Program of Studies & Curriculum

Computer Science and Technology Curriculum

In today’s world, computer science and technology touch every aspect of our lives. Programming, software development and engineering have long since moved out of the lab and into every field from medicine, banking and exploration to commerce, entertainment, and sports, to name only a few. With that in mind, the Pembroke Hill Computer Science and Technology program seeks to prepare graduates for any path they might take in their study of this discipline, from building and maintaining systems, to writing apps and shaping user experience, to creating robots to solve problems.

There is no computer science requirement for graduation.

Course Offerings

Introduction to Computer Science (Entry Level Course) (Fall or Spring)

Intro to Computer Science is a course that covers the basic principles of computer hardware, programming, algorithms, interactive animations and games, AI and machine learning, and the impact of technology on the world today. Students will utilize both block programming and Java to help learn the principles of object-oriented programming and prepare them for AP Computer Science A. Students who complete this course will meet the prerequisite for enrollment in AP Computer Science A.

AP Computer Science (Full Year)

Prerequisite: Introduction to Computer Science.

Computer Science A(CSA) is designed around the AP CSA exam and is equivalent to a first semester, college-level course in computer science. AP CSA introduces students to software engineering and object- oriented programming and design using the Java programming language. This curriculum covers a broad range of topics, including the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems.

Ethical Hacking (Spring)

Prerequisite: Introduction to Computer Science

This course provides an in-depth understanding of how to effectively protect computer networks. Students will learn the tools and penetration testing methodologies used by ethical hackers. In addition, the course provides a thorough discussion of what and who an ethical hacker is and how important they are in protecting corporate and government data from cyber-attacks. The first quarter will be dedicated to learning network security techniques and building skills. The second quarter students will participate in The National Cyber League, a virtual cybersecurity competition.

Engineering through Robotics (Entry Level Course) (Fall or Full Year)

This course combines principles of mechanical engineering, electrical engineering, and computer programming to create robots to complete various tasks and compete against other robots. This hands-on course will introduce students to the basic elements of robots, including DC motors, wheels, gear assemblies, servos, circuit boards, batteries, and software. Topics will include project management, strategic planning, mechanism design, control design, actuators, and sensors. Fall semester will be spent learning engineering and project management principles and getting hands-on experience in building robots. Full year students will participate in FIRST Tech Challenge, an international robotics competition and be required to attend tournament competitions. At minimum completion of the fall semester is required to participate on the Robotics Team.

English Curriculum

In Upper School English classes, our students continue to develop the skills to read closely and to defend plausible interpretations of a text. Using literature as the vehicle, we teach students to be critical thinkers. At each grade level, students experience complex texts across all genres, including poetry, drama, fiction, and nonfiction. Students hone their skills in literary analysis through Socratic-like discussions that invite students to excavate details, identify incongruities, and theorize motives. Often using these discussions as a springboard, students will write eight-to-ten essays per year, both in class and out of class. Since there are no miracles when it comes to writing, teachers spend significant time working with students on grammar, punctuation, diction, sentence construction, and paragraph organization.

In the first three years, students take year-long English courses. With each year, they are challenged with more nuanced and sophisticated works of literature that require them to formulate analytical arguments of increasing levels of complexity. Teachers incorporate some type of research that includes outside sources, such as literary criticism. As a result, students move beyond the classroom discussions to enter the broader intellectual conversation. Seniors choose an elective for their first semester then take the Capstone class during the second. Similar to undergraduate courses, first semester senior electives consist of more focused topics such as a genre, a thematic idea, or a specific literary era. For the Capstone semester, seniors propose an individualized research project that serves as the culmination of their four years of research, writing, and oral presentation skills for the department.

Course Offerings

English 9 (Full Year)

The ninth-grade year is a critical one: it is a year of transition and a year of beginning. The groundwork laid in middle school–in grammar, mechanics, vocabulary, writing, discussion skills, reading, and research–is reinforced. The Hacker Manual is introduced freshman year to reinforce skills for proper style, grammar, and MLA citation and is used as a guide for all four years in the Upper School. Students experiment with a variety of styles and forms in analytical writing, beginning with the paragraph level and building toward full-length papers in the first semester. Teachers then challenge students to write in more sophisticated ways, edging away from the formulaic constructions of the five-paragraph essay. In order to prepare students for the concentrated emphasis on literary analysis in the Upper School, the ninth graders develop the vocabulary and techniques of argumentation. From the outset, teachers will cover the basic components of claims, reasons, evidence, and underlying assumptions that constitute clear and effective persuasive writing. From there, students make the natural progression to literary argumentation while exploring a variety of works and genres, both classic and contemporary.

English 10 (Full Year)

In tenth grade, students continue to move from the concrete details of plot summary to the abstract interpretations of theme, character, symbol, and metaphor. Through exploration of different literary theories and modes of interpretation, students construct and deconstruct different philosophies of art, society, and nature. Students also are introduced to literary criticism as a genre and are challenged to engage with scholars’ arguments about the works they read and to respond with their own original arguments. Via the study of a variety of genres and critical perspectives, students encounter classic and contemporary texts through lenses as varied as Freudian theory, gender criticism, formalism, and a variety of philosophical perspectives.

American Civilization (English 11) (Full Year)

Although not necessarily taught chronologically, the junior year in English touches on the development of the American voice in literature beginning with American Indians and colonists and reaching into the twenty- first century. The course explores themes in literature and culture through a variety of genres and classic and contemporary texts, with an emphasis on the multitude of voices, philosophies, artistic styles, and people who have contributed to U.S. society. The course builds on the skills emphasized in the ninth and tenth grade years, further developing the student’s ability to engage in close reading and to formulate analytical arguments in writing. Junior year has a special emphasis on understanding and employing rhetorical devices, engaging more critically with different schools of thought, and providing opportunities for growth as a researcher and public speaker. Students may choose to take the AP Language and Composition exam at the end of junior year.

AP English 12 (Full Year)

The senior year is the culmination of all that Pembroke Hill students have learned in the previous three years of English courses. The literature is complex, the discussions are nuanced, and the writing assignments are more layered, often including secondary sources and literary criticism. First semester courses offer seniors one four classes that focus on a genre, format, or theme that prepares students for undergraduate English courses with a more intensive study of a specific topic in literature. As with undergraduate courses, seniors will have a different teacher for the second semester through the capstone research project. Capstone is a semester-long project in which students are guided through a multi-step process to research, write, and present a topic of personal interest that may not be covered in the traditional curriculum. Because the rigor of the senior coursework is comparable to AP curriculum, all seniors will be classified as taking AP English and may choose to take the Literature and Composition exam at the end of the year.

19th Century Russian Literature in Translation: A Study of the Short Story (Fall)

After a particularly intense night of partying, Leo Tolstoy wrote in his diary that he had fallen in love, lost his head, and accidentally "bought a horse which [he doesn't] need at all." In this course, we will examine the wild personal lives and histories of the great Russian writers and consider how the cultural whirlwind of the 19th century impacted their fiction. This will be a craft-based course where students will approach the text with not only an intent to understand the thematic significance of stories but to also emulate their techniques in their own creative work. We will read Dostoevsky, Tolstoy, Chekhov, Turgenev, and Gogol as well as a series of critical essays by Nabokov as he reflects on each author. Horse purchasing will not be required (but possibly encouraged).

