International Community School

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CURRICULUM GUIDE 2014-2016

INTERNATIONAL COMMUNITY SCHOOL

DR. GREGORY MONCADA, PRINCIPAL

LAKE WASHINGTON SCHOOL DISTRICT DR. TRACI PIERCE, SUPERINTENDENT

The International Community School program provides continuity of learning experiences, rigorous academics, and a small school climate that supports the joint efforts of the teaching/learning community.

ICS places emphasis on:  Literacy in the Arts, Humanities, International Studies, Science, Math, and World Languages  Developing Global Awareness  Personal Attributes and Ethics  Inspiring Intellectual Risk Taking  Working in Partnership with Students

CURRICULUM GUIDE 2014-2016

Inside This Issue Dimensions of Learning

Dimensions of Learning Learning acquisitions—When designing instructional activities to lead students toward deep understandings, ICS staff incorporates these Learning Acquisitions 1 specific dimensions of learning. Assessment 1 Comparing—identifying and articulating similarities and differences Curriculum/Course Load Policy 2 among items

The Academic Program Classifying—grouping items into definable categories on the basis of Art 3 their attributes

Humanities 4 Inductive Reasoning—inferring unknown generalizations or principles from information or observations International Studies 6 Deductive Reasoning—using generalizations/principles to infer unstat- Mathematics 9 ed conclusions about specific information or situations

Spanish 9 Error Analysis—identifying and articulating errors in your own think- Science 12 ing or in that of others

STEM 14 Constructing Support—providing support for statements and building systems of support for assertions Student Services Abstracting—identifying and articulating underlying themes or general Library 15 patterns in information or situations

Counseling 15 Analyzing Perspectives—identifying and articulating your personal STAMP 15 perspectives on issues as well as others’ perspectives

Tutoring 15 Co-curricular Programs Assessment—When designing culminating unit performance assess- ments, ICS staff evaluate the students’ use of the complex reasoning Instrumental Music 15 processes of decisionThis -storymaking, can investigation,fit 75-Caption125 words. experimentalde- inquiry, Choir 15 problem-solving, invention, and systemsscribing analysis. pic- Staff tie student work to real-life situationsSelecting and pictures contexts. or graphics is an ture or graph- Focus Week 15 important part of adding content to Decision Making—generating and applyingic. criteria to select from your newsletter. Camp 16 among seemingly equal alternatives

Yearbook 16 Think about your article and ask your- Investigation—suggesting and defending ways to clear up confusions Drama 16 about ideas or eventsself if the picture supports or enhanc- es the message you’re trying to con- Associated Student Body 17 Experimental Inquiryvey.— Avoidgenerating selecting and testingimages explanations that ap- of ob- served phenomena Technology 17 pear to be out of context. Problem Solving—overcoming constraints or limiting conditions that Taste of ICS 17 Microsoft Publisher includes thou- are in the way of pursuing goals Model United Nations 17 Invention—providing support for statements and building systems of Key Club 17 support for assertions Future Business Leaders of America 18 Systems Analysis—identifying and articulating underlying themes or National Honor Society 18 general patterns in information or situations

Science National Honor Society 18 National Art Honor Society 18 Students need the essential Mock Trial 18 From Teacher’s Manual: Dimen- process and skills of thinking sions of Learning. Robert J Honors & Achievements 19 Marzano, et al. Mid-Continent and learning in order to Regional Educational Labora- develop conceptual ideas and tory. 1992. Permission granted. essential understandings.

From Teacher’s Manual: Dimen- Dimensions of Learning sions of Learning. Robert J Mar- provides steps for teaching, zano, et al. Mid-Continent Regio- learning acquisitions and www.lwsd.org/school/ics nal Educational Lab. 1992. Permission granted. performance assessment.

International Community School

Curriculum and Load Policy

Grade Six through Ten

Beginning with grade 6 and during In keeping with the ICS the first five years at ICS, students are philosophy of offering enrolled in the six core courses. These students rigorous are the “6 for 5” years . . . six classes for curriculum combined with five years. It is during these years that high standards, students students master the fundamentals, ex-

adhere to certain tend their learning to application, and

curriculum and course complete various requirements for high school graduation. load guidelines.

(THE BLOCK) HUMANITIES, INTERNATIONAL STUDIES, AND THE ARTS CORE CLASSES: MATH, SCIENCE, AND SPANISH

Grade Eleven Junior status means that a student has successfully completed this The junior year is the “block plus two” year and begins a student’s transition from high specific course work: school to college. Students in grade 11 with 1. Level 4 Honors Humanities junior status enroll in the block courses and Biology, then have the option of choosing the 2. Level 4 Honors IS remaining course options: Math, Science, 3. Level 4 Honors Art Spanish, or elective. The focus starts to shift to both the required and recommended course 4. Honors Chemistry work published by colleges and universities.

5. Honors Advanced Algebra 6. Level 4 Honors Spanish

Grade Twelve

The senior year is tailored to fit Note: Graduation standards are the individual needs of each ICS sen- continuously updated as per ior according to two main standards: state and local requirements. graduation requirements and col- Any revision in standards after lege or university recommendations and requirements. Schedules and publication of this guide will be course loads at this level vary from posted on the ICS web site. senior to senior; however, seniors are required to take four classes on site at ICS.

CURRICULUM GUIDE 2014-2016 The Academic Program The academic program at ICS is a challenging seven year course of studies in six academic areas: The Arts, Humanities, International Studies, Mathematics, Science and World Language. Our fundamental concepts include:

 Small student population (approximately 450 students, Grades 6—12) with a community atmosphere  Close, long-term relationships between students and teachers  An emphasis on depth of understanding rather than breadth of offerings  Rigorous curriculum that emphasizes interconnected learning and skill development organized around essential themes  Opportunities for foreign exchange and travel  Promotion to more advanced levels tied to performance and mastery  Arts emphasized as a full partner in the curriculum  An expectation that students will set their own high standards and meet them.

Art

Introduction to Arts dents to explore the Exploration of the Arts discipline of the arts Prerequisite: None which include: art history, art criticism, aes- This is an exploratory course for stu- thetics, and art pro- space, texture, and value), and introduces dents to understand the importance of the duction. Level 1 focuses on the ele- arts (visual arts, music, theatre, and the principles of organization (balance, con- ments of art (color, form, line, shape, dance) in our lives and as the basis of un- trast, emphasis/dominance, harmony, derstanding world cultures. The arts pro- movement/rhythm, proportion, repetition/ vide an entrance into the visual language pattern, unity, and variety). Students also of society. Students will be active in learn- explore the creative process and establish ing the elements and principles of the 4 cooperative studio skills. domains of the arts by participating in Integration: Ancient Cultures, Egypt whole body projects and learning to ex- press themselves. They will learn to work Level 2 Multicultural Art collaboratively in a shared studio environ- Artistic Styles and Cultural Traditions ment, establishing a basis for the next 6 Prerequisite: Level 1 years of the arts at ICS. The visual arts will act as the core of our studies as we Using the foundations developed from journey through the other domains of art. Level 1, and continuing to focus on the prin-

Integration: Prehistoric Art ciples of organization, Level 2 begins to expand the students’ understanding of culture, Level 1 Art Foundation asking the essential question: How do the Basic Concepts, Skills and Processes arts shape and reflect culture and history?

Prerequisite: None Integration: History Day presentation Boards (Graphic Design), NW Native American Cultures, This is the foundation course for stu- Pacific Rim, and Non-Western cultures.

