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PAIDEIA HIGH SCHOOL2023-2024LONG TERMCOURSE OFFERINGS

High School Scheduling:Courses and placement are designed to fit the needs of students and their courses of study at Paideia. Weencourage academically challenging schedules for each individual student, one that provides thatacademic growth and exploration of student interest and passion in different types of courses. Aone-size-fits-all approach to scheduling does not meet individual student’s learning needs, so we ask thatstudents balance academically rigorous courses with personal academic interests when selecting coursechoices for the next year.We also encourage students to find and follow their academic affinities in their elective academiccourses. Many of the courses in 9thand 10thgrade act as foundation courses. As students move on to 11thand 12th grade there are many different elective options and choices for students.Placement Recommendations:Teachers are making placement recommendations within their respective departments. For manystudents in the 9thand 10thgrade, there are fewer placements for foundation courses in Science, SocialStudies, and English. In 11th and 12th grade, there are many more placement recommendations andchoices in course selection.Departments work together to determine appropriate placement for each student in each subject.Recommendations for all placements are based on success in the previous course and expectations offuture courses. Our goal in individualized placement is to find courses that are challenging but notoverwhelming. It is important to remember that students are not taking classes alone, rather creating andtaking a course load of 4-5 academic courses and 1-2 electives.Placement Change Requests:Students may request a change in their placement. If a student would like to consider a placementchange, he or she should speak with his/her parents, speak with his/her advisors, and then meet with theDirector of Studies, Laura Magnanini.Seminar (AP), Themes, Honors, College Prep Level Classes:Students in 11th and 12th grade are given choices between Seminar (AP), Themes, Honors, and CollegePrep courses. Most students take 5 academic courses in their 11th and 12th grade year, however, somestudents choose to take 4 depending on their choices and individual schedules.Students can drop certain courses to double up in a particular subject. Before any student chooses to dropa subject, they should talk with their advisor and the Director of Studies.5 Seminars:Some students in 11th and 12th grade may have placement recommendations for 5 Seminar (AP) levelclasses. Because of the nature of the workload, any student who wishes to take 5 Seminar classes needsapproval of the Director of Studies before signing up. Approval will be based on individual studentrequests.Scheduling Changes:During the scheduling process, students may request a schedule change. Students must send an email to2

Laura Magnanini, Director of Studies, and explain the reasons for the desired change. Some changesmay not be possible due to the level of placement and feasibility in the student’s schedule. All of thechanges will need approval from the advisor, the student’s guardians, and the Director of Studies.All courses- both academic and elective courses- in Long Term are considered year-long courses thatgo through Long Term 1 and Long Term 2. Most changes requested by students to switch out of coursesafter more than 5 days into Long Term 1 will not be approved. Unless there are special or individualcircumstances, student requests to change courses will not be approved in Long Term 2.Independent Studies:Since there are some subjects of interest that the school does not offer as courses, arrangements may bemade for a student to study on an independent basis under the guidance of a Paideia faculty sponsor.Students who are interested in doing an independent study must submit a written proposal to LauraMagnanini, Director of Studies, for approval. Students in an approved independent study will beresponsible to create a proposed syllabus, organize assessments and reading and report their progress tothe teacher and the Director of Studies.On-line and Summer Courses, semester away from campus:Occasionally parents and students look for outside summer or on-line academic programs. Students whowish to take non-Paideia courses must talk with Laura Magnanini, Director of Studies prior to signingup or enrolling in courses. Not all courses are created equal. If a student is looking to advance inplacement, each level will assess individual students after the summer/on-line course is completed aboutthe appropriate class placement.For high school students, non-Paideia courses are not typically given graduation credit. Courses nottaken at the school do not appear on a Paideia transcript, nor do those grades factor into the students'GPA. There may be some exceptions for graduation credit due to long term illness or absences. We willapprove these courses on a case by case basis.Some students or parents may be under the misimpression that taking outside courses in order to "getahead" in our curriculum will make a student more attractive to a college or university in terms ofadmission. In our experience colleges are more concerned about whether students have challengedthemselves as they have gone through Paideia's curriculum and Paideia seniors prove this statement eachyear with their college admission results. The bottom line is that colleges are more concerned with thechallenge than the level of courses. Colleges are pretty good at judging challenge at Paideia, but oftenfind that they can't judge an on-line or summer course very well at all. Students and parents shouldknow that most colleges and universities will think of summer school or on-line courses as an additionalelective academic activity.Semester away from campusSometimes students look for semester programs away from school. We know there are manyopportunities for students to go abroad or look for specialized semester programs during high school.Although this can be an important part of a student’s high school experience, we typically discouragestudents from doing these types of programs. It can be significantly disruptive to a student’s academicand social path at school and not all programs run a comparative level of academic rigor. That being3

said, if students are interested in specialized programs, any application to an outside program must bewith an accredited school program with a similar academic program and be pre-approved by the directorof studies. Paideia does not include other institutions' grades on our transcripts, however if pre-approved,will accept credits towards graduation. Financially, students considering outside semester programs areallotted a minimal reduction in tuition. Tuition is not prorated by term. If you are interested inconsidering a semester away, please contact Laura Magnanini, director of studies prior to any applicationprocess.GradingPaideia teachers use different methods of assessment and ways to calculate grades, however, all facultyuse this grade scale for numerical and letter grades. We do not weight our GPA for honors, seminar orAP classes.93-100 - A90-92 - A-87-89 - B+83-86 - B80-82 - B-77-79 - C+73-76 - C70-72 - C-67-69 - D+65-66 - D64 and below - F4

PAIDEIA GRADUATION REQUIREMENTSThe following are the MINIMUM requirements for graduation from Paideia:1. Residency - Students are to have four years of high school study.2. Annual Progress and Distribution - Students are to take and pass at least 19 credits each year, exceptfor senior year, when students must take and pass at least 16 credits. Students are expected to takecourses in at least four of the five major academic areas each long term. The five major areas areEnglish, Foreign Language, Mathematics, Social Studies, and Science.3. Cumulative Progress and Distribution - Students must accumulate at least 59 credits to become seniorand at least 75 credits to graduate. Students must accumulate the following minimum number of creditsin each category. We recommend, and most colleges require, more than the minimums shown.a. English 12b. Mathematics 9c. American History 4d. Other Social Studies 6e. Science 9f. Foreign Language in H.S. 6g. Art/Music/Drama 3h. Physical Education/Health 3i. Service InternshipNOTES:1. There is no early graduation. Even if a student accumulates the minimum number of creditsbefore the end of senior year, all students must complete four full years of study.2. A long term course earns 1.5 credits per semester, so that a course taken both long terms earns3.0 credits. Two hours of a short term course earns 1.0 credit. A one-hour short term courseearns 0.5 credits and is shown with an "M" on the transcript.3. Students enrolling in Paideia after the ninth grade will have these requirements adjusted inaccord with their previous high school record. Students enrolling from a school with adifferent curriculum sequence should check with the Director of Studies about non-Paideiarequirements, such as for the University of Georgia.4. The Mathematics Requirement includes a geometry course.5. Extracurricular work in art, music, dance, fencing, or other out-of-school activity may counttoward distribution requirements with prior approval. However, they will not count towardprogress requirements.6. Courses taken at a college on a joint-enrollment basis may count toward progress anddistribution requirements with prior approval.7. The Physical Education Requirement may be met by participation on a school sports team(one credit for each season on a team) or by outside activity (see #5 above).8. The current Service requirement is 2 internships volunteering with a non-profit. To beconsidered an internship a minimum of 30 hours of service credit must be completed at anapproved non-profit organization. Both internships may not be done for Paideia.5

Required Courses in Short Term:Some Long Term courses continue during Short Term A and B for continued study.Modern LanguageShort Term AFrench 1 – 1hrFrench 2- 1 hrSpanish 1- 1 hrSpanish 2 – 1hrMathShort Term AAP AB, BC Calculus (A only)GTA2 ( A only)Social StudiesShort Term AShort Term BUS History – 1hrUS History – 1hrScienceShort Term AAP Chemistry -2 hrAP Physics 1/ 2 /C- 1hrHumans and the Environment (S)– 1hr6

ENGLISH LANGUAGE, LITERATURE, AND COMPOSITIONThe English curriculum develops and improves the ability of students to read and write well and at thesame time stimulates interest in the ideas and thoughts expressed in literature from various time periodsand places. All English courses are year-long courses.The first two years provide basic, foundational experiences in reading and writing. All ninth graderstake English 9, and all tenth graders take English 10.In the third and fourth years of high school, students must take English during long term but havechoices among a variety of courses designed to suit students’ interests and needs. If a student isrecommended for Seminar, they are permitted to take either Seminar or Themes courses. Some studentsrecommended to take a Seminar choose to take a Themes to help balance out their academic year.Students are required to take one American literature elective course either their junior or senior year. Wealternate years between only “American” and “non-American” courses.ENGLISH CURRICULUM9th Grade 10th Grade 11th and 12th GradeEnglish 9 English 10 Themes (T)Seminar (S)English 9: This course is required for all 9th graders and designed to build a foundation for subsequentEnglish courses in the high school. All students read a selection of essays, short stories, and poems;additionally, students read a Shakespeare play and a novel. Composition instruction begins with smallassignments based on the readings and lead to essays that cover the myriad compositionforms--comparison/contrast, definition, argument, and literary analysis. The individual teacherincorporates grammar and vocabulary into the course in various ways. By the end of the year studentshave read works from all the major literary genres that they will encounter in the next three years andhave written several academic essays. Students will have a reading or writing assignment as homeworkmost nights.English 10: This course is required for all 10th graders and designed to introduce students to thefundamental archetypes, themes, and techniques that often appear in fiction and prepare students for theanalytical study of literature. It continues and expands the writing skills students acquired in English 9,focusing on the critical analysis essay. The common texts of this course include The Odyssey, Genesis,and a Shakespeare play. Students also read a novel, short stories, and poems of the individual teacher’schoosing. Writing in the course primarily focuses on critical argument dependent on close readings of thetexts and detailed use of examples for support. Over the course of the year, students write several 3-5page analytical essays. Participation in class discussions is emphasized and expected. As in English 9,the individual teacher incorporates grammar and vocabulary as they see fit. Tests and reading quizzesmake up a regular part of the curriculum, and reading assignments generally consist of 15-20 pages anight.7

