbols of chemistry and the use and preparation of data tables and graphs are included. Specific topic areas include atomic and molecular theory, phases of matter, atomic structure, periodic properties, energy of chemical reactions, chemical kinetics, equilibrium reactions, solubility and ionization, oxidation and reduction, and electrochemical cells.

Honors Chemistry 2 semesters, 1 credit Prerequisite: Algebra I, Physics, and department recommendation This rigorous chemistry class is highly recommended for students who plan to take AP Biology and/or AP Chemistry. While covering the same topics as Chemistry, the Accelerated Chemistry class emphasizes independent learning and more extensive laboratory investigations. Students will approach problem solving using rigorous mathematical models and will delve deeper into the basic chemical processes at a faster pace than the Chemistry course. Mastery of algebra and comfort with abstract thinking are a must.

AP Chemistry 2 semesters, 1 credit Prerequisite: Honors Chemistry and department recommendation The Advanced Placement chemistry course is designed to prepare students to qualify for transferable college credit through the Advanced Placement examination program. The course is for students with high interest and ability in science. Building on a strong foundation in chemistry, this course teaches the advanced science student originality in observation and experimentation, precision in advanced mathematical calculations, computer-based graphing, data collection, and analysis. Conducting rigorous qualitative and quantitative laboratory experiments and writing comprehensive analytical lab reports are emphasized in order to satisfy equivalent demands of college freshman chemistry.

Biology 2 semesters, 1 credit Prerequisite: Chemistry This laboratory course is an introduction to the basic concepts and unifying principles of modern biology. The course introduces topics at the organismal, cellular and molecular levels. Major themes include: unity and diversity of species, mechanisms of information flow and species change, cell structure and division, and human body systems (emphasis on the immune, neurological, digestive and cardiovascular systems). The importance of understanding the organism as a whole is stressed, as well as the 25

LJCDS Curriculum Guide 2015-2016 interaction of organisms with their environment. The course includes significant laboratory as well as project components, with an emphasis on the use of current technological resources as teaching and learning tools.

AP Biology 2 semesters, 1 credit Prerequisite: Honors Chemistry and department recommendation This class is the equivalent of a college introductory biology course and is divided into seven major units that span all levels of biological organization, from atoms and molecules, through cells and organs and into interactions among and between organisms. These units have been developed with the four big ideas of the AP biology curriculum framework in mind: the process of evolution drives the diversity and unity of life; biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain homeostasis; living systems store, retrieve, transmit and respond to information essential to life processes; biological systems interact, and these systems and their interactions possess complex properties. Science is more than a collection of facts, it is a process of observing and understanding the natural world. To that end, scientific literacy is fostered and the class allows students a large opportunity to practice the process of science through laboratory exploration.

Robotics 2 semesters, 1 credit (can be taken for one semester in the Fall) Prerequisite: none The Robotics class is a hands-on project-based course designed to develop students' creativity and technological acumen through the process of building, programming and operating robots designed to perform specific tasks. The course will begin with simple experiments involving sensors and motors. More complicated tasks will involve building integrated prototype devices that collect data using sensors, process this data using computer language code (Robot C), and execute tasks via computer-controlled motorized manipulation of simple machines. Students will be responsible for not only developing such devices in teams, but also communicating the reasons for which they chose a particular method for achieving their team's goals. This will be done in various ways that include maintaining an engineering blog and making both pre-recorded and live presentations. The course fosters cooperative interaction and emphasizes that science is an active, social, as well as technical enterprise.

Science and Society 1 semester, 1/2 credit (can also be taken for 2 semesters, 1 credit) Prerequisite: Physics and Chemistry Grade 12 only Science and Society is an interdisciplinary course covering major science issues from a historical, ethical, political, and scientific basis. The course will focus on the relationships between science, the philosophy of science, science ethics, and how these interface with society. The major topics to be covered are: an overview of the issues relating science and society; atomic energy and nuclear power; the effect of certain chemicals on people and the environment; and Darwin’s theory of evolution. The 26

LJCDS Curriculum Guide 2015-2016 positive and negative aspects of these main topics, and the implications on society as a result of the application of scientific discovery, will be included. Reading assignments from thirty-five texts will be used to demonstrate the complexity in science and society issues. Other current event topics such as - global warming, stem cell research, bioengineered foods, cloning, technology, etc. will be included. Action research labs and student projects are also part of the course.

Biotechnology 1 semester, 1/2 credit; 2nd semester only Prerequisite: Biology or AP Biology The Biotechnology class is a lab-based class in which students learn molecular biology techniques in both an experimental and a health-based context. Appropriate for all students who have completed either LJCDS biology course, this hands-on class builds on the junior experience by allowing students to explore cutting edge science in an approachable way. Students learn to manipulate DNA and work with recombinant proteins, among other techniques; an emphasis is also placed on understanding how core techniques can be used to address health issues and other societal challenges. Students have the opportunity to design their own experiments and connect with the local biotechnology community through field trips.