Literature on a Spectrum (Fall)

Students taking this course will spend a semester researching, and discussing the social, literary and political landscape of neuropersity which expresses itself along a spectrum including an array of conditions from ADHD and dyslexia to autism spectrum disorder (ASD). We will look closely at the history of autism as a diagnostic condition, its apparent rise in the general population, and the shift that has taken place in the efforts to treat and, controversially, to eradicate the disorder. Students will examine the way neuropersity is represented in the arts and the media as well as reading literature by authors who identify as neuroperse. Though autism Literature on a Spectrum (continued) only emerged as a separate diagnostic condition in the 1980 release of the third edition of the Diagnostic and Statistical Manual and its historical presence is obscure and hotly debated, there has been a steady increase in awareness, research, and recognition of the great contributions to society, culture, and the arts from neuroperse creators, inventors, and thinkers.

Romanticism and Modern Television & Movies (Fall)

Romanticism was/is an artistic movement of the late 17th and early 18th centuries and found its own form in the United States billed as Transcendentalism. Modern television watchers might find little similarities between the centuries old poetic stylings of William Wordsworth or John Keats and the drug dealing world of Breaking Bad’s Walter White or the New York ad agency world of Mad Men’s Don Draper (or how about Barbie or Jon Snow or Elsa?). Yet, a closer look at the beliefs underpinning Romanticism, as well as some of its most famous works, reveals that iconic modern television and film characters’ stories owe a great deal to the Romantic movement. This course, then, will be a study of Romantic thought, Romantic literature, and the connections to modern television and film.

The Lost Generation (Fall)

Ernest Hemingway. F. Scott Fitzgerald. Getrude Stein. William Carlos Williams. Djuna Barnes. T.S. Eliot. Richard Wright. Hart Crane. John dos Passos. Edna St. Vincent Millay. e.e. cummings. These are just a small sampling of the writers associated with what is known in literature as “The Lost Generation,” a group of (often) expatriate American writers that came of age at the beginning of the 20th century and were shaped by World War I and the Roaring Twenties. Ironically, even though many of these writers matured abroad, they are linked with arguably the first moment in “English” literature when American writers, as a group, rose to the forefront, meeting or even surpassing their British counterparts. This class is an examination of this watershed moment in American literary history, looking at some of the well-known as well as lesser-known writers of the time.

Capstone Course (Spring)

The last semester of the senior year is devoted to the Senior Capstone Project. The Senior Capstone Project is an opportunity for each student to explore in-depth a path of interest, choosing a primary track of service, creative generation, or professional engagement, and then a topic of interest in a personally driven research format. The Capstone has experiential elements as well as traditional research methods, and the English Department looks to the experience as a means for every student to work within multiple disciplines. Using a variety of research methods, including off-site mentorship and personal experience, exploring essential questions that organically arise, and providing an actionable proposal/solution/product, that often has stakeholders in the local community. Students will read and take notes from peer-reviewed journals; they will identify trends and contradictions through collaboration with faculty and peers; and they will explore areas of academic interest that may lead to future careers. The two final requirements for this course are a creative research paper and an oral presentation on their selected topic to faculty, students, and parents.

Fine Arts Curriculum

Both Performing Arts and Visual Art departments offer entry-level courses. The Performing Arts Department offers Music/Theatre Arts Exploration, Acting I, Creative Movement & Dance, Debate I. The Visual Arts Department offers Art Lab, Ceramics I, Drawing I, and Photography I. Each semester course fulfills the 1/2 credit introductory requirement in each area. All sections are offered fall and spring and may be taken in whichever order is preferred. The only exception to this is Debate I, which meets only in the fall to allow students to participate in the debate season. These courses are available to upperclassmen but are highly recommended for freshmen and sophomores.

Upon completion of an entry-level course in the respective arts area, students will have the opportunity to enroll in other courses in that area. Exceptions to this sequence will be explained in the Performing Arts and Visual Art sections. Students may repeat most specialized courses at a Level II and beyond as long as they earn a grade of B+ or better, or with teacher approval. Independent work for advanced students may be allowed with departmental approval.

Those students who have a passion for the Fine Arts and have the dedication to develop their artistic talents will find faculty excited to partner with them in their pursuits. The Fine Arts department has a wide variety of options with robust curriculum to challenge students throughout the 4 years at Pembroke Hill.

Language Curriculum

All students are required to take three years of a language in the upper school, at least two consecutive levels of the same language. Students are encouraged to continue the study of their language of choice for the duration of their high school career. The French, Latin, Mandarin Chinese, and Spanish sequences continue through the Advanced Placement level. Students may study more than one language at a time, and they may begin a new language sequence in any grade.

All language students must learn and perform the following skills in the target language: writing, spelling, reading, listening comprehension, and demonstrating an understanding of the target culture. In addition, French, Spanish, and Mandarin Chinese students must display speaking proficiency in the target language.

Independent Study Credit
Independent study proposals may be presented to the Language Department by students wanting to continue the study of a language beyond the current offerings of our curriculum. Proposals will be accepted following the guidelines of the school.

Course Offerings

French - Level I (Full Year)

This is a beginning course for students with little or no previous study of French. Basic grammar concepts and vocabulary will be taught; speaking practice and communicative activities, such as brief dialogues and narratives, will be emphasized. Listening, reading, and writing skills will be developed throughout the year as well. Exposure to francophone customs and cultures, particularly in Africa, is an integral part of the course.

French – Level II (Full Year)
Prerequisite: French I

This course continues the development of the four major communicative skills which began in Level I: listening comprehension, speaking, reading, and writing. Students will further develop their ability to interpret authentic resources and to express themselves in meaningful and creative ways. The study of francophone practices, products and perspectives is an integral part of this course.

French – Level III (Full Year)
Prerequisite: French II

The major objectives of this class are to reinforce and expand all skills (listening, reading, speaking, and writing) previously learned and to develop the student’s confidence and ability to express themselves in French using all modes of communication. Students will communicate on a variety of topics using increasingly advanced tenses, vocabulary, and grammatical structures. Students will explore several aspects of francophone culture in-depth through readings, videos, and projects. Reading selections include Le Petit Prince.

French Conversation (Full Year)
Prerequisite: French III and teacher recommendation

This is an elective class at the advanced level for students interested in continuing the study of French, but not intending to prepare for the Advanced Placement test.

The course content will vary every year so that a student can enroll in the class more than once. The focus of the course will be on practical and functional use of the language. Theme-based activities and presentations will provide opportunities for students to use French to solve practical problems, communicate basic needs and feelings, discuss current events, and to describe concrete situations. Speaking is the primary mode of communication for this class, although listening, writing, and reading skills are also practiced and reinforced. Advanced language structures and conjugations will not be the main focus of the class but will be covered throughout the different themes, offering students a solid grammatical foundation in French.

Topics will be chosen to reflect francophone values, ideas, customs, and traditions, and to provoke cross-cultural comparisons. Field trips, guest speakers, films, cooking, and cultural presentations by the students will enrich the curriculum. Students are expected to use French at all times when communicating with each other in class.

