Course Catalog 21-22

2021–22

COURSE CATALOG Contents Mission Statement Letter from the Staff 1 Welcome to Berkeley High School 2 Support & Guidance Counselor Statement General Information about College Admissions Keeping Your Options Open 3 Education Options After High School College Entrance Tests 4 Policies Schedule Changes Withdrawal Policy Course Credit Textbook Policies Grading Procedures 4 Additional Credits English Learner Classification and Placement 6 Mathematics Placement Science Placement World Language Placement 7 PE Waivers Proctors BHS Student Technology Services E-Tree 8 Interscholastic Athletic Program 9 Berkeley High School Graduation & UC/CSU Entrance Requirements 10 Individualized Learning Plan 11 Career & College Readiness 17 Adult School 19 Universal 9th Grade Learning communities 22 Academic Choice (AC) 29 Arts & Humanities Academy (AHA) 34 Academy of Medicine & Public Service (AMPS) 39 Berkeley International High School (BIHS) 47 Communication Arts & Sciences (CAS) 52 Berkeley Independent Study (BIS) Electives/Departments 56 African American Studies 59 Technology-Robotics, Engineering & Computer Science (TRECS) 62 Inclusive Education 63 Mathematics 66 Multilingual Program 70 Physical Education 72 Science 77 Visual and Performing Art 84 World Language 88 Additional Elective Courses 90 Activities & Clubs 91 School Directory Campus Map (inside back cover) Berkeley High School Mission Statement A Message to Students and Parents~ Berkeley High School strives to provide all students with: It is our mission to educate and inspire all students • Teachers who care about students in a safe, respectful and supportive • A safe environment environment. • Education for the present and the future • Academic challenges in an innovative and vibrant to achieve this mission, we will atmosphere • An outstanding college-placement record Expect maximum achievement • A place for learning about life and living from each student Examples of the experiences available to BHS students: Maintain high expectations for both • Solving complicated math problems students and ourselves • Mastering another language • Playing a competitive interscholastic sport Teach students to think critically, • Dancing on the Berkeley Community Theater stage creatively and analytically or playing music in a Jazz Band or Orchestra • Researching current issues Respect each member of the • Exploring the mysteries of science community as an individual • Being part of social change

Model and expect ethical and We believe that the education we offer is the foundation upon responsible behavior which our students can build their dreams for the future.

Provide a school structure which Sincerely, is open and accessible The Berkeley High School Staff

Notification of Non-Discrimination Policy Declaración de la Política de No Discriminación The Berkeley Unified School District is committed to providing equal Berkeley Unified School District está comprometido a ofrecer una opportunity for all individuals in district programs and activities. oportunidad igualitaria para todos los individuos en los programas y Accordingly, BUSD programs and activities shall be free from dis- actividades del distrito. Por consiguiente, los programas y actividades crimination, harassment, intimidation and bullying based on actual en BUSD deben ser libres de discriminación, acoso, intimidación or perceived ancestry, age, color, disability, gender, gender identity, y “bullying” debido a su ascendencia actual o aparente, edad, dis- gender expression; nationality, race or ethnicity, religion, sex, sexual capacidad, género, identidad, expresión de género, nacionalidad, orientation, or association with a person or group with one or more raza o etnia, religión, sexo, orientación sexual, o asociación con una of these actual or perceived characteristics. The Board shall promote persona o grupo con una o más de estas características actuales o programs which ensure that discriminatory practices are eliminated aparentes. El Board (Mesa Directiva de Educación) debe de promover in all district activities. Board Policy 0410, Board Policy 1311, Board programas que aseguren que los métodos discriminatorios están Policy 4030, Board Policy 5145.3, Board Policy 5145.7) eliminados de todas las actividades en el distrito. Board Policy 0410, Board Policy 1311, Board Policy 4030, Board Policy 5145.3, Board The Board also prohibits retaliation against any district employee or Policy 5145.7) job applicant who complains, testiﬁes or in any way participates in the district’s complaint procedures instituted pursuant to this policy. El Board también prohíbe represalias en contra de cualquier (Board Policy 4030) empleado del distrito o solicitante de empleo que denuncie, atestigüe o de cualquier forma participe en los procedimientos de denuncia del Complaint forms are available at school sites, on the district webpage distrito instituidos conforme a esta política. (Board Policy 4030) at www.berkeleyschools.net/complaints. For inquiries or concerns regarding BUSD nondiscrimination policy 5145.3 or the filling of Los formularios para denuncias se encuentran disponibles en los discrimination complaints please contact: planteles escolares y en la página web del distrito en www.berkeleyschools.net/complaints. Para consultas o preocupaciones referen- Steven Jimenez-Robb tes a la política de no discriminación de BUSD 5145.3 o para someter Compliance Officer and Title IX Coordinator una denuncia de discriminación por favor comuníquese con: 2020 Bonar Street, Room 116 Berkeley, CA 94702 Steven Jimenez-Robb Phone: 510-486-9338 Compliance Officer and Title IX Coordinator Email: [email protected] 2020 Bonar Street, Room 116 Berkeley, CA 94702 Phone: 510-486-9338 Email: [email protected] 1 Berkeley High School Course Catalog 2021–22 overview community to which the student will be assigned. be will student the to which community the learning determines District) School Unified Berkeley by the set guidelines diversity (following semester spring the held during preferences. Alottery community learning their submit and to rank opportunity have the students classes, select they time same at the Spring, In Education. Technical Career and World Language, Education, Physical Arts, Visual and Performing Studies, American African departments: individual the from taken are schedule their have room for students in courses Other requirements. academic community’s learning each way. fulfill Students path career and college aspecific in projects senior and internships, to do forstudents offer opportunities also ties communi learning smaller The classes. or IB some AP offer All of California. University for the requirements a–g the satisfy communities of the All ofgroup teachers. B A A one of any our in enrolled Students of 600–900. (ACnities programs BIHS) larger and are Two of 180 schools students. commu small ofCAS) our are and AMPS, (AHA, communities of our Three process. BHS lottery the through communities learning academic preparatory college rigorous, oneplacement into five of our year, request freshman of their Spring the during Students, C an off-campusan Independent Study program. andtalents, passions gifts, of the cultivate and students.its Students also havethe option of thatinspirethe freshman academicfrom theiryear Spring five of during programs quality honors whole the student. Following Berkeley the process, lottery students select High can rigorous content engaging supportivecally and and environment astructured through that havethe students Grade will Through access to 9th academi all model, Program. Universal 2018–19 the in Starting life. school Grade Universal the year, in freshmen took 9th part all academic achievement college, preparing each graduate in while career, to be successful and The offeredprograms students to and challenge both themsupport tolevels reach high of Berkeley School High along has of history embracing of people abroad ideas. spectrum and School High Berkeley Wel o cade cade erkeley mm Key to Abbreviations: to Key Education; (ROP) Education; (g) Arts, Performing and unication m m ic y

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Support & Guidance support & guidance High School Guidance Berkeley High School does not accommodate for teacher preference or period preference for students. Counselor Statement Infinite Campus, our student information system, offers Counseling at Berkeley High is designed to support the families the opportunity to access their child’s attendance whole student. Services include academic planning, col- and academic information. Students may access Infinite lege and career preparation, mental health and crisis Campus using their berkeley.net Google account. Fami- counseling, intervention and student advocating. The goal lies are encouraged to use Infinite Campus to get current of the counseling department is to help students achieve student information. If you need support setting up your success in high school and beyond while developing into Infinite Campus account, contact our Parent Resource healthy, happy, contributing members of society. Center at 644-4814. support & guidance & guidance support Five-Year Plan Career and College Guidance It is important to develop a five-year Individualized Learning Plan (ILP) for your four years at Berkeley General Information about High School and the year that follows it. Families that College Admissions plan ahead have better control of their student’s progres- The information included in this section is intended to sion toward high school graduation and post-secondary be a general overview of college admission eligibility goals. Please use the ILP or Four-Year Course Plan- requirements as it relates to course selection throughout ning Guide on page 10 to make a rough draft of your your high school career. The BHS College Advisors have program plans to help you transition beyond high school. extensive, up-to-date college admission information, including assistance with testing and financial aid. They Course Registration are located in the College/Career Center (D221). The It is important that students give us accurate information College/Career Center has information on over 3,000 regarding the courses they would like to take. Counselors colleges and universities. The College/Career Advisors meet with students in the spring to begin the course regis- provide college related information and instructions to tration process for the following school year. Registration students and their families for every year of a student’s procedures, BHS graduation requirements and college high school career. All students have access to Naviance, admissions eligibility requirements are reviewed at this an online tool to save feedback on career and college time. Students are provided with an unofficial copy of interests, PSAT, ACT, SAT practice tests, and careers their transcript and current course offerings. and colleges that match student interests. Students and HighBerkeley School Course Catalog 2021–22 Berkeley High School recommends students take no families are encouraged to read the materials provided more than two Advanced Placement or Honors courses for a more thorough understanding of the college per year. Students will not be allowed to drop ap/ admissions process. There are also college bulletins and ib classes—choose wisely and balance academics updates posted on the etree. Additional information on with extra-curricular activities. college admissions and financial aid can be found on the College/Career Center website: The master schedule is built to accommodate the http://bhs.berkeleyschools.net/resources/college-career-center requests students made when they chose their classes in Spring. The master schedule is built to avoid the greatest Keeping Your Options Open number of conflicts. However, some schedule conflicts We encourage all BHS students to choose the most rig- cannot be avoided and a few students may not be able to orous schedule that enables them to be successful. A get into their desired courses. student’s coursework and grades affect the options that Students must select their courses carefully! Teachers they will have after graduation. A student’s eligibility to are hired and the number of sections offered are deter- apply to a four-year college directly from high school is mined based on the choices students make. impacted by the courses they choose to take.

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support & guidance guidance & support official program change has been made and the counselor All semester course textbooks are due at the end of the gives them a new schedule. Students who do not receive semester. All other textbooks are due by the end of the an official schedule change before changing classes risk current school year. invalidation of an approved change and a failing grade on their transcript. Additionally, absences will not be cleared Grading Procedures from attendance. Grades for achievement shall be reported for each mark- policies ing period. The addition of plus/minus signs occurs only Withdrawal Policy for progress and quarter reports. A grade of “C” or better Students may apply to withdraw from a course up until is needed to fulfill requirements for a four-year college. the 7th week of classes. The request may or may not be Grade Description Grade Point honored. Drops granted in the first 15 days of school will

policies A Outstanding Achievement 4.0 grade pts not appear on the permanent record. After this period B Above Average Achievement 3.0 grade pts and up until the 7th week, the transcript will reflect a “W” C Average Achievement 2.0 grade pts with no credit for the dropped class. A student who drops D Below Average Achievement 1.0 grade pts a course after the 7th week of the semester shall receive an F Little or No Achievement 0 grade pts “F” grade on their permanent record. If a course drop is I Incomplete 0 grade pts approved, students must obtain a proctor assignment to replace the dropped course. Final Grades are assigned twice a year at the end of each semester in December and June. Final semester This timeline applies to both Fall and Spring semesters. grades are the only grades recorded on the official tran- iB/AP Courses script/permanent record. Quarter Grade Reports are Students may not drop an IB or AP course. Students also issued at the end of the 9th and 27th week of school. should carefully consider their decision to enroll in these Final and Quarter Grade Reports are mailed home. courses prior to the start of the school year. These courses Progress Reports are generated at the end of the 5th are intended to be challenging. Students who have made week of each quarter. They are designed to communi- the decision to enroll in IB or AP classes are expected to cate with parents and guardians about student progress. remain in the course for the entire school year. These reports are only mailed to students who have a minimum of one “D” or “F”. All grades are viewable via Course Credit the Parent and Student Portal in Infinite Campus. Each year-long course is worth 10 credits unless Parents should contact the appropriate teacher or otherwise noted. Students are expected to earn 30 credits counselor when students are demonstrating academic, per semester, 60 credits a year, for a regular six period day. attendance, or behavioral difficulties. Direct communi- All students must be enrolled in periods 1–6 with no gaps cation with the teachers is highly encouraged. in their schedule, except for seniors who may have either no first or no sixth period. A grade of Incomplete, “I”, is given only when a stu- HighBerkeley School Course Catalog 2021–22 dent’s work is not finished because of illness or other Berkeley High School Textbook Policies excused absence. If not made up within six weeks, the All students must have a school ID card to check out Incomplete in any high school subject becomes an “F”, library and textbooks. as per Berkeley Unified School Board policy.G rades of Students are responsible for maintaining the condition “D” do not qualify students to move on to higher level of each textbook that they are issued and will be fined classes in most subjects. for all damages. Additional Credits Students are responsible for the cost of replacing lost or stolen textbooks. The district may withhold the student’s Concurrent Enrollment grades, diploma and transcripts in accordance with law, Students may enrich their BHS experience and earn Board policy, and administrative regulation. If the stu- additional credits through concurrent enrollment at dent and parent/guardian are unable to pay for the dam- community colleges, four-year colleges, Adult School, ages or return of the property, the principal or designee and/or approved secondary school. Concurrent shall provide a program of voluntary work for the student enrollment is not allowed for classes that are offered at to do. (Education Code 48904) BHS, and students may not take concurrent enrollment

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- - –Advanced Placement; (IB) Placement; –Advanced English Learner Classification and Placement : (a) C P la lace call 510-6644-6135. call please information, Proficient (IFEP).further For English Fluent Initially as ELPAC, classified is s/he the initial 4on level the as (EL). overall scores astudent If Learner English an as ELPAC, classified is s/he initial on the all scores student if a 1–3 table, over reclassification interim BUSD’s to the According current future. the in change to subject be might and preliminary still are scores ing pass at proficiency BUSD,the overall language English students’ ELPACthe determine to year used first was the 2018 Because level. was ELP students’ the to identify and English learning in learner’s progress English an measure to assessment summative ELPACsummative annual an is The learners. English as students of identification initial ELPAC an as giveninitial The is assessment. a summative and assessment initial an assessments: ELP separate two it comprises and English in skills writing and speaking, listening, 2019. ELPAC The reading, students’ assesses 2018–in California in proficiency language of English Development Test assessment the (CELDT)Language as English California Test the ciency replaced (ELP) has that (ELPAC).for California ELPACProfi The English the is Assessment Proficiency Language English the take must student anew then English, than other as answered are district the in upon enrollment given Survey Language the Home of questions three law, first state of the any if CA and BUSD of Education to the Board According prerequisites. and assessments department recommendations, counselor teacher/ scores, test grades, requirements, community learning including: courses into students placing when moreEnglish. proficientin become school to high of year” haveat BHS a“fifth and BHS into comes atwho ELPAC longer stay 1/2 level can ELPACon the ANewcomer levels. student some skip and year one every level Newcomer gain students Program. or Multilingual out aplacement in of request the may also of ELPAC regardless Parents level. communities, learning of the any in be can 6years here for been morehas than who student EL or An not. Program Multilingual the in to option participate the given of score 4 is initial an with Program. Multilingual ELPAC, the in placed is score a of fluent” has or reasonably 1-3 the on than “less is country, this in arrived recently A Newcomer student, EL –Social Science, (b) ss m ification ent –International Baccalaureate. –International -English, (c) -English,

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- - policies Reclassification Criteria Notes to Current Math 1 Students In order to be reclassified from an English Language The last opportunity to enter the advanced math sequence Learner (ELL) to Reclassified-Fluent English Proficient is at Advanced Math 2. This process will begin in the (R-FEP), students must meet the California State and spring of their 9th grade year. Interested students will be Berkeley Unified School District criteria listed below: given an opportunity to demonstrate their mathematical

• Meeting the state-determined minimum score for reasoning and communication skills by answering some policies reclassification on the English Language Proficiency open-ended problems. Their responses to these problems, Assessments for California (ELPAC) performance in Math 1, and space availability will be used to determine placement. Those who are selected will need • Teacher evaluation, including, but not limited to, a to do some additional work during the summer to prepare review of the student’s curriculum mastery including for the course. Students’ completion of that work will be but not limited to receiving a grade of C or higher in evaluated, and their proficiency in the coursework will be English Language Arts and passing the local English tested in August before students begin Advanced Math 2. Language Arts (ELA) Assessment Notes to Current Math 2 Students • Parent/Guardian opinion and consultation There is no entry point for Math 2 students to move to • For Grades 9 and 12 students only: meet or exceed Advanced Math 3. standards on the ELA section of the California Notes to Students New to BUSD Assessment of Student Performance and Progress 9th grade students transferring to BHS will enroll in by scoring at a 3 or higher on the Smarter Balanced Math 1. 10th grade students transferring to BHS who Assessment of English Language Arts were enrolled in a geometry grade-level math course at • For students with Individual Educational Plan (IEP): consul- their previous school will enroll in Math 2. 11th grade tation with the site Special Education, Program Supervisor. students transferring to BHS who were enrolled in a Exit grade-level math course at their previous school will When ELs exit the Multilingual Program they get enroll in Math 3. If students are not enrolled in a grade- priority in the BHS lottery for their new learning level math course, they should be directed to the math VP community. Newcomer ELs are now called and/or math team leads before enrolling in a course. Mainstreamed ELs or Long Term ELs. Also in the first Students transferring to BHS who were in an honors, year that these students mainstream, they have the advanced, or accelerated sequence at their previous flexibility to change classes as the counselor advises, high school who want to enter the advanced sequence at in order to meet their English Language Development Advanced Math 2 or 3 will need their previous course- needs and work with an experienced, specially trained work to be evaluated and will need to be tested on the or supported teacher. material from the previous class(es). Sophomore transfer

students may enter the advanced sequence at Advanced HighBerkeley School Course Catalog 2021–22 Mathematics Placement Math 2. Junior transfer students may enter the advanced Notes to Entering 9th graders sequence at Advanced Math 3. These students should be Most 9th grade students will take Math 1. A select directed to the math VP and/or math team leads before number of students may be eligible for and elect to take enrolling in a course. Advanced Math 1, a more fast-paced version of the Mathematics Honors-Level Courses course with additional topics. Placement in Advanced The UCOP awards additional honors credit for Math 1 will be determined by a placement test, covering Advanced Math 3, AP Calculus BC, AP Calculus AB, all topics of Grade 8 Common Core Math. This means AP Statistics, IB HL Math, and IB SL Math. that previous coursework must include familiarity with Restrictions on Mathematics Course Changes both algebra and geometry topics. The placement test Once placed in an AP, IB or advanced math course, stu- is administered in the spring semester of 8th grade and dents may not elect to move to a non-advanced course notification of placements will be sent to all families that school year. prior to summer break.

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 6 7 Berkeley High School Course Catalog 2021–22 policies PE Waivers World Language Placement Placement Science AP appropriate paperwork before the deadline at the begin at the deadline beforeappropriate the paperwork apply who for completeStudents must aPE the waiver program. their describing letterhead on official dards stan physical and state meeting is student the that tion to complete documenta required be will activity of the coach/supervisor the granted, be awaiver Should activity. or a fiveweek sport hours attheir least 60 hours)(or in participate must for astudent aPE waiver order to qualify In School. High Berkeley from requirement Education Physical out apply of to the waive can activity sports regulated and organized an in participate who Students [email protected]. or at [email protected] by email Department guage Teacher Lead the World for contact the please test Lan Placement World the Language regarding For questions break. prior to summer families sent tobe all will of placements notification and semester spring the in administered is placement test The Language World Placement test. World Language the take must alevel to “skip” BUSD wishing students transcripts. on their based appropriate level the into placed are experience previous with Students 1(first alevel into year)class. placed are experience language or no previous little with Students course. of the expectations told to complete about the and assignment a sample given be will they at which course, before the spring the in courses Science or for IB AP meeting mational infor an to attend recommended strongly are Students 73–76 pg See courses. of science for alist years. three recommend andmany areas, different two from courses college-preparatory of years two of aminimum require universities and colleges year However, science. of life one year four- most and science of physical one year of science: years two in or better a“D” earn must student BHS, from orderIn to graduate physics. and chemistry biology, subjects: foundational three of these two in knowledge fundamental providing science of recommended) laboratory (three years years following: the Two President the requires The Office of UC Key to Abbreviations: to Key Education; (ROP) Education; (g) Arts, Performing and & & I B B I nfor –Regional Occupational Program; (H) Program; Occupational –Regional (P) or (P-Pending) or (P) -Elective; m UCOP ational “a-g” subjects “a-g” President; the of Office California of –University M eeting (P) (CTE) admission; for requirement a fulfilling as (P-Pending) certification considering is (P) or certified has –UCOP -UC certified honors course; (AP) course; honors certified -UC laboratory science s - - - - - –Advanced Placement; (IB) Placement; –Advanced BHS Student Technology Services Student Proctor : (a) T I G nfinite h berkeley.net at tammyrose@ Tammy by contact Rose email please ers PEWaiv regarding Counselor’s For office. questions the in available semester. are forms of PE each waiver ning upon registration in August. in registration upon students all to be provided The will action. AUP ary disciplin AUP Violation in of the may result resources. technology campus of all use acceptable governs the (AUP). Use Policy Acceptable High Berkeley The AUP the signing on students contingent is services these of Use internet. filtered and printing network, puters, com to access tostudents offer pleased is HS Berkeley class. academic an replaces year. section per Aproctor proctor one may not student have teachers moreand than only, 11th the grade in 12th semester and per section proctor one only in may enroll Astudent classroom. their in them to assist welcome and students need teachers Many Google accounts. Google convention the as same the using log in can parents and Students Campus. Infinite system, dent information stu our in available are attendance and grades Student Berkeley7654321 Password: [email protected] Username: id: student your and ‘Berkeley’ auto-generated combining are Passwords ([email protected]) address. email student’s removed the are from characters non-alpha All name possible).and(wherelast student’s first the bining com created are Addresses domain. students.berkeley.net the in account aGmail given be will BHS students All [email protected] at: volunteer facilitators parent the contact please you If have subscribing, trouble subscribe. line: subject the one word in only with [email protected] to: bhs- email an send please To BHS etree to the subscribe accuracy. order to ensure in administration the with closely works effort parent-run The opportunities. volunteer and news about events, information Principal, the from messages Bulletin, College/Career Bulletin, Student the posts which serve list email an BHS has –Social Science, (b) oogle e B erkeley

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- - -

- - policies Computers and Printing Boys’ Team Berkeley High School has more than 50 mobile com- Whenever the school provides a boys’ team and a girls’ puter carts that are used frequently during class time. In team in the same sport, girls shall not be permitted to addition, the BHS Library and the College and Career qualify for the boys’ team(s) in that sport nor shall boys be Center have computers available for student use as well permitted to qualify for the girls’ team(s) in that sport.

as free printing services for students. The library is open policies Girls’ Team before school, at lunch and after school. The College and Whenever the school provides only a girls’ team in a par- Career Center is open after school. A pass is required to ticular sport, boys shall not be permitted to qualify for visit at all other times. the girls’ team in that sport unless opportunities in the Network and Internet total sports program for boys in the school has been lim- The BHS network and filtered internet can be accessed athletics ited in comparison to the total sports program for girls on campus. The BHS-Student-WL network is available in that school. Permission for boys to qualify for the girls’ for students. The password for this network changes team must be secured through petition by the school each fall- the front desk can tell you the current password. principal to the CIF Federated Council. Interscholastic Athletic Program Mixed Team (Co-ed) Whenever the school provides a mixed or co-ed team in TheI nterscholastic Athletic Program is open to all a sport in which the game rules designate either a certain Berkeley High, Berkeley Technology Academy, and Berke- number of team participants from each sex or contains an ley Independent Study students. Students earn up to 5 event that designates a certain number of participants from physical education credits for each season s/he complete each sex, boys shall not be permitted to qualify for the girls’ successfully and will appear on the transcript. To be eli- positions on the mixed team, nor shall girls be permitted to gible to participate in interscholastic athletics, a student qualify for the boys’ positions on the mixed or co-ed team. must meet the following requirements: The following athletic teams are part of the • The student must be regularly enrolled in at least 20 Interscholastic Athletic Program: semester units at Berkeley High School, Berkeley Tech- nology Academy or Berkeley Independent Study. Fall Spring • The students must register online with Family ID. Visit Cross Country Badminton BHS Athletics page. (Boys and Girls) (Boys, Girls and Mixed) Field Hockey (Girls) • Baseball (Student) Prior to trying out, the student must provide a complete Football (Student) athletic packet, including an annual physical. Crew (Boys and Girls) Golf (Girls) Golf (Boys) • The student must try out and be selected for a team. Spirit Squad (Student) Lacrosse (Boys and Girls)

• Tennis (Girls) HighBerkeley School Course Catalog 2021–22 The student must maintain at least a 2.0 grade average Softball (Girls) each quarter or semester. Volleyball (Girls) Water polo (Boys and Girls) Swim & Diving (Boys and • Student’s name must appear on a team roster generated Girls) Winter by BHS athletic department. Tennis (Boys) Basketball (Boys and Girls) • The student must remain eligible during the entire sea- Track & Field (Boys and Soccer (Boys and Girls) son of the sport. Girls) Wrestling (Boys and Girls) • All transfer students must be cleared by the athletic Volleyball (Boys) department and the North Coast Section before they are eligible to compete in a contest. Note: Winter sports begin in the fall semester but don’t Team Definitions appear on the student’s transcript until the spring semester is concluded. Student Team Whenever the school provides only a boys’ team in a particular sport, girls are permitted to qualify for the student team(s). If a girl plays on a boys’ team, the team is designated as a student team.

UC/CSU required “a–g” courses* Berkeley High School required courses graduation requirements graduation a 2 years 20 credits Social Studies 4 years 40 credits 1 year of World History/Cultures 9th: Freshman History/Geography/Global Studies/ AND Sociology 1 year of U.S. History 10th: World History/Global History OR 1 semester of U.S. History AND 1 semester of 11th: U.S. History/IB History of the Americas American Government 12th: American Government and Economics (1 semester each)/IB History of the Americas b 4 years 40 credits English 4 years 40 credits All college preparatory English courses that include 9th: English frequent and regular writing and reading of classic 10th: World Literature/Global Literature and modern literature 11th: American Literature/IB English HL /AP Language 12th: Two semesters/IB English HL

c 3 years (4 years recommended) 30 credits Mathematics 2 years 20 credits Math 1 Completion of Math 1 Math 2 required in addition to a second year Additional Math Course of math

d 2 years (3 years recommended - must be 20 credits Science 2 years 20 credits college prep science) 1 year Physical Science 1 year Physical Science 1 year Life Science 1 year Life Science e 2 years (3 years recommended) 20 credits World In the same language Language

f 1 year-long course in one of the following: 10 credits Visual & 1 year 10 credits dance, drama/theater, music or visual art Performing Arts Career Tech Ed (CTE) g 1 year/2 semesters 10 credits Electives 14 semesters 70 credits Chosen from additional “a-f” courses beyond those used to satisfy the requirements above, or courses that have been approved solely for use as “g” electives (Phys. Ed. not required for UC/CSU) Physical 4 semesters 20 credits Education Total BHS Required Credits 220 credits

* The complete list of “a-g” approved course can be found at www.ucop.edu/doorways.edu/list. Information regarding courses approved by UCOP to receive additional honors credit can be found on this website.