Marine Biology 1 semester, 1/2 credit; 1st semester only Prerequisite: Biology or AP Biology This course takes an ecological approach to examining the ocean habitat and the organisms that live in it. Designed for students who have already had Biology or AP Biology, the course will reinforce key biological principles and address the specific applications of those principles to marine systems. Marine organisms from all three domains of life will be examined in the context of the major ocean habitats, from intertidal zones to the deep sea floor. Particular attention will be paid to the evolutionary and ecological context for characteristics of organisms and communities. Local resources such as tide pools and nature centers will be employed to the fullest extent possible, and modern molecular biology and other techniques will be used frequently to address the current state of ocean research.

Neuroscience (Honors) 2 semesters, 1 credit Prerequisite: AP Biology and department recommendation Although the brain weighs only three pounds, and is small enough to hold in your hands, it is the body’s most vital organ. The neuroscience class will explore the biology of the brain and the mind. Using the foundation established in AP biology, students will study the unique cells and chemicals that make up the brain and the central nervous system. Topics to be investigated will include basic anatomy, function of cells, integration of functions; specifically sensation, perception, movement and memory. Additional areas of study will include addiction and drugs, mental health, brain disorders and diseases, nervous system injuries and treatments. The class will 27

LJCDS Curriculum Guide 2015-2016 emphasize reading of primary sources and will maximize study of the most current ideas in neuroscience today.

SOCIAL SCIENCES/HISTORY

3.0 credits World Cultures & Contemporary Problems I; WCCP II or equivalent; and some form of U. S. History required Social science students become familiar with both historical facts and concepts and with the more general social scientific skills that are especially useful in examining current events. Communication skills are developed through thoughtful and active listening, speaking, reading, and writing. In addition to daily participation in classroom discussion, students at all grade levels present formal oral reports on topics mutually agreed upon by student and teacher. All students are required to present a formal written research essay developed around a question of relevance to the course. In the classroom, the “directed discussion� format prevails over lectures, which are usually no more than half a class period in length.

Class periods for small group study projects and independent reading are scheduled when appropriate. Midterm and final exams emphasize the writing of essays and practice in answering multiple-choice questions of the type commonly encountered in the College Board testing program.

World Cultures & Contemporary Problems I 2 semesters, 1 credit WCCPI is a required, Grade 9 that examines early human history and civilizations, from roughly 20,000 years ago until roughly 500 years ago. While investigating the physical and cultural geography of many regions of the earth, the course will also apply that information to current global developments. Through daily coursework and projects such as the Oral History Project and a research paper, the course reinforces skills such as reading comprehension, effective note taking, time management, persuasive writing, team work, communication, public speaking, conducting research, video creation and editing, media literacy, and critical thinking.

World Cultures & Contemporary Problems II 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems I WCCP II is a tenth grade course in which students examine the events of the past five hundred years to glean lessons that can be applied to current events and to their own lives. Students will learn about the Renaissance and Enlightenment, the political revolutions in France, North America, and Latin America, the Industrial Revolution, the World Wars, and the Cold War. Students will have the opportunity to discuss significant individuals and key decisions as well as broad cultural trends and artistic developments. In addition to regular class discussion and occasional quizzes and writing assignments, students will work on a handful of long-term projects that 28

LJCDS Curriculum Guide 2015-2016 encourage them to master a particular topic and then share their knowledge with their peers. The overarching goal of the course is to help students further realize that each individual wields tremendous power to shape the future, and to help students further develop some of the skills that will be essential to them in shaping theirs: thinking critically, writing clearly, researching thoughtfully, presenting persuasively, and discussing topics with the courage of their convictions and an open mind.

AP European History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems I and department recommendation This college-level history courses is structured to prepare students for the Advanced Placement examination that can qualify them for transferable college credit. The course is designed for able and well-motivated students who are interested in additional and more challenging course material.

According to the AP European History course description available at http://apcentral.collegeboard.com, "the study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. [The course includes] ...understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing."

AP World History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems I and department recommendation This college-level history courses is structured to prepare students for the Advanced Placement examination that can qualify them for transferable college credit. The course is designed for able and well-motivated students who are interested in additional and more challenging course material.

According to the AP World History course description available at http://apcentral.collegeboard.com, "the purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills.

The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies... The course builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage."

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LJCDS Curriculum Guide 2015-2016 United States History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems II, AP European History or AP World History This survey course examines the history of the United States from the founding of the New World through the modern era and traces significant historical events and the development of ideas critical to understanding the United States today. Students will examine the history of the United States both chronologically and thematically in an environment that encourages independent thinking and participation. Themes of the course include democratic ideals, citizenship, diversity and unity, immigration and migration, economics, science and technology, and the emergence of the United States as a world power. Current events are emphasized and discussed throughout the year. Through spirited class discussions, readings, homework and class projects, students will enhance their skills in many areas, including reading, note-taking, essay writing, public speaking, debating, empathetic listening, conducting research, citing resources, and critical thinking.