International Community School

Level 3 Honors Art complex problem solving opportunities Level 1 Humanities Art’s Roots in the Ancient World within the arts. Students also have the Foundations of Civilizations Prerequisite: Level 2 chance to take their arts into the communi- Prerequisite: None ty in some way. The focus of Level 3 is on the study of Level 1 combines English language and the beginning of Western arts as seen in the Level 6 Art: Advertising composition study with a thematic approach arts and architecture of Classical Greece, Prerequisite: None to literature. Students begin language study Rome, and Byzantine eras. Studio projects Students will gain a deep understand- by learning parts of speech, verb forms and tenses, and patterns of phrases and clauses. are directly related to this historical study; ing of the advertising industry and the bringing forth prior learning while at the They progress to descriptive paragraph business of Art. Through lectures, read- same time allowing students to continue writing with a focus on clear topic sentenc- ings, hands-on assignments, guest speak- developing their own artistic voice. es, organization, specific details, varied sen- ers, and field trips they will be intro- tence structure and strong word choice. Integration: Greek, Roman, and Byzantine duced to the roles of advertisers, adver- Continuing paragraph writing, students ex- Empires tising agencies and creative profession- plore the effects of the Neolithic Revolution. Level 4 Honors Art als. Class projects and guided studio The ontogenetic metaphor as well as the History and Communication through the work provide students with hands-on monomyth (a pattern of loss, journey, test Arts experience creating advertisements us- and return/resolution) are introduced. Var- Prerequisite: Level 3 ing the same techniques that creative ious classic myths including Orpheus and Students in Honors Level 4 study the art professionals use within the advertising Persephone are compared with modern and architecture of the Middle Ages, Re- industry today. This course addresses short stories and longer works such as The naissance, and Baroque periods in Europe fundamental business concepts particu- Giver and Hatchet. and Asia. They continue to explore the arts lar to the advertising design industry, Integration: Foundations and patterns in histo- as a visual language by expanding their including creative development and pro- ry, art, and literature observational skills and delving into com- fessional practices. The readings and lec- plex media, techniques and skills in 2-D and tures, combined with self-examination of Level 2 Humanities 3-D including symbolism and nonrepresen- their own buying patterns to better un- Limits, Freedom, Society & the Individual tational art. derstand consumer behavior, allow stu- Prerequisite: Level 1 Integration: Middle Ages (Europe and Asia), dents to develop an integrated marketing Level 2 continues with paragraph writ- Renaissance, and Baroque communication program that is delivered ing and literary analysis as students com- as a new business pitch. Level 5 Honors Art prehend the impact of civilization’s advent Art in America: Its History and Culture via the Neolithic Revolution. Students fur- Prerequisite: Level 4 ther explore variations of the monomyth and ontogenetic metaphor. The overarching Level 5 looks at the arts and the corre- Humanities theme is that of limits and their impact on sponding international influences that have the human condition. Students examine shaped American Society from the Days of Introduction to Humanities how these literal and metaphorical limits Discovery to the modern era. Studio pro- Prerequisite: None function in classic and contemporary litera- jects allow students to go deeper into more The discipline of humanities combines ture. Students explore the ways that Ovid complex arts problem solving. written composition, literature study and uses the prototypical myth of Icarus to cap- Integration: United States and World History philosophy. In the introductory course, ture key themes: the limitations of mortali- students learn the elements of basic com- ty, laws and consequences, and the divide Level 6 Honors Art position by learning parts of speech, verb between the past and modernity. Students Contemporary Issues in Art forms and tenses, and patterns of phrases look at a series of dystopian works such as Prerequisite: Level 5 or teacher permission and clauses. These elements are practiced Anthem and Fahrenheit 451, and examine the conflict between the individual and soci- This course is the culmination and appli- through writing exercises in several genres: ety and discuss its relation to the human cation of the art skills, technique and memoir, short story, poetry, song and dra- condition. These issues are explored knowledge developed over the previous ma. The course also focuses on the primary through journal writing, discussion, pro- five years. This is a place where the stu- modes of storytelling: pictorial, oral, and jects, literature analysis, and analytic writ- dent’s individual artistic voice is further written. Students are introduced to basic ing. Students are introduced to acting and encouraged and developed. The focus is on literary analysis, including the elements of perform scenes from Julius Caesar. They also portfolio development, current trends and short fiction: plot, setting, character, and write short essays exhibiting strong intro- issues in the arts, career exploration, and conflict. ductions, conclusions, thesis statements, extending our journey into larger more and specific details.

CURRICULUM GUIDE 2014-2016

cer. Students return to the modern era with, LWSD Grad Requirements: persuasive essay, Kesey’s One Flew Over the Cuckoo’s Nest, and literary analysis essay Miller’s Death of a Salesman. Key skills focus on persuasive writing, dramatic performance, and storytelling. AP English/ Level 6 Honors Humanities Integration: Middle Ages and Renaissance The Life Journey LWSD Grad Requirements: persuasive essay, Prerequisite: Level 5 literary analysis essay Who are we? Why are we here? What is the purpose of life? This split course, with stu- Level 5 Honors Humanities dents opting for either honors or AP, explores American Literature these metaphysical quandaries. Works such as Prerequisite: Level 4 Hamlet and Slaughterhouse-Five tackle com- Integration: Government systems, film analysis This course continues in-depth literature plex issues, but, perhaps more importantly, their main characters experience the sadness, study with an emphasis on increasing self- direction. Focusing on canonical and non- nostalgia, puzzlement and joy that sometimes Level 3 Honors Humanities canonical works, students make thematic accompany life and its ineluctable end. As they reach a major turning point in their lives, Foundations of the Western World: Meta- comparisons between essays, poems, short students are challenged to think about who physics and the Hero stories, and novels. Themes include the myth they are and who they would like to become. Prerequisite: Level 2 of the West, patriotism, the heroic quest, the This idea is explored through a college appli- American individual’s conflict with society, the In Level 3, students begin by examining impact of Puritanism, the shifting role of cation essay. Finally, the literature catapults Greek mythology and The Odyssey followed by American women, and the pursuit of the discussions as difficult but sometimes life- a study of the metaphysics of the pre- American dream. Psychoanalytic, Marxist, and affirming ideas concerning the human condi- Socratics, Socrates, and Plato. Materialists and feminist criticism are introduced. Key works tion and its meaning are examined. Other key Idealists are contrasted, and their ideas are include: The Scarlet Letter, Song of Myself, works include: Pride and Prejudice, Kafka’s applied to classical and world literature. Stu- Huckleberry Finn, Their Eyes Were Watching Metamorphosis, and Eliot’s “The Hollow Men.” dents explore the metaphysical perspectives God, and The Great Gatsby. Students write Students stretch writing skills by conducting of various classical and contemporary poems. research and writing longer papers. several timed essays and give a formal presen- Students study the hero cycle and study how tation. the Book of Job and J.B. follow the quest pattern. All of these issues, as well as work- Integration: Historical, literary, and art move- specific themes and symbolism, are explored ments and criticism of the U.S. through discussion, debate, and analytic writing. Students demonstrate writing skills through paragraph and essay composition and continue work on performance.

Integration: Ancient civilizations and world religions

Level 4 Honors Humanities The Human Condition Prerequisite: Level 3 Level 4 Honors offers ongoing English language, literature, and composition study. Stu- dents apply their previous learning in mythic patterns and metaphysics while deepening their understanding of what it means to be human. This theme is introduced through the Romantic poets, Shelley’s Frankenstein, and Shakespeare’s King Lear. Students connect with IS and the arts by studying the heroes of medieval courtly romance in Dante and Chau-

International Community School International Studies (IS) our galaxy and our solar system come to Level 2 IS be? What physical processes first shaped Prerequisite: Level 1 Introduction to IS and continue to shape our moon and the Second year IS students learn how to Prerequisite: None Earth’s surface? According to science, how write a historical research paper and study might life have begun? What forces contin- the Pacific Northwest as well as a few Pacif- Students are introduced to International ue to shape the earth today? We then study ic Rim cultures. We hone researching and Studies by investigating the fundamental geography topics such as the five themes of writing skills in conjunction with the Na- concepts and trends of History and Geogra- geography, the development and applica- tional History Day (NHD) Competition held phy. On a very basic level, students start tion of some geographic tools, layers and each year. Students choose a topic which with the major themes of Geography to landforms, water and air, population, re- relates to the NHD theme for that look at the earth and its features. Students sources, culture and agriculture. Students year. Students must research primary analyze how humans work to control their participate in activities such as field trips to sources and include analysis of them in surroundings, the role geography plays in a planetarium, a restored wildlife sanctuary historical events and human interaction, their essays. Each year we model the use of or the Burke Museum. Students briefly and the definitions of location, region, place primary sources in the commentary they study sustainability and then complete a and movement. A look at the uses of maps write. In the second quarter, students classroom-based assessment about Human- to identify earth’s physical features, shifting choose whether to “go it alone” or team up Environment Interactions. political boundaries, and the patterns and with some classmates to transform their distribution of human behavior combine to Second semester consists of three units: historical papers into documentaries, plays, reveal how humans occupy the earth. the anthropological study of human origins, exhibits or websites. These are presented

the Neolithic Revolution and the earliest in house as the culminating activity for se- In the second semester, 6th grade stu- river civilizations. Various activities in- mester one. dents differentiate between physical sys- clude stringing bead necklaces, an early In semester two we then study the his- tems and human systems, and investigate hallmark of human consciousness, pound- tory of the Pacific Northwest and, briefly, on an introductory level the value of cul- ing grain to make bread and imitating the the cultures and civilizations of China, Ja- ture interaction, forms of government, dis- advantages gained in spear-throwing with pan and India. To cap our studies of our ciplines of economics, and the impact of a mock-atlatl. Taken together, these three state government, and for integration with science and technology on societies. They Humanities, we often tour the Capitol in study how materials and components that units follow the growing sophistication of Olympia and simulate legislative work in are found within the environment are ex- humanity’s cognitive development, technol- our state government. Students are en- tracted, depleted, protected and managed. ogy, and government and religious institu- The semester finishes up with a survey of tions. Skepticism is welcomed as we at- couraged to participate in the regional, humans interacting with the environment, tempt to roll back the mists of time and state, and if possible, national NHD con- including growth rates, consumption, marshal the most credible evidence and tests. standards of living and the sustainability of interpretations to glimpse the circumstanc- Integration: Paralleling Humanities’ study of water, food, energy, the built environment es under which mankind arose and pro- types of government, IS 2 students study state and zero waste. gressed towards civilization. and federal government and prepare a CBA on Integration: This curriculum is highly integrat- Integration: The monomyth helps students a Constitutional topic. Art brings to life the ed with Humanities, Art and Science. For ex- appreciate the impact of the Neolithic Revolu- cultures of the Pacific Rim and Native Ameri- ample, the study of humans as observers and tion. Students draw on speaking and writing can cultures. storytelling; physical and earth science; ele- skills developed in ments and principles of art, music, dance, and Humanities to theatre; elements of short stories; cartography present CBA anal- and the art of mapmaking; and an introduction yses of human- to life sciences. An interdisciplinary Culminat- environment in- ing Assignment brings all four departments teractions. together to show the connectivity of the world.