Berkeley High School Course Catalog 2020–21 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President (Pg.9); “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education (Pg. 12); (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 9 S CA q 12th Grade HS I B q S P M A 11th Grade 11th q

A 4-Year Course Planning Guide 4-Year H A q

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9th Grade ick Second Choice Option course selection) Catalog appropriate to for (Refer P

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BHS INDIVIDUALIZED LEARNING PLANBHS INDIVIDUALIZED CAREER & COLLEGE READINESS It is the vision of the Berkeley Unified School District that all students will be prepared for both career and college. All students will have the opportunity to research their individual interests and aptitudes, learn more about post-secondary programs that can best direct them toward their career goals, have the opportunity to earn high school credit for an internship or a work-based learning experience, learn more about and pursue the jobs and careers that are in highest demand, and take courses in Career Technical Education (CTE).

CTE is defined as a program of study that involves The following CTE courses are intended to be taken in a multiyear sequence of courses that integrates core sequence. In some cases, a students may bypass the first year of the sequence. See course descriptions for details: academic knowledge with technical and occupational knowledge to provide students with a pathway to B-STEP: Berkeley Safety Technical

career & college readiness & college career postsecondary education and careers. UCOP recognizes Emergency Program many of these courses as college preparatory. Berkeley High students can use courses designated as (CTE) as an Fire Science (CTE) Year · 10 Credits optional requirement for graduation. This course follows the California Firefighter 1 curriculum and prepares students for future study of fire The small schools at Berkeley High offer their students science as well as providing them hands on experi- a unique opportunity to be immersed in a distinct CTE ence. The fundamentals of the fire fighting equipment, pathway. AHA and CAS offers pathways in Arts Media methods of rescue, emergency procedures and fire and Entertainment. AMPS offers a Public and Com- department organization. Integrated throughout the munity Health pathway in Health Science and Medi- course are career preparation standards which include cal Technology sector. Students in these communities basic academic skills, communication, interpersonal participate in interdisciplinary projects and internships and interact directly with numerous industry and com- skills, problem solving, workplace safety, technology munity partners. and employment literacy. Prerequisite: Students will be required to arrange for their own transportation to a All BHS students have access to a wide variety of career fire station when necessary. Note: Students are never pathways. From Robotics to Fire Science to Biotechnology allowed to drive other students. UC/CSU (g) to Advanced Video and Photography classes – students at Berkeley High have the opportunity to learn from and be EMT Basic Year · 10 Credits exposed to employers and careers in these industries. The This course is open to both seniors and adults and will chart on page 15 and 16 indicates the sequence of classes take place at the Berkeley Adult School one evening that are offered in each Pathway as well as the local pro- session per week and one Saturday session per month. It grams students can access after graduation that can lead will instruct students to the level of Emergency Medical directly to excellent jobs and careers. Technician-Basic. The EMT serves as a vital link in the chain of the health care team. It is recognized that most CTE Options pre-hospital emergency medical care will be provided by Some CTE courses at Berkeley High can be taken in an Emergency Medical Technician, who needs to know sequence and lead students directly toward a career in skills necessary to provide emergency care at a basic that field. There are many other CTE courses offered life support level with an ambulance service or other at Berkeley High School, many of which are embedded specialized service. After completion of the program, within our small schools. There are other courses that the student will be prepared to take the EMT-Basic exam are not CTE designated, but can support a student in required for national certification. Topics include CPR, a chosen pathway. The chart on page 15 and 16 shows medical terminology, anatomy, advanced life support the different pathways we offer, courses offered at BHS, interface, scene/patient assessment, communicable and post-secondary certification and degree programs diseases, traumatic emergencies, medical emergencies, offered in that field. obstetric emergencies, pediatrics, geriatrics, environmental emergencies, and behavior emergencies,

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High plus 10 hours of “ride along” with the Fire Department

or ambulance crew. Integrated throughout the course are For the following Visual and Performing career preparation standards that include basic academic Art Sequences skills, communication, interpersonal skills, problem See pg. 77–83 for course descriptions: solving, workplace safety, technology and employment literacy. Prerequisites: Fire Science. Digital Photo (P) Advanced Digital Photography (P)(CTE) Law and Social Justice I (P)(CTE) Year · 10 Credits Analyzing, critiquing, and evaluating the criminal Beginning Photo (P) justice system, Law and Social Justice examines the Advanced Photography (P)(CTE) best practices and contemporary issues within law Art of Video Production (P)(CTE) enforcement, the courts, and prisons. A Career and Advanced Studio Editing (P)( CTE) Technical Education course, class time also explores The following small schools provide Linked Learning central and peripheral careers within the criminal style of education which both prepares students for a justice system. Course work embraces work based four-year college and clearly defined pathway of courses learning, contextualizing the issues and careers through and cross-discipline immersion in a particular area of interest: field trips, guest speakers, panels, and lecturers. Arts and Humanities Academy (AHA) Prerequisites: Must be a junior, in good standing with other required coursework, and complete an application. pg. 29–33 UC/CSU (g) AHA Advanced Drawing and Painting (P)(CTE) – 11th grade Law and Social Justice II: AHA AP Studio Art (P)(CTE)(H) – 12th grade Topics (P)(CTE) Year · 10 Credits Law II is a “senior seminar” level course, building on Academy of Medicine and Public Service the foundational work completed in Law I. The class (AMPS) pg. 34–38 investigates deeper into the important and relevant AMPS Chemistry (P) – 10th grade issues facing the criminal justice system in the United AMPS Biological Health Science (P)(CTE) – 11th grade States. Using field work, class discussion, text analysis, AMPS Community Service Professions (P)(CTE) – 11th and research, students will explore the critical compo- grade nents and solutions in policing and law, in addition to AMPS Applied Medical English (P)(CTE) – 12th grade building on career exploration in these areas. Topics for exploration include racial profiling, adequate represen- Recommended: Fire Science (CTE), EMT-Basic (CTE) tation by counsel in the courts, and inequities in prison sentencing. Prerequisites: Law and Social Justice I.

UC/CSU (g) HighBerkeley School Course Catalog 2021–22

Biotechnology 1/2 (P)(CTE) Year · 10 Credits The course centers around the following areas: laboratory measurement and calculation, energetics of life, growth and reproduction, structural basis of function in living systems, chemistry of living systems, quantitative problem solving and data acquisition and display. Issues of career development, ethics and technology will also be stressed. Priority will be given to Juniors who are concurrently enrolled in Chemistry or Biology. All students must have earned a “C” average in college preparatory math. UC/CSU (d)

Biotechnology 3/4 (P)(CTE) Year · 10 Credits This course covers chemistry and biochemistry concepts related to biotechnology, genetics, DNA transformations, protein puriﬁcation techniques, cell growth and monitoring techniques, immunology and other aspects of biotechnology. Prerequisites: Grade 12. Biotech 1/2 is required. UC/CSU (d)

career & college readiness & college career as well as professional ethics and responsibility while their knowledge of elements of art and the principles developing career goals. Students must document a of design and inspire better work. Note: Admission minimum of 60 supervised internship hours. only by application for YD&P I, an additional interview is required for those seeking editor positions Publications as a part of YD&P II. UC/CSU (f) Jacket (P)(CTE) Year · 10 Credits Students who enroll in Jacket contribute high Student Proctors quality material to this award-winning bi-monthly Library Aide Year · 10 Credits publication. The Jacket publishes 16 pages of local Students who want to participate in the activities news, commentary, and reviews for the Berkeley High of the library media center are welcome to apply School community. for the Library Aide course. Aides share in the Largely directed by student editors, Jacket teaches normal maintenance work of a library. Emphasis is students to meet deadlines, be a responsible team on individual and team projects, including setting member, improve their writing/photography/ up special exhibits, creating a library journal that illustration skills, and take initiative. Jacket writers, produces bibliographies for different subjects, photographers and illustrators receive training orienting visiting classes to the library media center and constant feedback from editors and have the and becoming “peer tutors” for the new technologies opportunity to pursue leadership positions if they that are being integrated into the working of the contribute throughout their high school career. library. Prerequisite: Librarian recommendation. Students must apply for a staff position as a writer, Student Proctor semester/Year · 5/10 Credits photographer, or illustrator. Note: Admission to the Many teachers need and welcome students to assist Jacket is by application only. Please visit the Jacket them in their classroom. A student may enroll in only online at www.berkeleyhighjacket.com. UC/CSU (g) one proctor section per semester, and teachers may Yearbook Design not have more than one student proctor per year. & Publishing (P)(CTE) Year · 10 Credits A proctor section replaces an academic class. See Berkeley High’s Yearbook Design and Publishing counselor to obtain a proctor card. course is a year-long course designed to develop stu- The Tech Team semester/Year · 5/10 Credits dents’ understanding of storytelling, visual art and Students who want to learn about and participate in design and their respective impacts on the communi- the instillation, updating and routine maintenance ties in which they serve. This course, in tandem with of BHS Technology resources are welcome to enroll. learning the marketing and business mechanics that Students will provide tech support as needed for are necessary for producing a product and publishing Chromebook, Mac and PC as well as some of the a book, will also be using class time to develop skills more specialized equipment in the Fabrication specified areas related to interests and job titles. Chiefly Lab including 3D Printers, Laser Cutters and CNC Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High directed by student editors, students learn how to meet Machines. Prerequisite: Tech Lead Approval.

14 CAREER & COLLEGE READINESS The following BHS courses (in light grey) and post-secondary certificate and degree programs (in darker grey) show the different career pathways offered to our students. The BHS courses listed below are recommended only and most do not have to be taken in sequence.

Health Science & Medical Technology

Support Services Support Services-AMPS Therapeutic Services Biotechnology ☐ Black Psychology (P) ☐ AMPS-Medical English (P)(CTE) ☐ Advanced Biology ☐ Advanced Biology ☐ Psychology (P) ☐ AMPS-Biological Health Science (P) ☐ Chemistry (P) ☐ Chemistry (P) ☐ Sociology (P) (CTE) ☐ Medical English (P)(CTE) ☐ Algebra II (P) ☐ EMT – Basic (P-Pend)(CTE) ☐ AMPS-Community Service Profes- ☐ Psychology (P) ☐ Biotech (P)(CTE) ☐ Fire Science (CTE) sions (P)(CTE) ☐ Black Psychology (P) ☐ Summer Biotech internship ☐ Honors Anatomy and Physiology (P) ☐ Fire Science (CTE) ☐ Sociology (P) (CTE) ☐ Medical Terminology (Adult School)* ☐ EMT – Basic (P)(CTE) ☐ Hnrs-Anatomy and Physiology (P) ☐ Biotech (P)(CTE) ☐ AP or IB Biology (P) ☐ AP or IB Biology (P) ☐ AP or IB Biology (P)

career & college readiness & college career ☐ Introduction to Social Services ☐ EMT Basic (P)(CTE) (Soc 101) (Persist to College – BCC)

Post-Secondary Options Post-Secondary Options Post-Secondary Options • Psychology –AA at any community college • Paramedic (CCCC) • Students who complete Bio- • Community Health Worker – BCC • Emergency Medical Technician tech 1/2 and Biotech 3/4 with • American Sign Language Cert/AA (BCC) (Berkeley Adult School, CCCC) a B or better, and Math 2 and • Spanish Medical Interpreting, Cert/ Chemistry with a C or better, are AA (BCC) awarded automatic entry into • Fire Science AA (SF City) the Bioscience Career Institute in the Peralta Community College • Community Health Worker AA and District. This provides them a Cert of Achievement (BCC) paid internship during the day, • Medical Terminology (Adult School) and classes during the evening • Social Services Paraprofessional (AA which lead them to a certifica- and Cert (BCC) tion in Biotechnology. • Community and Public Services (BCC) • Biotechnology Cert and AA (BCC, • Nursing, Cert/AS (Merritt) Laney) • Nutrition and Dietetics Cert/AS (Mer- • Biomanufacturing, Cert/AA ritt) (Laney) • Radiologic Science Cert/AS (Merritt) • Biomedical Engineering and • Human Development Services , Cert/ Technology Cert. (Laney) AS, (C of Alameda) • BCC • Dental Assisting, Cert/AA (College of Alameda) Environmental Sciences

Energy and Utilities Natural Resources Engineering/Design ☐ Advanced Biology or Integrated ☐ Advanced Biology or Integrated ☐ Math 2 (P) ☐ Environmental Control Technology Science or AP Biology (P) Science or AP Biology (P) ☐ Math 3 (P) Summer Program – Physics for ☐ Chemistry (P) ☐ Chemistry (P) ☐ AP Calculus AB (H) Building Science (Summer Program – Laney) ☐ Physics (P) or AP Physics (P) ☐ AP or IB Environmental Science ☐ AP Calculus BC (H) Robotics Engineering (g)(CTE) ☐ IB or AP Environmental Science (P) ☐ Physics, or AP Physics (P) ☐ Physics (P), AP Physics (P) ☐ Mechatronics Engineering (Elec- ☐ Internship or Workstudy ☐ Internship or Workstudy ☐ CAD (Adult or BTech) ☐ tronic Tech)(P)(CTE) ☐ AP Environmental Science or IB Environmental Systems (P) ☐ Drawing (P) ☐ Creative Art (P) ☐ AP or IB Studio Art (H)

Post-Secondary Options Post-Secondary Options Post-Secondary Options • Environmental Control Technology • Environmental Management and • Architecture and Engineering Cert/AS (Laney) (Laney) Technology (Merritt) Cert/AA • Advanced Manufacturing and Industrial Maintenance Cert/AS(Laney) • Cypress Mandela Training Center: • Landscape Horticulture (Merritt) • Machine Technology Cert/AS (Laney) Green Jobs Program (Path to Pre- cert/AA • Carpentry, Wood Technology, Construction Management Cert/AS (Laney) Apprenticeship and Pre-Laney AS • Environmental Control Technology program) Cert/AS(Laney) • Green Jobs Education Program o Specialization in Building Automa- (Laney) – Cert. and AS in Electrical, tion Systems Cert./AS (Laney) Electronic, Technology (EET) Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High • Welding Technology, Cert/AS (Laney)

Arts Media & Entertainment

Media and Design: The following introductory courses listed are required for fur- Performing Arts: The following introductory courses listed are required for ther specialization below- AHA Art Wheel (P), Creative Art (P), Beginning Photo or further specialization below- Drama (P), Beg Afro Haitian Dance (P), Beg Digital Photo (P), Drawing, Ceramics (P), Intro to Video (P) Dance (P), Any music class (P), Art Wheel (P) Media and Design CAS-Media and Design Performing Arts ☐ AP Art History (P) ☐ CAS-Computer Art (P)(CTE) ☐ African Diaspora Dance (P) ☐ AP or IB Studio Art (P) ☐ CAS-Video Prod. (P)(CTE) ☐ Dance Production (P) ☐ Adv Drawing (P) ☐ CAS-Adv. Studio Editing (P)(CTE) ☐ Adv. Theatre Proj (P) ☐ Adv Ceramics (P) or ☐ Theatre Production & Stagecraft (P)(CTE) ☐ Adv Photo (P)(CTE) ☐ CAS Adv. Digital Photo (P)(CTE) ☐ Internship or Work Study ☐ Yearbook/Digital Publishing (P)(CTE) ☐ Jacket (P)(CTE) Post-Secondary Options Post-Secondary Options • Multimedia Arts, Cert/AA (BCC) o Animation Specialization • Theatre Arts, Cert/AA (Laney) o Digital Video Arts specialization o Web-Design and Production • Dance, Cert/AA (Laney) o Digital Imaging specialization Specialization Law, Government & Public Service

Law and Government Public Service Mass Communications ☐ World Cultures/Geography (P) ☐ World Cultures/Geography (P) ☐ World of Media (P) ☐ Government or AP Government (P) ☐ Government or AP Government (P) ☐ Jacket (P)(CTE) ☐ Econ, AP Econ, or AfAm Econ (P) ☐ Econ, AP Econ, or AfAm Econ (P) ☐ Psychology/Sociology (P) ☐ Leadership ☐ Student Court ☐ Drama (P) ☐ AP U.S. History or U.S. History (P) ☐ Leadership ☐ Theater Production & Stagecraft (P)(CTE) ☐ Politics and Power/Globalization (P) ☐ Fire Science I (CTE) ☐ Art of Video Production (P)(CTE) ☐ Work-Study or Internship ☐ EMT – Basic (P-Pend)(CTE) ☐ Digital Photography (P)(CTE) ☐ Law and Social Justice I (P)(CTE) ☐ Work-Study or Internship ☐ Adv. Digital Photography (P)(CTE) ☐ Law and Social Justice II (P)(CTE) ☐ Adv. Video (P)(CTE) ☐ Adv. Photo (P)(CTE) ☐ Work-Study or Internship Post-Secondary Options Post-Secondary Options Post-Secondary Options • Political Science, AA-Transfer to 4 • Public and Human Services Program • Multimedia Arts, Cert/AA (BCC) yr. (BCC) (BCC) • Media Communications, Cert/AA (Laney) • Philosophy, AA-T (BCC) o Community and Public Services • Journalism, AA (Laney) HighBerkeley School Course Catalog 2021–22 • Sociology, AA-T (BCC) Cert/AA (BCC) • Digital Imaging, Digital Video Arts, Web Design and Production, Cert/AA • Global Studies,AA (BCC) o Community Health Worker AA/Cert (BCC) • Court Interpreter, Cert (Laney) (BCC) • Paralegal Studies, AA/Cert (Merritt) o Social Services Paraprofessional, • Administration of Justice AA– Cert/AA (BCC) (Merritt) • Administration of Justice – AA/Cert o Corrections Certificate (Merritt) o Police Science Certificate • EMT – Basic (Adult) Information Technology

Programming and Systems Development Media Support Services ☐ Art of Video Production (P)(CTE) ☐ Math 3 ☐ AP (C++ Java)(H) ☐ Adv. Art of Video (P)(CTE) ☐ Introduction to Computer ☐ AP Calculus AB (H) ☐ Digital Photo (P)(CTE) Programming (P)(CTE) ☐ Work-Study or Internship ☐ Adv. Digital Photography (P)(CTE) ☐ AP Computer Science Principles (H) ☐ AP Statistics (H) ☐ World of Media (P) ☐ IB Computer Science SL/HL ☐ AP Calculus BC (H) ☐ Yearbook/Digital Publishing (P)(CTE) ☐ Work-Study or Internship ☐ Jacket (P)(CTE) Post-Secondary Options Post-Secondary Options • Computer Information Systems , Cert/AS (BCC) • Multimedia Arts, AA (BCC) w/ specialization in: • Applied Computer Information Systems Cert/AS (BCC) o Digital Video Arts • Web Programing (Cert/AS)(BCC) o Digital Imaging o Web Design

DEGREE AND CERTIFICATE PROGRAMS BCC COA LANEY MERRITT Architecture and Engineering X Apparel Design and Merchandising X Administration of Justice X Aviation Maintenance X American Sign Language X ATLAS Program X Automotive Technology X Auto Body and Paint X Biomanufacturing X Biomedical Engineering Technology X Biotechnology X Business X X X X Carpentry X Child Development X Community Social Services X Computer Information Systems X X X X Construction Management X Cosmetology X Culinary Arts X Diesel Mechanics X Dental Assisting X Electricity/Electronics Technology X Environmental Control Technology X Environmental Management and Technology X Graphic Design/Digital Imaging X Green Jobs Education Program X

Human Development Services X HighBerkeley School Course Catalog 2021–22 Industrial Maintenance X Journalism X Labor Studies X Landscape Horticulture X Legal Court Interpreting (Spanish) X Machine Technology X Media Communications X Multimedia Arts X Nursing X Nutrition and Dietetics X Paralegal Studies X Photography X Public and Human Services X Radiologic Science X Real Estate Recreation and Leisure Services X Spanish Medical Interpreting X Welding Technology X Wood Technology X For a complete listing of the programs, go to: www.peralta.edu/cte 18 BCC - Berkeley City College, COA - College of Alameda Universal 9th Grade All incoming ninth grade students are assigned to one of seven houses, or hives. These hives are composed of approximately 120 students who share 4 teachers in their core subject areas: Math 1 (or Advanced Math 1), Physics 1, English, and Ethnic Studies/Social Living. Students choose their remaining two classes out of the elective options presented below. At the end of ninth grade, students have the opportunity to rank one of the five learning communities at Berkeley High School for their 10th-12th grade education.

Sample Student Schedule for 9th Grade: Advanced Math 1 (P) Year · 10 Credits universal 9th grade universal This is an accelerated, fast-paced course that rigorously Per. Class covers all of the material covered in Math 1 and part of 1 Elective Math 2, with additional topics, challenging proofs, and 2 Physics 1 open-ended problems. Students will also cover indirect 3 Ethnic Studies/Social Living and direct proofs of both algebraic and geometric top- 4 Math/Advanced Math 1 ics. Students will be expected to explain the reasoning behind their solutions for open-ended questions using 5 English 1 formal, academic language. In addition, students will 6 Elective demonstrate deep application of the Common Core Standards for Mathematical Practice, such as reasoning Freshman Hive Courses: abstractly and quantitatively, constructing viable argu- Students take the following four courses with approxi- ments, and critiquing the reasoning of others. The time mately 120 students in their Hive: commitment for this course is most similar to that of an AP course. A graphing calculator is required. This Mathematics Progression sequence prepares students for higher level math courses (see page 63 for more information) such as AP Calculus BC, AP Statistics, and IB-HL Math. UC/CSU Honors credit is NOT available for this course. Math 1 (P) Year · 10 Credits Prerequisite: Placement in Advanced courses is based This course covers strands from algebra, geometry, and on Advanced Math 1 Placement Test score. See page 6 statistics to emphasize the interconnected nature of for details on math placement. UC/CSU (c) mathematics. Specific topics include a deeper understanding of algebraic manipulation, functions (linear, Physics 1 (P) Year · 10 Credits quadratic, and exponential), applying linear models Physics 1 is a year-long, college preparatory, algebra- to data, using transformational geometry to establish based laboratory course that introduces the fundamen- criteria for congruence, coordinate geometry, and an tal concepts and laws of physics. This course is based on introduction to matrices and vectors. In addition, stu- the Next Generation Science Standards and is designed dents will be expected to show proficiency in the Com- to help students construct an understanding of both mon Core Standards for Mathematical Practice, such as physics concepts and the mathematical foundations modeling with mathematics, attending to precision, and of the physical world. Students explore these concepts persevering in problem solving. This is the first year in using laboratory experiences to strengthen problem- the Math 1, Math 2, Math 3 sequence. This sequence pre- solving skills and learn basic experimental techniques. pares students for higher level math courses such as AP This inquiry driven program is tightly aligned with the Calculus AB, AP Statistics, and IB-SL Math. UC/CSU (c) 9th grade Common Core Math 1 course, reinforcing the math concepts covered. Students will study physics

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 19 principles through observing, analyzing and interpret- Electives Exclusively for Ninth Graders: ing data, and reporting experimental outcomes, includ- LEAP: College and Year · 10 Credits universal 9th grade ing the identification of inconsistent results and sources of error. The course surveys the traditional topics of Career Success Seminar (P) physics, with emphasis on mechanics, wave phenomena, LEAP is a 9th grade only elective class wherein students electricity, magnetism, and energy. UC/CSU (d-lab sci- are supported in their academic, social, and emotional ence credit) development as they transition to high school. It combines direct academic support and acceleration with English 1 (P) Year · 10 Credits a robust college and career readiness curriculum centered Students pursue the year’s essential questions through around a student’s interests and life goals, a 10-year extensive reading, writing, research, and discussion. In plan, and college and career readiness pathways. LEAP addition, they examine important issues in cultures at instructors also teach one of the core academic classes in home and across the globe through a variety of genres– the Hive, thereby increasing the personalization available poems, plays, short stories, novels, nonfiction, and to LEAP students. UC/CSU (g) multimedia texts. Students will be expected to write in a variety of modes--narrative, descriptive, expository, ana- 9th Grade AVID Advancement Via Individual lytical, and argumentative. This class invites students to Determination (AVID)(P) Year · 10 Credits explore their own identity, while learning how to identify Advancement Via Individual Determination (AVID) is a with others, and to hear and be heard in a world of cul- four year academic elective course that prepares students tural and ideological differences. UC/CSU (b) for college readiness and success. During the 9th and 10th grade years AVID students will receive instruc- Freshman Seminar (P) tion through a rigorous college preparatory curriculum Humanities: History Year · 10 Credits provided by AVID Center. Students will participate in This course is divided into two semesters. tutor facilitated study groups, motivational activities and SEMESTER 1: ETHNIC STUDIES academic survival skills. The 9th and 10th grade AVID course emphasizes rhetorical reading, analytical writing, The semester begins with an examination of identity collaborative discussion strategies, preparation for col- in which students delve deeper into their own personal lege entrance and placement exams, college study skills, culture and heritage. Who am I? Where do I come test taking strategies, note-taking and research. The from? How do I fit into the world around us? Next, they AVID 9th and 10th grade AVID curriculum also focuses broaden their studies to learn about the experiences and on college and career awareness through work in class, perspectives of people within and beyond the United guest speakers and field trips to colleges. UC/CSU (g) States. Students will study race, migration, and immigration and make personal connections while investigat- ing the history of current political and global dynamics. Berkeley HighBerkeley School Course Catalog 2021–22 SEMESTER 2: SOCIAL LIVING Second semester, we focus on issues directly facing youth today: healthy decision making, media literacy, substance awareness, nutrition, sexuality, and gender identity. The semester’s work is grounded in academic case studies that look at the evolution of these issues over time. The semester culminates with an evidence based research project on a current social issue.

Both semesters teach the fundamental skills of critical thinking, listening, speaking, reading, and writing along with historical research and investigation, source evaluation, and evidence based analysis, laying the groundwork for future social science coursework. UC/CSU (a)

# of years required # of years for High School required for UC/ Department Graduation CSU eligibility Courses that Freshmen Can Choose From

World Languages 1* 2 Latin, Mandarin, French, Spanish, Spanish for Native Speakers

African Diaspora Dance, Ceramics, Dance, Drama, Drawing, Photography Visual and (Digital and Wet Lab), Creative Arts, Concert Chorale, Guitar, Jazz Band, Performing Arts 1* 1 Band, Orchestra universal 9th grade universal Physical African Diaspora Dance, Badminton, Basketball, Dance, Heart Fitness, Not Required Education 2 Soccer, Team Sports, Weight Training/Conditioning

Total of 14 Intro to Computer Programming, Pop Culture/Hip Hop Studies, LEAP (see General Electives semesters* 1 above), 9th grade AVID (see above)

*BHS requires 1 year of either World Language or VAPA, but 14 semesters of any elective. Once you fulfill the requirements for World Lan- guage, Arts, and PE, all additional classes count towards fulfilling your BHS electives requirements.

