Information Bulletin 2013–2014

2 Head-Royce School Calendar

3 Great Expectations!

4 Administration

4 Governing Boards

4 Faculty

7 Head-Royce School at a Glance

8 Lower School Overview & Program

14 Middle School Curriculum Overview

15 Upper School Curriculum Overview

16 Ninth Grade Sample Schedule

17 Upper School Academic Planning

18 Middle & Upper School Courses

37 College Admissions (2009–2013)

38 Head-Royce School Mission and School Song

39 Directions and Map

Information Bulletin 2013–2014 1 Head-Royce School Calendar 2013–2014

September 2013 Admissions Calendar Classes begin Tuesday, Aug. 27 2013–2014 Labor Day (school closed) Monday, Sep. 2 Lower School Open House Convocation Tuesday, Sep. 3 October 20 October 2013 Upper School Open House Heads Up Walkathon Saturday, Oct. 5 November 3 Senior College Visits Tuesday–Friday, Oct. 15–18

Fall Holiday (school closed) Monday, Oct. 14 Middle School Open House All School Fair Friday, Oct. 25 November 10

November 2013 Admissions & Diversity Upper School Fall Play Friday–Saturday, Nov. 1-2 & Nov. 8-9 Information Evening Fall Choral Concert Wednesday, Nov. 6 Grades K–12 Veterans Day (school closed) Monday, Nov. 11 December 3 Fall Instrumental Concert Monday, Nov. 18 Thanksgiving Holiday (school closed) Monday–Friday, Nov. 25–29 Grades 5–12 ISEE Testing December 7 December 2013 Upper School Semester Exams Tuesday-Thursday, Dec. 17–19 Grades 1-12 ISEE Testing Holiday Program Friday, Dec. 20 January 11 Winter Vacation Monday–Friday, Dec. 23–Jan. 3 Kindergarten Screening January 2014 Sundays in January and Martin Luther King Day (school closed) Monday, Jan. 20 February, by appointment

February 2014 Grades 7–12 Interview Days NIA Speaker of Color Event Friday, Feb. 7 January 18 and January 25 FADE Dance Show with Caravan Thursday–Saturday, Feb. 13–15 Presidents’ Week Vacation Monday–Friday, Feb. 17–21 Grade 6 Activity Days January 18 and February 1 March 2014 Upper School Spring Play Friday–Saturday, Mar. 21–22, Mar. 28-29 Grades 1–4 Testing February 8 April 2014 Lower School Music Concert Thursday, April 3 Grandparents Day Friday, April 4 Spring Vacation Monday–Friday, April 14–18 New Parents’ Reception Wednesday, April 23 Spring Instrumental Concert Thursday, April 24 Spring Choral Concert Saturday, April 26 Middle School Trips Week Tuesday–Friday, April 29–May 2

May 2014 Lower School May Dances Friday, May 2 Alumni Weekend Friday–Sunday, May 2–4 Heads Up Big Night Out Sunday, May 18 Memorial Day observed (school closed) Monday, May 26

June 2014 Upper School Semester Exams Tuesday-Thursday, June 3–5 Senior Projects Presentation Evening Tuesday, June 3 Last Day of School Thursday, June 5 Divisional Promotions; US Commencement Friday,-Saturday, June 6-7 Summer Enrichment Program begins (6/16–7/25) Monday, June 16 Great Expectations!

Guidelines for School/Home Partnership at Head-Royce School

Head-Royce School is a diverse community Treasure Other giving opportunities united on behalf of excellence in education. It takes more than tuition to fund the operation In addition to the school’s annual fundraising We believe that the success of our students of Head-Royce School. As a parent, you will be efforts, we have specific ongoing campaigns is a direct result of the partnership we form asked to: and programs to grow our endowment, improve with families in support of their child(ren)’s • Make an annual gift to the Head-Royce our facilities and fund special projects. Through education. Parents often ask about their role Annual Fund. the PA, Head-Royce parents also help raise in this partnership and the “3 T’s” accurately • Ask the Advancement Office how to match funds for the school, and we ask that you express the various opportunities to your philanthropic interests with the support their annual efforts too. The PA funds participate. Here are just a few examples. school’s greatest needs. also help meet the school’s greatest needs, • Support the Advancement Office and PA contribute to various campus capital projects Time fundraising events. and help grow the endowed scholarship and Your gift of time is incredibly valuable to faculty enrichment funds. the school and to our students. Service and Head-Royce Annual Fund volunteerism at Head-Royce teach through Like many independent schools, Head-Royce Thank you in advance for doing your part to example and provide a wonderful opportunity raises funds above tuition in order to provide help Head-Royce ensure that our students will for our children to learn that not all our faculty with competitive salaries and continue to receive an outstanding education! achievements must be rewarded with money professional development resources to enhance or gifts. The parents section of the HRS website their skills and expertise. The Annual Fund Questions? Please contact the Advancement provides a sign-up form for priority Parent makes so much possible, enabling access to a Office at 510.531.1300 x 2149. Association (PA) volunteer projects. Head-Royce education to a diverse body of • Help with the annual Heads Up Walkathon, students through need-based scholarships. PA Auction or other special events. Each year, the school raises several thousand • Drive your child’s class on a field trip or dollars per child beyond the cost of tuition chaperone a student event. — more than $1 million annually — to ensure • Volunteer for one of the other PA events. its commitment to access and excellence. Recognizing that each family has its own Talent unique financial situation and capacity, our Head-Royce families are extraordinarily goal is to achieve 100% parent participation in talented, and we invite you to share your this important community-wide effort. Each expertise. You may have special talents you and every gift makes a difference and is greatly wish to share, and we invite you to describe appreciated. them in the Parents Association survey. We welcome your feedback, suggestions and questions about the ongoing operation of the school. Ways you can help: • Tutor or help teach in an area of your expertise. • Help make connections for the school with the greater community. • Serve on school-wide committees. • Suggest and help secure top-notch speakers.

Information Bulletin 2013–2014 3 Administration Governing Boards Academic Program

Suzanne Abbey Board of Parents Staff Head of Lower School Trustees Association Will Adams B.A., Washington College Grade 6 Executive Committee: Erica Bachman M.Ed., St. Mary’s College B.A., Colorado College President M.A.T., Lewis & Clark College Kate Augus Betsy Crabtree Chair Julie Kim-Beal Director of College Counseling Willie Adams Vice President B.A., Brown University William Newell MS Dean of Student Life Fine Arts—Music Brendan Blakeley ’88 Laura Baxter-Simons Rani Batra B.A., UC Irvine Director of Athletics Co-Vice Chairs Secretary M.Ed., University of San Francisco Physical Education Chair Rick Arney ’88 Belinda Salvadei B.A., UC Davis Treasurer Treasurer Kim Agnew M.A., St. Mary’s College Fine Arts—Dance Tim Ripsteen ’93 Samantha Furstein Catherine Epstein B.A., Humboldt State University Secretary Communications Director of Admissions and Financial Aid Liaison Naoko Akiyama Robert A. Lake B.S., UC Davis Mathematics Head of School Division Liaisons M.Ed., University of Georgia US Dean of Community Life Lucy Arney, LS Barbara Gee Martha Sellers B.A., Williams College Linda Hong, LS Director of Diversity Other Members Eva Camp, MS Sabina Aurilio K–8 Associate Director of Admissions Erica Bachman Julia Chin, MS MS Learning Specialist B.A., UC Berkeley Jim Cavalieri Joelle Stallone, US B.A., University of Massachusetts Anna Heidinger Courtnay Read Carroll Peggy Toppin, US M.Ed., Holy Names College Director of Development Jessica Dodson April Avila Forde B.A., Mills College Marc Furstein Grade 1 Lisa Benton Hardy ’84 Linda Hoopes ’88 B.A., CSU Hayward Rachelle Hebrard Head of Middle School Dan Kammen Justin Baker-Rhett B.A., Scripps College Michael O’Sullivan English; History M.A., St.Mary’s College Tejal Patel ’86 B.A., Amherst College Robert A. Lake Susan Sherrerd Barry Barankin Head of School Terry Tao English B.A., Williams College Scott Verges US Dean of Students M.A., Dartmouth College Frank Williams B.A., Yale University Crystal Land John Woolard Brian Barish Assistant Head of School/Academic Dean Frank Yeary Science B.A., UC Berkeley Edie Zusman Grade 7 Dean M.A., Stanford University B.A., College of the Holy Cross M.A., Middlebury College J.D., University of Miami School of Law Ray Louie Director of Educational Technology Molly Barrett B.A., UC Berkeley Mathematics Chair M.A., Stanford University B.A., Williams College M.S.Ed., Bank Street College of Education Dennis Malone CFO; Director of Operations Zach Bernard B.A., San Jose State University Grade 2 B.A., UC Santa Cruz Elizabeth Owen Director of Marketing and Communications Samantha Boggs B.A., University of North Carolina, Chapel Hill Director of Alumni Relations M.A., University of Minnesota B.A., Bowdoin College

Carl Thiermann Hilary Bond Head of Upper School English; History B.A., Oberlin College B.A., Brown University M.A., UC Berkeley

4 Head-Royce School Aurélie Bordet Chris Davies Erin Fitzgerald Teresa Guergué World Language—French Mathematics; History LS Intern World Language—Spanish B.A., University of Burgundy B.A., Dartmouth College B.A., UC Berkeley B.A., UC Berkeley M.Ed., Harvard University M.M., Holy Names University M.A., San Francisco State University Nicole Bowler Physical Education Sita Rosalie Davis Matthew Fraser Daniel Guzman B.A., San Francisco State University World Language—LS Spanish Debate Mathematics; Science M.A., St. Mary’s College B.A., Willamette University B.A. Candidate, UC Berkeley B.S., UC San Diego

Karen Bradley Luz Diaz Mikki Frazier Donna Hagans History World Language—Spanish Director of Programs Physical Education Site Director, Global Online Academy B.A., Instituto Pedagógico Nacional B.A., Holy Names University MS Athletics Director B.A., Yale University de Lima M.A., University of San Francisco B.A., San Francisco State University M.A., Ph.D., UC Berkeley Kate Drazen Laura Galligan Chris Harper Jennifer Brakeman LS Intern World Langage Chair Science Science B.A., Colgate University World Language—Spanish B.A., UC Berkeley B.A., University of Maryland B.A., M.A., Hunter College Chris Dunlap (on leave 2013-14) Debra Harper Ph.D., Johns Hopkins University Grade 2 Ryan Garrity LS Science Kelly Brown B.A., College of Idaho Science Chair Sustainability Coordinator English M.A., Mills College B.S., Montana State University B.A., UC Santa Cruz B.A., University of Vermont M.A., CSU East Bay Rosemary Durousseau Yaeir Heber ’07 M.Ed., Lesley University LS Counselor Stephanie Gee LS Intern Guillermo Campos B.A., Dartmouth College World Language—French B.A., Swarthmore College World Language—Spanish M.S., San Francisco State University B.A., University of Wisconsin Priscilla Hine B.A., National Cordoba University Psy.D., Alliant International University M.A., New York University Grade 3 M.A., Stanford University Debra Carr Kristin Dwelley ’88 B.S., Wheelock College Grade 1 Science Alyssa Girsang M.S., Fordham University B.A., University of Michigan B.A., Rice University LS Intern Carrie Horsey M.A., St. Mary’s College B.A., Rutgers University David Enelow Associate Director of College M.S.W., Boston University Jake Chu English Counseling LS Intern B.A., UC Berkeley Stella Glogover B.A., Yale University B.A., Haverford College M.Phil, Ph.D., Yale University Science M.P.A., Columbia University B.S., New York University M.A., Johns Hopkins University Scott Clark Geoff Evans M.S., Massachusetts Institute of Fine Arts Chair History Debra Hughes Technology Mathematics, Fine Arts—Music; B.A., University of Virginia K-8 Librarian Photography M.A., Columbia University Mary Goglio B.A., National Lewis University B.M., M.M.E., Oberlin College Library Director M.L.I.S., San Jose State University Kenny Ewbank (on leave 2013-14) B.A., San Francisco State University Ciara Coleman Mathematics Karen Jhanapin M.L.I.S., UC Berkeley Math Specialist B.A., Georgetown University LS Intern B.S., CSU East Bay M.A., Stanford University Ying Gong B.A., UC Irvine World Language—Chinese Sonya Coles Mary Fahey Stephanie Kaplan B.A., Xi’an University LS Intern Upper School Associate Director English M.A., University of Illinois B.A., Westmont College of Admissions B.A., Tufts University Director of Community Relations James Graham M.A., Stanford University Rachel Concannon ’96 B.S., San Jose State University Fine Arts—Drama MS/US Counselor Carol Kennedy B.A., University of the Pacific B.A., University of Michigan Nancy Feidelman Grade 3 M.A., St. Mary’s College History; English Stephen Gregg B.A., Trinity College Grade 9 Dean Mathematics; Computer Science M.Ed., Lesley College Adrian Correa B.A., Yale University B.A., Kansas State University World Language—Spanish Chris Kinney M.A., Stanford University M.A.T., UC Davis B.A., Berea College Mathematics; Computer Science M.A., University of Tennessee Warren Fernandes Julianne Groschupf B.S., Massachusetts Institute of Mathematics World Language—Latin Technology B.S., M.S., California Polytechnic State B.A., M.A., Stanford University M.S., Ph.D., UC Berkeley University, San Luis Obispo

Information Bulletin 2013–2014 5 Tatyana Koziupa Ann Murphy Sarah Sharp Lea Van Ness Interim K-8 Tech Integrationist Fine Arts—Art World Language—French Assistant Lower School Head B.A., New Jersey City University B.A., University of Kansas B.A., Macalester College B.A., University of the Pacific M.A., M. Ed., Arizona State University M.F.A., School of Visual Arts M.A., Mills College M.A., Bank Street College of Education

Laura Krier Vylinh Nguyen Anne Smith Eugene Vann English; History English World Language—French Science B.A., Brown University B.A., M.A., Stanford University B.A., M.A., Faculte de Lettres B.A., Swarthmore College M.Ed., Harvard University Marissa Kunz Anna-Marie Nilsson Andy Sparks LS Art Kindergarten Grade 6 Neethi Venkateswaran B.A., University of Hawaii B.A., San Jose State University B.A., Claremont McKenna College Mathematics M.F.A., San Francisco Art Institute B.A., University of Rochester Sarah Noll Andy Spear M.T.S., Harvard Divinity School Ben Ladue Fine Arts—Music English Grade 5 B.M., M.M., University of Wisconsin Fine Arts—Drama Owen von Kugelgen B.A., University of North Florida Grade 12 Dean Science Elizabeth Orr M.A., Michigan State University B.A., Wesleyan University B.A., UC Berkeley Mathematics M.F.A., Louisiana State University Caroline Lehman B.S., UCLA Andrew von Mayrhauser Science Jacqueline Stark Grade 6 Leslie Powell B.S., University of Manchester UK Grade 6 Grade 6 Dean Grade 4 B.S., UCLA B.A., Dartmouth College Julia Liedtka B.A., UC Santa Barbara LS Intern Michael Talps Ian Walters Lauren Railey B.A., San Francisco State University Physical Education Interim Grade 6 History Chair B.A., St. Mary’s College B.A., UC Davis Thaddeus Lisowski Grade 8 Dean World Language—Latin B.A., Middlebury College Anthony Taula-Lieras Kathrina Weekes B.A., Harvard University M.A.T., Brown University Associate Director of Programs Grade 1 Ph.D., UC Berkeley B.A., UC Santa Cruz B.A., University of Pittsburgh Kathleen Ray M.A., University of Phoenix Saya McKenna Fine Arts—Drama Eric Taylor English; History B.A., UC Berkeley History Robert Wells Grade 10 Dean B.A., M.A., CSU Fullerton Fine Arts—Music Peytra Redfield Institute for Applied Learning Co- B.A., UC Berkeley US Learning Specialist Jenny Temple Director B.M., New England Conservatory of B.A., UC Berkeley English B.A., Stanford University Music M.A., Sonoma State University B.A., UC Davis M.A., San Jose State University Michele Metz M.A., Saint Mary’s College Rick Redfield History; Art History Jesse Wilkins Physical Education Kristi Farnham Thompson B.A., Tulane University LS Intern B.A., Lake Forest College LS Learning Specialist M.A., Ph.D., UC Berkeley B.A., Rutgers University M.A., San Francisco State University B.A., UC Berkeley M.A., Ph.D., Columbia University Emily Miller M.A., Mills College Shahana Sarkar Fine Arts—Art M.A., John F. Kennedy University Anthony Witte Mathematics B.A., UC Santa Barbara World Language—Chinese Director of Scheduling Josh Tower M.F.A., California College of the Arts B.A., UC Berkeley Institute for Applied Learning Co- Fine Arts—Music M.A., San Francisco State University John Miottel ’79 Director B.A., University of Massachusetts Assistant Athletics Director B.A., Cornell University M.M., University of Oregon Judy Wu Physical Education M.A., Johns Hopkins University World Language—LS Chinese Bret Turner B.S., St. Mary’s College B.A., Hunter College Interim Grade 2 M.S., Bank Street College of Education Mark Schneider ’00 M.F.A., California College of the Arts B.A., Pomona College History; College Counseling Sue Moon M.A., University of the Pacific Margaret Yee B.A., Northwestern University Grade 4 English Chair M.A., Harvard University Rasheeda Turner B.A., Pace University B.A., M.A., Stanford University Kindergarten M.A., Hunter College Paul Scott B.S., San Francisco State University Lindsay Zika History Harry Muniz M.A., UC Berkeley Grade 5 Grade 11 Dean Fine Arts—Photography & B.A., University of Notre Dame B.A., Columbia University Corey Turoff Filmmaking M.S., Oxford University M.A., UC Berkeley History; Debate B.A., Dartmouth College B.A., University of Southern California M.F.A., California College of the Arts

6 Head-Royce School Head-Royce School at a Glance

Student Body Facts for 2013–2014 • Student government and clubs provide • 2013-14 Championships: Fall – women’s • 880 students: 240 students in Lower; students with leadership skills. volleyball (league, BCL-East tournament); 260 in Middle; 370 in Upper • Service learning: Through an advisory Winter – men’s basketball (league, BCL-East • Our students come from 33 communities program all students are engaged in service. tournament); Spring – baseball (league, and more than 60 zip codes • Elective activities: Middle School students NCS Division 5); women’s soccer (BCL-East • Average class size: 16 sign up for different activities three times tournament) • Students of color: 50% a year. Options include community service, athletic team practice, study hall, film, Student Activities • Outdoor Education Trips: Fallout multi- Lower School debate, history simulation, swimming, strength conditioning, jewelry making and` day trips; sea kayaking, river rafting, Sierra • Homeroom class structure includes class ceramics. camps and a high ropes course. meetings and study of language arts, social • Debate: We have an award-winning team, studies, math and science. which travels to national tournaments. • French, Mandarin Chinese and Spanish are Upper School • Student Publications: We publish the introduced in Kinder­garten. Academics “Hawk’s Eye” newspaper and K–12 Yearbook, • Specialist classes are taught each week • We are proud of our challenging academic “Nods and Becks” in art, music, physical education, library, program: All Upper School students take • Clubs: We have a wide variety of offerings, computers and science lab. four years of English, and at least three including Democracy Matters, Asia Club, • Cross-grade “Families” meet regularly years each of math, science, history and Black Student Union, FADE dance group, for character education projects and a world language (French, Spanish, Latin, and the Jane Austen Film Club. community building. Mandarin Chinese). • Student Leadership: Groups include • Grade 5 Leadership Council provides • Students are also required to take one student council, Community Service leadership skill-building for all students. advanced fine and performing arts class Board, senior prefects, Green Council, reps • After-school activities include music (band, (options include drama, instrumental on school-wide curriculum and global vocal group and private music lessons); music, chorus, studio arts, film and video, citizenship committees. sports (swimming and tennis); and other photojournalism, photography, tech • Service Learning: Students engage in a classes (chess, taekwondo, graphic design). theater). Other electives include Expository variety of service activities through grade- Writing (journalism), Graphics (yearbook), level projects. In grades 10 through 12, Middle School Computer Science and Debate. all students have hourly commitments, Academics • Senior electives in English, history, math completing a total of 40 hours by and science provide 12th graders with an • All students take English, history, math, graduation. Senior Projects often include a exciting array of options including courses science and world language (French, dimension of service to the community. such as Shakespeare, Japanese Literature, Spanish, Latin, Mandarin Chinese). • Drama: Students can get involved in Women’s Literature, Islam, Ethics, AP • Fine Arts choices include drama, school plays, musicals, student-directed Physics, Neurobiology and Astronomy, AP instrumental music, chorus, studio and productions and the senior play. Statistics and Economics. digital art. • Instrumental Groups: Options include wind • Advanced Placement Classes: We offer 15 • All students take physical education; 7th symphony, jazz band and string orchestra. AP courses in the humanities, sciences, and and 8th grades take Life Skills; study skills • Vocal Groups: Options include chorus, Colla fine arts. and study labs are incorporated into the Voce and Cantabile. • Established in 2013, the Institue for Applied school day. • International Trips: Students can choose Learning (IAL) provides students with to go on summer trips (recent trips have Sports: Bay Area Interscholastic extensive and varied opportunities for included destinations in Europe, Central Athletic League hands-on learning, including internships America, Asia and Africa). • Fall: Soccer (boys), Cross Country, and summer opportunities. The goal of • School Year Abroad: Students can take part Volleyball (girls) the IAL is to encourage students’ future in study programs in France, Spain, Italy • Winter: Basketball, Grade 6 Soccer (girls) leadership in areas including global and China. • Spring: Baseball (boys), Soccer (girls), education and STEM (science, technology, • Workstudy: Jobs on campus include office Grade 6 Basketball (girls), Volleyball (boys) engineering and math). support, tutoring and Lower School teaching assistants. Student Activities Sports: Bay Counties League-East • Outdoor Education: Students go on trips at • Fall: soccer, (boys) cross country (boys), the beginning and end of each school year. volleyball (girls), tennis (girls) Trips include hiking, river rafting and an • Winter: basketball (boys and girls) overnight ropes course; destinations include • Spring: baseball, (boys), volleyball (boys), Westminster Woods, Pinnacles National tennis (boys), golf (boys), swimming (boys Park, Yosemite and Santa Barbara. and girls), track (boys and girls), soccer (girls), swimming (girls), softball (girls)