For rising Juniors and Seniors the English department recommends either a Themes (T) class or aSeminar (S) class. Those students recommended for Themes must take a Themes class; those studentsrecommended for Seminar may take either a Seminar or a Themes class.Themes (T): These courses include material designed to challenge and develop the students’ skills andcritical thinking through reading and writing. The moderate pace of a themes course provides studentswith direct guidance and support in academic essay composition and text analysis. Depending on thetext, there may be an average of 15-20 pages of reading required on nights when reading is assigned. Thefocus of the compositions rests on literary analysis, though creative writing and personal writing mayalso be part of the course. Teachers expect thoughtful, consistent engagement in class activities such ashomework completion, notetaking, annotation, and focused attention during class discussions.Seminar (S): These courses consist of advanced material and place high demands on students’ academicmotivation and independence. The rapid pace and challenge of the assignments along with a high levelof expectation create a rigorous course. Depending on the text, there may be an average of 25-35 pagesof reading required on nights when reading is assigned. The focus of the compositions rests on literaryanalysis, though creative writing and personal essays may also be part of the course. Studentsrecommended for seminar courses have, in their past English courses, demonstrated astuteness as readerscoupled with high proficiency and independence in writing about literature. A student’s overallperformance on multi-draft compositions about literature is particularly influential in our placementrecommendations. Teachers expect thoughtful, consistent engagement in class activities such ashomework completion, notetaking, annotation, and focused attention during class discussions.THEMES OFFERINGS:RECOGNIZING SILENCE: LATIN AMERICAN LITERATUREChristopher Cruz“I believe love is always eternal. Even if eternity is only five minutes.” – Sandra Cisneros“A book does not discriminate against any reader. All are welcome at the table of literature.” – JuliaAlvarezIn his classic autobiography, Down These Mean Streets, Piri Thomas, who is of Puerto Rican and Cubandescent, tells the story of his upbringing in New York City from the 1930s to the 1960s. In that narrative,Thomas opens a scene in which his younger self screams from the rooftop of his Spanish Harlemapartment building, “I want recognition.” Thomas offers readers the opportunity to bear witness to thedehumanization of working-poor and racialized communities as a result of the violence and exploitationof white supremacy and heteropatriarchy, and as a result, proposes new ways of thinking about“Latinidad” and brownness as a political and cultural concept.Have you ever thought about what it might mean for someone to be Latine in society? What sorts ofpolitical and social convictions does that carry? What is missing from that conversation? This courseturns to the literature of Latino/a/e-American cultures, drawing from canonical and contemporary8

authors that challenge traditional representations of Latino/a/e groups in America. Because this particularyear centers around American literature in the English Department, our group of authors will either befrom or set their characters in the United States. Some texts offered in this class will include RichardRodriguez, Sandra Cisneros, Esmeralda Santiago, Ana Menendez, Ernest Hemingway, EdwidgeDanticat, Kirstin Valdez Quade, and James Baldwin.THE AMERICAN DREAM John CaputeAs the course title indicates, this class is a look at American literature that confronts and comments onthe idea and ideals of the so-called American Dream, beginning with Spike Lee’s still relevant 1989 filmDo The Right Thing and followed by the mainstay of every high school curriculum, and one of the bestcommentaries on our subject of study, The Great Gatsby. Both works are classics and lead us intodifferent visions of the AD, from The Paper Chase and its first year law students working themselvesalmost to death just to snag that brass ring which is a Harvard Law Degree to Better Luck Tomorrow andits Asian American high schoolers pursuing their predetermined lives of perfect grades, high profileextracurriculars, and inevitable Ivy League success, an “American Dream” that has unexpectedrepercussions. We will consider classics like Death of a Salesman, obscure but crucial works like No NoBoy, about the effect of the imprisoning of 200,000 Japanese Americans in World War II, and films likeCaptain Fantastic with its family who leave leaving the grid to fulfill their own American Dream andThunderheart with its part Native American FBI agent going back to a Reservation to solve a murder andfind out as well what does it mean to Native American in the 20th century. In all these works weconsider and discuss how they define the American Dream, and how they address the main question ofthis course, namely does this dream exist? If so, is it selective? If it does not exist, why doesn’t it?Quizzes, a final, several essays, and lots of discussion.GROWING UP WITH AMERICA Clark CloydAs countries go, America is still relatively young, no longer a child but maybe not yet an adult.It’s still figuring out what to do, how to be. It has big plans but the skills need work. Notsurprisingly a fair number of authors have written tales that correspond to this story of growth.Some significant works of literature from this place depict the growth of an individual -- booksabout growing up in a country that is itself maturing. We’ll read such stories from the early daysof the Republic up to the present day, from coast to coast and border to border, thinking abouthow these individuals reflect, comment on and shape the world around them. The final readinglist will come from works by these authors: Benjamin Franklin, Phyllis Wheatley, NathanielHawthorne, Walt Whitman, Frederick Douglass, Stephen Crane, F. Scott Fitzgerald, ErnestHemingway, Langston Hughes, Carson McCullers, Amiri Baraka, Toni Morrison, Luis AlbertoUrrea, and Jesmyn Ward.AMERICAN BEAUTY Gavin DrummondWhat does it mean to be an American? As a new American (2013) myself, I’m fascinated byAmerica: its roots, its culture, its . . . neurosis about what it is. A themes class, we will movechronologically through the most important phases of American literature. We’ll start withsome native American readings and a consideration of their place (or, sadly, not) in Americanculture. We’ll look at the English Puritans who were both entranced and afraid of what theyfound in America, and we’ll also consider their captivity narratives next to movies about the9

“wild west.” As European America spread westwards, we’ll consider the huge Romanticpaintings of the Hudson river school and writers such as Thoreau, the man who decided to livein a small cabin for a year and turn his back on society. We’ll look at Emily Dickinson’samazing poetry, and consider gender in America with other poets too, including Anne Sexton,Sylvia Plath, and Adrienne Rich. We’ll read the best novel about American social class, TheGreat Gatsby. We’ll think about race in America through poetry (Langston Hughes, Rita Dove,Gwendolyn Brooks) and August Wilson’s The Piano Lesson. All of these readings willconstitute a survey of American literature that explores identity as its central theme. Expect 3-4short essays per semester, reading quizzes, and lots of good conversation in class.IT’S ALL TRUE: American Memoir and Historical Fiction Jim Veal“Nonfiction is the place where much of the best writing of the day is being done. Yet many writers andteachers of writing continue to feel vaguely guilty if they prefer it to fiction - nonfiction is the slightlydisreputable younger brother in the royal house of literature. No such guilt is necessary. While thekeepers of the temple weren't looking, nonfiction crept in and occupied the throne.” -- William ZinsserZinsser is on to something there. Literary non-fiction (especially the autobiographical narrative) hascome to occupy an honored place in our national literary life. In this course we’ll study some of the bestthat’s out there: Narrative of the Life of Frederick Douglass, Tobias Wolff’s This Boy’s Life, andEdwidge Danticat’s Brother, I’m Dying will be major texts. We’ll also read shorter works of memoir bythe likes of Mary Rowlandson, Henry David Thoreau, Mark Twain, Maxine Hong Kingston, JamesBaldwin, Judith Ortiz Cofer, and others. However, we won’t limit ourselves to the true. The truthy willhave a place, too. We’ll read fiction and drama based on historical events and people: Arthur Miller’sThe Crucible, E.L. Doctorow’s The March, and Julie Otsuka’s When the Emperor Was Divine. Whetherwe’re reading non-fiction that claims to be true or fiction that claims to be rooted in the truth, we’lldevote some attention to the relationship of the text to the historical record, a relationship that can beboth illuminating and baffling. Students in this course can expect three or four multi-draft compositionseach term. Most of the compositions will be analytical in nature, but there will also be personal andcreative writing. Tests (three or four per term) will be in written format: either in-class essays or shortanswers. Depending on the text being studied, the reading load can be as much as twenty or thirty pagesper night, or considerably less. There will be occasional vocabulary quizzes and reading checks.SEMINAR OFFERINGS:WAR AND PEACE (S) John CaputeNo, not the epic Tolstoy tome, though that would certainly fit here (if it were written by an American).Instead, this seminar looks at that greatest of all human conflicts, war, through a uniquely American lens.Nowhere, it can be argued, is the human spirit so challenged; no where else do we see humanity at itsworst and its best; no where else do we see the great essential and eternal struggles, dilemmas, questions,and conflicts of life and living so dramatically on display for us to confront, question, and address. It is acompelling story that we consider in many different forms: novels like The Sun Also Rises, Catch-22,and Slaughterhouse-Five; short stories from World War One to the War on Terror from the perspective of10