Academic Choice Required Course Progression

10th 11th 12th A World History and Cultures United States History AP Government & Politics Comparative (H) AP United States History (H) Politics and Power (taken with Globalization) African American History 1/2

B World Literature American Literature Read & Writing the Short Story AP English Lang. & Comp. (H) AP English Lit. & Comp. (H) Chicano/Latino Literature The World of Media African American Literature African American Literature Literary Magazine Chicano/Latino Literature World Mythologies (P) Bible as Literature Literary Magazine Latin American Film (P-Pending) World Mythologies (P) C Math Progression - See page 63 Berkeley HighBerkeley School Course Catalog 2021–22 D Chemistry Advanced Biology See Science options starting on pg. 72 AP Chemistry (H) AP Biology (H)

Electives (taken concurrently with Biology) see p.72 E World Language Progression - See page 84 F Visual & Performing Art Electives - See page 77 Theoretical Psychology (taken with Sociol- Literary Magazine G ogy/Anthropology) The World of Media Literary Magazine Personal Finance The World of Media

Globalization (taken with Politics and Power) Economics AP Economics (H)

See elective options starting on pg. 55

academic choice inferences Composition class possesses great “transfer” for success in b. Development of techniques for critical reading and college for all students. With California’s shift to the Com- analytic writing mon Core, an emphasis on non-fiction texts and evidenced- c. Encouragement of different levels of questioning based expository writing improves students’ cognitive d. Synthesis of perspectives from different points of view abilities and enables them to access content in classes of all subject areas. e. Development of strong written and verbal argumentation Consistent with our objective of offering a variety of qual- Senior Year ity choices to meet the needs of a diverse community, the In the senior year AC students can choose among a variety AC seeks to prepare students to be eligible for continued of English electives. These electives allow students to look education beyond high school, and to help prepare students more closely at a specific field or subject matter. The courses with a strong foundation for the university classroom. deepen student academic skills developed in the previous Our teaching strategies reflect rigor and an awareness of a years, and help build students towards a level of specific- variety of learning styles. We are committed to arming our ity they can expect in college. In 12th grade social studies, students with the skills and drive to be life-long learners AC students are required to take AP Government, and can and critical thinkers. choose one of three economics courses. The Curriculum Junior and Senior Year: Academic Choice Electives Sophomore Year All of the Academic Choice electives feature one or more In their sophomore years AC students take the 10th- of the following composition components: grade Humanities Core: World Literature and World • Students are exposed to the writing process: prewriting, History. The academic skills in the sophomore year rough draft, revision, and final draft. build on those developed in the freshman year and work specifically to prepare students for success in AP • Students’ grades are based mostly on the scores they humanities courses in their junior year and senior year. receive on major written assignments, as well as on and class participation. Junior Year • Students write essays (750 words or more) in response to In the junior year AC students continue to develop skills major literary or cinematic works. that will prepare them for college. AC teachers recommend All Academic Choice electives also receive “g” elective that students choose the APs that most suit their individual credit from the University of California. interests and passions. Additionally, AC teachers strongly encourage students to consider taking at least one of the AP • Science, and World Language Options – for course humanities courses offered in AC. In eleventh grade social descriptions and sequences see page 72 and 84. studies, AC students may choose between AP U.S. History, U.S. History, and African American History 1/2. In English, Math & Science Options students may choose between AP English Language and See Math course descriptions on page 63. See Science Composition, American Literature, Chicano/Latino Lit- course descriptions on page 72.

The sophomore year focuses on further developing stu- American is traced from his African origins in Ethiopia choice academic dents academic skills and bridging them toward AP and Egypt through slavery in America to the Civil War, courses in their junior year. In addition to looking at the and up to the “Harlem Renaissance.” The second semester world through the study of history, geography, and litera- of this course will examine the accomplishments of Afri- ture the year will begin to introduce students to rhetorical can Americans from the end of the “Harlem Renaissance” skills. The sophomore year is essential to students as they period through the tumultuous Civil Rights era, and the plan to further their education beyond high school. Black consciousness movement to the present. This course World Literature (P) Year · 10 Credits may be taken by students in grades 11 and 12 and meets World Literature focuses on building and deepening the UC/CSU US History requirement. UC/CSU (a) students’ critical reading and writing skills. This course AP U.S. History (H)(P) Year · 10 Credits develops these skills through multiple genres includ- AP US History is a college-level study and analysis of ing poetry, short story, novels, plays, and non-fiction by American history from the era of colonization to the authors born outside the United States. Students will present that will prepare students to take the national learn more complex literary terms and analysis includ- advanced placement test in May. The course will focus ing use of basic rhetorical strategies in speaking and on the themes and topics outlined in the Grade Eleven writing. Students will also participate in creative proj- California Social Science content standards cited above. ects that emphasize world studies. UC/CSU (b) Students continue to build on the academic skills they World History (P) Year · 10 Credits have developed in their freshmen and sophomore years This course covers major themes in modern world his- and can take advantage of a variety of support services tory with an exploration of systems of power, resistance to available to help them succeed in AP. UC/CSU (a) power, and methods of social change. Topics include the Latinx History (P) Year · 10 Credits age of Revolutions, industrialization and globalization, Latinx History is a course designed to study the history colonization and independence movements, the rise of and influence of Latinxs upon the United States and Communism and Totalitarianism, and the World Wars beyond. The history is traced from Pre-Columbian life the Industrial Revolution, Imperialism, the rise of Com- in the Americas to the present, covering more than 500 munism, and the World Wars. There is a focus on building years of history. Some major themes and topics include historical thinking, writing and research skills. US/CSU (a) the complex Chicano-Latino identity, Manifest Destiny and the Mexican American War, the history of the border Junior Year Courses and the displacement and resistance up until the present.

In the junior year, students may choose from several The course promotes critical thinking about race, and HighBerkeley School Course Catalog 2021–22 English courses (African-American Literature, Chicano/ other systems of difference that shape individual and Latino Literature, American Literature, or AP Language group interactions, American identity, and culture. This and Composition) as well as several history classes (Afri- course may be taken by students in grades 11–12 and can-American History, U.S. History, or AP U.S. History). meets the UC/CSU US History requirement UC/CSU (a) History Options English Options U.S. History (P) Year · 10 Credits American Literature (P) Year · 10 Credits Following State guidelines the U.S. History class spends This course examines American literature from Puritan- one year on U.S. History from 1900 to the present. The first ism to contemporary America through the lenses of critical several weeks of Academic Choice U.S. History includes an theory. Students participate in close examination of essays, introduction and background to American History prior short stories, novels, poetry, non-fiction, and drama, learn- to 1900. The first semester ends with the period just prior ing to view and analyze literature through various critical to World War II. The second semester covers the period lenses. Students will continue to develop their critical from World War II to the present. The last 6 weeks include reading and analytic skills. Writing in the course focuses current historic events. Students will continue to develop on literary analysis and the development of arguments on academic skills including analysis of primary source mate- and analysis of texts. Students will also continue to explore rial, and DBQs. UC/CSU (a)

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 24 rhetorical strategies. Course materials include writing from pher/artist, producer, etc to help us publish two full issues a diverse group of authors. UC/CSU (b) a year! The class will get to decide on the title, theme, and AP Language & Composition overall look and feel of the magazine. Enrollment priority will be given to Seniors. UC/CSU (b) (g) (H)(P) Year · 10 Credits Students will take a year long course of advanced place- World Mythologies (P) Year - 10 credits ment composition that focuses on students analyzing and Using various theoretical lenses (psychological, feminist, interpreting an author’s use of rhetorical strategies and tech- colonialist, formalist - to name a few) students will examine niques, and applying them to their own writing. Students mythological literature from various cultures and time will read a variety of excellent American Literature and then periods as they work through the cycle of the hero/heroine. create and sustain arguments based on readings, research, Students will connect motifs from myth to their modern and/or personal experience. Students also demonstrate day context in art, film, literature, and current events as understanding and mastery of standard written English well as compare different sects and their congruence with as well as stylistic maturity in their own writing. Students other culture’s myths and various degrees of orthodoxy/ academic choice write in a variety of genres and contexts, both formal and mysticism. Students will develop an appreciation for other informal, employing appropriate conventions. The exami- cultures’ spiritual history, customs and art. Prerequisite: nation for the AP English Language and Composition Must be a Junior or Senior. UC/CSU (b) course requires that students recognize and employ a bat- Additional electives are listed on page 55. tery of literary strategies. Teachers work to support all students to be successful in this rigorous course. UC/CSU (b) Senior Year Courses Chicano/Latino Literature Studies (P) In the senior year the Academic Choice student is required (Pending Course Title change: to take a full year of history and English. Students may Latinx Literature Studies) Year · 10 Credits choose from several of English electives and may take more This course studies Pre-Columbian and contemporary than one English class. In addition to the required 12th Chicano and Latino Literature. Students gain exposure grade history courses, the Academic Choice student has a to a wide range of genres such as poetry, short stories, wide variety of English and History electives to choose from. nonfiction, fiction, biography, memoir, and plays, and study authors including Gabriel Garcia Marquez, Required History Courses Sandra Cisneros, Gloria Ánzaldúa, Luis Valdez, and AC students can choose from AP Economics, Sonia Nazario. Students analyze texts to gain a sense of Economics, or Afam Economics historically underrepresented groups while focusing on All AC students must take AP American writing, grammar, and critical thinking skills. Government In addition, this course also examines the social, political, Economics (P) Semester · 5 Credits and historical factors which have shaped the present day Economics is a one-semester class that reviews both macro Chicano and Latino community, covering the spectrum of and micro economic principles. In addition, the student experiences of our Raza from the Caribbean to the United reviews some general economic theories and economic States to the bottom of the Americas. UC/CSU (b) history. The goal of the class is to prepare the student to African American Literature (P) Year · 10 Credits enter American society with a general knowledge of how This African American Studies course is an intensified our economic system works and to place that knowledge in study of African American writing from Lucy Terry to some comparative and historical context. UC/CSU (g) Leroi Jones. A multi-pronged teaching approach is used: African American Economics (P) Semester · 5 Credits aesthetic, cultural, social, and historical. UC/CSU (b) This dynamic course is designed, first of all, to familiarize Literary Magazine (P) Year - 10 credits students with the concepts and terminology of basic eco- Be part of a new magazine here at Berkeley High! This nomics that they may encounter in life or on any objective course is part magazine publication, and part creative writ- test. Secondly, the course acquaints students with the rela- ing class. We will write short stories, flash fiction, creative tion of the African American community to the American nonfiction, and poetry and develop your portfolio as a economy as a whole. Finally, the instructor examines the writer. But each student will also have a specialized role as role that African Americans have played in the establish- editor, graphic designer, marketing, copyeditor, photogra-

signments focus upon basic financial planning, credit trap History Electives choice academic avoidance, real estate and car purchases, entrepreneurship Globalization (P) Semester · 5 Credits and meeting the needs of providing food, shelter and cloth- Globalization is a one semester course paired with Politics ing for one’s family in the 21st century. This course satisfies and Power. In this course, students shall specifically identify economics requirement for graduation. UC/CSU (g) the variety of challenges facing humankind in an ever- AP Macroeconomics (H)(P) Semester · 5 Credits increasing global environment. By defining the qualities of This course may be taken instead of Economics, and is leadership and effectiveness in existing decision-making a one-semester class that reviews both macro and micro mechanisms, the student shall draft a more effective deci- economic principles. In addition to reviewing general sion-making mechanism of world government. A significant economic theories and economic history the AP Econom- component of this course will be a student simulation of the ics course provides students with a systemic analysis of decision-making process within the U.N. General Assembly the Keynesian System of Economics. Students will learn and Security Council. This project will compliment the stu- college level concepts of Aggregate Demand, Short Run dent simulated “Model Congress” in Politics and Power. This Aggregate Supply, and The Long Run Aggregate Supply course will encourage participation in student government Curve. Students will learn the relationship between infla- and service-learning internships. UC/CSU (g) tion and unemployment, the relationship between currency Politics and Power (P) Semester · 5 Credits exchange and trade, and how environmental economics Politics and Power is a one semester course paired with effects public policy. Students will also discuss with speci- Globalization. Students largely run this course. During the ficity the relationship between consumption and savings first six weeks, students review, through lecture and discus- and how it relates to the overall concept of Gross Domestic sion, the inner workings of the U.S. Congress as it wrestles Product. The skill set students will acquire by the end of with contemporary social problems. During this period, the the course will allow students to make accurate economic student’s research important national issues such as nuclear forecast about future economics events. The Advanced power, health care, the immigration debate, etc. The remain- Placement AP Economics Course provides students with ing twelve weeks are devoted to a simulated U.S. Congress financial skills they can use upon graduation from Berkeley with students assuming the role of specific U.S. Senators or High School. The AP Economics Course is based on the Representatives. Using information accumulated during the U.C. Berkeley Economics Course. UC/CSU (g) first six weeks, students write their own proposed solutions AP US Government & Politics to the nation’s problems and then attempt to convince other (H)(P) Semester · 5 Credits students to vote to help make their proposals law. Once the simulation begins, class activities (floor sessions, committee

This one-semester class provides instruction in both his- HighBerkeley School Course Catalog 2021–22 toric and current processes and functions of the United meetings, guest speakers, etc.) are planned and executed by States government. The primary goal of the class is to students. The teacher serves as a resource for finding infor- prepare 12th grade students to enter wider US society mation and a guide on rules of procedure. Open to juniors as informed and empowered citizens. As an AP level and seniors. UC/CSU (a) course, the curriculum is aligned with College Board Psychology (P) Semester · 5 Credits AP requirements, and assessments are modeled on the This is a single semester course, offered in the Fall term, AP US Government & Politics exam. Students enrolled and paired with Sociology/Anthropology in the Spring. In in this class, however, are NOT required to take the AP this course, students delve into the psychological mysteries exam in the spring. However, should they choose to do of human behavior, in all its complexity. Topics considered so, the course content is designed to ensure they will be include research methods, experimental ethics, neurobiol- ogy, states of consciousness, sensation & perception, learning & memory, human development, personality theory, psychological abnormalities, and social psychology. The course goals are simple: 1) to provide students with exposure to a topic usually only studied at the college level and to help students develop and refine inter- and intrapersonal

Sociology (P) Semester · 5 Credits learn in the class and will create a detailed financial plan This is a single semester course, offered in the Spring over the course of the year that will allow you to: Dream, term, and paired with Theoretical Psychology in the Fall. Plan, Execute & Thrive. Open to seniors only. UC/CSU (g) The course focus is on socio-cultural interpretations of English Electives group behavior, both historic and contemporary. Students African American Literature (P) Year · 10 Credits will explore various aspects of American society with an eye to expanding understanding of both who we are, and This African American Studies course is an intensified why we are. Topics include the “sociological imagination”, study of African American writing from Lucy Terry to systems of socialization and acculturalization, social con- Leroi Jones. A multi-pronged teaching approach is used: trol, social deviance, the role of race, gender & social class aesthetic, cultural, social, and historical. UC/CSU (b) academic choice in shaping social behaviors, and the effect of peer groups, AP Literature & the media, and social conformity on social identity. The Composition (H)(P) Year · 10 Credits course goals are to introduce students to sociological/ This is an Advanced Placement (AP) course for seniors. The anthropological methods and perspectives, and to expand purpose of the AP program is to offer college-level content students conceptual thinking skills as they explore two to high school students, who can then receive college credit key questions: “who am I, and how do I fit into society?” by earning a sufficiently high score on the associated exam. Open to juniors and seniors only. UC/CSU (g) The AP English Literature and Composition exam tests Latinx History (P) Year · 10 Credits how well students can interpret and analyze fiction and Latinx History is a course designed to study the history poetry of recognized literary merit. But there are many and influence of Latinxs upon the United States and schools of thought as to what constitutes proper literary beyond. The history is traced from Pre-Columbian life interpretation and analysis. Accordingly, this class is the in the Americas to the present, covering more than 500 equivalent of a college survey course on literary theory, in years of history. Some major themes and topics include which students explore and discuss not only a diverse selec- the complex Chicano-Latino identity, Manifest Destiny tion of novels, short stories, and poems, but also a wide and the Mexican American War, the history of the border variety of approaches to literature. UC/CSU (b) and the displacement and resistance up until the pres- Bible as Literature (P) Year · 10 Credits ent. The course promotes critical thinking about race, This class presents the Bible (that is, the Hebrew Bible and and other systems of difference that shape individual Christian New Testament) primarily as a masterpiece of and group interactions, American identity, and culture. world literature - specifically, to quote poet William Blake, This course may be taken by students in grades 11–12 and as “the Great Code of Art.” Students will examine not only meets the UC/CSU US History requirement UC/CSU (a) its literary and historical features, but also its influence Personal Finance: Dream, on modern society. Literary genres, rhetorical techniques, Plan, Execute, Thrive (P) Year · 10 Credits wisdom, and ethical codes will be explored through criti- Graduation is close. Are you ready to be out on your own? cal theories, lit circles, informational texts, and project- Personal Finance will give you the tools to master adulting. based assessments (like blogs, short films, etc). This course Learn how to conquer seemingly impossible dreams, explore is for AC 12th grade students only. UC/CSU (b) a variety of carrer options including entrepreneurship and Chicano/Latino Literature create a cover letter and resume. Once we have defined your Studies (P) Year · 10 Credits dreams and explored a variety of career paths, you will learn This course studies Pre-Columbian and contemporary the tools to help make these dreams a reality. This incliudes Chicano and Latino Literature. Students gain exposure creating a budget, researching banks and credit cards, ana- to a wide range of genres such as poetry, short stories, lyzing student loans and doing your taxes. The third section nonfiction, fiction, biography, memoir, and plays, and of this class is about financial planning, investing and mak- study authors including Gabriel Garcia Marquez, San- ing your money work for you. Learn how to master the stock dra Cisneros, Gloria Ánzaldúa, Luis Valdez, and Sonia market, your investment options and the power of com- Nazario. Students analyze texts to gain a sense of histori-

In addition, this course also examines the social, political, The World of Media (P) Year · 10 Credits and historical factors which have shaped the present day World of Media is a film class that introduces students choice academic Chicano and Latino community, covering the spectrum to the academic study of film. Students will gain expo- of experiences of our Raza from the Caribbean to the sure to several film theories including Formalist Film United States to the bottom of the Americas. UC/CSU (b) theory, genre theory, cultural film theory, and auteur Latin American Film (P-Pending) Y ear - 10 credits theory. Students watch, discuss, analyze, write about and Lating American Film is a course that explores the diver- complete projects on films in each unit considering how sity of experiences and struggles in Latin America, using they can apply visual theory in their own presentation film, film analysis and readings. Critical to the course is of ideas. Students will examine many different kinds of the analysis of power relations within film, and the diver- film including shorts from several genres, film noir and sity and truths of Latin America, particularly in regard to neo-noir films, modern films by Black directors or featur- race, gender, class, sexuality and nation. The class will also ing diverse casts, suspense films, and films by a variety focus attention on the politics of filmmaking, asking: Who of auteur directors. Additionally, students apply their made the film? Under what circumstances was the film theoretical knowledge as they gain experience with film made? What does the filmmaker want to convey? How is production by collaborating in groups to write, plan, film Prerequisite: that done? We will also pay attention to filmmaking as an and edit short films. Open to all Seniors art form. Thus, questions of narrative, plot and character and Juniors. UC/CSU (b) development as well as use of camera and the role of music World Mythologies (P) Year - 10 credits will be examined to uncover the nuanced way film com- Using various theoretical lenses (psychological, feminist, municated culture and experiences. Prerequisite: Must be a colonialist, formalist - to name a few) students will exam- Senior. UC/CSU (b) ine mythological literature from various cultures and time Literary Magazine Year - 10 credits periods as they work through the cycle of the hero/heroine. Be part of a new magazine here at Berkeley High! This Students will connect motifs from myth to their modern course is part magazine publication, and part creative writ- day context in art, film, literature, and current events as well ing class. We will write short stories, flash fiction, creative as compare different sects and their congruence with other nonfiction, and poetry and develop your portfolio as a culture’s myths and various degrees of orthodoxy/mysti- writer. But each student will also have a specialized role as cism. Students will develop an appreciation for other cul- Prerequisite: editor, graphic designer, marketing, copyeditor, photogra- tures’ spiritual history, customs and art. Must pher/artist, producer, etc to help us publish two full issues be a Junior or Senior. UC/CSU (b) a year! The class will get to decide on the title, theme, and Additional electives are listed on page 55.

overall look and feel of the magazine. Enrollment priority HighBerkeley School Course Catalog 2021–22 will be given to Seniors. UC/CSU (b) (g) Footnote: Elective courses are not guaranteed, and whether or not they are offered largely depends on the number of sign ups. Reading & Writing The Short Story (P) Year · 10 Credits For students who feel that their essay writing skills for college are already in good shape and want to develop a narrative voice, this fiction writing course emphasizes: 1) the crucial relationship between reading and writing short stories and 2) the influence of renowned writers on student writers. Concentrating on a different genre each marking period, students initially study stories by the masters and then create their own. The focus is on memoirs and conventional short stories in the fall, and

AHA Required Course Progressions

10th 11th 12th A AHA World History and Cultures AHA United States History AHA AP American Government (H) B AHA World Literature AHA AP English Language & AHA AP English Literature & Composition (H) Composition (H)

C Math Progression - See page 63

D AHA Human Anatomy and Physiology (H) AHA Chemistry AP Chemistry (H) See other AP Biology (H) Science AP Physics (H) options Adv. Biology starting AHA AP Environmental on pg. 72 Science (H) E World Language Progressions - See page 84 F AHA Art Options AHA Advanced Drawing & AHA AP Studio Art (H) Visual: Painting Dance Creative Arts Dance Adv. Theatre See other Art Performing: Adv. Theater Projects Adv. Photo options African Diaspora Dance AHA Adv. Ceramics Modern Dance starting AHA Adv. Photography Drama on pg. 77

G AHA Economics AHA BEST History/BEST English See elective options starting on pg. 55

** For placement policies for honors and advanced classes, see page 6.

Academy aha The Arts and Humanities Academy (AHA), a learning community within Berkeley High School, provides an innovative, rigorous academic and arts curriculum. As a community of artists and scholars, AHA students use the lens of the arts to seek creative solutions to academic and artistic challenges. The curriculum focuses on AHA’s Three Guiding Questions:

• How are we scholarly in our art making ate from AHA prepared for success in a college or univer- and artistic in our scholarship? sity and continued pursuits in the arts. • How can we use critique to grow as artists The Curriculum and people? AHA’s Guiding Questions • How can we both reflect and affect our During all three years in AHA students take science, environment through art? English, history, math and arts classes within the learning AHA students learn by doing. Interdisciplinary projects community. Students take science in AHA during 10th structure the core of AHA’s educational philosophy, com- and 11th grade. Each year’s curriculum is formatted bining Arts, Humanities and Science curricula. Emphasiz- around Guiding Questions that connect the academic ing collaborative work, student responsibility and critical curriculum with students’ artistic and psychosocial thinking, these projects inspire high levels of achievement development. Teachers plan curriculum collaboratively, by linking student interest in the arts to all aspects of their creating interdisciplinary projects that engage the arts, education. Students emerge as seniors with a holistic under- science and humanities, while pushing students to reflect standing of their environment and the surrounding world. deeply on their related guiding questions. Critical thinking skills are vital to our students’ develop- Guiding Questions: ment as responsible citizens. AHA teaches a school-wide • 10th Grade: Who am I as an artist? What influenc- approach to critique, applying the Studio Habits of Mind es my perception and guides my expressions? What throughout the curriculum. Through these consistent is my lens? HighBerkeley School Course Catalog 2021–22 reflections, students become adept at analyzing an artistic or academic problem from multiple perspectives: experien- • 11th Grade: How have artists reflected upon and tial, literal, interpretive, thematic and evaluative. Master- contributed to American history and culture? Where ing this skill of critical reflection, AHA students become do I stand as an emerging artist in this context? life long learners and contributing community members. • 12th Grade: As an artist, how can I affect my com- With just sixty students per grade, students quickly feel munity and the world in a significant way? the benefits of a smaller school setting. Throughout their three years, AHA students study science, English, history, The AHA Experience math and the arts within the learning community; they Upon entering the 10th grade, incoming AHA students select world language and physical education courses from will have the option of choosing from multiple artistic the many options from individual departments. Advanced pathways depending on their interest and medium, with Placement (AP) and honors courses are available in the many choices in both visual and performing arts. Here, arts, English, science, math and social science. AHA students practice artistic principles that link all of the art courses meet the California Content Standards and most forms and develop a vocabulary for artistic engagement meet the UC/CSU entrance requirements; students gradu- and aesthetic perception. Academic classes in the 10th

aha History, and AHA Chemistry. Seniors take AHA AP Eng- their sophomore year: lish Literature and Composition, AHA AP Government and Creative Arts (P) (CTE-Arts, Media, and Economics, and their AHA Senior Internship (BEST) class. Entertainment Sector) The course of study will focus on line, perspective, shad- Sophomore Year Courses ing techniques, positive/negative space understandings, AHA World Literature (P) Year · 10 Credits and composition. Students coming into the class without Humanities: English drawing experience will gain the skills needed to render This class explores the relationship between stories and objects from what they see in reality. the self: it asks students to examine short stories, novels, Students will also learn the reductive and additive ele- films, graphic novels, visual art, dance, and the theater ments of sculpture and printmaking. Sculpture is three to understand how narrative builds our identity and dimensional art and printmaking is the process of mak- vice versa. Writings include literary and visual analyses, ing multiple copies of an image. A common form of creative fiction and artistic expression of academic under- printmaking is screen printing t-shirts. Students in this standing. This course also includes interdisciplinary course will work with welding, screen-printing, plaster, projects exploring real-world issues through visual and etching, clay and linoleum block prints, 3D printing, performing arts, as well as the written word. UC/CSU (b) laser cutting, and traditional drawing media. World History (P) Year · 10 Credits African Diaspora Dance (P) (CTE-Arts, Media, Humanities: History and Entertainment Sector) This course examines world history through six major This course introduces the principles of traditional and themes: civilizations, religion, economics, imperialism, modern African dance. Students work individually revolution, and war. 10th grade students explore each and in groups to learn and create dances while being of these topics through a series of case studies from introduced to the historical and cultural aspects of around the world. Each semester culminates in an African Dance. The class is an opportunity for students interdisciplinary project that integrates content and at all dance levels to learn diverse dance styles. skills from World History, World Literature, and Anatomy and Physiology through work with local Modern Dance (P) artist and professionals. Students develop critical Students will be dancing every day of the week. Classes thinking, reading, writing, research skills, performative will alternate between Technique and Choreography. expression, reflection and communication skills to Technique classes emphasize physical skill-building: thrive in our increasingly complex world. UC/CSU (a) strength, flexibility, balance, memorization. Choreography classes focus on the building blocks of dance composition AHA Anatomy and time, space and energy. Students work both alone hysiology Year · 10 Credits P (H)(P) and in groups to create their own dances according to 10th grade students fulfill their Biology Lab Science choreographic assignments. Daily instruction is based requirement with Honors Human Anatomy and Physiology. in modern/jazz dance vocabulary; students may chose to This course focuses on the different systems of the body focus on any dance style (salsa, hiphop, ballet, jazz etc) including the cardiovascular, immune, skeletal and when creating their own dances. Dance clothing required muscular systems and how they have evolved and function daily. No previous dance experience is required. together. It includes multiple dissections, labs, and activities, while keeping the challenging and rigorous curriculum

determines genre. Some possible genres are Science Fiction, HighBerkeley School Course Catalog 2021–22 and effect the future. This course emphasizes omitted Gothic Literature, the American West/South/East/North, and distorted parts of American History. UC/CSU (a) the Proletariat, Cinema, Education, Nature, etc. This class Chemistry (P) Year · 10 Credits changes subjects every semester. UC/CSU (b) What non-toxic make-up effects can be used for omposition Semester · 5 Credits actors? How can harmonics relate to atom electronic AHA C (P) structure? The answers to these questions lie in the This course focuses students’ writing skills specifically on study of chemistry. This course focuses students on artistic critique and personal expression. Following the Fall the world around them, equipping them with a basic semester’s foundation, students continue to analyze film understanding of the chemical behavior of matter. Topics from a range of perspectives and begin to critique a variety include: atomic-molecular theory, weight relations, the of artwork produced by fellow students. Students develop mole concept, behavior of gases, solutions, the structure an overall ability to express their artistic ideas and opinions of matter, equilibrium, acid-base theory, oxidation- in writing. The personal expression portion of the course reduction reactions and chemical bonding. UC/CSU (d) focuses on personal memoir and development of an Artist Statement related to the students’ selected arts specialization and final portfolio presentation. UC/CSU (b)

AMPS Required Course Progressions 10th 11th 12th A World History & Cultures United States History United States Government

B World Literature Literacy, Advocacy, and Public Service— Reading and Writing Your Way to a Health- Advanced English in Public Service Work ier World: Advanced English and Public (H) Health (H)

C Math Progression - See page 63 Berkeley HighBerkeley School Course Catalog 2021–22 D Chemistry Biological Health Sciences, (CTE) See Science options starting on pg. 72

E World Language - See page 84 F Visual & Performing Art Electives - See page 77 G Community Service Professions: Economics A Sociological Perspective (CTE) BEST Applied Medical English (CTE) Biotechnology 1/2 TheoPsych/SocAnth ROP Fire Science (CTE) See elective options starting on pg. 55

AMPS PE: Team Sports—Team Activities and Personal Fitness

Courses in bold offered within AMPS. All other options available from the school at large. CTE indicates a Career Technical Course teaching essential content and skills for a health science profession. ** For placement policies for honors and advanced classes, see pages 6.

