Upper School Curriculum Guide

Transcription

Sandia Preparatory School
Upper School
Curriculum Guide
2015-2016
Sandia Preparatory School
532 Osuna Road NE
Albuquerque, NM 87113
505.338.3000 • fax 505.338.3099
www.sandiaprep.org
Our Mission
The joy of learning and living is at the center of all we
do. Sandia Preparatory School provides remarkable
opportunities for intellectual and personal growth
within a challenging and balanced program. As
an extension of our families, Sandia Prep’s diverse
community inspires students to find their academic
focus, talents and creativity.
Table of Contents
Graduation Requirements............................. 1
Arts............................................................... 3
Digital Media & Communications................ 8
English........................................................ 10
History....................................................... 12
Mathematics............................................... 15
Modern Languages..................................... 18
Physical Education..................................... 23
Science....................................................... 24
Special Programs........................................ 28
Students Entering Grades 10-12 in 2015-16 School Year
Curriculum Overview
Our Upper School curriculum is designed to provide students with the opportunity to test their talents and to develop their
skills in a variety of academic disciplines. We require students to take courses in English, Arts or Communications, History,
Mathematics, Modern Languages, Physical Education, and Science. We also offer students the opportunity to pursue their
academic interests in depth either in elective courses in the various disciplines or in an independent study program.
Class Load and Promotion
A normal class load is seven courses per year for student in 10th grade and six courses per year for students in the 11th - 12th
grades. While the school makes no guarantee that additional classes may be scheduled, exceptions may be made. A 2.00
grade point average (GPA) is the cutoff grade for promotion. A student must have a 2.00 GPA at the end of each marking
period and a cumulative 2.00 at the end of each school year to be asked to continue.
Graduation Requirements
Students must have 23 high school credits and a cumulative GPA of at least 2.00 to graduate. Of the 23 credits, 18 are to be
distributed as described below and taken during Upper School years; 5 additional credits taken from any department.
Subject
Number of Credits
Required Courses
English
4 credits
English 9 (1 credit)
American Literatrure (1 credit)
2 semester Senior English courses (1/2 credit each) History
3 credits
World History I (1 credit)
World History 2 (1 credit)
American History (1 credit)
Mathematics
3 credits
Math 210 - Algebra 2 or Math 220 - Algebra 2 (1 credit)
Math 310 - Geometry or Math 320 - Geometry (1 credit)
1 year-long math course (1 credit)
Science
3 credits
Geology (1 credit)
Biology (1 credit)
A third year of laboratory science (1 credit)
Modern Languages
2 years of 1 language in the Upper School (1 credit each)
2 credits
Arts and
2 credits
Communications
1 year Arts (Visual or Performing) (1 credit)
1 year additional Arts OR Communications (1 credit)
Physical
Education
1 credit
At least 1 year-long course in any grade (1 credit)
Additional Credits 5 credits
From any Department
Successful Completion of Senior Experience
1
Students Entering Grade 9 in 2015-16 School Year
Curriculum Overview
Our Upper School curriculum is designed to provide students with the opportunity to test their talents and to develop their
skills in a variety of academic disciplines. We require students to take courses in English, Arts or Communications, History,
Mathematics, Modern Languages, Physical Education, and Science. We also offer students the opportunity to pursue their
academic interests in depth either in elective courses in the various disciplines or in an independent study program.
Class Load and Promotion
A normal class load is six courses per year. While the school makes no guarantee that additional classes may be scheduled,
exceptions may be made. A 2.00 grade point average (GPA) is the cutoff grade for promotion. A student must have a 2.00 GPA
at the end of each marking period and a cumulative 2.00 at the end of each school year to be asked to continue.
Graduation Requirements
Students must have 24 high school credits and a cumulative GPA of at least 2.00 to graduate. Of the 24 credits, 18½ are to be
distributed as described below and taken during Upper School years; 5½ additional credits taken from any department.
Subject
Number of Credits
Required Courses
English
4 credits
American Literature (1 credit) 2 semester-length English courses (1/2 credit each)
History
3 credits
World History I (1 credit)
World History 2 (1 credit)
American History (1 credit)
Mathematics
3 credits
Math 210 - Algebra 2 or Math 220 - Algebra 2 (1 credit)
Math 310 - Geometry or Math 320 - Geometry (1 credit)
1 year-long math course (1 credit)
Science
3 credits
Geology (1 credit)
Biology (1 credit)
A third year of laboratory science (1 credit)
Modern Languages
2 credits
2 years of 1 language in the Upper School (1 credit each)
Arts 1 credit
1 year of Visual or Performing Arts (1 credit)
Digital Media 1/2 credit
& Communications
1 semester of Communications (1/2 credit)
Additional Arts / 1 credit Communications Requirement
1 additional year of Visual Arts, Performing Arts OR
Communications (1 credit)
Physical
Education
1 credit
At least 1 year-long course in any grade (1 credit)
Additional Credits 5.5 credits
From any Department
Successful Completion of Senior Experience
2
ARTS
Techniques of Dance 3
Grades 10-12
Year-long
This class offers advanced studies in wide
variety of dance disciplines.
Prerequisite: Techniques of Dance 2 or
instructor consent
Our Arts program includes classes in the
visual arts, drama, dance and music. We seek
to instill in our students an appreciation for
their own and others’ creations. All our Arts
classes include activities to help our students
acquire and develop technical skills. We also
work to help them become familiar with the
vocabulary, techniques, and materials specific
to these Arts. Finally, we seek to open our
students’ minds to the possibilities for selfexpression through visual arts, drama, dance
and music.
Requirements to Graduate: Students need
one credit from the Arts program and one
additional required credit from either Arts or
Communications.
Grades 10-12
Year-long
This class offers advanced studies in wide
variety of dance disciplines.
Prerequisite: Techniques of Dance 3 or
instructor consent
MUSIC
Sundevil Singers
Grades 9-12
The Sundevil Singers is a non-auditioned
ensemble which is open to anyone who enjoys
singing and wishes to further his or her vocal
development and skills. Advanced score
study will be explored through a variety of
multicultural music, reflecting a diversity of
historical time periods, contexts, and traditions.
As well, the advancement of a healthy vocal
technique, including: singing posture, breath
management, diction, and expression will
be developed. Numerous performance
opportunities are offered, including: quarterly
concerts, Grandparents’ Day, Meet Prep, and
the National Honor Society Induction. There
are also numerous opportunities for solos and
small ensemble work, Solo and Ensemble
Festival, as well as opportunities to audition for
All State Chorus. Any student who wishes to
audition or participate in All State Chorus or
the Albuquerque Youth Symphony Chorus must
be enrolled in a full year school sponsored
ensemble.
PERFORMING ARTS
DANCE
Techniques of Dance
Grades 9-12
Year-long
In this class students will be given the
opportunity to explore many disciplines in
dance technique. The class will investigate
the areas of musical theater, jazz, ballet,
modern dance, tap, and hip-hop. The class is
designed to give students a basic understanding
of the various types of dance used in the
American Theater. Students of all abilities and
experiences in dance are welcome.
Grades 10-12
Year-long
In this class students will continue to explore
many disciplines in dance technique. The
class will include further studies in the areas
of musical theater, jazz, ballet, modern dance,
tap, and hip-hop.
Prerequisite: Techniques of Dance or instructor
consent
Jazz Band
Grades 9-12
Jazz Band provides the basic understanding,
knowledge and skills necessary for playing
and performing jazz music. Instrumental skills
are developed through an understanding
and comprehension of jazz styles and jazz
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improvisation. Students will study scales,
chords, common chord progressions and
tone selection, and phrasing for all types
of jazz playing. Students will also focus on
fundamentals such as overall instrumental
skills, preparing for performances,
understanding music theory, composition and
improvisation, in addition to jazz history.
main stage production during the fall semester.
The class will be held after school hours (3:455:45) and will replace the traditional “Fall
Play.” As with any class, attendance will be
required daily and roll will be taken. Hours
spent will total many more than the number of
hours that a student would normally spend in
a regular class period but will equal that of a
usual rehearsal period. Unlike the traditional
class, however, it will end as soon as the
production has closed and has been struck.
Prerequisite: 11th or 12th Grade and 8th
Grade Theater Elective, and/or Tech Theater I
Upper School Strings
Grades 9-12
Open to students who already play violin,
viola, cello, or bass and have some prior
experience with music reading. Students
will prepare and perform works of various
styles and genres. Emphasis will be placed
on strengthening instrumental technique and
developing ensemble skills.
Acting Intensive 1
Grades 10-12
Fall Semester
This is a one semester course which will focus
on a more in-depth look at the art of acting.
It will be offered in the traditional daily class
format and will include material formerly
covered in the acting portions of both Theater
Arts II and III. We will explore both stage and
film acting. This course will focus on acting
technique directed at finding the character’s
objective, action, and intention. There will be
an emphasis on physicalizing the character.
We will use scenes and monologues from
published dramatic plays for classwork. Other
activities will include character makeup and
stage fencing.