soldiers as well as their wives and husbands and lovers and families; memoirs by veterans who fought inVietnam and veterans who fought in Iraq and Afghanistan; documentaries and other films. War becomeshere a mirror of life: a world where, as Tim O’Brien writes in “How To Tell A True War Story”, “war ishell, but that’s not the half of it...and the end, of course, a true war story is never about war. It’s aboutsunlight...It’s about love and memory. It’s about sorrow.” It’s, I will add, about us. 10 essays—critical,creative, and personal; blog; plenty of discussion.IDENTITY FRAUD: AMERICAN MASTERS OF DISGUISE (S) Sarah SchiffSince our nation’s origins, Americans have been passing ourselves off as people we are not. Sometimesfor opportunity, sometimes out of greed, sometimes for our very survival, we have striven to redefineand reimagine who we are: we have assimilated and been forced to assimilate; we have changed ournames, language, and attire; we have pretended to be of a higher class; we have passed as a differentrace, gender, or sexual orientation; we have been hypocrites; and we have been spies. We pride ourselveson being “self-made,” but are we all, as in Holden Caulfield’s famous plaint, “phonies”? Longer texts wewill read to explore the enigmatic question of American identity include Nathaniel Hawthorne’s TheScarlet Letter, Frederick Douglass’ Narrative, F. Scott Fitzgerald’s The Great Gatsby, Nella Larsen’sPassing, Tennessee Williams’ Cat on a Hot Tin Roof, and Toni Morrison’s The Bluest Eye, all of whichwrestle with the tension between who we are and who we would prefer to be. We will additionally read awide range of poems, essays, and short stories by, among others, Alvar Núñez Cabeza de Vaca,Benjamin Franklin, Edgar Allan Poe, Emily Dickinson, Sui Sin Far, Zitkala-Sa, Ralph Ellison, MaxineHong Kingston, and Leslie Marmon Silko. Throughout the course, students will hone their writing,literary analysis, and research skills through active class participation, thorough annotation, informal andcreative writing exercises, workshops, and formal writing and speaking assignmentsPROMISE AND COMPROMISE (S) Clark CloydIn 1630 John Winthrop told his fellow travelers upon their arrival to the New World that“to do Justly, to love mercy, to walk humbly with our God…, we must be knit together inthis work as one man, we must entertain each other in brotherly Affection, we must bewilling to abridge our selves of our superfluities, for the supply of others’ necessities, wemust uphold a familiar Commerce together in all meekness, gentleness, patience andliberality, we must delight in each other, make others’ conditions our own, rejoicetogether, mourn together, labor, and suffer together, always having before our eyes ourCommission and Community in the work.”This sounds ideal (no Tea Party here.). And others at the time and in subsequent generationshave echoed his pious pleas and promises for life in this place. President Obama in his State ofthe Union Address at the beginning of his second term said,“…as Americans, we all share the same proud title: We are citizens. It’s a word thatdoesn’t just describe our nationality or legal status. It describes the way we’re made. Itdescribes what we believe. It captures the enduring idea that this country only workswhen we accept certain obligations to one another and to future generations; that ourrights are wrapped up in the rights of others; and that well into our third century as anation, it remains the task of us all, as citizens of these United States, to be the authors ofthe next great chapter in our American story.”In between these lofty sentiments stand nearly three centuries of struggle, otherwise known asreality. Fulfilling the ideals of Winthrop and his successors has been difficult. The country has11

continually found ways to make concessions to lesser ends. Writers along the way have kepttrack of the process, recalling the promise and noting the effects of compromise. We will trackthis enduring struggle across the literary history of this country in the poetry and prose of thenation’s most profound thinkers and provocative writers from the early seventeenth century tothe early twenty-first century. Directed discussion will be our primary means of discovery. Afair amount of writing will abet our learning. Expect a handful of tests each term, and four out-of-class papers in the fall and three in the spring. Revisions will be a part of the writing process.REGENERATION THROUGH VIOLENCEGavin DrummondIn 1620, the Puritans arrived off Cape Cod, and so began the confrontation that hascharacterized American history ever since. William Bradford looked out of The Mayflower andsaw “a hideous and desolate wilderness, full of wild beasts and wild men.” He must haveknown that soon his people - white, English people - would soon have to stake a claim on thatvery land, and that conflict would follow.The title of this class is stolen from an important series of history books by the acclaimedhistorian Richard Slotkin. His thesis is that America’s uniqueness as a nation is that itsmoments of radical change often are caused by acts of violence, moments of real opposition.And so “America,” as an idea (because it IS maybe the most famous idea of a country, alongwith the Soviet Union), is reborn, again and again, from these moments. “Americans,” as thegreat writer D. H. Lawrence once observed, “have always been at a certain tension.”We will study, of course, that initial moment of contact, when the white Conservative Christiansarrived in Massachusetts. We’ll read some of the strange diaries, and watch Terrence Malick’ssublime movie The New World. Later, Americans will assert their difference from their Britishforebears, and insist on their freedom (the “f” word in American history - in 1620 it wasfreedom of religion; in 1776 it was freedom from the colonial oppressor). From that momentcomes (again) an American sense of uniqueness, which we’ll study in essays and poetry byRalph Emerson, Henry Thoreau and Emily Dickinson. Modern America springs from theviolence of the Second World War, and the freeing (that word!) of the world from fascism, andwe’ll look at the conservative, rural construction of a “wholesome” American identity after thewar, and juxtapose it with one of the great moments of regeneration: the 1960s, Kennedy’sassassination, Civil Rights, the Vietnam War. And, amid all this, the Cold War - the era whenAmerican film-makers enacted the nation’s paranoia about Communist “Reds” by endlesslymaking movies that replayed the confrontation in the “Wild West” between (white) cowboysand Red Indians. The year ends with an extension of some of these concerns in what I see asthe next moment in American history-through-art, as it grapples more fundamentally with racein this era of Black Lives Matter. What will be America’s next evolution, after the words andimages of Spike Lee and Colin Kaepernick and Beyoncé and Jericho Brown?12

THROUGH THE LOOKING GLASS: Intersecting Identities (S) Tally JohnsonHow does the skin we’re in, the rough edges of our bodies, the length of our hair, the pitch of our voices,and our affiliations to ideas of god, sex, or love shape our lives? How do other people’s perceptions of usaffect our experiences? How do our own intersecting identities change the way we navigate our lives?Our brains continually categorize and divide everyone we come into contact with, sorting into “us” and“them.” From the time we are conceived, our lives are often divided based on society’s best guess aboutour gender identity. We are subject to snap judgements based on the color of our skin or the sound of ourname on a resume. What drives this incessant desire to label at first sight, and what are the effects ofwalking through our society wrapped in one identity versus another? What are the ties that bind us to thelives we lead, or divide us from one another?In this class, we will explore literature through different lenses, considering how race, gender, sexuality,socioeconomic status, religion, able-bodiedness, age, and aesthetic beauty impact characters as well asthose writing the stories and those of us reading. We will include a range of literary voices. Our longerselections will include Carmen Maria Machado’s In the Dream House, Toni Morrison’s The Bluest Eye,Kate Chopin’s The Awakening, Nathaniel Hawthorne’s Scarlet Letter, and Zora Neale Hurston’s TheirEyes Were Watching God. We will also draw from short fiction and nonfiction essays, as well as poetryand biography, as we question the beliefs and traditions that shape our lives. How does race pervadeevery aspect of our lives in this country? Who decides what roles we are supposed to play? Who decideswhich members of our community we deem insane? Who is sane enough, or who has the power to makethose judgments? Our selections will be varied, drawing from the work of Jericho Brown, Ocean Vuong,James Baldwin, Ada Limón, Emily Dickinson, Frederick Douglass, Charlotte Perkins Gilman, WaltWhitman, Audre Lorde, Joy Harjo, Janice Mirikitani, Joyce Carol Oates, Judith Ortiz Cofer, GwendolynBrooks, Langston Hughes, Zitkala Sa, and Sandra Cisneros. The heart and soul of our class will bediscussion. Students will reflect and analyze, sharing their thoughts through formal and informal writingassignments, as well as projects/ presentations.We will explore the fullness of experience and understanding that comes from examining theintersections of identity and taking it all in, as poet laureate Ada Limón offers in her poem “Instructionson Not Giving Up”:When all the shock of whiteand taffy, the world’s baubles and trinkets, leavethe pavement strewn with the confetti of aftermath,the leaves come. Patient, plodding, a green skingrowing over whatever winter did to us, a returnto the strange idea of continuous living despitethe mess of us, the hurt, the empty. Fine then,I’ll take it, the tree seems to say, a new slick leafunfurling like a fist to an open palm, I’ll take it all.13