American Studies: History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems II, AP European History or AP World History American Studies combines the curriculum of English III and US History into one double period, looking at the unquestionable link between social, historical and literary American development. Contemporary media reports consider the dual nature of America’s impact on the world: beloved for its movies, its fast food, its stars and fashion, and detested for the very same sensibilities and excesses. But from where does this notion of “America” emerge? What historical events, economic situations, and prevailing attitudes led America to be such a powerful cultural icon for the world at large? For centuries, American artists, writers, fashion designers, and socialites used the standards of England and France as a measurement of all that was great and possible.

This course explores the forces (historical, social, economic, and cultural) that finally allowed for American literature to find its own place.

The AMST curriculum offers an amalgam of American history and literature, a forum by which the questions above can be discussed and even answered. The course engages students in living history through the literature and primary source documents that create it (and vice versa). This course focuses on major philosophical movements and covers history and literature that surrounds the Native American oral tradition, Puritanism, Romanticism, Realism, Naturalism, Modernism and Contemporary American societies. We focus on the variety and experimental nature of individual American literary works and the politics, laws, and ongoing sociological shifts since before America’s inception as a colonial entity.

Students learn to identify the connections, influences and noteworthy interchanges among great writers and significant historical events, sharing their insights in a variety of assessments (papers, tests, projects).

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LJCDS Curriculum Guide 2015-2016 AP United States History 2 semesters, 1 credit Prerequisite: World Cultures & Contemporary Problems II, AP European History or AP World History, and department recommendation While covering the United States History curriculum, this course puts an additional emphasis on reading primary sources and writing. In order to prepare for the Advanced Placement exam, students are asked to answer a substantial number of essay- and databased questions. An interest in the analytical approach to history and an ability to work independently are key to the successful completion of this course.

United States Government 2 semesters, 1 credit This course introduces Grade 12 students to the government and politics of the United States. The key topics include the Constitution, the organization and activities of the three branches, the role of the political parties, and the election process. Special attention is paid to Supreme Court cases in the areas of civil liberties and civil rights.

Students are required to stay abreast of current political issues and events.

AP United States Government 2 semesters, 1 credit Prerequisite: department recommendation This course is designed to give students a critical perspective of government and politics in the United States. This course involves both the study of general concepts used to interpret United States politics and the analysis of specific case studies. It also examines the various institutions, groups, beliefs, and ideas that make up the United States political reality. Special attention is paid to Supreme Court cases in the areas of civil liberties and civil rights.

AP Psychology 2 semesters, 1 credit Prerequisite: department recommendation or instructor approval Grades 10–12 This college level course explores topics of psychology: research methods, neuropsychology, learning, memory, perception, cognition, states of consciousness, diagnosis and treatment of mental illness, developmental psychology, and social psychology. Students will learn about careers in psychology, and will practice applying psychological concepts in everyday life. Students will be well prepared for the Advancement Placement examination.

AP Art History 2 semesters, 1 credit Prerequisite: Art History instructor approval (may be taken for art or history elective credit) 31

LJCDS Curriculum Guide 2015-2016 AP Art History provides the same benefits to upper school students as those provided by an introductory college course in art history: an understanding and enjoyment of architecture, sculpture, painting, and other art forms within historical and cultural contexts, examining issues such as politics, religion, patronage, gender, function and ethnicity. Students will examine major forms of artistic expression from the past and the present from an assortment of cultures and disciplines. They learn how to look at works of art critically, with intelligence and sensitivity, and they learn how to analyze what they see.

Theory of Knowledge 2 semesters, 1 credit Prerequisite: English or Social Science department recommendation Grade 12 only Students examine the disciplines they have been exposed to throughout their education such as literature, history, science, religion, government, mathematics, and art through the eyes of a philosopher. Throughout the class, students will address fundamental philosophical questions, such as: the nature of reality and existence, the existence of God, the problem of evil, how we claim to know, reason versus faith, the mind-body problem, and whether values are absolute or relative. Students will study the major philosophers from the Pre-Socratics to the Existentialists and will be required to read primary documents from such great philosophers as Plato, Aristotle, Descartes, Hegel, Kant, Nietzsche, and Sartre.

In the spring, the class considers ethics, aesthetics, philosophy of science, and nonwestern philosophy. Students must be prepared for intense Socratic discussion as well as keep a journal. Besides written and oral examination, students will be required to be self=motivated and to independently work on an interview project and research a philosophy and literature project. Inherent to the success of this class is a willingness to hone the tools of argumentation: reason effectively, communicate well, evaluate and defend a position, and respect your audience.

Psychology 1 semester, 1/2 credit; 1st semester only Grades 10-12 Psychology is a survey course that examines the study of the human mind and human behavior. Beginning with psychology's origins in philosophy, the course touches on research methods, the relationship between the brain and behavior, sensation and perception, consciousness and cognition, and mental illness and psychotherapies.