Level 1 IS

Prerequisite: None Because the ICS curriculum is chronologi- cal, students in level 1 first study our begin- nings. Students study how the world began according to creation myths and current scientific theories. How did the universe,

CURRICULUM GUIDE 2014-2016

Level 3 Honors IS engineering and military tactics? How did current era as WWII and the Cold War sig- Prerequisite: Level 2 its institutions falter in the end? Following nal the end of empire and the post-colonial Rome’s fall, we will see how the Byzantine eras. Finally, a look at current global prob- How might legends or epics preserve a Empire struggled on, Islam arose, and the lems and transnational solutions rounds trace of actual historical events? Can ar- church matured. out three courses (IS 1, IS 3 and IS 4) and chaeological research substantiate legends over three thousand years of the history of or epics? Why was writing invented? How Integration: Studying the history and politics modern man. Primary sources, including could writing be forgotten by a culture for of these Mediterranean cultures and their in- nonfiction, art and literature, reveal out- centuries? How can “outsiders” bring fresh land neighbors helps students appreciate dif- looks of the people in this pageant. ideas to established scholars? How do in- ferent emphases in the depictions of the human form and various architectural styles developed ventions happen, and why do some socie- Integration and Level 5 Graduation Require- by the Egyptians, Etruscans, Greeks, and Ro- ties seem more likely to benefit from inven- ment: The study of the Middle Ages in IS dove- mans. The study of Greek Myths in Humanities tions than others? How might a centralized tails with the study of calligraphy and gothic helps with the IS exploration of the extent to and controlled Bronze Age economy have architecture in art. The study of King Lear in which ancient legends may preserve bits of worked? Does Bronze Age compare with Humanities coincides with the study of how actual history, as in Jason’s Quest. IS students’ weak monarchs inadvertently created room for international trade with modern, globalized study Judaism, Zoroastrianism, Christianity and democracy to grow in Britain. Students per- trade? How did the alphabet, iron, money Islam as part of the Jewish, Persian, Mediterra- form research in groups on one of various con- and democracy rock the Eastern Mediterra- nean and Middle Eastern culture compliments flicts studied during the year. Students write nean societies where these inventions were the study of world religions in Humanities. essays individually on one of these conflicts. born and first spread? Why were the Students prepare a CBA presentation on con- Meets the state CBA requirement for a study of Greeks so open to ideas, and how did this flicts which draws on speaking skills learned in the Causes of Conflicts and the LWSD gradua- openness propel their civilization? Humanities. tion requirement for a cause and effect essay. These questions are raised and an- Level 5 Honors IS swered in units like the following: Jason’s Level 4 Honors IS Prerequisite: Level 4 Quest and Bronze Age Commerce, The Prerequisite: Level 3 Phaistos Disc and the Purposes Behind Ear- 11th grade is an upper level survey of IS 4 traces developments in western ly Writing, The Minoan Civilization, The U.S. History. A college textbook is used to civilization from Rome’s fall to Absolutism, Mycenaean Civilization’s Trojan victory and present the American story from colonial to The Age of Discovery, and the Enlighten- fall, Phoenician and Hebrew Highlights and recent times. We see how imperial rivalry ment. Students chart influences on the selected readings from the Iliad and the Old transformed North America and led to the Christian church, including the Crusades, Testament. The Persian wars usher in birth of the United States. Then regional the growth of nation-states, and the Refor- Athen’s Golden Age, but within a few dec- tensions threaten our Union, and then in- mation. They survey the origin and growth ades the Peloponnesian War destroys dustrialization and manifest destiny trans- of Islam and compare and contrast Christi- Athen’s glorious culture. How did ordinary form our nation utterly by 1900. We then anity and Islam with other world religions. life differ for men and women in a Spartan follow the impact of the major events of the The rebirth of politics in the Middle Ages, oligarchy, a Corinthian tyranny or an Athe- twentieth century: world wars, depression, the impact of Charlemagne and William the nian democracy? the cold war and its collapse and the 21st Conqueror, the code of Chivalry and the century’s threats of terror and widespread growth of town life add to the progress of In an ancient version of “Monopoly,” we financial dislocations. Level 5 is offered as the West toward the 21st Century. Students see half a dozen cultures compete to domi- an honors course, but students learn skills look into how English democracy could nate the trade in the western Mediterrane- assessed by the US History Advanced Place- take root and grow due to the weakness of an. By studying the lifestyles of the Celts ment Test, especially how to answer docu- the British monarchs. They see the Renais- and the Scythians, we glimpse what life was ment-based questions. Students have the sance burst the world view of the Middle like in the illiterate, “barbaric periphery” of option of taking the AP exam in May if they Ages as trade, discovery and the new Hu- the Mediterranean. How did these people choose. manism open up geographical and histori- live, and how did trade and conquest tie cal worlds long closed off. A look at the Integration: The literature and art studied in them to Mediterranean civilizations? industrial revolution, the rise of socialism Humanities and Art illustrate the culture stud- Fourth quarter is devoted to the Roman and imperialism and the horrors of global ied. We write a cause and effect essay on For- Republic, the Empire, and the growth of war combine to reveal the struggles of an eign Policy. Meets the state CBA requirement Christianity. What genius enabled the Ro- emerging world where factories and towns for a study of the Causes of Conflicts and the mans to impose the Pax Romana on the replace farms and agriculture as the focus LWSD graduation requirement for a cause and Mediterranean world for 200 years and to of national economies. The fourth quarter effect essay. hold off the barbarians for another 200? brings the study of world history into the How did Rome develop law, government,

International Community School

AP Comparative Gov’t/Level 6 IS NGO’s and civil society in limiting the pow- Business Law (BL) Honors er of any or all of these governments? Can Open to grades 9—12 Prerequisite: Level 5 China keep democracy in check indefinitely BL introduces students to civil and crimi- while unleashing capitalistic forces? To Students in IS 6 study American govern- nal law, ethical and moral issues in general what extent do human rights strengthen ment first and then they study the govern- as well as for officers of the court in partic- and weaken countries? ment of six other countries – carefully cho- ular, contract and consumer law, workplace sen to represent the variety of nearly 200 Students in IS 6 often work on a local and employment law and laws pertaining countries that now exist. Students study case study as well. The Salish Sea is a to various business entities. We survey how each government has struck its own transnational waterway that requires Cana- financial legal topics such as negotiable balance between the competing principles dian, American, B.C., Washington and Na- instruments and bankruptcy, insurance of freedom and equality. On an internation- tive American tribal cooperation to manage law, and/or family law. al scale, countries are being united and successfully. Seniors study how these Leadership projects include an in-house driven apart by powerful conflicting forces stakeholders can work together to preserve parliamentary procedure mini-unit and a like globalization, secession movements this extraordinary natural resource. project in mock trial or Future Business and terrorism. Students consider whether Integration: Humanities studies literary, philo- Leaders of America (FBLA). international organizations like NAFTA, the sophic, and film movements of the 20th century EU, the AU and the UN will succeed or fail in (i.e., Existentialism, nihilism, and film noir); Mock Trial (grades 9—12) is a part of harmonizing and unifying countries and these developments often parallel develop- BL. Students prepare for the regional com- economies throughout the world. ments that influence the world governments we petition through field trip rehearsals and IS 6 is taught as a Comparative Govern- study. For example, is Sartre’s existentialism in study sessions. Invitations to the state and ment and Politics course; students may part the depressed philosophy of a culture that national level may require an additional was vanquished by Germany in World War II? choose whether to take this course at the commitment and travel. Students may opt Students who are not yet proficient in the Com- honors or the advanced placement level. to participate in the FBLA club and its busi- pare and Contrast or Cause and Effect district The course begins with a study of Washing- ness law contests. These students attend graduation requirement receive two opportu- ton state government and of our national FBLA’s meetings, and attend the fall confer- nities this year to become proficient. federal government. Each student com- ence. Students can participate in regional pletes a classroom based assessment on an Criminal Justice (CJ) and state competitions. American Constitutional Right. Those stu- Open to grades 9—12 dents taking this course at the AP level Honors Psychology Every crime requires an illegal act and a write a follow-up essay in which they trace Prerequisite: Level 5 guilty state of mind. Different societies at an analogue of the American right they pre- different times define criminal acts and Psychologists seek to describe, explain, sented in another country. criminal intent differently; different socie- and predict human behavior. Starting with The six countries we study are: China, ties also impose different consequences, or the philosophical underpinnings of psy- Iran, Mexico, Nigeria, Russia, and the Unit- sentences, for the same offense. We will chology and the different approaches prac- ed Kingdom. Contrasting these countries’ begin this course by comparing and con- titioners employ, students learn about re- governments raise profound, endless ques- trasting the presuppositions underlying CJ. search, biological bases of behavior, sensa- tions. For example: Is Iran’s democratic CJ acquaints a student with the processes tion/perception, learning, memory, and theocracy an oxymoron or a good compro- and resources devoted by our society for: physical and social development across the mise which successfully merges church and maintaining law and order, solving crime, lifespan. In the second semester students state? How have drug cartels and the se- determining innocence and guilt, and su- take these foundational concepts and apply cessionist movement in Chiapus questioned pervising the consequences criminals incur them to more complex human behaviors the legitimacy of the Mexican government? with their crimes. How can society balance involved in personality, social psychology, What are we to make of the PRI’s recent concerns for individual rights with the need and psychological disorders. Current psy- election given its seventy-one year monop- for public order through the administration chological research is explored throughout oly on power and its ouster in the last of criminal justice? How can criminal jus- the year, and students also engage in re- twelve years? How are the other four coun- tice incorporate new technology to maxim- search of their own. tries dealing with their home grown terror- ize its effectiveness and how can CJ change National History Day (NHD) ism? Can Nigeria ever govern itself effec- to meet the challenges of America’s increas- National History Day, sponsored by the tively or must it break up one day? Is Putin ing multiculturalism? In the past, this class History Channel, is a yearlong education a new Stalin in sheep’s clothing, or is his re- has taken field trips to the Monroe Correc- program for students in grades 7—12 that centralization of power in Moscow and in tional Facility and to the Prosecutor’s Office focuses on the interpretation and analysis himself a necessary prologue to a future at the King County Courthouse. Russian democracy? How effective are of historical topics attached to a theme chosen every year. Students produce perfor-