WORKING HARD OR HARDLY WORKING:Literature of Labor and Working ClassChristopher Cruz“The philosophers have only interpreted the world, in various ways. The point, however, is to change it.”– Karl Marx“I wonder how many people I’ve looked at all my life and never seen.” – John SteinbeckIt has been said that America’s true religion is a “cult of celebrity,” an upholding of certain individualswith value: Kennedy, Bush, Clinton, Vanderbilt, Kardashian, Walton, Koch, Rockefeller, or Ford. Theseindividuals with significant “worth” are constructed as representatives of a particular class imbued withpower in society. The last two presidential elections have borne witness to the division between thepowerful and the less powerful in the United States, with the country suffering through some of the worstincome inequality in America since 1926—a few years before the Great Depression. Bernie Sanders, aDemocratic presidential candidate for president in 2016 and 2020, described our cultural moment as“class warfare,” as the antagonism between a small group of the rich and a large set of poor and workingclass people. As such, this course focuses on the “condition of America” in relation to the literaryrepresentation of labor and the working class. Additionally, the course will help us think through thepolitics of labor using different writers and thinkers who shape sociological discourses around race,gender, and class. Some writers I am tentatively including are John Steinbeck, Henry David Thoreau,Arthur Miller, Upton Sinclair, Herman Melville, Madeleine Grumet, Lauren Wilkerson, BarbaraEhrenreich, Dorothy Day, Lorraine Hansberry, Dalton Trumbo, and W.E.B. Du Bois.14

MODERN LANGUAGESThe mission of the Modern Language Department at the Paideia School is to help its students attain anawareness and understanding of a variety of cultures; to stimulate and develop appreciation of languageas a whole, including semantics and literature; to promote the understanding of language as a means toan end for social interaction and personal communication; to enhance communicative abilities whilevaluing accuracy, proficiency and proper usage, as well as student enthusiasm and participation; and,through innovative and enjoyable activities, to create an enriching and interesting educationalexperience.Paideia currently offers an opportunity to study Spanish and French. To graduate from Paideia, a studentmust take at least two years of a modern language in high school. It should be clearly understood thatthis is a minimum requirement; most colleges and universities prefer three or more years of modernlanguage study. Moreover, real fluency and enjoyment requires three or more years.Students come to Paideia High School with varying levels of language experience. Therefore, we offerseveral different paths towards achieving the goals described above. Members of the department willwork to determine the best course of study for each student. Beyond levels 1 and 2, the levels ofplacement in the modern language department are: Language 3 Honors (H), Themes, and Seminar (S). Ifa student is recommended for Seminar, he or she is permitted to take either Seminar or Themes courses.Some students recommended to take a Seminar choose to take a Themes to help balance out theiracademic year.Modern Language Curriculum9thgrade 10thgrade 11thgrade 12thgradeLang 1 Lang 2 Lang 3H Seminar /ThemesLang 3 Conversation 1( Spanish Only)Lang 2 Lang 3H Seminar/Themes SeminarLang 3 Conversation 1 (Spanish Only) Conversation 2 ( Spanish Only)LANGUAGE 1 and 2In the first two years of language study, equal emphasis will be placed throughout the courses on the fourbasic skills of all language learning: speaking, listening comprehension, reading and writing. Attendanceis crucial and thirty to forty-five minutes of study per night is considered the minimum for satisfactoryprogress in beginning languages. New skills in the language can only be built on a firm foundation ofpreviously mastered material. Both language 1 and 2 classes continue through Short Term A.LANGUAGE 3These classes will cover the same material as the honors level language courses, but will proceed at anappropriate pace for opportunities to review and master the material. Students will be recommended forLanguage 3 as a result of previously identified language needs in our foundation language courses. The15

class will utilize carefully designed teaching methods, which take into consideration individual learningneeds. Instruction will proceed at a more deliberate pace than the honors level class, with manyopportunities for practice and reinforcement of new material, and varied methods of assessment.LANGUAGE 3 HBuilding on skills from the first two years of study, third-year language courses expand on grammaticalstructures and vocabulary to broaden and enhance communicative skills. Students write analytical andcreative essays and participate in substantial classroom discussions on topics ranging from culture toliterature to current events. After completion of this level, a student may move on to an advanced levelcourse.** For French only**FRENCH 3 / FRENCH 3HSections of this class may include students of both French 3 and French 3 Honors. Reading andlistening comprehension will be graded at the same level for all students, as understanding thecourse content is the baseline. The Honors distinction comes with a higher target of writing andspeaking proficiency (from Novice High/Intermediate Low in August to IntermediateLow/Intermediate Mid in May). This translates to an expectation of fewer errors in dictations,tense changes and perspective changes, and more complexity, clarity and personality in writingand speaking.UPPER LEVEL COURSESSPANISH:SPANISH CONVERSATION IStudents in Language 3 non-honors can advance to Spanish Conversation I. In this class, all of thelanguage skills (speaking, listening, reading, and writing) will be extensively reviewed and practiced.Vocabulary previously covered will be reviewed and expanded. A variety of topics will be presented anddiscussed. Students will review grammar and will be introduced to more advanced concepts. There willbe an emphasis on speaking and expressing opinions about the important issues of today and thestudents' own personal experience.SPANISH CONVERSATION IIStudents in Spanish Conversation II will be summing up their language learning experience. They havecovered a great deal of vocabulary and grammar by this point, and they will continue to practice andadvance those skills throughout the year. Finally, they will finish their high school experience bycreating a portfolio emphasizing major points of their language journey.LATIN AMERICA IN FILM AND LITERATURE (T)This Themes course will delve into topics concerning Latin America –the culture, literature, and film ofthe Spanish speaking world. Students will read and watch authentic texts and films and reflect on whatthey learn in class conversations and individual writing assignments. Students should also expectadvanced grammar review, presentations and other assessments entirely in Spanish. The class is open to16

students who have already taken a Themes course as well as to those recommended for Themes by theirSpanish 3H teacher.ADVANCED SPANISH CIVILIZATION AND CULTURE (S)In Civilization and Culture, students will study the historical, social and cultural aspects of twocountries: Spain and Mexico. We will take an interdisciplinary approach, combining the study ofliterature, art, music, and film within the context of each country’s history. Grammar, the history of thelanguage, and geography will also be incorporated. Readings, lectures, and discussions will be entirely inSpanish. Participation is very important. Students should expect reading quizzes, short answer tests, oralpresentations and essays, and mini projects.ADVANCED TOPICS IN SPANISH EXPRESSION (S)Seminar in Spanish Expression is an intensive conversation and composition course that focuses onimproving students' ability to express themselves in the target language. In addition to acommunication-based text, we will use newspapers and other Internet resources to expose students to avariety of materials produced by native speakers from many different countries. The class discussionsand activities will be based on different themes such as family and friendship, media and technology,childhood and generational differences, travel and transportation, and nature and the environment.Students will be expected to use the target language for readings, discussions, presentations, papers, andjournals. Students write journal entries each week. There will be 2 or 3 written tests, three 2-3-pagepapers and 2 or 3 oral presentations each term. Participation is very important. Advanced grammar willbe reviewed weekly, but students are expected to have a good working knowledge of grammar prior totaking this class.FRENCH:CULTURAL THEMES IN FRENCH (T)This course is designed for students who have completed level 3 Honors and are eager to continueexpanding their knowledge of language, literature, and culture. The course will help students developgrammatically accurate and coherent writing using a methodical approach. Students will write shortpieces of around 300-500 words in a variety of styles, including descriptive, argumentative, and creative.In addition, students will be encouraged to speak confidently through regular podcasts and short PowerPoint presentations. We will analyze literary texts and films with pre-viewing and vocabulary buildingactivities beforehand leading to comprehension and analysis questions. The French course focuses ondifferent francophone countries and cultures, including Africa, the Caribbean, North America, andEurope.ADVANCED TOPICS IN FRENCH FILM AND LITERATURE (S)In order to better understand the issues affecting life in the French speaking world, we will study anumber of topics that appear in literature and cinema. These might include revolution, the role ofwomen, the tensions between modernity and tradition, human migration. Each topic will be studied forabout six weeks, and students can expect to read short fiction and plays as well as poetry and excerpts,and to watch a number of movies on each topic. The literature and movies studied will be from Europe,Africa, Canada, the Caribbean and the Arab world. The literature, movies and all writing and classdiscussion will be in French.17

Students will be graded on one major paper and one exam per topic, a viewing and reading journal,quizzes and class participation. Students are expected to read literary texts, about 30 minutes per night,and to analyze these texts carefully and thoughtfully. They will write a reaction journal in the form of ablog (about 200 words) after each reading and film we watch in class. Students will also have a unit testafter each theme we study and they will write 2 two-page papers per term. Class time will be spentdiscussing the works and taking notes on lectures.ADVANCED FRENCH AND HAITIAN CULTURE AND CIVILIZATION (S)An exploration of historical and cultural themes in France (Term I) and Haiti (Term II), this seminar aimsto deepen students' understanding of the French speaking world and to hone their ability to communicatein French on complex topics. Readings, videos and lectures are a combination between authenticresources and more scaffolded content produced for non-native speakers. This seminar is for studentswho have reached the Intermediate Mid to High proficiency level overall. Students are expected tocontribute to the discussion in every class, both in writing and speaking. This means embracing mistakesand difficulty, striving not for perfection but for the satisfaction of communicating ideas. Each term willinclude two in-class essays, two content tests and two projects or presentations.18

MATHEMATICSCourses that students may take in their junior and/ or senior year are designated as Honors (H), orSeminar and AP (S). Computer Science S is a Senior year course. Juniors may take it as a doubleup in math with approval from the instructor.Math PlacementTeachers recommend the math course for the following academic year. Sometimes there may be morethan one choice. Students will have help from their advisors, math teachers, and the Director of Studiesto make the decision.9th Grade10th Grade11th Grade12th GradeGeometry & TrigonometryAlgebra 2Applied StatisticsDiscrete MathGeometry, Trigonometry & Algebra 1Discrete MathApplied Statistics Precalculus (H)Calc/Stat (H) 9th Grade10th Grade11th Grade12th GradeAccelerated Geometry &TrigonometryAccelerated Algebra2Applied StatisticsDiscrete Math Discrete MathApplied Statistics Precalculus (H)Calc/Stat (H) Precalculus (S)AP Calculus AB (S) AP Calculus BC (S) AP Statistics (S) Computer Science(S) 9th Grade10th Grade11th Grade12th GradeGeometry, Trigonometry & Algebra 2Precalculus (S)AP Calculus AB(S)AP Statistics (S) AP Calculus BC(S)Vector Calculus (S) Computer Science(S) 19