Information Bulletin 2013–2014 7 Lower School Overview & Program

The Lower School academic program provides library, music, physical education and in journals and record experiences individually a strong foundation of concepts and skills in technology support the school’s mission of and as a group. Developing fine motor skills the areas of reading, writing, mathematics, whole child education. Basic skills are taught leads to the formation of upper and lower social studies, science, art, world language, in each area and some projects are integrated case letters, using correct proportions and library, music, physical education and with core classroom curriculum. A learning spacings. Spelling includes learning to apply technology. In all curricular areas, concepts resource teacher supports students who need phonetic knowledge to new words and using are introduced at the concrete level and extra practice or extension of grade level common sight words. The students practice become more complex and detailed as the curriculum. auditory memory skills including following student’s knowledge and reasoning abilities Equally important is the affective one, two and three part oral directions as well grow. Teachers integrate hands on activities, curriculum which builds a respectful and as understanding directional words. Students simulations, field trips, service learning nurturing Lower School community. Beginning work to develop their oral language skills: to and multimedia projects into the academic in kindergarten, students learn the importance pronounce words clearly, express ideas fluently, program. Basic skills are taught in a sequential of responsibility for behavior and relationships, use complete sentences, expand and enrich program that progresses within the grade level group membership and work. Class meetings vocabulary and dictate short stories. Students and across the six-year Lower School program. led by the teacher and/or the Lower School read and/or memorize poetry and patterned The language arts program begins with the counselor promote the development of literature. introduction of reading and writing skills in social skills and the values of respect and References and texts: Rigby PM Series; Health kindergarten and culminates in grade five with responsibility for ourselves, for others, and for PrePrimers; Beginning to Read, Write and Listen independent, confident readers and authors. the environment. Mixed grade level “families” (MacMillan-McGraw-Hill); National Geographic Reading instruction combines phonics and meet regularly and the fifth grade leadership Nonfiction Series; Guided Reading Leveled Books, whole language. Many writing assignments are council coordinates community service Secret Stories, Mosaic of Thought integrated into the reading, social studies and opportunities and spirit days. Each Friday the science curricula. The library and technology entire Lower School gathers for a community Mathematics teachers support classroom lessons. assembly, featuring class plays, special guests, The kindergarten math program introduces the The math program develops mathematical appreciations, singing and sharing. rudimentary concepts in each of the six strands thinkers who can compute, problem solve and covered in the Lower School math curriculum. Using a large variety of manipulative materials, think flexibly. Skills build from year to year in Kindergarten each of the six strands of the math program: students work to develop a wide range of Language Arts number sense, operations and computations, concepts and skills including: securing 1-to-1 The kindergarten language arts program measurement and geometry, patterns and correspondence, counting sequentially to builds the foundations for reading, writing relationships, mathematical reasoning, and 100, skip counting by 2s, 5s and 10s, reading and listening skills. Familiarity with oral data analysis. Concepts are taught from and writing numbers 1–30, understanding language is key to developing proficient concrete to abstract levels with manipulative number value to 10, recognizing odd and even readers. Students listen to and recite a wide materials, texts, workbooks and technology. numbers and developing math language such variety of spoken language forms: stories, The social studies curriculum develops as greater than, less than, equal to, plus and myths, fairy tales, poems, words to songs and an understanding of the components of a minus. In addition, recognizing, building and chants. A strong whole language program, respectful and nurturing community. Study expanding patterns, solving oral problems with which combines phonics, shared, guided and begins with family, friendships and self, and manipulatives, diagrams, drawings, numerals independent reading, language experience moves out to local, regional and international and graphs, recognizing the concepts of whole and story modeling and writing, is used. Every communities. Students study the history of and one half are introduced. Some practice day students work on the various strands that California and the early United States. A variety with nonstandard measurement, liquid, linear comprise the reading process, beginning early of print and Internet resources, interviews, and weight, as well as with fractions, the in the year with readiness activities (alphabet videos and field trips support the acquisition calendar and clock time to the hour is included. study) and covering more advanced material of knowledge and understanding of social Texts: Progress in Mathematics (Sadlier- (guided reading) as the year progresses. In studies, history, globalism, multiculturalism Oxford); Cook; Math Their Way; Everyday Math; preparation for formal reading kindergartners and ecological literacy. Teacher Reference Books; Making Math Real, Berg learn to identify the upper and lower case The science curriculum introduces Lower letters by name, associate consonant sounds Social Studies and Science School students to a variety of units in the life, with letters, become familiar with all short and Social studies and science are integrated with physical and earth sciences. Each year brings long vowel sounds and become secure with language arts and focus on curricular themes. more complexity to the skills of questioning, left to right progression in reading and writing. Social studies units focus on “Who am I?” and observing, hypothesizing and experimenting. Students learn to blend sounds to form words, “What is family?” and include discussions of The science resource teacher and the well- recognize and build word families and begin friendship and conflict resolution and problem equipped science lab support classroom to develop a sight vocabulary. Kindergartners solving. Their studies include geographic lessons. practice writing skills through dictation, writing awareness of continents and countries. The specialist programs in art, languages, sentences, short stories and poems. They write Kindergartners gain an understanding of

8 Head-Royce School celebrations, holidays and traditions in a and mastery of understanding numbers to 100. GEMS Guides; Magic School Bus Series, Patricia variety of cultures. Other first grade concepts and skills include: Lauber, Ruth Below Gross; Science Books by Gail Service learning occurs at the Salem counting sequentially into the hundreds, Gibbons, Seymour Simon Lutheran Home elder care facility. In science reading and writing numbers from 1–100, skip students gain an understanding of living and counting, identifying and writing two and three Second Grade nonliving, the inter-relationship between digit numbers, learning relationships between Language Arts plant and animal life, the concept that all numbers, addition and subtraction facts to The second grade language arts program living things require space, air, water, food and 12 and addition and subtraction without fosters independent readers and writers and shelter. Units may include biological studies regrouping. Fractions, weight and linear encourages reading for pleasure. Regular small of plant and animal life, food and nutrition, measurement, coins, clock and calendar time group and independent reading of thematically birds, marine mammals, dinosaurs, insects and are included. Students are expected to identify selected texts bolsters reading enjoyment. spiders. Physical science includes changes in and reproduce shapes such as rectangles, Phonics skills are reviewed and comprehension matter and space. hexagons, and trapezoids. Number, visual and skills are emphasized: reading for specific Texts: Social Studies Alive: Me and My World spatial patterns are integrated throughout details and the main idea, sequencing, and My School and Family, Teachers’ Curriculum the curriculum. Manipulative materials and predicting outcomes and interpreting figurative Institute strategies are used throughout. Mathematical language. Critical reading skills are used to reasoning is introduced through addition and identify fiction and fact, cause and effect, subtraction word problems. First Grade inferential and evaluative thinking. Students References and texts: Making Math Real, Language Arts read orally for fluency and expression. Spelling David Berg; Progress in Mathematics (Sadlier- The first grade language arts program promotes and word study units include: multiple Oxford); University of Chicago: School Mathematics an excitement for reading, systematically meanings, homonyms, synonyms and Project: Everyday Math (Everyday Learning Corp.); teaches the discrete skills of the reading antonyms, rhyming words, simple analogies, Teacher Reference Books: Marilyn Burns; process and empowers each child to be an comparisons and categorizing, alphabetizing Lawrence Hall of Science; Marcy Cook author. The reading curriculum is designed words, simple dictionary skills and vocabulary to meet a variety of skill levels and learning Social Studies extension. Oral language, active listening and styles. Reading instruction includes phonics, First grade builds a respectful and nurturing group participation are practiced. Writing comprehension and fluency skills. Children classroom culture with studies of community, complete sentences, independent use of work in small groups, independently or with Mexico, and community outreach. Each class writing mechanics, punctuation, capitalization, partners and have opportunities for oral, group, operates as a model town with businesses as well as developing beginning, middle and partner, quiet and choral reading, and drama. and jobs, such as banker, postmaster and ends to stories are the focus of the second Materials include multiple copies of children’s community manager. The children gain grade writing program. Creative expression is literature, phonics and comprehension familiarity with the larger communities of encouraged. A Writer’s Workshop that includes workbooks, Word Study program, secret stories, Head-Royce School and Oakland through brainstorming, drafting, sharing, conferencing, student writing, poetry and songs. Reading interviews, field trips and community service. editing and publishing, further develops the and writing are often integrated. Written They study other cultures to experience writing process. Manuscript skills are practiced. activities frequently accompany a reading customs, traditions, art, and geography and to References and texts: Going Places (Silver selection. Through a developmental writing build a foundation of celebrating differences Burdett & Ginn); Garden Gates (Silver Burdett program children express themselves in many and similarities among groups. Individual & Ginn); A New Day (Silver Burdett & Ginn); areas, particularly reading and social studies. students and their families share cultural Working Words in Spelling B, C (Houghton Mifflin For creative writing, children are encouraged customs and traditions. Field trips support the Co.); Daily Oral Language Level 2 (McDougal, to spell the way they think a word sounds. studies. Littell); Barnell Loft Specific Skills; Mosaic of Thought Children write for a variety of venues and References and texts: Multicultural Mathematics audiences, such as poetry, story and journal Literature—Theme of Friendship, Patricia Polacco, Second grade math students continue work writing, letters, plays and puppet shows. Vera B. Williams, Ezra Jack Keats, Kevin Henkes, in the six math strands. The key concepts Examples of authors included in language Carmen Lomas Garza, Tomie de Paola; Social for the year are addition and subtraction arts: Patricia Polacco, Robert McCloskey, Studies Alive: My School and Family and My with regrouping and the introduction of Tomie de Paola, Paul Goble, Robert D. San Community, Teachers’ Curriculum Institute Souci, Arnold Lobel, James Marshall, Cynthia multiplication. Other concepts and skills Rylant, William Steig, Kevin Henkes, Jan Brett, Science include: place value from ones to thousands; mastery of addition and subtraction facts Eric Carle, Marc Brown, Mo Williams, John The first grade science program develops a love through 20; math vocabulary for whole number Burningham, Roald Dahl and fascination for science. Students develop operations: sum, difference, product, quotient; References and Texts: Mosaic of Thought, skills in observing, exploring, experimenting, the addition and subtraction of like fractions, Secret Stories, Guided Reading, Explode The Code, predicting and collecting and recording simple liquid and weight measurements; computation SRA Multiple Skills Series data. Units of study include the sun, Earth, the of dollars and cents; telling time to the minute; night sky, solids and liquids, the human body adding and subtracting minutes to and from Mathematics and the beach or a forest habitat. Field trips and The first grade math program promotes the hour; and symmetry, lines, line segments the science lab support classroom studies. excitement for mathematics while practicing and angles. Spatial reasoning and numeric and References and texts: Solids and Liquids;

Information Bulletin 2013–2014 9 geometric patterns are included. Mathematical study of life cycles, by watching the growth and multiplying, and dividing for accuracy and reasoning is reinforced with one- and two- development of silkworms and mealworms. speed. Addition with regrouping to 1000’s step addition and subtraction word problems. Science is integrated throughout all curriculum place and subtracting with regrouping and Problem solving and reasoning strategies are areas. with zeros through 100’s, multiplication of two extended. Pictorial graphs, bar graphs and References and texts: Pebbles, Sand and Silt and three digit numbers by one digit numbers tables build skills in data analysis. (FOSS); Kids in Creeks (The Watershed Project); and estimation is also taught. Fraction skills References and texts: Making Math Real, Balance & Motion (FOSS); Silkworms and Mealworms include identifying fraction parts, comparing David Berg; Progress in Mathematics (Sadlier- (Teacher Created Materials, Inc.); Microscope fractions and finding equivalent fractions. Oxford); Techniques of Problem Solving, Dale Explorations (GEMS) Facility with time, money and measurement Seymour; TILES, Marcy Cook; University of is also developed. Telling time to the minute, Chicago: School Mathematics Project: Everyday Math Third Grade simple elapsed time problems, schedules (Everyday Learning Corp.) and the concept of a.m. and p.m. are covered. Language Arts Fluency with coins, making change, the Third grade is the bridge between the primary Social Studies decimal point and computation with money is and upper elementary curriculum. The third The second grade social studies curriculum strengthened. Measurement skills cover non- grade program solidifies the primary reading is concerned with relationships among standard, standard and metric units of length, and writing skills and begins the development people, families and the community. Through weight, volume and temperature. Perimeter, of inferential and evaluative skills. Students literature, film and discussion, students area and estimation are also introduced. Sets, continue to grow as independent readers. compare and contrast our culture with others. palindromes, Venn diagrams and fact families Comprehension and critical reading skills are Students study Egypt and Indonesia in depth. develop numerical and geometric patterns. One practiced. Students read orally to enhance Beginning map and globe skills are introduced. and two-step word problems, estimation skills, expression, phrasing and enunciation. Citizenship and community leaders are studied problem solving, logic and reasoning strategies Vocabulary and word study skills are expanded with an emphasis on African-American and are developed. Data collection and graph design to include analogies, homonyms, synonyms female leaders in American history. The family help predict results and solutions. and antonyms, contractions, possessives, unit is a study of various family configurations, References and texts: Making Math Real, prefixes, suffixes, and syllabification rules. including the nuclear family, divorce, gay/ David Berg, Progress in Mathematics (Sadlier- Dictionary skills including multiple meanings, lesbian parenting, adoption, guardianship Oxford); University of Chicago: School Mathematics guidewords and pronunciation key are studied. and step parenting. The unit focuses on a Project: Everyday Math (Everyday Learning Students practice active listening and oral skills family’s love, care and support for its members Corp.); Teacher Reference Books: Marilyn through the presentation of reports, puppet regardless of the composition. Burns; Lawrence Hall of Science; Marcy Cook; shows, plays and poetry recitation. Written References and texts: Junior Classroom supplemental materials, math games Atlas (Rand-McNally); A collection of resource language skills emphasize creativity and clarity. books and literature on Indonesia and Egypt. Students are expected to write in complete Social Studies A sample of the books and literature for the sentences adding active words and descriptive The focus of the social studies curriculum Family Unit: Dinosaurs Divorce, Brown; How I vocabulary. Skill development includes the use examines and builds an awareness of the Was Adopted, Cole; We Adopted You, Benjamin Koo, of beginning, middle and end in short stories multicultural diversity found within the San Girard; Zack’s Story: Growing Up with Same Sex and of punctuation marks and capitalization. Francisco Bay area. In addition, students learn Parents, Greenberg; Beginnings: How Families Come Emphasis is placed on paragraph development about people and situations that have had a to Be, Kroll; All Kinds of Families, Simon; That’s using topic sentences and supporting details. historically significant impact upon our state. a Family (video), National Council on Family Beginning research and note taking skills Particular emphasis is given to Japanese, Relations; Social Studies Alive: My Community and are introduced, culminating in a formal, Hispanic (Latino) and Chinese immigrants. Units Our Community and Beyond, Teachers’ Curriculum written report. Handwriting continues to be include: Immigration/Emmigration to California, Institute emphasized with practice in manuscript and the San Francisco Earthquake and the Donner the introduction and practice of cursive writing. Party. Major themes throughout the year include Science References and texts: Barnell Loft Specific the “What does opportunity mean?” historical The students develop observation, classification Skills; Catching On (Open Court); Reading and perspective, comparing and contrasting cultural and predictive skills in second grade, beginning Thinking (Continental Press); Word Study, Level traditions and differences, investigating the with the study of earth materials in the Pebbles, D (Modern Curriculum Press); Working Words in process of assimilation into new cultures as Sand and Silt FOSS kit. They build on these Spelling D (Houghton Mifflin);Mosaic of Thought well as the impact one culture can have upon skills by doing research and experimentation another. Literature, writing and science are Mathematics throughout the second grade in a year-long integrated with the social studies topics. Maps, The third grade math curriculum solidifies study of our local Sausal Creek. The FOSS kit, globes, diagrams and models are studied. Balance and Motion, gives the children an the skills learned in the primary grades and opportunity to learn about physical science applies concepts to larger numbers. Concepts Science through the forces of balance and motion. An and skills include: recognizing and writing An extensive study of the San Francisco Bay introductory unit on magnification, through the numbers to 1,000,000; comparing and ordering Area integrates science with language arts, use of hand lenses and compound microscopes, numbers; rounding to the nearest 10 and 100 computers and social studies. It includes field provides the children with an opportunity to place. Computation is also emphasized through trips to study the ecology and marine life of use scientific tools. The year culminates with a practice of basic facts in adding, subtracting, the San Francisco Bay. Other science units may