Discussion topics will include not only psychological concepts but aesthetics, morality, meaning, knowledge, and love. Films relevant to psychology are screened and discussed, and readings are drawn from an introductory psychology text, Platonic dialogues, and Viktor Frankl's Man's Search for Meaning. This course stands alone as a foundational course in psychology but may also be taken as preparation for AP Psychology.

Economics 32

LJCDS Curriculum Guide 2015-2016 (Semester 1: Microeconomics; Semester 2: Macroeconomics) 2 semesters, 1 credit (can also be taken for 1 semester, 1/2 credit) Grades 11 & 12 only This is a year-long non-mathematical introductory course. The first semester will focus on micro-economics, including comparison of the different economic systems, analysis of the way markets work in the United States and the roles played by business and labor. In addition, students will read and discuss the best-selling book Freakonomics. The second semester is reserved for macro-economics, including study of taxes, budgets and the competing analytical theories about the role that the federal government should play in the economy. The semester will conclude with a study of international trade. Students will write analytical essays, prepare individual and group presentations, and participate in the Stock Market Game.

Trivium Honors 2 semesters, 1 credit Grades 10-12 This interdisciplinary elective year-long honors course will challenge students to master the three arts that make up the foundation of the traditional liberal arts education: grammar, logic, and rhetoric, known as the “three ways” (trivium in Latin), that prepare students for all other forms of learning: whether humanities (history, philosophy, theology) or the “four ways” (quadrivium in Latin) that constitute what we would call math and science. Topics of discussion will include fundamental questions of meaning, morality, and the individual’s relation to society. Readings will include examples from great writers and thinkers from ancient to modern times collected by the teachers in a textbook that will be provided. There will also be a debate component to the course.

Visual & Performing Arts 1.0 credit One year-long course required Studio Art I 2 semesters, 1 credit This is an elective course that requires no previous art making experience. The first semester is designed to introduce students to freehand drawing and exploration of drawing techniques. Through the development of observational skills and the study of line, value, form, and composition, students learn various techniques for producing effective representations. The second semester includes the utilization of these skills through graphite and paint, with a shift toward personal themes of interest. The emphasis throughout the course is on developing a working knowledge of a visual vocabulary that assists with making artistic decisions. Art History is discussed in order for theory and technique to be clearly understood. This is a required course for all upper level studio art classes.

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LJCDS Curriculum Guide 2015-2016 Studio Art II 2 semesters, 1 credit Prerequisite: Studio Art I or instructor approval Students continue to develop skills and concepts explored in Studio Art I in this elective course with an emphasis on the effective use of the principles of design for each project.

Students stretch their conceptual and imaginative faculties through more advanced investigations into their personal artistic process and understanding of a wide variety of techniques. Students will incorporate new theory such as installation, video and performance art in order to ensure that they have well-rounded knowledge of modern and contemporary art. The experience of a Studio Art II student is composed of unique field trips, contemporary art history, relevant art films, and group critiques throughout the year.

Studio Art III 2 semesters, 1 credit Prerequisite: Studio Art II and instructor approval The curriculum of this course is guided by projects designed to allow students to work independently when choosing materials, approach and concepts. A student’s strong knowledge of the principles of design and process will further strengthen in this last step leading to more highly developed work or an Advanced Placement Portfolio. Students will work alongside Advanced Placement students, allowing them an inside look at the yearlong AP portfolio process. Studio III will focus on the experience of creating a concentrated body of work through group critique assessments and adaptations made after critique. This work will be eligible for submission into individual AP portfolios the following year. Students who have taken Graphic Design or Digital Photography will also be eligible to further their design skills in this advanced environment.

AP Portfolio 2 semesters, 1 credit Prerequisite: Studio Art lll and instructor approval This course follows the requirements established by the AP Board in Princeton. Students are expected to produce twenty-four art works of very high quality. Twelve must show a student’s ability to work with a variety of subjects, materials, and approaches. The other twelve works demonstrate students’ capacity for focusing on a subject and style that allows them to create cohesive bodies of work.

Graphic Design 2 semesters, 1 credit Graphic Design is year-long introductory art course for students interested in pursuing 2D design in a digital format. Students will learn the principles of design and elements of art associated with creating a dynamic work of art. Students will be learning how to visually communicate and connect with a client while often working to produce posters for school productions or events. No prerequisites or training in Adobe Photoshop are required for the course. This course is also recommended as a prerequisite for any students seeking to create a Digital Design portfolio for AP Art. 34

LJCDS Curriculum Guide 2015-2016 Digital Photography 2 semesters, 1 credit Digital Photography is a year-long introductory course in the study of photography.

Students will learn the basics of photographic composition, the principles of design and the elements of art, the technical aspects of photography as it relates to 35mm SLR cameras in general, and the differences with a 35 mm DSLR camera. They will also work with Adobe Photoshop to enhance, print, mount and display their finished work.