French- Level IV Accelerated (Full Year)
Prerequisite: French III and teacher recommendation (This course focuses on preparing students to enroll in AP French the following year.)

The objective of this course is to improve the students’ oral and written expression as well as their aural and reading comprehension beyond the intermediate level. The students’ text will introduce them to various AP themes, each of which is accompanied by relevant vocabulary, grammar, and authentic readings and short films. Each theme also includes a cultural component that focuses on the people, places of interest, history, and traditions of French-speaking countries. Students will be expected to analyze texts with the AP setting, engage in more extensive discussions, and write short analytical or comparative essays. Students who intend to take the AP French Language and Culture class will enroll in AP French following completion of this class (a minimum grade requirement of a “B”).

AP French (Full Year)
Prerequisite: B in French IV Accelerated and teacher recommendation (This is an advanced level course specifically designed to prepare students for the French Language and Culture Advanced Placement Exam.)

In this course, students will develop and improve their proficiency in the three modes of communication required for the AP exam: interpersonal, interpretive, and presentational. Selections from authentic print, audio, and audiovisual resources from around the francophone world will be used to address the global themes of the exam. Students will interpret print and audio selections which involve concrete and abstract topics, covering all areas of the overarching themes. They will be expected to speak spontaneously, discuss global topics, and display cultural knowledge while demonstrating a high level of facility with the language. They will be required to write clear, argumentative essays on a wide range of subjects. Students will work to expand all skills and use increasingly advanced vocabulary, structures, and grammar typical of the skills required for the AP Exam. They will take practice tests containing material directly applicable to the AP Exam throughout the year.

Students will be prepared to take the AP exam in the spring. Juniors will take the AP exam, but it will be optional for seniors. Those seniors who do not take the exam will complete a year-end activity designed to assess their proficiency in the language.

Latin I (Full Year)

Latin I introduces students to the language and cultural history of the Romans whose civilization largely influenced our society and government. No prior knowledge of Latin is required for this course. Students will study Latin vocabulary and basic grammar with the goal of accurately translating Latin into English. Students will also review English grammar and vocabulary through the study of words derived from Latin. Culture units will focus on life in the first century of the Roman Empire in Pompeii, Alexandria (Egypt) and Roman Britain. In addition, students will study Greco-Roman mythology, focusing generally on the pantheon of gods and major heroes.

Latin II (Full Year)
Prerequisite: Latin I

Latin II builds on the foundations established in Latin I (or Latin 7 & 8 in middle school) with the eventual goal of reading proficiency. Each chapter of the book presents new grammar concepts and vocabulary. Students will continue to study the Latin root words of English derivatives to build a strong vocabulary in both languages. History and culture units will focus on Roman religion and religious expression, ancient monuments, and the Roman Empire, including provincial administration, the military, and political life in Rome.

Latin III (Full Year)
Prerequisite: Latin II

After completing The Cambridge Latin Course sequence during the first part of the year, students will transition to reading authentic Latin. The readings will offer an introduction to both poetry and prose through excerpts from various authors such as Ovid, Martial, Pliny the Younger, Cicero and Vergil. Through these readings, students will explore themes about Roman writers, governmental structure, trials, mythological lovers, and early legends. They will further their understanding through secondary reading sources, presentations, and individual projects. There will be frequent review of Latin grammar and sight translations to check comprehension, as well as continued work with Latin vocabulary and English derivatives.

Latin IV (Full Year)
Prerequisite: Latin III and teacher recommendation

Latin IV focuses on the culture and history of the late Republic and early Empire through poetry and prose. With Roman history and culture as a backdrop, students will read the works of various authors such as Catullus, Horace, Ovid, and Cicero. They will learn many of the conventions of Latin poetry and prose, including poetic/literary devices, scansion of various meters, rhetorical devices, and the art of persuasive speech. Students will continue to perfect their Latin translation skills in preparation for AP Latin, by reviewing Latin grammar, sight reading in class, and by writing essays in English over passages of Latin literature.

AP Latin (Full Year)
Prerequisite: B in Latin IV and teacher recommendation.

The focus of AP Latin will be on how prose and poetry writers of the first century B.C. reflect the politics and culture of their time. Students will read sections from Vergil’s Aeneid in Latin as well as selected portions of Caesar’s de Bello Gallico. In addition, the class will study other portions of these author’s works in English and explore related topics such as the Roman military and the transition from Republic to Empire. Latin grammar, sight-reading, vocabulary, and English derivatives will continue to be essential components of the curriculum. Students will be prepared to take the AP exam in the spring. Juniors will take the AP exam, but it will be optional for seniors. Those seniors who do not take the exam will complete a year-end activity designed to assess their proficiency in the language.

Mandarin Chinese – Level I (Full Year)

This is a beginning course for students with little or no previous study of Chinese. Students will learn the strategy for constructing Chinese characters and will practice writing and pronunciation. By the end of this level, students are expected to engage in brief conversations and read and write short paragraphs. Students will learn about Chinese people, popular cultural idioms, festivals, and places. The study of current events in China as they relate to America is an integral part of the class.

Mandarin Chinese – Level II (Full Year)
Prerequisite: Mandarin Chinese – Level I

This course continues the development of the four major communicative skills begun in Level I: listening, speaking, reading, and writing. Students will expand their vocabulary and be able to comprehend and participate in more extensive conversations, as well as read and write lengthier passages. In addition, the students will explore ancient Chinese dynasties and their significance in history, along with current events related to economic development and social issues in China.

Mandarin Chinese – Level III (Full Year)
Prerequisite: Mandarin Chinese – Level II

In the third year of Chinese, students will continue to develop the skills acquired in Chinese II in the areas of speaking, writing, listening, and reading comprehension. Students will expand their vocabulary and be able to comprehend and participate in more extensive conversations. They will also read and write more complex sentences and passages and be able to express themselves with more variety and fluency. In addition, the students will gain an appreciation of Chinese painting, opera, and architecture, as well as continue the study of current events.

Mandarin Chinese – Level IV (Full Year)
Prerequisite: Mandarin Chinese – Level III and teacher recommendation

The objective of this course is to further develop the students’ oral and written expression as well as their reading comprehension. The vocabulary and sentence structures introduced at this level are designed to complement and enhance what they have learned in previous years. The students will learn new vocabulary covering many themes (ex. Chinese recreational activities, geography, engineering projects). They will also explore Confucianism, Taoism, Buddhism, and the legendary myths which have profoundly influenced the culture and way of life in China and other Asian countries. The study of current events related to China and America is an essential part of the curriculum.

AP Mandarin Chinese – Level V (Full Year)
Prerequisite: Successful completion of Chinese IV and teacher recommendation.