Course OfferingsGEOMETRY & TRIGONOMETRY (GT)Geometry and Trigonometry will cover advanced geometry topics of lines, triangles, similarity,congruence, and proof. Additionally, we will study coordinate geometry, right triangle trigonometry andgeometric solids. We will incorporate technology, from the most basic (straight edge, compass) to thequite advanced (TI-Nspire, GeoGebra), as appropriate. Throughout the course, we will integrate andreinforce algebra skills and make important connections between algebra and geometry.Most students from this class go on to take Algebra 2. Some students may move up to AcceleratedAlgebra 2 as appropriate.GEOMETRY & TRIGONOMETRY & ALGEBRA 1 (GTA1)Geometry,Trigonometry and Algebra 1 will cover the majority of topics in Geometry and Trigonometrywhile allowing for students to take Algebra 1 topics the same year. This course is only offered as an onneeded basis for students who have not previously taken Algebra 1. Most students from this class go onto take Algebra 2. Some students may move up to Accelerated Algebra 2 as appropriate.ACCELERATED GEOMETRY & TRIGONOMETRY (AGT)Accelerated Geometry and Trigonometry will cover the same topics as Geometry and Trigonometry, butwill move at a brisk pace and will delve deeply into all of the content areas, in addition to addedemphasis on algebra-geometry connections and proof. Most students from this class go on to takeAccelerated Algebra 2.GEOMETRY, TRIGONOMETRY & ALGEBRA 2 (GTA2)Geometry, Trigonometry & Algebra 2 is offered to a limited number of 9th graders on therecommendation of the math department. It covers all of the material needed to prepare students to takePrecalculus (S) the following year. This includes an overview of Geometry, the fundamentals ofTrigonometry, and a complete Algebra 2 course. This course continues as a one-hour class during ShortTerm A. Most students from this class move on to take Precalculus S.ALGEBRA 2 (A2)Algebra 2 covers the majority of the Accelerated Algebra 2 curriculum at a slower pace and with greaterattention to student mastery of the most important topics. Most students who take this class move on toApplied Stat or Discrete Math. Some students can move to Precalc H as appropriate.ACCELERATED ALGEBRA 2 (AA2)Accelerated Algebra 2 covers advanced algebra topics including algebraic and graphical representationsand applications of linear, quadratic, polynomial, radical, rational, logarithmic, and exponentialfunctions. Most students from this class move on to take Precalc H or S.PRECALCULUS (H)Precalculus Honors covers the majority of the Precalculus (S) curriculum at a slower pace,and withgreater attention to student mastery of the most important topics. Most students in this class will go onto take Calc Stat H, Computer Science S, or AP Stat. Some students may be eligible to take AP ABCalculus if appropriate.20

PRECALCULUS (S)Precalculus, a Seminar level course, covers functions, trigonometry, graphing, solving complexequations, and advanced problem solving. The course will emphasize theory and explore each topic indepth. Most students in this class with go on to take AP AB or BC CalculusAPPLIED STATISTICSApplied Statistics is a yearlong course which introduces the student to the topics and skills involved inthe collection, analysis, interpretation and presentation of numerical data. Some of the major topicsincluded are: Data Summary and Analysis, Sampling Methods, Probability, and Statistical Inference.Students will learn how to perform statistical analysis on TI-Nspire calculators as well as moretraditional techniques.CALC / STAT (H)Calculus-Statistics covers calculus concepts (limits, differentiation, and integration) and statistics topics(data Summary and analysis, sampling methods, and statistical inference) by exploring and modelingreal-world data and phenomena. Students will learn how to perform analysis on TI-Nspire calculators aswell as more traditional techniques.COMPUTER SCIENCE (S):Computer Science covers the basic principles of computer science and the Python programminglanguage. Students will learn about object-oriented programming, algorithms, and data-structures.Assignments will include a variety of programming challenges and student selected projects. Noprevious programming experience is required. This course will emphasize abstraction as a precursor tocoding. Students will make use of many pre-written packages and their documentation. Depending onstudent interest and aptitude, the class may branch beyond Python and write Apps for the Androidplatform. This course is open to juniors and seniors who wish to double up in math.AP CALCULUS – AB or BC (S)AP Calculus (AB and BC), Seminar-level courses, covers basic concepts and methods of derivative andintegral calculus. The BC course covers substantially more material and therefore, moves at a fasterpace than the AB course. This course will prepare students for the Advanced Placement exam in May.Prerequisite: Both AB and BC are open to students who have completed Precalculus and have therecommendation of their teacher. Success in Calculus is highly correlated with success in Precalculus.The calculus courses continue for one hour in Short Term A.For Juniors in this class, most students go on to take either Vector Calculus, Data Science, AP stat, orComputer Science S.AP STATISTICS: (S)AP Statistics, a Seminar-level course, covers four major themes in statistics: exploratory analysis,planning data production, probability, and statistical inference. Exploratory analysis of data makes use ofgraphical and numerical techniques. Methods for valid data collection through surveys and experimentsare explored. Probability is studied to anticipate how data should be distributed under a given modelwhile statistical inference investigates the reliability of conclusions from empirical results. This coursewill prepare students for the Advanced Placement exam in May. Prerequisite: Precalculus (H) orPrecalculus (S).21

VECTOR CALCULUS (S)Vector Calculus, a seminar-level course, covers a variety of advanced topics in mathematics. These mayinclude introductory topics in abstract algebra and topology, mathematical analysis of sound and images,and the mathematics underlying modern physics. Computers will be used frequently, allowing studentsto tackle a wider range of problems.22

SOCIAL STUDIESHistory and social studies are fundamental to a liberal education. Knowledge of the past and of thepresent state of society helps students to develop a sense of their own identity and provides them withinformation and perspectives necessary to become effective citizens. Skills in reading, writing, criticalthinking and research increase their competence in school and in their lives.Social Studies Curriculum9thGrade 10thGrade 11th/ 12thGradeTopics in World History US History and Govt. Themes/SeminarRecommendations are based on grades and teacher assessment of appropriate placement. If a student isrecommended for a seminar class in his or her junior year, he or she must have at least a B or better intheir social studies course and have demonstrated strong analytical writing and reading skills to continuein a seminar class senior year.A student in a themes class as a junior must earn a grade of B+ or better and the recommendation of theteacher to be recommended for a seminar class senior year.9th GradeTopics in World Civilizations is required of all 9th graders and serves as a survey of world history.Special emphasis is placed on connecting the past with the present in all areas studied. For example,when Africa is studied, we progress from Ancient Africa to modern day. Each part of the world isstudied, with the respective units lasting six to eight weeks. Students are required to take notes daily andto keep a class notebook. Three writing assignments are required: a short paper, a major paper and abook report. In addition, three or four objective exams will be given during each term, as well as anall-essay final exam.10th GradeUS History and Government is a required course for 10th grade students and will survey Americanhistory and government from colonization through the present. US History and Government willintroduce major themes and interpretations along with information on events. Historical research andwriting will receive special emphasis, with each student writing essays and at least one long researchpaper interpreting a primary document. Tests will include both multiple-choice and discussionquestions. The course will continue through both short term A and B as a one-hour class. With someadditional work, students will be prepared for the US History SAT II test.23

11th & 12th GradeStudents in eleventh and twelfth grades choose from a wide range of elective seminar and themescourses in history and social studies. Themes (T): Themes courses require students to: write short papers, take multiple choice tests, answerdiscussion questions and essays and often complete reading assignments from upper level high schooltextbooks, biographies and primary documents. Themes courses also expect students to be activeparticipants in class, and have instructional time dedicated to developing students’ abilities to writepersuasive analytical essays. The workload of these courses can range from three to four hours perweek.Seminar (S): Seminar courses require multiple papers with one paper in the five to seven page range,readings from advanced reading level texts, multiple choice tests, discussion questions and essays.Seminar courses expect students to participate actively in class and to complete regular reading andwriting assignments with a workload that can range from five to six hours a week. The texts for Seminarcourses can require multiple readings and are tied to writing assignments that incorporate numerousprimary and secondary sources in which students are expected to produce strong analytical essays.Students in Seminar courses are expected to be strong writers.THEMES OFFERINGS:INTERSECTION OF IDENTITY: Sociology in Society Oman FrameIn this class, we will explore the ways in which the notion of identity has taken root in society and themanner in which the intersection of identities has come to form a large part of the world’s social andcultural landscape. By looking more specifically at the pattern of systemic oppression in Americanhistory, the class will focus on how the formation of both macro and micro identities have impactedAmerican history over the centuries. In terms of evaluative assessments, students will write short essaysbased on their reading of scholarly articles, research areas related to various topics and developpresentations. Students will be expected to participate in classroom exercises that aim to promoteuniversal understanding of our identities. The reading will be drawn from several primary and secondarysources, including parts of the textbook The Real World, as well as articles from scholarly journals andcurrent periodicals.SCHOOL COLORS: Race, Law and Issues in Education Natalie RogovinToday, American schools are more segregated than they were in the late 1960s. This course will work touncover the hidden histories of Black educators and students who have brought resiliency, dignity andsuccess to a system designed to work against them. Using education as a lens, this class will followpolitical, economic, and social movements that impact the future of the United States.24