10 Head-Royce School include: the watercycle, earthquakes, prairie Texts: Daily Oral Analogies (Houghton Mifflin); emphasis on multiculturalism, globalism and ecosystems, mystery powders, construction Daily Oral Language (Houghton Mifflin); Working sustainability. Geography skills include the (i.e. bridges) and Wisconsin Fast Plants. Words in Spelling E (Houghton Mifflin); Daybook physical features of the United States. Other Third graders develop skills of observation (Houghton Mifflin);Vocabulary for Achievement areas emphasized are the states and capitals and classification, make and test simple (Houghton Mifflin);The Winston Grammar Program and mapping skills. Current events are also hypotheses, keep simple records and graph (Precious Memories Educational Resources) discussed. The fourth grade study goes outside experimental results. A unit on animals Literature: Mosaic of Thought; Fourth Grade with a two-day overnight to Coloma, CA. The includes the study of habitat, adaptations, Rats, Jerry Spinelli; Sing Down the Moon, Scott year ends with a culminating report on a state classification and behavior and culminates O’Dell; Journey to Topaz, Yoshiko Uchida; In the within the USA. with an individual written research project. Year of the Boar, Betty Bao Lord; The Summer References and texts: Time for Kids, References and texts used in reading, of the Swans, Betsy Byars; By the Great Horn weekly news magazine for students; Atlas social studies, and science: Social Studies Alive: Spoon, Sid Fleischman; My Side of the Mountain, (Rand McNally); individual student maps; Our Community and Beyond, Teachers’ Curriculum Jean C. George; From the Mixed-up Files of Basil Daily Oral Geography, (Houghton Mifflin);Social Institute ; San Francisco, Deborah Kent; …If E. Frankweiler, E.L. Konigsberg; Call It Courage, Studies Alive: Regions of Our Country, (Teacher’s You Lived at the Time of the Great San Francisco Armstrong Sperry; Island of the Blue Dolphin, Scott Curriculum Institute); Oh, California, (Houghton Earthquake, Ellen Levine; People of California, O’Dell; Shiloh, Phyllis Reynolds Naylor; Rules, Mifflin);Understanding California, (The California Ansary; Dragon Parade, Stephen A. Chin; A Day’s Cynthia Lord; Bandit’s Moon, Sid Fleischman; The Historical Society); Interactive student notebook Work, Eve Bunting; Dnitra Brown, Grimes; The Ballad of Lucy Whipple, Karen Cushman; Riding Skirt, Gary Soto; Harvesting Hope, Krull; How Many Freedom, Pam Muñoz Ryan Science Days to America, Eve Bunting; Coolies, Soentpiet; Fourth grade science includes life science The Bracelet, Yoshiko Uchida; Red Means Good Mathematics units involving ecosystems, food webs, the Fortune, Barbara Diamond Goldin; Terror in the Fourth grade math applies basic skills to human body and nutrition; physical science City, Bonnie Taylor; Search for Gold Mountain, numbers to 100,000,000. Concepts and skills units include magnetism and electricity; earth M.J. Cosson. Pioneers: If You Traveled West in a include: rounding numbers to the nearest science units include earth materials and the Covered Wagon, Levine; Next Spring an Oriole, 1000; mastery of place value to 1,000,000; geological features of California coastal regions. Whelan; Across the Wide and Lonesome Prairie, prime numbers and factors are introduced; A scientific reasoning and technology unit Dear America Series; One Day on the Prairie, addition and subtraction with regrouping of focuses on simple machines using Legos. George. Native Americans: Children of the Wild numbers to 1,000,000; multiplication using References and texts: Food Web (Delta); West, Freedman; Buffalo Jump; Living in a Prairie, one and two digit multipliers; division using Electricity & Magnets (FOSS); Earth Material (FOSS); Baldwin; Native American legends by a variety one-digit divisors; averaging numbers and Human Body/Nutrition (AIMS); Simple Machines of authors, primarily Paul Goble. Bay Area: estimation; mental math; word problems; (Legos) Our Region, Past, Present and Future, Teacher’s fraction reduction and equivalents; Curriculum Institute adding and subtracting fractions with Fifth Grade like denominators and mixed numbers; Language Arts multiplication of fractions; renaming Fourth Grade Fifth grade language arts brings together the fractions; ratio is introduced; decimal place reading and writing skills of the previous Language Arts value; and operations, reading and rounding grades. Novels that incorporate values, The fourth grade language arts program decimals. Geometry skills include, calculating multiculturalism and decision-making are expands the upper level reading and writing the area and perimeters of squares and read and discussed. In large groups and skills. Through written work, literature circles rectangles using standard and metric units; literature circles, short stories are used to and oral discussion students continue to compasses and protractors are introduced. practice active reading and develop inferential expand their reading comprehension skills Geometric vocabulary, such as simple angle comprehension. Reading is connected to as well as their thinking and inferential measurements, lines, line segments and rays, writing through discussion and practice. reasoning skills. Vocabulary development and the concept of parallel lines are introduced. Specific and critical reading skills are taught and word analysis skills focus on spelling Practice continues with money in problem in literature, social studies texts, news and patterns, root words, suffixes and prefixes, solving, telling time to the minute and second, children’s magazines and research materials homonyms, synonyms and antonyms. using the symbols of a.m. and p.m. and elapsed including Internet sites and on-line databases. Sentence and paragraph structures are time problems. Measurement is also covered. Writing instruction emphasizes paragraph broadened with the addition of detail, attention References and texts: Progress in Mathematics formation using topic sentences, narrowing to language mechanics, such as subject and (Sadlier-Oxford); TILES, Marcy Cook; Techniques of ideas from general to specific, and expanding verb agreement, parts of speech, punctuation Problem Solving, Dale Seymour; Making Math Real, detail and description. A writing portfolio helps and capitalization, and topic and concluding David Berg; Math Quest (Interact) sentences. Skills are applied to a variety develop the process of writing, conferencing, of writing styles: creative and expository Social Studies editing and publishing. Assignments include writing, poetry, journals, opinion papers, note Fourth grade social studies is the study of the a variety of genres: creative, expository and taking and dictation. Writing assignments are five land regions of North America. The year poetic. Research papers synthesize research frequently integrated with all other curricular begins with a study of California past and ideas and utilize note taking, outlining and areas. Cursive writing is refined for legibility present. The curriculum develops through the organization skills. Written language skills and speed. Dictionary skills are practiced. study of other United States regions with an include: formal grammar and mechanics,

Information Bulletin 2013–2014 11 expanding vocabulary, daily analogy practice unit is a study of the geopolitical, social and Specialist Programs and selected spelling/phonics exercises. economic events that led up to the American Art Oral language skills are developed through Revolutionary War and the Civil War. The far The four main components of the Lower School speeches, drama, recitation and listening. reaching ramifications of the wars is a primary art program are: 1) exploration, the making of References and texts: Daybook of Reading and focus of the in depth study. The final unit is art through a variety of medium; 2) art history, Writing (Great Source); Barnell Loft Specific Skills an examination of American social justice. the study of individual artists, art movements (Barnell Loft); Vocabulary for Achievement (Great Students study the civil rights of American and cultures; 3) criticism, learning to critique Source). Grade-appropriate novels by well-known citizens. They conduct research on a wide range and assess one’s own work as well as the work authors, such as Best Bad Thing, Yoshiko Uchida; of civil rights topics and integrate language of other students and artists; and 4) aesthetics, Freedom Train, Dorothy Sterling; The Real Thief, arts, social studies and technology in an defining art while developing personal ideas William Steig; Phantom Tollbooth, Norman Juster integrated, multimedia project. and an appreciation of art. Art lessons focus on: The “Mind That’s Mine” unit follows the 1) artistic perception—the essential vocabulary Mathematics science unit on the human brain and focuses of the visual arts and the basic knowledge and Fifth grade math synthesizes the math on memory, diverse learning styles and skills necessary to communicate in the visual concepts and skills taught in the earlier grades. developing appropriate strategies to become a arts; 2) creative expression—experiences that Problem solving, flexible thinking and mental more effective student. foster problem solving, reflective thinking math play important roles in skill acquisition. References and texts: History Alive: America’s and that promote originality, imagination and Concepts and skills include: working with Past, Teachers’ Curriculum Institute; History creativity; 3) historical and cultural context— numbers to the trillions; scientific notation; of United States Books 5 & 6, Joy Hakim; Freedom the confidence that comes from making prime factors and factorization; rounding Train, Dorothy Sterling; Gold Rush (Interact) connections with great traditions and the and integers; exponents; estimation skills; critical judgment that comes from considering whole number operations; two-digit division; Science one’s work with that of predecessors and positive and negative number function; order of The anatomy, structure and functions of the contemporaries; and 4) aesthetic valuing—to operations; converting fractions and decimals human brain form a core unit in fifth grade criticize justly and value a work artistically into percents and finding the percent of a science. Sheep and human brains are observed; using the first three components. Media number; and adding and subtracting fractions the development of the brain, learning styles, include: collage, watercolor, drawing, clay, with common denominators. Measurement and disabilities are studied; and brain based papermaking, painting, printing and many becomes more accurate and includes length, learning strategies are explored. A unit on others. width, height, depth, elevation and volume, mixtures and solutions introduces simple circumference and conversions with standard topics in chemistry through experimentation. World Languages measurements. Geometry topics include: Skills in measurement, observation, deduction The French and Spanish language programs vertical and adjacent angles, parallel and and experiment design are developed. Robotics, in grades 2–5 are based on communicative perpendicular lines, circumference and pi, a program developed by Lego Mindstorms, language learning. The aim is to create geometric solids, polygons, quadrilaterals involves the building of complex working excitement for learning and discovering a new and scale drawings. Skills in mathematical models that incorporate lights, sound, language and culture. The program includes reasoning include solving multi-step problems motors, switches and sensors and electrical aural immersion, the development of speaking and word problems, using logical reasoning, connections with programming on computers skills and some reading and writing skills. and flexibility in choosing strategies and to control robots. Mini-units on the eye and Students practice using the target language problem solving. Pre-algebra equations and energy sources extend the fifth grade studies. in whole group and partner activities, games, use of variables to represent unknowns are References and texts: The Mind That’s Mine, songs, and skits. Visuals, props, realia, and introduced. Data analysis skills are introduced Mel Levine; Computer Program “Robolab” (Lego hands-on activities are essential for successful and reinforced using tables, sample size, Dacta); Mixtures and Solutions (FOSS) student involvement. A wide range of variety of graph types, median, mean, mode language tools is provided to help students and likely and unlikely outcomes. comprehend and express themselves. Students References and texts: University of Chicago: are introduced to cultural customs and School Mathematics Project: Everyday Math celebrations from language-specific cultures (Everyday Learning Corp.); Sadlier-Oxford; around the world. Making Math Real, David Berg; Math Olympics Library Social Studies The Lower School Library supports and The social studies curriculum begins with enhances the curriculum by providing a comprehensive study of government. The materials for kindergarten through fifth grades, first unit of study follows the evolution of and is also a resource for older students and U.S. government from the strengths and faculty. The library fosters an appreciation of weaknesses of the Articles of Confederation traditional and current literature, as students to the structure of the U.S. Constitution and are exposed to the best fiction and non-fiction Bill of Rights and how they affect the modern books. Students also learn skills to help them world. This unit concludes with a study of understand the organization of libraries and local governments in the Bay Area. The second

12 Head-Royce School use the library for research, incorporating In grades 4 and 5 the physical education information from reference sources, databases program incorporates skills learned in the and the Internet. Story times enhance and primary years in playing team sports. Rules and extend issues in the curriculum, highlight strategies are stressed at this level. Confidence special classroom content, and provide in physical skills as well as the development cultural literacy. The librarian collaborates with of conditioning, cardiovascular efficiency and teachers to provide experiences that connect total fitness are important goals. Students work with learning in the classroom. Time in the together to develop the qualities of leadership, library offers children an opportunity to enjoy cooperation, honesty and self-control. Group and share books with friends in a relaxing swim lessons are included for grades 2–5 in the atmosphere. fall and spring.

Music Technology The K–5 music program is based in the Orff- All Lower School students regularly visit the Schulwerk approach developed in Europe by computer lab. The technology program strives composers Carl Orff and Gunild Keetman. It to prepare media-literate students who can use explores and then defines the basic elements technological resources with ease. Creativity is of music: rhythm, pitch, dynamics, articulation encouraged through art, writing and recording and expression. Children are presented with activities, and flexible thinking is developed as musical ideas through a variety of modes students apply learned skills to increasingly including games, songs, chants, rhymes, complex applications. Students employ a poems, folk dances, creative movement, variety of software tools for creating graphics, and playing classroom instruments. Music slide presentations, text documents, video, literacy follows these direct experiences. Our animations and podcasts. musical selections include a wide variety of Classroom studies are often reinforced cultural musics. Our instruments include with projects in the computer lab. Software barred instruments (such as xylophones), programs also support classroom curriculum. recorders, ukuleles and a myriad of percussion Examples include: instruments. Every year students perform • Problem solving and critical thinking at the Holiday Program. Third through fifth programs that support math, science, and graders also present a spring performance in social studies topics. the theater. • Interactive activities to develop historical There are also after school music background. opportunities for Lower School students. • Skill-specific math software to practice There is a band for grades 3–5 that meets basic math facts. twice a week; Da Capo is a choir of 4th and 5th • Interactive phonics and reading software for graders that meets once a week. Additionally, the younger students. instrumental private lessons are offered after Keyboarding, with proper finger placement, school on campus starting in third grade. The is introduced in first grade and continues band and the choir perform on and off campus through fifth grade through age appropriate during the year. software. Students begin computer-based research Physical Education in second grade, practice yearly, and solidify The physical education program, in grades K–3, their skills in three rigorous research cycles in provides a variety of experiences to promote fifth grade. Our library data bases and teacher- physical growth and development of the approved web sites assure quality resources, children in an environment that is conducive and an online citation builder helps fourth and to fun and relaxation. Activities used at this fifth graders credit their sources. level are selected to meet the needs, interests and abilities of the group. The goal is to help children become more physically skilled and to succeed according to their individual abilities. A basic understanding of motor behavior in relation to sports, dance and fitness helps children develop positive self-images and physical skills.

Information Bulletin 2013–2014 13 Middle School Curriculum Overview 2013-2014

Subject 6th Grade 7th Grade 8th Grade

English Language Arts Composition and Literature Composition and Literature

History Defining Civilization: American History Regional Studies: Ancient Civilizations Africa and Latin America

Mathematics Foundations or Problem Solving/Algebra I/ Algebra 1/Advanced Applications Advanced Algebra Algebra

Science Topics in Science Life Science Physical Science

World Languages French A French A or B French B or C Latin A Latin A or B Latin B or C Spanish A or B Spanish A or B Spanish B or C Chinese A Chinese A or B Chinese B or C

Fine Arts Band Band Band Chorus Chorus Chorus Drama Digital Arts Digital Arts Studio Arts Drama Drama Jazz Band (before school) Jazz Band (before school) Lights, Camera, Action Lights, Camera, Action Orchestra (audition) Orchestra (audition) Songwriting Songwriting Studio Arts Studio Arts

Physical Education P.E. 6 P.E. 7 P.E. 8

All Grades 6–8

Activities Community service, athletic team practice, study hall, film, debate, history simulation, swimming, strength conditioning, jewelry making, ceramics

14 Head-Royce School Upper School Course Offerings 2013-2014

Subject Requirements Course Offerings

English Senior Electives Four years required English 9 Alienation* Modern Drama* English 9 English 10 American Fiction and Poetry* Shakespeare* English 10 English 11 (H) On the Road* Big Book: Tolstoy* English 11 (H) Japanese Literature* Wit Lit: the Art of Satire* Two semesters of Literature and Film* Women’s Literature* senior electives Memoir* World Literature* History History 9 Asia Rising* Ethics* Three years required U.S. History (H) Comparative Politics* Global Issues* History 9 History 11 (H) Cultural Anthropology* Islam* U.S. History (H) AP Art History Environmental History* Psychology* History 11 (H) Economics The U.S. Since 1945* Mathematics Geometry Precalculus AP Calculus AB Three years required Geometry (H) Precalculus (H) AP Calculus BC Geometry, Algebra II, Algebra II Calculus and Statistics Multivariable Calculus and Precalculus Algebra II (H) AP Statistics Science Conceptual Physics AP Environmental Science Astronomy* Three years required Chemistry (H) AP Physics Molecular Genetics* Conceptual Physics Biology Advanced Chemistry: Neurobiology* Chemistry (H) AP Biology Qualitative Analysis* Organic Chemistry* Biology Robotics* World Languages Chinese I Latin I Spanish I Three years required, Chinese II Latin II Spanish II reaching at least Level 3 Chinese III Latin III Spanish III Chinese IV (H) Latin IV (H) Spanish IV (H) Chinese V (H) Latin V Advanced Spanish AP Chinese Advanced Latin Seminar (H) Seminar (H) French I AP Latin AP Spanish Language French II AP Spanish Literature French III French IV (H) French Cinema and Literature (H) AP French Language Visual and Introductory Courses Advanced Courses Performing Arts 2D Art Advanced 2D Art Jazz Band One year of Advanced Art 3D Art Advanced 3D Art Advanced Jazz Band required Introduction to Dance Advanced Dance Orchestra Drama I AP Music Theory Wind Symphony Photography AP Studio Art Photography II Photojournalism Chorus Photography III Tech Theatre Colla Voce Filmmaking Theater Production Drama II Filmmaking: Advanced Graphic Design Projects

Other Electives Computer Science Introduction to AP Computer Science Advanced Topics in Computer Science Advanced Computer Computer Science Science: Data Structures Humanities Electives Expository Writing Speech and Debate I Speech and Debate II Global Online Academy Head-Royce is a founding member of Global Online Academy (GOA), a consortium of leading independent schools from around the world whose mission is to translate into online classrooms the intellectually rigorous programs and excellent teaching that are hallmarks of its member schools.

Information Bulletin 2013–2014 15 9th Grade Sample Schedule

AP Computer Honors Physics Science A Geometry

AP Computer French 3 Science A

History 9 Honors English 9 Geometry

PE 9 English 9 Physics Honors Geometry

Photography

Physics History 9

French 3

English 9

History 9 PE 9 History 9 AP Computer Science A

French 3 Honors Geometry

Physics

AP Computer French 3 Science A English 9

16 Head-Royce School Upper School Academic Planning

Our challenging Upper School offers a strong Service Learning/Community Service Graduation Requirements college preparatory program with a variety 9th grade: All freshmen are introduced to of activities to supplement the academic community service and service learning English 4 credits curriculum and prepare students for college through their homerooms and through History 3 credits and beyond. In the Upper School’s academic dedicated grade-level projects. program, all students take four years of English Mathematics 3 credits and at least three years each of math, history, 10th and 11th Grade Community Service Mathematics through the 11th grade and science and a world language (French, Spanish, Students spend these next two years devoting completion of Algebra II is required. Latin, Mandarin Chinese). 20 hours each year to service projects. Up to 10 hours can be completed over the summer. Science 3 credits Please Note: If hours are not completed in the appropriate Physics, Chemistry and Biology • Students normally take five academic time, a note is placed on the student’s transcript. courses each semester and must take at Homeroom Advisors oversee the community World Languages 3 credits least four. Electives are offered each year service hours. A total of three years of language study and a based on sufficient enrollment. Seniors are minimum of level III in grades 9–12 is required. required to take five credits each semester. Senior Projects (12th Grade) • Ninth graders are required to take two All seniors are required to complete a Senior Fine Arts 1 credit electives freshman year. Project. This project is designed to empower By graduation, students must complete an • All courses are 1 credit per full year taken students to make a positive impact in the advanced, UC-approved fine arts course. with the exception of introductory Fine Arts world and encourage them to pursue their (1/2 credit) and any other courses otherwise passions in college and beyond. During the last Electives 1 credit noted in this information bulletin. month of school seniors no longer attend their An “elective” is any class beyond the minimum • Courses are yearlong and may not be normal classes. Instead students intern (for required for graduation (e.g. Advanced dropped midyear. a total of 80 hours) at places that they would Photography, French IV, Debate, etc.). like to learn more about. Projects are shaped to AP and Honors Courses align with the School’s mission, to demonstrate Physical Education 4 years Head-Royce offers 15 AP courses in the the individual student’s ownership for his/ Includes Health and Safety taken in 9th grade. humanities, sciences, and fine arts. Due to her learning and to culminate in a deliverable content and rigor, these courses are designed for public presentation. All students are for juniors and seniors. We teach Honors U.S. asked to reflect on how their work impacts History and Honors Chemistry at 10th grade, so those other than themselves. Although not a we do not offer AP courses in these subjects. On formal requirement, projects often include a average, Head-Royce students graduate having dimension of service to the community. taken four AP classes. Calculation of GPA Some departments design their own advanced Grade point averages are cumulative by courses in lieu of the AP curriculum. For semester, with credit for pluses and minuses. instance, all of our semester-long senior All academic and arts grades are averaged English and History electives resemble college into the GPA, with the exception of grades in seminars in content, style and expectations physical education. and require a significant amount of reading and analytical writing. The following courses are University of California Requirements considered as rigorous as their AP counterparts: Head-Royce coordinates our graduation Neurobiology, Molecular Genetics, Economics, requirements with the University of California Multivariable Calculus, Advanced Computer system. In most instances, our requirements Science: Data Structures, French Cinema and exceed the UC requirements. Literature, Latin V and all senior humanities courses.

The Head-Royce math curriculum is differentiated and rigorous, and fully prepares our students for college-level math. All of our calculus classes, including Calculus and Statistics, provide an outstanding foundation for college calculus and science.