AMPS Program The Academy of Medicine and Public service is a health pathway preparing stu- amps dents for life through engaging curriculum and real world experiences. We are a community of learners working together as a strong core team of teachers, students and parents to ensure the success of all of our students.

Our college curriculum meets and exceeds UC requirements including: AMPS teachers challenge all students • Three years of history and English include Honors to think critically and to build on their English courses in both junior and senior year. individual capacities. As much as possi- • Electives include Community Service Professions, ble, core teachers continue to work with Public and Community Health, and Applied Medical English. the same Academy students for two or • We have two sciences through junior year: chemistry more years. Our staff works closely with and biological health with an emphasis on anatomy. students, families, and the community Seniors can take Honors Anatomy and AP environmen- to create a learning environment that tal science. supports success for every student. • Three-years of math culminate in senior AP Statistics and Calculus. All juniors have an internship to explore careers and Inc. In Success Inc., students learn and practice skills life skills, and our seniors take a class, Applied Medical that help with academic success, life challenges, and English that includes college application support, medi- getting healthy in the face of stress. This certificate can cal ethics curriculum, and a capstone project on an area open doors to entry-level jobs in community health and of interest. social work. Our goal is to prepare students for college and careers and to empower them to become leaders in Apprenticeship Pathway their community and agents of change. For concurrently enrolled BHS students who will be juniors in the Fall of 2021. All of the above... PLUS paid Human Services and Social Work summer apprenticeship hours during 11th and 12th Certificate Pathway grade, and a full-time paid apprenticeship (2,000 hours) Interested in helping other humans? Curious about during your first year as a full-time BCC student. This public health, social work, health education, and health program is part of the earn-and-learn model, and stu- equity? The Certificate Pathway includes 3 core courses dents who need/want to be working while studying are (Health Ed, Behavioral Health, Social Work) and 3 particularly well-suited. electives from a fun list of wide-ranging choices. This program has a dedicated support structure for students including: embedded tutors, embedded librarians, and a one-of-a-kind program support group called Success

AMPS students strive to be: Driving Questions Whole School Outcomes By asking: So they learn to:

Inquisitive "What if . . . ?" Hypothesize and gather evidence Critical Thinkers “What causes what?” Find patterns and make connections Open minded “What do others think, experience, or care about?” Consider multiple perspectives amps Creative “How can I approach it differently?” Construct and express meaning and knowledge Actively engaged “Why does it matter?” Be self-determined individuals who can communicate and use what they know, value and need. Conscientious “How can my work contribute to our community?” Place their work in a community context, take responsibility for their impact on others, and be conscious agents of change.

Sophomore Year Courses Junior Year Courses World Literature (P) Year · 10 Credits Literacy, Advocacy and Public Service: This one-year course is designed for all sophomore stu- Advanced English in Public Service Work dents. The focus is on novels, poetry, and plays from Length of Course: Full Year (2 semesters; 3 trimesters; authors born outside the United States. Academy teach- 4 quarters) ers integrate the thematic units in World Literature with Subject Area-Discipline: English (“b”) those in World History to allow students to analyze litera- UC Honors designation: Honors ture in its historic and cultural context. Students develop CTE Sector: Health Science and Medical Technology critical reading and writing skills, as well as creative proj- CTE Pathway: Public and Community Health ects that emphasize world studies. UC/CSU (b) Grade Level(s): 11 orld istory ultures Year · 10 Credits W H & C (P) Through this upper division English Course, students This year-long survey course studies the last 200 years hone their reading, writing, speaking and presenta- of human history, with a lens on health issues. Students tion skills to become effective and empowered agents of are challenged to analyze the relationship of historical change as they explore the impact that the field of Public events to current events and to trace the historic devel- Administration and Social Services has on their com- opment of modern problems, particularly those that munity, state and country. Through close reading and affect human health. This course is integrated themati- analysis of informational and literary texts written for cally with World Literature so students get a rich analy- a variety of purposes and audiences, students examine sis of world history and cultures. This course emphasizes

instances when personal identity becomes political and HighBerkeley School Course Catalog 2021–22 analytical skills through expanding communication skills, such as speaking, writing, and listening in small the way in which societal issues are influenced by and groups and in whole classroom settings, All students can be addressed through public administration, social work with writer coaches from WriterCoach Connection service agencies and community organizations. Because throughout the year, and research and technology skills writing and communication are just as critical to effec- are also emphasized. UC/CSU (a) tive advocacy as research, synthesis and close reading, students themselves compose text for real audiences and Math authentic purposes from using a variety of digital media For course descriptions see page 63. to inform those for whom social services has direct and indirect impact to making public arguments to effect Chemistry (P) Year · 10 Credits positive change. This course covers the basic understanding of the chemical behavior of matter. Topics include atomic and U.S. History (P) Year · 10 Credits molecular theory, solutions and equilibrium, periodic In this course students use primary source docu- properties, the behavior of gases, bonding and common ments, oral histories, literature, art and historical texts reactions, acid-base reactions, and oxidation-reduction to explore United States history during the twentieth reactions. Students are introduced to stoichiometry, the century from multiple perspectives. Academy teachers mathematics behind chemistry. UC/CSU (d)

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 36 collaborate to integrate the eras explored in U.S. his- improve health outcomes by planning and implement- tory with themes and works in American Literature. ing community outreach and intervention projects to The course emphasizes historical thinking, research and address diet-related health issues at Berkeley High. communication skills, developing original interpreta- The class will include hands-on cooking lessons featur- tions of the past and making connections to the present. ing delicious and nutritious foods. By the end of this UC/CSU (a) course students will have first hand experience as public Biological Health Sciences health educators and community health advocates. This (P) (CTE) Year · 10 Credits course will be offered outside of the school day. AMPS This biology lab science course combines human physi- Priority Enrollment. UC/CSU (g) ology with the basic concepts and principles of biology. amps The content of the course focuses primarily on the phys- Senior Year Courses iological, biological, and structural details of the human Reading and Writing Your Way to a Healthier body including a study of the body systems. This course World: Advanced English and Public Health combines scientific study with practical applications of Length of Course: Full Year (2 semesters; 3 trimesters; health science. This course is taught using lecture and 4 quarters) laboratory exercises including dissections. A variety of Subject Area-Discipline: English (“b”) resources (Internet, medical journals and medical pro- UC Honors designation: Honors fessionals) will be accessed for the purpose of creating CTE Sector: written and oral presentations that demonstrate stu- Health Science and Medical Technology CTE Pathway: dents’ knowledge and application of scientific principles. Community and Public Health Upon successful completion of the course, students will Grade Level(s): 12 be eligible to receive an American Heart Association Reading and Writing Your Way to a Healthier World is Pulmonary Resuscitation (CPR) certificate. UC/CSU (d) a college preparatory grade 12 English course integrated with Health Science and Medical Technology CTE stan- Community Service: A Sociological dards and intended to provide students with an increas- Perspective (P) (CTE) Year · 10 Credits ing and deepening knowledge of English Language A sociological perspective is explored and coupled with Arts through the lens of a public health professional. internships to introduce students to professions in Through research and study of complex literature and health, law, government and education. From October- May, two class periods a week are devoted to intern- informational texts, students will develop an under- ships, although some take place at different or additional standing of the causes and effects of public health issues, times. In the classroom, students study sociological empowering them with the knowledge and skills to theory, social institutions, the core ideas and contro- facilitate change through a variety of roles in the public versies in human service, the range of human service health field. They use their reading, writing, speaking professions, and the introductory skills required of and listening skills effectively in order to evaluate health human services professionals, such as communication disparities and facilitate ethical interventions, adapting skills, objective observation and reporting, accessing communication to audience and purpose. The course community resources, cultural competency and profes- culminates with an enhanced awareness of issues in the sional ethics. Students read important sociological texts healthcare field that empowers students to become pub- and write college-level essays. Students also engage in lic health leaders and professionals. college preparatory activities and develop portfolios that Economics (P) Semester · 5 Credits include documentation of their internships. UC/CSU (g) In this one-semester course, students study how people Public and Community Health - Food and organize themselves to make a living, with an emphasis Nutrition (P)(CTE) Year · 10 Credits on how the capitalist system is organized and how it is In this course students will explore public and com- changing in this era of globalization. Students explore munity health through a focused lens on food and how American capitalism addresses human needs, how nutrition. Students will work within a social justice events that affect the U.S. economy impact people’s lives, framework to explore the environmental, behavioral, and what ethical issues confront U.S. workers. They and socio economic diet-related health risks within the learn to use graphing to predict the impact of world Berkeley High School community. Students will learn events on markets and on societies. Through an inte- how public health initiatives can promote wellness and grated English/history project, students write a compre-

U.S. Government (P) Semester · 5 Credits This course examines how governments organize to

ensure that communities’ basic needs are met. Students amps study the structure of federal, state and local government and the influence of government on community needs in areas such as health, education, law and wel- fare. Students explore how to affect relevant issues of civil liberties, rights, and justice. The course also emphasizes thesis development, media analysis of bias and perspective, critical thinking, research and writing skills, argumentation, public speaking, and use of video and presentation software. Students research, write a policy position paper, and produce a public service announce- ment as part of a plan to impact the government regarding an issue of personal concern. UC/CSU (a) Senior Project

BEST: Applied Medical English (CTE) Year · 10 Credits The senior capstone course is an integrated English CTE course examining medical ethics and cultural competency in health careers. Beginning with examination of medical ethics, students acquire a deep understanding of the core components of ethical decision making. In the second semester, students select an area of public health to explore in a Senior Thesis Project. This involves research, field work and presentation of their work to a panel of community health professionals. The course provides extensive training for career development, life after high school, and support for the col- Berkeley HighBerkeley School Course Catalog 2021–22 lege process including: the initial search, application, decision-making, and financial aid. UC/CSU (g)

These school-wide electives align with the AMPS curriculum and are accessible to seniors:

Emergency Medical Technician (CTE) Year · 10 Credits

Fire Science (CTE) Year · 10 Credits Math Options See course descriptions on page 63. Science Options See course descriptions on page 72. Electives See Elective offerings starting on page 55.

bihs BIHS Required Course Progressions 10th 11th 12th A Global History (P) IB-HL History of the Americas 1 (HL) IB-HL History of the Americas 2 (HL)(H)(P) (sem 1)(H)(P) American Government (sem 2)(P) B Global Literature (P) IB-HL English 1 (HL)(H)(P) IB-HL English 2 (HL)(H)(P) C Math 2 (P) Math 3 (P) AP Calculus AB (H)(P), AP Statistics (H)(P), IB-SL Math Studies (SL)(P), or IB-SL Math Analysis (SL)(P) Advanced Math 2 (P) Advanced Math 3 (H)(P) AP Calculus BC (H)(P), IB-HL Math (HL) (H)(P), AP Statistics (H)(P), AP Calculus AB (H)(P), IB-SL Math Studies (SL)(P), or IB-SL Math Analysis (SL)(P) D Chemistry (P) Biology (P) AP Chemistry (H)(P) IB-Biology (SL)(H)(P)

*Electives (taken concurrently with IB-Biology (SL)(P) Biology): Biotechnology 3/4 (H)(P) IB-SL Computer Science (SL)(P) IB-SL Environmental Systems & Societies Biotechnology 1/2 (P) (HL)(P) IB-SL Environmental Systems & Societies IB-SL Computer Science (SL)(H)(P) (SL)(P) IB-HL Computer Science (HL)(H)(P) For all science electives, see page 72. E For World Language Progressions, see page 84 F IB-SL Music Theory (SL)(H)(P) IB-SL Music Theory (SL)(H)(P) IB-SL Studio Art A (SL)(H)(P) IB-HL Music Theory (HL)(H)(P) IB-SL Art History (SL)(H)(P) IB-SL Studio Art A (SL)(H)(P) IB-SL Film (SL)(H)(P) IB-HL Studio Art B (SL)(H)(P) IB-SL Art History (SL)(H)(P) IB-SL Film (SL)(H)(P) IB-HL Film (HL)(H)(P) For Visual & Performing Art Electives, see page 77 G Comparative Values & IB-SL Computer Science (SL)(P) IB-SL Computer Science (SL)(P) Beliefs/Economics (P) IB-SL Economics (SL)(H)(P) IB-HL Computer Science (HL)(P) IB-SL Social & Cultural Anthropology (SL)(H) IB-SL Economics (SL)(H)(P) (P) IB-SL Social & Cultural Anthropology (SL) (H)(P) For elective options, see page 55. BIHS Theory of Knowledge (H)(P)(sem 2) Theory of Knowledge (H)(P)(sem 1) **For placement policies for honors and advanced classes, see page 6. Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High

Starting in 2014-2015, the UCOP is no longer offering additional honors credit for a number of IB courses. Not all IB courses are available for honors credit through UCOP. Please see https://doorways.ucop.edu/list/ for information.

39 Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. Berkeley International

High School bihs Berkeley International High School (BIHS) is a small learning community within Berkeley High School, focusing on holistic learning and building international mindedness for students in grades ten through twelve. The three-year interdisciplinary curriculum has a focus on cultures, history, artistic expression, and political, economic, and belief systems. Students also carry out Creativity, Activity, Service (CAS) experiences and projects and can complete an extended essay research process so as to be college, career, and life ready upon graduation. Students will graduate with critical thinking skills and the knowledge to participate confidently in our interdependent world.

BIHS, an authorized International Baccalaureate school, IB Learner Profile prepares students for the option to participate in the IB As an International Baccalaureate school, BIHS develops Diploma Programme, an internationally recognized cur- internationally minded people who, recognizing their riculum in 11th and 12th grade that is highly regarded by common humanity, strive to create a better and more U.S. universities and colleges around the world. During peaceful world. The IB Learner Profile, described below, the course of the three years, students in BIHS develop is a common language across IB courses that guides our strong relationships with their teachers who help to build staff and students in our mission. students’ sense of identity and cultural awareness. The integrated 3-year study of humanities focuses on the study IB learners strive to be: of geographical regions and elements of culture includ- Inquirers ing literature, art, history, economics, and beliefs. It then They develop their natural curiosity. They acquire the progresses through the study of nations and the dynamics skills necessary to conduct inquiry and research and of global relationships, building in complexity each year. show independence in learning. They actively enjoy Balancing the richness of Berkeley High School’s elective learning and this love of learning will be sustained Berkeley HighBerkeley School Course Catalog 2021–22 options with the value and challenge of the IB curriculum, throughout their lives. BIHS creates a supportive community where diversity of perspective is valued and encouraged. With an emphasis Knowledgeable on student centered learning, including cooperative groups They explore concepts, ideas, and issues that have local and classroom presentations, BIHS students develop strong and global significance. In so doing, they acquire in- speaking and leadership skills. They also develop the abil- depth knowledge and develop understanding across a ity to bring perspective to conversation and participate broad and balanced range of disciplines. confidently with people of all backgrounds in our increas- Thinkers ingly complex world. They exercise initiative in applying thinking skills criti- Tenth grade students take two of their classes with the same cally and creatively to recognize and approach complex core of students to provide community and support. As our problems, and make reasoned, ethical decisions. students reach the upper grades, they develop the skills of Communicators inquiry through guided independent research and experien- They understand and express ideas and information tial learning. Additional community building, student lead- confidently and creatively in more than one language ership, and support programs are in place to further ensure and in a variety of modes of communication. They work a sense of belonging and success for all BIHS students. effectively and willingly in collaboration with others.

bihs values, and traditions of other individuals and commu- dents will continue with year-long higher level English nities. They are accustomed to seeking and evaluating a and History classes. Students will also take the second range of points of view, and are willing to grow from the semester of TOK in the fall and a semester of American experience. Government in the spring. Caring In addition to the core classes in the junior and senior years, BIHS students complete two other unique ele- They show empathy, compassion, and respect towards ments allowing them to broaden learning experi- the needs and feelings of others. They have a personal ences outside of the classroom. Each student in BIHS commitment to service, and act to make a positive dif- researches a topic of their choice in junior year and IB ference to the lives of others and to the environment. Diploma candidates complete a large “Extended Essay” Risk-takers in 12th grade. Students also complete the Creativity, They approach unfamiliar situations and uncertainty Action, Service (BIHS CAS) component beginning the with courage and forethought, and have the indepen- first day of junior year through the senior year (see BHIS dence of spirit to explore new roles, ideas, and strategies. CAS below). They are brave and articulate in defending their beliefs. Creativity, Action, Service (BIHS CAS) Balanced Although not a course, BIHS CAS is an essential element They understand the importance of intellectual, physi- to every students’ experience in BIHS. Students are cal, and emotional balance to achieve personal well- involved in a range of activities alongside their junior being for themselves and others. and senior academic studies. BIHS CAS enables students Reflective to enhance their interpersonal development through They give thoughtful consideration to their own learn- experiential learning. Students are required to keep an ing and experience. They are able to assess and under- extra-curricular portfolio in these three categories: 1) stand their strengths and limitations in order to support physical activity, 2) service, and 3) expression of cre- their learning and personal development. ativity. Through the activities, students should develop greater awareness of themselves and concern for others, The Curriculum as well as the ability to work cooperatively with other people. Students develop their own plan to complete the Sophomore Year BIHS CAS requirement with the help of the IB coordina- In tenth grade, BIHS students take Global Literature, tor. This project provides an opportunity for leadership Global History, a semester of Comparative Values and experience and fits naturally with many students’ interests. Beliefs, and a semester of Comparative Economics. International Baccalaureate Diploma These courses focus on research skills and prepare stu- BIHS students may choose to meet the requirements dents for the more rigorous classes they will encounter for the International Baccalaureate Diploma. The IB in their junior and senior years. Students also take math, Diploma is an internationally recognized achievement chemistry, and are encouraged to take a world language. which may earn students up to a year’s worth of credit at certain colleges. Aside from completing the standard BIHS graduation requirements of BIHS CAS, and the Theory of Knowledge courses, students who choose to pursue the diploma need to complete an Extended Essay,

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 41 and end of the year exams in six different subject areas, various ways. By the end of this course, students will (English, history, math, science, world language, and an have a basic knowledge of common philosophical and elective). A minimum of three exams and a maximum theological terminology that will allow them to continue of four exams will be taken at the higher level, leaving to explore these topics in more depth throughout their two to three exams to be taken at the standard level. Two life. Most importantly, they will explore these concepts standard level (SL) exams may be taken in the junior with an open-minded and empathetic approach that year and all higher level (HL) exams are taken in the empowers them to have challenging and productive con- senior year. Students may choose to take a second lan- versations. UC/CSU (g) bihs guage, a second science, IB Economics, IB Social and Economics (P) Semester · 5 Credits Cultural Anthropology, IB Music, IB Visual Arts, or IB In this course students analyze a variety of current Art History their elective option. Alternatively, students issues in the domestic and global economy. Students can choose to earn an IB certificate for college credit in study how micro and macroeconomic topics apply to any of the IB courses offered at Berkeley High School. today’s world. There is a focus on the role the govern- Note that IB course work and exams only happen in 11th ment plays in the economy. Students work in teams on and 12th grade. an entrepreneurship project with a focus on data gathering and oral presentation. In this course students learn Sophomore Year Courses to identify, analyze, and evaluate theories, concepts, Global History (P) Year · 10 Credits and arguments pertaining to the nature and activities This course covers major themes in modern world his- of individuals and societies as they relate to the vari- tory, including the age of Revolutions, the industrial rev- eties of economic environments that people inhabit. olution, colonization and imperialism and its effects on UC/CSU (g) the colonized, the rise of Communism and Totalitarian- ism, and the World Wars. Emphasis is placed on histori- Math Options cal thinking skills and historical perspectives. There is a See course descriptions on page 63. focus on building historical writing and research skills. This course is thematically and regionally integrated Science Options with the Global Literature and Comparative Values/ See course descriptions on page 72. Comparative Economics courses. The course meets the California State Standards for 10th grade Modern World Junior Year Courses History. UC/CSU (a) IB-HL History of the Americas 1 Fall Semester · 5 Credits Global Literature (P) Year · 10 Credits (HL)(H)(P) Global Literature is a study of literature, composition, This is a three-semester course for all Berkeley Interna- and the humanities. The language and texts are tional High School students (1st semester of 11th grade representative of the thematic subjects, cultures, and and two semesters in 12th grade). It involves a thorough HighBerkeley School Course Catalog 2021–22 periods studied in Global History and Comparative examination of our modern world with an emphasis Values and Beliefs. Additionally, literature includes non- on the interaction of people and events; the formation Western canonical works in translation. Genres include of students’ own opinions of events; and analysis of the short stories, novels, plays, poetry, and non-fiction. UC/ progression of history over time. The primary aim and CSU (b) focus of the course is to guide students towards independent historical analysis. Skills emphasized include: Comparative Values and Beliefs (P) Semester · 5 Credits primary and secondary source analysis; formation and The aim of this course is to analyze the values and completion of independent research; understanding of beliefs that shape the world we live in by exploring historical cause and effect; ability to articulate knowl- and reflecting on the values and beliefs that we hold edge and opinions orally and in writing; synthesis of as individuals. Students will learn how to formulate information, and the ability to use that information an evidence-based opinion and discuss, critique, and to analyze new information. The junior year utilizes a debate different worldviews and belief systems. Students thematic approach and focuses on the eras of the Great research different religions and explore how worldviews permeate our modern culture through media, and how Depression and social movements and civil rights in the those worldviews and belief systems impact society in United States, Canada, and Latin America from the late 1920s to the early 1970s. UC/CSU (a)

bihs how circumstances of production and reception affect as math, science, and history come to the knowledge they meaning. Additionally, students complete a written task have. An essential question this semester is, “How reliable that explores the values, attitudes, and beliefs that are is the knowledge we say we have?” TOK is completed dur- implied in the texts they select for this task. The second ing the 1st semester of the senior year. Students take Amer- semester of this course features literature from a variety ican Government in the 2nd semester. UC/CSU (g) of genres with a special emphasis on poetry. In this part of the course, students will continue to reflect and ques- American Government (P) Spring Semester · 5 Credits tion in greater depth the values, beliefs, and attitudes This course focuses on the nature of government, work- that are implied in the texts studied by writing a literary ing towards understanding how various contemporary argument essay. In addition to the written task, students political systems work. Focus is on current issues as will engage in a critical examination of a particular Congress, the presidency, state legislature, and the judi- extract drawn from a work that has been studied. Stu- cial system address them. With a hands-on approach, dents are expected to demonstrate their understanding students will prepare arguments, debate social and of the text in a 15 minute individual oral commentary. political issues, investigate current events, and simulate UC/CSU (b) various elements of government. UC/CSU (a) Theory of Knowledge IB-HL History of the Americas 2 (H)(P) Spring Semester · 5 Credits (HL)(H)(P) Year · 10 Credits Theory of Knowledge, often shortened to TOK, is a cen- This is a three-semester course for all Berkeley Interna- tral element of BIHS, encouraging students to think crit- tional High School students (1st semester of 11th grade ically about knowledge itself. Having gained extensive and two semesters in 12th grade). It involves a thorough knowledge over their life (both in and out of school), examination of our modern world with an emphasis on students are asked to reflect and question the certainty the interaction of people and events; the formation of of that knowledge. Students investigate not only what students’ own opinions of events; and analysis of the pro- they know, but also how they know. An essential ques- gression of history over time. The primary aim and focus tion this semester is, “What are the ways we come to of the course is to guide students towards independent know something?” The class emphasizes the roles of historical analysis. Skills emphasized include: primary reason, emotion, intuition, perception, and language in and secondary source analysis; formation and comple- the acquisition of knowledge. Students begin TOK in tion of independent research; understanding of histori- the 2nd semester of their junior year (following the 1st cal cause and effect; ability to articulate knowledge and semester of History of the Americas). UC/CSU (g) opinions orally and in writing; synthesis of information; and the ability to use that information to analyze new information. Students will complete a historical investigation. This course focuses on the effects of democratic and authoritarian governments have on people and the relationship between rights and protest. This course chooses several case studies to investigate in depth. At the end of this course students may choose to take the IB HL His- tory of the Americas exam or no exam at all. If students pass this exam they will earn an IB certificate and have the possibility of earning college credit. UC/CSU (a)