CURRICULUM GUIDE 2014-2016 mances, exhibits, multimedia documen- Students learn to un- taries, web sites, and research papers based derstand, read, write on quality research and it’s relation to the and speak basic Span- annual theme. The ensuing projects are ish. Vocabulary and then judged at local, state, and national grammar are studied competitions. in an authentic cultural Through intense analysis of a historical context, with a concen- event, NHD requires a student to examine tration of the present history in new ways. One must understand tense. Students engage the nature of the times, the character of in dialogues in order to those involved, and the lasting consequenc- practice speaking. In- es of the particular event that he or she struction is partly in chooses to research. Spanish. NHD is a part of the 8th grade curriculum Level 2 Spanish at ICS and takes students to local libraries Spanish 2 continues and universities in the course of their work. to build on the lan- Long term project management skills and guage structure learned in Spanish 1. Level Mathematics working in formal academic settings are 2 reviews and extends Level 1 grammar The following mathematics course de- two of the great byproducts of this pro- structures with a concentration on the scriptions are based on the Common Core gram. ICS has produced NHD national and preterit and imperfect tenses. Students Standards, the LWSD Standards, and the state champions in recent years as many learn to understand, read, write and speak unique ICS Pathway. This pathway is de- older students have returned to the re- Spanish and study a variety of themes. In- signed so that students, if they master each search work voluntarily as independent struction is mostly in Spanish. level, have the possibility to take AP Calcu- learners. Level 3 Honors Spanish lus their senior year. Each level is further Spanish 3 reviews and extends Level 1 broken up into the conceptual categories as “NATIONAL HISTORY DAY IS NOT and 2 structures. Students incorporate defined by the Common Core Standards JUST ONE DAY, BUT A YEARLONG grammar and vocabulary in an authentic that are emphasized during that year. EDUCATION PROGRAM THAT MAKES cultural context. Reading, writing and con- HISTORY COME ALIVE THROUGH versation are practiced at a more advanced 6th Grade Mathematics EDUCATOR PROFESSIONAL level with a focus in the conditional and th DEVELOPMENT AND ACTIVE STUDENT The 6 grade math curriculum is de- LEARNING.” future tenses, and the imperative and sub- signed to take all incoming students from junctive moods. Instruction is predomi- several different schools, and over two Spanish nantly in Spanish. years cover the material needed so that students can begin the Algebra content in Level 4 Honors Spanish their 8th grade year and therefore reach The ICS Spanish Program Spanish 4 reviews and extends Levels 1, calculus by their senior year. These first ICS subscribes to the belief that lan- 2, and 3, with a focus on improving student two years are often otherwise taught over a guages are essential for success today in a conversational skills, reading, listening, and three-year period. Content such as in- culturally diverse global community. Our writing in Spanish. Students explore His- creased mastery of decimal and fractional school is dedicated to providing a rigorous panic culture, read authentic materials, operations, basic geometric concepts and five year program in language and culture listen to native speakers from different formulas as well as statistical concepts are in order to communicate effectively in countries and watch films in Spanish. In- covered in the first year. Spanish. Our program, beginning at Level 1 struction is entirely in Spanish. Number Sense: History of numbers, types and proceeding through Level 5, insures a Level 5 AP Spanish and properties of numbers; intense decimal thorough exploration of culture in the areas The goal of this course is to prepare the and fractional operations; introduction to of history, the arts, literature, current students to take the Spanish Language Ad- percents, ratios, exponents and radicals; events, religion and philosophy, and in- vanced Placement examination in May. conversions between fractions, decimals, creases awareness of the rich cultural di- This is a rigorous grammar and conversa- percents and ratios; order of operations. versity in our area. By the end of our pro- tion course that covers the material of a Algebra/Modeling/Functions: Introduc- gram, our students are fluent in the Spanish second year university class. The class is tion to variables, simplifying and solving language. conducted exclusively in Spanish. equations; introduction to math models and Level 1 Spanish representing math models using equations, graphs, tables and word problems. Spanish 1 introduces students to the foundations of the Spanish language.

International Community School

Geometry: Types of polygons, area and pe- plification, ordering complex numbers on a concepts and content including the geome- rimeter (circumference) of polygons and number line. try of circles, area, volume and surface area, circles; introduction to volume and surface Algebra: Simplifying and solving complex special right triangles, similar shapes, and area of three-dimensional polyhedrons polynomial equations; solving systems of trigonometry. During this course students (pyramids, cylinders, prisms, cones); types equations graphically, using substitution and will have the opportunity to complete the of angles and angle measurement; interior/ elimination, understanding infinite and no LWSD Quantitative and Scientific Reason- exterior angle sum of polygons; symmetry solutions; advanced inequalities (two- ing graduation requirement, plus learn the and transformation of shapes. variable, graphing), introduction to absolute content and skills needed to pass the EOC Probability and Statistics: Mean, median, value, solving and graphing absolute value exam in Geometry. mode; experimental versus theoretical prob- equations; expanding, factoring binomials; Number Sense: Reason quantitatively and ability of basic one-event probability. laws of exponents, solving quadratic equa- use units to solve problems; perform arith- tions using completing the square, undoing, metic operations with complex numbers; 7th Grade Mathematics factoring or the quadratic formula. understand the difference between an exact th Continuing the work from 6 Grade Modeling/Functions: Introduction to func- answer and an approximate answer, and Math, 7th Grade Math introduces and inten- tion notation, terms, definitions; advanced know when to use which one. sively works with integer operations, and linear math modeling including three forms Algebra: Solve linear and quadratic equa- simplifying and solving one variable equa- of the linear equation (standard, slope- tions and systems of equations when they tions (among other topics), and gets stu- intercept and point-slope), finding slope arise from geometric diagrams; rearrange dents ready for the more advanced work from points, tables, word problems, model- formulas to highlight a quantity of interest; they will be doing in Algebra I. ing and solving linear math word problems, using coordinates to prove simple geometric making predictions based on linear models, Number Sense: Integer operations, ad- theorems algebraically; solving for the equa- slopes of parallel and perpendicular lines, vanced percent, proportion and ratio calcu- tion of the line of the median, or perpendicu- finding intercepts; modeling word problems lations, dimensional analysis. lar bisector of a triangle given its coordi- with a system of equations; introduction to nates; solve for slope and use the distance Algebra/Modeling/Functions: Solving two exponential models, solving exponential formula to determine what specific type of -step equations; introduction to linear mod- math model word problems / making pre- shape is given by a set of coordinates; solve els; introduction to slope; comparing/ dictions (what will tuition be in four years? trigonometric equations contrasting linear models; introduction to What was the population 30 years ago?); one variable inequalities. introduction to inverse math models; intro- Geometry: Know precise definitions includ- duction to quadratic models (vertex, roots, ing angle, circle, parallel and perpendicular Geometry: Similar figures, perimeter line of symmetry) and converting quadratic line, based on the undefined notions of point, (surface area) and area (volume) of polygons functions between all three forms: standard, line and plane; prove theorems about lines (polyhedrons). root and vertex. and angles (vertical angles are congruent, if Probability and Statistics: Data display lines are parallel, alternate interior angles are Geometry: Pythagorean Theorem and re- models (dot plot, box and whisker, line plot, congruent), about triangles (triangle sum view of angles formed when a transversal stem and leaf, circle graphs, bar graphs, his- theorem), about quadrilaterals (the diagonals crosses parallel lines; introduction to right togram, scatter plots); probability terms: of a kite are perpendicular); make geometric triangle trigonometry (sine/cosine/tangent independent/dependent events, mutually constructions (perpendicular bisectors, angle ratios.) exclusive; probability trees and counting bisectors, inscribed and circumscribed circles principles; two-event probability; Venn dia- Honors Geometry in a triangle); understand and apply theo- grams, permutations and combinations. rems about circles; explain volume, area and The geometry curriculum is easily divid- surface area formulas and use them to solve Algebra I ed into two parts, one covered each semes- problems; use trigonometric ratios and solve ter. The focus first semester is on deduc- Building off of 7th Grade Math, this Alge- problems involving right triangles; explore tive reasoning, which is taught using the bra I course takes students to the next level and prove the Pythagorean Theorem, and framework of geometric concepts, formal of solving more complex equations, includ- know properties of 30-60-90 and 45-45-90 proofs and constructions. The specific con- ing quadratic and absolute value equations, triangles; understand similarity in terms of cepts of a geometric proof (for example, transformations (how does volume change if linear inequalities and systems of equa- that the two acute angles of a right triangle all dimensions are doubled?); experiment tions, and ventures into new levels of appli- are complementary) will not necessarily with transformations in the plane. cation of exponential and inverse models. arise again in a student’s later math career, This course is specifically designed to build Honors Advanced Algebra but the process of writing a proof - finding a strong framework and foundation for all the information, definitions, earlier the- After the year of geometry where algebra upper level courses, and to prepare stu- orems and postulates and communicating concepts are more in the background, sev- dents to pass the End of Course Exam them in a organized, logical order - is a skill eral algebraic concepts, skills and applica- (EOC) in Algebra. that will be used frequently later in life, tions are revisited, reviewed and expanded Number Sense: Advanced integer and ra- both scholastically and otherwise. Second upon in Advanced Algebra, and many new tional operations, exponent and radical sim- semester covers more specific geometric ones introduced such as logarithmic and