The objective of this course is to prepare the students to communicate effectively and to overcome cultural barriers with confidence while fostering and encouraging life-long learning of Chinese language and culture. At this level, the students continue to expand their vocabulary and understanding of more complicated sentence structures. They will improve their writing skills and speaking fluency while discussing topics in depth. They will gain further knowledge about varied aspects of Chinese culture, for example, generation gaps, consumerism, poetry, and ancient sayings. The study of current events, domestic and global, is an integral part of the curriculum to increase their awareness of world issues. Students will be prepared to take the AP exam* in the spring. Juniors will take the AP exam, but it will be optional for seniors. Those seniors who do not take the exam will complete a year-end project designed to assess their proficiency in the language.
*Those taking the AP exam will contract to complete additional work in preparation for the exam. This will include extra reading, writing, speaking, and additional review sessions.

Spanish – Level I (Full Year)

The objective of this beginning course is to introduce the students to the basic principles of Spanish. By the end of the year, they will be expected to comprehend and participate in brief dialogues about familiar and everyday topics in the present, read and analyze simple narrative passages, as well as write dialogues and paragraphs. In addition, the students will be introduced to the Hispanic culture in an effort to develop an appreciation of the different traditions and values of the Hispanic community.

Spanish – Level II (Full Year)
Prerequisite: Spanish I

In the second year of Spanish, students will continue to develop the skills acquired in Spanish I. Students will be expected to listen to and comprehend lengthier conversations or narratives, to participate in more extensive conversations, to read and analyze more complex passages, and to write longer assignments. Students will expand the vocabulary learned in Spanish I, as well as review and build on the grammar concepts from the previous year. Some of the themes we will explore include: a day at school, shopping for clothing, childhood memories and what’s in the news. Hispanic culture will remain a topic of discussion in an effort to further the students’ understanding of the Hispanic lifestyle.

Spanish – Level III (Full Year)
Prerequisite: Spanish II

In Spanish III, students review and expand the vocabulary and grammar concepts acquired in Spanish II. Some of the themes we will study include: the arts, a healthy lifestyle, athletic events, volunteer work in the community, and how to apply for a job. Upon completion of the course, students will have encountered the majority of tenses in the Spanish language, in the indicative, and the subjunctive mood will be introduced. Students will continue to practice the language skills of reading and listening comprehension, speaking, and writing, but will do so at a more advanced level. They will also explore several aspects of Hispanic culture more in depth through cultural readings, videos, and research projects.
*In order for students to enroll in Spanish IV accelerated, they need to earn at least a B+ in Spanish III.

Spanish- Level IV (Full Year)
Prerequisite: Spanish III

The objective of this course is to continue the development of the students’ oral and written expression as well as their aural and reading comprehension beyond the intermediate level. The students’ text will introduce themes that go beyond everyday experiences, such as individual rights, social issues and relationships. Each theme is accompanied by relevant vocabulary, grammar, and authentic readings and short films. Each theme also includes a cultural component that focuses on the people, places of interest, history, and traditions of Spanish-speaking countries. Upon completion of this course students may enroll in semester electives. Students may not enroll in AP Spanish following Spanish IV (non-accelerated).

Spanish- Level IV Accelerated (Full Year)
Prerequisite: B+ in Spanish III and teacher recommendation

The objective of this course is to improve the students’ oral and written expression as well as their aural and reading comprehension beyond the intermediate level. The students’ text will introduce themes that go beyond everyday experiences, such as individual rights, social issues, and relationships. Each theme is accompanied by relevant vocabulary, grammar, and authentic readings and short films. Each theme also includes a cultural component that focuses on the people, places of interest, history, and traditions of Spanish-speaking countries. In this course, the material will be covered more in-depth, and performance tasks will be more advanced than in the Spanish IV class. The students will be expected to analyze texts, engage in more extensive discussions, and write short analytical or comparative essays. Any student completing this course may enroll in the semester electives. Students earning a B or higher also have the option to enroll in AP Spanish or Hispanic Literature Studies.

AP Spanish Language and Culture (Full Year)
Prerequisite: B in Spanish IV Accelerated and teacher recommendation

The overall goal of this course is to prepare students to perform at a high level of proficiency in the skill areas of speaking, reading, writing, and listening. In preparation for the AP exam in May, students will participate in activities and complete sample tests that are directly modeled after the College Board’s exam. Students will engage in an in-depth exploration of culture based on the themes they are required to prepare for the exam. Students will expand their vocabulary as they are exposed to a variety of authentic texts and literary works. Specific grammar concepts will be revisited, as necessary, to improve students' speaking and writing proficiency. Students are expected to always use Spanish when communicating with each other in class. Students will be prepared to take the AP exam in the spring. Juniors will take the AP exam, but it will be optional for seniors. Those seniors who do not take the exam will complete a year-end activity designed to assess their proficiency in the language.

Spanish Electives (Fall and/or Spring)
Prerequisite: Spanish IV, Spanish IV Accelerated

This is an elective class for students interested in continuing the study of Spanish beyond level IV. This course is available for students to take in lieu of, or after, AP Spanish. The course content will vary each semester so that a student can take the class more than once (maximum of four semesters). The class will be conducted entirely in Spanish, and its main goal is to spark great conversations. New vocabulary will be introduced with each unit, and grammar will be reviewed as needed. 

Due to the rotating nature of this class, one year each semester will focus on Hispanic films and their connections to short literature texts and culture. The other year each semester will concentrate on different topics such as the influence of social media, reality or fantasy, and claws of power, just to name a few.

Hispanic Literature Studies (Full Year; May Not Be Repeated)
Prerequisite: AP Spanish Language and Culture, or “B” in Spanish IV Accelerated, and teacher recommendation

The objective of this course is to provide advanced Spanish students the opportunity to further develop their skills in the language through the study of Hispanic literature, which may include short stories, novels, plays, or poetry. The works of Francisco Jiménez, Sandra Cisneros, Gabriel García Márquez and Isabel Allende will be studied in this course. Exposure to authentic literary works by Hispanic authors will benefit those students who enjoy literature and want to continue to improve their skills in Spanish. Relevant, thematic vocabulary, and cultural topics will be generated from the works studied, and grammar concepts will be reviewed as needed. This course will be taught entirely in Spanish.

Mathematics Curriculum

The two typical progressions of math courses for a Pembroke Hill Upper School student are Geometry, Algebra II, Pre-Calculus, and Calculus; or—Algebra II Accelerated, Pre-Calculus Accelerated, AP Calculus, and AP Statistics. We also offer semester electives for students to enhance their math education, such as Multivariable Calculus, Differential Equations, Number Theory, and Probability and Counting. Every student must be enrolled in and pass a year-long math course, three of the four upper school years. It is highly recommended students complete four years of math.

Placement in sections is made individually each year after considering a student’s past performance in math, standardized test scores (for new students), attitudes and interests, level of mathematical maturity, and current teacher’s recommendation. It may happen that a student will move between the accelerated and non-accelerated levels over four years. Skipping courses or substituting abbreviated summer work or online courses for a year-long academic course is not allowed.

Beginning in their freshman year, students must have a TI-84+ graphing calculator for use in every math course. The graphing feature of this calculator enables students to understand many mathematical concepts and will be used extensively in every class.

Course Offerings

Algebra I

Algebra 1 is a foundational course in the high school math curriculum sequence. This course reviews simplifying and evaluating expressions using order of operations. Topics covered include relationships and functions, linear equations and inequalities, graphing and writing linear functions, solving systems of linear equations, and working with polynomials and quadratic equations.