The human costs to the educational policies and history driving this modern day segregation areenormous-the defunding of public schools, segregationist academies, and school funding models thatrely on property taxes have worked against equity through education. Thus, understanding race inAmerican schools and public education is about much more than the 1954 Supreme Court decision,Brown vs. Board of Education.Beginning in the 1500s through today, this course will touch upon educational traditions in West Africa,education of enslaved people, early black schools & HBCUs; the road to school desegregation; schoolfinancing; effects of school policies on Black students; corporate influence on schools; and modern-dayabolitionist teaching.This course will use discussions, debate models, timelines, projects, field trips, guest speakers, films, andreadings to engage and empower students to challenge the injustices in the American education system.In an attempt to model the democratization of education taught in this course, this class is designed as athemes course so that it is open to all who are interested.This course will touch upon several topics, including but not limited to life in black schools beforeBrown vs. Board of Education; education activism before, during, and after the Civil Rights movement;city vs. suburbs; how schools are financed; effects of school policies on Black students; the white saviorcomplex & the charter school movement; and modern-day abolitionist teaching.This course will use discussions, debate models, activities, field trips, books, guest speakers, films, andreadings to educate, engage and empower students to challenge the injustices in the American educationsystem.SPACE AND PLACE: History, and Human Geography Mashadi MatabaneThe course introduces students to the complexity and dynamism of human geography, grounded in thework of canonical scholars like Yi Fu Tuan through a focus on spatial histories (the history of how placescome to be) with subtopics of political geography (suburban postwar development, the Great Migration,the New South), cultural geography (tourism, globalization), urban geography (Atlanta, Harlem, Chicagoand Detroit; urbanization), and environmental geography (Indigenous Americans). Learn the concepts ofspace and place; and the factors (real and imagined) that impact them. Learn how space changes overtime, how people use space differently over time, how symbolic and material representations andassociations develop about space. Learn about migration, gentrification, urbanization, tourism, andglobalization; their individual influences and how they intersect in cities like Atlanta, in regions like theU.S. American South in myriad ways. Learn the different ways some indigenous nations and tribes in theUnited States construct multiple meanings and understandings of their land/scapes as indivisibly tied toculture. Overall, students acquire an understanding of the different ways humans engage with and impacta variety of large and small physical and metaphorical environments/spaces and places, including in theirown lives; and the role of social change. Emphasis is placed on the power and impact of race/ethnicity,socioeconomic class, gender expression, and dis/ability.THE BRIGHT AGES: Medieval Eurasia Amy ManlapasDespite popular belief, Medieval Eurasia was in a vibrant golden age of cultural, technological, andscientific innovations facilitated by complex long-distance trade networks and vast and diverse empires.25

There was no “dark age” in the end of classical antiquity. In this year-long seminar course, students willstudy World History as a global, interconnected system, and take a thematic approach carefullyconsidering the roles of gender, religion, technology, environmental change, and epidemic disease. Wewill discuss questions such as: How were scientific and technological innovations adapted andtransformed as they spread from one society or culture to another? How and why have religions, beliefsystems, philosophies, and ideologies developed and changed as they spread from their places of originto other regions?Units of study will be: Polynesian and Viking migrations ( River Kings, by CatJarman), Islamic Science (The Map of Knowledge by Violet Moller), the Mongol Empire (GenghisKhan and the Making of the Modern World by Jack Weatherford), the Silk Road (the Silk Road: A NewHistory by Valerie Hansen), and medieval India’s Jewish community (Abraham’s Luggage: A Social Lifeof Things in the Medieval Indian Ocean World by Elizabeth A. Lambourn). Students will write threeshort papers each semester, take a midterm exam, and write a research paper during Long Term II.Reading assignments will be a mix of primary and secondary sources listed above..SEMINAR OFFERINGS:ECONOMICS OF GLOBALIZATION (S) Brett HardinThe purpose of this course is to examine the roots and impact of Globalization. We will review possibledefinitions, look at the historical forces and analyze what Globalization means in the developed and lessdeveloped world. This course will analyze the varying perspectives on Globalization and why there areso many differences of opinion on its impact. While there are many ways to look at Globalization, thiscourse will focus on the key economic forces driving Globalization and how this has impacted currencymarkets, trade, access to goods, relations between nations and the most recent economic crisis. Thiscourse will use multiple college texts and requires two 5-7 page papers.THE GREAT SOCIETY (S) Laura Magnanini / Paul Bianchi** This class will be divided by terms and teachers - Laura M. will teach Term 1 and Paul B. willteach Term 2.**In the 1960s, President Lyndon B Johnson launched a domestic agenda that had the lofty goals ofeliminating poverty and racial injustice. It ignited a public debate on liberalism in the US. Whatresponsibility does the government have to protect the individual rights of its citizens? How havedifferent Presidential administrations prioritize those rights? How are civil liberties protected amonghistorically marginalized groups like people of color, women, and the impoverished? And ultimately,how does our understanding of democracy and citizenship shape those who are and are not protectedequally under the law?Term 1 will be taught by Laura M, in which we’ll discuss the philosophical roots of democracy and howthe ideas of representative and legislative democracies have been interpreted in American politics. We’llexamine how the United States has relied on Enlightenment ideals when addressing issues like voting,26

representation, legal justice, and the changing nature of citizenship. We’ll tackle the issue of citizenshipfor historically marginalized groups like people of color and women and how their changing status inAmerican history guaranteed more protections for civil liberties. In term 2, Paul B will examine theAmerican experience in the last 50 years with particular attention to the American lived experience withpoverty and the government's policy response.There will be lots of discussion, reading from selected books, quizzes, writing homework and papersthroughout the year.NATIONALISM AND IDENTITYGregory ManciniIn this course, we trace the birth and development of national identity and nationalism,one of the most powerful political ideas of the past 250 years, in five countries: France,Germany, India, Brazil, and South Africa. When asked who we are, most of us respond withoutmuch hesitation, “an American.” If our family immigrated within the past few generations, wemay refer to another nationality as well – Indian, Chinese, Mexican. We use these terms todescribe ourselves and people in other parts of the world so commonly that we believe thatthey are natural and have always existed. However, the feeling of belonging to a national groupis not something we are born with. That feeling is something that society constructs and weadopt, either by conscious choice or uncritical acceptance. Moreover, despite its influence onthe world (especially recently), the existence of nations and national identity as a driver ofpolitics and culture is still relatively new. We begin our work in 18 th century France, in which apeople no longer controlled by kings and religion formed a new bond rooted not only inpolitical ideals, but also in the idea of being “French.” We then study nationalism’s impact on19 th and 20 th century Europe, in particular in the areas that became Germany. While a newunderstanding of national identity brought people together to create a unified country, thosesame forces revealed a darker side, one that fueled the rise of groups like the Nazis. We movenext to nationalism’s role in the Global South. We explore how the formation of “Indian,”“Brazilian,” and “South African” identities in areas colonized by Europeans led to the creation ofthose countries and how those identities shaped Indian, Brazilian, and South African cultureand politics during the past century. Throughout the course, we will pay special attention to thethreat that nationalism has posed recently across the globe and we will keep in mind our ownsense of American identity today. Expectations include regular reading, quizzes and tests,written assignments, creative projects, and strong participation.WORLD RELIGION: THE PROBLEM WITH EVIL John FavierDo you ever feel like you do your best and try to “play by the rules,” but nothing goes your way? Doesthe adage “no good deed goes unpunished” strike you as surprisingly on point? You are not alone:humanity has long sought to explain personal conflicts, hardship, disease, and death–along with morelarge-scale concerns like natural disasters and wars–through the lens of such faith-based ideas as goodand evil. This class will explore a wide range of religious explanations for the concept of humansuffering. How do world religions account for the existence of evil? Do they differ in what they considerto be evil? What do they claim might be the cause of evil, and are there repercussions for those whoperpetrate it? How do we reconcile notions of the divine with the reality of human struggles andsuffering? Throughout this course, we will examine primary texts, historical contexts, and artisticrepresentations to delve deep into these questions, and more. Why did Job have to endure the trials he27