CURRICULUM GUIDE 2014-2016 rational functions and equations, conic sec- calculated (if guessing on 10 question, multi- the unit circle in the coordinate plane ena- tions, higher order polynomial functions, ple-choice quiz with four possible answers for bles the extension of trigonometric function rational functions, function transfor- each question, calculate the probability of for all real numbers; introduce reciprocal mations, equations with radical expres- passing); find the expected payoff for a game trig functions; use the unit circle to explain sions and systems of three or more equa- of chance (find the expected winnings of a the symmetry of trigonometric functions; tions, including solving these using matri- game at a fast-food restaurant.) graph trigonometric functions; prove and apply trigonometric identities, solve trigono- ces, and an introduction to complex num- Honors Math Analysis metric equations; choose trigonometric func- bers with the imaginary unit i. An exten- tions to model periodic phenomena with sive probability unit is also covered. Math Analysis, widely seen as the highest high-school mathematics course, has a wide specified amplitude and frequency; apply Number Sense: introduction of the imagi- assortment of content in order to provide formulas of arithmetic and geometric se- nary unit i, complex number operations, the prerequisite skills needed for later, quences and series to problems; introduc- extend the properties of exponents to ration- more specified mathematics courses (AP tion to the concept of a limit, introduction to the derivative, introduction to finding the al exponents; use matrices to represent and Calculus, AP Statistics, Business Math manipulate data; use all operations of matri- area under a curve. courses.) First semester is first devoted to ces, including finding the inverse matrix; a review and more intensive look at func- Geometry: Introduction to the polar coordi- introduction to logarithms. tions and their properties, and more specif- nate system, polar equations, parametric Algebra: Produce an equivalent form of an ically at polynomial and rational functions, equations, and transformations between a expression to reveal properties (zeros); un- then for most of the semester trigonometry conic section written in the Cartesian (x/y) derstand the relationship between zeros and is the entire focus. Triangle trig is reviewed coordinate system, parametric equations factors of polynomials; use the Binomial and periodic trigonometry and the unit and polar equations; solve problems using Theorem to expand a binomial; rewrite ra- circle is introduced, as well as reciprocal trigonometric ratios in right and regular triangles, introduction to the Law of Sines tional expressions, solving rational equa- trig functions, trig graphs, trig identities and the Law of Cosines. tions; solve simple rational and radical equa- and solving trig equations, and modeling tions in one variable and give examples how harmonic and periodic data with trig mod- Statistics and Probability: Construct and extraneous solutions may arise; represent a els to solve problems. Second semester interpret two-way frequency tables of data system of linear equations as a single matrix includes a review of logarithmic and expo- when two categories are associated with equation. nential functions, sequences and series and each object being classified; recognize and Modeling / Functions: Use function nota- an introduction to calculus, further investi- explain the concepts of conditional probabil- tion, interpret statements that use function gation of conic sections as well as introduc- ity (compare the probabilities of getting a flu notation in terms of a context; relate the tion to parametric equations and polar co- -shot and contracting the flu versus getting a flu-shot and not contracting the flu given domain of a function and the relationship it ordinates and equations and the transla- data); calculate expected value; analyze deci- describes (if h(x) describes the number of tions between functions, parametric and person-hours to assemble x engines in a facto- sions and strategies using probability con- polar equations. Additionally, time permit- ry, then an appropriate domain would be the cepts (is there any evidence of gender bias ting there is a probability and statistics positive integers); graph linear, quadratic, given data?) review, and an introduction to vectors. square root, cube root, higher-order polyno- AP Calculus AB mials, exponential and logarithmic functions, Number Sense: Represent and model with identifying zeros, symmetry, asymptotes, vector quantities, perform operations on Being a college level course, the Common end behavior where appropriate; combina- vectors; perform arithmetic operations with Core Standards are no longer applicable to tions of functions; introduction to inverse complex numbers (find the conjugate of a this level, and instead the requirements set functions; use linear, quadratic and exponen- complex number); understand and use sig- forth by the College Board to certify an AP tial models to solve problems. ma notation; simplify logarithmic quantities. course in Calculus AB are followed. The Geometry: Introduction to conic sections, Algebra: Derive the formula for the sum of a major sections in this course include the translate between the geometric description fine geometric series; identify zeros of poly- concept of a limit and how calculus is de- and the equation for a conic section. nomials when suitable factorizations are fined by the limit process, continuity of available and construct a rough graph. functions, the formal definition of the deriv- Probability and Statistics: Understand independence and conditional probability Modeling / Functions: Introduction to and use them to interpret data; use the rules even and odd functions; compositions of of probability to compute probability of com- functions; finding inverse functions; un- pound events; use permutations and combi- derstand the relationship between the nations to compute probabilities of com- graph of a function and its inverse, un- pound events and solve problems; calculate derstand the inverse relationship be- expected value and use them to solve prob- tween logarithms and exponents, and lems; develop a probability distribution for a use this relationship to solve exponential random variable defined for a sample space and logarithmic equations; understand in which theoretical probabilities can be radian measure of an angle; explain how

International Community School ative, derivative rules for polynomial, ra- components; a theme which runs through- data collection and analysis. Topics in- tional, trigonometric, exponential and loga- out the all the science courses. The science clude: cosmology, Earth structure, plate rithmic functions, applications of the deriv- content is divided into physical, earth and tectonics, earthquakes, volcanoes, moun- ative including relative minimums and life science; all of which will be revisited in tain formation, hydrosphere, atmosphere maximums, concavity and increasing and other courses. For each of those disciplines and meteorology, rock cycle, and cartog- decreasing characteristics of functions, re- we will focus on just a few topics. Physical raphy. lated rates, optimization models, rules of science will introduce students to proper- Honors Physics integration for all above mentioned func- ties of matter and Newtonian physics. The Prerequisite: Level 2/ teacher permission tions, application of integration including Earth sciences will focus on the atmos- area between curves, volumes of rotated phere, lithosphere and hydrosphere and This lab-based course provides an in- figures and cross-sections; approximation the process associated with each compo- depth study of the relationship between of integrals, slope fields, differential equa- nent. Finally life science will focus on matter and energy. Emphasis is placed on tions. All content required for the AP exam classification and ecology, which will be the development of a conceptual under- will be covered by mid-April, leaving stu- continued in the Level 1 course; Environ- standing through extensive design activi- dents three plus weeks for intensive AP mental Biology. This course is instrumental preparation. After the AP Exam, time per- ties, lab experimentation, data gathering, in the shaping students to be successful in mitting further material such as the calcu- and analysis. Student generated mathemat- the ICS science curriculum and beyond. lus models of physics problems (Work, Flu- ical models enhance conceptual under- id Force, Centroids) is covered, as well as Environmental Biology standing of the physics processes. some Calculus BC material (integration by Prerequisite: None Topics include: mechanics, heat, waves, parts, L’Hopital’s Rule) Environmental biology is an ex- sound, light, optics, electrostatics, and mag- ploratory biology. We explore how netism. major concepts in biology relate to the world. We begin with an in- Honors Chemistry depth look at ecology, ecological Prerequisite: Level 3/ teacher permission principles, and human impact on the Students continue analyzing the universe environment. We look at how the from a physical perspective. It builds upon environment impacts the evolution their understanding of the interaction of of organisms and explore evolution- energy and matter developed in General ary theory. We explore our own Physics and their understanding of the in- anatomy and physiology. As we dis- terrelationship between science and socie- cuss anatomy and physiology stu- ty. Chemistry is an introduction to the dents begin to see the relationship study of the structure and properties of between structure and function, a matter. It is designed to provide students theme in biology. We apply evolu- with an understanding of our current view tionary principles to our own evolution. of the material universe. This laboratory During our discussion of anatomy and course introduces safe and appropriate Science physiology, concepts relating to chemistry laboratory practices and allows students to of life, cells, and cell reproduction are wo- Introduction to Science perform and analyze chemical reactions. ven throughout this section to give stu- Students design and conduct experiments This foundation course focuses on the dents the perspective that all topics in biol- where they qualitatively and quantitatively introduction and development of science ogy are interrelated. Students are expected explore chemical processes. It stresses the process skills in addition to providing an to demonstrate lab skills throughout the student’s understanding of chemical tools overview of large thematic concepts that course. Experimental design and critical such as the Periodic Table and their use in will be revisited in subsequent science thinking skills are reinforced and extended explaining observations and predicting the courses. This course introduces students to in preparation for their other courses. behavior of matter. Topics include: chemi- the scientific process which includes hy- Earth Science cal nomenclature, periodic properties, pothesis formation, experimental design, Prerequisite: Level 1 modern atomic theory, stoichiometry, data collection and analysis and presenta- chemical bonding, molecular geometry, tion of results. In addition students will be This course introduces the fundamental solution chemistry, acid-based chemistry, exposed to the inquiry method of science, physical and chemical processes involved equilibrium and kinetics, introductory or- in both laboratory experiments and in re- in the formation and evolution of the Earth. ganic chemistry, and introductory biochem- search methods. This course will teach The course develops basic laboratory and istry. students to think like a scientist, where research skills. An emphasis is placed on critical thinking and analysis are integral critical thinking, hypothesis development,