Students will also study the history of photography and be aware of current photographic work and trends in the field. This course is required for any students hoping to create an AP Photo portfolio.

Architecture 2 semesters, 1 credit (May be taken one semester with teacher approval) Architecture is a year-long course presenting the fundamentals of drafting and architecture, including an overview of the importance of drafting in a variety of subjects and careers, including science, art, and engineering. Students will begin by drawing with pencils, pens, and traditional drafting tools, and then proceed to CAD drawing.

Drafting subjects will progress from simple geometric shapes to more complicated three dimensional objects. After mastering straight line renderings, students will begin to tackle the three view and isometric drawings including circles, ellipses, and spheres. In all drafting plates, proper dimensioning, and correct use of scale will be stressed.

Following an introduction to drafting, students will progress to a study of the history and development of architecture from ancient times to the present day, be introduced to the fundamentals of architectural drawing and the history of architecture. Emphasis will be placed on socially responsible, environmentally benign architecture, incorporating both esthetic appeal and practical engineering and construction principles. In the first units, students will review the basics of architectural drawing and design, including floor plans, elevations, two and three point perspective renderings, and three dimensional model construction. In the second unit, students will design a private residence or public building as their culminating project.

Ceramics 2 semesters, 1 credit This is an introductory level ceramics course designed to investigate the various technical and conceptual issues related to clay as a sculptural medium. Students will be encouraged to visualize, investigate and interpret a diverse selection of forms by applying an array of techniques pertaining to ceramic construction. Students will also look at the relationship clay has to painting by exploring the use of glazes and surface enrichment. Emphasis will be placed on creating a body of personal work with aesthetic awareness and reflection. Art History will be discussed to see how we can place the work in the field of contemporary art and understand relationships to work of the past and of different cultures.

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LJCDS Curriculum Guide 2015-2016 Intermediate/Advanced Ceramics 2 semesters, 1 credit Open to Grades 10, 11 & 12 for students who have taken 1 year of Ceramics.

This course is designed to continue the study of clay as a sculptural medium and build on the skills of Ceramics I. Emphasis will be placed on building conceptual framework for the students artistic processes while expanding a visual vocabulary relevant to Contemporary Art. Experimentation, increased scale and incorporation of other materials and artistic theories will be explored. Students will have the opportunity to design and plan a gallery show to enrich the experience of displaying objects in space and build a body of work.

AP Art History 2 semesters, 1 credit Prerequisite: Art History instructor approval (may be taken for art or history elective credit) AP Art History provides the same benefits to upper school students as those provided by an introductory college course in art history: an understanding and enjoyment of architecture, sculpture, painting, and other art forms within historical and cultural contexts, examining issues such as politics, religion, patronage, gender, function and ethnicity. Students will examine major forms of artistic expression from the past and the present from an assortment of cultures and disciplines. They learn how to look at works of art critically, with intelligence and sensitivity, and they learn how to analyze what they see.

AP Music Theory 2 semesters, 1 credit Prerequisites: Placement Exam & Teacher Approval This course is designed to help students understand how music is constructed, and provide opportunities for creative development. In particular students will become familiar with the six basic elements of music, common practice voice leading, and musical analysis. This course will also encourage development of more advanced aural, vocal, and keyboard skills. Course objectives include: • Review fundamentals of music including melody, harmony, texture, timbre, form and rhythm; • Daily ear-training and sight-singing exercises; and, • Intensive student of common practice part writing, including figured bass, Arabic numbers, Roman numeral analysis and pop chord symbols.

Concert Choir 2 semesters, 1 credit This course provides opportunities for any student to develop musical potential and aesthetic understanding through singing in a choral ensemble. Study includes appropriate vocal technique, aesthetic awareness, basic theory, and responsible rehearsal habits. Students will strengthen listening skills and their ability to analyze and evaluate music and music performances. Attention will also be given to relating music 36

LJCDS Curriculum Guide 2015-2016 experiences to personal development and other academic areas. All Concert Choir members have the option of participating in an annual performance tour or choral adjudication festival.

Madrigal Singers Honors 2 semesters, 1 credit Prerequisite: by audition + 2 semesters of Concert Choir, (juniors & seniors) Madrigal Singers is an advanced choral ensemble that builds upon the vocal and ensemble techniques introduced in the Concert Choir. Students selected for this ensemble must complete all prerequisites, audition, and attain director recommendation. The course emphasizes sight-singing, tone production, breath control and other aspects of vocal technique. Performance repertoire will be selected from a variety of genres and time periods and will reflect state and national standards. The Madrigal Singers perform regularly both on campus and in the community and participates in a choir tour/choral festival each year. In addition students in this ensemble must participate in at least one extracurricular ensemble, which may include a local or regional honor choir, a cappella choir, community choir, or school/ community musical theatre production.

Concert Band 2 semesters: 1 credit Prerequisite: Students should have at least one year of instrumental experience and be able to read music. A basic knowledge of scales and chords is also recommended.