Information Bulletin 2013–2014 17 Middle & Upper School Courses English English 7 Periodically, students are asked to reflect upon English 7 exposes students to major genres their progress as writers and readers. Students Middle School Courses of literature, such as novel, short story, drama are also expected to participate regularly in and poetry. Selections from these genres class discussion and in small group work. English 6 present a variety of perspectives and voices Texts: Immortal Life of Henrietta Lacks, Skloot; English 6 seeks to expand students’ that fall under the overarching theme of The Catcher in the Rye, Salinger; Kaffir Boy, understanding and appreciation of “different perspectives, truths and realities.” To Mathabane; The Sunflower, Wiesenthal; short literature and to develop their creativity and supplement the required readings, a formalized stories and poetry communication skills in composition. Units in outside reading program allows students to both composition and literature are connected explore further an author’s craft and better by two essential through-lines that shape Upper School Courses understand their own reading pace, productivity emphasis in class and on projects: 1) How can English 9: Composition and Literature and genre interests. In reading, students are I use writing to make my reader “get” what The primary goal of the English 9 curriculum taught to understand both the literal and I am trying to say; and 2) How does one’s is to improve and enhance analytical skills abstract levels of a text. In writing, students experience shape the way one sees things? through reading, writing and discussion. experiment with an assortment of different In their reading, students are introduced to The texts we study focus on the theme of writing styles, including journal-as-springboard, major genres of literature including poetry, identity, which the students explore by reading poetry, short stories, description and analytical short stories and novels. Selections focus on works from different parts of the world and writing. The course teaches spelling, grammar three themes: justice and fairness; adopting discussing the literary, thematic and historical and vocabulary within the context of required a different perspective; and adolescence aspects of these pieces. We read texts from reading and student writing on quarterly and relationships. Specific skills include a range of literary styles: novels, memoirs, projects such as the E.B. White Imitation, Micro- participating in guided discussions, making plays (both contemporary and Shakespeare), fiction Masterpiece, Freebie, and Analytic P-E-C inferences, finding evidence to support literary poetry and graphic novels; a secondary Paragraph and Essay. Students maintain records points, interpreting an author’s meaning, focus of our reading is to expose students of their writing and reading. Periodically, taking notes from literature to provide support to different types of texts and the strategies students are asked to reflect upon their for composition and discussion and developing used in analyzing each. English 9 also ensures progress as writers and readers. Students are a literary vocabulary. that every student leaves the ninth grade also expected to participate in class discussion Writing instruction includes a wide range with a basic understanding of expository and in small group work. of expository and creative projects with writing. Throughout the year students work Texts/Summer Reading: Totto-Chan: The an emphasis on paragraph development. extensively on descriptive and argumentative Little Girl at the Window, Kuroyanagi. To Kill a Students study vocabulary, effective phrases, paragraphs and essays using guidelines and Mockingbird, Lee; Lord of the Flies, Golding; The sentence structure, parts of speech and the models provided by the teachers. In the spring, Miracle Worker, Gibson; short stories and poetry; elements of a paragraph. They are asked to students complete the I-Search, an extensive Writers INC add cohesive detail, depth, and transitions to research project in which they investigate a their paragraphs. They use informal writers’ English 8 contemporary topic primarily through personal notebooks to exercise their writing strengths, interviews, and secondarily through library English 8 continues to expose students play with creativity, pre-draft more formal and Internet research. We also teach grammar to different styles of reading and writing. compositions and collect ideas for possible throughout the year. Students read texts from the four main literary future compositions of their choice. In the Texts: 1984, George Orwell; selected short genres (novel, short story, drama, poetry). spring, students are introduced to planning stories; Macbeth, Shakespeare; A Fine Balance, Selections from these genres represent a and crafting a standard five-paragraph essay. Mistry; selected poems; The Laramie Project, variety of perspectives or “voices” that fall Oral language skills are developed through Kaufman et. al.; Maus I and II, Spiegelman; under the overarching theme of “windows and participation in small and whole group selected articles and profiles fromThe New York mirrors.” In all readings, students are taught to discussions. Beyond the assigned readings Times and The New Yorker understand both the literal and abstract levels below, students also engage in the ongoing of a text. Students continue to experiment Outside Reading program, which directs English 10: Composition and American with an assortment of different writing styles students to read and do projects within a Literature including autobiography, vignette, memoir, rotation of genres. In English 10 students develop close reading short story, poetry, description and analytical/ Texts: Firegold, Calhoun; Witness, Hesse; and writing skills at a more advanced expository essays. Students write both informal Nothing But the Truth, Avi; The Pearl, Steinbeck; level. Students continue to work with a journal entries and several formal papers. Haroun and the Sea of Stories, Rushdie; assorted variety of compositional modes including To allow for further practice and mastery of short stories; Junior Great Books, Series Six narrative, compare/contrast, analytical and mechanic fundamentals by the end of year, (The Great Books Foundation); Vocabulary for argumentative essays. The course focuses on spelling, grammar and vocabulary are taught Achievement: First Course, Richek et al, ed. major works of American Literature. Students within the context of the required reading and grapple with themes from both traditional and student writing. Students maintain writing contemporary works, and they explore the portfolios and records of outside reading.

18 Head-Royce School use of characterization, dialogue, plot, theme and historical investigation. pleasures of Russian literature. Along with the and symbolism. Grammar and vocabulary Texts: Course reader: writers include novel we’ll examine criticism, short writings by units complement the reading and writing Hemingway, O’Connor, Calvino, Marquez, Carver, Tolstoy’s contemporaries, and efforts that have assignments. Moore, Welty, Kincaid, C. Johnson, Mukherjee, been made at adaptations of the novel. But Texts: A Streetcar Named Desire, Williams; Alexie, Jen, Barthelme, Borges, et al. (including mostly we’ll just read. There are few writers in The Great Gatsby, Fitzgerald; The Scarlet Letter, reading stories published in major magazines any tradition as great as Tolstoy — now’s your Hawthorne; Beloved, Morrison; When the Emperor during the semester the course is offered) chance to learn why.

English 11: Western Classical Literature English 12: Women’s Literature English 12: Literature and Film English 11 is devoted to the development of Over the past 100 years, the place that women The course will examine the important reading, writing and thinking skills and to the writers have held in the fiction world has connection between literature and film study of some of the major works of Western changed dramatically. Issues of gender, race, adaptations. While students are generally Literature from Homer to Shakespeare and ethnicity and socio-economic status are key familiar with the “movie” version of a novel beyond, with special attention given to the aspects of this genre. This course, adapting they may have read, in this course they will classical and Biblical traditions. to reflect these ever-changing personal and critically examine the choices a director makes Texts: The Odyssey, Homer; Oedipus Rex and political themes in society, explores the role when adapting a story for the screen. Through Antigone, Sophocles; from the Bible:Genesis, of women’s literature in a broader world and critical essays, reading of novels, film viewing Exodus, selections from the New Testament; The cultural discussion. Students, in a seminar and personal and class analysis, the course Canterbury Tales, Chaucer; Hamlet, Shakespeare format, will explore literature from the U.S., will examine the similarities and differences Canada, the Middle East and India, while also between cinematic and novelistic storytelling. Senior Electives personally exploring how their own cultural Topics for discussion will include cinematic During the senior year, students choose context plays into these themes in their own technique; the differing uses of point of view one elective each semester from among the lives. Students will write several critical essays in film and novels; the use of visual symbols offerings. Senior electives may vary from year as well as a creative/personal/fictional piece in films and novels; and the similarities and to year. The following electives are typically about the crossroad of gender and culture in differences in the handling of themes in films offered during the school year. their own lives. and the novels they are based on. Texts: The God of Small Things, Roy; The Texts and films: Rear Window (Hitchcock); English 12: Alienation Handmaid’s Tale, Atwood; The Woman Warrior, “Roshomon” and “In a Bamboo Grove” (Akutagawa); In this course students read and discuss texts Hong Kingston; Persepolis, Satrapi; Half the Sky, Rashomon (Kurosawa); The Prime of Miss Jean Brodie that deal with the experiences of outsiders Kristof and WuDunn. (Spark); The Prime of Miss Jean Brodie (Neame); or “others.” Students grapple with questions “Memento” (J. Nolan); Memento (C. Nolan); “the such as: What does it mean to be an “other”? Is English 12: Japanese Literature and Killers” (Hemingway); The Killers (Siodmak) “otherness” self-defined or defined by outside Culture forces? Do we need “others” in order to know This is an experiential course on the literature English 12: Shakespeare ourselves? What is the relationship between and philosophy of Japan. Students will read the In this one-semester course students explore power and “otherness”? The class is run entire Tao Te Ching and selections of Japanese three of Shakespeare’s plays, including a primarily as a seminar; assessment is based on prose and poetry from Murasaki to Kawabata. comedy, a history and a tragedy. Students study the student’s contribution to discussion and We will discuss Eastern concepts of reality (e.g. Shakespeare’s use of poetic form (including performance on papers and projects. non-dualism, karma) and compare them to our his handling of verse and imagery), the role of Texts: Invisible Man, Ellison; The more familiar Western concepts. Students will dramatic genre and the expression of theme. Metamorphosis, Kafka; Frankenstein, Shelley; The be responsible for a limited number of papers They also study character and motive from Stranger, Camus; District 9, Blomkampf; 127 and a major experiential project. the actor’s perspective, analyzing speeches in Hours, Boyle; Run Lola Run, Tykwer; selected poetry. Texts: Tao Te Ching, Lao Tsu; The Tale of terms of the dramatic beatsß and do dramatic Gengi, Shikibu; “Patriotism,” Mishima; Kitchen, readings. Finally, the students write interpretive English 12: American Fiction & Poetry: Yoshimoto; selected haiku essays. Reading and Writing the Short Story Texts: As You Like It, Henry IV (Part One), King This course is a survey of the short story, with English 12: Big Book: Tolstoy Lear, Shakespeare emphasis on American writers of the 20th Some of the greatest literary pleasure comes century. The course traces the development of from sinking your teeth into a substantial English 12: Wit Lit: The Art of Satire the short story through the 20th century and novel; and some of the most substantial, most In this course students read and discuss texts examines the short story both from the point revered novels are too big to be approached in that not only make us laugh, but also make of view of the literary reader, and from that most classroom settings. But if you’ve looked us notice social ills and human weaknesses. of the writer. Along with examining stories forward to tackling a “Really Big Book,” and Students will think about how the author analytically, students learn to take apart stories thought a classroom would make for the best gets his/her point across and what the author from the perspective of a writer, analyzing opportunity to revel in the myriad joys that can wants us to do about the problems identified. writers’ use of elements such as plot, setting, only be offered by such a book, your chance The class will be run primarily as a seminar; character, narrative tone and point of view, etc. has arrived. In the spring, we’ll tackle Tolstoy assessment will be based on the student’s Assignments include the writing of one’s own — probably Anna Karenina, but possibly War and contribution to discussion and performance stories, as well as projects involving analysis Peace — and immerse ourselves in the profound on papers and projects. The culminating

Information Bulletin 2013–2014 19 assignment asks students to write their own about to cross over a huge threshold in you life. by learning to speak extemporaneously on satires, which will be shared with the whole It’s important to have time for reflection on current events topics. All students are required class. what has been, even as you gear up with great to participate in two Saturday tournaments Texts: A Modest Proposal, Swift; Pride and anticipation for what is to come. It’s time to against other northern California schools Prejudice, Austen; The Importance of Being Earnest, use reading and writing to help you figure out for the first semester and three Saturday Wilde; Alice in Wonderland, Carroll; Monty Python your own lives, to articulate your own truths. tournaments for the second semester. In and the Holy Grail, Gilliam and Jones; selected In this course we will read excerpts from a addition, students are afforded the opportunity poems, songs, and videos (“The Daily Show,” wide range of memoirs, and then embark on to participate in several invitational “Colbert Report,” “Saturday Night Live”). writing journey. In this writing workshop you tournaments against teams from many of the will write about who and what has affected nation’s finest schools. English 12: On the Road you most deeply in your life. We will explore There are some books that take your whole way what experiences have shaped your life story Speech and Debate II of looking at the world and shake it up. You thus far. We all have stories to tell (serious The purpose of this class is to continue the close the book, and your perspective has been ones, funny ones, strange ones), stories that development of skills which students learn altered. In this course, we will discuss what are worth writing, worth reading. We just need in Speech and Debate I, with an emphasis makes readers call these books life changing. to take the time, read models to inspire us, on improving research and critical thinking Are there common themes and motifs? Are and take advantage of a supportive group for skills. The students will develop their skills by these books of similar value for those of any constructive feedback. Writing assignments under taking team policy debate or one-on- age, or are they best to read when young? If will include short responses to prompts, longer, one value debate and by learning to speak they are best read when young, is that due to well-developed final portfolio pieces and a extemporane ously on current events topics. the nature of youth or some aspect of the book? creative (non-written) piece as a part of your All students are required to participate in two Course assignments will include journals, short final portfolio. At the end of the semester, Saturday tournaments against other northern papers, class presentations and one outside you will have compiled a portfolio of polished California schools for the first semester, and reading novel. In particular, students will write pieces that reflect your story. three Saturday tournaments for the second a book review from their present point of view Texts: The Glass Castle, Jeanette Walls; Writing semester. In addition, students are afforded and another from the imagined perspective of the Memoir: From Truth to Art, Judith Barrington; the opportunity to participate in several their 50-year-old selves. A reader with excerpts from many well-know invitational tournaments against teams from Texts: to be selected from books such as the memoirs with a variety of styles, content, and many of the nation’s finest schools. Varsity level following: On the Road, Kerouac; Steppenwolfe, perspectives; One outside reading memoir of students also become mentors for beginning Hesse; The Trial, Kafka; The Fountainhead, Rand; your choice. level students, insuring that students learn the Left Hand of Darkness, LeGuin; Mountains Beyond material with sufficient proficiency to begin to Mountains, Kidder; One Flew Over The Cuckoo’s pass along their knowledge to other students. Other English Electives Nest, Kesey; Woman on the Edge of Time, Piercy; Prerequisite: Speech and Debate I or consent Howl, Ginsberg; Film excerpts from “Harold and Expository Writing of instructor Maude” The purpose of this class is to learn various styles of journalistic writing and to publish the English 12: Modern Drama/Playwriting school newspaper, The Hawk’s Eye. Not only do Fine Arts This course will introduce students to students learn specifics in writing strong news the theories and practice of drama in the stories, editorials, features, reviews and sports Middle School Courses intellectually exciting period from the 1870s stories, but they also come to understand all Fine Arts 6 to the 1960s. Students will, as a result of their aspects of newspaper production including In this survey course, students will take classes study, be able to understand the roots and layout and design, interviewing skills and in drama, studio art and music. For the music tenden cies of contemporary drama. Students journalism ethics. The school newspaper is an component, students will have the opportunity will also have an opportunity to write their extremely important part of the high school to choose between chorus and band. No prior own plays based on the styles of this period, community as well as the entire Head-Royce music experience is required. Students in and to read/act in their own and others’ community. The paper provides students with Drama will create speeches and play theatre plays. Dramatic and literary theories covered an avenue to air their opinions and to write games to build confidence and teamwork skills. include episodic structure, realism, naturalism, about serious and light topics. The importance They will also present a short one act during impressionism, expressionism, epic theatre, of publishing a responsible school newspaper the last class of the semester. absurdism and existentialism. Students are will be stressed. Course is limited to 30 Sixth grade studio artists will explore a required to read a play a week, write three students selected by advisors and an editorial variety materials and disciplines that will major essays or plays and write several short board. help them to build a visual language. Students scenes in the styles they are studying. will draw from observation, develop an Speech and Debate I understanding of shape and color to create English 12: Memoir The purpose of this class is to introduce composition, and they will transfer their 2-D This is your last English class in high school! students to debate and to develop a basic knowledge to 3-dimensional projects. You have already applied to college. Grades are mastery of critical thinking skills. The students not a driving focus for you. You know how to develop their skills by undertaking team policy write critical essays. Looking ahead, you are debate and one-on-one value debate and