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 43 IB-HL English 2 (HL)(H)(P) Year · 10 Credits functions and graphs, right triangle and wrapping func- This is the second year of a two-year language and litera- tion trigonometry, including law of sines and cosines, ture course required of all BIHS students. First semester, right triangles, trigonometric identities, complex num- students will learn how language develops in specific bers, polar graphing, DeMoivre’s theorem, the Bino- cultural contexts and shapes individual and group iden- mial Theorem, differential and integral calculus, and tity. A range of texts and topics will be studied, culmi- some elementary statistics. The goal of this course is to nating in a 10 minute presentation. The second semester develop analytical and technical skills in students that bihs features the reading of texts from a variety of contexts, may be applied in a variety of academic settings from including works translated into English, in order to social science to engineering and physics. SL Mathemat- understand how attitudes and values are conveyed ics covers topics with a high degree of mathematical through language, structure, style, and technique. Stu- rigor with analytical proofs of theorems presented dents will complete two written tasks, one creative and where appropriate. Students will apply topics to real one critical. By the end of the course, students will be world problems and problem solving settings. Applied ready to take the IB HL English A: Language & Litera- problem sets and projects may periodically be assigned ture exam, which consists of two papers: a comparative to prepare students for diploma program assessments. textual analysis and an essay on how the context of pro- They will be encouraged to develop an appreciation duction and reception affect the meaning of the works of the global nature of mathematics and the contribu- studied in the second semester. UC/CSU (b) tions that have been made by persons from a variety of cultures. Students will be capable of taking the IB SL Senior Math Options Math Analysis exam in the spring of their senior year. IB-SL Math Applications IB A graphing calculator is recommended. Prerequisite: (SL)(P) Year · 10 Credits Grade 12 and completion of Math 3 with a “C” or better. This course is open to seniors only and includes the UC/CSU (c) study of circular, polynomial, exponential, logarith- IB-HL Math Analysis mic, rational, and radical functions, polar equations (HL)(H)(P) Year · 10 Credits and complex numbers, vectors, simple probability and This second year of a two-year sequence (Advanced Math data analysis, limits, continuity, and simple derivatives. 3 is the first course) that covers function analysis, trigo- The course develops the skills needed to cope with the nometric functions and graphs, right triangle and wrap- mathematical demands of a technological society with ping function trigonometry, including law of sines and an emphasis on the application of math to real-life situ- cosines, right triangles, trigonometric identities, complex ations. Students are presumed to have knowledge of lin- numbers, polar graphing, DeMoivre’s theorem, proof by ear, quadratic, exponential, and logarithmic equations, induction, the Binomial Theorem, differential and inte- matrix arithmetic, elementary functions, graphing gral calculus, and some elementary statistics. The goal of complex numbers, counting, and probability. They will this course is to develop analytical and technical skills in HighBerkeley School Course Catalog 2021–22 be required to learn the prerequisite topics to a greater students that may be applied in a variety of academic set- depth and degree of formality. Students will be able to tings from social science to engineering and physics. HL take the IB SL Math Applications exam after completion Mathematics covers topics with a high degree of math- of this course. A graphing calculator is recommended. ematical rigor with analytical proofs of theorems pre- Prerequisite: Grade 12 and completion of Math 2 with sented where appropriate. Students will apply topics to “C” or better required. Completion of Math 3 required. real-world problems and problem-solving settings. Stu- UC/CSU (c) dents will be prepared for the IB HL Math Analysis exam in the spring of their senior year. A graphing calculator IB-SL Math Analysis (SL)(P) Year · 10 Credits is recommended. Prerequisite: Grade 12 and completion This second year of a two-year sequence (Math 3 is the of Advanced Math 3 with a “B” or better. UC/CSU (c) first course) covers function analysis, trigonometric Additional Math Options are listed on page 63.

bihs including evolutionary relationships, anatomy and IB Economics SL aims to promote awareness of how physiology, and the principles of ecology. There is a strong the impact of economics shapes global cooperation and component emphasizing the process of scientific inquiry. decision-making by states as well as individuals. To Students will be capable of taking the IB SL Biology exam achieve this understanding, students are taught eco- in the spring of their junior or senior year. Prerequisite: nomic theories, ideas, and happenings from the points Completion of Physics 1 and a “C” or better in Chemistry. of view of different individuals, nations, and cultures Students who have no prior high school science in the world economy. The class focuses on how indi- experience or a different high school science experience viduals and governments make decisions using various must meet with the IB Biology teacher before enrolling in fiscal and monetary policies to stabilize and promote this class. UC/CSU (d) economic growth. There is weight given to international IB-SL Environmental Systems and development economics as application of economic theory. Students can take the IB SL Economics exam or & Societies (SL)(P) Year · 10 Credits the AP Macroeconomics test if they choose. UC/CSU (g) This course provides students with a perspective of the interrelationships between environments and the IB Music (SL)(HL)(H)(P) Year · 10 Credits societies in which we live. Students will be asked to Musical Perception and Analysis is designed to prepare examine their own relationship with the environment students to analyze widely diverse musical genres and and the significance of the choices they make in their lives styles from both a historical and a cultural perspective. on both a local level as well an international level. Topics Students study elemental building blocks of music (mel- included will be the ecosystem, human populations, ody, harmony, rhythm, texture, and form) as well as the conservation, biodiversity, pollution management, and function of music. This stream of study culminates in a global warming. The course encourages students to use study of IB prescribed works. Students study a variety a holistic perspective in studying environmental science of cultural topics and eras of music, as well as a study of that includes scientific, ethical, and socio-political tradition and popular music styles. Students learn how aspects. Students will complete a scientific investigation to write about music. This stream of study culminates project involving data collection and evaluation. Students in the Musical Links Investigation, a required element will be prepared to take the IB SL Environmental Systems of the diploma in music. This course is designed to pre- & Societies exam. UC/CSU (d) pare the high school musicians for the IB diploma in music. Students will be prepared to take the IB SL Music Additional science electives are listed on page 72. exam after one year and the IB HL Music exam after two Prerequisites: IB Computer Science SL/HL years. Consent of teacher, ability to read music, working knowledge of major and minor scales (H)(P)(CTE) Year · 10 Credits and circle of fifths. UC/CSU (f) This course is normally taken over two years (unless otherwise approved by the teacher). Basic topics include IB-SL Social and Cultural Year · 10 Credits system fundamentals, planning, computer organization, Anthropology (SL)(H)(P) hardware, networks, computational thinking, problem- Social and cultural anthropology is the comparative solving and programming. Advanced topics include study of culture and human societies. It explores the abstract data structures, resource management, and general principles of social and cultural life, and the control systems. Students learn about object-oriented characteristics of specific societies and cultures. This programming using the Java programming language. class will incorporate both local and global perspectives, Students complete a programming project and a case and focus on urban and rural cultures, regional inequal-

design, photography and applied arts, to installations, HighBerkeley School Course Catalog 2021–22 conceptual and body art, has found expression in human cultures from the earliest times, and has fulfilled a range of functions. In this class we will focus on the methods of visual and contextual analysis, trying to understand how art historians attempt to know what an artwork meant to the people who made it, meant to people who saw it, and continues to mean to us in the present. No previous experience in a studio art class is required, although students will need a high degree of commitment to academic work. Open to all sophomores, juniors, and seniors. Students will be prepared to take the IB SL Art History exam. All students can take the AP exam if they choose to. UC/CSU (f)

CAS Required Course Progressions 10th 11th 12th A World History and Cultures United States History American Government B World Literature AP Language & Composition (H)(P) AP Literature & Composition (H)(P)

C Math Progression - See page 63 D CAS-Anatomy & Physiology Chemistry See Science options starting on pg. 72

E World Language Progressions - See page 84 F Intro to Computer Arts Art of Video Production (CTE) CAS-Advanced Studio Edit (CTE) (see note on pg. 50) CAS-Digital Photo (CTE)

G Economics Social Justice Seminar: History

See elective options starting on pg. 55 See elective options starting on pg. 55 ** For placement policies for honors and advanced classes, see pages 6. Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High

47 cas

CAS’s mission is to graduate academically confident and self-reflective young adults who are committed to their own well-being and that of their communities. CAS students will leave the program with a sense of their role in the fight for social justice, a vision of themselves as lifelong learners, and the skills to critically consume and produce digital media as a tool for creating a more just world. To that end, we strive to support our students holistically and provide them with challenging, relevant curricula. We are committed to continually examining our practice and solic- iting feedback to ensure that we are trauma-responsive, healing-centered, anti-racist, and meeting the needs of our students and families. Through our media production career pathway and our opportunities for collaborative and experiential learning, we aim to develop students’ academic strengths, technical media skills, empathy, resilience, and agency.

In addition to our academic program, we are proud of Several key experiences form the backbone of our the heterogeneous community of learners that CAS academic and career pathway: HighBerkeley School Course Catalog 2021–22 represents. Every year, we augment students’ experience in their classes with a variety of extracurricular experiences • The two required media courses: Introduction to designed to promote self-awareness, a sense of community, Computer Arts and Art of Video Production and mental and emotional well-being. • A yearlong internship/service project completed These include: during Senior year 1. Overnight retreats for each grade level at the Point • The Senior Thesis, a college-level research project Bonita YMCA. on a complex social issue 2. Assemblies and mixers to foster inter-grade connection. 3. The option to participate in identity-based support groups. 4. Field trips to plays, museums, movies, and other experiential education opportunities.

cas meaning, provide useful feedback, and push and support ous curriculum accessible to 10th grade students. The each other to reach your potential. They improve critical human body is of high interest to students and is very reading and writing skills by using the writing process relevant to their lives—additionally, this class strength- to deepen understanding of texts and experiences. In ens their foundation for Chemistry in their 11th grade the culminating project, students develop and produce year. UC/CSU (d) a reflective portfolio that illustrates their awareness of CAS - Computer Art (P) Year · 10 Credits their growth, strengths and weaknesses as a thinker, This course is designed to introduce students to the graphic reader, writer, and communicator. UC/CSU (b) capabilities of the computer as a tool for artistic expression. World History and Cultures (P) Year · 10 Credits Students will learn how to use graphics software to manip- In this course we study some of the major political, eco- ulate images from digital cameras, scanners and the Inter- nomic and social developments in the world. We begin net. There will be a focus on learning art fundamentals and with a consideration of the state of the world today and composition as they apply to visual design. Students will some key global issues, then explore major events and explore how technology can be used as a tool for commu- ideas that have shaped the modern world. These include: nication and expression. Students will be expected to create the rise of nationalism and democracy; industrialization a digital portfolio, participate in critiques and exhibit their and the development of a global, capitalist economy; col- work. UC/CSU (f) onization and resistance; the world wars and genocide in the 20th century; and Third World revolutions and Junior Year Courses movements for self determination and justice. Essential Question With the use of broad, open-ended and often provocative • 11th grade: What does it mean to be an American? central questions to tie together the many diverse activities What principles, hopes and ideals are embodied in “the of each unit, students will see how knowledge builds and American dream”? What does this dream promise, and to grows towards tentative conclusions. They will consider what extent have these promises been fulfilled? multiple perspectives on events and issues as they develop skills of historical research and interpretation. They should AP Language & Composition be able to identify with the experiences of people from dif- (H)(P) Year · 10 Credits ferent backgrounds and time periods. UC/CSU (a) This course focuses on rhetoric, argument, and syn- Math thesizing research. AP Lang centers on the analysis of nonfiction texts. By the end of the year, CAS juniors will See math course descriptions on page 63. understand how to close-read, annotate, and rhetori- cally analyze texts (both written and visual); craft an argument; deliver a formal speech; and hone their public speaking and presentation skills. UC/CSU (b)

AP Language Augmentation Year · 10 Credits This college-level writing course, offered during 7th period, is designed to augment and integrate with AP Language & Composition. Juniors who wish to take the AP Language & Composition test in May and/or further their writing and analytical skills may enroll in this companion course. UC/CSU (b)

in our society? In this course, students explore these and their transcript OR take any other class at BHS that fits with cas other essential questions in a study of the major turning their schedule. points in 20th century American history, with an empha- As part of Berkeley High’s school-wide focus on literacy, sis on the social, cultural, political and economic develop- students complete regular writing assignments like project ments that have challenged America to broaden its found- proposals, Producers Statements and movie reviews. In ing definitions of freedom and equality. addition to the video projects, students begin developing the Students will develop a complex understanding of the skills needed for careers in video; each semester, they com- major ideas and events that have shaped the United States plete two Community Service Projects (CSP’s) in which they in the last one hundred years and will learn how knowl- provide video recording services for Berkeley High and the edge of the past can illuminate possible answers to the community. Close study of feature and documentary films issues and problems which confront our country today. contribute to students’ media literacy and inspire their work With the use of broad, open-ended and often provocative as producers. Prerequisites: None. UC/CSU (f) central questions to tie together the many diverse activities of each unit, students will see how knowledge builds and Senior Year Courses grows towards tentative conclusions. They will consider multiple perspectives on events and issues as they develop CAS Senior Year skills of historical research and interpretation; they should Essential Question also be able to identify with the experiences of people from • 12th grade: How is social change accomplished and different backgrounds and time periods. UC/CSU (a) what can I do to bring about social change for a more just Math society? See math course descriptions on page 63. Students participate in a year-long core English/History/ Media class that includes independent reading and writing CAS Chemistry (P) Year · 10 Credits and small discussion groups. Their semester-long commu- What is “stuff” made of? Why are some chemicals dan- nity service internship provides valuable experience in the gerous, and others essential for life? How do you know larger world. Students prepare a Senior Thesis that includes whether a household product or piece of technology is a research paper, an internship evaluation, and a teach-in safe? How can we generate clean, renewable energy? The before peers and community experts. answer to these and many more questions lies in chem- HighBerkeley School Course Catalog 2021–22 istry, the study of matter. Since much of what we will CAS BEST History (P) Year · 10 Credits study cannot be seen with the naked eye, we will spend a BEST stands for Berkeley Experiential Senior Transition great deal of time gathering evidence and data through and its goal is to get students out into the world. CAS BEST experimentation and then creating models to understand History combines experiential learning with a rigorous our results. The field of chemistry is the product of gen- history curriculum, weaving in critical aspects of the col- erations of intensely creative thought and experimenta- lege application process. Subtitled “Social Justice, Social tion, and it contains the seeds of the continuing efforts Responsibility and Social Change,” the course examines of humankind to understand, predict, and appreciate the the meaning of these terms and students determine each universe in which we live. UC/CSU (d) of our roles in bringing them to bear. Essential Questions: What are the characteristics of a just society? What are the Art of Video Production major problems we confront today, locally and globally? (P)(CTE) Year · 10 Credits What is my responsibility to our local community, to the In this class, students become media literate by producing larger society, to the world? We examine these questions five-to-six video projects over the course of the year. Each from a historical, political, economic and sociological lens. project builds upon the previous ones in terms of skills The Service Learning Project, Senior Thesis and Senior and storytelling techniques. Camera operation, shot com- Exhibition are the culminating assignments of the Senior

cas This class forms part of the CAS Senior Seminar, providing economic systems and therefore to see the possibilities support for each student as they complete college for points of entry for themselves and others. The idea is applications, the service learning project, and the Senior to give the students the tools for critical decision-making Thesis. It also follows the College Board’s vision of the about and participation in American society. As always in course as a whole: AP Literature and Composition is an CAS, the themes of social justice and social change are cen- introductory college-level course that engages students tral to everything we study. In order to change the system, in the careful reading and critical analysis of imaginative we must understand how it works – that is the goal of this literature. Through their close reading of selected texts, course. UC/CSU (g) students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their Math readers. As they read, students consider a work’s structure, See course descriptions on page 63. style, and themes, as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and Senior Science Options tone.” UC/CSU (b) See course descriptions on page 72. In their senior year, CAS students will have the option to take either: Electives See Elective offerings starting on page 55. Advanced Studio/Editing (P) Year · 10 Credits In this class, students build upon the video production skills they acquired in Art of Video Production, sharpen their media literacy and refine their storytelling skills. In addition, they will learn the art and craft of production design from pre-production through post-production and they will receive practical, technical, and aesthetic guidance. Using professional-grade equipment, students complete several exercises and at least two projects over the course of the year in a variety of genres. In addition, students provide video services to the school and the community through three Community Service Projects (CSP). As part of Berkeley High’s school-wide focus on literacy, students complete regular writing assignments like project proposals, treatments, Beat Sheets, and scripts, Produc- ers Statements, process logs and reflections, and movie critiques. Guest speakers and field trips facilitate students’ career exploration, as do projects proposed to the class by community members. Close study of shorts and feature length films contribute to students’ media literacy and inspire their work as filmmakers.P rerequisites: Successful completion of Art of Video Production or an equivalent course or by permission of the teacher. This course is open to students from all learning communities. UC/CSU (f)

The Berkeley Independent Study (BIS) Program for 9th-12th graders is a program of Berkeley High School (BHS) that offers an academically rigorous alternative to the typical classroom environment. Many different kinds of students choose BIS: students who excel academically, who take Berkeley City College courses concurrently, who seek the flexibility of scheduling available at BIS because they have daytime jobs, must care for children, or have to schedule around major athletic or artistic pursuits. Some students have emotional or health-related issues and need extra support. Some simply prefer an alternative educational environment. In any case, BIS students must be self- motivated and organized to succeed.

Students graduate with a BHS diploma. BIS fulfills the BIS Gardening Program basic requirements for students applying to all major Our innovative garden based nutrition program allows universities and offers all A-G classes required by UC/ students and their families to learn about and experi- CSU. We offer honors and AP classes in most subjects. ence soil conservation, principles of food scrap compost- Graduates have attended a wide range of universities ing, or vermiculture (raising and producing earthworms including state, private and Ivy League schools. Stu- for worm castings) and no till planting. We explore and dents fulfill the same graduation requirements as at practice quiet meditation and the importance of con- Berkeley High School. Courses not offered on the Berke- necting with and caring for the land. We learn principles ley Independent Study campus may be taken concur- of land stewardship and how to share the earth’s bounty rently at BHS. Students have access to all Berkeley High with each other. Growing and eating healthy food is sports, clubs, the College and Career Center, and the

the best insurance for healthy living. Our garden and HighBerkeley School Course Catalog 2021–22 BHS Library. cooking Instructor emphasizes nutrition and the science BIS uses a quarter system. Students may take a maxi- of growing, cooking and eating healthy nutrition-rich mum of three classes per quarter so that they have ample foods. We provide classes specifically for high school time to complete their work. Students are expected to put students as well as a curriculum for K-8. We focus on in an average of 10 hours of work per class each week. five basic principles in our garden: Attending all class appointments on time is essential due • All life is valuable and nothing is considered a weed to the accelerated pace of the quarter system. All classes • are conducted one-on-one, or via small seminars. Stu- Efficient conservative water use is key to sustainable dents must attend weekly classes with each of their teach- growing ers. Students must submit completed weekly assignments • Composting and building soil is fundamental to suc- to their teachers. There is a strict Academic Probation cessful growing policy. Students who do not meet Independent Study • Positivity and respect in and for the garden insures a expectations will be exited back to Berkeley High School healthy, happy gardening experience or Berkeley Technology Academy. Tutoring is available • Compassionate team work and loving respect for all for students who need additional support. BIS is not living things bears the fruits, vegetables and grains we designed to let students accelerate and graduate early. need to live long, healthy productive lives!

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 52 The Independent Study Office is in room 200, located on BUSD Home & Hospital Instruction Derby near Milvia, between Berkeley Technical Acad- (HHI) 2020-21 emy and King Child Development Center. Our address is 2701 Martin Luther King. For questions please contact Availability of Individualized Instruction for a pupil us: (510) 644-8592 [email protected] with temporary disability in the hospital or at home (EC §§48206.3, 48207-48208): The Application Process: Home & Hospital Instruction (HHI) is available to 1. *Submit Independent Study application, including a all Berkeley Unified students who are unable to attend copy of your transcript. school for extended periods of time due to physical or 2. Schedule an orientation and scheduling meeting at ISP mental incapacity. Students must have authorization by emailing [email protected] or contacting the admin from a medical doctor and the school district to enroll. assistant at 644-8592. The student that is approved must have a need to be out of the school on record for 30 days or more. HHI is 3. Attend an ISP orientation individualized instruction that is available to students independent study 4. Make an appointment to meet with Site Administrator with temporary disabilities whose disability makes to complete a Master Agreement schedule. attendance in the regular day classes or alternative edu- 5. Take your yellow copy of the Master Agreement to cation program in which the student is enrolled impos- BHS main office, request a transfer slip. sible or inadvisable. 6. Take the transfer slip and Master Agreement copy to HHI students are entitled to five hours of instruction Admissions office located on 2020 Bonar Street for a per week. Assigned teachers usually meet the students at pink slip. their homes or in the hospital. By keeping in touch with primary teachers, HHI teachers help students keep up 7. Student will take Pink Slip to Independent Study with their regular course load. If a student is with the Office for enrollment. HHI teacher for a quarter or more, then the HHI teacher 8. Get and new schedule and contact teachers to plan will give a student grades for their classes. This program weekly meeting dates/times. helps ensure that students, regardless of circumstance, can keep up with their education. The HHI program is Note: If a student has an IEP, the IEP team at the student’s administered on the Independent Studies campus. current school must convene to determine if Independent Study is an appropriate placement. See steps below. If a HHI Application Process: student is an English Learner, then the BHS Multilingual 1. Program would be consulted about placement. Only the The family picks up an HHI application from BIS SARB team can recommend that a truant student come Office or the BIS website. to ISP. If coming from out of district, you must start the 2. A doctor must sign the application, give a medical rea- process at BUSD Admissions Office at 2020 Bonar Street. son, and add a return date. Students enrolled in ISP may be eligible to enroll in up to 2 3. The Principal/VP would have to approve and sign the classes at BHS, provided there is space in the class. HHI application as well as a counselor. Steps for signing up for ISP for students • If the student has an IEP, then an IEP meeting with IEPS: must be held and the IEP team must agree to a change of placement. 1. Fill out an application (at BHS counseling desk, online, 4. The family turns in the completed application to the or from the ISP front office). BIS Office. 2. Schedule an orientation and scheduling meeting at ISP 5. The HHI Lead Teacher meets with the family and by emailing [email protected] or contacting the admin they sign a master agreement contract with a student’s assistant at 644-8592. schedule. 3. Attend an orientation. 6. Then BIS notifies the current school that the student 4. Hold a change of placement IEP meeting at current has started HHI and dis-enrolls the student from their school. classes at his current school . 5. Attend a scheduling and contract meeting

Quarter 1/3 Quarter 2/4 study independent

English (5 credits) English (5 credits) Required Grade 9 English 1 A (P) English 1 B (P) 10 World Literature A (P) World Literature B (P) 11 American Lit A (P) American Lit B (P) 12 African American Literature A (P) African American Literature B (P) 12 Reading/Writing the Short Story A (P) Reading/Writing the Short Story B (P) 12 Composition (P) Composition (P) 12 Genre in Literature (P) Genre in Literature (P) 12 World of Media (P) Genre in Literature (Film) 12 Bible as Literature (P) Comparative Religion (P) History 11-12 AP Literature and Comp A (AP) AP Literature and Comp B (AP) 11-12 AP Language and Comp A (AP) AP Language and Comp B (AP) History/Social Science (5 credits) History/Social Science (5 credits) independent study 9 Ethnic Studies Social Living 10 World History and Cultures 1 (P) World History and Cultures 2 (P) 11 US History 1 (P) US History 2 (P) AP US History (P) AP US History (P) 12 American Government (P) Economics (P) AP American Government (P) 12 Theoretical Psychology (P) Sociology (P)/ Anthropology (P) Math (5 credits) - 4 Quarters Math (5 credits) - 4 Quarters Math 1 A Qtr or Math 1 B Qtr Math 1 A (P) or Math 1 B (P) Math 2 A Qtr or Math 2 B Qtr Math 2 A (P) or Math 2 B (P) Math 3 A Qtr or Math 3 B Qtr Math 3 A (P) or Math 3 B (P) Adv Math 1 A Qtr or Adv Math 1 B Qtr Adv Math 1 A (P) or Adv Math 1 B (P) Adv Math 2 A Qtr or Adv Math 2 B Qtr Adv Math 2 B (P) or Adv Math 2 B (P) Adv Math 3 A Qtr or Adv Math 3 B Qtr Adv Math 3 A (P) or Adv Math 3 B (P) AP Calculus AB Qtr AP Calculus AB (AP) AP Calculus BC Qtr AP Calculus BC (AP) AP Statistics AP Statistics Science (5 credits) Science (5 credits) 9-10 Integrated Science (P)(Spring Only) Integrated Science (P)(Spring Only) 9-12 Advanced Biology 1 D (P) Advanced Biology 2 D (P) 10-12 Chemistry (P) Chemistry (P) 11-12 AP Environmental Science 1 (P)(Fall Only) AP Environmental Science 2 (P)(Fall Only) World Language (5 credits) World Language (5 credits) 9-12 French 1 (P) French 1B (P) 9-12 French 3 (P) French 2B (P) 9-12 Spanish 1 (P) Spanish 1A (P) HighBerkeley School Course Catalog 2021–22 9-12 Spanish 2 (P) Spanish 2B (P) 9-12 Spanish 3 (P) Spanish 3B (P) 9-12 Spanish 4 (P) Spanish 4B (P) 9-12 AP Spanish Seminar (P) AP Spanish Seminar (P) 9-12 AP Spanish Literature (P) AP Spanish Literature (P) 9-12 Spanish for Native Speakers 1 (P) Spanish for Native Speakers 2 (P) 9-12 Spanish for Native Speakers 3 (P) Spanish for Native Speakers 4 (P) Visual Arts (5 credits) Visual Arts (5 credits) 9-12 Drawing (P) Drawing (P) 9-12 Advanced Drawing and Painting (P) Advanced Drawing and Painting (P) 9-12 Creative Arts (P) Creative Arts (P) 9-12 Digital Photography (P) Digital Photography (P) Physical Education (5 credits) Physical Education (5 credits) 9-12 PE/Conditioning PE/Conditioning 9-12 Heart Fitness and Nutrition Heart Fitness and Nutrition General Electives (5 credits) General Electives (5 credits) 11-12 Field Studies Field Studies 11-12 Work Experience Work Experience 9-12 Proctor Proctor 12 BEST English (P) BEST History (P) 11-12 Journalism Journalism

Electives/Departments African American Studies TRECS: Technology-Robotics, Engineering & Computer Science Inclusive Education Mathematics Multilingual Program Physical Education Science Visual and Performing Arts World Language Other Electives Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High

55 African American Studies african american studies African American Studies Courses 9th 10th 11th 12th A African American History 1/2* B African American Literature* African American Literature E Kiswahili I Kiswahili II Kiswahili III Kiswahili IV (SL) IB SL (H) F African Diaspora Beginning/intermediate Dance** African Diaspora Advanced Dance G African American Economics *

Black Psychology Black Psychology Sociology & Anthropology Sociology & Anthropology Pop Culture: Inventing Hip Hop Pop Culture: Inventing Hip Hop african american studies american african Black Gold, Black Soul: Oral Black Gold, Black Soul: Oral Expressions in African Expressions in African American Culture American Culture

* Courses with asterisks meets additional BHS graduation requirements (see course descriptions). ** Once a student completes African Diaspora Beginning & Intermediate Dance with a “C” or better, s/he can move into the Advanced class in any year.

The African American Studies Department, the only one of its kind in the United States, is a unique learning environment within Berkeley High School. It focuses on the African Ameri- can experience relative to the national and global perspective. The humanities based courses take students on a journey through Africa’s glorious past, the Trans-Atlantic slave trade, and the African American dynamics as an integral part of the development of our nation through history, literature, language, dance, drama, and spoken word.