Concert Band is offered to all students with previous experience on a traditional band instrument as well as piano and guitar. Continued emphasis is given to the development of musicianship and basic skills through a large repertoire of appropriate level band literature. Class activities emphasize the development of instrument technique, tone production, tuning, fundamentals of music theory, music reading, and listening skills. In addition to Concert Band, students will participate in several marching band activities in the fall, performing for several home football games as well as the La Jolla Holiday parade. Jazz Band and world music are also important elements of this instrumental organization. Students learn and perform various techniques and styles of jazz, world, and pop music. In addition to the traditional wind instruments, piano, guitar and a wide variety of percussion instruments are also incorporated into this class. Involvement in this course will acquaint students with many of the life skills necessary to be successful in the work place including personal relations, problem solving and working as a team to produce a product.

Band: Percussion and World Drumming 2 semesters: 1 credit, UC Approved Band Credit (Past percussion/drumming experience and/or audition is required for enrollment.)

The Percussion and World Drumming Class is a very “hands on�, comprehensive course that is encouraged of all percussion and drumming students. This class focuses on the percussion techniques that directly relate to rudimental, concert, and world percussion ensembles. Participation includes Percussion Ensemble, Indoor Drumline, Concert 37

LJCDS Curriculum Guide 2015-2016 Band/Orchestra, Marching Band (if applicable), West African Drumming, Brazilian Drumming and Japanese Taiko Drumming.

Honors Band 2 semesters, 1 credit, CD Honors Credit (UC approval pending) Honors Band is an upper-level performance opportunity for accomplished wind, percussion, and rhythm section players. While offering the same ensemble and style experience as Concert Band, emphasis is on the advancement of instrument technique and the further development of ensemble performance skills. Participation in solo & ensemble festivals, state honor groups, private lessons, and/or community/youth ensembles are encouraged. 10th-12th grade students in this ensemble are eligible for Country Day honors credit. UC Honors credit is “pending UC approval�.

Students will be expected to participate in all Honors Band activities during or outside the normal school day, including participation in marching band, jazz band, and Rhythm in Blue performances. Students will work towards mastering the concepts and skills in rich tone quality, group and individual intonation, expressing appropriate style for various time periods, advanced articulations and fluid technique. Precision in music reading and sight-reading is expected. Involvement in this course will acquaint students with many of the life skills necessary to be successful in the work place including personal relations, problem solving and working as a team to produce a product.

Honors Band offers students a wide variety of challenges in musical performance, including experiences in chamber music, analysis, theory and history. Membership is by audition only.

Chamber Orchestra 2 semesters, 1 credit The Upper School Chamber Orchestra is designed to provide an environment that encourages the understanding and appreciation of music via an orchestral instrument.

Students will learn basic theory concepts and improve their instrumental technique. The focus will be on performance and the study of music terminology, sight reading and rhythmic training as it pertains to orchestral and ensemble playing. Participation in Chamber Orchestra will develop teamwork, confidence, stage presence, discipline, leadership and citizenship skills. Students are encouraged to take private lessons outside of school. Students will be exposed to a wide variety of literature from the Baroque, classical, romantic and contemporary music periods as well as themes from famous musicals, jazz, Celtic, and pop/rock tunes. The Chamber Orchestra performs at many school concerts and community service events such as Open House, Classical Music Assembly, Poway Orchestra Festival, CAIS Honors Orchestra, LJCDS Ensemble Festival, and LJCDS Graduation ceremonies. The Chamber Orchestra has opportunities to travel to festivals and adjudications in a variety of cities each year.

Honors Orchestra 2 semesters, 1 credit 38

LJCDS Curriculum Guide 2015-2016 Prerequisite: by audition This course is an advanced string ensemble class for serious musicians who are interested in a more in depth study of various styles of string repertoire. Students will learn more advanced theory concepts and will learn to arrange or compose their own pieces. One of the highlights of the class will be the opportunity to experience conducting. Students will be instructed in a master class led by a professional guest symphony orchestra conductor. Students must be proficient on their instrument and should be continuing private lessons outside of school. Enrollment is by audition and the pre-requisite is Chamber Orchestra. Expectations and performance opportunities are the same as for the Chamber Orchestra above with various additional performance opportunities on campus and in the community as this is an Honors Class. The Honors Orchestra also travels to festivals and adjudications each year in a variety of cities.

Introduction to High School Acting 2 semesters, 1 credit (same as UC approved Intro to Acting) Prerequisites: None This is a great class for both freshmen & upper classmen who want to experience theatre in a safe, fun environment. The course focuses on performance and the collaborative process of creating theatre. Using acting exercises, theater games, improvisation and group building activities, students will expand their theatrical imaginations and improve their capabilities to express character and tell stories. Students will have ample opportunities to perform and create projects, including optional participation in the spring US Drama Production (this is the only way freshmen can be cast).