Prerequisite: 8th Grade Theater Elective, and/
or Tech Theater I
THEATER
Curtain! The Production Experience
Grade 9
Year-long
This full-year team-taught course provides
students with the basic experience necessary
to gain a strong foundation in every area of the
theater arts. During the first semester students
will learn basic acting skills, both physical
and vocal, through improvisation games and
exercises; pantomime and stage movement;
monologues and scene work. Additionally,
students will learn basics of set/scenery
and props through hands-on creation and
construction for our fall production. Second
semester focuses on learning the production
process during which students will organize,
plan, and perform a one-act play. This project
will include further acting training as well as
basic knowledge and practice in costuming,
lighting, sound, and marketing. Both semesters
will culminate in public performances.
Acting Intensive 2
Grade 10-12
Spring Semester
This is a one semester course which will also
focus on a more in-depth look at the art of
acting. It will also be offered in the traditional
daily class format, and will also include
material formerly covered in the Theater Arts
II and III courses. This semester, however,
we will explore Musical Theater, Techniques
of Auditioning, and acting in comedy.
There will be a more direct focus on vocal
characterization.
or Tech Theater I
Extreme Theater
Grades 11 & 12
Fall Semester
The “Extreme Theater” class is a group of
advanced theater students (11th and 12th
grades) who have had extensive training in
acting, directing and technical theater at Sandia
Prep. The class will produce one full-length
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Foundations of Directing
Grade 10-12
Spring Semester
This is a one semester course in which the
focus will be exclusively on directing. Students
will learn how to select a script, how to form a
concept and a vision for a production, how to
prepare a script for production, how to work
with actors, designers and technical crews,
and, finally, how to progress through all of the
various stages of rehearsal to final performance.
The course will be offered only in the spring.
It is a requirement if a student wishes to be
considered to direct the main stage show that is
produced in the Extreme Theater class.
or Tech Theater I
Filmmaking
Grades 9-12
Year-long
Young filmmakers-in-training will learn
everything they need to do to become the
writer/producer/director of their first short
film. The course includes tips and techniques
on brainstorming, screen writing, scheduling,
shooting, camera techniques, editing, and
marketing. Each student will write, plan,
shoot, and edit a five-minute film. Students
will also have the opportunity to work on
other films being made in this class. Each
student will function as camera operator, gaffer,
grip, sound engineer, art director, director of
photography, assistant director, producer, and
assistant producer for one of the many films
created. This course will require several days of
production outside of the normal school day.
Tech Theater 2
Grades 10-12
A project-oriented course that allows each
student to work on specific projects in the
areas of theatrical lighting, scene design, sound
recording, and reinforcement for the stage.
All participants will have the opportunity to
run sound and lights for several performances
during the year. There is some (very flexible)
after-school time required.
Prerequisite: Introduction to Theater
VISUAL ARTS
Foundations in Art
Grades 9-12
Art 1 is a foundation course that leads students
through a focused study of the Elements and
Principles of Design. In this survey course,
students explore and develop skills in Design
and Composition, Drawing, Printmaking,
Painting and Sculpture. Projects are designed
to expose students to a wide range of
materials and specific techniques. This strong
foundations course is the prerequisite course
for all Visual Arts classes.
Tech Theater 3
Grades 11 & 12
This course builds on skills learned in
Tech Theater 2 in the areas of theatrical
lighting, scene design, sound recording, and
reinforcement for the stage. All participants
will have the opportunity to run sound and
lights for several performances during the year.
There is some (very flexible) after-school time
required.
Prerequisite: Tech Theater 2
Clay and Sculpture I
Grades 10-12
Year-long
In this class, we offer the student the
opportunity to work in three dimensions
through the comprehensive study of clay,
glass, cardboard, and mixed media. This
approach provides a deeper understanding
of the materials which, in turn, will enable
the student to work with confidence and
imagination. Through a series of projects,
the student will learn all the fundamental
methods and techniques for working in a
range of different materials, understanding
the characteristics of a particular sculptural
medium, and applying it to his or her own
personal artistic voice.
Prerequisite: Art I
Tech Theater 4
Grade 12
An advanced course in the areas of theatrical
lighting, scene design, sound recording, and
reinforcement for the stage. All participants
will have the opportunity to run sound and
lights for several performances during the year.
There is some (very flexible) after-school time
required.
Prerequisite: Tech Theater 3
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Clay and Sculpture 2/3
Grades 11-12
Year-long
This class is a continuation of Clay and
Sculpture I. The purpose is to provide the
student with time, materials, and guidance
for the continued development of skills and
concepts in working with clay and sculpture.
As the student increases his or her abilities
and confidence to work more independently
with new materials, processes, and historical
references, opportunities for creative
application and individual artistic expression
will increase in more directed independent
studies and assignments.
Prerequisite: Clay and Sculpture I
Drawing and Painting 3
Grades 11 & 12
Year-long
This year-long advanced course offers a
variety of projects and media. Students will
draw and paint on both traditional and nontraditional surfaces, from paper and canvas
to wood, silk and tarpaper. This class will
focus on developing and honing technical
skills in realistic work and on exploring the
realm of abstraction. In long-term projects,
students will be encouraged to bring their
own voices, interests and experiments to the
required criteria. Students will also participate
in a range of quick, skill-based exercises that
broaden their exposure to specific techniques
and modes of expression. Students will be
required to keep a sketchbook, where they
will respond to specific assignments as well as
explore their own ideas and interests.
Prerequisite: Drawing and Painting 2
Grades 10-12
Year-long
Drawing and Painting I is a year-long course
where two-dimensional media is emphasized.
Students will focus on a variety of materials,
techniques, and theories to strengthen their
visual, perceptual skills. An introduction
to art history and art movements will be a
central theme for the course. There will be
opportunities for the student to prepare for
portfolio review and public exhibition.
Prerequisite: Art I
Photography I
Grades 10-12
Photography I introduces high school students
to the materials, processes, concepts, and
aesthetics of black-and-white photography.
Through the first assignments, we learn
how to use a 35mm camera, develop our
own film, and make enlargements. While
developing photo-fundamentals, we explore
how photography can be used to communicate
ideas and feelings by controlling framing and
composition, point-of-view, shutter speed and
aperture, and print contrast. We create portraits
which reveal the personality of the subject
and use photography to interpret poetry and
music visually. Advanced darkroom techniques
include the effective use of multiple exposures
and the Sabattier process. Following each
assignment students participate in a group
critique to evaluate their work and the work
of their classmates. In the critiques we learn
to develop a vocabulary for talking about
photographs. We also learn how to mount
and present photographs and submit works for
exhibition.
Prerequisite: Art 1
Required materials: A manual 35mm camera.
Students provide their own film and photo
paper.
Grades 10-12
Year-long
Drawing and Painting 2 is a yearlong course
that invites students to continue their
exploration of a variety of two-dimensional
media, emphasizing a more individual
approach to materials and themes. Students
will learn specific, time-honored methods to
improve technical and observational skills.
Students will also explore new processes
of making art, moving from realism to
abstraction and conceptual problem solving.
Group critiques and exhibitions will enhance
visual literacy and cultivate students’
abilities to articulate the intent behind their
work. Students will be required to keep a
sketchbook, where they will respond to specific
assignments as well as explore their own ideas
and interests.
Prerequisite: Drawing and Painting I
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Photography 2
Grades 11 & 12
Photography 2 is an advanced course in
photography, which builds on the skills
introduced and developed in Photography
I. We employ the traditional silver process
as well as explore alternative processes
such as cliché-verre, the cyanotype, and
handcoloring. We will use the camera to
find and create abstract images by looking
at organic and geometric forms, as well as
seeing how these forms are expressed in the
landscape and cityscape. We will also begin
to work with color transparencies and Polaroid
transfers. In this course we ask questions
about ourselves as we create self-portraits
and investigate the everyday object by setting
up still lifes. Students are encouraged to
work independently by developing their own
individual assignments throughout the year. We
will begin a more focused study of the history
of photography by doing a research project and
making a presentation for the class. We will
also continue to mat finished work and prepare
for exhibitions.
Prerequisite: Photography I
Students supply their own film and photo
paper.
Photography 3
Grades 11 & 12
Photography 3 is an advanced photography
studio course that continues the techniques
and concepts of the previous photo classes.
The emphasis will be on the individual’s own
course of study so students can follow the ideas
that are most significant for them. For some this
may mean the perfection of traditional black
and white prints, while for others this may be
the deconstruction of the photographic image
by tearing, gluing, staining, painting, or by
any number of other processes. Students will
work towards creating small bodies of work by
sticking with an idea and allowing it to grow
and alter over a semester or an entire year.
Prerequisite: Photography 2
Students supply their own film and papers.