The mission of the African-American Studies fulfills the US History requirement. In addition, all Afri- epartment is can American Studies courses fulfill the ethnic studies

D : HighBerkeley School Course Catalog 2021–22 • To empower students with a positive sense of identity, requirement. purpose, and direction. History • To educate students and the greater community with African American History 1/2 (P) Year · 10 Credits an awareness and appreciation for the accomplishments, This course is designed to study the influence of African contributions, history, and culture of people of African upon America and the world. The saga of the African descent. American is traced from his African origins in Ethiopia • To encourage students to strive for excellence and and Egypt through slavery in America to the Civil War, embrace the attributes of the African-American SPIRIT: and up to the “Harlem Renaissance.” The second semester Strength, Perseverance, Imagination, Responsibility, of this course will examine the accomplishments of Afri- Integrity, and Talent. can Americans from the end of the “Harlem Renaissance” African American Studies courses, offered through the period through the tumultuous Civil Rights era, and the African American Studies Department, fulfill elective Black consciousness movement to the present. This course requirements in the various other BHS departments. For may be taken by students in grades 11 and 12 and meets example, African American Literature fulfills elective the UC/CSU US History requirement. UC/CSU (a) credit for English and African American History 1/2

african american studies american african with the relation of the African American community to the American economy as a whole. Finally, the instruc- creative writing, song production and mixing, raps, tor examines the role that African Americans have poetry, graffiti, and cyphers. In the end, students will be played in the establishment of the American economy. able to appreciate the beats, lyrics, and style of hip hop while gaining a deeper understanding of how hip hop is Assignments are geared toward providing students with rooted within a greater African cultural tradition. UC/ hands-on experiences of basic economic survival in the CSU (g) cities of modern America. Assignments focus upon basic financial planning, credit trap avoidance, real estate and World Language Courses car purchases, entrepreneurship and meeting the needs Kiswahili I (P) Year · 10 Credits of providing food, shelter and clothing for one’s fam- This is the introductory course in Kiswahili language. ily in the 21st century. This course satisfies economics Listening and pronunciation are the most important requirement for graduation. UC/CSU (g) aspects at this level. Students are taught basic vocabu- Black Psychology and Year · 10 Credits lary, with emphasis on present and past tense. Students Sociology & Anthropology (P) are required to master the map of Africa in order to This two part elective course will examine current understand where in Africa this language is spoken. research on the diverse experiences, behavior, and iden- In the second semester, students work on future tense tities of African Americans. The course will be taught and negative aspects of all tenses. Students write more in a seminar format and students will be engaged in the complex sentences and use Kiswahili in communica- discussions and analysis of various topics, including tive activities. Subject to enrollment. UC/CSU (e) those from theoretical African American Literature. This course helps students to consider the social construction of ethnicity and race, as well as the values, assumptions, and biases we hold regarding race, ethnicity, and related issues. Students will also be exposed to the social inequities related to race and ethnicity and the interaction of such inequities with other reference group identities such as SES, gender, religion and spirituality, sexuality, and age. UC/CSU (g)

ning/Intermediate African Diaspora Dance, and teacher HighBerkeley School Course Catalog 2021–22 approval. UC/CSU (f) or (PE credit)

Robotics, Engineering & trecs

trecs Computer Science Information & Communications recursion, concurrency, privacy concerns, simulations, and the limits of computation. In addition the course will Technology look at some of the beautiful applications of computing ICT course offerings at Berkeley High that have changed the world, talk about the history of School Include: computing, and discuss where it will go in the future. Part of the student’s AP score will come from tasks completely • Intro to Computer Programming (P)(CTE) of the students’ choosing, on topics most interesting to • AP Computer Science Principles (P)(CTE) them. The overarching theme is to expose students to the Prerequisites • AP Java Computer Programming (P)(CTE) beauty and joy of computing. : 10-12 grade or permission of instructor. UC/CSU (d) • Computer Science IB SL (P)(CTE) AP Computer Science A (H)(P)(CTE) Year · 10 Credits • Computer Science IB HL2 (P)(CTE) This computer programming course introduces students Introduction to Computer Programming to core topics in computer science, such as problem solving strategies; designing programs; storing and organizing (P)(CTE) Year · 10 Credits data in a computer; and informal reasoning about how This course includes an introduction to the Python programs work. The course will introduce students to the computer programming language and an introduction basics of the Java programming language, and how it can to web programming using HTML, CSS, Javascript, and be used to write programs relevant to data analysis, natu- JQuery. Students will be able to create sophisticated web ral language processing, art, and media (No prior, specific sites, gain experience creating functions, conditionals experience in Java is necessary.) This AP course uses Java and loops. They will learn to use structured data types in preparation for the Advanced Placement Computer Sci- such as arrays and strings. Optional topics may include ence A Exam. The course introduces students to computer Computer Aided 3D design, 3D printing, robotics or science with fundamental topics that include problem exploring other programming languages such as Ruby, solving, design strategies and methodologies, organiza- PHP or Java. UC/CSU (g) tion of data (data structures), approaches to processing AP Computer Science Principles data (algorithms), analysis of potential solutions, and (H)(P)(CTE) Year · 10 Credits touches on the ethical and social implications of comput- Computing is dramatically changing our world, giving us ing. The course emphasizes object-oriented problem solv- new ways to interact with each other and technology itself. ing and design using the Java language. These techniques However, using a computer is only a small part of the pic- represent proven approaches for developing solutions ture. The real transformative and empowering experience that can scale up from small, simple problems to large, comes when one learns to program, to translate ideas to complex problems. Complex programming assignments code. This Advanced Placement course teaches students give students experience in more advanced programming how to program using Snap! but it teaches more than methodology. This course may be taken in preparation just how to program. This course provides an excellent for the Advanced Placement Exam in Computer Science. opportunity to develop understanding of skills relevant to Prerequisites: previous programming experience or per- a broad range of industries. The focus will be on some of mission of instructor. UC/CSU (c) the “Big Ideas” of computing, such as abstraction, design,

solving and programming. Advanced topics include Students will work individually or with a partner to trecs abstract data structures, resource management, and design robotic solutions for real world problems they control systems. Students learn about object-oriented identify in the community. They will professionalize programming using the Java programming language. their mechanical design skills by using the Fusion 360 trecs Students complete a programming project and a case CAD design program to create digital models and man- study. This course may be taken in preparation for the ufactured components with 3-D printers and Desktop International Baccalaureate Computer Science examina- CNC milling machines. Additional topics will include tion. Students will have the option to take the SL test workspace safety, teamwork and organization, engi- after one year or the HL test in their senior year if they neering process, electronics, programming, pneumat- choose to take two years of the class. UC/CSU (g) ics, media, and competition strategy. Prerequisites: Robotics Engineering or Computer Science. UC/CSU (g) Engineering Design Advanced Projects in Robotics

Robotics Engineering (P)(CTE) Year · 10 Credits (Robot Build)(P)(CTE) Year · 10 Credits The robotics class is a hands-on project-based course This course is designed to allow students to pursue their designed to develop students’ creativity and technological interests in a variety of areas related to robotics while savvy through the process of building, programming and participating in a nationally recognized robotics pro- operating robots designed to perform specific tasks. The gram, FIRST Robotics. Students taking this class course begins with simple experiments involving sensors will be required to participate on the BHS Robot- and motors. More-complicated tasks involve building ics team. Students will choose their area of interest integrated prototype devices that collect data using sen- from the following: mechanical design/CAD, mechani- sors, process this data using computer-language code cal fabrication/assembly, electrical systems, program- (Robot C), and execute tasks via computer-controlled ming, or business/media. Although there will be some motorized manipulation of simple machines. Students academic topics such as mechanics, electronics and are responsible for developing devices in teams and programming, the course is mostly project-based and communicating the reasons why they chose a particular will require a significant amount of work outside of the method for achieving their team’s goals. This will be done regular class period. The main focus of the course will in various ways, including maintaining an engineering be the design, fabrication, assembly, and programming Berkeley HighBerkeley School Course Catalog 2021–22 notebook, designing websites/blogs/posters and making of a competition robot. However, students interested in presentations. The course fosters cooperative interaction the business/media strand will focus on support of the and emphasizes the social and real-world application of team through business development (fundraising, spon- technical enterprise. Prerequisites: None. UC/CSU (g) sorship, financial management, etc.) and team image (press releases, social media, website development, team Advanced Robotics Engineering apparel, etc.) More information about the FIRST Robot- (P)(CTE) Year · 10 Credits ics program can be found at www.usfirst.org/robotic- This course follows the Robotics Engineering course and sprograms/frc. UC/CSU (g) allows students to further develop their understanding of the world of robotics and engineering. Students Mechatronics Engineering will build advanced skills while competing in the (Electronic Tech)(P)(CTE) Year · 10 Credits international VEX Robotics Competition during the This course, developed in partnership with our regional fall semester. Within their teams, individual students utilities, EBMUD and Los Medanos College, is a highly will specialize in programming, CAD modeling, sys- contextualized STEM class that aligns with multiple tems design, and project management. Throughout the career opportunities designing, building and maintain- course, students are required to keep an Engineering ing the electromechanical systems we rely on each day

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 60 (water, power, transportation, data, security etc.) In this Stagecraft Technical course, students design, build, and program mecha- Theatre (P)(CTE) Year · 10 Credits nisms in a project-based learning environment. Students The Entertainment Technician course introduces and will study DC/AC electric circuits, electromagnetism, develops students in four departments of entertainment and digital electronics while completing engineering technician expertise; Rigging, Carpentry, Lighting and design challenges ranging from home security systems Audio-Video. The course concentrates on fundamental to consumer electronics and autonomous vehicles. Stu- and advanced elements of expertise an entertainment dents will learn to use industry standard electrical lab technician must have to succeed and thrive in the broad equipment and write programs in C++, Python and industry of presenting Performing Arts in its many forms. other languages. Completers will earn A-G Lab Science Strong emphasis is placed on safe working practices for trecs credit and acquire personal and professional skills in all aspects of producing entertainment presentations. that will transfer to college or the workplace. Classes The course departments each require a semester of train- meet in a purpose-built laboratory at the Berkeley Adult ing totaling 2 years, or 4 semesters to complete the full School. Prerequisites: Robotics Engineering or Com- requirement. Individual departments may be completed puter Science. UC/CSU (d) for proportional credit, but only the full course will claim Digital Design & Fabrication a credential and career placement advantage. Coursework Studio (P)(CTE) Year · 10 Credits includes classroom training on concepts and skills and In this course, students will become familiar with all practical application in an entertainment production envi- aspects of the design process from drawing, 3D model- ronment of those skills to achieve confidence and mastery. ing and CAD drafting through advanced manufacturing UC/CSU (g) techniques such as 3D printing and CNC machining. Using the Design Thinking process, students will learn to think like a designer as they develop innovative solutions to real world problems. This class will encourage the use of design software to generate ideas and proposals, as well as fabrication tools to realize those ideas in three dimensions. Students will learn to safely and confidently use hand and power tools to cut, fasten and assemble different materials as they make functional objects and structures. Students will toggle between the architectural scale, the product design scale and the furniture scale through individual and group projects as they build their individual tool kit and explore their creativity. UC/CSU (g) Building Trades and Construction Introduction to Carpentry (P)(CTE) Year · 10 Credits The Carpentry Pathway will introduce students to career opportunities within the sector and provide an overview of the planning, design, layout, and technical drawing interpretation for practical use in woodworking, cabinetmaking, and millworking. Students will be introduced to the different construction processes in the cabinetmaking, furniture making, and millworking industries. Students will learn to safely use woodworking tools and machines to produce a quality furniture project. Students will also be introduced to carpentry through model design and construction. Safety is stressed throughout the program.

All learning communities are able to meet the needs of all INE CLC (Collaborative Learning Center) students with IEPs, and educational specialists work with Weekly direct instruction provided in skills that will the staff of each learning community to make the cur- prepare students to transition to college and career, with riculum accessible. Special educators teach literacy, math structured time to review and apply skills learned in and transition with the twin goals of increasing student general education classes. success in general education and of promoting positive post-secondary outcomes. Students’ school programs are Counseling Enriched Classroom (CEC) designed through the IEP process and may include single This structured, self-contained, and goal-oriented pro- or multiple periods of specialized academic instruction. gram combines academic coursework with an intensive The IEP process also focuses on building skills needed for therapeutic component. The CEC includes a counseling- post secondary transition, sometimes including job place- integrated component within the classroom along with ments, individualized programs that enable students to individual and family therapy outside the classroom. make up needed credits, and classes explicitly preparing Students are referred through the IEP process, and can students for life after high school. participate in a flexible schedule that affords them the Courses for students with Moderate to opportunity to take courses in the large school program Severe Disabilities (Homebase Program) depending upon individual goals and needs. Within INE Community Transition the CEC, courses include those required for graduation, INE Work Skills such as English, math, history, and science, which will INE Lifeskills Math fulfill requirements for a high school diploma. Berkeley HighBerkeley School Course Catalog 2021–22 INE Lifeskills Social Living Additional Courses INE Reading INE Work Experience INE Health Possible for special education internship programs. Courses for students with Mild/Moderate INE Community Transition Disabilities Focuses on the transition skills necessary to maximize INE Pre Algebra independent living, including nutrition, healthy life- Incorporates basic math skills with practical instruction styles, social skills and communication, civic participa- in real-life math. tion, budgeting, technology, and food preparation. INE Algebra INE Lifeskills For students who need reinforcement of Algebraic Umbrella course designed to meet the unique academic principles. and transition needs for students with disabilities, INE Literacy including access to Cyber High credit recovery and Emphasis on all aspects of literacy, including decoding, other coursework as determined by the IEP process. fluency, and comprehension in reading, as well as scaf- folded support in writing, academic language development, and oral language practice.

1 Make sense of problems and persevere in solving them 5 Use appropriate tools strategically

2 Reason abstractly and quantitatively 6 Attend to precision

3 Construct viable arguments and critique the reasoning of others 7 Look for and make use of structure

4 Model with mathematics 8 Look for and express regularity in repeated reasoning

The Math 1–3 sequence is a slightly modified version of the Honors Mathematics Vision Project (MVP) curriculum. This sequence covers topics in algebra, geometry, statistics, and analysis (pre-calculus). Students who successfully complete the three-year sequence will have the logical reasoning and mathematical skills for everyday life and many careers. In addition, they will be ready to take college level mathematics.

AP Calculus AB AP Statistics MATH 1 MATH 2 MATH 3 IB Math Studies IB-SL Math Analysis

There is a process in the spring for current Math 1 students to move to Advanced Math 2 in the fall. IB-HL Math AP Calculus BC AP Calculus AB ADVANCED MATH 1 ADVANCED MATH 2 ADVANCED MATH 3 AP Statistics IB Math Studies IB-SL Math Analysis

The Advanced Sequence is an accelerated version of Math 1–3 that includes additional topics. The sequence assumes mastery of algebra and geometry topics through Common Core Math 8. Each course in this sequence requires a considerable amount of time and dedication (the same amount required for an AP or IB course). This sequence prepares students for a course that combines the curriculum of IB-HL Math and AP Calculus BC. Students must take a placement test in the spring of 8th grade to begin Advanced Math 1. Advanced Math 3 is the first year of the two-year IB-HL course. See page 6 for details on math placement. Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical 63 Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. Many of our courses require students to have a graphing trigonometry; and an introduction to probability. In calculator. The recommended models are: Texas addition, students will be expected to show proficiency Instruments’ TI 83+, TI 84, TI 86, and TI 89. Berkeley in the Common Core Standards for Mathematical Prac- High School textbook room has graphing calculators to tice such as constructing viable arguments and critiqu- check out. ing the reasoning of others, attending to precision, and mathematics reasoning abstractly. This is the second year in the Math athematics rogression M P 1, Math 2, and Math 3 sequence. This sequence prepares Math 1 (P) Year · 10 Credits students for higher-level math courses such as AP Cal- This course covers strands from algebra, geometry, and culus AB, AP Statistics, and IB-SL Math. Prerequisite: statistics to emphasize the interconnected nature of Grade 10–12 and “C” or better in Math 1. UC/CSU (c) mathematics. Specific topics include a deeper under- Advanced Math 2 (P) Year · 10 Credits standing of algebraic manipulation, functions (linear, This is an accelerated, fast paced course that rigorously quadratic, and exponential), applying linear models covers the remaining topics of Math 2 and much of to data, using transformational geometry to establish Math 3, with additional topics, challenging proofs, and criteria for congruence, coordinate geometry, and an open ended problems. Students will also cover indirect introduction to matrices and vectors. In addition, stu- and direct proofs of both algebraic and geometric top- dents will be expected to show proficiency in the Com- ics. Students will be expected to explain the reasoning mon Core Standards for Mathematical Practice, such as behind their solutions for open-ended questions using modeling with mathematics, attending to precision, and formal, academic language. In addition, students will persevering in problem solving. This is the first year in demonstrate deep application of the Common Core Stan- the Math 1, Math 2, Math 3 sequence. This sequence pre- dards for Mathematical Practice such as constructing pares students for higher level math courses such as AP viable arguments and critiquing the reasoning of others, Calculus AB, AP Statistics, and IB-SL Math. UC/CSU (c) looking for and making use of structure, and reason- Advanced Math 1 (P) Year · 10 Credits ing abstractly and quantitatively. The time commitment This is an accelerated, fast-paced course that rigorously for this course is most similar to that of an AP course. covers all of the material covered in Math 1 and part of A graphing calculator is recommended. This sequence Math 2, with additional topics, challenging proofs, and prepares students for higher-level math courses such as open-ended problems. Students will also cover indirect AP Calculus BC, AP Statistics, and IB-HL Math. UC/ and direct proofs of both algebraic and geometric top- CSU Honors credit is NOT available for this course. ics. Students will be expected to explain the reasoning Prerequisite: Grade 10–12 and a grade of “B” or better behind their solutions for open-ended questions using in Advanced Math 1 or see page 6 for details on math formal, academic language. In addition, students will placement. UC/CSU (c) demonstrate deep application of the Common Core Math 3 (P) Year · 10 Credits Standards for Mathematical Practice, such as reasoning HighBerkeley School Course Catalog 2021–22 This course covers strands from algebra, geometry, and abstractly and quantitatively, constructing viable argu- statistics. Specific topics include deeper work with func- ments, and critiquing the reasoning of others. The time tions and inverses (including logarithmic, polynomial, commitment for this course is most similar to that of an trigonometric, and rational functions), modeling with AP course. A graphing calculator is recommended. This geometry and functions, normal distributions and sam- sequence prepares students for higher level math courses pling. In addition, students will be expected to show such as AP Calculus BC, AP Statistics, and IB-HL Math. proficiency in the Common Core Standards for Math- UC/CSU Honors credit is NOT available for this course. ematical Practice such as constructing viable arguments Prerequisite: Placement in Advanced courses is based and critiquing the reasoning of others, attending to on Advanced Math 1 Placement Test score. See page 6 precision, and reasoning abstractly. This is the third year for details on math placement. UC/CSU (c) in the Math 1, Math 2, Math 3 sequence. A graphing Math 2 (P) Year · 10 Credits calculator is recommended. This sequence prepares stu- This course covers strands from algebra, geometry, and dents for higher level math courses such as AP Calculus statistics. Specific topics include quadratic functions AB, AP Statistics, and IB-SL Math. Prerequisite: “C” or and conic sections; applying transformational geometry better in Math 2. UC/CSU (c) to quadratics; exploring similarity and right triangle

mathematics ended questions using formal, academic language. In tional probability and sampling. A graphing calculator addition, students will demonstrate deep application of is recommended. Prerequisites: Grade 12 and comple- the Common Core Standards for Mathematical Practice tion of Math 3 with a grade of “C” or better. UC/CSU (c) such as constructing viable arguments and critiquing AP Calculus AB (H)(P) Year · 10 Credits the reasoning of others, looking for and making use of This course provides students with the equivalent of one structure, and reasoning abstractly and quantitatively. semester of regular college level calculus following the The time commitment for this course is most similar to current AP syllabus and the opportunity to take the AP that of an AP course. A graphing calculator is recom- exam for formal college credit (granted by most, but not mended. This sequence prepares students for higher all, colleges and universities for a score of 3, 4, or 5). It level math courses such as AP Calculus BC, AP Statis- is considered an Honors course by the UC/CSU system. tics, and IB-HL Math. UC/CSU Honors credit is avail- A graphing calculator is recommended. Prerequisite: able for this course. Prerequisite: Grade 11–12 and a Grade 12 and completion of Math 3 with a grade of “C” grade of “B” or better in Advanced Math 2. UC/CSU (c) or better. UC/CSU (c)

AP Calculus BC (H)(P) Year · 10 Credits Senior Year Math Options This course provides students with the equivalent of two Mathematical Studies IB plus semesters of regular college level calculus following (SL)(P) Year · 10 Credits the current AP syllabus with additional topics. This course This course includes the study of circular, polynomial, moves at a very rapid pace and students will have the exponential, logarithmic, rational, and radical func- opportunity to take the AP exam for formal college credit tions, polar equations and complex numbers, vectors, (granted by most, but not all, colleges and universities for a simple probability and data analysis, limits, continu- score of 3, 4, or 5). It is considered an Honors course by the ity, and simple derivatives. The course develops the UC/CSU system. A graphing calculator is recommended. skills needed to cope with the mathematical demands Prerequisite: Grade 12 and completion of Advanced Math 3 of a technological society with an emphasis on the with a grade of “B” or better. UC/CSU (c) application of math to real-life situations. Students are presumed to have knowledge of linear, quadratic, exponential, and logarithmic equations, matrix arithmetic, elementary functions, graphing complex numbers, counting and probability. They will be required to learn the prerequisite topics to a greater depth and degree of formality. Students will be able to take the Math Stud- ies SL level IB exam after completion of this course. A graphing calculator is required for students who are taking the IB test. Prerequisite: Grade 12 and completion of Math 2 with “C” or better required. (Completion of Math 3 recommended) UC/CSU (c)

According to the BUSD Board of Education-approved EL guage and culture of each student is highly respected and Master Plan, ELs who are “less than reasonably fluent” valued. Primary language development for Spanish speak- must be in a Structured English Immersion program (SEI). ers or heritage speakers of Spanish in the Native Speak- This includes an individualized combination of English ers Spanish class or AP Spanish Language or Literature Language Development (ELD) and Specially Designed Aca- is offered. The Multilingual Program also monitors and demic Instruction in English (SDAIE) classes. supports ELs who have mainstreamed into one of the five Moreover, it is the practice of the Multilingual Program to Learning Communities at BHS. illustrate to every student and family that the primary lan-

Multilingual Program General Guide for Placement: Specific classes may vary year to year. Structured English Immersion (Less than Reasonably Fluent students) by ELPAC level EL Mainstream

English ELD 4 - Literature of ELD 5 - SDAIE Any appropriate ELD 1 ELD 2 ELD 3 (9-12) Diversity (P) World Lit (P) class needed

Any appropriate English Expository Writing SDAIE Composi- class needed ELD Writing 1 ELD Writing 2 ELD Writing 3 (9-12) (P) tion/Writing (P) 9th Grade Expository Writing 9th-12th Seminar History (P) 9th grade; 10-12 if needed Any appropriate Any appropriate US History US Hist if never took in Level l History class needed class needed

(9-12) (P) 10th-12th World History (P) HighBerkeley School Course Catalog 2021–22 (SDAIE optional) 11th or 12th Government/Economics (P) Any appropriate Math Any appropriate Math 1 (P), Math 2 (P) class needed (9-12) class needed (SDAIE optional)

9th grade Int. Sci. 10th-12th Int. Sci. if not taken in grade 9 Any appropriate Integrated Science 10th-12th Adv Bio (P) or Chemistry (P) Any appropriate Science PE (no science) class needed (P) if took Int. Sci. already class needed (SDAIE optional) (Adv. Bio and Chem classes will alternate each year)

PE/Art/ Art/Native Speak- Art/Native Speak- Any appropriate Art/Native Speak- Art/Native Speak- Any appropriate World Lan- ers of Spanish ers of Spanish or class needed ers of Spanish ers of Spanish class needed guage or other other (SDAIE optional)

EL Tutorial EL Tutorial 11th and 12th (If district Any appropriate Any appropriate EL Tutorial funded) class needed class needed

m and predictable classroom routines. the Multilingual Program Coordinator Daniella Maaze: Our program coordinator, bilingual home school liaison, [email protected]. tutors, mentors, and guidance counselor, facilitate com- ELD 1 Year · 10 Credits munication and engagement with our students’ families so that they can successfully navigate the educational system This is a beginning course for Newcomer students who and access available resources at BHS. have not previously studied English or who have very basic English skills. Students in this course usually Our students, in turn, utilize the tools given to them by score at a low level 1 on the ELPAC. The course includes their support providers to progressively develop their English language proficiency, while strengthening their vocabulary and language structures with an emphasis content knowledge. They will simultaneously build their on communicative competence. This course receives leadership skills in order to become active members of the BHS English credit. Enrollment is concurrent in ELD BHS community and beyond. Writing 1. 9th Grade English learners, who have been in CA ELD Writing 1 Year · 10 Credits public schools for longer than 6 have access to academic This course focuses on integrating reading skills, language learning in an Expository Writing class. vocabulary building from the study of short stories, and oral language development related to the story content English Language Development Courses and writing as a follow-up to the story. Students in Each English course offered is one-year long. English Lan- this course usually score at a low level 1 on the ELPAC. guage Development (ELD) courses are coordinated with Students are introduced to the writing process through ELD writing courses. The ELD writing course for each writers’ workshop. This course receives BHS English level corresponds to the ELD level and the courses are credit. Enrollment is concurrent in ELD 1. paired together during the day. Every ELD/ELD writing ELD 2 Year · 10 Credits course combination emphasizes oral language, grammar/ This course extends the basic skills of ELD 1 in listening sentence formation and writing/reading skills. Vocabu- comprehension, speaking/oral communication, read- lary is strengthened and oral language development is ing and writing. Students in this course usually score at expanded through the study of short stories and novels, a high level 1 on or low level 2 on the ELPAC and/or are utilizing literary analysis and writing as a follow-up to the students who have completed ELD 1 coursework. This stories. course receives BHS English credit. Enrollment is con- The ELD levels in this catalog are currently determined by current in ELD Writing 2. a combination of results from the English Language Pro- ficiency Assessments for California (ELPAC) that range from levels 1 through 4 and the proficiency level descrip-

Taken with ELD 2 , this course focuses on consolidating (P) Year · 10 Credits multilingual program many of the beginning skills through extended practice This course focuses on the enhancement of students’ lis- and instruction as students gain the new skills that are tening, speaking, reading, and writing skills in English presented at this level. Students in this course usually through the study of ethnically diverse literature. Class score at a high level 1 on or low level 2 on the ELPAC work includes reading and discussion of the literature, and/or are students who have completed ELD 1 course- many kinds of writing. Students in this course usually work. Instruction emphasizes interpersonal commu- score at a low level 3 on the ELPAC and/or are students nication and academic skills. This course receives BHS who have successfully completed ELD 3 coursework. At English credit. There is concurrent enrollment in ELD 2. this level students use literature as a model for learning