Play Production 2 semesters, 1 credit Prerequisites: Audition or Application (for non-actors), and either Introduction to Acting, Theater Tech or Approval of Instructor; not open to freshmen This is a full year course focusing on the production process for the main Upper School Drama production, culminating in performances during the spring semester. Students will gain practical experience in their discipline of interest as well as develop essential skills and knowledge through close work with faculty. The course is open to actors, stage managers, directors and dramaturges. Acting students will be cast in appropriate roles and spend the year simultaneously developing their character in rehearsals and their acting technique and instrument through physical and vocal exercises. Stage Managers will work in conjunction with the Technical Theater program to coordinate and supervise the various technical requirements of the production. Directors and dramaturges will work with the director and ensemble in providing assistance with staging and/or research for the production.

Technical Theater 2 semesters, 1 credit This class will be an integral part of the theatrical program providing students with an opportunity to participate in the areas of lighting, sound, props, costume design, scenic 39

LJCDS Curriculum Guide 2015-2016 design and construction. These five basic design areas of theater will allow students to develop their skills in planning, communication, technical execution and problem solving. Students will have an opportunity to learn and develop these skills on a measured and evenly progressed basis throughout the semester so that they can participate in the drama performances & musicals with a solid foundation in all areas of design. The course will cover all five areas of design, but students will have an opportunity to pick one area of main interest for further study.

Independent Filmmaking Class (Filmmaking) 2 Semesters, 1 credit The course is focused on two essential themes: How will you most effectively share narratives from your perspective? What does collaboration mean to the craft of filmmaking? This hands-on filmmaking course will lay the foundation for a student to become a well-rounded filmmaker who demonstrates the true independent spirit of creating narratives that think outside of the box. Creative storytelling is the catalyst for experimentation behind the camera, working with lighting, integrating sound and creating stop-motion techniques. Students may continue their growth process in IFC and create more highly developed filmmaking productions in a second year of the course. Students who are 2nd year more advanced students will work closely with first year students during pre-production and production, regularly helping first year students begin their film journey in-front and behind-the-camera.

Honors Film Studies 2 Semesters, 1 credit Prerequisite: Independent Filmmaking, Advanced Directing, Advanced Playwriting, English 3, AP Art History, or instructor approval Great filmmakers are also serious students of film just as serious critics of film need to understand the alchemy of making ideas flesh. This course will focus on analyzing the work of significant film directors and film movements throughout history as a way of gaining a deeper understanding of how film communicates ideas and emotions through its constituent formal elements. Through discussion, writing and film making, students will learn to both extract ideas from existing films and inject ideas into their own film work and writing. Students will be allowed to focus on areas of personal interest, whether criticism, screenwriting or directing.

Dance Foundations 2 semesters, 1 credit Dance Foundations is a course for any student who loves to move regardless of how much previous dance experience they have. While the class is an overview of many dance forms, students will focus their technique primarily on contemporary, modern, and tap dancing. Along with having the opportunity to dance every day in class, students will also ask themselves big questions like, what is dance? Additionally, students will have the opportunity to dance with local dance professionals through artistic residencies. All students will participate in two fully produced dance concerts in the Four Flowers Theatre.

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LJCDS Curriculum Guide 2015-2016 Dance Technique & Performance 2 semesters, 1 credit, Prerequisite: one year of Dance Foundations and Audition Dance Technique and Performance is a rigorous dance course for the serious dancer interested in developing stellar dance technique. The focus of the course is primarily on contemporary, modern, and tap dance. No matter what the form, students will strengthen their bodies and develop the skills necessary to dance among professionals.

Along with dancing every day in class, students will have the chance to learn the fundamentals of dance composition. This course also includes an artistic residency with professional performers from Malashock Dance. To take this class, a student must complete one full year of Dance Foundations and attend an audition.

NON-DEPARTMENTAL Introduction to Computer Science 1 Semester, 1/2 credit; Semester 2 only Introduction to Computer Science is an introduction to the field of computer science focusing on designing, writing, and testing programs. Emphasis is given to core concepts like loops, data structures, recursion, functions, and objects useful in any computer language, though the course's default language for much of the year will be Python. Each concept is accompanied by one or more program assignments, ranging from the most basic, traditional "Hello World" program, to fully interactive programmed algorithms like Tic Tac Toe or Othello. Periodic "Puzzle Days" push the students to think creatively and logically about concepts that are applicable to computer science. Note: No experience is required for enrollment, but students already proficient in programming will perform activities that challenge their skills.

AP Computer Science 2 semesters, 1 credit Recommended Prerequisite: Intro to Computer Programming AP Computer Science is a course designed to teach students to write logically structured, well-documented computer programs using a structured, high-level computer language.