Geometry

This course covers all the essential topics of plane geometry: lines, planes, angles and triangles, circles and spheres, areas of circles and sectors, polygonal regions and their areas, and coordinate geometry. An appreciation of the difference between congruence and similarity is stressed. In addition, students study the volumes of solids and are introduced to the right triangle trigonometry. Topics are introduced through postulates, theorems, properties, and definitions. It is a significant aim of the course that every student should be able to recognize and write logical proofs and, in the process, develop the skill of logical argument.

Geometry Accelerated

This course covers all the essential topics of plane geometry: line, plane, angles and triangles, circles and spheres, areas of circles and sectors, polygonal regions and their areas, and coordinate geometry. An appreciation of the difference between congruence and similarity is stressed. In addition, students study the volumes of solids and are introduced to the right triangle trigonometry. Topics are introduced through postulates, theorems, properties, and definitions. It is a significant aim of the course that every student should be able to recognize and write logical proofs and, in the process, develop the skill of logical argument. In this course, the geometry concepts are covered in more depth than in the regular geometry class. Students in the accelerated geometry class apply geometric concepts and analyze, synthesize, and evaluate their validity.

Algebra II

This is the second formalized course involving generalization and abstract ideas. The course focuses on differentiating functions and non-functions and then studies the following types of functions: linear, absolute value, quadratic, higher-degree polynomial, rational, logarithms/exponential, and radical. The course connects verbal, numerical, analytical, and graphical representations of mathematical concepts. It emphasizes graphical representations, solving methods, and real-world applications. Students develop skills using the graphing calculator and by hand.

Algebra II Accelerated

This is the second formalized course involving generalization and abstract ideas. The course focuses on differentiating functions and non-functions and then studies the following types of functions: linear, absolute value, quadratic, higher-degree polynomial, rational, logarithms/exponential, and radical. The course connects verbal, numerical, analytical, and graphical representations of mathematical concepts. It emphasizes graphical representations, solving methods, real-world applications, and mathematical modeling. Students develop skills using the graphing calculator and by hand. Algebra 2 Accelerated completes these topics considerably faster to explore trigonometric functions. As such, students in the accelerated course consistently review independently and advocate for themselves when additional study is required.

Pre-Calculus

This course is designed to prepare students for Calculus. During the first semester and beginning of the second semester, emphasis is placed on reviewing Algebra II skills and the mastery of trigonometry. The second half of the second semester is devoted to rational, exponential, and logarithmic functions, conic sections, sequences, series, and probability. After completing this course, students should have all the pre-calculus topics mastered and be well prepared to begin the study of Calculus.

Pre-Calculus Accelerated

This is the first course in the two-year Advanced Placement Calculus sequence. Emphasis is placed on trigonometry, vectors, partial fractions, sequences, series, probability, conics, parametric/polar coordinates, and equations. This course culminates in a brief introduction to calculus, including differentiation and integration.

Calculus

This is the first course in Calculus as it applies to business and economics. Topics covered include differentiation and integration of algebraic, exponential, trigonometric, and logarithmic functions. Emphasis will be placed on measuring rates of change and accumulation. An interpretation of solutions given a particular context is stressed.

AP Calculus AB

This is the second course in the two-year Advanced Placement Calculus sequence and is thus a continuation of the Pre-Calculus Accelerated course. The Advanced Placement course outline of topics is covered. The course includes a review of limits and differentiation, and integration of elementary functions. The concepts of slope and area are introduced as the motivation for derivatives and integrals. A clear understanding of The Fundamental Theorem of Calculus is essential. New functions such as logarithmic, exponential, and inverse trigonometric are introduced. Students are familiar with some of these functions but will learn their application to derivatives and antiderivatives. Students must be able to do their evaluations with and without using a calculator. The AP Calculus AB curriculum can be found at collegeboard.org for further details.

AP Calculus BC

Calculus BC is a formalized course in calculus covering topics traditionally included in first and second level college calculus classes. These topics include limits, derivatives, applications of derivatives, integration, applications of integration, advanced integration techniques, the calculus of polar and parametric functions, and sequences and series. While BC Calculus is not a proof-based calculus course, students will spend time examining the reasoning behind the mathematical processes and writing clear and concise justifications for their problem-solving techniques. This course is closely aligned to the syllabus and AP Classroom material available from collegboard.org.

AP Statistics

Statistics is the science of collecting, organizing, and interpreting numerical facts. This course is divided into four major themes: exploratory analysis, planning a study, probability, and statistical inference. Students electing this course take the Advanced Placement Exam in the spring. Prerequisite: Pre-Calculus and at least a B in the student’s last math class. The AP Statistics curriculum can be found at collegeboard.org for further details.

Mathematics Semester Electives

Introduction to Probability and Counting (Spring)
Prerequisite: successful completion of Algebra I and/or instructor recommendation

This course focuses on problem-solving to explore the mathematics of basic probability and counting. Students will complete problem sets each week over different topics of probability and counting. Interesting facts and powerful problem-solving approaches will be presented to aid the students throughout the course. Topics may include but are not limited to basic counting techniques, using corrections to counting techniques with restrictions, combinations, permutations, basic probability techniques, geometric probability, Pascal’s triangle, expected value, and the binomial theorem. Completing the course will help prepare students for mathematical contests such as AMC and Math League and standardized tests like the SAT and ACT. Students enrolling in this course should have mastery of basic algebra.

Introduction to Number Theory (Fall)
Prerequisite is successful completion of Algebra I and/or instructor recommendation

This course covers fundamental principles of number theory, including primes and composites, divisors and multiples, divisibility, remainders, modular arithmetic, and number bases. Topics will include Integers, Primes & Composites; Divisibility Relationships; Prime Factorization and Relationships; Counting Divisor Counts and Products, Special Numbers, Units Digits; Base Numbers; Base Number Arithmetic; Introduction to Diophantine Equations; Repeating Decimals; Modular Arithmetic Residues, Congruence, Addition, Subtraction, Multiplication and Divisibility; Linear Congruence; Systems of Linear Congruences; and various Challenging Problems in Number Theory. This course is appropriate for students who have mastered basic algebra through solving linear equations and manipulating multi-variable expressions. Students already proficient with modular arithmetic and basic Diophantine equations do not need this course.

Differential Equations (Spring)
Prerequisite: successful completion of Multivariable Calculus and/or instructor recommendation

This course serves as an introduction to elementary techniques for solving ordinary differential equations. Topics include linear and higher-order ODES, numerical methods (Runge-Kutta), eigenvalue methods, matrix exponentials, Fourier series, Laplace transform, Power series, and more. Students enrolling should possess a strong work ethic and fervent curiosity for analytical problem-solving.