CURRICULUM GUIDE 2014-2016

This course meets the graduation require- strate practical skills that are required in sources, follow, modify and create lab pro- ments for Quantitative and Scientific Rea- health professions. We look into emerging tocols, apply scientific and mathematical soning: Formal lab report. technologies and their impact on the medi- theory in a lab situation, and effectively cal field, such as pharmacogenomics and consider issues in bioethics as they relate AP Biology/Honors Biology new medications and treatments as they to lab situations. Biotechnology students Prerequisite: Honors Chemistry relate to our understanding of both struc- are also required to complete a project for ture and function. The units include: hu- the Bio EXPO, a regional biology/ This course is designed as a college-level man body organization, integumentary, biotechnology science fair. introductory and survey course, in which skeletal and muscular systems, nervous students are prepared to take the AP biolo- system, maintenance of the body, and conti- This course meets the graduation requirements gy exam. Concepts and major principles of nuity and change. We also focus on career for Quantitative and Scientific Reasoning: For- biology are explored through lecture and opportunities in biotechnology and the mal lab report. laboratory. Emphasis is on critical thinking health and human services fields. Students skills as we address issues in bioethics. AP Environmental Science compete in the Bio EXPO and complete a th th Students relate structure to function at a Prerequisite: 11 or 12 grader who has project relating human physiology and/or deeper level than they did in level 1. Stu- completed Honors Chemistry and is en- anatomy. dents recognize the interdependence of rolled in or completed Level 5 Biology Note: Mammalian dissection is included. different areas of science as we integrate Students who elect to take this course chemistry and physics into the course. We are expected to take the end of the year AP This course meets the graduation requirements exam. begin by reviewing chemistry and applying for Quantitative and Scientific Reasoning: For- Our goal in this course is to provide a these concepts to bio-molecules. We build mal lab report. on this foundation focusing on the cell, he- first-year college-level environmental sci- redity, evolution, structure, and function. Honors Biotechnology ence education including development and Students are now able to conceptually un- Prerequisite: Level 4 and completion or cur- lab experience. It provides scientific princi- derstand how the molecular level of biology rently taking Honors or AP Biology ples, concepts, and methodologies required to understand interrelationships of the nat- affects and relates to other levels including This course is an introduction to biotech- ural world. the ecological level. nology principles and techniques. Students The lab experience is designed to supple- explore techniques including DNA isolation The lab component extends their under- ment the learning in the lecture and discus- and analysis, plasmid isolation and identifi- standing of biology. Students demonstrate sion portion of the course. cation, bacterial transformation, PCR, gel college-level skills in designing and conducting labs and analyzing data to make electrophoresis and other recombinant This course meets the graduation requirements logical conclusions. They keep a lab book DNA techniques. Students also explore for Quantitative and Scientific Reasoning: as a permanent record of their application content-related topics of gene identifica- Formal lab report. tion, gene expression and regulation, DNA and understanding of various topics. sequencing and the Human Genome Pro- This course meets the graduation requirements ject, and protein identification and regula- for Quantitative and Scientific Reasoning: tion. As part of the vocational component to Formal lab report. this class, students keep an industry stand- Honors Anatomy & Physiology ard laboratory Prerequisite: Honors Chemistry or currently notebook, taking Honors or AP Biology know chemical, microor- This course provides an introduction to ganism, and the principles and techniques of anatomy laboratory and physiology. The focus is on providing equipment students with a comprehensive under- safety stand- standing of the human organism using ani- ards and pre- mal models to support understanding. It cautions, com- provides students with a comprehensive municate re- understanding of the human form and its sults orally functions. The primary objective is relating and written, structures or tissues, organs, and systems effectively use to their function within the organism and databases and the interaction and interdependence they other primary have with one another. Students demon- research

International Community School

AP Chemistry cal solutions. Students apply their STEM Signature Program Prerequisite: Honors Chemistry knowledge to novel settings because of At ICS, we have adopted the Grand Challenges their ability to recognize the underlying for Engineering as our STEM Signature Pro- Students who take AP Chemistry will principles involved. gram (www.engineeringchallenges.org). take the end of the year AP exam. Lab ex- Many of these Grand Challenges will be em- periments are embedded into the curricu- This course meets the graduation requirements bedded into our core classes, guaranteeing lum to allow: discover a relationship, learn for Quantitative and Scientific Reasoning: For- mal lab report. that all ICS students, grades 6-12, will not a lab technique, test a concept or apply a only be exposed to the themes of the Grand principle as they achieve mastery. Quanti- AP Computer Science A Challenges, but will have authentic problem tative data gathering is done using probe Prerequisite: None solving opportunities. The ICS teachers will be ware produced by Vernier Software and AP Computer Science A is both a college- relating the Grand Challenges to the unique Tech in conjunction with Logger Pro soft- prep course for potential computer science ICS curriculum, drawing connections between ware on laptops or DataMate software in- majors and a foundation course for stu- the learning targets of the curriculum with the stalled on the students’ graphing calcula- dents planning to study in other technical current real world issues that engineers face. tors. Students write a formal lab reports. fields such as engineering, physics, chemis- The ICS STEM Signature Program will include This course provides a first-year college- try, and geology. In AP Computer Science, guest speakers, local and national partner- level chemistry education including con- Students will learn to: ships, field trips and opportunities for students to present their problem-based solu- cept development and lab experience. The  Design and implement computer pro- lab experience supplements the learning in grams that solve problems relevant to tions to organizations working on solving the the lectures and discussions. today’s society, including art, media, same challenges. and engineering. Some examples of Grand Challenges for Engi- This course meets the graduation requirements  Apply programming tools and solve neering being embedded in the ICS core cur- for Quantitative and Scientific Reasoning: For- complex problems through hands-on riculum include: Spanish Level 1: Advance mal lab report. experiences and examples. personalized learning; Spanish Level 4: access to clean water; 6th Grade Art: Reverse- AP Physics C—Mechanics The course emphasizes programming engineer the brain; Art Level 4 - Engineer the Prerequisite: 11th or 12th grader who has methodology, procedural abstraction, and tools of scientific discovery; Art Level 5 – Re- completed or is currently taking AP Calc AB in-depth study of algorithms, data struc- Completion of Honors or AP Bio and Hon- tures, and data abstractions, as well as a store and improve urban infrastructure; In- ternational Studies 3: Access to clean water; ors Chemistry or equivalent detailed examination of a large case study program. Instruction includes preparation International Studies 5: Prevent nuclear ter- Students who take AP Physics will take for the AP Computer Science A Exam. ror; International Studies 6: Secure cyber- the end of the year AP exam or an exam of space; Chemistry: Manage the nitrogen cycle; equivalent difficulty from the instructor. If Chemistry: Develop carbon sequestration a student chooses not to take the AP exam, methods; Biology: Engineering better medi- cines. the course is designated as Honors. The majority of the labs are open-ended and hands-on. Students are responsible to design procedures, materials, and to organ- ize data into tables and graphs, and do high order thinking analysis. Lab experiments are embedded in the curriculum to allow students to: discover a relationship, test a concept, or apply a principle as they develop mastery. The experiments are primarily student-designed. Students are assigned an objective and a list of available materials with which they develop appropriate data gathering and analysis techniques to ac- complish this. Our goal is to provide a first- year college-level calculus-based physics education focusing on mechanics with an introduction into waves, sound, and geometric optics. Students have a conceptual understanding of physics coupled with the ability to apply mathematical tools both algebraic and calculus to arrive at numeri-