ELD 3 Year · 10 Credits a wide variety of good writing techniques, which they In this course students continue to develop their listen- incorporate in their own writing. There is concurrent ing, speaking, reading and writing skills in English while enrollment in ELD 4 - Expository Writing. UC/CSU (b) also expanding their vocabulary with more precision ELD 4 - Expository Writing (P) Year · 10 Credits and using grammar to communicate effectively. Students This course focuses on both expository writing and liter- in this class read a wide variety of narrative and exposi- ary analysis. Both types of writing expand and refine tory texts while also being encouraged to think criti- the students’ communicative competence, helping them cally about the world around them and to use academic to become effective writers of English. Through literary language in order to succeed. This course has a strong analysis writing, students learn to effectively quote pas- emphasis on culturally responsive teaching and offers sages of literature in order to make logical arguments students multiple opportunities to share about and be for their views about characters and themes. Students in proud of the diverse cultures they bring to the classroom. this course usually score at a low level 3 on the ELPAC They also read short stories and novels from different and/or are students who have successfully completed parts of the world and engage in literature circles. Stu- ELD 3 coursework. There is concurrent enrollment in dents in this course usually score at a high level 2 on the ELD 4 - Literature of Diversity (P). UC/CSU (b) ELPAC and/or are students who successfully complete note: Students can earn a maximum of 10 high school ELD 2 coursework. This course receives BHS English English credits for taking both Literature and Diversity credit. There is concurrent enrollment in ELD Writing 3. and Expository Writing. The other 10 credits count as ELD Writing 3 Year · 10 Credits elective credits. Taken with ELD 3, this course starts to develop stu- ELD 5 - SDAIE World Literature

dents’ academic writing skills in English by focusing on (P) Year · 10 Credits HighBerkeley School Course Catalog 2021–22 paragraph structure and citing evidence from the text. This course focuses on the study of literature from Students in this class learn how to write descriptive and around the world in different genres. Students in this persuasive paragraphs by studying the writing process course usually score at a high level 3 on the ELPAC and/ and applying it to their paragraphs through writer’s or are students who have successfully completed ELD workshop. In addition, they use technology to complete 4 coursework. They will read, discuss, analyze, and a variety of assignments involving their culture and write about short stories, non-fiction memoir, novels, other important aspects of their identity. Students in this graphic novels, podcasts, and film. The course aims to course usually score at a high level 2 on the ELPAC and/ strengthen students’ critical thinking, discussion, and or are students who successfully complete ELD 2 course- analysis skills through exposure to a broad range of work. Emphasis is on the transition from practical, ideas and texts from around the world. There is concur- concrete English to the more abstract English needed rent enrollment in ELD 5 - SDAIE Writing. UC/CSU (b) for academic success in higher level classes. This course receives BHS English credit. There is concurrent enrollment in ELD 3.

ultilingual program ultilingual forms of sentence errors in their own writing. Grounded m in the belief that writing is a valuable form of expression, the class seeks to help each student find the power of their written words. Students in this course usually score at a high level 3 on the ELPAC and/or are students who have successfully completed ELD 4 coursework. There is concurrent enrollment in ELD 5 - SDAIE World Literature (P). UC/CSU (b) SDAIE History (P), Math (P) & Science (P) The Multilingual Program also places some students in history, math and science courses that use Specially Designed Academic Instruction in English (SDAIE) instructional techniques whenever these courses are available and appropriate. EL tutors offer support in academic classes and primary language support is offered whenever possible. Many ELs are also enrolled in Period 7 extended day classes and ELD summer school to continue to improve their English, to get support for college prep classes and access to UC/CSU requirements. Expository Writing (P) This course is designed for ninth-grade English Learners who are in mainstream classes, but have not passes the ELPAC or have not met other reclassification criteria yet. This is an English class with an emphasis on academic writing and literacy aimed at empowering students with the acquisition of strong language skills and effective study habits. This class focuses on developing advanced reading and writing skills, and building self-confidence and perseverance as a student. Students in this course

Twenty (20) credits of Physical Education, taken in four Team Sports Year · 10 Credits semesters, are required for BHS graduation. Since physical A traditional Physical Education class that rotates fitness is a lifetime need, students are encouraged to elect through various team sports. The Sports Education Physical Education courses beyond the requirement for model will allow students avenues to incorporate fitness graduation. All Physical Education classes may be repeated concepts with a focus on mastery of skills and strategies for credit. Zero period options are available. necessary to succeed in the team sports environment. Offerings may vary year-to-year, dependent on student sign-up. Students must provide first and second choices Dance Courses and may not receive their first choice. Dance courses may be taken for BHS Physical Education Badminton Year · 10 Credits or Performing Arts credit and UC/CSU Performing Arts This course covers the skills and strategy of badminton. credit. Students will participate in singles and doubles tourna- Beginning Modern/Jazz Dance (P) Year · 10 Credits ments. Everyone is welcome. This is a mixed level class, appro- Basketball Year · 10 Credits priate for students with little to no dance training, This class will be learning, playing, and improving in all along with experienced dancers who are new to Mod- aspects of basketball. We will be working on competi- ern & Jazz. This course introduces the building blocks tive team building through tournament play. This class of Modern/Jazz technique, including flexibility and does not require basketball acumen, but does require a strength training, turns, weight shifts, floor work, and passion for the game. partnered movement. Daily practice includes technique, Introduction to Fitness Year · 10 Credits improvisation and creative composition, in a collabora- Introduction to fitness is designed to reach the high school tive, supportive environment. Students perform in one student who may not be interested in traditional PE activi- formal dance concert each semester, along with multiple ties like sports etc., but would still like to learn how to live informal studio performances throughout the year. This a healthy lifestyle. With that goal in mind we will learn a course may be taken as PE or Performing Arts credit. variety of exercises so any student completing this course 9th–12th grade. UC/CSU (f)

will feel comfortable entering a gym and getting started on HighBerkeley School Course Catalog 2021–22 a workout without feeling intimidated or embarrassed. All Advanced Dance/Dance workouts will be low to moderate in intensity. Students will Projects (P) Year · 10 Credits set and work towards personal fitness goals and complete Also known as Advanced Dance Lab, this course builds four projects. Upon completion of this course you will upon the skills developed in Beginning Modern/Jazz. have a solid foundation in resistance and aerobic training We focus on more challenging Modern/Jazz technique, and be able to create a personalized long-term fitness plan. including faster tempos, longer compositions, inver- Dressing in PE clothing is encouraged, but optional. sions, weight exchange and Contact Improvisation. Soccer Year · 10 Credits Students are expected to have a comfortable knowl- This course is designed to give students the opportunity edge of choreographic elements. Dancers have multiple to learn and develop fundamental and advanced skills performances throughout the year, including a formal and strategies of soccer activities, as well as fitness con- concert of student-directed choreography in the spring cepts and conditioning techniques used for achieving and semester, all of which is required. Guest Choreographers maintaining optimal physical fitness. Students will be empowered to develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity.

*Science Electives: ELECTIVES THAT REQUIRE A TWO YEAR SEQUENCE: AP Biology (H) AP Physics C (H) Biotechnology 1/2 (P)(11th grade) AP Chemistry (H) Honors Anatomy & Physiology (H) Biotechnology 3/4 (P)(12th grade) AP Environmental Science (H) Robotics (P) Fire Science (P)(11th grade) AP Physics 1 (H) EMT (12th grade)

The UC Office of the President requires the following: Two Life Science years (three years recommended) of laboratory science Advanced Biology (P) providing fundamental knowledge in two of these three AP Biology (H) foundational subjects: biology, chemistry and physics. IB Biology (SL) In order to graduate from BHS, a student must earn a “D” Anatomy and Physiology (H) or better for two years of science: one year of a physical sci- Biological Health Science (P)(CTE) ence and one year of a life science. However, most four-year Biotech 3/4 (P)(CTE) colleges and universities require a minimum of two years of college-preparatory (P) laboratory science from two different areas, and many recommend three years, with a Science courses that can count as either a Physical Science or Life Science minimum grade of “C”. Integrated Science (P) The following list indicates which courses are accepted Biotech 1/2 (P)(CTE) for the BHS graduation requirement of one year of Physi- IB Environmental Systems and Societies (SL) cal Science and one year of Life Science. While all science courses will help to meet BHS graduation requirements, AP Environmental Science (H)(CTE) only those courses designated as “d” meet the UC/CSU college science admission eligibility requirement. See indi- Honors, Advanced Placement and IB Courses vidual course descriptions for UC/CSU designations. The following courses are approved to receive UC/CSU extra honors credit. Physical Science AP Biology (H) Chemistry AP Environmental Science (H)(CTE) AP Chemistry (H) AP Physics 1 (H) Physics 1 (P) AP Physics C (H) AP Physics 1 (H) Anatomy and Physiology (H) AP Physics C (H) AP Chemistry (H) IB Biology SL (H) IB Environmental Systems & Societies SL (H)

Advanced Biology (P) Year · 10 Credits exercises are provided as well as collateral examinations This course is a junior and senior level laboratory course of current studies in the human sciences. Individual that covers concepts of biology based on the Next Gener- student research investigations are encouraged. Advice: ation Science Standards. Topics include the origin of life, Students enrolling in this course should realize that this

unity and diversity of life, bio-energetics (cell respiration, is a college level course and may require more study and HighBerkeley School Course Catalog 2021–22 photosynthesis, enzyme functions) genetics, evolution, preparation time than required in a normal high school Prerequisites anatomy and physiology, ecology and global climate course. : Grades 11-12. Completion of change. Emphasis is placed on understanding science Physics 1, Chemistry/AP Chemistry, and Advanced Biol- ogy/AP/IB Biology. Juniors may only enroll if they are and its role in society. Prerequisites: Grades 11-12. Com- pletion of Physics 1 and Chemistry. UC/CSU (d) concurrently enrolled in Biology. UC/CSU (d) AP Environmental Science AP Biology (H)(P) Year · 10 Credits Year · 10 Credits This Advanced Placement course is designed to be the (H)(P)(CTE) equivalent of a college introductory biology course taken The equivalent of an introductory college course in by biology majors. This course differs from Advanced environmental science, this is a comprehensive, inte- Biology with respect to the textbook used, the range grated exploration of biological, chemical and physical and depth of topics covered and the time and effort aspects of ecological issues, principles and methods, required by students. Molecular, cellular and evolution- including field study. The interdisciplinary curriculum ary biology represent approximately 50% of the course draws on interrelationships between the natural and material. Organismic and population biology is studied social sciences, and more global considerations, such as

science Physics 1 is a Freshman, algebra-based laboratory course Magnetism portion explores topics such as electrostat- that introduces the fundamental concepts of physics. ics; conductors, capacitors, and dielectrics; electric cir- This course is based on the Next Generation Science cuits; magnetic fields; and electromagnetism. Introduc- Standards and is designed to help students construct an tory differential and integral calculus is used through- understanding of both physics concepts and the math- out the course. Prerequisites: Grade 12. Concurrent ematical foundations of the physical world. Students enrollment in (or prior completion of) AP/IB Calculus. explore these concepts using laboratory experiences Completion of Physics 1, Chemistry/AP Chemistry, and to strengthen problem-solving skills and learn basic Advanced Biology/AP Biology. Enrollment in AP Phys- experimental techniques. This inquiry driven program is ics is a year-long commitment and requires submission tightly aligned with the 9th grade Common Core Math 1 of test results for the corresponding AP test. Students course, reinforcing the math concepts covered. Students should attend an informational meeting in the spring will study physics principles through observing, analyz- before the course. UC/CSU (d) ing and interpreting data, and reporting experimental IB-SL Environmental Systems outcomes, including the identification of inconsistent & Societies (H)(SL) Year · 10 Credits results and sources of error. The course surveys the tra- This class is offered exclusively in BIHS. See course ditional topics of physics, with emphasis on mechanics, description on page 45. UC/CSU (d) wave phenomena, electricity, magnetism, and energy. Chemistry (P) Year · 10 Credits UC/CSU (d-lab science credit) This course is a laboratory course that covers concepts AP Physics 1 (H)(P) Year · 10 Credits of Chemistry based on the Next Generation Science AP Physics 1 is an algebra-based, introductory college- Standards. level physics course. Students cultivate their understand- This course considers information necessary for a basic ing of physics through inquiry-based investigations as understanding of the chemical behavior of matter. they explore these topics: kinematics; dynamics; circular Such topics as atomic-molecular theory weight rela- motion and gravitation; energy; momentum; simple tions, the mole concept, the behavior of gases, solutions, harmonic motion; torque and rotational motion; electric the structure of matter, equilibrium, acid-base theory, charge and electric force; DC circuits; and mechanical oxidation-reduction reactions and chemical bonding waves and sound. Prerequisites: Grades 11-12. Prior or are covered. Experimentation is stressed and is used concurrent enrollment in Math 3. Completion of Physics to allow students to discover principles for themselves. 1, Chemistry/AP Chemistry, and Advanced Biology/AP/ Prerequisites: Grades 10-12. Completion of Math 1 and IB Biology. Juniors may only enroll if they are concur- Physics 1. UC/CSU (d) rently enrolled in Biology. UC/CSU (d)

The art disciplines of the BHS Arts Department, Perform- writing. Students will have exhibitions, critiques, port- ing Arts (Dance, Music, Drama) and Visual Arts, cover folio building, and guest presenters. Students will keep the California State Board of Education Arts Standards for up an active sketchbook. Prerequisite: Satisfactory artistic perception, creative expression, historical and cul- completion of Drawing. UC/CSU (f)

visual & performing arts & performing visual tural context, aesthetic valuing and connections, relations, Ceramics (P) Year · 10 Credits and applications. All classes fulfill the one-year Visual and This class is an introduction to the basic techniques of Performing Arts requirements for BHS and UC/CSU eligibil- hand-building and the Potter’s Wheel. The emphasis ity. Students are encouraged to pursue the diverse offerings of is on both pottery and sculpture. Students will learn arts courses well beyond this one year. different glazing techniques including low, medium, Art electives are year-long classes. Offerings may vary year- and high fire glaze. Students will become familiar with to-year, depending on student sign-up. Students should both oxidation and reduction firing processes. History provide first and second choices and may not receive their of Ceramics and Design are included in the second first choice. semester students will learn different surface treatments and more advanced building techniques. Emphasis is Visual Arts Courses on Design, Craftsmanship, and Conceptual Art. This Drawing (P) Year · 10 Credits course requires a high degree of commitment to aca- Students will learn the foundational skills needed to demic work and to the purposes of a program designed draw real world objects. The course study will focus on to meet college/university standards in oral and writing line, shape/form, shading, perspective, positive/negative skills. UC/CSU (f) space, principles of composition, and the elements of Advanced Ceramics (P) Year · 10 Credits design. Drawing techniques, the use of art vocabulary, This class is an opportunity for students to continue exhibitions, critiques, and portfolio building will be exploration in Ceramics. Students are encouraged to explored. Students will work on developing a personal develop a personal style through technical and aesthetic style. Media used will be pencils, erasers, charcoal, ink choices. Students will continue to learn more advanced & pen, as well as an array of different papers. Students processes, explore Conceptual Art, Ceramics History, will keep up an active sketchbook. UC/CSU (f) and engage in formal critiques. Other areas of study Advanced Drawing & Painting (P) Year · 10 Credits include glaze calculation and firing kilns.P rerequisite: This course is an in-depth exploration of drawing, Satisfactory completion of Ceramics (P). UC/CSU (f) painting, and design with student-led projects as well IB/AP Art History (H)(P) Year · 10 Credits as class projects. The development of each student’s This course is an introduction to the history of art. The individual style is further accomplished through topics majesty and diversity of the visual arts are examined in ranging from abstraction to realism, along with varied detailed discussions. Students analyze significant art- problem-solving themes. Color will be taught as well as works from Classical Greece to Song Dynasty China to advanced composition, varied subject matter, and an art Baroque France to global art in the 21st century in terms history component. There will be a range of drawing and of their social and historical context. We will focus our painting media, including acrylics. There will be mixed studies on methods of visual and contextual analysis, media and projects that include poetry and creative

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 77 understanding how a particular artwork’s form reveals tools, drawing mediums, and printmaking equipment. visual & performing arts its meaning and why those works were made. There Students will leave this class with a strong foundation will also be regular art-making projects, such as making for intermediate and advanced art classes in any media. paint, to help us understand the role artists’ materials UC/CSU (f) play in the development of art. No previous experience Art of Video Production in a studio art class is required, although students will (P)(CTE) Year · 10 Credits need a high degree of commitment to academic work. In this class, students become media literate by produc- Open to all sophmores, juniors, and seniors by permis- ing 5–6 video projects over the course of the year. Each sion of the instructor. UC/CSU (g) project builds upon the previous ones in terms of skills AP Studio Art (H)(P) Year · 10 Credits and storytelling techniques. Camera operation, shot com- The Advanced Placement Studio Art program enables position, audio recording and computer-based editing are highly motivated students to do college-level work in emphasized. All completed projects are screened for—and studio art while still in high school. AP Studio Art is critiqued by—the class and students are required to submit not based on a written examination, instead, candidates their finished pieces to Berkeley High’s film festival and to submit a portfolio of work for evaluation at the end of external festivals. the school year. Students must develop discipline, per- As part of Berkeley High’s school-wide focus on literacy, sonal insight, critical judgment, and technical skill nec- students complete regular writing assignments like project essary for the preparation of this portfolio. Prerequisite: proposals, Producers Statements, and movie reviews. In Advanced Drawing and Painting. UC/CSU (f) addition to the video projects, students begin developing the skills needed for careers in video; each semester, they tudio rt Year · 10 Credits IB S A (SL)(HL)(H)(P) complete two Community Service Projects (CSP) in which This tudioS Art can be taken for one or two years, and they provide video recording services for Berkeley High is open to all juniors and seniors from any learning and the community. Close study of feature and documen- community at Berkeley High. In this fast-paced, inter- tary films contribute to students’ media literacy and inspire disciplinary art course, students are taught to think like their work as producers. Prerequisites: None. UC/CSU (f) a contemporary artist; using art-making as a way to Advanced Studio Editing (P) Year · 10 Credits research science, history, religion, psychology and other subjects. Students will develop an investigation ques- In this class, students build upon the video production tion or theme driven by their own interests. They will skills they acquired in Art of Video Production, sharpen explore this question through research, writing, discus- their media literacy, and refine their storytelling skills. sion, performance art, drawing, painting, and sculpture. Using professional-grade equipment, students complete Students will create a research workbook, document- two self-selected projects over the course of the year in ing their thinking in the form of writing, sketches, and a variety of genres. In addition, students provide video services to the school and the community through two

images. Each student will also make between 10-20 HighBerkeley School Course Catalog 2021–22 artworks in any media they choose and will participate Community Service Projects (CSP) and, working with in the Spring Exhibition. Although students need a high Berkeley Community Media, they co-produce two epi- degree of self-motivation to succeed in this course, you sodes of KBHS TV News about issues and events in our do not have to have highly advanced art skills to excel. community. Prerequisite: One year of art or permission of the As part of Berkeley High’s school-wide focus on literacy, instructor. UC/CSU (f) students complete regular writing assignments like project proposals, Producers Statements, and movie Creative Arts (P) Year · 10 Credits reviews. Guest speakers and field trips facilitate students’ This class is an introduction to sewing, sculpture, draw- career exploration, as do projects proposed to the class ing, printmaking, and painting techniques. Media by community members. Close study of feature and and art making possibilities include fabric, cardboard documentary films contribute to students’ media literacy sculpture, wire sculpture, paper cuts and collage, papier- Prerequisites mâché, drawing, and printmaking techniques. Students and inspire their work as producers. : will learn how to use a variety of tools, including xacto Satisfactory completion of Art of Video Production or an knives, glue guns, hammer and drills, linoleum carv- equivalent course or by permission of the teacher. This ing tools, sewing and embroidery tools, wire-working course is open to students from all learning communities. UC/CSU (f)

IB Film (SL)(HL)(H)(P) Year · 10 Credits This course is normally taken over two years but may be taken for a single year at SL level. Students will study and explore the nature of film as an art form; film history; major accomplishments and developments in the genre; adaptation theory; and the contribution of filmmakers around the globe that have helped make meaning of our worlds. Students will also learn the techniques of movie production and will themselves create a short film as one of their final projects. This course may be taken in preparation for the International Baccalaureate Film examination. Students will have the option to take the IB SL Film examination after one year or the IB HL Film examination in their senior year if they choose to take two years of the class. UC/CSU (f)

Digital Photo (P) Year · 10 Credits This course is designed to introduce students to the graphic capabilities of the computer as a tool for artistic expression. Students will learn how to use graphics software (Photoshop and Illustrator) to manipulate images from digital cameras, scanners, and the Internet. There will be a focus on learning art fundamentals, composition, craft, and experimentation as they apply to visual design. Students will explore how technology can be used as a tool in the making of a wide variety of art forms, such as digital collage, social justice posters, bookmaking, portraiture, photojournalism, and animation. Students will be expected to create a digital portfolio, participate in critiques, and exhibit their work. UC/CSU (f)

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 79 Advanced Digital Photography has complete darkroom facilities. Themes covered include visual & performing arts (P)(CTE) Year · 10 Credits portraiture, documentary, landscapes, cityscapes, still life, Advanced Digital Photography is available to all BHS abstraction, and manipulation. Second semester emphasis students. In this class students will expand upon their is on individual solutions to class projects. This class is photographic and design skills. Each student will create a detailed course of study looking into the nature and a digital and print portfolio of prints and work that high- possibilities of personal expression through advanced black lights their knowledge of Adobe Photoshop, digital print- and white photographic technique as well as the history ing techniques, and aesthetic choices. In addition to their of photography. Emphasis is on design and creativity. A visual artwork, students will develop photographic essays 35mm camera is necessary. The school has some basic and responses on topics including photography and social cameras to loan to students with permission from a parent change, the role of media in society, and the connection who agrees to replace the camera if it is lost. UC/CSU (f) between art and social justice. Students will work pri- Advanced Photography (P) Year · 10 Credits marily with Adobe Photoshop. Students will work on a year- long personal website that highlights their design Students are encouraged to develop a personal style and photographic projects. Topics covered include self through technical and aesthetic choices. Students portraiture/autobiography, poster-making, fundamentals continue to practice advanced darkroom procedures, of photography, studio photography, printing techniques, engage in formal critiques, explore the history of pho- documentary, and self-directed topics. ROP Advanced tography, and create exhibition quality images. The Digital Photography is a Career Technical Education course introduces alternative processes, studio light- (CTE) class, in which students are being trained by a pro- ing, and color photography. This course requires a high fessional photographer. The curriculum is focused on giv- degree of commitment to academic work. Prerequisite: ing students real world photographic skills, in addition to “C” or better in Beginning Photography. UC/CSU (f) Prerequisite: helping expand their artistic ideas. Students AP Studio Art: Photography must have a “C” or better in Intro to Digital, Beginning (H)(P)(CTE) Year · 10 Credits Photography, or by showing a portfolio of work to the teacher. UC/CSU (f) The Advanced Placement Photography course enables highly motivated students to do college-level work in Graphic Design (P)(CTE) Year · 10 Credits photography while still in high school. AP Studio Art: This course emphasizes the Principles of Design Photography is not based on a written examination. and the integration of the Elements of Art. Students Instead, candidates submit a portfolio of work for evalu- are introduced to graphic design as a form of visual ation to the AP Studio Art 2D Design exam at the end communication through the use of type, image, form, of the school year that demonstrates their technical and and color. Students will develop various methods of conceptual skills. Students must develop discipline, graphic design through spatial relationships, typography personal insight, critical judgement, and technical skill and imagery. A rigorous framework of reading, writing necessary for the preparation of this portfolio. Prereq- HighBerkeley School Course Catalog 2021–22 and design exercises enable each student to develop a uisite: foundation of techniques and skills applied to assigned “C” of better in Beginning and Advanced Pho- projects. Projects include photo manipulation, digital tography. UC/CSU (f) photography, vector art, typography, logo design, Web Performing Arts Courses design, and various print package materials. Adobe Dramatic Arts/Acting Workshop (P) Year · 10 Credits Photoshop, Illustrator, InDesign, and Digital SLR Dramatic Arts cameras are used. Students will keep design sketch books (Beginning Drama), introduces stu- throughout course. Students are required to critique dents to the fundamentals of theatrical production. their peers and evaluate their own graphic designs and Students learn the basic elements and vocabulary of artwork. The goal is to enable understanding and unique the theater as well as how to use these tools to create creative problem solving manifested in each graphic informal and formal pieces of theater, from improvisa- design project and presentation. UC/CSU (f) tions to short one-act plays. In addition to performance,

Beginning Photography (P) Year · 10 Credits students grasp how theater came to be and understand it This is an introduction to black and white photography. in its cultural context through field trips to professional Students learn the fundamentals of 35mm cameras, taking productions and class reading and writing projects. Stu- pictures, processing film, and printing pictures. The school dents learn the rudiments of how to gauge the aesthetic

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 80 value of different theatrical experiences as well as how a credential and career placement advantage. Coursework principles of theater can be used and applied to problem includes classroom training on concepts and skills and solving in other contexts. Students learn that the orga- practical application in an entertainment production envi- nizational, leadership, analytical, and time-management ronment of those skills to achieve confidence and mastery. skills of the theater can also be utilized in other disci- Beginning Modern/Jazz Dance (P) Year · 10 Credits plines and professions. Dramatic Arts is designed to Everyone is welcome. This is a mixed level class, appropri- acquaint students with various aspects of theatre: acting, ate for students with little to no dance training or experi- costuming, make-up, speech, lighting, directing, and enced dancers who are new to Modern & Jazz. This course scene design. Primary stress is on the language skills of introduces the building blocks of Modern/Jazz technique, listening and speaking through reading and interpreta- including flexibility and strength training, turns, weight tion of dramatic literature and evaluating performances. shifts, floor work, and partnered movement. Daily practice Emphasis is on acting, scene study, and character devel- includes technique, improvisation, and creative composi- opment. A secondary emphasis is placed on writing. tion, in a collaborative, supportive environment. Students Students prepare in-class performances. UC/CSU (f) perform in one formal dance concert each semester, along with multiple informal studio performances throughout Production/Acting Semester · 5 Credits the year. This course may be taken as PE or Performing visual & performing arts & performing visual Students in this class are cast members of the play(s) Arts credit. 9th–12th grade. UC/CSU (f) being performed by Performing Arts during the semes- Advanced Dance/Dance ter. Enrollment is determined after auditions, which rojects Year · 10 Credits are announced in the student bulletin each semester. P (P) Students are not allowed to enroll in this class until the Also known as Advanced Dance Lab, this course builds play(s) have been cast. Prerequisite: By audition only. upon the skills developed in Beginning Modern/Jazz. We focus on more challenging Modern/Jazz technique, Advanced Theater Projects Year · 10 Credits including faster tempos, longer compositions, inver- Students delve deeply into several theatrical disciplines sions, weight exchange, and Contact Improvisation. including mask-work, voice-technique, stage combat, Students are expected to have a comfortable knowl- Movement Theater, Suzuki and Grotowski techniques, edge of choreographic elements. Dancers have multiple and several styles of theater directing. Through two performances throughout the year, including a formal major research papers, students explore deeply two dif- concert of student-directed choreography in the spring ferent historical periods as represented in the major semester, all of which is required. Guest Choreographers playwrights, directors, and plays they produced. and Master Classes enrich the curriculum throughout Prerequisite: Acting Workshop and audition or by the year. Course syllabus may include: improvisation as approval of teacher. UC/CSU (f) performance, performance critique, field trips to live per- note: The following courses can earn credit in formance, dance on film, and research projects. Students either Performing Arts or Physical Education are required to attend rehearsals outside of class time. This course may be taken as PE or Performing Arts credit. Stagecraft (P)(CTE) Year · 10 Credits Prerequisite: 10th–12th grade and “A” or “B” in Beginning The Entertainment Technician course introduces and Dance or teacher recommendation. UC/CSU (f) develops students in four departments of entertainment ance roduction Year · 10 Credits technician expertise: Rigging, Carpentry, Lighting and D P (H)(P) Audio-Video. The course concentrates on fundamental Honors Option Available and advanced elements of expertise an entertainment The Berkeley High School Dance Production Class technician must have to succeed and thrive in the broad functions as a pre-professional dance company. Advanced industry of presenting Performing Arts in its many forms. dancers, with proficiency in Modern, Ballet, Jazz, HipHop, Strong emphasis is placed on safe working practices for and other dance styles are encouraged to audition. This all aspects of producing entertainment presentations. class focuses on developing stage presence, fostering The course departments each require a semester of train- creative expression, and discovering choreographic ing totaling 2 years, or 4 semesters, to complete the full voice. Students create and direct original choreography, requirement. Individual departments may be completed working with peers to see their artistic ideas from for proportional credit, but only the full course will claim inception to fruition. Assignments are geared towards expanding choreographic techniques and may include

Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 81 improvisational performance scores, outdoor performance, Chamber Orchestra (H)(P) Year · 10 Credits visual & performing arts and interdisciplinary projects combining text, dance, and Honors Option Available music. Once a year, the class has the opportunity to be String ensemble section: In this auditioned ensemble, directed by a professional guest choreographer. Dancers upper level string players study and perform orchestral create an electronic portfolio demonstrating artistic and chamber literature as appropriate, developing the growth throughout the year. Rehearsals outside of class craftsmanship and mastery necessary to mold music time are required. Dance Production performs twice into a creative expression. Students are expected to yearly, over several weekends, all of which are required. At practice a minimum of 3.5 hours/week, and will create beginning of year, the teacher will describe requirements electronic portfolios showing their growth throughout for the Honors Option, at which point student may opt in. the year through recorded performance and written This course may be taken as PE or Performing Arts credit. reflection. Students in this ensemble can expect to have Prerequisite: This course is available to Juniors and Seniors many opportunities to perform throughout the course, by audition only. Auditions are held the previous February. including competitive festivals and a bi-annual tour. At UC/CSU Honor’s Class option available. This course fufills the beginning of year, teacher will describe honors option UC/CSU Visual and Performing Arts (f) requirement. so that student can opt in. Prerequisite: Audition and Note: African American Studies courses which can teacher consent. UC/CSU Visual and Performing Arts earn performing arts credit: (See course descriptions (f) requirement. UC/CSU Honor’s option available (f) under African American Studies department.) Wind ensemble section: In this auditioned ensemble, African Diaspora Dance Year · 10 Credits upper level wind, brass and percussion players study and perform orchestral and chamber literature as Advanced African Diaspora Dance Year · 10 Cred- appropriate, developing the craftsmanship and mastery itsSee descriptions on page 58. necessary to mold music into a creative expression. Students are expected to practice a minimum of 3.5 Music hours/week, and will create electronic portfolios oncert horale horus Year · 10 Credits C C C (P) showing their growth throughout the year through This class emphasizes the fundamentals of vocal technique recorded performance and written reflection. Students and performances of a varied repertoire of choral music. in this ensemble can expect to have many opportunities The class typically performs Broadway, rock, gospel, soul, to perform throughout the course, including competitive and art music. Students also have the opportunity to per- festivals and a bi-annual tour. At the beginning of the form as soloists and in small groups. The chorus performs year, the teacher will describe the Honors option, so in two concerts each year (one fall, one spring). Students that students may opt in. Prerequisite: Audition and do not need to read music in order to enter the class; they teacher consent. This course fulfills UC/CSU Visual and will learn to read as the class progresses. UC/CSU (f)

Performing Arts (f) requirement. UC/CSU Honor’s HighBerkeley School Course Catalog 2021–22 Concert Orchestra (P) Year · 10 Credits option available (f) String, wind, and percussion players study and Guitar (P) Year · 10 Credits perform orchestra literature as well as ensemble music, Students will learn to be proficient-to-advanced guitar developing the craftsmanship and mastery necessary to players using a variety of genres (pop, rock, R&B, blues, Prerequisite: mold music into a creative expression. folk, etc.). Class structure is student-centered, catering Audition and teacher consent. UC/CSU (f) to students’ individual interests, learning style, and pace. Concert Band (P) Year · 10 Credits Any level of experience (including no experience) is In this entry level class, wind, brass, and percussion welcome. Guitars are provided. UC/CSU (f) players study and perform concert/pep band literature AP Music Theory (H)(P) Y ear · 10 Credits as well as full orchestra literature, developing the This is a college level music theory course covering both craftsmanship and mastery necessary to mold music into a written theory and ear training. This class will include creative expression. Prerequisite: Fundamental skill level the following: music theory, composition, dictation, and on wind, brass, or percussion instrument. UC/CSU (f) sight singing. This course is designed to prepare the high school musician for the Advanced Placement exam in Music Theory.P rerequisites: Consent of teacher, working

Key to Abbreviations: UCOP–University of California Office of the President; “a-g” subjects: (a)–Social Science, (b)-English, (c)-Math, (d)-Lab Science, (e)-Foreign Language, (f)-Visual and Performing Arts, (g)-Elective; (P) or (P-Pending)–UCOP has certified (P) or is considering certification (P-Pending) as fulfilling a requirement for admission; (CTE)–Career Technical Education; (ROP)–Regional Occupational Program; (H)-UC certified honors course; (AP)–Advanced Placement; (IB)–International Baccalaureate. 82 knowledge of major and minor scales and circle of fifths, required (calendar handed out the first day of school). ability to read music in at least two clefs. UC/CSU (f) Students are expected to practice a minimum of 3 hours/ week. Prerequisites: All students must read music and IB Music (SL)(HL)(H)(P) Year · 10 Credits Musical Perception and Analysis is designed to prepare play their instruments at a 10th grade level or higher. students to analyze widely diverse musical genres and Although satisfactory completion of Jazz Lab I is pre- styles from both a historical and a cultural perspective. ferred, it is possible for advanced students to audition Students study elemental building blocks of music into Lab II without taking Lab I. Admission is by audi- (melody, harmony, rhythm, texture, and form) as tion only. Audition materials are available at bhsjazz. well as the function of music. This stream of study org on April 15. Instrumentation is limited to 2 each culminates in a study of IB prescribed works. Students of rhythm section players (piano, guitar, vibes, bass, study a variety of cultural topics and eras of music, as drums), 5 trumpets, 4 trombones, and up to 8 saxes. On well as a study of tradition and popular music styles. rare occasions an advanced player on a non-traditional Students learn how to write about music. This stream of big band instrument may be granted admission by per- study culminates in the Musical Links Investigation, a mission of the instructor. UC/CSU (f) required element of the diploma in music. This course Jazz Ensemble (H)(P) Year · 10 Credits is designed to prepare the high school musicians for the Honors Option Available visual & performing arts & performing visual IB diploma in music. Prerequisites: Consent of teacher, The Berkeley High School Jazz Ensemble is one of the top ability to read music, and working knowledge of major high school jazz groups in the country. Advanced students and minor scales and circle of fifths. UC/CSU (f) on traditional big band instruments are encouraged to audition. The focus of the class is on increasing skill at jazz Jazz Lab Band I (P) Year · 10 Credits This class focuses on developing skills necessary for improvisation, and performing advanced big band charts. woodwind, brass, string, and rhythm section players to Skills addressed include jazz articulation and phrasing, play jazz with facility. Topics include jazz theory, history, sight reading advanced charts, group blend and balance, improvisation, sight reading of typical jazz rhythms, developing hard swinging grooves, comping effectively, creating compelling grooves, comping effectively, and and creating exciting improvised solos over chord changes ensemble playing technique. Students are required to par- from the Great American Songbook. Students are ex- ticipate in 3 concerts per year, and are expected to prac- pected to practice a minimum of 3.5 hours/week, and will create electronic portfolios showing their growth tice a minimum of 2.5 hours/week. Prerequisites: At least 7th grade level ability to read music and play your instru- throughout the year. This band performs frequently – at ment with good technique. This class is not for beginners, least 6 concerts and 3 competitive festivals yearly, all of but is a continuation of middle school music classes. which are required (calendar handed out the first day of Admission is by audition, and if there is additional space school). The band tours internationally every other year, in the class, saxophone, trumpet, or trombone players and fundraises actively. At beginning of year, the teacher may gain admission by sending in a recommendation will describe requirements for the Honors option, at which from their middle school music teacher. Audition materi- point students may opt in. UC/CSU Visual and Perform- als are available at bhsjazz.org on April 15 of each year. ing Arts (f) requirement. UC/CSU Honor’s option avail- Prerequisites Because this is a performing ensemble, class size is lim- able. : Completion of Jazz Lab I or II (on rare ited to 2 each of piano/bass/vibes/guitar and drums, 10 occasion this prerequisite may be waived). Admission by woodwinds/strings (saxes, clarinets, flutes, violins, violas), audition only. Audition materials are available at bhsjazz. 7 trumpets, and 7 trombones. UC/CSU (f) org on April 15 of each year. Class size is limited to one or two each of rhythm sections players (piano, bass, drums, Jazz Lab Band II (P) Year · 10 Credits guitar and vibes), 5 trumpets, 5 trombones, and 5 saxes. In this class we continue the work begun in Jazz Lab UC/CSU (f) I, focusing on more advanced jazz theory, improvis- ing over more complex harmonies, sight reading more complex passages, creating more compelling grooves, and working to perfect harder big band arrangements. This band performs frequently—at least 4 concerts and 2 competitive jazz festivals per year, all of which are

The World Language Department strongly recommends that every student who intends to continue language studies beyond high school finish a minimum of three years of a foreign language while at BHS. Students reading significantly below grade level are advised to defer beginning a world language until their sophomore year. Students who don’t receive a “C” or better in a course at the end of the year repeat the entire year. They may only repeat a language course once. Students may explore options outside of Berkeley High School. All World Language courses fulfill UC/CSU Foreign Language (e) requirement.

World Language Placement activities, descriptions of family and friends, vacation Students with little or no previous language experience travel, eating out, and shopping for food, clothing, and are placed into a level 1 (first year) class. Students with gifts. Students learn the present indicative, the passé previous experience are placed into the appropriate level composé with avoir and être and reflexive verbs. based on their transcripts. French II (P) Year · 10 Credits

BUSD students wishing to “skip” a level must take the The structures introduced in first year French are pre- HighBerkeley School Course Catalog 2021–22 World Language Placement test. requisite to second year French. Vocabulary continues to This year the first World Language Placement test will be contextualized through themes and expressed both be offered in the spring on Wednesday May 6, 2020, orally and in writing. Reading comprehension develops from 4:30–5:30pm. Placement tests for all languages through longer readings. Students learn direct and indi- will be given on the 2nd floor of the M building. rect object pronouns. The imperfect tense is introduced and is contrasted with the passé composé. The future For questions regarding the World Language Placement and conditional tenses are also introduced. test please contact the Lead Teacher for the World Lan- Prerequisite: “C” or better in French 1 (P) guage Department by email at coryhenrickson@berke- rench Year · 10 Credits ley.net or [email protected]. F III (P) Students expand oral skills through presentations and French I (P) Year · 10 Credits conversations. In addition, more intensive use of the Students build communicative competence in the lan- target language takes place and is expected during class guage skills (listening, speaking, reading, and writing) time. Written skills are honed through the production of through contextualized vocabulary. Themes include more extensive written work and supported by the study students’ likes and dislikes, daily schedules, after-school of intermediate level grammar. A variety of longer and

world languages francophone cultures and literature. All students that Latin II (P) Year · 10 Credits are not coming from French third year need to be tested Second year Latin is a continuation of the study of the to enroll. Students will be able to take the IB standard Latin language, including grammar, vocabulary, deriva- level SL Test at the end of this year. Prerequisite: “C” tives, literature, and the culture of Rome and the ancient or better in French III (P) Mediterranean world. In order to help students reinforce French Seminar (AP), IB French (SL), and build upon their current knowledge of Latin, they IB French (HL)(H)(P) Year · 10 Credits will read an increased quantity and variety of Latin This course focuses on advanced conversation, reading, texts. The result will be an improvement in reading pro- and writing. The course will include extensive read- ficiency. Through extensive exposure to appropriately- ings, frequent in-class discussions, and regular writing adapted Latin textbook readings, students will gain the assignments. Articles on current events will be read, skills and confidence necessary to meet the demands presented, and analyzed in this class, as well as repre- of third and fourth year Latin, including IB and AP. Prerequisite: sentative works of French literature, giving students the Successful completion of Latin I and/or ability to communicate effectively in both the everyday teacher’s permission. situational settings and in more academic milieus. Writ- Latin III (P) Fall/ Latin Spring, ing assignments will be longer and more complex. Stu- IB Latin (HL) 1st year (H)(P) Year · 10 Credits dents will be capable of taking the AP French Language The focus of the third year is to enable students to exam and the HL level IB exam the spring of their senior understand, translate and evaluate various Latin year. Prerequisite: “C” or better in French IV (P) authors, including those represented in the AP and Kiswahili I (P) Year · 10 Credits IB exams. Students will navigate the transition from This is the introductory course in Kiswahili language. adapted to unadapted classical Latin texts. Literary Listening and pronunciation are the most important genres include: history, myth, politics and personal aspects at this level. Students are taught basic vocabu- correspondence through letters. Authors include: lary, with emphasis on present and past tense. Students Petronius, Caesar, Cicero, Livy, Catullus, and Vergil are required to master the map of Africa in order to among others. Students will learn poetic meter and understand where in Africa this language is spoken. figures of speech, and will continue to acquire Latin In the second semester, students work on future tense vocabulary and grammatical structures necessary for and negative aspects of all tenses. Students write more reading Classical Latin literature with comprehension complex sentences and use Kiswahili in communica- and enjoyment. Students will also write extended tive activities. Subject to enrollment. essays in Latin on a variety of subjects. Prerequisite: Successful completion of Latin II and/or teacher’s permission.

In the fourth year, students will continue the process of The AP Chinese Language and Culture course is designed languages world becoming careful and perceptive readers of Latin. They to be comparable to fourth semester (or the equivalent) will read extended selections from Vergil, Caesar, Ovid, college/university courses in Mandarin Chinese. These col- and other authors represented in the AP and IB exams. lege courses, which deepen students’ immersion into the Also included: select topics in ancient history and cul- language and culture of the Chinese-speaking world, typi- ture. Students will have the option of preparing for and cally represent the point at which students complete ap- taking either the AP or IB exams. Prerequisite: Success- proximately 250 hours of college-level classroom instruc- ful completion of Latin III and/or teacher’s permission. tion. Course work provides students with opportunities to

Mandarin Chinese I (P) Year · 10 Credits perform Intermediate- to Advanced-level tasks, and stu- The beginning level course emphasizes the development dents are expected to achieve proficiencies throughout, and of communication skills and awareness of cultural dif- sometimes beyond, the Intermediate range, as described world language ferences through materials and activities. Emphasis is in the American Council on the Teaching of Foreign Lan- placed on listening and speaking skills as well as the guages (ACTFL) Proficiency Guidelines. The AP course initial development of reading and writing. Students are prepares students to demonstrate their level of Chinese expected to respond spontaneously and orally to simple, proficiency across the three communicative modes (Inter- real life conversational cues. personal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Compari- Mandarin Chinese II (P) Year · 10 Credits sons, and Communities) as outlined in the Standards for Mandarin 2 course reviews the grammar and vocabulary Foreign Language Learning in the 21st Century. Its aim is of the introductory course. Students will demonstrate to provide students with ongoing and varied opportunities their ability to express themselves using more complex to further develop their proficiencies across the full range structures and increased vocabulary. Students will con- of language skills within a cultural frame of reference re- tinue the Chinese grammar and syntax studies. Students flective of the richness of Chinese language and culture. will develop the concepts and skills to integrate the Prerequisite: “C” or better in Mandarin 3 (P) Chinese language in many other disciplines such as art, IB Mandarin B (SL)(H)(P) Year · 10 Credits music, historical stories, etc. They will work toward fluency through conversation, oral presentation, and discus- Mandarin B SL will enable students to learn the standard sion. Students will continue cultural studies as an integral form of Chinese Mandarin (officially named Hanyu in mainland China) for communication in a range of situa- part of the course. Prerequisite: “C” or better in Man- darin 1 (P) tions and to receive exposure to the extensive history and traditions/customs of the Chinese culture. Students will Mandarin Chinese III (P) Year · 10 Credits acquire sufficient vocabulary and knowledge about the Berkeley HighBerkeley School Course Catalog 2021–22 In this course, students will engage in conversation, structure of the language in order to read professional provide and obtain information, and exchange opinions texts with understanding, to comprehend conversational on various topics including current events. The course Mandarin in formal and informal settings, and to con- will review grammar and vocabulary of the first two- verse clearly in Mandarin. Students will be capable of year courses. Students will demonstrate their ability to taking the SL level IB exam in the spring of their senior express themselves in written and spoken Mandarin year or in the spring of their junior year. Prerequisite: using more complex structures and increased vocabu- “C” or better in Mandarin 3 (P) lary appropriate to the third year. They will work toward oral fluency through conversation, oral presentation and discussion. Students will continue cultural studies as an integral part of the course. Prerequisite: “C” or better in Mandarin 2 (P)

world languages proficiency in the three modes of communication: inter- ture within its historic and artistic context. Prepares pretive, interpersonal and presentational. Prerequisite: students for the AP Spanish Literature and Culture Test “C” or better in Spanish I (P) or 2 years with a passing and for the IB HL & SL tests. Students need to be in grade in middle school. grades 11-12 or receive permission of department head. BIHS students can take this class as an IB course. Spanish III (P) Year · 10 Credits Prerequisite: “B” or better in Spanish 4 or AP/IB This course is taught primarily in Spanish. Students Spanish Language and Culture. continue to advance on the proficiency scale in the three Spanish For Native Speakers 2 (P) modes of communication: Presentational, Interpretive (Equivalent to Spanish 2) Year · 10 Credits and Interpersonal. Students are introduced to the prod- This course is for Spanish-speaking students who pos- ucts, practices and perspectives of the Spanish-speaking sess a basic to low intermediate level of Spanish pro- world. Vocabulary and grammatical skills are expanded ficiency in reading and writing. The course is geared enabling students to express their thoughts and opinions toward providing the students literacy tools that support on a variety of themes. Prerequisite: “C” or better in academic Spanish. It is the goal of this course to set a Spanish 2 (P) or Spanish placement exam. foundation that prepares and leads our students into Spanish IV (P)(SL/HL) Year · 10 Credits Advanced Placement Spanish courses. Although the Cultural readings emphasize art, music and selected liter- primary emphasis is reading and writing, the students ary traditions of the Spanish-speaking world. Students receive instruction and practice in speaking and listen- expand their skills in written, spoken and interpersonal ing in order to strengthen and refine these skills. communication in Spanish through the study of authentic Spanish For Native Speakers 3 (P) short stories, cultural events and films. Creative expression (Equivalent to Spanish 3) Year · 10 Credits will be emphasized and difficult grammatical structures This course is for Spanish-speaking students of all back- will be reviewed as needed. Freshmen need permission grounds. Levels vary from intermediate to advanced. of department head. BIHS students can take this class Incoming 9th graders who wish to take this class must as an IB course. Prerequisite: “C” or better in Spanish 3 take a placement test. The course is taught as a reading (P) (SL) and writing seminar in which the students debate cur- AP/IB Spanish Language and Culture rent political, socio-economic, and cultural issues. Stu- (SL/HL)(H)(P) Year · 10 Credits dents learn to write essays, short-stories, poems; review This class focuses on real-life Spanish skills, with a par- Spanish grammar and spelling rules; learn new vocabu- ticular emphasis on those needed for the AP and the IB lary; improve their public speaking skills through exams. The class is conducted completely in Spanish. presentations and dialogues; and familiarize with and Students are supported to develop their listening, speak- explore different aspects of Latin American cultures ing, reading, and writing skills to express themselves by engaging in numerous artistic activities. Prerequi- formally and informally in writing and orally in a range sites: “C” or better in Spanish for Native Speakers 1 (P) of styles and registers using different techniques for

collaborative discussion strategies, preparation for college trips, guest speakers, panels, and lecturers. Prerequisite: es entrance and placement exams, college study skills, test- Must be a junior, in good standing with other required taking strategies, note-taking and research. The AVID coursework, and complete application. UC/CSU (g) 9th and 10th grade AVID curriculum also focuses on Law and Social Justice II (P)(CTE) Year · 10 Credits college and career awareness through work in class, guest Law II is a “senior seminar” level course, building on the speakers and field trips to colleges. UC/CSU (g) foundational work completed in Law I. The class investi- 11th Grade AVID (P) Year · 10 Credits gates deeper into the important and relevant issues facing Eleventh grade AVID is the first part in a junior/senior the criminal justice system in the United States. Using seminar course that focuses on writing and critical field work, class discussion, text analysis, and research, thinking expected of first- and second-year college stu- students will explore the critical components and solu- dents. In addition to the academic focus of the AVID tions in policing and law, in addition to building on career seminar, there are college-bound activities, methodolo- exploration in these areas. Topics for exploration include gies and tasks that should be undertaken during the racial profiling, adequate representation by counsel in the junior year to support students as they apply to four- courts, and inequities in prison sentencing. Prerequisite: year universities and confirm their postsecondary plans. Law and Social Justice I. UC/CSU (g) UC/CSU (g) Latinx History (P) Year · 10 Credits 12th Grade AVID (P) Year · 10 Credits Latinx History is a course designed to study the his- AVID Senior Seminar is a two-year interdisciplinary course tory and influence of Latinx upon the United States and for AVID juniors and seniors. Students will engage in higher beyond. The history is traced from Pre-Columbian life HighBerkeley School Course Catalog 2021–22 levels of WICOR (writing, inquiry, collaboration, organiza- in the Americas to the present, covering more than 500 tion and reading) strategies than experienced in prior years of years of history. Some major themes and topics include AVID. The course is designed to prepare students for the rig- the complex Chicano-Latino identity, Manifest Destiny ors of college while providing support as the AVID students and the Mexican American War, the history of the bor- enter the final stages of their application process to four year der and the displacement and resistance up until the colleges and universities. Throughout the course, students present. The course promotes critical thinking about will develop their note-taking skills, research their potential race, and other systems of difference that shape indi- college major, prepare for the SAT, draft personal statements, vidual and group interactions, American identity, and finalize their college list, research and apply for scholarships, culture. This course may be taken by students in grades apply for financial aid by filling out the FAFSA, and create a 11–12 and meets the UC/CSU US History requirement UC/CSU (a)

Examples of current BHS clubs: AHA Leadership Jewish Club You can receive Aikido of Berkeley High Club Key Club academic credit for the following activities: Amnesty International Kiva Club Athletics, Concert Band, Concert Asian Pacific Islanders Club Language & Cultural Exchange (APIC) Chorale, Concert Orchestra, Model United Nations Jacket (BHS newspaper), Jazz B.I.O.N.I.C. (Believe It or Not I Lab Band, Jazz Ensemble, Dance Care) Muslim Student Association Production, Student Govern- National Honor Society Berkeley High Literary Zine ment, Leadership, and Yearbook. Berkeley Mountain Bike Club Orienteering Club Best Buddies PACT (People Against Child Traf- ficking) berkeleyschools.net/leadership BHS Seido Karate Club Protecting All Rabbits Club (PARC) Biology Club QSA Queer-Straight Alliance Black Student Union Red Cross Club Body Positive Red Hawks Rugby Chess Club Rhino Rugby Chicano Latino Heritage Club Robotics Club Chicano Latinos United Voices (C.L.U.V.) Spoken Word Comic Book Appreciation STEM Club Berkeley HighBerkeley School Course Catalog 2021–22 Cooking Club STEMinist Club Creative Writing Student Court Electronic Music Club Students for One Sky Fair Trade Committee Tabletop RPG Club Film Club Ultimate Team/Berkeley High Coup Free the Children We A.A.C.T (Are Against Child Traf- ficking) French Club Wildlife Conservation Club Gender Sexuality Alliance Youth for Christ Girls who Code HAPA Homeless Support Club Humans of Berkeley High Interact Club

90 Please note that some positions and phone numbers may change. School Directory directory school

Berkeley High School Departments & Offices Information 644-6120 Athletic Director (J207) 644-8723 School Receptionist 644-6121 [email protected] Fax 548-4221 Attendance Office (D134) Website http://bhs.berkeleyschools.net A-GL 644-6341 Go-N or if you need Spanish assistance 644-6194 (O-Z) 644-6209 Administration (D Building) Berkeley Technology Academy (2701 MLK Jr. Way) 644-6159 Berkeley High Development Group 464-1181 Principal (D160) 644-4803 school directory College/Career Advisors (D221) 644-4583 Principal’s Assistant (D163) 644-4803 English Language Development (ELD) (C107) 644-6949 Lead Secretary, Front Office 644-4593 Health Center (H105) 644-6965 Vice Principal, AMPS (D159) 644-8630 Independent Study (2701 MLK Jr. Way) 644-6159 Vice Principal, AC (D158) 644-4569 Jacket Office (H102) 644-6856 Vice Principal, AHA, CAS (D155) 644-8744 Library (D226) 644-6857 Vice Principal, BIHS (D156) 644-6259 Music Department 644-6052 Dean of Students (D157) 644-6675 Health Center (H105) 644-6859 Dean of Attendance (D222) 644-6929 On-Campus Intervention Director (C210) 644-8985 Intervention Coordinator (H104) 644-8985 Parent Resource Center (D224) 644-8524 Special Education (D151) 644-8988 If you need Spanish assistance 644-4814 Facility Manager (A-100) 644-4567 Physical Education 644-8888 Budget/Supply (D177) 644-4554 Records Center, Work Permits (D173) 644-4577 Registrar (D173) 644-6829 R.I.S.E. (G111) 849-4898 Accountant (D173) 644-6847 Student Activities (D148) 644-8990 Technology Department 883-5201 Counselors Volunteer/Outreach 644-6120 AC – Academic Choice 644-4579 [email protected] AC – Academic Choice 644-4572

AC – Academic Choice 644-4573 How to contact a teacher or staff member: AHA – Arts and Humanities Academy 644-6711 1) Send an email AMPS – Academy of Medicine & Public Service 644-8987 [email protected] BIHS – Berkeley International High School 644-6192 (e.g., [email protected]) BIHS – Berkeley International High School 644-6714 2) Leave a note in a teacher’s mailbox CAS – Communication Arts & Sciences 644-4572 Mailboxes are across from reception in the D Building. ELD – English Language Development 644-6711 Counseling Program Assistant 883-6143 3) Call main number and follow instructions. Counseling Fax 883-6142 Berkeley High School Course Catalog 2021–22 Catalog Course School Berkeley High

91 Allston Way Visitor Entrance GATE 3 GATE 4

Box Admin O ce O ces Florence Schwimley Library & College Little Theatre Career Center - BoulevardBicycle 2nd oor H A Building D Building Building Health O C I Leadership Center Berkeley Community Theatre Counseling Cafeteria Attendance Courtyard Breezeway Jacket Gym Lockers - 1st r Dance - 2nd r Milvia StreetMilvia C Building G E Building Building

Campus Jacket Pool Green

GATE 5 Martin Luther King Jr. Way Martin King Jr. Luther

GATE 2 F Building Donahue Gym M Building

Athletic Basketball Gym Director- Courts 2nd oor Football GATE 6 Field J Bicycle BoulevardBicycle Jacket Stadium Building Box O ce Softball Field

GATE 1

Channing Way Bicycle Boulevard ®

Berkeley High School 1980 Allston Way Berkeley, CA 94704 (510) 644·6121 fax(510) 548·4221