Multivariable Calculus III (Fall)
Prerequisite is successful completion of Calculus BC and/or instructor recommendation

In this course, the student will extend the ideas of calculus in two and three dimensions. The concepts of 1-variable calculus arise in studying the motion of a particle along a line. For a particle moving through space, not just along a line, the position, velocity, and acceleration at each moment are described by vectors, not just by single real numbers. Force and angular velocity are also modeled mathematically as vectors. Students begin by studying the algebra of vectors (linear algebra), which allows us to describe the relationships between vector quantities in physics and forms the basis of analytic geometry in 3- dimensional space and learn how to generalize the concepts of derivative and integral vector-valued functions. The graph of a function of 2 variables is a surface in the area. At a point of such a graph, one has a tangent plane, not just a tangent line. Students will learn how to describe the tangent plane in terms of ideas of calculus and learn how the concepts of derivative and integral generalize to functions of several variables. In the last part of the course, students learn the 2-dimensional version of the Fundamental Theorem of Calculus, Green's Theorem. This is the mathematics behind the physical notions of work and potential energy and is a big step toward understanding electric and magnetic fields.

Physical Education Curriculum

The Physical Education Department will endeavor to give students appropriate knowledge and ability in the areas of lifetime fitness, exercise, and nutrition and stress management. Students will be assisted in developing lifelong fitness programs, and they will be encouraged to self- evaluate their fitness programs and modify them continuously as fitness needs change.

Graduation Requirement

All students will be required to earn 1.5 credits of Physical Education for graduation. The credit will be available through the Concepts of Physical Fitness course for .75 credits which is required for all freshmen. The remaining .75 credits needed for graduation may be obtained during a student’s 10-12 grade years. The students may choose one of the fitness elective courses, PHS Athletics or apply for Independent Study in order to complete the remaining .75 credit of physical education required for graduation. All Physical Education requirements should try to be completed by the end of the junior year. Students that do not participate in athletics their freshmen year will be required to take one of the fitness elective courses their sophomore year.

Course Offerings

Concepts of Physical Fitness Course

All freshmen will be required to take the Concepts of Physical Fitness course. Students will earn .75 credits upon completion of the Concepts of Physical Fitness course.

This course will provide the knowledge and foundation necessary to establish a personal lifetime fitness program. It will be based on seminar sessions and physical activity to ensure a firm foundation for developing lifetime fitness.

Expectations:

Students participating in a PHS-sponsored sport (team manager or game prep) or an approved Independent Study will be responsible for:

• Completing the designated work during scheduled seminar times.
• Attending lectures during the scheduled seminar times.
• Attending sports practice each week.
• Writing a personal workout program.

Students not participating in a PHS-sponsored sport or approved Independent Study are responsible for:

• Completing the designated work during scheduled seminar times.
• Attending lectures during the scheduled seminar times.
• Two half-hour workout sessions per week in the PHS facility using a heart rate monitor to ensure students are working out in their optimal heart rate zone. Writing a personal workout program.

Lifetime Personal Fitness Course (Fall and Spring)

This course will build upon and utilize the information taught in the Concepts of Physical Fitness course. Students will develop and use their own personal fitness programs developed in the Concepts of Physical Fitness course. They will monitor and assess their progress for strength, cardiorespiratory endurance, and overall fitness level. They will then revise their personal fitness program as needed to reach their potential for optimal health.

Expectations:

• Log three half-hour workout sessions per week in the PHS facility using a heart rate monitor to ensure students are working out in their optimal heart rate zone.
• Utilize their personal fitness program designed in the Concepts of Physical Fitness course.
• Write a research paper on their lifetime personal fitness program.

Exercise Science Course (Fall and Spring)

This course is designed to familiarize students with an approach to athletic conditioning and strength training. This class will promote knowledge in developing, tracking, and learning about resistance training as it relates to athletics. Students will develop a weight-training program based on personal fitness goals. Students will be instructed in basic principles of strength training & conditioning for personal fitness and development. The course focuses on strength training which includes instruction in lifts & principles of strength training and conditioning. Students will be provided with a quality workout opportunity based on the strength training principles taught. Topics which may be explored include systematic strength training, plyometric (explosion) training, speed & agility training, physiology of exercise, and other training methods. Tests and measurements of fitness, strength, & conditioning, as a means of evaluating progress, will be part of this course.

Learning Objectives: By the end of this course the student will be able to:

• Develop a personal fitness program that relates to athletic conditioning and strength training.
• Understand how to increase muscular strength, power, endurance and hypertrophy through a weight-training program.
• Focus on how to lift weight using proper form, control, safety, and full range of motion by combining multi-joint and single joint exercises.
• Name and describe various weightlifting exercises as they relate to anatomical muscle groups.
• Understand how other components of weight training, such as cardiovascular endurance, nutrition, flexibility, and body composition all relate to a fitness goal.

Dance and Creative Movement (Fall)
Prerequisite: Theatre Arts, Acting or Departmental Approval

This course is designed to explore the physical techniques of dance and creative movement as a performing art. Students will work in a studio daily, warming up and building techniques across a range of dance styles. Choreography will be taught by the instructor, guest instructors and fellow students. Improvisational, character movement and non-verbal communication will also be explored. Academic writing and research will accompany the course. The semester will culminate in a student-lead showcase of performance pieces.
*Course credit may be applied to Performing Arts OR Physical Education, but Not both.

Independent Study

Requirements for Independent Study:

• Selected activity is unavailable within the physical education/athletic department curriculum.
• Selected activity must be a minimum of four (4) days a week excluding Saturdays and Sundays.
• Selected activity must be a minimum of one (1) hour of participation each of the four (4) days.
• A certified instructor in the specified activity must give instruction for the selected activity. (A letter of recommendation must be attached to the application.)

Requirements for Elite Independent Study:

• Selected activity should be a minimum of five (5) days a week excluding Saturdays and Sundays.
• Selected activity needs to be a minimum of two (2) hours of participation each of the five (5) days.
• Instruction for the selected activity must be given by a certified instructor in that activity and proof of the certification of the instructor MUST BE ATTACHED, in order for the application to be considered.
• Athlete must be considered “Elite” status and provide proof of “Elite” status (national competition, national travel, national ranking, etc…).

A letter of recommendation must be attached to the application.

Applications for Independent Study are due a minimum of ONE WEEK before the beginning of EACH Semester in which credit is being earned.

Science Curriculum

Three years of science are required for graduation.

Students are required to take Biology in ninth grade and Chemistry in tenth. The third unit may be taken in junior or senior year. Courses that may be elected to fulfill the minimum three-unit requirement include Physics, AP Physics 1, AP Biology, AP Chemistry, AP Environmental Science, and semester science electives. Though three years of science is the minimum requirement, it is recommended that students take a science course each year.  Laboratory work is an integral part of every course, wherein students gain extensive hands-on experience and work in groups to reinforce and expand scientific concepts. Students considering a competitive college or science- based career, such as medicine or engineering, should take Biology, Chemistry, Physics and at least one Advanced Placement science course in the upper school as thorough preparation for the college curriculum. A suggested science course sequence follows these course descriptions.

Course Offerings

Natural Sciences: Yearlong Courses

Biology (Full Year)
Required Course, 9th grade

The Biology course is designed to give students a comprehensive introduction to the study of life sciences. Topics included are biochemistry, cell structure and function, genetics, evolution, energy dynamics, and ecology. Frequent classroom activities and laboratory work reinforces conceptual understanding and develops analytical skills. Students will be evaluated on formal assessments, homework, papers and projects, laboratory work and class participation.