20 Head-Royce School Fine Arts 7/8 Music a long block and receives 1/2 credit. Students interested in pursuing an AP course in Studio Art (Full Year) Chorus (Full Year) Art will need to take this and Advanced 2D Art Digital Media Arts: (one semester of full year Middle School chorus sings good choral or three levels of photography. art course, paired with Painting and Drawing) literature in unison, two and three parts. This course is rooted in traditional art making Daily choral rehearsals include lessons in Advanced 2D Art: Advanced Drawing, techniques such as painting, drawing and vocal technique, rhythmic training, melodic Painting and Printing sculpture. Using their heads, hearts and hands, training, written theory and memorization of Students explore a variety of art materials and students will explore digital photography, choral songs from around the world. MS chorus techniques while improving their drawing and design and stop-motion film. Students will performs on and off campus throughout the painting skills. Starting off with a unit in figure explore aspects of print design and then learn year including performances at the fall choral drawing, students learn proportions and gain necessary principles and elements of design, concert and at the Holiday Program. MS chorus valuable drawing and painting techniques. A which are key to strong visual communications. attends a music festival in spring. unit on printmaking includes “silk screen and They will also learn to build and create their the art of the multiple image” where students Concert Band (Full Year) own art blog. All participants will need to study pop art and create their own screen print This is an intermediate to advanced wind band purchase their own SD cards for the digital by making color separations. During the second open to all seventh and eighth graders. The cameras and sign a permission form for use of semester, students learn acrylic painting on class meets four periods a week. The ensemble the equipment. They are also welcome to bring stretched canvas. After exploring different performs a wide range of music from jazz to their own cameras. techniques and structured assignments, wind symphony orchestrations. Painting and Drawing: (one semester of full students are encouraged to develop their year art course) Students will investigate Orchestra (Full Year) own style and create a small body of work the principles of drawing and painting. They Orchestra is a chamber ensemble with strings, structured around the concept of Identity. The will explore a variety of materials such as winds, brass and percussion. The ensemble course meets twice a week: one short and one charcoal, pastel, ink and paints such as acrylic performs a wide range of music from different long block. and watercolor. Through these explorations, musical periods. Prerequisite: Introduction to 2D Art students will draw the figure, learn one- and *Meets the University of California (UC) two-point perspective, measurement and Song Writing/GarageBand (Semester) Visual and Performing Arts requirement proportion, color mixing and they will stretch Students explore a wide range of genres of Advanced Placement Studio Art and prepare their own paint canvases. Students popular song and song forms. They create Meeting four times per week, this class is for will be introduced to master artists, and they their own music and lyrics. Using GarageBand juniors and seniors who are serious about will explore the role of drawing and painting in software, students prepare recordings of their pursuing their artwork in a college level class. art history. original compositions. Most work is individualized with a heavy In addition to selecting from the courses above, Drama emphasis on two-dimensional design (i.e. students in grades 6–8 may also participate in mixed media, digital art, printing, graphic Performance Class (Full Year) the MS Jazz Ensemble. design and photography). At the end of their Students perform in at least two different senior year, students are required to submit a dramatic productions and also write short Middle School Jazz Ensemble portfolio of 24 pieces of work digitally and five plays. We also spend time on scene work and This is an intermediate to advanced jazz group original works. character analysis. Students learn and work on open to all sixth through eighth graders with Prerequisite: Beginning and Advanced level all skills necessary for a performance including at least two years of experience on saxophone, studio classes some technical work with lights, sound, trumpet, trombone, piano, guitar, bass or drums *Meets the UC Visual and Performing Arts costumes and scenery. (other instruments by approval of instructor). requirement. Jazz Ensemble students learn improvisation Lights, Camera, Action! (Semester) skills and play a wide range of jazz music. The Introduction to 3-Dimensional Art Students learn the skills one uses when acting group meets twice a week before school. This two-period-a-week class introduces the for the camera while they create original films basic techniques of sculpture. Students will in class. Storyboarding, script writing and Upper School Courses learn a wide variety of skills like hand-build editing are all included in this process. They in clay, glazing and firing ceramic work. They will produce and film scenes for this class. Visual Art will explore plaster, and they will learn to 2D Art: Drawing, Painting, and Print Making make plaster molds. This course will also Impovisation (Semester) Working in a combination of independent include aspects of the pottery wheel, found Discover the joy of spontaneity through projects and structured assignments, students object sculpture and in-depth investigations improvisation, the art of thinking and learn the fundamentals of painting, drawing, of contemporary artists as well as masters acting without the foggiest idea what comes printing and image making in Adobe Photoshop. like Michelangelo, Rodin and the ancients. next. Learn exercises and games that build Materials used include: ink, pastels, charcoal, Through the techniques of carving, modeling confidence and improve listening. The focus graphite, acrylic paint, collage, monotypes and construction, students will realize forms in is on playing together, energy, commitment, with the use of the printing press and Adobe wire, wood and plaster. Students will prepare a teamwork, trust, making others look good, Photoshop. This course meets once a week for written and oral presentation on the sculptor of and the basic rules of “Yes, and...” and “No their choice Blocking.” Information Bulletin 2013–2014 21 Advanced 3-Dimensional Art & Ceramics their ideas visually and how the formal No prior computer experience is necessary This three-period-a-week class is made up aesthetic aspects of their photography can as students are taught the use of the graphic of students who have taken the Introduction serve to express the conceptual ends of their programs during the class. Students will learn to 3D class or who are otherwise familiar project. Twice during each quarter, there are computer graphics software including the with the basic techniques of ceramic and peer-reviewed group critiques whereby other Adobe Creative Suite that includes InDesign, sculptural form. There is a strong focus on students can provide critical feedback on the Photoshop and Illustrator. Other assignments experimentation with materials as well as a nature of their projects. The year culminates in include poster and event design, product focus on the role of sculpture in art history. a show of their work in the Upper School gallery design, and identity design. Students learn to make plaster molds and cast wherein their thesis projects can be made *Meets the UC Visual and Performing Arts multiple versions of a form. Using an armature available to the greater Head-Royce community. requirement. and plastilene, an oil based clay, students learn Prerequisite: Photography 2 to render the human form in three dimensions. *Meets the UC Visual and Performing Arts Dance Also, students investigate the properties of requirement. Introduction to Dance reductive sculpting by carving stone and Dance engages students in a physical, wood. They will prepare a written and oral Photojournalism This is an advanced course dealing with the intellectual and creative art form that also presentation on the sculptor of their choice and elements of photography in a journalistic provides a means of establishing identity they will create a work inspired by this artist. context. The areas covered include news and self-esteem. Dance in our culture and in Prerequisite: Introduction to 3D Art other cultures around the world has become *Meets the UC Visual and Performing Arts photography, the photo essay and aesthetic/ another way to express and communicate requirement. technical considerations. As well as producing photographs for the yearbook and other school meaning, values and customs. Dance also Photography 1 publications, students learn the fundamentals fosters a sense of community and teamwork as students learn to trust and respect each other This course is an introductory-level course of copy writing, layout and desktop publishing. as they work through a series of collaborative, investigating the technical and aesthetic improvisational exercises that eventually considerations of photography as an expressive Filmmaking This course is tailored for students who wish culminate in a choreographed performance. medium and field of conceptual inquiry. The to explore the art of motion pictures. The This course class will include many forms main emphasis of this class is to acquaint course investigates the history of cinema as of dance. Students will not only dance, but students with the broad themes in photography, a cultural force and guides students through will study, create, analyze and compare with particular care given to instruct students the development and production sequence of dance forms from different cultures and time in techniques fundamental to camera operation. independent filmmaking. Students become periods. This course will also focus on basic Students will become technically proficient proficient in screenwriting, directing for dance techniques, vocabulary, musicality and with manual camera settings while exploring film, post-production editing techniques and exercises for the mind and body. photography as a conceptual amalgam of showcase their creative work in a biennial film to students in grades 9–12. No previous various fields: artistic, literary, historical and Open festival for the Head-Royce community. dance experience is necessary to take this scientific. Prerequisite: Photography 1 course. This course meets two days each week. Photography 2 *Meets the UC Visual and Performing Arts This course is for second-year photo students requirement (approval pending). Advanced Dance Advanced Dance is a year long class exploring and serves as an advanced level class. Students a wide variety of dance disciplines, styles and will review the technical aspects of camera Filmmaking: Advanced Projects In this course, student filmmakers delve forms. Students will be required to memorize operation while delving much further into deeper into advanced filmmaking techniques choreography and dance vocabulary, use the conceptual potential of photography as a and explore personal narratives. Themes to music terms, create and perform sequences, medium of visual investigation. The ultimate be explored include non-linear storytelling, research and report about dance and learn goal of the course is to have students master independent filmmaking aesthetics and about new choreography and cultures. Adding the techniques of photography in order to practice and world cinema. Students may multicultural elements to a multi-disciplined become deeper visual thinkers. choose between narrative and documentary dance class will aid the students in a greater Prerequisite: Photography 1 *Meets the UC Visual and Performing Arts styles of filmmaking and will show their understanding of other societies as well as open requirement. creative work in the Head-Royce Film Festival. doors to their own personal history. Through Prerequisite: Filmmaking creating, performing and responding to dance, Photography 3 *Meets the UC Visual and Performing Arts students will develop skills and knowledge In this course students will focus on developing requirement. (pending approval) that will assist in the development of positive a particular theme of inquiry to create a team work, problem solving, self-esteem, body personal body of work. The class is structured Graphic Design awareness, self-discipline and an ability to This class is open to a limited number of by individual tutorials and group critiques meet expectations. Students must be willing to freshmen, sophomores, juniors and seniors. aiming to facilitate students in the development perform, learn and create, analyze and compare Students learn graphic layout design while of a thesis project. Students will meet with the dance styles. planning and executing school publications. teacher individually during class to discuss Open to students 9–12. Students must have Skills are gained in design and composition. thematic interests, how to best communicate at least one year of beginning dance, or one or

22 Head-Royce School more years training outside of school at a dance contributing to school productions and running Vocal Music academy or team. This course meets three days the school’s theater. The Head-Royce Chorus each week. The Head-Royce chorus is an ensemble open *Meets the UC Visual and Performing Arts Instrumental Music to all upper school students who wish to sing. requirement. Orchestra (Counterpoint) Previous musical experience or sight reading Counterpoint is a 9–12 chamber ensemble ability is not required. The chorus rehearses Drama and Theater with strings, winds, brass, and percussion. The three times a week as a full ensemble. Members Drama I class meets four times a week. The ensemble of the ensemble are asked to participate in Students in this class will participate in performs a wide range of music from classical several performances each year including numerous scenes and plays. All students will to pop standards. Performances include two the fall concert, the Holiday Program, the direct each other in scenes for performance major concerts a year, the holiday concert, winter choral concert the spring concert and in class. Students will use theater games, community concerts and culminates with a community concerts. There is a cost for the character evaluations and criticism to explore tour at the end of the year. Audition required. annual retreat. drama. Students also produce at least one *Meets the UC Visual and Performing Arts *Meets the UC Visual and Performing Arts production for a public audience. requirement. requirement.

Theatre Production Class Advanced Jazz Band (Caravan) Colla Voce The fall/spring play/musical will be a main This is an award-winning, advanced, upper Colla Voce is a select mixed vocal ensemble stage production of a significant dramatic/ school jazz combo limited to students who are made up of 24–32 upper school singers. musical work. Auditions for the play will occur serious about playing jazz. The ensemble has Repertoire is selected from the Renaissance to during the first weeks of the semester and performed at Jack London Square; local jazz contemporary music. Colla Voce rehearses four rehearsals will begin immediately thereafter. clubs, including Yoshi’s; and at the Montreux times a week. Members of the ensemble are The course involves an intensive after school Jazz Festival in Switzerland. The ensemble asked to participate in several performances rehearsal schedule culminating in four to five has a demanding performance schedule and each year including the fall concert, the Holiday performances. Open to students in grades 9–12. enrollment is by audition. Program, the winter choral concert, the spring Prerequisite: Audition. May be repeated for *Meets the UC Visual and Performing Arts concert and community concerts. There will be credit. requirement. costs for each student throughout the year for retreat and tour. Drama II Jazz Band I/Introduction to Music Theory/ *Meets the UC Visual and Performing Arts This class is for students who wish to study Improvisation/Jazz Repertoire requirement. acting technique in depth. We’ll work with The Lab Jazz Band is an introductory course a range of concepts, from the personal in the performance of jazz music written for Advanced Placement Music Theory responsibility of the actor in approaching a small to large groups. Instruments permitted AP Music Theory is an advanced music course script to the work of a performing ensemble, include woodwinds, brass, guitar, bass, piano that explores the theoretical analysis of music and how such groups develop the ability to and drums. Some musical experience is and development of aural and sight-singing build collaborations. Yearly projects vary, but highly recommended but not required. This skills. Students will study melody, harmony, include presentations of scenes, small group class meets two times per week and performs rhythm, texture, form, history and style of compositions and class productions (short in school concerts during each semester. music from the Common Practice Period. In plays, one-acts, commedia pieces, silent films. Successful completion of this course will help addition, aural analysis of music, melodic/ Projects shift from year to year depending on in advancing to the Caravan Jazz Ensemble. rhythmic dictationß and sight-singing will the interests and composition of the class). The *Meets the UC Visual and Performing Arts be studied in preparation for the Advanced class can be, and often is, repeated for credit. requirement. Placement Exam in May. The student’s ability *Meets the UC Visual and Performing Arts to read and write music is fundamental to requirement. Wind Symphony such a course and successful completion of Wind Symphony is a 9–12 instrumental music Introduction to Music Theory serves as the Introduction to Theatre (Tech Theatre) group made up of woodwinds, brass, and prerequisite for this course. Students interested This course is designed to give students the percussion. This ensemble performs music in AP Theory who have not taken Introduction skills they will need to work in any of the from the standard band repertoire covering all to Music Theory must pass a pretest prior to areas of play production. We learn the basics musical styles in a traditional concert format. enrollment. of production and design through hands-on The Wind Symphony rehearses three days *Meets the UC Visual and Performing Arts involvement with each area. Each student per week and performs in school concerts, requirement. learns how to operate and focus lights, how the Holiday Concert, CMEA Solo/Ensemble to build and paint sets and props, how to find Festival and regional music festivals. Students costumes, etc. We also cover the more creative interested in playing on select pieces with the aspects of production — from designing lights, Counterpoint Orchestra must be members of costumes and sets to developing a concept and the Wind Symphony. Prior musical experience a director’s plan for an entire production. The with an instrument is recommended but not class will work on individual projects as well as required.

Information Bulletin 2013–2014 23 History Institute and a variety of readings will allow and role-play. Evaluations range from exams students to explore geography, culture and and reading quizzes to analytical essays. On Middle School Courses politics. Students will pursue both individual a regular basis, students are required to think and group projects as they make connections critically about the secondary and primary History 6: Ancient Civilizations between current events and their historical sources they read, to interpret evidence and to This course is an investigation into the nature precedents. Students will write a number draw their own conclusions. The curriculum of historical studies and ancient civilizations of research papers throughout the year, encourages students to explore connections with a dual focus on how we know about the culminating in the “Big Paper” during fourth between past and present by increasing their past and how humans have developed various quarter. knowledge of current events and they are societies. During the first semester, students Text: World Studies: Africa and World Studies: encouraged to think about what their own role study Mesopotamia, ancient Egypt and ancient Latin America, Prentice Hall (2008) in American society and politics is now and will China with a focus on how geography affected be in the future. the development of these civilizations. In Texts: The American Pageant, Bailey and addition, students investigate the major Upper School Courses Kennedy; The American Spirit (Vols. I and II), Bailey political and social fluctuations of these History 9: Regional Studies II–Russia, and Kennedy; The Autobiography of Malcolm X, civilizations. In the second semester ancient China, India, and Globalization Alex Haley; Fast Track to a Five, Epstein; The Greece and Rome are the focus of study, each History 9 represents the second year of our Autobiography of Frederick Douglass; assorted for about nine weeks. In this work students are two-year global studies program at Head-Royce articles and documents asked to become familiar with both the values (though each year functions as a discrete Advanced Placement is an option for History and the reality of these cultures. Throughout course). As 9th graders, students explore 10 students. Students who choose this option the year comparisons and contrasts of different three non-Western superpowers—Russia (the are given targeted preparation for the College cultures are emphasized. Meeting four days world’s largest country), China (the world’s Board’s Advanced Placement exam. Preparation per week, students have ongoing opportunities most populous), and India (the world’s biggest includes test taking strategies and practice to practice research, in-class note taking, democracy in a developing country). Our with the document-based essay, a format in outlining and oral presentation skills. Teachers study is rooted in both contemporary issues which students analyze a set of documents in implement original units as well as those and their historical precedents. By the end defending their answer to a question. Additional from the History Alive! Teachers’ Curriculum of the program, students will have a rich emphasis is placed on student writing/analytical Institute. All lessons seek to engage and knowledge of national differences and the skills and in-depth content areas appropriate for challenge students with a variety of learning forces of globalization that shape our quickly the AP exam. Students will receive credit on their angles with an emphasis on interactive changing world. History 9 also contains a strong transcripts for electing the AP option. activities and projects. thematic component as we discuss models of Text: A Message of Ancient Days, Armento governments, mechanisms of political change, History 11: Western Culture and et al. (1999) utopian ideologies and their demise, to name Civilization just a few themes. We want this course to This course is a historical and cultural survey History 7: American History engage students, as they become deep-thinking from the Classical World to the present. It This course is divided into two parts: a survey historians and more worldly individuals. provides a chronological and topical analysis of U.S. history and a seminar format that Texts: History 9 Readers: Russia, China, of the political, cultural, social and economic explores three topics in depth. The first part of India; Animal Farm, George Orwell; Tao Te Ching, forces that have shaped the Western tradition. the course consists of a series of chronologically Mitchell (trans.) It examines, as well, the consequences of organized lectures and readings that explore European contact with the non-Western world. major themes, concepts, periods and events in History 10: Honors U.S. History A weekly survey of western art is incorporated U.S. history. The second part of the course is a This survey course traces the political and into this course. seminar format during which students explore social forces shaping the United States from Texts: The Western Experience, Vols. I and II, — utilizing various primary documents — the early settlement to the 1980s. Along with Chambers; The Western Tradition, Vols. I and II, history of race, gender and socioeconomic providing a sense of chronological continuity, Weber; A History of Western Art, Adams; course class in U.S. history. Small and large group the curriculum focuses on major themes readers discussions are an important part of the course, which define the country’s heritage while making student participation crucial. We also considering the contributions of diverse Art History Component place a strong emphasis on writing skills. peoples and cultures to the development of This course surveys Western art from classical Text: History Alive!: The United States, Teachers the United States. The curriculum addresses Greece to the present. The teacher presents Curriculum Institute (2002) social, political, economic, geographic and major works of painting, sculpture and cultural topics. Students think about historical architecture for discussion in relation to the History 8: Regional Studies I — Africa and debates and why we have them, and they historical development of forms and styles. Latin America are introduced to concepts of historiography. Students examine how different styles of art History 8 represents part one of our two-year Students actively use the Internet to further and architecture reflect the ideas and technical global studies program. Our eighth graders their knowledge and develop their historical knowledge of the societies in which they arise, will explore the geography, history, culture and interests, and they complete a research and how styles change and are transmitted. current events of Africa during first semester project in the spring semester. Classes vary Special attention is paid to the interaction of art and Latin America during second semester. from lecture and discussion to simulation and society. Materials from the Teacher’s Curriculum

24 Head-Royce School AP European History Seminar (second feminism, the Prague Spring, the assassinations necessary to develop an understanding of some semester only; optional) of Martin Luther King and Robert Kennedy, the of the world’s diverse political structures and This seminar is meant to be a one semester American presidential election and student practices. In it we will study six specific countries enrichment and review for those students protest movements in America, Europe and (the US, Great Britain, France, China, Russia, and interested in taking the Advanced Placement elsewhere. In addition, we will explore the India), plus some of students’ own choosing and test of the College Board. The seminar, offered rising influence of the media to see how it general concepts used to understand political in the second semester, focuses on European exposed a wider audience to critical moments, relationships and institutions that are found history from 1450 to the present. While it helped sway public opinion and gave voice in nearly all political systems. We will discuss follows the outline of the History 11 course, to a generation. We will use a combination of current events as well as historical foundations the seminar explores topics with greater depth primary documents, historical texts and media as appropriate. Our goal is to become better and reviews the analytical and writing skills (television journalism, film, music, fashion and versed in paradigms of different types of political appropriate for the AP test. No credit is given photography) to immerse ourselves in a year systems so that we can be better citizens not for the test prep seminar. when promise and despair often seemed to only of the United States but also of the world. live side by side. Lastly, we will consider how Texts: Comparative Politics: Domestic Responses Senior History Electives 1968 has informed social movements of today, to Global Challenges, Hauss; How Much is Enough? specifically environmental activism, Occupy The Consumer Society and the Future of the Earth, During the senior year, students choose Wall Street, and gay rights. Durning; current periodicals one elective each semester from among the offerings. History 12: Asia Rising History 12: Introduction to Cultural History 12: Advanced Placement Art This course will examine Northeast Asia’s Anthropology History rapid industrialization and economic This course will give students tools and development. Why did growth happen so opportunities to understand how individuals This course builds upon the Art History rapidly and successfully? Together we will are shaped by culture: the rules, systems, component of the History 11 class. Students explore economic, political and cultural rituals, and symbols that surround them. The focus on periods not touched on in the junior factors as potential drivers behind Northeast class will expose students to the ways other level class from Antiquity through the Modern Asia’s amazing rise. Concentrating on Japan, cultures (from the past and the present) have era. They develop critical reading skills and a China and Korea, we will reflect on how these viewed and ordered the world in order to more sophisticated method of analyzing works factors continue to affect Asia today. Will meet the same underlying needs (subsistence, of art. This course prepares students for the growth continue, to what extent? How did social organization, communication, etc.). We College Board Art History Exam in the spring. trade relations with Japan drive our current will start by defining the idea of “culture” and Text: Gardner’s Art Through the Ages, Vols. I and manufacturing crisis in the auto industry? introducing students to basic anthropological II (Tansey and Kleiner) What is the local impact of trade with China? methods. We will then delve into five distinct History 12: The U.S. Since 1945 (With The world economy? What is the current “units,” each tackling a significant area Emphasis on 1968) status of the denuclearization of the Korean of anthropological study: 1) subsistence, Why 1968? Described by Charles Kaiser as Peninsula? Classroom activities will revolve 2) language, 3.) family/kinship, 4) gender/ “the most turbulent 12 months of the postwar around the analysis of scholarly articles, sexuality and 5) cultural evolution. In each period and one of the most disturbing intervals interactive lessons such as trade simulations unit, we will examine specific case studies we have lived through since the Civil War,” it and topical debates, as well as off-site study from both Western and non-Western cultures. was a year when forces of idealism, violence excursions. Upon completion, students will In addition, certain topics in the syllabus and profound cultural transformations learn to think critically about the economic address interdisciplinary approaches to reached a crescendo both domestically and history of the region, and also about current studying culture (incorporating biology, ecology, globally. From the boulevards of Paris to the events that are shaping Asia’s continued rise. economics), thus encouraging students to squares of Prague, from the nation’s Capitol to Texts: Course reader of assorted articles make connections to their other classes and the Chicago Democratic Convention, people provided by teacher reinforcing the importance of collaboration. took to the streets to protest the status quo Along the way, students will be asked to and try to create a new world. This course History 12: Comparative Politics reflect on their own culture, how it has been Why is that some representative democracies will examine the revolutionary impulses constructed, and how it has molded them. The have eight major political parties and ours has that reshaped our culture at that time, as culminating assignment will ask students to only two? Why do some democracies have a we consider the following questions: How create their own ethnographies after observing premier and a president? What is voter turnout did the period following World War II set the a local cultural phenomenon (e.g., a baseball like in other countries? How are minority group stage for the events of 1968? In what ways did game, a walk down Telegraph Avenue, a school interests represented in different countries? protest movements manifest themselves and dance, etc.). What is the role of religion in government? Can how did governments respond to this unrest? socialism and democracy be combined without What came of it all, and how did the world History 12: Economics undermining democracy? change as a result? To help us answer these Economics is the study of how society allocates Many American adults can’t even begin to questions, we will study a variety of historical its scarce resources. This course is designed answer these questions. Now our students can. events from the year, including the Vietnam to acquaint students with the basic tools This comparative politics course is designed War, American race relations, second-wave of microeconomics and macroeconomics. to provide students with the conceptual tools Microeconomics examines the behavior of