did in the Hebrew Scriptures? In the Hindu faith, does karma promise to teach a much-deserved lesson tothose who do wrong? In Christianity, is there a “hell” waiting for those who inflict evil upon others?Why are jinn in Islamic thought allowed to tempt humanity to stray from Allah’s good wishes? Studentsshould expect nightly reading assignments, in-depth writing analyses, and in-class presentations andtests.MEDIEVAL AFRICA AND THE WORLDJohn Terry** John is a new teacher joining us next year!**In this course students will encounter the worlds of medieval Africa, using the cultural centers of Aksum,Ghana, Mali, Great Zimbabwe, the Swahili Coast, and others as case studies for centering medievalAfrica in global history from around the 300s up until around 1500. Students will also study medievalAfrica thematically with lenses such as religion, gender, architecture and art, urban culture, Africanexploration, and trade networks. Students will interrogate the concept of “medieval” (and who gets tohave a “medieval” past) and “medievalism” (aesthetic and cultural use of an imagined medieval past,especially in film and pop culture) as well as current topics like museum repatriation, Afrofuturism,foodways, and colonial/postcolonial uses of Africa’s medieval past. Blending papers and discussionswith project-based learning such as digital mapping tools and experiential learning such as field trips tolocal museums and restaurants, students will learn to understand their own world better through study ofa long and misunderstood period of history. In addition to textual, material, and visual primary sourcesfrom across medieval Africa, we’ll read excerpts from recent scholarship such as Valerie Hansen’s TheYear 1000: When Explorers Connected the World and Globalization Began, François-Xavier Fauvelle’sThe Golden Rhinoceros: Histories of Africa’s Middle Ages, Michael Gomez’s African Dominion: ANew History of Empire in Early and Medieval West Africa.STEALING FIRE – HISTORY & CULTURE (S) Donna EllwoodThis seminar will study three different historical periods with an emphasis on the cultural links and ideasthat connect them. We will start with the Archaic and Classical periods in Greek history using the book,Classical Greece and the Birth of Western art. We will analyze select pieces of art and architecture thatilluminate the culture of the two time periods in Greece. We will then turn to study some of the mythsfrom the Greek culture. We will focus ultimately on the myth of Prometheus who stole fire from thegods and overreached his status in the world’s hierarchy. We will look at a number of aspects ofPrometheus’ story, including how and why it emerged at this particular time. The course will then moveto the re-emergence and adaptation of Greek classical ideas in the history and art of the 18th century.Here the focus will be on France and its cultural, intellectual, and historical influences on the countriessurrounding it. After studying this era in French history, we will finally turn to the tensions that arose asintellectuals contested the predominance of French culture. These tensions will inform our study of theearly 19th century. We will take back up the story of Prometheus and the theme of man’s impulse tooverreach his status through the study of some of the Romantic writers including Mary Shelley’s workFrankenstein ;or, The Modern Prometheus, while also studying the culture and history of the Romanticperiod. Included in this part of the course will be a series of film adaptations of the Frankenstein story.Second semester we will turn to WWII to explore and reflect on the bombing of Hiroshima and Nagasakiin yet another attempt by man to challenge our boundaries. We will not only study the history of thedecision to drop the bombs, but also the impact of the bombs viewed in both American and Japaneseculture and film. The class will explore the post-nuclear cultural impact in Japan as represented in filmssuch as Godzilla. We will then read By the Bomb's Early Light: American Thought and Culture at theDawn of the Atomic Age. Here we will consider how the Promethean myth plays out once again in the28

use of such an explosive device. Finally, we will investigate Abstract Expressionism, an art movementthat grew out of the WWII and post WWII experience in America. We will discuss the impact that thisperiod had on the many artists that created an American art movement. According to Russian abstractartist Kandinsky, “the more frightening the world becomes…the more art becomes abstract.” Studentswill be required to do the assigned reading, write academic papers and take tests. The reading will beassigned weekly to bi-weekly and will fluctuate according to the difficulty levels, the papers will requirea synthesis of ideas and authors’ points of view and the tests will be objective in nature.BLACK HISTORY ( S) Barrington EdwardsBlack History is an advanced world history seminar that examines the unique historical, cultural, andsocial developments of Black people around the globe over the past 600+ years. In this course, thecanonical European narrative about Africa and Black peoples is not the focus or the lens through whichwe will examine our topic. In other words, this course does not start and end with the history of slavery.Instead, we will explore our topic primarily through the lens of African and Black peoples. Using aninterdisciplinary approach, we will study the intellectual and artistic contributions of Africans to Westerncultures and societies and beyond. We will begin the course in West Africa, studying the early modernempires of, for example, Ghana, Mali and Songhai. We will also migrate to East Africa, studying theSwahili states. In addition, we will look at the migration of Black peoples from Africa, to the Caribbean,including Brazil--and beyond. As for reading, we will read Chinua Achebe’s Things Fall Apart, a bookabout pre- and post-colonial life in late nineteenth-century Nigeria; also, we will read Octavia Butler'ssci-fi novel Kindred, which grapples with the emotional and physical trauma of slavery in the antebellumSouth. We also will read Yaa Gyasi's Homegoing, a book that talks about parallel paths of two sisters andtheir descendants through eight generations: from the Gold Coast to the plantations of Mississippi, fromthe American Civil War to Jazz Age Harlem. One late unit will focus on Toni Morrison's Beloved. Theclass will also visit key historical sites in Alabama (Legacy Museum and The National Memorial forPeace and Justice in Montgomery) and, in the late winter, travel to Washington, DC (National Museumof African Art, Frederick Douglass House, and the National Museum of African-American History andCulture). Grades will be based on written exercises, oral presentations and projects, reading assignments,and class participation.FREEDOM AND JUSTICE IN AMERICAN LAW Gregory ManciniIn this course, we will explore the historical foundations and the present-day role of law inAmerican society. We will start with the political and philosophical underpinnings of Americanlaw and the importance of a strong independent judiciary. Then we will delve into a close studyof how our core freedoms in the Bill of Rights (i.e., freedom of speech, freedom of religion, andfreedom of the press, etc.) have been defined by Supreme Court cases and legal commentarythroughout history up until today. Our work together will engage the most critical issues in theU.S. today, such as abortion, gay marriage, and health care among others. We will then turn tocriminal law as well as equal protection issues and cases like those that led to thedesegregation of schools and public places—cases that have made sure that those fundamentalfreedoms belong to all Americans. We will pay special attention to race and the legal system,exploring topics like racial bias in the criminal justice system, fights for fair housing, andaffirmative action. As we investigate the significant cases and moments that have defined what“freedom” and “justice” truly mean in American society, we will also examine the interplaybetween the court and American public life. How much can the court drive society forward? Isthe battle for the soul of our nation and equity for all best waged in the courts, or elsewhere?These questions are among many that we will consider. Expectations include regular reading,quizzes and tests, written assignments, creative projects, and strong participation.29

SCIENCEThe mission of the science department is to promote the understanding of the process of science as a wayof thinking and knowing about ourselves and the world around us; to provide analytical problem-solvingtools and information to encourage lifelong learning in a technological society; and to fosterknowledgeable and responsible citizens who understand the wider social impact of their individualdecisions.Students graduating from Paideia must complete a minimum of three years of laboratory science, thoughmost students take four. The department offers a variety of courses designed to help students gain aninterest and an understanding of science.Science Curriculum9thGrade 10thGrade 11thand 12thGradeBiology Chemistry I ThemesSeminar / AP (S)11th & 12th Grade Elective CoursesThemes Courses: generally require students to: participate in several interactive labs, take multiplechoice as well as short answer tests, be able to research and present presentations and focus in depth onone topic at a time. These courses are designed for students who may have difficulty in a more analyticalscience course. It requires students to work independently and have strong organizational skills but arenot yet ready for a seminar class or would like to double up in science.Seminar (S) and AP courses frequently require: five to six hours of homework a week, the ability toread and process a college level text, the ability to understand complex abstract concepts, the ability toperform independently and think critically in the lab, the ability to prepare for exams on 4-5 chapters ofmaterial, possession of excellent organizational and time management skills and a love of the subjectbeing studied. Two AP courses that require additional skills are AP Chemistry and AP Physics C. APChemistry uses a complicated text and moves at a fast pace that can be challenging, while AP Physics Chas a calculus requirement.PlacementsPlacements are based on science grades, math grades, and teacher assessment of appropriate placement.To be recommended for AP Chemistry or AP Biology, or AP Physics the student must have earned atleast an A- in FTG or a B in Precalculus or calculus, as well as an A- test average in Chemistry I. For APPhysics C, the student must also have taken calculus or be planning to take calculus concurrently.30

9THGRADEBIOLOGYCell biology, ecology, human genetics, sex education, evolution, and botany are the primary topicscovered in Biology I. Students are required to complete homework on each chapter, which may takemany forms such as scientific writing, current events, and creative projects. In addition, students performlab and class activities. Most tests cover 1-2 chapters. All 9th-grade students take this class, which is thefoundation for more advanced biology and environmental science classes.10THGRADECHEMISTRY IChemistry is required for all 10th grade students and serves as a yearlong introductory course to thefield. Topics covered include laboratory skills and safety, atomic theory, periodic table and periodictrends, chemical reactions and balancing equations, molecular structure, moles and molarity, gas laws,and acid/base theory. Lab activities are scheduled throughout the year. Homework is assigned for eachchapter and includes reading and problem solving. Although many laboratory assignments are completedin class, lab reports and other homework depend on independent study time (up to 30 minutes of studytime daily). Each test is on one to two chapters of material from the textbook. There are about 10 chaptertests, two final exams, and the occasional quiz.UPPER LEVEL ELECTIVESTHEMES:ANATOMY AND PHYSIOLOGY (T)In this course we will take a human approach to studying biology. Anatomy (the science of structure andthe relationship among structures) and Physiology (the science of body functions) will provide anintroduction to the structure and function of the human body through a systems approach. The firstsemester will be spent looking at the different levels of organization within our bodies, theintegumentary system, the muscular system, and varied anatomy exploration labs. The second semesterwe will study the skeletal system, the digestive system, and the urinary system. Assessment will be basedon chapter tests, quizzes, projects, and lab reports. This course will be project / lab intensive.FORENSIC SCIENCE (T)Forensic Science is an introduction to and a broad survey of the science of crime scene investigation.This course is designed to be interactive and informative. It will draw on your past science classes. Wewill be learning about and using many of the tools that professional crime scene investigators use and wewill hear directly from visiting local and national forensic experts. There will be a weekly lecturefollowed by lots of time in the lab learning practical and realistic crime solving techniques and skills andthe science behind them. There are no tests and no final exam. Instead, there will be a project for each ofthe unit assessments. Most of the 60 labs for the year are 1-2 days each and are done in class. Write-upsof labs are usually started in class, but completed outside of class time. The labs will be accessible ongoogle classroom in a calendar for the year. There are no prerequisites for this course, but an open mindis helpful. Grades will be based on lab activities, projects, and frequent practical demonstrations of crimescene analysis. Knowledge of CSI TV shows are not needed.31