Chemistry (Full Year)
Required Course, 10th grade, Prerequisites: Biology

Chemistry serves as a general introduction to chemistry and a solid foundation for more advanced work in science. A balance is sought between descriptive material, designed to stimulate interest and appreciation for the subject, and more quantitative (computational) material, which stresses the mastery of key concepts. Chemistry will cover a curriculum similar to Chemistry Accelerated, differing mostly in pace and mathematical complexity. Extensive student laboratory work is designed to reinforce concepts and develop the student’s skills in laboratory analysis and use of appropriate materials.

Chemistry Accelerated (Full Year)
Required Course, 10th grade, Prerequisites: Biology and departmental recommendation

Chemistry Accelerated is an introductory chemistry course, which offers a more extensive curriculum at a faster pace than Chemistry. This course will emphasize problem-solving, quantitative understanding of natural phenomena, and nuanced conceptual understanding of abstract topics. Frequent demonstrations and labs will be used to reinforce concepts and develop laboratory skills for future scientific learning. Students who successfully complete Chemistry Accelerated should be well prepared to enroll in AP Chemistry in future years.

Physics (Full Year)
Prerequisites: Algebra II and Chemistry

This algebra-based physics course provides an introduction to the foundational topics of physics, including the following areas of study: measurement, graphical analysis, vectors, kinematics, mechanics, waves, sound, electricity, and light. Problem-solving is the primary tool for study, with frequent class demonstrations and student laboratory experiments selected to reinforce concepts studied. Students who successfully complete Physics may enroll in AP Physics the following year with instructor permission.

Physics Accelerated (Full Year)
Prerequisites: Algebra II and Chemistry (accelerated coursework in both subjects preferred) and departmental recommendation

Physics Accelerated is an introductory physics course intended for students with strong backgrounds in math and science. This algebra-based course covers a similar curriculum as Physics, but in greater depth and with a faster pace, using more sophisticated algebra. Topic areas of study include: measurement, graphical analysis, vectors, kinematics, mechanics, waves, sound, electricity, and light. Problem-solving is the primary tool for study, with frequent class demonstrations and student laboratory experiments selected to reinforce concepts studied. Students who successfully complete Physics Accelerated should be well prepared to enroll in AP Physics upon completion of the course.

AP Biology (Full Year)
Prerequisites: Biology and Chemistry completed with at least a “B+” average, or permission from course instructor

AP Biology is designed to be the equivalent of a first-year college biology course. Its goal is to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. Laboratory experiments are integrated wherever possible in support of the subject areas which include biochemistry, cell biology, energy, molecular genetics and biotechnology, cell signaling, heredity, evolution, and ecology. The course includes review in the spring in preparation for the AP Biology exam. Taking the AP exam in the spring is required for juniors, and optional for seniors.

AP Chemistry (Full Year)
Prerequisites: Algebra II, B+ or above, and one year of Chemistry, B+ or above, or permission from course instructor

AP Chemistry is a course for those who wish to investigate major concepts in chemistry more thoroughly in preparation for a scientifically based career. Class discussion and problem-solving, using a college-level text as the focus of effort, are the prime activities in the class. Laboratory work, as recommended by Advanced Placement guidelines, is incorporated as appropriate. At the end of the course, all students will take the AP Exam, and, if successful, may test out of the first year of chemistry at many colleges.

AP Environmental Science (Full Year)
Prerequisites: Biology and Chemistry with at least a B+ average, or permission from course instructor

AP Environmental science examines the relationships between living things and their environments and prepares students for the AP Environmental Science exam. Students will learn through a wide variety of media, including textbooks, labs (both indoor and outdoor), videos, online activities, and projects. Some AP Environmental Science (continued) environmental service will be required. Topics include sustainability; biomes and climate regions of the earth; basic earth science, weather, and climate; biogeochemical cycles; ecology; soil science; endangered species and loss of biodiversity; growth and control of populations; water use and water pollution; air pollution; climate change and ozone depletion; waste disposal and environmental toxicity; and energy resources.

AP Physics (Full Year)
Prerequisites: Physics and Precalculus (accelerated coursework in both subjects preferred) and departmental recommendation

This advanced, algebra-based, second-year course is designed for those who wish to extend their understanding of physics to more abstract topics. Studies will include electrostatics, circuitry, magnetism, optics, fluids, thermodynamics, and selected topics in modern physics. A significant amount of class time will be spent doing work related to laboratory investigations, with an emphasis on student-designed inquiry. Students may opt to take the AP Physics 2 exam at the end of the course. Students opting out of the exam will perform additional laboratory work or a project.

Natural Sciences: Semester Electives

Human Physiology (Fall)
Prerequisites: Biology and Chemistry

The Anatomy and Physiology Fall semester course examines the basic biological concepts of structure and function of the human body, with a survey of several body systems. Lab work will include a significant amount of dissection, with an intensive multi-week dissection of one selected mammal model. After an introductory unit, students will fully investigate each of these body systems through lab work, textbook and article reading, collaborative projects, videos, and classroom discussions. This course will also include the study of diseases and disorders and strategies for maintaining and improving health.

Science and Society (Fall)
Prerequisites: Biology and Chemistry

This seminar style course will examine the science behind interesting and important topics relevant in society, both on a local and global scale. Topics investigated may include, but are not limited to climate change, overpopulation (humans and wildlife), food insecurities, addiction, sex and gender, environmental justice, infectious diseases, and the rising obesity epidemic. This course will include a project-based learning component and multiple classes off campus. Learning objectives and assessment will include utilization of scientific content and process skills, with a focus on critical thinking, problem solving, and application of knowledge.

Human Physiology (Spring)
Prerequisites: Biology and Chemistry

The Anatomy and Physiology spring semester course will focus on the structure and function of the human body systems that are not covered during the fall semester. This laboratory-based class will include several anatomical organ dissections, as well as various physiology labs. After a brief introductory unit, students will fully investigate each of these body systems through lab work, textbook reading, research projects, Human Physiology (continued) videos, and classroom discussions. The course will also include the study of diseases and disorders of each system and strategies for maintaining and improving health. Students are not required to take the fall semester course as a prerequisite.

Neuroscience (Spring)
Prerequisites: Biology and Chemistry

One of the most challenging and interesting problems in biology is understanding the brain, including how we think, feel, remember, and learn. Neuroscience is the study of the nervous system, the brain and its constitutive parts and the way in which these structures mediate behavior. Students will learn fundamental information about cellular biology and properties of neurons and the brain. Additionally, neuroscience is relevant to many of the societal institutions that affect our lives, including business, law, education, medicine, and the military. This seminar style course offers an in-depth focus on neuroscience through the lens of societal issues of importance to all Americans.

Independent Laboratory Research (Fall or Spring)
Prerequisites: Biology and Chemistry, completion of required science credits, approval of science faculty review committee in semester prior to enrollment, and administrative approval

This class is in place for those students interested in continuing a previous research project for credit. It is possible for a student to earn a half credit in science by fulfilling the following requirements. However, this one-half unit may not count toward the first three credits for graduation. To be eligible, a student must have initiated significant research on the topic prior to submission of the proposal to the Science Chair. The final approval for credit includes consideration of time spent per week (based on the student log and notebook), quality of the research project, submission of a final paper, and entry of the project into at least one approved competition.