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DIGITAL MEDIA &
COMMUNICATIONS
Yearbook
Grades 10-12
This class is primarily concerned with the
production of the school’s yearbook, the
Sandglass. In this class, students work together
to complete an approximately 250-page all
digital, full color publication for distribution
at the end of the school year. Students use
Adobe InDesign, Adobe Illustrator and Adobe
Photoshop to design layouts and headlines,
digitally crop and prepare photos for
placement, and write captions and yearbook
copy to capture the events and highlights of
the school year. In addition, staff members
are responsible for taking photos, conducting
interviews, organizing and helping with senior
pages, and working with parents on the senior
ad section. Staff members work cooperatively
with editors and the advisor to ensure all
deadlines are met on time.
Prerequisite: Digital Journalism or instructor
consent
Our Digital Media & Communications
program teaches students fundamental skills
and concepts for a rapidly evolving media
environment. From traditional reporting, writing
and photography to cutting-edge computer
design and programming, students explore the
capabilities of professional tools and platforms.
All courses in this department are projectand product-based, challenging students to
apply their skills and knowledge to real-world
demands.
Requirements to Graduate: Students
need one-half credit from Digital Media &
Communications. These courses also satisfy
elective credit requirements.
Digital Journalism
Grades 9-12
Students learn to write and design for 21st
Century publications. The class will provide
a solid foundation in programs for producing
modern media such as Adobe Photoshop,
InDesign, Illustrator and Premier. Students
also will learn the basics of journalistic ethics,
story structure, photography, page layout and
design. In a culminating project, students will
shoot and edit video to produce stories in a
news-media format. Note: This class is the
prerequisite for Newspaper and Yearbook.
Broadcasting
Grades 10-12
This course will prepare students to produce
multimedia news broadcasts. Course topics
include the basics of digital video cameras,
sound and video editing, interviewing
techniques, lighting effects, creating television
news and feature stories, public speaking, and
presentation skills for television news anchors.
We will explore the idea of the “backpack
journalist,” carrying a laptop, camera, and
microphone, producing a multimedia story,
and broadcasting it on the web at any time.
Students will be using high-end cameras, audio
and lighting equipment, as well as professional
video and audio editing software.
consent
Newspaper
Grades 10-12
For students interested in producing the
monthly student newspaper, the Sandia
Prep Times, this is the class. In this studentmanaged course, staff members are responsible
for planning the content of the newspaper;
conducting interviews; writing news stories,
features, editorials, columns, and reviews;
editing stories; writing headlines; taking
and editing photographs; and designing
the newspaper using Adobe InDesign and
Photoshop.
consent
Graphic Design
Grades 9-12
Students with an interest in PhotoShop and
Illustrator will develop skills using Adobe’s
powerful applications in graphic-design
projects including movie posters, magazine
covers and photo colorization. Units will
include digital photography, scanning,
advanced layer applications and masking
techniques, as well as mastery of the pen tool
and the shape builder tool.
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marketing while incorporating digital design.
Prerequisite: One full year of coursework in
any Digital Media & Communications class OR
permission of instructor.
Prerequisite: Multimedia & Graphic Design I
or instructor consent.
Computer Animation
Grades 9-12
This class will introduce the basics of computer
animation, starting with simple GIF animations
in Adobe PhotoShop and progressing to Adobe
Flash, where the foundations of key frames,
shape tweens, motion tweens and the bone
tool will be presented. The class will culminate
with Toon Boom, a state-of-the-art animation
software suite. Students’ animation projects
will be uploaded onto personal websites.
Computer Programming
Grades 10-12
This full year elective is designed to give
students an introduction to computer
programming using the C++ programming
language. The first semester will cover the
fundamentals of structured programming.
Students will learn to work with basic data
types, control structures, and objects. In the
second semester, students will learn how to
develop applications for mobile devices like
Apple’s iPad and Google’s Droid.
Prerequisite: Multimedia & Graphic Design I
recommended or instructor consent.
Video Editing & Special Effects
Grades 9-12
Students will learn to edit video and do postproduction special effects work using high-end
software such as Adobe Premiere Pro and After
Effects. The main objective will be trimming
clips and constructing well-paced and visually
exciting video sequences. The course will
emphasize the fine arts of color correction
and audio editing to give films a professional
appearance and balanced sound. Additionally,
students will learn basic keyframing and color
keying with a green screen.
Web Page Design
Grades 9-12
Students combine creative vision with
technical knowledge to produce informative,
appealing and easy to use websites. In this
hands-on course, students will explore
strategies to effectively communicate using
the Internet. Students will learn about Internet
structure, site layout, style and content, and use
web development tools and languages such
as HTML, CSS, and JavaScript to achieve their
design objectives. Websites created will be
uploaded to a live web server.
Applied Digital Design
Grades 10-12
Each student in this hands-on digital marketing
lab will work with designated athletic teams,
clubs and organizations to create content for
Sandia Prep’s external website. Students will
shoot video, take photographs and develop
their skills with the Adobe Creative Suite to
produce multimedia and desktop publishing
projects. This class allows students to produce
and manage the multiple aspects of modern
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ENGLISH
The Self and Its Culture
Grade 10
Sophomore English introduces the student to
literature of the Western World, through a look
at works chosen from many cultures, studied
with an eye to their point of view or to the
narrator’s context within his/her culture. The
course stresses the themes of “the individual
within society” and “the self’s growth or
struggle toward freedom in its society.”
The emphasis is on the student’s development
of his or her writing, the student’s interpretive
skills, and the student’s greater craft in
structuring an argument and in using precise
language in presenting that argument. We wish
as well to foster an interest in literature as an
examination of the human condition.
Texts may include:
A Clockwork Orange, Anthony Burgess
Ellen Foster, Kaye Gibbons
Macbeth, William Shakespeare
Master Harold and the Boys, Athol Fugard
Sula, Toni Morrison
The Glass Menagerie, Tennessee Williams
The Tempest, William Shakespeare
The Metamorphosis, Franz Kafka
Various short stories and poetry
Our English program provides students with
the opportunity to explore Western literature
in depth, with a particular emphasis on
American and British works. We seek to teach
our students to identify recurring themes in this
literature and to help them gain a familiarity
with the various forms of literature. One of
the most essential components of our English
curriculum is writing. We expect, teach, and
encourage our students to gain skill and power
in many forms of their own written expression.
Requirements to Graduate: Students need four
credits in English. These credits include The
Hero and the Quest in 9th grade, The Self and
Its Culture in 10th grade, Survey of American
Literature in 11th grade and two semesterlength courses for students in 12th grade.
The Hero and the Quest
Grade 9
In this course students explore the notion of
the hero as expressed in modern and classical
literature. What are the characteristics of
a hero? Do heroes emerge in response to
challenges they confront? Are heroes born or
made? Must heroes have a quest? Using the
rich and vigorous classroom discussions such
questions engender, we engage with literature
— both classical and contemporary — and
expository essay-writing to enhance analytical
thinking.
We teach our students how to strengthen their
skills as writers of formal literary criticism. We
encourage student editing when appropriate.
Informal in-class writing and regular
vocabulary study are also included in the
course.
Texts may include:
The Old Man and the Sea, Ernest Hemingway
The Odyssey, Homer
The Catcher in the Rye, J.D. Salinger
Nine Stories, J.D. Salinger
The Merchant of Venice, William Shakespeare
Oedipus Rex, Sophocles
Antigone, Sophocles
Fences, August Wilson
Black Boy, Richard Wright
Night, Elie Wiesel
The Heart is a Lonely Hunter, Carson
McCullers
A Small Place, Jamaica Kincaid
Survey of American Literature
Grade 11
Students explore selected works that reflect
the diversity and complexity of the evolving
American experience. Beginning with
selections from the Native American oral
tradition, this survey course then traces the
canon of American literature from the early
Colonial Period to the modern era. Students
study works of fiction, nonfiction, and poetry
as they become familiar with key themes in
American literature and their corresponding
historical, political, and economic contexts.
FALL SEMESTER OFFERINGS SENIOR ENGLISH ELECTIVES
Early British Literature
Grades 12
Fall Semester
Early British Literature, a senior-level seminar
course, examines the development of literature
in England from Beowulf through the Romantic
Period. The authors we will study write from
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within the contexts of their immediate lives,
but each offers a timeless, universal vision of
what it means to be human.
the realm of spirituality, and within the world
of politics.
Texts may include:
The Road, McCarthy
Oryx and Crake, Atwood
Life of Pi, Martel
1984, Orwell
Global Literature
Grades 12
Fall Semester
Students expand their cultural awareness as
they study masterworks of fiction, nonfiction,
and poetry from around the world. By
examining the texts’ literary, historical,
and cultural contexts, students gain an
understanding of the enduring themes that
unite traditions in literature and despair.
Late British Literature
Grade 12
Spring Semester
Later British Literature begins with the
Victorians and ends with scenes from Monty
Python. We will read novels, poetry, and
essays, following a chronological thread.
Nonfiction Writers
Grades 12
Fall Semester
Not all great writing occurs in plays, poems,
short stories, or novels; some of the best
American writers have created terrific
nonfiction works. Among these are books on
the wilderness, a collection of pieces on the
war in Vietnam, and a “true crime” novel. This
course carefully examines these works with an
eye to how writers use language and research
and characterization to convey their own
passions.