CURRICULUM GUIDE 2014-2016

LWSD graduation requirements and Student Study Center Student Services college admission requirements Library  11th grade private conferences with The center promotes a school climate that The mission of the library is to help students and parents to plan for the celebrates and values learning by: students become effective users of ideas college admission and the scholarship and information. A certificated librarian process assists student research especially in the areas of locating and evaluating infor-  12th grade students manage the appli- mation, determining authority, and ethical cation process with the help of a  Providing a friendly, accessible, and safe use. Students are expected to examine the “Brown Envelope” which contains time- atmosphere where students can ask evidence, view point, relevance, and con- lines, recommendation guidelines, vis- questions and seek assistance nection with all sources of information itation practice, and other helpful  Preparing highly competent peer coaches used in research. Students use primary and tracking devices. Prior to application trained in study skills, literacy, and spe- secondary sources in their research. In or- deadlines, several onsite or local cific academic content der to assist this research, students are presentations offer students and par-  Honoring student strengths while offer- taught to use several databases that pro- ents opportunities to hear university ing additional learning strategies that can vide them access to hundreds of periodi- and college representatives and finan- apply across subject areas cals. They can access these databases from school and home. cial advisors in a small group setting  Encouraging voluntary student involve- The continually changing non-fiction for discussions about career choices, ment collection is based on the needs of the cur- financial aid, campus life, and to an-  Developing respectful peer relationships, ricula. The fiction collection reflects the swer questions. regardless of age reading lists of the staff and the personal  Fostering academic integrity, independ- interests of the students. STAMP ence and maturity In addition to a view of the Olympic ICS supports all underclassmen (grades Mountains, the school library offers space 6-9) through the Student Taught Academic The center has hours before and after school for meetings, independent and small group Mentoring Program – STAMP. The emphasis and during lunch. studying, and laptop use. is on upperclassmen students mentoring For information about our school library the underclassmen through student- please visit the ICS web site. Co-Curricular Program created activities and lessons. Some topics Counseling covered are time management, drugs and Instrumental Music The counseling program aims to assist alcohol, healthy relationships, nutrition, students to make informed educational and study habits, and enjoying life. The pro- ICS offers two instrumental music pro- career choices in which they will thrive gram provides each mentee with a support- grams for its student musicians. Orchestra intellectually, socially, and personally. The ive environment to help their adjustment is for students who play a string instrument student and his or her parents must be ac- from middle to high school. Mentors take (violin, viola, cello or bass) and have been tive participants in this process in order to responsibility for 4-5 underclassmen and playing for at least 2 years in an elementary achieve a placement that will activate their assist them academically, socially, and emo- program or studied one year privately. learning and guide the final stages as they tionally throughout the school year. Men- Band is for students who play a wind in- step into adulthood. Students are encour- tors are expected to maintain personal con- strument (flute, clarinet, etc.), a brass in- aged to consider their passions, their learn- tact with their mentees and demonstrate strument (trumpet, trombone, etc.) or per- ing styles, and their career goals when re- positive behavior inside and outside of cussion. Band students must have played searching postsecondary options in order school. This is an opportunity for the men- for at least one year. to make supported decisions about where tors to hone leadership they will best fit in the next stage of aca- skills and for ICS new- demia. comers to be championed Activities associated with college counsel- in the environment they ing include: are moving into.  Academic counseling

 7th grade parents’ meeting to discuss study skills, organization, and time

management  9th grade academic planning meeting for small groups of students and parents includes planning timeline for college, course options to meet both

International Community School

Students have the opportunity to play a Choir upperclassmen. Classes in teen life issues wide range of music, including classical, ICS offers a comprehensive Choir pro- (i.e. health, stress, health & nutrition) are jazz, and modern scores. The program is gram taught by their dedicated director. available for 9th graders while incoming committed to helping develop the potential Students from 7th to 12th grade learn funda- 6th graders get tips on adapting to ICS life . of individual musicians in addition to teach- mental music reading and singing skills This combination of fun and learning is one ing ensemble skills. The two groups meet while working on a wide variety of choral unique way ICS builds community and fos- twice each week at ICS. The program is music. Students participate in concerts and ters understanding and appreciation of its also open to Northstar and Stella Schola festivals throughout the school year, and dynamic population. Camp may draw to a students. Occasionally, the two groups join perform in either the High School or Middle close but the special bond between stu- together to play a symphonic piece as well. School district annual solo/ensemble con- dents lasts throughout the year. Students ICS Band and Orchestra perform multi- tests. In addition, students may choose to in grades 11 and 12 may apply to become ple concerts each year and also play at the participate in several honor choir groups, camp counselors. ICS Graduation. In addition, students have including the the opportunity to participate in All-State NW division of and solo/ensemble competitions. Typical- All-State and ly, the orchestra also participates in an All-Northwest LWSD strings festival. choirs which The ICS Instrumental Music program is unique in rather a parent-run enrichment perform at the class. The ensemble meets after school two annual NW days per week. Students (grades 9-12) who Music Educa- attend regularly for the year can receive ½ tors National academic credit that it is not a district- Conference sponsored program but per year on their (MENC). Stu- high school transcript. This self-supporting dents who join group collects tuition to cover the costs of Choir can be two accredited music directors and operat- assured that ing expenses such as sheet music and festi- they will have val fees. Scholarships are available from a very ful- the PTSA for students with financial need. filling and There is great camaraderie between the enriching experience. Yearbook students in the different grades. Students Choir is a PTSA-sponsored activity and is Yearbook staff is dedicated to providing often form small ensembles to perform in offered after school with the help of parent the community with a faithful, creative, and concerts and festivals. Older students men- volunteers. accurate history of the International Com- tor younger players, help is given to those munity School. The students take seriously in need, and everyone feels a part of some- Focus Week (FW) their role in the public relations of the thing greater than the individual. ICS Music Each spring, students and staff spread has proven itself to be a wonderful enrich- their wings and take their learning to every school and the positive image that ICS en- ment of the ICS experience. corner of the globe. Teachers design this joys. Students work with a professional week-long study program for a group of publisher and a yearbook advisor to create about twenty students. Excursions offer the a valued keepsake. Students work in all chance for international study such as art in areas of publishing—writing, photography, Paris or literature in Britain, or local fare and page design. co-curricular program is such as learning to fence or cooking at Pike designed to promote physical, Place Market. Students use their seven Drama mental, social, emotional, and moral well- years at ICS to take advantage of a wide The Drama Club meets once each week being of students through variety of FW opportunities. during the school year and presents two participation and competition. stage productions annually. The club and Co-curricular activities are a valuable Camp performances are produced, directed and educational tool that enriches a The The beginning of every year is marked acted by students. All technical require- student’s school experience. The by what has become an unforgettable social ments are also handled by students in the opportunity to participate is open to all and educational tradition—camp. Buses club and on the Tech Crew. Participants students, and participation whisk the 6th-9th graders away for three gain a well-rounded experience in the thea- days of bonding activities and classes tre process as well as in the performance. is voluntary. planned by those who know ICS best—the The club advisor facilitates the student’s