Information Bulletin 2013–2014 25 households and firms in a free market economy thought about and acted toward the natural and East to India, Malaysia, and Indonesia while macroeconomics is the study of the environment. In search of this understanding through to our own time when it seems entire national and global economy. In the we will follow a number of historical trails. We impossible to for Westerners to think of Islam first semester, students will explore topics will read excerpts from important works of outside the extremes of fundamentalism and such as supply and demand, personal finance, Western philosophy and science, from people terrorist violence. In the course of our class, we international trade and pricing decisions made such as Plato, Galileo, Bacon, and Descartes. will see how trade turned the Indian Ocean into by firms. In the second semester, students will But to provide comparison and contrast, we an Islamic Sea, how Islamic culture influenced examine national income, unemployment, will also read books and essays about some the European Renaissance and was in turn inflation, the banking system, foreign currency traditional, indigenous cultures in parts of influenced by European imperialism. We will and the role of the government. The course the world that we rarely encounter in Head- also spend time investigating the relationship aims to help students understand the world Royce courses: Aboriginal Australians, Pacific between reality and stereotypes in 20th century around them, make economic decisions in their Northwest Indians, Amazonians. By the end Islam. And in the end, we will try to imagine own lives and become informed citizens and of the semester, we will also have investigated what the future holds for Islam in an era of voters. The course includes many equations, some new trends in our own society, issues like globalization. graphs and abstract constructs, but will offer sustainable agriculture and slow food. Humans Texts: Al-Qur’an, Ali (trans.); Mohammed, many real world examples of each topic. imagine their environment into existence Armstrong; Hayy ibn Yaqzan, Ibn Tufayl; selected (Students will need their TI graphing calculator around them, and the entity we create and call poetry of Rumi; Nine Parts of Desire, Brooks for many units.) Students regularly touch upon nature is a reflection of our values and ideals; current events during discussion and will it is a mirror reflecting civilization back upon History 12: Global Issues: Ethics of Global present two different digital slideshows to the itself. Today nature is a battlefield: environmen Citizenship class as culminating projects. talists struggle with developers and industrial This seminar challenges students to first define ists, the fate of humanity seems to lie in the the term “global citizen” and then spend the History 12: Ethics balance. This course will introduce us to the semester identifying and adopting the ethics This course asks students to think deeply origins of this battle and give us ammunition to and actions required of the role. Together we about some of the major ethical dilemmas of participate for ourselves in the future. will engage with real world questions and the modern world. Throughout, students are Texts: Course reader; Harrison; The Spell of deepen our inquiry through the application of expected to read and to express their views the Sensuous, Abram; The Omnivore’s Dilemma, narrative lenses and academic frameworks. with care and precision. The purpose of this Pollan Specifically, students will read and research course “is not to make up anyone’s mind but to academic theories on the idea of global open minds, and to make the agony of decision History 12: Introduction to Psychology citizenship, determine the ethical bases of making so intense that you can escape only During the first quarter, the class covers the global citizenship, understand institutional by thinking.” Topics addressed include ethical major movements in modern psychology issues and bases of skepticism and examine traditions, ethics and community, ethical including psychoanalysis, behaviorism, specific areas of application: environment, issues raised by the legal system and media, developmental psychology, and abnormal economy, globalization, technology, the ethics of journalism and moral dilemmas psychology. In the second quarter, the class immigration and peace. The instructional that come up in business and government. focuses on social psychology and draws framework will include academic theories The course’s aim is not to be philosophical readings and discussion from Elliot Aronson’s of perspective and bias, political science, or abstract, but concrete. By semester’s end, The Social Animal. Topics covered during the statistics, cultural anthropology, sociology, students will acquire an appreciation for how second quarter include conformity, prejudice, political science and international relations. ethical dilemmas are woven through every life aggression, persuasion and attraction. Also, The course also involves significant study of path. They will be able to clearly perceive where during the final part of the semester, students writing with an emphasis on classic non-fiction ethical dilemmas exist in daily life and will will conduct, write up and present group essay forms. These theories and modes will have developed language and critical thinking psychology experiments. serve as models that students may adapt and skills to make the pondering of ethical issues Texts: Course reader; The Social Animal, apply to their own research and writing. As a part of their own lives. Aronson culminating project, the Global Issues students Texts: Ethics in America: Study Guide, Newton will select a topic pertaining to a global or History 12: Islam regional issue of interest and craft essential History 12: Environmental History The history of Islam encompasses a vast questions to investigate under the guidance of In a book about the environmental conse chunk of the history of the world. Just the the teacher and a targeted faculty advisor. quences of Europe’s encounter with the New Middle East is not enough. Today its influence World, the historian Alfred Crosby writes, “The permeates states from Morocco to Indonesia, first step to understanding man is to consider from the Sudan to former Soviet Republics like Mathematics him as a biological entity which has existed Kazakhstan. This history all began in a small on this globe, affecting, and in turn affected by, merchant village on the Arabian Peninsula Middle School Courses his fellow organisms, for many thousands of called Mecca in the seventh century. This class Mathematics 6: Foundations years.” To understand any human society we will follow the history of Islam from its humble The Foundations math classroom is a space must first understand their ecological footing. origins in Mecca and the visions of Mohammed for students to exchange ideas, build skills, In order to study any human culture, we need through its centuries of military and mercantile deepen their understandings and find their to investigate how that group of people has conquest across North Africa and into Europe

26 Head-Royce School best practices as mathematicians. Foundations Problem Solving (7th Grade) recommendation) or Advanced Algebra as 8th math is a comprehensive review of elementary The 7th grade Problem Solving course is graders. concepts and skills involving natural numbers, designed to prepare students for success in Prerequisite: Problem Solving fractions and decimals, and is an exploration Algebra and Geometry. The main goal is to allow Text: Algebra I (McDougall, Littell, & Co., 2000) of extensions of these areas in preparation students to learn and think mathematically, Calculator requirement: Scientific calculator for higher math. We strive to strengthen to make the transition from the computation (TI-30X or equivalent) computation, to develop logical reasoning and and mechanics of arithmetic to the abstract problem solving skills, and ultimately, to build reasoning of higher mathematics and to Advanced Algebra I (7th and 8th Grade) This course covers all of the topics of first- confidence and flexibility of thinking. Students become problem solvers and critical thinkers. year algebra as well as a few additional topics leaving the sixth grade Foundations math class Through a series of different units, we begin from second-year Algebra. It adds significantly should have a strong understanding of how to to explore proportions and proportional more challenge problems and moves at a be an efficient and effective mathematician. reasoning, how we compare quantities and what faster pace. It expects a strong fluency in pre- Topics include number sense (place value, those comparisons mean, what big numbers algebra skills. Beginning with a brief review of renaming, exponents, scientific notation and look like and how we understand them, using mathematical properties to solve for an order of operations), number theory (divisibility, measurement and counting, understanding unknown variable, students will then study primes and composites, factorization and volume and surface area, graphing linear operations with polynomials and radicals. multiples), integers, expressions, equations and functions, equations and geometry. Through Significant time is dedicated to working with formulas, data, statistics and graphing, rate, all of these topics, we focus on communicating algebraic functions (linear, exponential and ratio, proportion and percent, geometry and mathematics, and looking at the subject matter quadratic), linear equations and inequalities. problem-solving strategies. in depth. The course is tied together by having students Text: Sadlier-Oxford Progress in Mathematics– These topics are presented with an emphasis develop the ability to move fluidly between Grade 6 (2008) with teacher supplements on the formal strategies of Problem Solving: Mathematical Expressions and others. Extensive Guess & Check, Working Backwards, Finding Mathematics 6: Applications use of project based assessments and writing a Pattern, Making a Table, Drawing a Diagram, The Applications class allows students who assignments are included in addition to class Making it Simpler, Using a Model, Writing have demonstrated strong foundational group work. Mathematical Expressions and others. Extensive skills and conceptual understanding to Completion of 6th Grade use of project based assessments and writing Prerequisite: apply these skills to “real world” scenarios Mathematics or equivalent assignments are included in addition to class while introducing and strengthening their Connected Mathematics, Ed. Lappan, Fey, group work. Text: pre-algebra skills. This accelerated course Fitzgerald, Friel, & Phillips Prerequisite: Completion of 6th Grade focuses on three major goals. The first is to Scientific calculator Mathematics or equivalent Calculator requirement: provide students with the solid math skill (TI-30X or equivalent—no graphing calculators) Text: Connected Mathematics, Ed. Lappan, Fey, set necessary to potentially take an Algebra Fitzgerald, Friel, & Phillips class in 7th grade. The second is to provide Calculator requirement: Scientific calculator Upper School Courses many opportunities to stretch their abstract (TI-30X or equivalent—no graphing calculators) thinking skills, but also apply their skills Geometry (Regular and Honors) Geometry covers traditional Euclidian topics of to experience how math is used outside of Algebra I (7th and 8th Grade) plane and solid geometry. Units include lines the classroom. Finally, students will learn This course covers all of the topics of first and angles, triangles, polygons, congruence, to appropriately and clearly document and year algebra. It begins with a review of using similarity, circles, Pythagoras, area and volume. verbally communicate their solutions to all mathematical properties to solve for an Students quickly learn how to define new problems. In addition, this course actively unknown variable. Algebra I also includes the terms and also to think inductively. Unlike contributes to the sixth grade interdisciplinary study of operations with polynomials and many “traditional” courses, they are asked goals of developing study skills, honing radicals. Additionally, there is significant time to examine geometric situations and make organization and time management, self- dedicated to work with algebraic functions their own conjectures. In late fall, students advocating, and practicing mutual respect and (linear, exponential and quadratic), linear are exposed to the ideas and logic behind tolerance through cooperative learning. Among equations, and inequalities. The course is deductive proof. They then practice turning the topics included are: order of operations, tied together by having students develop their conjectures into theorems. Mixed into integers, fractions; understanding and the ability to move fluidly between the three the curriculum are algebra review, coordinate applying proportion (rate, ratio, proportions representations of a function: the graph, the geometry, right triangle trigonometryß and and percent); reading and creating graphs, equation, and the table. Algebra I builds on some transformational geometry. analyzing data, calculating simple statistics; the problem solving and reasoning from 7th Honors Geometry covers the same topics using scientific notation; investigating variables grade Problem Solving. The students apply as Geometry with more advanced problems and linear equations; introducing geometry their newly acquired algebraic skills to a wide and at a considerably faster pace. Topics are and creating and using formulas. assortment of problems. Successful completion covered in more depth and intensive problem Text: Sadlier-Oxford Progress in Mathematics of Algebra I by 8th graders fully prepares solving is required of the students. Students Fundamentals of Algebra (2009), with teacher the student for either Geometry or Honors enrolled in the honors sections are expected supplements Geometry in the 9th grade. 7th graders may to have an inherent love of mathematics enroll in either Honors Geometry (with teacher and possess superior numerical skills.

Information Bulletin 2013–2014 27 Throughout the course, students work with Text (for Algebra II Regular): Algebra II, Holt, the AP exam. The Geometer’s Sketchpad software with which Reinhart, Winston (2004) In addition, sample problems from old they perform constructions, transformations Calculator requirement: TI-83+ or TI-84 AP tests are given as an exposure to the test and investigations. Special topics include Note: TI-89, TI-92s and all calculators that throughout the year. Students who are enrolled construction, coordinate geometry, trisection, perform symbolic manipulation are allowed in in Calculus are required to take the AP exam in networks, transformations, tessellations and Head-Royce mathematics classes but are not May. Whether or not college credit is granted fractals. usually admitted on exams administered by ETS is determined by the policies of the various Prerequisite: Algebra I and the College Board. colleges and universities each student will Text: Discovering Geometry, 4th ed., Michael attend. Serra (2008) Precalculus/Precalculus (H) Calculus BC covers the same topics as Calculator requirement: A scientific Precalculus is a regular level course designed AB with additional topics of sequences and calculator is required (no graphing technology to give students exposure to all the basic series and further techniques of integration. needed) functions ordinarily studied in high school In addition, some topics have additional sub- Note: Ninth grade students with no previous mathematics. There is a systematic review topics. In some years, AB and BC are taught Algebra experience are expected to complete of functions first encountered in Algebra together. Algebra I through private tutoring or equivalent II (exponential and logarithmic functions, Prerequisite: Precalculus Honors summer school course before enrollment in in particular), with an added emphasis on Text for AB: Calculus (Rogawski, 2008) Geometry. Speak to the department chair to function transformations and the use of Text for BC: Calculus, 6th Edition, Edwards receive confirmation for the student’s plan of graphing calculator technology. Then, students and Penney, 2002) action. briefly review conic sections. Trigonometric Calculator requirement: TI-83+ or TI-84 functions are studied thoroughly, beginning Algebra II (Regular and Honors) with a review of right triangle trigonometry and Advanced Placement Statistics Algebra II Regular spends the majority of continuing with a discussion of trigonometric AP Statistics is a college-level course. It begins the year examining the major families of graphs and equations. The course concludes with a study of descriptive statistics, normal mathematical functions including linear, with discrete mathematics and a preview distributions and regression analysis. Each quadratic, exponential, logarithmic, absolute of statistics and Calculus. Spring topics fall, students complete a statistical poster that value,and variation. Throughout the study include sequences and series, sigma notation, strives to clearly tell the story of a large data of each function family, students work with combinatorics, probabiity theory and random set culled from the Internet. Next, experimental tables, graphs and equations, and they strive variables. Students are introduced beginning design and data gathering methods are studied to model real-world phenomena. A unit on topics in Calculus, such as limits, simple extensively. In the winter, student teams systems and linear programming is included. derivatives and tangent lines. perform their own surveys on campus. Students Students also solve in-depth problems requiring Honors Precalculus covers the Precalculus then examine probability and random variables. them to connect different ideas. Along the way, curriculum and more. Students are expected The course concludes with several units on students familiarize themselves with their new to have mastered basic algebra skills, and will statistical inference (the logic and mathematics graphing calculator and even write a number be asked to solve non-routine problems on a behind confidence intervals, hypothesis testing, of short programs.. The last third of the course regular basis. Trigonometry, in particular, is and decision making). Students put these is devoted to topics in discrete mathematics. studied at a more advanced level, with the sophisticated techniques into practice as they These topics include sequences, series, addition of the double and half angle formulas analyze the data collected in their surveys. In dynamical systems, counting and probability. and the study of polar coordinates. Moving general, the Advanced Placement syllabus is (Note: Units on complex numbers, rational beyond Precalculus, the course ends with the followed closely and the last weeks of the class expressions, rational functions, polynomials study of limits and the derivative at a level of are spent reviewing for the AP exam. Students and trigonometry are postponed until sophistication close to what students will see take the AP exam in May and are often eligible Precalculus Regular.) in AP Calculus the following year. for credit at their university of choice. Algebra II Honors is dedicated to learning Note: Students interested in taking AP Prerequisite: Algebra II Honors or the many functions of the TI-83+, including Calculus must take Honors Precalculus. Precalculus Regular. programming. The honors course covers the Prerequisite: Algebra II (Regular or Honors) Note: Due to scheduling constraints, AP same topics as Algebra II in more depth and Text: Advanced Mathematics: Precalculus with Statistics is reserved almost exclusively for at a faster pace. Students are asked to do a Discrete Mathematics and Data Analysis seniors. It may be taken simultaneously with fair amount of independent learning and are Calculator requirement: TI-83+ or TI-84 another mathematics course. expected to have a desire to put in extra time Text: The Practice of Statistics, Moore, Yates, as well as possess superior skills of symbolic Calculus (Advanced Placement AB and BC) and Starnes (3rd Edition, 2008) manipulation. Additionally, topics such as Calculus AB is a college level course in Calculator requirement: TI-83+ or TI-84 matrices, complex numbers, Euler’s number differential and integral calculus of one e, the natural number phi, conic sections, variable. Considerable time is spent devoted Statistics and Calculus polynomial functions, rational functions and to under standing the major concepts of This course is intended as a non-AP option for radical functions are studied in Honors Algebra the derivative and the integral and applying senior year, for students who want to continue II. them to a variety of problems. The Advanced their mathematical studies. It will work on Prerequisite: Geometry (Regular or Honors) Placement syllabus is followed closely and the mastery of certain topics from Precalculus last month of the class is spent reviewing for (Algerbraic simplification, log and exponent

28 Head-Royce School rules, trig identities and relationships) in advanced mathematical topics outside of the students who have successfully completed the context of an introduction to topics in normal syllabus for this particular course are AP Computer Science. It covers many of the Calculus. We will specifcally focus on Limits likely to be touched on as well. same topics as a standard second-year college and derivatives. The statistics portions Prerequisite: Calculus AB or BC computer science course. In particular, data will contains much of the content of other Text: Calculus, Rogawski 2008 structures will be covered thoroughly, as Statistics classes but with a more hands-on, Calculator requirement: TI-83+ or TI-84 students will study linked lists, stacks, queues, project based approach to accommodate a binary trees, priority queues, hash tables, variety of learning styles. This content will be Computer Science sets, maps and graphs. Additionally, students interwoven with the Calculus ideas throughout will learn how to write Java applets, time the course of the year. The statistics content Upper School Courses permitting. Class meets four days a week for will include three main strands: 1) probability lecture, discussion, project work and testing. Introduction to Computer Science and sampling, 2) data analysis/mathematical Students will not be expected or required to This class is designed to give students a modeling and 3) visual design. In each strand, do any programming work outside of class, fun, stress-free introduction to computer there is an approach in which students can but all the software used in the course can be science and computer programming, using do interesting work with a fairly low level of downloaded for free, and so interested students several different programming environments. math. But at the same time, there is a wealth can continue to work on their projects at home, Currently, students in the class will be writing of deep mathematics available for the stronger should they so desire. programs in Scratch, Bring Your Own Blocks, students. Prerequisite: AP Computer Science A MIT AppInventor, and Greenfoot. The class For the calculus topics, we will look meets two days a week, and is a project-based at a variety of real world problems, and Advanced Topics in Computer Science course, with no written exams or homework. seek multiple approaches to solving them This course is designed to provide students Students will not be expected or required to (analytical, graphical, algebraic). These units with a learning experience beyond AP do any programming work outside of class, will have standard assessments (homework, Computer Science and Advanced Computer but all the software used in the course can be tests and quizzes). We will refer to the texts Science. The course is structured as a seminar, downloaded for free, and so interested students used in other courses (Precalculus and with lectures and discussion centered around can continue to work on their projects at home, Calculus). one or more major projects. The topics are should they so desire. For the statitsics topics, work will include chosen at the beginning of the year, and are based on student interest. Previous topics a horoscope survey (connection to random AP Computer Science include hardware design, networking theory, sampling, double-blind surveys, 90% confidence This class is designed to serve both as an explorations of security, practical Linux intervals); a data analysis project (collection of appropriate introductory course for students experience, web development using PHP and two forms of data — numerical and categorical with serious interest in computer science, MySQL, compiler design and the Scheme — and analyzing the data. Will also include a and as a second-year course for students who programming language. This is a rigorous visual design element.); a survey project (this have successfully completed the Introduction course for those students who want to use real- is a major project in which students will pick a to Computer Science course. Prior knowledge world technology and challenge themselves relevant topic and conduct a school-wide survey of computer programming is not required or with college-level computer science theory. using the principles we’ve discussed — random recommended. The course emphasis is on Prerequisite: Advanced Computer Science sampling, bias, survey design, visual design, programming lan¬guage features (variables, analysis and the 90% confidence intervals) and if-statements, loops), algorithms, data a visual design project. structures, and the basic concepts of object- oriented programming — all taught in the Java Physical Education Three-Dimensional Geometry and programming language. Students are expected Multivariable Calculus Middle School Courses to take the AP Computer Science test in May. Multivariable Calculus is a second-year The Middle School Physical Education program Class meets four days a week for lecture, college level mathematics course, designed introduces a variety of instructional units discussion, project work and testing. Students for students who have already taken AB or BC over a three-year period. The emphasis is on will not be expected or required to do any Calculus and desire an even more advanced participation and the development of skills. programming work outside of class, but all the mathematical experience. Considerable time Fitness is emphasized daily. Middle School software used in the course can be downloaded will be spent at the start of the year study students attend Physical Education classes four for free, and so interested students can continue ing three-dimensional analytic geometry days a week. to work on their projects at home, should they (3D graphing, equations of lines and planes, so desire. vectors) and then we will proceed to study Prerequisite: 9th graders must be Upper School Courses the standard topics of multivariable calculus concurrently enrolled in Geometry Honors or Four years of physical education are required (partial derivatives, multiple integration, vector Honors Algebra II. There are no prerequisites for in the Upper School. This requirement can calculus). As only strong students with serious 10th through 12th graders. be satisfied by attending physical education interest in science and mathematics should be classes, participating on Head-Royce athletic enrolled in this course, it is likely that at least Advanced Computer Science: Data teams, participating on athletic teams outside some class time will be devoted to prepara Structures and Java Applets the school, taking fitness classes outside of tion for national mathematics contests. Other Advanced Computer Science is designed for school or a combination of the above. Students