Texts include:
Dispatches, Herr
Into the Wild, Krakauer
In Cold Blood, Capote
Friday Night Lights, Bissinger
Contemporary Short Stories
Grades 11 & 12
Fall Semester
Much of the finest American, Canadian and
South American writing of the 20th and 21st
centuries consists of short stories. Whereas no
one used to be considered a major writer until
he or she had written a novel, many current
writers focus solely on the short story - and are
deservedly famous for their works. This course
will study the short story with an eye to what
exactly constitutes a short story and to what
variety there exists within the form. Students
will write one short story themselves and two
or three autobiographical pieces along with
analytical essays about the stories we study.
Writers Include:
Hemingway, Faulkner, Margaret Atwood,
Raymond Carver, Andre Dubus, Tobias Wolff,
Alice Munro and Chekov.
SPRING SEMESTER OFFERINGS SENIOR ENGLISH ELECTIVES
Contemporary Apocalyptic Scene
Grade 12
Spring Semester
How do people conduct themselves when
their way of life comes to an end, when
society as they know it changes so drastically
that they lose their cultural bearings and, in
some cases, their very identities? This course
will examine the strength of the human spirit
through the eyes of authors whose characters
cope with isolation against a backdrop of loss,
of revolution or of social engineering. We will
study contemporary works that deal with the
apocalyptic within the family structure, with
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HISTORY
the Renaissance through the Enlightenment
into the modern world. We examine
cultures and societies across the globe. Our
investigations also focus on changing human
conditions and communities, and the rise
of individualism. The class will explore the
complexities of colonialism along with the
rise of nation states and the influence of
nationalism. Understanding our modern world
and its history requires reading, writing, and
investigation. We will study complicated
ideas, discuss primary and secondary sources,
and struggle with opposing ideas from across
the political, social, and cultural spectrum.
This course requires that students be part of
that investigation and that they engage with
the material on a consistent basis. Students
will write research papers, learn the process
of writing effective history essays, and select
two modern world history topics for in depth
research and writing.
Text:
Modern World History: Patterns of Interaction, McDougal Littell
A wide variety of primary and secondary
sources from many geographic and historical
regions and periods of the world.
Our History program strives to help students
gain a historical perspective on the human
experience. We believe that the study of history
offers students an opportunity to understand
the world better. It also affords us a chance
to discuss issues with which adolescents
struggle while putting these issues in a broader
perspective. We encourage our students to
approach questions analytically, to think
critically, and to write thoughtfully.
Requirements to Graduate: Students need
three credits in History, including World
History I, World History 2, and American
History.
World History 1
Grade 9
This course is a survey of human history from
the Neolithic revolution through the Middle
Ages. We will examine the rise of the early
civilizations and the conditions that allowed
for this development. The scope is global and
the class will examine topics including the
development of urban culture in Africa, the
Fertile Crescent, Egypt, Greece, Rome, Asia and
Europe. Emphasis is placed not only on how
the building blocks of urban societies develop
but also how the belief systems of the societies
evolve. We will attempt to discover how these
early civilizations helped shape the modern
world through politics, religion and philosophy.
Students will select a topic on ancient
history and write a semester-long research
paper. Emphasis will be placed on research,
the technological tools available to assist
the student, and the mechanics of effective
compositional writing.
Text:
World History: Patterns of Interaction,
McDougal/Littell
Additional Texts may include:
Sophie’s World, Gaarder
The Major Religions, Burke
Destiny Disrupted, Ansary
American History
Grade 11
This class surveys forces shaping American
history from the colonial period to the present
day. Students examine cultural and ethnic
diversities, the contribution of women to
the making of the United States, popular
culture, and major works of American
literature reflecting the national character and
transformations within our society. Examination
of the U.S. Constitution and discussion of
relevant domestic and international current
issues help prepare students for responsible life
in a democratic society.
Texts may include:
The Brief American Pageant, Thomas Bailey
and
David Kennedy
Devil in the Shape of a Woman, Carol Erickson
The Grapes of Wrath, John Steinbeck
A Student’s Guide to History, Jules R. Benjamin
Uncle Tom’s Cabin, Harriet B. Stowe
The American Reader, Diane Ravitch
Wait Till Next Year, Doris Kearns Goodwin
World History 2: The Modern World
Grade 10
This course will trace the social and political
transformations in human societies from
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Narrative of a Revolutionary Soldier, Joseph
Plumb Martin
All For the Union, Elisha H. Rhodes
and the artistic contributions of individual
filmmakers. Students will be asked to prepare
compositions based upon class readings
and screening of films; oral presentations of
cinematic works viewed outside of class will
be shared with classmates. In one course
it will be impossible to equally address the
broad spectrum of world cinema, so the
films screened will be somewhat selective —
providing students with some appreciation
for the broad spectrum of world cinema and
encouraging them to explore further the rich
offerings of international film.
Texts:
The Oxford History of World Cinema,
Geoffrey Nowell-Smith
Film Art, David Bordwell and Kristen
Thompson
Numerous films, including:
Battleship Potemkin, October, Metropolis, The
Gold Rush, Citizen Kane, Tokyo Story, Seven
Samurai, Rashomon, The Seventh Seal, Persona,
Rules of the Game, Breathless, 400 Blows,
The Bicycle Thief, La Dolce Vita, Amarcord,
Pather Panchali, Lagaan, Raise the Red Lantern,
Central Station, City of God, The Official Story,
Z, A Taste of Cherry
Contemporary American History Through Film
Grade 12
This year-long class provides a chronological
narrative history of the contemporary American
experience using Hollywood films as a
primary source through which to examine the
formation of American values and ideology.
Students learn how to “read” a film, mastering
techniques of visual literacy and analysis.
Students deal with myth, abstraction, and
symbolism as they seek to place film within
historical and cultural context. Thus, students
might examine a classic film such as High
Noon as a reflection of the values of the
Cold War and McCarthyism rather than as
a historical examination of the West. Major
topics considered in the class are: World War
II, Cold War, Civil Rights Movement, Vietnam
War, and Watergate era. Students investigate
these topics through film screenings,
discussion, document analysis, historical
research, readings, and compositions.
Texts:
A History of Our Time, William Chafe
The Unfinished Journey, William Chafe
The Autobiography of Malcolm X, Alex Haley,
ed.
Numerous films, including:
Bataan, Invasion of the Body Snatchers, Woman
of the Year, The Green Berets, Best Years of Our
Lives, The Graduate, On the Waterfront, Bonnie
and Clyde, High Noon, Dr. Strangelove, Rebel
Without a Cause, All the President’s Men
Global Studies
Grade 12
In this two-semester senior elective we will
examine the state of the world today. We will
investigate current world events as well as
larger global issues. We will use individual,
group, and class projects to enhance our
understanding of the world. There will be
several readings, and a number of online
sources we will follow the major events taking
place in the world. We will also explore several
global issues throughout the year. In past years
these have included such topics as war, China,
the Middle East, peace and global security,
the environment, the politics of food, poverty,
wealth and development, overpopulation,
human rights, urbanization, emerging nations,
health, and energy. Discussions, papers and
presentations, simulations and debates, as well
as other projects may grow out of the various
interests of the students. Students should leave
this course with a general understanding of the
diverse and complex world that we all live in.
Introduction to World Cinema
Grade 12
One of the major avenues for breaking down
cultural and national boundaries as well as
ethnic stereotypes is through the medium of
cinema. This elective course will introduce
students to a broad survey of world cinema
that will address the human condition from
diverse perspectives. The films will be placed
within the historical and cultural contexts in
which they were produced. The understanding
of cinema must also incorporate film form and
grammar. Thus, the films will be analyzed
through the lens of nationality, history, genre,
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individual rights, education, environment,
defense, health care, immigration and human
rights. American governmental process at the
local, state and national level are all addressed
in the course. Optional topics will include The
American West in film and literature, and the
Constitutional history and legacy of slavery
and race in the Constitutional context, its
racial legacy subsequent to the Civil War and
the struggle for equality, not only for Black
Americans but for all minorities, including a
focus on women’s rights.
Texts: Texts for the class will mainly be primary
sources and may include readings by the
Founders, Frederick Douglass, A. Lincoln,
Marcus Garvey, B.T. Washington, W.E.B.
DuBois, Malcolm X, Kwame Ture (formerly
Stokely Carmichael), and Shelby Steele. Nonprimary sources may include: Owen Wister,
Aristotle, Hobbes, Locke, Publius, Federalist
Papers, Close-Up Publishing’s Current Issues,
Howard Fineman’s and other supporting
materials, both academic and current.
Western and Eastern Philosophy
Grades 11 & 12
Year-long
This two-semester course in Philosophy and
the History of Ideas includes the foundations
of philosophy in the West and East. Highlights
of this course include readings from Western
philosophy including Greek and Roman
philosophy, Jewish and Christian philosophy,
European philosophy and the rise of scientific
inquiry and existentialism, and the philosophy
of gender. In Eastern Philosophy, we will
dig deeply into Hindu, Buddhist, Taoist, and
Confucian philosophy in addition to the rise
of Japanese philosophy based on the spread
of Buddhist and Shinto ideas. This course
culminates in a second semester project in
which students choose a current event or
situation in the world and apply the knowledge
they have learned to solve this problem.