Emphasis is placed on the development of programming techniques that lead to the creation of high-quality, computer-based solutions to real problems. The course’s scope is comparable to the material presented in a college introductory course in computer programming. Students sit for the AP Computer Science (A) exam in May. Video Game Creation (UC Approval pending) 1 semester, 1/2 credit; Semester 1 only Recommended Prerequisite: Geometry & Algebra II This course introduces students to the math algorithms of 3d graphics engines supplemented with 3d graphics art projects to validate the math. 3D graphics engines 41

LJCDS Curriculum Guide 2015-2016 read files generated by 3d modeling art tools that contains the 'mesh' of ordered vertices for objects, camera(s) with location and direction, lights and key frame animations. Also discussed are the calculation of object collision and user interaction within the 3d scene.

While the class covers all areas of 3d graphics math, such as that used in animated movies, the emphasis is on real-time applications such as lighting and detailed surfaces in video games because of the calculation issues and performance breakthroughs in the industry.

A major goal of this course is to reinforce how high school math is applied to video games and animated movies, entertainment commonly engaged by high school students. The course is a study of Linear Algebra, the branch of mathematics involved with vector spaces represented by matrices.

Mobile Application Development (UC Approval pending) 2 semesters, 1 credit Prerequisite: Geometry & Algebra II This course is designed to prepare students to take the AP Computer Science course as an alternative to the traditional introduction to programming class. The department loses very brilliant computer science people to visual arts and this class is designed to show students how art and code can combine to create something very productive and useful for the future. The class will satisfy the students’ desire for creativity while introducing them to the concept of coding, both essential for the new AP labs.

Design Thinking, Engineering and Innovation 2 semesters, 1 credit; can be taken more than once for credit The goal of this course is to give students the skills and time to develop creative and innovative “stuff”. This “stuff” could be unique solutions to problems, interactive art or complex electromechanical machines to name a few examples. In every case people and deep research will be a large part of the thought process and design. Throughout the course, advanced and novice students will be paired to leverage peer teaching opportunities. The class will be split up into three sections: 1) Tools, 2) Design Process, and 3) Capstone Innovation Project.

During the first section of the course, students will learn in-depth cutting-edge tools and technologies such as 3D printing, 3D CAD, laser cutting, composites, machine tools, programming, micro-controllers, sensors, and robotics. Students will learn these tools through small, focused, interactive projects. Students will become self-sufficient on all of the tools in the LJCDS FabLab. During the second section of the course, students will form teams to learn about the Design Thinking process through a structured project. Students will learn how to properly perform observational and user interview research as well as various methods to assess their research such as the 5E experience model, pain and frequency mapping, 42

LJCDS Curriculum Guide 2015-2016 persona development and other methods. From this research students will learn how to develop powerful insights to guide innovative solutions.

The last section of the course will be a culmination of the previous two. Students will be allowed to select and present their own project direction and be required to build a fully functioning solution. Project directions could be anything from product to process, art or socially based. The only requirements will be that the project follow a process plan and be driven by technical and user-based research. Projects may go as far as being put onto Kickstarter or become short- or long-term businesses.

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LJCDS Curriculum Guide 2015-2016

COMMUNITY SERVICE Social responsibility is an integral part of the philosophy of La Jolla Country Day School.

It is the aim of the Community Service Board to encourage students to step outside their comfort zones to help those who are less fortunate than themselves. As such, LJCDS students are required to perform at least 30 hours of community service by the end of their junior year. This service must be done off campus. Country Day students are also required to complete 10 hours of school service before the end of first semester of their senior year.

Verification of Hours Many projects are sponsored and sanctioned by the Community Service Board. Projects sponsored as community service events by the school need not be pre-approved.

Projects sanctioned, but not sponsored, as well as other community service projects, must be pre-approved. Students run the risk of not earning any community service hours if this procedure is not completed in advance. Forms are available in the Community Service Office. Pre-approval is obtained through the community service director. Verification must be done by the on-site supervisor of the project, not by the student’s parent. Hours completed during the school year must be verified within 30 days of completing that service or the hours will be lost.

Summer community service hours must be verified within the first two weeks of the new school year. Hours incurred through training for a specific job (e.g. TRACE, candy striper, Helen Woodward special projects) will count only if the student continues to volunteer for the organization from which the training was received.

The Upper School participates in the President’s Student Service Awards (PSSA). The PSSA was established as a way to encourage millions of young Americans to participate in voluntary community service. The awards were originated by President George Bush in 1992 and were expanded by President Clinton. In April of 1997 in Philadelphia at the Presidents’ Summit for America’s Future, Presidents George Bush, Jimmy Carter, Bill Clinton, and Gerald Ford, along with Mrs. Reagan and Colin Powell, set the goal of getting two million young Americans to provide 100 hours of service. The President’s Student Service Awards became the official recognition system. PSSA is sponsored by The Corporation for National Service and is administered by the American Institute for Public Service, The Points of Light Foundation, and Youth Serve America.

At Country Day, many of our students have already found both the joy and value of community service. We seek to recognize those who go above and beyond their community service obligations. Students who log 100 or more hours from the last day of school until the end of spring break the following year will receive the PSSA. Students who earn this distinction will receive a gold pin and a certificate from the president of the United States.

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