Information Bulletin 2013–2014 29 who get credit through off-campus activities develop students’ curiosity and to equip them Upper School Courses must submit paperwork at the end of each with the basic understandings and skills Conceptual Physics semester to receive credit. needed to explore the natural world. Meeting In this freshman course, students learn All freshmen are automatically enrolled four days per week, the year’s curriculum is the essential concepts of physics through in a Physical Education class, which includes divided between earth science and life science demonstrations, simulations, laboratory work a CPR component as well as activity classes. in five distinct segments. Units in the first and discussion. Understanding concepts, They will take a health and wellness class for a semester include astronomy and ecology, where communicating that understanding and careful third of the year (see below). Freshmen Physical students study a fictitious community plagued gathering and analysis of quantitative data Education classes meet two days a week. with dying fish (Environmental Detectives). In are stressed. Topics covered in this course the second semester students participate in a include sound, light, mechanics, electricity and science contest, investigate geology and learn Health and Safety magnetism. about human biology. During the course of the Health Component Text: Conceptual Physics, Prentice Hall (2009) year, students are introduced to the scientific The intent of this class is to provide students method, controlled variables, and lab reports. Honors Chemistry with an overview of the most critical areas of Curricular materials are both teacher-generated This sophomore course provides a foundation health and provide resources and direction if and derived from FOSS and GEMS units in chemical principles for further course further exploration is desired. The class will developed by the Lawrence Hall of Science at work in science at the high school or college be structured so that some days will be spent the University of California at Berkeley. level. Major concepts emphasized include providing and overview of a topic, while other stoichiometry, the atomic/molecular model days will be spent doing an activity or exercise Life Science 7 of matter, chemical bonding, intermolecular to practically apply and reinforce the subject Life Science emphasizes science process skills of forces, gas laws, reaction rates, equilibrium matter covered. Class discussions and debates, prediction, observation/data collection, inference and energy changes in chemical reactions. group work, role-playing, instructional videos and analysis of data. Scientific communication is Topics in nuclear and organic chemistry are and guest lecturers will supplement class lec- also a focus of the skills curriculum. This course also discussed. The course stresses problem tures. Demonstration and instruction in the use is an exploration of life around us. It covers solving,and laboratory exercises. of functional coping mechanisms (i.e. stress basic topics in human biology and ecology. The Prerequisite: Conceptual Physics management, time management, goal plan- first part of the year focuses on environmental Text: Chemistry: Matter and Change, Dingrando, ning, communication skills, decision-making) science, including basic ecological principles, Tallman, Hainen and Wistrom (Glencoe Science) will provide individual strategies to use with biomes and the impact of humans on the personal issues. environment. The second portion of the year Biology The following topics have been chosen for focuses on the human body and physiology, Biology is the study of life. In this course, the this class: personality indexing, learning styles including the digestive, cardiovascular and students learn about matter and energy on and learning differences, assertiveness training, nervous systems. The year culminates in the the cellular and molecular level, as well as on nutrition and exercise, stress management, study of plants with an emphasis on flowers and the level of community and ecosystem. They psychological wellness and dysfunction (eating their interrelationships with pollinators. also learn about the modes and mechanisms disorders, depression, suicide), personal safety, Texts: California Life Science, Padilla, et. al., of inheritance, the evidence for and theory of preventing drug abuse and addiction, sexuality Prentice Hall (2008) evolution, as well as the structure and function and reproduction, managing relationships and of living things, on a cellular and physiological managing fertility. During the last few weeks Physical Science 8 level. Students also do activities and labs to of the course, prefects (Head-Royce juniors This course is a hands-on, lab-based physical assist them in understanding these essential and seniors) who have been trained as peer science course. Topics include basic weather concepts. This course covers many of the same educators, will reinforce/teach the sections on and climate change concepts; measurement; fundamental topics covered in AP Biology, but substances and sexuality. Some of these subject physical properties of solids, liquids, and gases; more time is devoted to their understanding. areas to be addressed will be determined, in mixtures and compounds and their separation; Prerequisite: Chemistry part, by class input as being current and of and introduction to web page design. Text: Biology: Concepts and Applications, 7th special significance/interest. Applications of concepts are made to real life Ed., Starr scenarios. Projects and short presentations

CPR Component about current science and technology Advanced Placement Biology Students are given instruction from the developments are important parts of the AP Biology is the equivalent of two semesters American Red Cross CPR course, with the course as well. Throughout the year the course of college level biology and introduces the opportunity to gain Red Cross Certification in emphasizes the development of scientific organization of life from the cellular and CPR. process and thinking, especially obtaining molecular level to the level of community and and analyzing quantitative data. The course ecosystem ecology, emphasizing the unity culminates with a qualitative analysis project and diversity of living organisms. Students Science that is reported in web page format. learn about themselves by learning about Text: Bound syllabus of labs and readings Middle School Courses genetics and human anatomy and physiology. designed and written in-house by P. Curtin, et Science 6 Laboratory observations and experiments are al., revised yearly The sixth grade science program seeks to a weekly part of the course. The College Board

30 Head-Royce School recommended Advanced Placement syllabus impact on the environment that the class will second-semester elective will be laboratory and Investigative Lab syllabus is covered, with encounter during the year. Some of the topics work emphasizing molecular biology, additional material on many units. The new covered include human population, agriculture, recombinant DNA techniques and PCR. Each curriculum implemented in the 2012-2013 biodiversity, urbanization, freshwater resources, group of students will design and implement school year is being followed, which allows for atmospheric science, global climate change, a series of labs involving constructing and greater depth on fewer topics, as well as more fossil fuels and waste management. The course subcloning a plasmid. The rest of the course independence in designing and implementing has several labs and activities that relate to will explore current molecular forensic science experiments. Students will be well-prepared for the topics covered, and will give students an techniques. The course may also include a the AP exam in May. opportunity to apply their science process field trip to genetics labs, an ethical debate, Prerequisite: Chemistry, Conceptual Physics skills to a variety of scenarios and problems. and watching “Gattaca” as a springboard for Texts: Biology: The Unity and Diversity of Life, This course will prepare students for the AP discussing ethical considerations of genetic 12th Ed., Starr and Taggart Environmental Science Exam in the spring. testing. Prerequisites: Conceptual Physics or Prerequisite: Conceptual Physics, Chemistry Senior Electives Chemistry, and Biology and first semester of Biology Text: Environment: The Science Behind the Text: Human Genetics: Concepts and Senior Science Electives Stories, 3rd Ed., Withgott and Brennan Applications, 7th Ed., Ricki Lewis During the senior year, students may choose to take one fall elective and/or one spring Science 12: Astronomy Science 12: Neurobiology elective, or a year-long AP course from among Astronomy utilizes a Starlab Portable This fast-paced one-semester course will review the offerings. AP Physics and AP Environmental Planetarium, films, lectures, readings and current biological knowledge of how the human Science are year long courses. When space diverse activities to provide an intimate brain functions. Nervous system function will and scheduling allow, AP Physics or AP understanding and appreciation of our night be analyzed from the cellular and biochemical Environmental Science students can take sky, the stars, galaxies, and the universe. Tools level to higher order functions such as vision additional electives. The following electives are and methods used by astronomers are studied and motor function. Topics will include, but are typically offered during the school year. as well. As part of a team, students produce not limited to, the biophysical basis of neuron and present a planetarium show lower school function, neurochemistry as it relates to drugs Advanced Placement Physics students. Topics covered include the celestial and mental illness, and the biological basis of Advanced Placement Physics is a college level sphere, telescopes, and stellar evolution. eating, sex and stress. As a final project, each course for junior and senior students with Prerequisite: Conceptual Physics and student will write a mock pre-doctoral grant special interest and ability in science. Students Chemistry proposal on the subject of his or her choice. study topics including Newtonian mechanics, Text: The Essential Cosmic Perspective, 5th Prerequisite: Conceptual Physics, Chemistry fluid mechanics, thermodynamics, electricity Edition, Bennet et al.; Mastering Astronomy online, and Biology and magnetism, waves and optics and atomic (Pearson 2009) Text: Neuroscience: Exploring the Brain, 3rd Ed., and nuclear physics. This course goes beyond Lippincott, Williams and Wilkins ninth grade Conceptual Physics in both Science 12: Chem Mystery: Qualitative content breadth and depth, and in the use of Analysis Science 12: Principles of Organic Chemistry mathematics. The emphasis in classroom and In this class we will use logical, linear thinking Principles of Organic Chemistry expands upon laboratory is on the quantitative application to analyze samples that contain various the tenth grade Honors Chemistry experience of physics principles. Students prepare for the ionic compounds. Much of the analytic plan by answering the very fundamental questions: AP Physics B Examination through this course. can be presented in a flow-chart format. We How do we know that complex organic This course is not required for graduation. will develop a comprehensive theoretical molecules have the structures they do? What Seniors who have completed the biology understanding of the reactions performed, can we do with this knowledge? How do we requirement are given priority. and use that understanding in direct hands-on control what the molecules do? How does our Prerequisite: Conceptual Physics and chemical experimentation. Students will learn understanding of the structure and reactivity Chemistry various separation techniques, and use them of simple molecules become the enormously Text: Physics: Principles and Applications, 6th repeatedly during the year. One important important chemical and pharmaceutical Ed., Giancoli technique is to use differential solubilities industries? to separate and identify various compounds. Prerequisite: Conceptual Physics, Honors Advanced Placement Environmental Then we can corroborate the identifications Chemistry, Algebra II (either honors or regular) Science by reacting the substances with other and Biology AP Biology or AP Physics AP Environmental Science a year long course compounds. The idea is to produce colorful, Text: Organic Chemistry: A Short Course (13th that covers the equivalent of a one semester and unmistakable compounds that confirm the edition, Brooks Cole/Cengage Learning, 2012), college level course in environmental science. analysis. Hart, Hadad and Craine It is for senior students with a special interest Prerequisite: Chemistry and ability in science. The course begins with Text: Introduction to Semimicro Qualitative Science 12: Robotics a study of environmental ethics, economics Analysis (8th edition), Lagowski and Sorum This one-semester course will focus on the and policy. This provides the student with a design, construction, analysis, and control framework to analyze and discuss issues that Science 12: Molecular Genetics of robotic systems. Students will learn how deal with the humankind’s connection to and More than half of the classroom time in this step motors and various sensors work,

Information Bulletin 2013–2014 31 while using them in the construction of Open to: Grades 7 & 8 more emphasis on listening, speaking, reading, autonomous robots. In the process students Text: Huanying, Vol I and writing in this course. In addition to the will also learn and apply various skills — from acquisition of a broad practical vocablary, engineering design principles to soldering Chinese C students are exposed to more complex and programming. An historical overview of This is a continuing course for Middle School grammatical structures. Students will become robotics and a peak into future trends will also students who have completed Chinese B or the competent conversing and writing in the past be presented. Active student participation, equivalent coursework. This course continues tenses, in giving commands and in using teamwork and creative problem solving will be to increase students’ communicative capacity the future and conditional. Students write stressed. in speaking, listening, reading and writing compositions and stories using a variety of Prerequisite: Conceptual Physics Mandarin. Authentic materials are employed. verb tenses and vocabulary. Students engage in The class revisits themes and grammar a variety of communicative activities to develop Science 12: Science Issues items that are introduced in Chinese A and proficiency. Language lab, Internet and videos This one-semester seminar is for seniors who B, however, the emphasis in Chinese C is to are used to reinforce language skills. wish to extend and apply their knowledge understand the material in depth. Accuracy in Open to: Grade 8 in science to the study of current issues in production is the focus. Class work includes Prerequisite: French A and B or equivalent science, technology and society. Topics vary communicative activities, dialogues, music, Texts: Discovering French: Blanc (text and year to year, ranging from local environmental movies and student-centered pair/group workbook) issues to storage of nuclear waste, global practice and more in-depth projects. warming and bioethics. Students take Open to: Grades 7 & 8 Latin A responsibility for their own learning through Text: Huanying, Vol I This is an introductory course for Middle research, classroom discussion, and oral School students. Class work focuses on presentations. The classroom environment is French A translation, writing and vocabulary acquisition. one of curiosity, collaboration and respectful This is an introductory course for Middle School The basic grammar includes declensions 1–3, debate. students. Class work emphasizes speaking and present and imperfect tenses of conjugations Prerequisite: Conceptual Physics, Chemistry, listening skills, while home study concentrates 1–4, and agreement of adjectives. The student and Biology on reading, writing and vocabulary acquisition. is introduced to Roman culture, history and Students engage in a variety of communicative mythology through reading selections, student activities to develop proficiency. Work involves reports and presentations. World Languages paired/group practice, dialogues, and music. The Open to: Grades 6 & 7 course includes basic grammar, short reading Texts: Ecce Romani IA; The Odyssey, Robin Lister Middle School Courses selections and an introduction to the geography Chinese A and culture of the Francophone world. Latin B This is an introductory Mandarin Chinese Language lab, Internet and videos are used to This is a continuing course for Middle School course designed for Middle School students. reinforce language skills. students who have completed the curriculum The course focuses on basic communication Open to: Grades 6 & 7 for Latin A. The focus of the course is on skills in speaking, listening, reading and Texts: Discovering French: Bleu, Première Partie developing translation skills through reading, writing simplified characters with the option of (text and workbook) writing, and further vocabulary acquisition. learning traditional characters. Students also Grammar topics include declensions 4–5, past French B learn how to navigate Chinese culture through and future tenses, demonstrative and personal This is a continuing course for Middle media, food, music, reports and explicit pronouns. There is continued exploration of School students who have completed the instruction and in-class activities. Class work Roman history and culture through selected curriculum outlined for French A. Listening, includes communicative activities, dialogues, readings, student reports, and presentations. speaking, reading and writing skills are given music, movies and student-centered pair/group Open to: Grades 7 & 8 equal emphasis. Students learn to express practice. A variety of educational and authentic Prerequisite: Latin A or equivalent themselves more completely in the present materials are used to reinforce language skills. Texts: Ecce Romani IB and in the past tenses. There is continued Open to: Grades 6 & 7 exploration of geography and culture. Students Latin C Text: Huanying, Vol I engage in a variety of communicative activities This is a continuing course for Middle School Chinese B to develop proficiency. Language lab, Internet students who have completed the curriculum This is a continuing course for Middle School and videos are used to reinforce language skills. outlined for Latin B. Class work emphasizes students who have completed Chinese A. Open to: Grades 7 & 8 building translation skills through readings Communication skills in speaking, listening, Prerequisite: French A or equivalent of lengthier, more complex passages, and and reading basic Chinese are emphasized Texts: Discovering French: Bleu, Deuxième Partie continued vocabulary acquisition. Grammar as well as writing simplified characters with topics include introduction to the subjunctive, French C the option of learning traditional characters. participles, relative pronouns and irregular This is a continuing course for Middle School Class work involves communicative activities, verbs. There is continued exploration of Roman students who have completed the curriculum dialogues, music and paired/group practice. history and culture through selected readings, for French A and B. The course is the equivalent A variety of educational as well as authentic student reports and presentations. of an Upper School French II class. There is materials are used to reinforce language skills. Open to: Grades 7 & 8

32 Head-Royce School Prerequisite: Latin B or equivalent Upper School Courses Chinese IV Texts: Ecce Romani IIA and IIB Note: Advanced Foreign Language courses will This is a continuing course in Mandarin be offered according to a number of factors Chinese for Upper School students who have Spanish A including enrollment and staffing. completed the curriculum outlined in Chinese This is an introductory course for Middle School III. In addition to extensive practice in all students. The primary goal of Spanish A is to Chinese I linguistic domains (speaking, listening, reading develop basic speaking, listening, reading and This is an introductory Mandarin Chinese and writing), this course offers a thorough writing skills. Students are also introduced to course designed for Upper School beginning review of Chinese grammar. This course also the Spanish-speaking world through a variety students. The course focuses on basic exposes students to Chinese cultural traditions of documentaries and geography lessons. communication skills in speaking, listening, and customs. Class work involves communicative activities, reading and writing standard Mandarin Open to: Grades 10, 11 & 12 dialogues, music and paired/group practice. By Chinese. The course also includes lessons on Text: Taiwan Today, Shou Hsin Teng the end of Spanish A, students will be able to Chinese culture. In addition to the acquisition express themselves using the present tense, the of linguistic skills, the course also aims to Chinese V / Chinese AP present progressive and the immediate future. equip students with the skills needed to learn Chinese V (with AP option) is the continuation Open to: Grades 6 & 7 foreign languages in natural, authentic settings. of Chinese IV. This course aims to provide Texts: Paso a Paso A, Activity Workbook Class work includes communicative activities, students with on-going and varied dialogues, music, movies and student-centered opportunities to further develop their Spanish B pair/group practice. A variety of educational proficiency across the full range of linguistic This is a continuing course for Middle School and authentic materials are used to reinforce skills. In this course, students will continue students who have completed the curriculum language skills. to improve their Chinese skills in listening, outlined for Spanish A. The course starts with a Open to: Grades 9, 10, 11 & 12 speaking, reading, and writing. Students review of the material covered in Spanish A. It Text: Huanying, Vol I communicate within a cultural frame of also offers more practice of listening, speaking, reference reflective of the richness of Chinese reading and writing skills at the beginning level. Chinese II language and culture. They read a variety Students review the tenses covered in Spanish This is a continuing course for students of literary works as well as authentic texts A and learn the imperative and the past tense who have completed Chinese I in the Upper on a wide range of areas such as current of regular and irregular verbs. We continue to School or Chinese A & B in the Middle School. events, social studies and humanities. Regular learn about the Spanish-speaking world through This course continues to increase students’ discussions on readings will be conducted projects and oral presentations in Spanish. At communicative capacity in speaking, listening, in Chinese. In this course, students further the end of Spanish B, students will be able to reading and writing Mandarin. Authentic develop their knowledge of Chinese language express themselves in Spanish at a basic level. materials are employed. The class revisits to include pronunciation, vocabulary, idiomatic Grades 7 & 8 Open to: themes and grammar items introduced in expressions, grammatical structures and Spanish A or equivalent Prerequisite: Chinese I, however, the emphasis in Chinese written characters. If appropriate, some Paso a Paso B, Activity Workbook, and Texts: II is to understand the material in depth. students may opt to take the Advanced Writing, Audio & Visual Activities Workbook Accuracy in production is the focus. Class work Placement Exam in Chinese and Language and includes communicative activities, dialogues, Culture. Spanish C music, movies and student-centered pair/group Open to: Grades 11 & 12 This is a continuing course for Middle School practice. Prerequisite: Chinese IV or Department students who have completed the curriculum Open to: Grades 9, 10, 11 & 12 approval for Spanish A and B. It is the equivalent of an Prerequisite: Chinese B or I Upper School Spanish II class. In addition to the Text: Huanying, Vol I French I acquisition of a broad practical vocabulary and This is an introductory course for Upper School idioms, students are exposed to more complex Chinese III students. Class work emphasizes speaking, grammatical structures. Writing and reading This is a continuing course in Mandarin Chinese listening, and writing skills. The course covers are introduced and improved through a literary for Upper School students who have completed all the material noted above in French A work and a research paper, along with a variety the curriculum outlined in Chinese II or Chinese and B at an accelerated pace. The student is of communicative activities. C. Speaking, listening, reading and writing introduced to different aspects of Francophone Grade 8 Open to: authentic Mandarin Chinese are emphasized in culture and customs. A video series, movies, Spanish A and B or equivalent Prerequisite: this level. This course uses authentic materials transparencies and a computer program Book En Español II and practice Texts: to increase students’ communication capacity provide a variety of ways to engage with the workbook; and selected readings in the target language. This course deepens language. competence in written and spoken language. Open to: Grades 9, 10, 11 & 12 It also exposes students to literary genres Texts: D’Accord, Vista Higher Learning & including short stories, documentary prose and Cahier d’exercices essays. Open to: Grades 9, 10, 11 & 12 Text: Huanying, Vol I