Psychology
Grade 12
Year-long
This introductory course in Psychology is
designed to provide students with a foundation
in psychology. In addition students will
develop an understanding of the systematic
and scientific study of human and animal
behavior, with emphasis on social psychology,
adolescent health, and research methodology.
The first semester is an introduction to
psychology, and the second semester builds
on that knowledge and broadens students
understanding of research methods in
psychology through research projects and
papers.
Critical Issues in America
Grade 12
Year-long
This class, a two-semester history elective,
begins with the basics of the US Constitution
- its framing, ratification, principles and
structure. In alternating years, the students
will participate in the elective process and
discussion of current and relevant issues of the
election at hand, and of importance throughout
the nation and the world. The course will
continue with the development of American
social and governmental policies with an
emphasis on contemporary issues such as race,
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NOTE: Any student placed into Categories 2
or 3 must talk to the Mathematics Chair before
signing up for a future mathematics course.
MATHEMATICS
Our sequential Mathematics program
introduces students to the essential
mathematical skills necessary for success in
academic and real-life environments. We
stress problem-solving, deductive reasoning,
and abstract thinking. We encourage an
appreciation of the beauty of the mathematical
process as well as an understanding of the
need for proficiency in mathematics in a
variety of fields.
Requirements for Graduation: Students
must complete a minimum of three credits in
Mathematics in the Upper School including
Math 210 - Algebra 2 or Math 220 - Algebra 2,
Math 310 - Geometry or Math 320 - Geometry,
and another one year-long math course.
Requirements for moving into sequential
courses of mathematical studies:
1) Demonstrating course mastery:
Students will be placed in this category if they
have successfully achieved a final grade of “C-”
or better for each semester in any given math
course. This standing will allow our students
to move into the listed sequential course. They
will receive a ½ credit for each semester that
they are in this category. 2) Not demonstrating course mastery:
have achieved a final grade in the “D” range
for any semester in any given math course.
This standing will not allow students to move
into the listed sequential course. However,
they will receive a ½ credit for each semester
that they are in this category. If a student does
not demonstrate course mastery for the first
semester, but does for their second semester,
they will receive a full credit for the course.
They will also be allowed to move into the
listed sequential course.
3) Failing to master course content:
have achieved an “F” grade for a semester
final grade. They will not receive a credit for
the semester. They also will not be allowed to
move into the listed sequential course.
Math 120 - Algebra 1
NOTE: This course is generally taught to
our 8th grade students. It is listed here for
our incoming 9th graders who have not yet
taken Algebra 1 as well as for our accelerated
students coming from Beginning Algebra who
have both their teacher’s recommendation and
the Mathematics Chair’s approval.
This course develops facility in the use
of mathematical concepts and provides a
thorough foundation in basic Algebra essential
for the study of advanced mathematics.
Topics covered include (but are not limited
to): operations involving integers, fractions,
and polynomials; solving equations and
inequalities; use of formulas; factoring
polynomials; graphing linear equations;
rational expressions and equations; quadratic
equations; linear systems; word problems; and
radical expressions and equations.
Prerequisite: Pre-Algebra or recommendation
from their Beginning Algebra teacher
Text: Algebra I , R. Larson, L. Boswell, T.
Kanold, and L. Stiff
Sequential course: Math 220 - Algebra 2
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Text: Geometry, J. Jurgensen, R. Brown, and
R. Jurgensen
Sequential course: Math 420 - Precalculus
NOTE: This course is also available to
incoming 9th graders.
This course continues the exploration of
algebraic concepts begun in Beginning
Algebra. Topics include linear systems,
properties of exponents, functions,
polynomials, factoring, solving quadratic
equations, rational expressions, radical
expressions, and the Pythagorean Theorem.
This course, combined with Beginning
Algebra, will provide students with a thorough
foundation of Algebra.
Prerequisite: Beginning Algebra
Text: Algebra I , R. Larson, L. Boswell, T.
Sequential course: Math 210 - Algebra 2
Math 310 - Geometry
This course investigates Euclidean (plane)
geometry with the emphasis on intuitive
approaches and problem-solving. We cover
formal proofs along with considerable work
with constructions, logical reasoning, and
right-angle trigonometry.
Prerequisite: Math 210 - Algebra 2
Text: Geometry, J. Jurgensen, R. Brown, and
R. Jurgensen
Sequential course: Math 410 - Trigonometry
or Math 415 - Statistic/Finance or Math 420 Precalculus
Math 420 - Precalculus
The course aims to develop a foundation for
the continuing study of advanced mathematics
through a focus on the central concepts of
trigonometry and functions. Topics include
trigonometric functions and their applications,
vectors, graphing techniques, and various
functional equations and inequalities (i.e.,
polynomial, rational, exponential, inverse, and logarithmic functions).
Prerequisite: Math 320 - Geometry or Math
310 - Geometry
Text: Precalculus, Larson & Hostetler
Sequential course: Math 525 - Calculus or
Math 520 - Advance Statistics
We apply and extend the concepts studied
in Algebra 120. We study the concepts of
real and complex number systems, factoring,
function notation, exponents, radicals,
quadratic equations, radical equations, conics,
and matrices.
Text: Algebra 2, R. Larson, L. Boswell, T.
Sequential course: Math 320 - Geometry
We apply and extend the concepts studied
in Algebra 110. We study the concepts of
real and complex number systems, factoring,
function notation, exponents, radicals,
quadratic equations, radical equations, conics,
and matrices.
Text: Algebra 2, R. Larson, L. Boswell, T.
Sequential course: Math 310 - Geometry
Math 410 - Trigonometry
This year-long course investigates the
fundamental concepts of trigonometry. Topics
include functions, identities, equations, graphs,
and vectors. The course will emphasize reallife applications.
Prerequisite: Math 320 - Geometry or Math
310 - Geometry
Text: Trigonometry, R. Larson and R. Hostetler
Sequential course: Math 415 - Statistics /
Finance or Math 420 - Precalculus
Math 320 - Geometry
This course investigates Euclidean (plane)
geometry with the emphasis on intuitive
approaches and problem-solving. We cover
formal proofs along with considerable work
with constructions, logical reasoning, and
right-angle trigonometry.
Math 415 - Statistics
Statistics is the science of collecting,
organizing, analyzing and drawing conclusions
from data. Statistics helps us calculate and
understand what a margin of error is, for
example, and when results of a clinical trial
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are significant. Further, the laws of probability
tell us what is most likely to happen when
randomness is involved. Collecting and
interpreting data is important in a wide variety
of professions, so training in the science of
statistics is valuable for many careers, including
business, research, medicine, meteorology,
education, social policy, quality control,
politics, sports and many more. In this yearlong course students will acquire the skills
and tools needed to collect, analyze and draw
reasoned conclusions from data. By the end
of the course they will be prepared for collegelevel statistics, which is currently a requisite
for most college majors. More importantly,
perhaps, students will be able to critically
analyze and understand the myriad numbers
that bombard them on a daily basis.
Prerequisite: Trigonometry or Geometry 310 or
Departmental Approval
Math 525 - Calculus
Students study and develop facility in
applying the following fundamental concepts
of calculus: functions, limits, continuities,
derivatives, and integrals. In addition, time is
allotted to investigate graphing, applications of
derivatives and integrals, volumes, fluid forces,
moments, and centers of mass.
Prerequisite: Math 420 - Precalculus 420
Text: Calculus, George B. Thomas, Jr. and Ross
L. Finney.
Sequential Course: Math 530 - Calculus 2
Math 530 - Calculus 2
Students review the following fundamental
concepts of Calculus: Functions, Limits,
Continuities, Derivatives, and Integrals.
The course then covers infinite sequences
and series, Polar coordinates and conics,
vectors, motion in space, partial derivatives,
and multiple integrals. Group learning is
emphasized along with the creation of a
collaborative study book.
Prerequisite: Math 525 - Calculus 1
Text: Calculus, George B. Thomas, Jr. and Ross
L. Finney.
Math 520 - Math Modeling & Data Analysis:
Star Statistics
This course covers a variety of fundamental
topics in statistics as well as computational
methods for modeling data and processes.
Specific topics covered include: graphical
data representation, histograms, probability
distributions, normal curves, hypothesis testing,
mathematical modeling, agent-based modeling,
and simulation. Class time will switch between
the presentation of new material and studentlead research and decisions that will have
lasting effects on the story arc of the course.
Story Arc: Guide the story of the Starship
Sundevil as we travel through time and culture.