Social Studies Curriculum

Every student is required to complete a sequence of three full-year courses. The sequence consists of 1) “The World to 1500,” 2) “The World Since 1500,” and 3) a survey of United States history as part of the American Civilization program.

Advanced Placement options exist in eleventh-grade American history, and in four senior electives: psychology, economics, American government, and art history.

Course Offerings

The World to 1500 (Full Year)

“The World to 1500” surveys the development of the world’s major civilizations up to 1500 C E. Beginning with the ancient river valley civilizations, we move on to explore the histories of China, India, Meso-America, Europe, and select African cultures. Different instructors may emphasize various aspects of a culture or its history, but our common commitment is to the students’ learning to appreciate humanity’s rich diversity of social customs and forms of belief (Islam, Hindu, etc.) The course will conclude with an analysis of the emerging world economy of the sixteenth century.

The World Since 1500 (Full Year)

Beginning where “The World to 1500” ends, this course focuses on the developing interactions among different human societies. Spotlighting the increasingly intense international contact and exchanges among Asian, European, African, Middle Eastern, and American peoples, the course will look specifically at issues of economic growth and expansion, environmental challenge, technological change, and the organizational development of various political systems. By the end of the course, students should have a good understanding of how the world has changed and will continue to be affected by cultural, political, and economic interactions.

American Civilization (History) (Full Year)

This college-level course is a study of American history from colonial times to the 1990s. The class covers political, economic, social, and diplomatic history. The course is required of all juniors, who concurrently enroll in American Civilization English. Students wishing to take the AP exam and receive AP designation for the course must sign a contract and attend outside review sessions. A summer reading book will be assigned for this class.

Social Studies Electives

AP Economics (Full Year)
Prerequisite: Grades of B or higher in both math and history during the junior year

Designed for students who want to understand the economic workings of our society and of the individual business firm, this rigorous course also prepares students for two spring AP exams: Microeconomics and Macroeconomics. The fall semester will focus upon micro topics including supply and demand, price determination, consumer theory, price elasticity, marginal costs and revenues, profit maximizing issues, and forms of industry competition. The spring semester will cover introductory topics including scarcity and opportunity costs, as well as macro topics such as aggregate supply and demand, national output and income, inflation and unemployment, money and central banking, fiscal and monetary policy, and trade and exchange rate issues.

AP American Government (Full Year)
Prerequisite: A year-end average of B+ or higher in US History

The fall semester provides an introduction to the American political process and to the federal government. Areas of emphasis include public opinion, interest groups, political parties, the Congress, the Presidency, and the Supreme Court. Contemporary policy issues will also be examined. The second semester will focus on public policy, foreign and domestic, as well as campaigns, elections, the media, civil rights, and civil liberties. Students who wish to take AP Government must have taken the AP US History exam and earned a grade of B+ or higher for the year. Students who do not meet the requirement (or who did not receive a score of 3 or higher on the AP US History Exam) may request placement in the course with the approval of their US History instructor and the AP Government instructor.

AP Art History (Full Year)
Enrollment for qualified sophomores and juniors requires Department Chair approval.

The AP Art History course welcomes students into the global art world to engage with its forms and content as they research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art. By investigating specific course content of 250 works of art characterized by diverse artistic traditions from prehistory to the present, the students develop an in-depth, holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, developing understanding of individual works and interconnections across history.

AP Art History may be taken to satisfy the Visual Art graduation requirement (i.e., it can replace an Entry Level Visual Art course.) unless the student wishes to take other studio-based art classes. Alternatively, AP Art History may be taken for Social Studies credit. Please note, however, that students will not receive graduation credit in both Social Studies and Visual Art for this course; the student must choose one departmental designation or the other.

AP African American Studies (Full Year)
Enrollment for qualified sophomores and juniors requires Instructor and Department Chair approval.

AP African American Studies is an interdisciplinary course that examines the diversity of African American experiences through direct encounters with authentic and varied sources. The course focuses on four thematic units that move across the instructional year chronologically, providing students opportunities to examine key topics that extend from the medieval kingdoms of West Africa to the ongoing challenges and achievements of the contemporary moment. Given the interdisciplinary character of African American studies, students in the course will develop skills across multiple fields, with an emphasis on developing historical, literary, visual, and data analysis skills. This new course foregrounds a study of the diversity of Black communities in the United States within the broader context of Africa and the African diaspora.

Engage KC (Fall Semester)

In this class, our KC community is harnessed as a classroom extension and site for investigation and engagement. This experiential model grounds classroom knowledge with real-world issues, where exposure results in awareness and compassion. In this class we will explore social issues through experience, engagement, and discussion. Classroom readings, discussions and writings will be informed through the lens of anthropology and engagement will take on an element of ethnographic participant observation. This class aligns with goal II of the strategic plan (the student experience) to create purposeful opportunities for students as citizens and leaders beyond the classroom. Semester service hour goal: 30-60 hours. Open to 10th, 11th & 12th grade students. (Red Period)

Leadership Elective (Spring Semester)

This elective will guide students through a curriculum designed to examine introspective questions of purpose and meaning. The purpose curriculum will explore some “big life question” topics to help students uncover what they find personally meaningful as well as how to impact the world around them. By examining their value systems and support structures, students explore their purpose and place in a wider world. Open to 10th, 11th & 12th grade students.

Western Philosophy (Fall Semester)
Prerequisites: none (note: this course may be taken independently of Non-Western Philosophy)

This seminar-styled course takes the 18th century French salons as a model for approaching philosophical questions. Salons were “gatherings of people to amuse one another and increase their knowledge through conversations.” Through reading excerpts of great works of Western philosophy, watching dramatizations of philosophical ideas, role-playing, and engaging in deep. Thinking discussions, students will become less owners of a body of knowledge and more philosophers in their own right. Students have some choice of assessments, ranging from traditional papers and journal entries, to creating screen plays, short dramas, mini-videos, podcasts, etc. Essential questions will drive the curriculum: What is real? (Ontology/Metaphysics), What can I know? (Epistemology), What is right/wrong, good/evil (Ethics/Moral Philosophy), What makes a society good and just? (Political and Social Philosophy).

Non-Western Philosophy (Spring Semester)
Prerequisites: none (note: this course may be taken independently of Western Philosophy)

This course is intended to encourage students to expand their vision of the world by learning more about how people from other cultures live and think. Through exploring various philosophical traditions from China, Japan, India, Tibet, Africa, and the Middle East, (as well as Indigenous cultures world-wide), we will try to answer the questions below through these varied lenses. Terms from Buddhism, Hinduism, Taoism, Zen, Indigenous traditions, etc. have quickly become part of Western parlance. This course will explore some of the deep differences in the way varied cultural traditions experience the world, define self and society, view ultimate reality, and characterize a good life. Students have some choice of assessments, ranging from traditional papers and journal entries, to creating screen plays, short dramas, mini-videos, podcasts, etc. Essential questions will drive the curriculum: Which comes first, mind or matter? What is the nature of ultimate reality? How has Eastern thinking influenced contemporary culture?