Information Bulletin 2013–2014 33 French II travel. Our main textbook, Imaginez, provides course meets the requirements of the new This is a continuing course for students who active integration of authentic materials, online 2012 College Board AP French Language and have completed the curriculum for French and in the book. Each chapter starts with a culture exam and revolves around the five A and B in the Middle School or French I in short-film that serves as a springboard for language objectives outlined in the Standards the Upper School. This course is conducted exploring the themes and concepts in every for Foreign Language learning in the 21st almost entirely in French. Students will become lesson. century: communication, culture, connections, competent conversing and writing in the past In short, this class’s aim is to broaden your comparisons and communities. Students who tenses, in giving commands and in using the vision of the French-speaking world in all its enroll in this course are expected to take the future. They will also acquire a broad, practical, aspects, while perfecting your grammatical and French Language AP examination in May. everyday vocabulary. Using these verb tenses linguistic skills. Open to: Grades 11 & 12 and everyday vocabulary students will write Open to: 10, 11 & 12 Prerequisite: French IV, or Department paragraphs and stories. Students will also Prerequisite: French III or equivalent approval read short stories and selections. A video Text and novels: Un Papillon dans la Cité, Texts: Allons au-delà (textbook); Une Fois series accompanies the textbook, exposing Pineau; Imaginez (textbook); Oscar et la dame rose, Pour Toutes (grammar book), AP Guide Book, Ladd; students to authentic speech and a deeper Schmidt; Une Fois Pour Toutes (textbook) variety of readings understanding of the Francophone world. Open to: Grades 9, 10, 11 & 12 French Literature and Cinema Latin I Films are an excellent way to introduce students This is an introductory course for Upper Prerequisite: French A & B or French I to literature. The class will look at adaptation School students. Class work emphasizes Texts: D’Accord, Vista Higher Learning & Cahier d’exercices of French literary works into movies. The class reading, grammar, translation, and vocabulary will be conducted in French only, and students acquisition. The basic grammar includes French III will be exposed to various texts from novels to declensions 1–5, conjugations 1–4, all tenses, This is a continuing course for students who plays. Students will be encouraged to look at as well as personal, and relative pronouns. have completed the outlined curriculum the filmed version with a critical eye and they The student is introduced to Roman culture, for French II or French C. The course, which will write about what they read and see. They history and mythology through short reading is conducted entirely in French, requires will look specifically at what choices the film’s selections and student reports. English increasingly sophisticated listening, speaking, director and crew have made in the transition derivatives from Latin roots receive special reading and writing skills. Students learn from text to film: What has been added? What attention. to express themselves more completely nuances or uncertainties have been simplified Open to: Grades 9, 10, 11 & 12 by acquiring broad practical and abstract or stripped away? How the choice of genre Texts: Latin for the New Millenium I vocabulary as well as proficiency in all the affected the way the story is told? We will take verb tenses. Students learn about the French time to take an in-depth look at the written Latin II This is a continuing course for students who way of life, French attitudes, and customs. An text and the filmed version. We will also learn have completed the curriculum outlined for introduction to French literature is offered technical vocabulary used in the analysis of Latin I. Translation, grammar, and vocabulary trough poems and readings. films and look at written film reviews. At this acquisition are again the focus of the class. Open to: Grades 9, 10, 11 & 12 level grammar review is done in context and is Intermediate grammar topics include the final Prerequisite: French C or French II kept to a minimum. two tenses (active and passive), all participles, Text and novels: Discovering French: Rouge Open to: Grades 11 & 12 (text and workbook); Le Petit Prince Prerequisite: French IV, French AP Language indirect discourse, and the main uses of the with Department approval subjunctive. Exploration of Roman culture, French IV Text and readings: “Le Cinéma,” Vanoye, history and mythology (including centuries into French IV is an advanced-level course that is Frey, Goliot-Lété. Repères Pratiques, Nathan 2007. the medieval era) continues through readings an excellent prelude to the AP language and Excerpts from books inlcuding Madame Bovary, and student presentations, as does study of culture level. Students hone their proficiency Un Barrage Contre le Pacifique, Le bossu, Le Gone du Latin roots in English derivatives. skills in all areas. Work in advanced grammar Chaâba, Un Secret. Open to: Grades 9, 10, 11 & 12 and vocabulary allows for more advanced Prerequisite: Latin A & B or Latin I written and oral communication; writing AP French: Language and Culutre Texts: Latin for the New Millenium II with receives special emphasis at this level. Students The AP French Language and Culture course is workbook learn how to read and analyze authentic texts designed for students who already have a good from literature, history, and current events. command of French grammar and vocabulary, Latin III This course begins with a review of complex They continue to connect with other disciplines and are motivated to gain competence in Latin grammar and syntax, and then it serves and acquire new knowledge. Students broaden reading, writing, listening and speaking. The as an introduction to the reading of Latin texts their vision of the French-speaking world course is conducted in French, and students are as literature. Readings focus on Roman history and become more familiar with issues of expected to speak French exclusively. Students of the pre-Republic and Republican periods. immigration and identity through the reading will expand their cultural understanding Later readings include selections from the of Un Papillon dans la Cité. Projects and class through a variety of media and will develop Suetonius’ biography of Julius Caesar. By the discussions touch on a variety of other topics their communicative skills in interpersonal, end of this course, students will have been such as media and technology, science and interpretive, and presentational modes using a wide range of authentic materials. This exposed to all major topics in Latin grammar,

34 Head-Royce School and they will have read original Latin texts and study of the historical and literary background two authentic selections: La chica de los zapatos begun to treat literary themes within the texts of the era, the end of the Republic and the rise verdes and Cuentos de la selva. that they are reading. of the Empire. Open to: Grades 9, 10, 11 & 12 Open to: Grades 9, 10, 11 & 12 Open to: Grades 11 & 12 Prerequisite: Spanish C or Spanish II or Prerequisite: Latin C or Latin II or equivalent Prerequisite: Latin IV/V, or permission of equivalent Texts: Latin III Reader, Legamus Cicero Department Texts: En Español III; workbook; La chica de los Reader Texts: A Song of War, LaFleur; Aeneid, Virgil; zapatos verdes, Cuentos de la selva De Bello Gallico, Caesar Latin IV/V Spanish IV The readings for this course may vary, but they Spanish I In this course students will engage in will always include an in-depth treatment of This is an introductory course for Upper School discussions, analysis of literature, formal and Ovid’s poetry, the mythological stories of the students. Class work emphasizes speaking and informal writing, and an in-depth grammar Metamorphoses, and some prose of Cicero, listening skills, while home study concentrates review. This course also offers students the whether philosophy or oratory. The focus of on reading, writing and vocabulary acquisition. opportunity to learn more about the culture, the course is to develop the student’s ability The course covers all the material covered in film and art of Spain and Latin America, as well to translate complex passages of Latin while the Middle School courses, Spanish A and B at as read a full-length novel. understanding how the text works on multiple an accelerated pace. The student is introduced Prerequisite: Spanish III or equivalent levels. Students undertake a major web site to aspects of Hispanic culture and customs. Texts: Encuentros Maravillosos; Listening project in the third quarter that includes A video series, movies, visual images, and Comprehension Skills; Cartero de Neruda translation and analysis of Ovid’s poetry on a auditory material enrich textbook material. web site displaying their independent work.. Open to: Grades 9, 10 & 11 Advanced Spanish Seminar Open to: Grades 10, 11 & 12 Texts: En Español I; Beginning Reader This course is designed as an advanced seminar Prerequisite: Latin III and/or IV open to all students who have successfully Texts: An Ovid Reader, LaFleur or Spanish II completed Spanish IV, Spanish AP Language or Selections from Ovid, Anderson and Frederick; This is a continuing course for students who Spanish AP Literature. The purpose of the course Metamorphoses (translation), Ovid; Somnium have completed the curriculum for Spanish A is to provide a format for advancing students’ Scipionis or In Catilinam, Cicero; Excelability in and B in the Middle School or Spanish I in the speaking, reading and writing skills in Spanish Advanced Latin Upper School. This course is conducted entirely through the study of Hispanic literature, culture, in Spanish. Students will become competent politics and film. Students will participate in Advanced Latin Seminar conversing and writing in the past tenses, in discussion and will be expected to write topical This rigorous course serves as the culmination giving commands and in using the future and essays and prepare presentations on issues of a student’s work learning and reading the conditional. They will also acquire a broad, that relate to the Spanish-speaking world. The Latin in earlier Latin coursework; it is offered practical, everyday vocabulary. Using these verb cultural component is enhanced by the practice every other year, alternating with the AP Latin tenses and everyday vocabulary students will of Caribbean and Argentinean dances. course. The curriculum follows very closely the write short stories and compositions. They will Open to: Grades 11 & 12 AP-mandated curriculum for the former AP also read short stories and three short novellas. Prerequisite: Spanish IV, or Spanish AP Latin Literature course, which is now no longer Since the development of verbal fluency Language or Spanish AP Literature part of the AP program. As such, we read the is paramount, oral reports, group projects Texts: Soñar en Cubano; Como Agua para masterpiece poems by Catullus and Horace. and conversations are essential parts of the Chocolate; El coronel no tiene quien le escriba; and All facets of good, rigorous poetic analysis and curriculum. selected Latin American short stories good, precise, accurate translation are covered Open to: Grades 9, 10, 11 & 12 during the course. Prerequisite: Spanish A & B or Spanish I AP Spanish Language Open to: Grades 11 & 12 Texts: Vistas: Introducción a la lengua española, This intensive course leads students to a Prerequisite: Latin IV/V, or Department along with the Workbook/Video Manual Vistas; mastery of all four-language skills. Students approval La ciudad de los dioses read sophisticated representative literature; they Texts: Love and Betrayal: A Catullus Reader, write essays focusing on grammatical accuracy Arnold, Aronsen, Lawall; Horace: Selected Odes and Spanish III while citing varied written and auditory sources; Satire I.9, Ancona. This is a continuing course for students who they acquire strong conversational skills have completed the outlined curriculum for and a rich vocabulary and they gain practice AP Latin: Vergil and Caesar Spanish II or Spanish C. The course requires understanding native speakers from a variety This course features in-depth study of increasingly sophisticated listening, speaking, of Spanish- speaking regions. Students who books I, II, IV and VI of the Aeneid, Vergil’s reading and writing skills. Students learn elect to take this course will be prepared to epic masterpiece, and books I, IV, V and VI to express themselves more completely take the Advanced Placement examination in of Caesar’s History of the War in Gaul. The by acquiring broad practical and abstract May. Starting on 2013-2014 school year, this emphasis is on translation and literary analysis vocabulary as well as proficiency in all the verb course will meet the requirements of the new of Vergil’s poetry and Caesar’s prose, focusing tenses including the use of the subjunctive 2013 College Board AP Spanish Language and on how each text builds portraits of heroism mode. There is a continued exploration of culture exam and will revolve around the five and patriotism. Course topics include a review culture as well as literary and periodical language objectives outlined in the Standards of grammar, figures of speech, metrics, and a readings. The students complete the reading of for Foreign Language learning in the 21st

Information Bulletin 2013–2014 35 Century: Communication, Culture, Connections, Comparisons, and Communities. Open to: Grades 11 & 12 Prerequisite: Spanish IV or Departmental approval Texts: Galeria de Arte; text and workbook, AP Spanish Language Practice Exam Workbook

AP Spanish Literature The Advanced Placement Program for Spanish Literature is designed to introduce students who have advanced language skills to the formal study of a representative body of literary texts in Spanish. The required list covers authors from the Medieval and Golden Ages to the 20th Century. Extensive reading and literary analysis (both written and oral) are central components of this course. Open to: Grades 11 & 12 Prerequisite: Advanced Placement Spanish Language or Departmental approval Texts: Abriendo Puertas I y II; representative prose and poetry by Hispanic authors from the Middle Ages to the present

36 Head-Royce School Head-Royce College Admission: 2009-2013

The following is a partial list of colleges and universities that have offered admission to graduates of Head-Royce, followed by the number of students enrolling in those colleges over the past five years. Members of the Class of 2013 will attend the colleges in bold type.

Amherst College Franklin & Marshall College (3) Pitzer College (6) UC San Diego (3) Bard College (1) George Washington University (1) Pomona College (2) UC Santa Barbara (5) Barnard College (3) Georgetown University (2) Pratt Institute (1) UC Santa Cruz (9) Bates College Goucher College (1) Princeton University (5) University of Chicago (12) Boston College (1) Hamilton College Purdue University (1) University of Colorado, Boulder (3)

Boston University (1) Hampshire College (1) Reed College (3) University of Edinburgh (1) Bowdoin College Harvard University (4) Rice University (2) University of Illinois (1)

Brandeis University (3) Harvey Mudd College (1) Royal College of Surgeons University of Maryland (2) Brown University (7) Haverford College (1) in Ireland (1) University of Michigan (6) Bryn Mawr College Howard University (3) Santa Clara University (2) University of North Carolina Bucknell University (1) Humboldt State University (1) Santa Monica College (1) at Chapel Hill California Institute of Technology Ithaca College (1) Sarah Lawrence College (1) University of Oregon (2)

Cal Poly San Luis Obispo (2) Johns Hopkins University (3) Scripps College (7) University of Pennsylvania (7) CSU Chico (1) The Julliard School Seattle University (1) University of Puget Sound (9) CSU East Bay (1) Kenyon College (2) Skidmore College (3) University of Rochester Carleton College (6) Lehigh University (2) Smith College (1) University of San Diego (1) Carnegie Mellon University (3) Lewis & Clark College (4) Southern Methodist University (2) University of San Francisco (3) Case Western Reserve University (3) Loyola Marymount University (2) Stanford University (9) University of St. Andrews (Scotland) (2) Chapman University (5) Loyola University New Orleans (1) Swarthmore College (1) University of Southern California (18) Claremont McKenna College (2) M.S. Ramaiah Medical College (1) Syracuse University (2) University of Texas, Austin (2)

Colby College (2) Macalester College (2) Texas Christian University (1) University of Virginia (1) Colgate University (5) Massachusetts Institute Tufts University (9) University of Washington (6) College of William & Mary of Technology (3) Tulane University (3) University of Wisconsin, Madison (1)

College of Wooster (2) Middlebury College (7) United States Coast Guard Vanderbilt University (1) Colorado College (2) Mount Holyoke College Academy (1) Vassar College (4) Columbia University (1) New York University (12) United States Naval Academy (1) Wake Forest University (1) Connecticut College (2) Northeastern University (5) University of Arizona (1) Washington University in St. Louis (5)

Cornell University (3) Northwestern University (3) University of British Columbia (1) Wellesley College (5) Dartmouth College (4) Oberlin College (9) UC Berkeley (13) Wesleyan University (5) Davidson College Occidental College (13) UC Davis (15) Whitman College (2) Denison University (3) Franklin W. Olin College UC Irvine (2) Whittier College (1) Duke University (2) of Engineering (1) UCLA (15) Willamette University (4) Emory University (4) Parsons School of Design (3) UC Merced (2) Williams College (1) Eugene Lang College (1) Pepperdine University (1) UC Riverside (4) Yale University (4)

Information Bulletin 2013–2014 37 The Head-Royce School Mission

The mission of Head-Royce School is to inspire in our students a lifelong love of learning and pursuit of academic excellence, to promote understanding of and respect for diversity that makes our society strong, and to encourage active and responsible global citizenship.

Founded in 1887, Head-Royce is an independent, college-preparatory, coeducational, non- denominational, K-12 school, which offers a challenging educational program. The school nurtures the development of each individual student through a program that seeks:

• to develop intellectual abilities such as scholarship and disciplined, critical thinking;

• to foster in each student respect, integrity, ethical behavior, compassion, and a sense of humor;

• to promote responsibility and leadership, an appreciation of individual and cultural differences, and a respect for the opinions of others;

• to nurture aesthetic abilities such as creativity, imagination, musical, and visual talent; and

• to encourage joyful, healthy living, a love of nature, and physical fitness.

All members of the Head-Royce community strive to create an educational environment that reflects the school’s core values of academic excellence, diversity and citizenship, one in which each student can thrive. We believe that a program based on these core values will prepare our students to be effective global citizens as they face and embrace the challenges and the opportunities of the future.

Head-Royce School Song

VERSE 1 VERSE 2 To Head-Royce School we are singing You show us the goals we must strive for Our love is forever with you Of honor and courage and truth You give to us visions of glory And the honest service you teach us You show us the way to be true Shall a buckler be to our youth You foster our strongest of friendships And as the years pass we’ll remember Our fairest and rosiest dreams These days from all others apart And torches of faith you are kindling And hope that our dear Alma Mater Will lighten our road with our beams Will keep us a place in her heart..

38 Head-Royce School Directions to Head-Royce School

By Car From Contra Costa County Please do not block driveways, or use them to Take Highway 24 to Highway 13 toward Hayward turn around; do not make U-turns on Lincoln From Oakland (downtown) Follow directions from Berkeley Avenue, Alida Street, or Alida Court. Do not Take Highway 580 toward Hayward park at the rear of the campus, on Whittle or Take the Fruitvale Avenue exit From San Leandro/Hayward Funston Avenues. Please remember that you Go straight for two blocks Take Highway 580 toward Oakland are a visitor in a residential neighborhood, so Turn left onto Champion Connect with Highway 13 (Warren Freeway) please be courteous at all times to our neigh- Follow Champion up the hill Take the Joaquin Miller/Lincoln Avenue exit bors. To avoid being cited, do not park in bus Champion becomes Lincoln Avenue At the stop sign turn left zones, and note street-cleaning signs. (same street, just the name changes) Continue down the hill (Lincoln Avenue) Continue up the hill HRS is on the right, 4315 Lincoln Avenue HRS is on the left, 4315 Lincoln Avenue Bus Transportation to Head-Royce

From The Peninsula Three Alameda County Transit lines serve the From San Francisco Take Highway 92 across the San Mateo Bridge School: #604 and #605 (with service from Berke- Take the Bay Bridge to Oakland to Hayward ley) and #606 (with service from Oakland). Full Follow directions from Oakland Connect with Highway 880 north schedule information can be found at www. Take Highway 238 toward Castro Valley From Richmond/San Rafael actransit.org or on the Head-Royce website. Connect with Highway 580 toward Oakland Cross the Richmond/San Rafael Bridge For Danville, Walnut Creek, Orinda/Moraga, and Connect with Highway 13 (Warren Freeway) Connect with Highway 80 Alameda, Michael’s Transportation provides toward Berkeley Take Highway 80 to 580 round trip bus service on each school day. Follow directions from San Leandro/Hayward Follow directions from Oakland

From Berkeley Parking at Head-Royce Take Highway 13 toward Hayward Limited parking is available around the Head- Take the Joaquin Miller/Lincoln Avenue exit Royce campus for School events, and visitors At the stop sign turn left are advised to come early. The next corner is Lincoln Avenue Limited parking is available in the School Turn right onto Lincoln Avenue parking lot, located off Lincoln Avenue at the Proceed down the hill east end of the campus. Additional parking is HRS is on the right, 4315 Lincoln Avenue available in designated areas on Lincoln Avenue.

Information Bulletin 2013–2014 39 Office of Admissions & Financial Aid The school has a diverse student body that reflects the ethnicity, race, socioeconomic circumstance and 4315 Lincoln Avenue family composition of the Bay Area. Head-Royce admits students and welcomes families of all backgrounds. The Oakland, CA 94602 school does not discriminate on the basis of race, color, religion, gender, disability, sexual orientation, nationality phone: 510.531.1300 or ethnic origin in the administration of its educational www.headroyce.org or admissions policies and programs.

36 Head-Royce School