Wrangle random processes with sophisticated
mathematical tools. Plan the starship’s budget
for food, fuel, and other supplies. Trade with
alien cultures. Harness the solar power of the
variable star. Keep the peace in the Trinary star
system. Suppress an outbreak of deadly disease
on the ship. Maximize resources harvested
from the asteroid belt. The Starship Sundevil
will travel far and wide, but it needs a crew of
creative mathematicians to guide it. Are you up
to the task
Prerequisite: Pre Calculus, Computer
Programming 1, or with the course instructors
permission or Departmental Approval
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MODERN LANGUAGES
There are supplemental materials and activities
such as videos, readings, contests and games,
and holiday celebrations. Some special projects
may include: a Francophone country blog or
“create a story.”
Our Modern Languages program consists of
courses in French, Spanish, and Mandarin
Chinese. In addition to developing
proficiency in another language, students
gain an understanding and appreciation of
Francophone, Hispanophone, and Chinese
cultures and customs. Our program is designed
to encourage students to become lifelong
learners of language.
Requirements to Graduate: Students need two
credits of the same modern language in the
Upper School.
French 3
Grades 10-12
In this course, students enter into the heart of
the intermediate French program. They arrive
already familiar with the format of a class
conducted almost entirely in French; are able
to express themselves in the present, past,
and future tenses; and appreciate the diversity
of the francophone world. French 3 builds
upon this foundation. At the beginning of the
year, we emphasize speaking and vocabulary
building. Students retell stories, recount the
plots of films, sing songs, engage in daily peer
conversations, and play games that push the
boundaries of their oral expression and develop
their understanding of francophone culture.
As students become comfortable with these
activities, we add new layers of grammar and
vocabulary to enhance the clarity, efficiency,
and scope of their oral communication. During
the second quarter, students begin to write
regularly and learn to use a variety of print
and on-line resources to assist them with their
writing. Students continue to develop their oral
and written expression throughout the year
- working with, and supporting, one another
along the way.
FRENCH
French I
Grades 9-12
In this course, students discover the French
language and culture through a variety of
engaging communicative activities including
skits, dialogs, role-playing, and a field trip (our
visit to a downtown French bakery is always
a class favorite). Through these activities, we
develop, above all, the speaking and listening
skills of the French 1 student. By the end of
the year, students are comfortable discussing a
variety of topics related to everyday life (family,
food, activities, likes and dislikes, for example)
in the present and future tenses. In addition,
students can write short paragraphs about
many of the topics used in conversation. Upon
completion of this course, students possess
a solid foundation for their future studies of
French.
French 4
Grades 11 & 12
At the beginning of the year, this course follows
a format that is familiar to the Sandia Prep
French student. The course is taught in French
in order to develop listening and speaking
skills. Students review the tenses, moods, and
vocabulary previously learned. Grammar and
composition continue to be of key importance.
Students may read stories and abridged novels
written by Francophone authors, within
historical and literary contexts that may include
the French Revolution, Colonialism, the First
World War, Collaboration and Resistance in
France during the Second World War, and
beyond. The readings, discussions, projects, and
film will challenge students to think about their
own identity and offer them an appreciation
French 2
Grades 9-12
French 2 emphasizes communication in
everyday situations and stresses interpersonal
relationships in meaningful contexts such as
being at home, going on vacation, shopping,
going to school, and eating. During class,
students will participate in a variety of activities
to develop their speaking, listening, reading,
and writing skills. Many of the activities will
be done in pairs and small groups to stimulate
conversation and promote cooperative learning.
Students will also create original dialogues to
simulate situations that they would encounter in
a French-speaking country.
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of cultural differences while developing each
student’s proficiency in the French language.
Mandarin Chinese 2
Grades 9-12
Mandarin Chinese 2 is a continuation course
designed for students who already have a good
understanding of the fundamentals of Chinese,
learned either through taking Mandarin 1,
Mandarin 1A, 1B, or through some other
relevant experience. The emphasis of this
course is on listening to, speaking, and reading
Chinese, in addition to some exposure to
writing. Students will develop their vocabulary
through reading and improve their oral Chinese
in daily conversation. Students will practice
conversations about visiting friends, school
life, weather, shopping, making appointments,
and travel. Students will learn about Chinese
culture to create a context for their language
acquisition. They will study the behavior and
lifestyles of modern Chinese people and the
philosophies that guide their lives. Students
will use a variety of technologies to enrich their
studies of Chinese, practicing writing characters
and doing much of the coursework using iPad
French 5
Grades 11 & 12
This advanced-level course provides the
capstone for our students’ study of French,
even as it seeks to prepare them for continued
study at the post-secondary level. Reading,
writing, and constant discussion provide a
framework in which students review elements
of grammar - such as verb tenses and relative
pronouns - and begin to integrate conjunctions
into their writing. Unabridged novels and
plays, as well as short stories, films, and
articles, provide lenses through which students
examine the intellectual, social, political, and
cultural dimensions of Francophone societies in
different historical contexts. Above all though,
French 5 highlights and nourishes a sense of
community - one of which students share,
critique, debate, and learn from one another.
MANDARIN CHINESE
textbooks and interactive exercises.
Mandarin Chinese I
Grades 9-12
This course introduces students to Mandarin
Chinese within real life conversational contexts.
At the beginning of the year phonics, Chinese
characters, and simple sentence patterns are
emphasized. Students will build their language
skills, while becoming acquainted with relevant
Chinese cultural lessons such as idioms, origins
of Chinese characters, and typing Chinese
characters on class iPads. Students will be
able to describe themselves to others, express
preferences and needs, talk about surroundings
and ask important questions. Students may
collaborate on activities in art, singing, and
cooking. There are supplemental materials that
may include activities such as reading, games,
field trip to a local Asian market, holiday
celebrations and pen-pal communications.
There are research projects designed to develop
the student’s speaking, listening, reading, and
writing skills. Many activities will be done in
pairs and small groups to promote cooperative
learning and to initiate conversations. Students
gradually move to a class, largely conducted in
Chinese, based on the Natural Method.
SPANISH
Spanish I
Grades 9-12
In this course we present the simple structures
of Spanish in common situational contexts.
We incorporate a variety of activities to
develop the students’ listening , speaking,
reading, and writing skills. In this course,
students greet others, introduce themselves
and others, describe themselves and others,
and talk about likes and dislikes. Culture may
be explored through music, food, or online
research. Students can look forward to a gentle
introduction to the language first quarter with
increased pacing of material throughout the
year.
Spanish 2
Grades 9-12
In Spanish 2 we broaden and build on the
foundation in vocabulary and grammar of the
Spanish 1A/1B sequence or Spanish 1. The
class is conducted almost entirely in Spanish,
and an emphasis is placed on listening
and speaking skills. Through a range of
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communicative activities and media, students
learn to express themselves in the past tense,
talk about sports, health, technology, phone
conversations, vacations, shopping, and
clothing. We study the cultures of Spain and
Latin America. Through recycling many of the
concepts reviewed in Spanish 1B or 1, students
gain a deeper understanding of grammar
and vocabulary, and are more proficient in
expressing themselves in Spanish. Students
also develop stronger writing skills in this
course. For example, they write and present
creative dialogues about their daily routine,
shopping, and vacations. Students in Spanish 2
acquire a wider active vocabulary and a more
thorough understanding of fundamental ideas of
grammar.
Spanish 4A - Advanced Grammar and
Composition
Grade 11
Fall 2015
Spanish language, syntax and grammar taught
entirely in Spanish. Successful completion of
this course is required before taking upperlevel courses. This semester course consists
of two components: the practice of the more
complex aspects of Spanish grammar (e.g.
subjunctive moods, present perfect, past
perfect, conditional, the future perfect) and
the development of effective writing skills.
Students will engage in both informal and
formal (“spontaneous” and “reflective”) writing,
and will practice the forms and processes
of writing used in professions related to the
Spanish language field, and in creative writing
in Spanish. Practice in writing with emphasis
on sentence and paragraph structure, and
compositions to effectively convey meanings
and ideas. Attention given to narrative,
descriptive, expository prose and dialogue,
as well as letters and other forms of written
communication. Students will maintain a
portfolio of their work, including informal
pre-writing and brainstorming activities, drafts
and final essays, grammar exercises. In-class
activities will include communicative activities
in applying grammar to speaking skills, and
may involve debates, contests, games, video,
presentations, and other interactive activities.
The use and management of various Google
Apps, social media and other cloud-based
programs and services is necessary.
Prerequisite: Successful completion of Spanish
3 (suggested grade of C or better) or appropriate
placement test score.