CURRICULUM GUIDE 2014-2016 rehearsals and critiques processes as stu- and visual treats dent students prepare for their perfor- from around the mance. Participation is open to all stu- world is planned dents. Past performances have included and run by stu- full-length plays such as Much Ado About dents. Class- Nothing, Arsenic and Old Lace and You Can’t rooms are trans- Take it With You. formed into countries of the Associated Student Body (ASB) world, and ASB, (student governing body) is com- guests are invit- prised of five elected officers and several ed to savor re- class senators chosen in each homeroom. gional dishes, Senators report ASB business each week to partake in the their homeroom and bring feedback to the beauty of the general ASB meetings. ASB meets weekly culture, create after school. The duties of the ASB are, as crafts, and enjoy the vision states, to live as leaders, to plan, live entertainment. Students choose one tional is a student-led organization whose fund, and create social and other extracur- region of the world and are assigned to that goal is to teach leadership through commu- ricular events. ASB makes decisions regard- committee. Each committee decorates their nity and international service. Key Club is a ing the funding of various clubs and organi- classroom, ensuring cultural accuracy and division of Kiwanis International, a global zations within the school. Participation in procuring chefs to provide the delectable organization of volunteers dedicated to ASB teaches leadership and organizational cuisine. Planning the Taste is a substantial changing the world, one child and one com- skills and helps students become invested commitment and provides advanced pro- munity at a time. Key Club meets once a in their school. ject planning experience. Students gain week during lunch and performs service leadership skills, new friends, and cultural activities and/or fundraisers about once a Technology awareness. A perfect finale to this evening month. Activities have included Tent City Students have access through our one-to of sensory delights is the multicultural tal- meals, Hopelink’s Turkey Trot, sen- -one computer program, which provides ent show. ior citizen bingo, and coin drives for every student with a District-issued laptop. UNICEF and the Lymphoma and Leukemia Individual and group assignments are com- Model United Nations (MUN) Foundation. Key Club also organizes the pleted using the laptops. Students have Open to grades 9—12 access to instructors, class materials, study Model United Nations is an international GET INVOLVED references and exam preparation material simulation which educates students about  CHESS CLUB through a individual class Haiku pages civics, effective communication, globaliza-  TASTE OF ICS available on the internet. Guided database tion and multilateral diplomacy. Students research is offered through the library. take on roles as United Nations ambassa-  NATIONAL HONOR SOCIETY dors and participate at conferences where  NATIONAL ART HONOR SOCIETY The ICS Tech Crew provides technical other students also represent nations  NATIONAL SCIENCE HONOR support for all campus productions. Sup- around the world. Students research a port includes audio, video, lighting, staging country, investigate international issues, SOCIETY and computer project support. The club debate proposals, and develop solutions to  ENVIRONMENTAL CLUB meets weekly to determine and staff up- world problems. Participants employ com-  INTRAMURAL SPORTS coming needs. Started in 2008-09, the club munication and critical thinking skills (i.e.  KEY CLUB has over twenty student members and has public speaking, small group communica- produced more than thirty events. Profes- tions, research, policy analysis, listening,  MOCK TRIAL sional and instructional guidance is provid- negotiating, conflict resolution, note taking,  FUTURE BUSINESS LEADERS OF ed by an advisor with 15 years of radio and and technical writing) in order to represent AMERICA television production experience. their country. Model UN club participants at ICS meet weekly to prepare for an MUN  DRAMA Taste of ICS conferences held annually in Vancouver  TECH CREW The Taste, an ICS signature event, pro- (Feb.) and Seattle (March).  MODEL UNITED NATIONS vides insight into the cultural diversity of our student body and provides an appeal- Key Club  INSTRUMENTAL MUSIC AND CHOIR ing venue in which we learn about world The oldest and largest service program (ORCHESTRA AND BAND) regions. This night of tastes, smells, sounds, for high school students, Key Club Interna-  ASSOCIATED STUDENT BODY

International Community School annual ICS Talent Show, where proceeds go to a different charity each year. Stu- dents must be in 9th grade to participate in Key Club.

Future Business Leaders of America (FBLA) FBLA joins a quarter mil- lion high schoolers, college students, businesses, and edu- cators from across the nation together in a premier business education association preparing students for careers in business. Our mission is to bring Meetings consist of experiments, dissec- and who will play which roles. Each team business and education together in a positive tions, films, discussions, guest speakers, consists of six attorneys and eight witness- working relationship through innovative and other projects. Outside of meetings, the es. The YMCA makes available in late Octo- leadership and career development pro- organization conducts fundraisers and or- ber each year their “Kit and Case” which grams. ICS FBLA, one of the largest chapters ganizes occasional field trips. One of the provides all the mock trial and evidence in Washington, is recognized as a State Gold goals of the organization is to field a team rules along with a humorous and imagina- Seal Chapter. Students perform in regional, to compete in the Washington State Science tive hypothetical case, usually written by state, and national competitions that range Olympiad in March. from Economics to Graphic Design to Busi- Superior Court Judge, William Downing. ness Communications. To subsidize travel- National Art Honor Society Criminal cases alternate each year with civil cases. The regional contest takes place ing costs to competitions, FBLA hosts fund- (NAHS) raisers such as Pizza Wednesday, Hot Cocoa in February; the state contest takes place in NAHS is designed for high school students and Waffle Week, and Tolo. Such events March. in grades 9-12. In 1978, the National Art Edu- along with service projects allow members The trial, waged against teams from other cation Association began the program specifi- to gain confidence and skills required for schools, begins with a pre-trial motion. Stu- cally for high school students, for the purpose future careers. FBLA believes that our lega- dent/attorneys use real case law to per- of inspiring and recognizing those students cy starts now, and members contribute to suade the judge to admit or suppress useful who have shown an outstanding ability in art. service projects to give back to others while evidence that is for one reason or another The NAHS strives to aid members in working developing leadership skills. FBLA also questionable. After the judge rules on the toward the attainment of the highest stand- partners with local businesses. FBLA is motion, the prosecution or the plaintiff ards in art areas, and to bring art education to open to 9th-12th graders. team puts on its case through its actor- the attention of the school and community. witnesses. When they have “rested,” the National Honor Society (NHS) Students at ICS in any Honors Arts class defense puts on its case, drawing the testi- The National Honor Society is a club that and with a 3.0 grade average and above, mony from their actor-witnesses. Both focuses on service to the community. Mem- have the opportunity to belong to the ICS sides object whenever appropriate, and bers of NHS participate in numerous indi- National Art Honor Society. The Phoenix thinking on one’s feet is imperative! Attor- vidual service projects as well as two re- Chapter was created for students to get neys finish up with closing arguments and quired community service projects that we involved with arts in the community. Pro- the jurors, who are actually practicing law- complete as a group. Over the past few jects that have been done since the incep- yers, fill out their score cards. Students years, NHS has expanded to take on volun- tion of NAHS Phoenix Chapter include holi- enjoy this activity so much that they spend teer projects at ICS itself like the Martin day decorations with children at Seattle most of their winter break at school revis- Luther King Jr. Assembly, Haunted Hall- Children’s Hospital, a mural for King Coun- ing our openings, closings, directs and cross ways fundraiser night, and collaboration ty Metro, a school-wide arts exhibit, and -examinations. We all know, that only too with the Taste. We hope to continue build- chalk art with elementary students. soon, “We will see you in court.” ing upon NHS’ existing role to help Mock Trial Integration: U.S. and world history strengthen our community and nurture our Open to grades 9—12 LWSD Grad Requirements: persuasive essay, leaders. Students take part in the competition literary analysis essay sponsored each year by the Seattle YMCA Science National Honor Society Mock Trial Program. Try-outs determine (SNHS) whether ICS will form one or two teams 18

Honors and Achievements

 ICS Ranked #1 in Washington State in Overall Achievement (2013)

 U.S. News & World Report Ranked ICS #13 of 100 Gold Medal Schools (2013)

 U.S. News & World Report Ranked ICS #34 of 100 Gold Medal School (2012)

 Newsweek Ranked ICS #27 of America’s Best High Schools (2012)

 U.S. News & World Report Ranked ICS #8 in Science and Math (2011)

 U.S. News & World Report ranked ICS #17 of 100 Gold Medal Schools (Dec. 5, 2007) #24 of 100 Gold Medal Schools (Dec. 4, 2008)

 No Child Left Behind Blue Ribbon School (2007)

 Math—Chapter Mathcounts 1st place team (2003) and 2nd place team (2004); Washington State Math Championship 8th place team (2004); Math is Cool 1st place team 7th grade division (2003)

 National History Day Senior Division—First Place Team for Gideon v. Wainwright (2012) National History Day Junior Division—Best Team Overall Performance (2003); 4th place, Junior Division for writing and per- forming a play about the court of Henry VIII (2002); Best Historical Research Paper in Junior Division: 11th place (national level) for a paper on the Lowell Mill Girls (2002); 3rd place team for a documentary on Pres. Johnson and the Tonkin Gulf Incident; one student placed in the top 15 for her individual performance on the obscenity trial of Allen Ginsberg, Lawrence Ferlinghetti, and the poem, “Howl” (2003). Two sophomores created and performed an original piece on the 1963 Supreme Court decision of Gideon v. Wain- wright to win their category of Senior Group Performance.

 History Channel award of a $5,000 prize to two students for their writing on and enactment of the colo- nization of the Congo (2003).

 History Day 9th—12 graders—History Day Senior Division: 12th in the nation for a solo performance on censorship in the USSR (2005). In 2009, eight students advanced to the National competition. The categories represented were Drama and Documentary. One student advanced to the Finals and placed 13th in the nation in his category.

 Mock Trial—Two ICS teams advanced to state championships in 2012. The Business Law team placed 8th in state championships.

 Chess—tied for 2nd team place in Washington State Junior High School Chess (2003); 1st place team in KingcoLeague (2004); 13th place team in Washington State (2004); 4th place team in KingcoLeague; 11th place team in Washington State (2007).

 Future Business Leaders of America—2nd place in Business Presentation, 4th place in Engineering Business Issues, and 7th place in Parliamentary Procedures (2012). 6th place team in the nation in Global Business (2008)

 FIRST Robotics Tech Challenge (with Redmond High School): Inspire Award (2008), Innovate Award (2008)

 Music Ensemble (band and orchestra instruments) consistently achieve Superior and Excellent scores at regional and district music events. Individual ICS musicians achieve top scores in local, regional, and state competitions. More than 13% of ICS students participate in the Music Ensemble; more than 16% of students participate in Music Ensemble and Choir.

Notes

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Building Our Future

Lake Washington School District Dr. Traci Pierce, Superintendent

International Community School 11133 NE 65th St. Kirkland, Washington 98033 Main Office: 425-936-2380 Fax: 425-889-6881 www.lwsd.org/school/ics