Spanish 3
Grades 9-12
Spanish 3 is a bridge course between the
introductory and advanced courses of the
program. The course builds on the basic
vocabulary and grammar structures previously
examined using thematic units. The core
objective of this year is to have the student
achieve a level of relative ease in oral
communication. Accordingly, the class is
conducted almost exclusively in Spanish and
the student is directed to respond intuitively
rather than mechanically while speaking. By
the end of this course students will have a
broader vocabulary and stronger command
of grammar necessary to communicate
with proficiency in past, present, and future
tenses. They will also have a firm foundation
in the ability to express desires, opinions
and emotions, and talk about hypothetical
situations. We explore the cultures that form
the Spanish-speaking world, in part by reading
various Latin American legends addressing the
interaction between Pre-Columbian peoples
and the Spaniards in the New World. The
course incorporates a variety of projects
and assignments: writing their own legends,
producing various video and audio assignments
to practice oral proficiency, presenting a
cooking show, and examining environmental
and ecological issues in Latin America. Spanish 4B: [Spanish Film] - The New Golden
Cinema
Grade 11
Spring 2016
This semester course is a survey of several
contemporary Latin American films from the
90s to 2000s. The focus of this course is to
analyze the connections between transgression
and politics in the social contexts of Mexico,
Chile, Argentina and Cuba. We will analyze
the socioeconomic and political issues
that gave rise to a specific movement. This
course is designed to introduce the students
20
to the cinematic work of a number of Latin
American film artists, and to develop a better
understanding of each film.
Prerequisite: Successful completion of
Advanced Grammar & Composition (suggested
grade of C or better).
places around Albuquerque.
Prerequisite: Successful completion of two
Spanish 4 semester courses (suggested grade of
C or better).
Spanish 5B: [Latino/a Studies] - Pop Culture
Grade 12
Fall 2015
Seminar course taught entirely in Spanish
presenting the elements for studying Latin
American culture and society, as well as the
dynamics of Latino communities in the U.S.
This course analyzes several areas of Latino/a
popular culture. Considering the historical
trajectory of Latinidad in art, music, film
and popular media, the course also engages
emergent cultural practices. Topics include
Latinos/as in film and TV, muralism and street
art, as well as musical traditions.
C or better).
Spanish 4C: [Latino/a Studies] - Latinos in
American Life and Culture
Grade 11
Spring 2016
Seminar course taught entirely in Spanish
presenting the elements for studying Latin
American culture and society, as well as
the dynamics of Latino communities in the
U.S. This course will consider how Latinos
are transforming the United States socially,
politically, and culturally even as they
themselves change in the process. Topics to
be examined include the social and cultural
significance of “Latino” or “Hispanic” as
an ethnic or racial category, how Latinos
fit into the American social system, ethnic
and cultural identities, their educational and
health outcomes, the implications of the
unprecedented geographic dispersal of Latinos,
and their growing contribution and impact on
mainstream and other types of culture including
music, literature, and language.
Prerequisite: Successful completion of
Advanced Grammar & Composition (suggested
grade of C or better).
Spanish 5C: Special Topics
Grade 12
Spring 2016
This course will focus on the issues, goals,
and procedures of the United Nations and will
prepare students for participation in Modelo
Naciones Unidas Versión en Español. This class
aims to replicate the rigorous yet successful
process international leaders must go through
to find agreeable solutions major problems
in the world today. By actively engaging in
discussion about global issues from both the
past and the present, this course hopes to
create engaged students knowledgeable on the
workings of the United Nations. The students
are also going to have the chance to explore the
Hispanic and Latino cultures through sociopolitical topics, utilizing readings (literature,
critical and historical articles), film, music, and
art. Students are provided with literary tools to
enhance analytical thinking and encouraged to
hone these skills through discussion and written
work. Class discussions, thematic vocabulary,
oral presentations, advanced grammatical
structures, writing, mini-teatros and cultural
explorations are some of the components of the
course that will fine-tune students’ experiences
with the language. A recent project involved the
Spanish 5A: [Spanish Film] Border Studies: The
Neglect of Women Workers and the New Era
of Hope
Grade 12
Fall 2015
Over the past 20 years, women have been
crucial participants in the labor force, labor
unions, and strikes. In recent past, women
have taken part in organizing for better pays
and better opportunities in the maquiladoras in
Mexico. These assembly plants, located on the
U.S./Mexican border, known as maquiladoras,
have abused their workers and repeatedly
ignored the labor laws. Women have begun
to take a stand and fight for their rights as well
as for their fellow workers. In this semester
course we will read essays, watch movies,
documentaries and take trips to Santa Fe and
21
creation of individual internet wiki sites around
a Latin American musician representative of the
Social Protest movement of the 60s, 70s and
80s. Students carried out extensive research,
combining internet sources, videos, and text in
order to present their projects to the class.
C or better).
Spanish 5D: [Latino/a Studies] - Contemporary
Issues
Grade 12
Spring 2016
This course will explore topics in Anthropology,
Art,
Economics, History, Literature, Government,
Sociology, etc., of US Latino and Latin
American contexts. We will conduct the
sessions using the gathering style of la tertulia.
A tertulia is a social gathering with literary
or artistic overtones in the Spanish-speaking
world. While it has no direct translation in
English, similar phrases like get-together, poetry
slam or jam session can be associated to its
meaning. Participants may share their recent
creations (poetry, short stories, even artwork or
songs). It’s a place for a group to discuss, share
and learn ideas of the Spanish-speaking world.
C or better).
22
PHYSICAL EDUCATION
The Physical Education program strives to educate
students about their bodies, to teach them life-long
habits of fitness, and to create enthusiasm for physical
activities. By emphasizing the development and
maintenance of an active and physically fit body, we
encourage students to build good health habits that
carry over into adulthood.
Requirements for Graduation: Students need one yearlong class in Physical Education taken in any grade
9-12.
High School Physical Education
Grades 9-12
Our advanced physical education course is based on
a health-related approach that stresses the importance
of lifetime physical fitness and wellness. In this course
we focus on lifetime activities such as tennis, pickle
ball, golf, archery and fitness training. Classes meet
four of the six days in the cycle, with the fifth day
encompassing health topics taught in a classroom
setting. Outside speakers are brought in to provide
information to students on topics such as Drug and
Alcohol Awareness and Sexuality via this health
addition. The full course provides the graduation
requirement in Physical Education and Health.
Fitness for Life
Grades 9-12
“Fitness for Life” is an elective Upper School Physical
Education Course designed to introduce the student
to different aspects of physical fitness that will be
applicable to daily life, for the rest of their lives.
Through use of a variety of activities, the student
is exposed to the main components of physical
fitness, including agility, muscular strength, muscular
endurance, flexibility and cardiovascular endurance.
Activities include, but are not limited to weight
training, yoga, pilates, speed training, plyometrics, and
aerobics, which will occur in specific time frames.
Students will demonstrate capabilities of analyzing
fitness components, goal-setting and applying
classroom activities to their general well-being.
Classes meet four of the six days in the cycle, with
the fifth day encompassing health topics taught in a
classroom setting. Outside speakers are brought in to
provide information to students on topics such as Drug
and Alcohol Awareness and Sexuality via this health
addition. The full course provides the graduation
requirement in Physical Education and Health.
23
SCIENCE
in structural geology and stratigraphy. These
areas will be correlated with laboratory work
using satellite imagery, topographic maps and
geologic maps. Field investigations include
mapping of various structures and rock types.
Second semester, students take an in-depth look
at various research topics including historical
geology; paleontology – the study of fossils in
the geologic record; and geologic resources
and their environmental, global and economic
impact.
Prerequisite: Geology I with a grade of “B”
or better and/or permission of the instructor,
Algebra 2.
Science is discovered. Experimentation and
careful observation provide the data that
expose the workings of nature to us. At Sandia
Prep, we do science: we design and conduct
experimental work, we measure and observe
systems in field studies, we organize and
analyze collect date then consider what this
data is telling us. The reliable collection and
critical analysis of data involves skills and
techniques. These, along with practices useful
in researching scientific literature , are taught
and practiced throughout our Science program.
Biology
Grade 10
We offer two approaches to the study of
biology through separate courses: Biology 1
– Ecological and Biology 1 – Molecular. Each
course is designed as an intellectual discipline
that provides a framework of understanding that
students can apply to biological experiences
they encounter throughout their lives. Each
of the two basic biology courses introduces
students to the fundamental processes that
apply to all living organisms. Each course
progresses from the simple to the complex and
provides students with a basic understanding
of the common unity found in the diversity
of living things. Either option includes
many interesting and challenging laboratory
investigations.
Our Science program offers both breadth
and depth: breadth to engage students with
a variety of physical and biological sciences
from which to choose and explore and depth to
provide focus and the opportunity to work more
rigorously in those areas which one finds to be
especially intriguing.
Requirements for Graduation: Students need
three credits in science; they must take Geology
and Biology, plus another year of lab science.
Geology I
Grade 9
This course provides an introduction to both
physical and historical geology. Each topic and
concept is first related to New Mexico and then
expanded to a global picture. Environmental
connections are emphasized throughout the
course. A hands-on approach and much
laboratory work – requiring both analysis
and inquiry methods, and a development of
laboratory skills – are incorporated throughout
the course.
Text: Essentials of Geology, 11th Edition,
Lutgens, Tarbuck, and Tasa
Biology 1 - Ecological
While covering the basics of biology,
this approach leans more towards the
ecological, including topics of energy flow,
biological communities, environments, and
populations.
Text: Biology, Miller and Levine
Biology 1 - Molecular
While covering the basics of biology,
this approach leans more towards the
biochemical, including topics of molecular
structure, microscopy, cellular structures
and processes, and heredity.
Text: Campbell Biology, 9th Edition, AP
Edition, Reece, Urry, et al.
Geology 2
Grade 11 & 12
In Geology 2, students study New Mexico
geology using the Rio Grande rift as a field
study area to learn about local rock formations,
history of environments of deposition, and
the structural history of this area. This leads
to interpretive studies and problem solving
24
such as the use of natural resources, generating
energy, and selection of materials based on their
chemical and physical properties.
Prerequisite: Chemistry I with grade of “B-”
or better, Algebra 2, and/or permission of the
instructor.
Texts: The Extraordinary Chemistry of Ordinary
Things, 4th Ed., Carl H. Snyder
Advanced Biology
Grades 11 & 12
Students have an opportunity for in-depth study
of microbiology, genetics, and biotechnology
as they examine numerous relationships, such
as those between humans and the microbial
world, and those among humans, their genetic
inheritance, and health. During first semester,
students breed fruit flies and follow various
characteristics through several generations.
They grow genetic corn, learning first-hand
how traits are inherited. In spring, students
culture bacteria and study staining techniques,
physiological characteristics, and control of
micro-organisms. During the final four weeks,
students work on a bacterial “unknown”
project.
Prerequisite: Biology with grade of “B-” or
better Text: Carolina Drosophila Manual,
Raymond O. Flagg
Physics 1
Grades 11 & 12
Physics deals with the structure of matter and
how matter behaves. We study the concepts of
force and energy which explain these behaviors
and the mathematics that describe and predict
them. Therefore, mathematics is an important
tool in physics. Specific fields of study include:
motion, mechanics, wave motion including
sound and light, electricity and magnetism, and
atomic structure. The course places a heavy
emphasis on laboratory work.
Co-requisite: Precalculus or Trigonometry
Text: Physics: Principles with Applications, 5th
Ed., Douglas C. Giancoli
Chemistry I
Grades 11 & 12
In this course we present a comprehensive
study of the composition of matter. We
introduce the principles and theories involved
in chemical behavior. Students become
acquainted with scientific methods and
techniques used in chemistry as well as historic
developments and current advances in the field.
We correlate extensive laboratory work with
reading assignments, problem-solving, class
lectures, and discussion.
Prerequisite: Algebra I
Co-requisite: Algebra 2
Text: Chemistry: Matter and Change, Glencoe/
McGraw Hill
Physics 2
Grade 12
Open to students who have completed first
year Physics, this course accomplishes two
goals. First, we develop a few of the topics
of classical physics from the first year course
to a greater depth; these include rotational
dynamics, advanced optics, fluid mechanics,
thermal physics, and advanced electricity
and magnetism. Second, we explore – at
the introductory level – topics from 20th
century physics including special and general
relativity, elementary particle physics, quantum
mechanics and solid-state (condensed matter)
physics. Additionally, some review and
preparation for the SAT II subject test in physics
is done before the December test date.
Prerequisite: Physics I with a grade of “B-” or
better.
Text: Physics: Principles with Applications, 6th
Ed., Douglas C. Giancoli
Chemistry 2
Grades 11 & 12
Chemistry 2 provides students with the
opportunity to investigate chemical topics in
more detail and to apply chemical principles
to a variety of thematic content areas. Topics
include organic chemistry, chemical energy,
fossil fuels, nuclear energy, medicinal
chemistry, chemistry in art, materials science,
and environmental chemistry. This course
includes extensive laboratory work and
projects. Emphasis is placed on the application
of chemical principles to real world problems
25
readings will be assigned. Research leading to
papers and/or group presentations is another
requirement. There will be chapter tests and a
semester exam.
Prerequisite: Completion of Algebra 2
Recommendation: Concurrent enrollment or
completion of Trigonometry or Pre-Calculus
Text: Astronomy: A Self-Teaching Guide, 5th
Ed., Dinah L. Moche
Comparative Anatomy and Evolution 1:
Invertebrates
Grades 11 & 12
Fall Semester
Comparative Anatomy and Evolution 2:
Vertebrates
Grades 11 & 12
Fall Semester
Solar System/Planetary Astronomy
Grade 11 & 12
Spring Semester
We will study the sun, planets, their moons,
comets, asteroids and other objects which
populate our solar system. Along with this,
we will study numerous space missions – both
manned and unmanned – which have unveiled
much of the information we know about the
objects of our solar system. We will study and
consider various theories on how our solar
system formed and the evidence we find to
support or refute these theories. Additionally,
we will learn about the relatively new search for
“exoplanets,” planets orbiting stars other than
our sun (and exo-solar systems.) Along with this
we will identify which moons and planets are
favored targets in the search for extra-terrestrial
life forms.
This course begins with microscopy of simple
protozoans and works through the dissections
of annelids, mollusks, insects, crustaceans,
echinoderms, fish, birds, and mammals.
Students will research paleontological evidence
and evolutionary relationships, compare
systemic and cladistic approaches to taxonomy.
Students will research certain unusual
adaptations such as those allowing plants and
animals to move from aquatic to terrestrial
environments. Note: The course involves
numerous dissections to be carried out by the
student.
Prerequisite: Biology I
Text: A History of Life: A Very Short
Introduction
Michael J. Benton
Oxford University Press
ISBN-10: 0199226326 ISBN-13: 978-0199226320
The course will also include a brief study of
the history of astronomy. We will begin with
the ideas and beliefs of ancient cultures. We
will learn of the work of Ptolemy, Copernicus,
al-Biruni, Galileo, Kepler, Brahe, and Newton.
We will discuss the tools and theories they
developed and used, the advances they made
in our understanding of the solar system, and
the difficulties they encountered. We will
then work our way up to the modern day. This
course involves laboratory work, but only very
little of it involves mathematics. Additional
requirements include outside readings, research
leading to group presentations and written
reports, and evening viewings through the
school’s telescopes. There will be chapter tests
and a semester exam.
Prerequisite: Completion of Geometry;
Concurrent enrollment /completion of Algebra 2
Recommendation: Completion of Astrophysics
and Cosmology
Text: Astronomy: A Self-Teaching Guide, 5th
Ed., Dinah L. Moche
Astrophysics and Cosmology
Grade 11 & 12
Fall Semester
Astrophysics deals with the nature of the
universe and many fascinating objects, such
as nebulae, evolving stars, supernovae, black
holes, and dark matter. Using the tools and
concepts of physics we will study these objects
and others. We do this by understanding the
electromagnetic spectrum and telescopes which
capture the various EM waves as well as certain
fundamental laws of physics (including laws of
gravity, nuclear physics, radiation, and optics.)
These same tools also allow us to understand
galaxies and star clusters, to measure the vast
distances to objects in deep space, and to study
the expansion of the universe. Finally, the
understanding of this information allows us to
consider various theories on the birth, formation
and ultimate fate of the universe. This course
involves laboratory work, much of which
requires mathematical calculations. Outside
26
Anatomy and Physiology
Grade 11-12
This laboratory-based course provides an
introduction to the structure and systems of the
human body.
Anatomy and Physiology 1
Fall Semester
Material covered in the fall semester focuses
on body organization, cellular anatomy, and
the integumentary, skeletal, muscular, and
nervous systems, and how each of these
plays its role in balancing the body thus
allowing each human to function properly.
Anatomy and Physiology 2
Spring Semester
The spring semester course continues using
homeostasis as a main feature related
to cardiovascular, respiratory, digestive,
urinary, reproductive, and endocrine
systems.
Text: Anatomy and Physiology, EMC
Publishing
Prerequisite: Completion of Anatomy and
Physiology 1
27
SPECIAL PROGRAMS
Independent Study
Students at Sandia Prep may arrange for a onehalf-credit independent study course if they
meet the following requirements:
1. Find a teacher who agrees to supervise the
work.
2. Complete the Request for Independent Study
form which includes information on each
student’s planned activities, the work that will
be submitted for evaluation, the number of
meetings per week with a supervisor, and the
completion date for the independent study.
3. Acquire approval from the Assistant Head for
Academics. To qualify for independent study,
students must already be taking six courses in
addition to their proposed course.
Senior Experience
During the last month of the school year, Sandia
Prep seniors may apprentice, on a volunteer
basis, in an occupation or profession which
particularly interests them. We assume that
our students are sufficiently mature to meet
the responsibilities of their senior experiences
and to make them worthwhile. All Sandia
Prep seniors who meet the following criteria
have the opportunity to participate in a senior
experience:
1. Have at least a “C” average in every class.
2. Submit a formal written proposal to the
senior experience evaluation committee in early
February.
3. Be on the site of the senior experience at
least 30 hours per week.
4. Keep a daily journal to be turned in for
evaluation. The journal should contain a
discussion of experiences, feelings, emotions,
difficulties, and lessons, rather than a rote
recitation of daily tasks.
5. Make a formal 10- to 15-minute presentation
about the experience to fellow students.
28

Upper School Curriculum Guide

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