MAKE:mechanics (T)This is an introductory course to help students understand manufacturing techniques. The course istaught through projects where the student will build and model different mechanical systems andstructures. In the process the student will learn content through experience as well as smaller lectures.We will cover units on materials, structural analysis, project scheduling, 3D modeling/printing and lasercutting. While these topics might sound daunting, MAKE courses are taught for everyone and require noprerequisites. This class has no tests and relies heavily on written reports emphasizing reflection.This course alternates years with MAKE:electronicsINTRO TO ASTROPHYSICS (T)Ever wonder about the origins of the universe? How black holes form? Or where every element on theperiodic table comes from? Take Introduction to Astrophysics to find out! This course will serve as anintroduction to both general physics and the basic concepts of modern astrophysics. An overview ofIsaac Newton’s three laws of classical physics will cover topics including kinematics, momentum, force,and energy. The astrophysics portion will cover a wide range of size scales from the formation of smallplanets to superclusters to supermassive black holes including topics like stellar classification, solarsystem and planetary motion, and stellar evolution. This course will explain how the laws of physics areused to reveal the mysteries of our universe! Only basic algebra skills will be necessary for anycalculations completed during this course. An extensive laboratory component will be utilized in orderto solidify concepts as well as trips to local planetariums to help visualize our solar system, galaxy, anduniverse! Prerequisites: Chemistry, Algebra, GeometrySEMINAR:—---------------------------------------------------------------------------------------------------------------------------Please note that Medical Botany, Humans and the Environment, and Neuropsychology are on a yearlyrotation basis:2023/24: Neuropsychology and Humans & the Environment2024/25: Medical Botany, Disease and the Modern World, and Humans & the EnvironmentNEUROPSYCHOLOGY (S)Neuropsychology is a special branch of psychology that aims to explain human functions (behavior,emotion and cognition) and malfunctions (disease, degeneration and injury) by observing andunderstanding the workings of the nervous system, particularly the brain. Term one will focus on thebasics of neuroanatomy and neurophysiology while term two will be centered around understandingbehavior and neuropathology. There will be in depth study of the biological basis of language, learningand memory, emotion, consciousness and attention. We will supplement book learning with lots of labsso get ready to experiment on yourself and your friends!HUMANS AND THE ENVIRONMENT:MEASURING, ANALYZING, AND EVALUATING OUR IMPACT ON THE PLANET (S)32

In this course, students will identify and analyze environmental problems both natural and human-made,and evaluate the risks associated with these problems, as well as potential solutions. Themes to becovered include: population, resource use, water, energy, and food. Students will perform extensive fieldstudies, design and conduct group experiments, and evaluate case studies. Most readings are frompopular books and scientific articles. Students will also complete an individual research project andpresent a poster with their findings. Assessment will be based on written exams, quizzes, lab practicals,and lab write-ups. While this course is not specifically designed to prepare students for the AP exam,those students wishing to take the exam may do so with some additional preparation. This course is opento Juniors and Seniors.MARINE SCIENCEThe world ocean is critical to sustaining life on earth. In this course we will explore the dynamics ofthis complex system while applying concepts from multiple disciplines. Units of study will include:Current and historical ocean exploration, marine biology, marine ecosystems, ocean & atmosphereconnections, geology, and ocean chemistry. A major theme in this class is making the connectionbetween humans in “landlocked” communities such as Atlanta and the impact of our actions on theocean and its inhabitants.This will be a project based, inquiry driven course where students will investigate oceanographyconcepts through experiences in labs, research projects, and modeling.This course alternates years and will be available 2023/2024.AP CHEMISTRY (S)This class is equivalent to a first-year college course in general chemistry. Inorganic chemical conceptsare studied in depth. College-level laboratory exercises are performed to supplement the lectures.Students enrolled in this course must have a high interest and aptitude in both chemistry and math asindicated by a B+ in previous chemistry and math courses. There will be about 6 tests per term coveringapproximately 18 chapters over the course of the year. The textbook used is a college level chemistrybook (Zumdahl Tenth edition). To be successful in this course, on average, one hour of studying isrecommended per night. AP Chemistry continues for two hours through Short Term A and it is expectedthat all students take the AP Chemistry exam in the spring.AP BIOLOGY (S) This is a course that covers advanced topics in biology. The information will be similar to 9th-gradebiology but the material in AP Biology is covered more rapidly and in greater detail, and requires adeeper level of conceptual understanding and time commitment. Students should have a high interest inbiology to enroll in the course and should be mature enough to work independently and responsibly. Thetests and projects usually cover several chapters, and some of the labs require students to come in ontheir own time. For example, each student will research a specific topic to present at a professionalposter session.AP PHYSICS 1 (S)AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivatetheir understanding of physics through inquiry-based investigations as they explore these topics:forces, motion, gravitation, energy, work, momentum, simple harmonic motion, torque androtational motion, electric charge and electric force, DC circuits, waves and sound.The course will have frequent labs, weekly homework, and tests approximately every three33

weeks. At the end of the course, students will be prepared to take the AP Physics 1 exam. UnlikeAP Physics C, this course does not require calculus, but it uses algebra and trigonometryextensively. Prerequisites: Chemistry, FTG.AP PHYSICS 2 (S)AP Physics 2 is an algebra-based, introductory college-level physics course. Students cultivatetheir understanding of physics through inquiry-based investigations as they explore these topics:fluids; thermodynamics; electrical force, field, and potential; electric circuits; magnetism andelectromagnetic induction; geometric and physical optics; and quantum, atomic, and nuclearphysics.The course will have frequent labs, weekly homework, and tests approximately every threeweeks. At the end of the course, students will be prepared to take the AP Physics 2 exam. UnlikeAP Physics C, this course does not require calculus, but it uses algebra and trigonometryextensively. Prerequisites: Chemistry, FTG.AP PHYSICS C (S)AP Physics C is similar to a calculus-based introductory college physics course, typically takenby students majoring in physics or engineering. The first term, Mechanics, covers forces, motion,work, energy, power, momentum, circular motion, oscillations, and gravitation. The second term,Electricity and Magnetism, covers electrostatics, capacitors, circuits, magnetic fields, andelectromagnetism. This course goes through Short Term A.The course will use a combination of reading from the book, in-class and virtual labs, weeklyhomework, and biweekly labs. At the end of the course, students will be prepared to take the APPhysics C: Mechanics exam and the AP Physics C: Electricity and Magnetism exam.Prerequisites: AB or BC Calculus (may be taken concurrently).Which AP Physics class should I take?Physics 1 and Physics 2 together provide an algebra-based survey of the most fundamentalphysics topics. Taking at least one of these is a good way for students to round out their scienceeducation at Paideia after taking Biology and Chemistry. Taking both will give you a morecomplete view of physics. You do not need to take AP Physics 1 to take AP Physics 2.Very strong math students who are considering studying physics, chemistry, or engineering incollege may prefer to take Physics C. It covers nearly all of the topics of Physics 1 and some ofthose in Physics 2, but at greater depth and with more mathematical rigor. Physics C does notcover optics, fluids, thermodynamics, or quantum physics, but students can get those in Physics 2or in college.Students wanting to learn the maximum amount of physics at Paideia might consider takingPhysics 2 junior year and Physics C senior year, although there is a little overlap between them. Itmakes less sense to take both Physics 1 and Physics C, since Physics C covers nearly everythingin Physics 1.34

VISUAL ARTSHigh school students can choose from a variety of beginning, intermediate, and advanced courses.Beginning high school art students are introduced to a broad foundation of skills and techniques as wellas relevant art history and critiques. Intermediate and advanced students are guided in conceptdevelopment, material choices, and personal creativity. With faculty support and direction, students areencouraged to experiment, take risks, and develop their own personal visions. All art courses areyear-long courses.Year One: Introduction Drawing and Painting, Photography I, Jewelry and Small Metals, Mixed Media,CeramicsYear Two: Introduction Drawing and Painting, Photography I, Photography II, Jewelry and SmallMetals, Mixed Media, CeramicsYear Three: Any of the above, or, with teacher approval, Advanced Drawing and Painting, AdvancedPhotography, Advanced Jewelry and Small MetalsYear Four: Same as Year Three or, with teacher approval, Portfolio Development. Theprerequisites to the Portfolio Development class offered to seniors are the Introduction Drawing andPainting and Advanced Drawing and Painting. Students must also obtain teacher permission for thePortfolio Development class.INTRODUCTION TO DRAWING AND PAINTINGStudents will learn basic technical elements critical to drawing- line, tone, composition, proportion, andvalue. Students will utilize their developing skills to create descriptive and imaginative imagery on paperwhile experimenting with a variety of media. During the second half of the year, students will study thefundamentals of color through painting principles, methods, and materials. Throughout the year studentswill work from still-life setups, the figure, and landscape.Beginners are welcome.ADVANCED DRAWING AND PAINTINGThis class is designed for the serious junior and senior student interested in continuing to develop moreadvanced drawing, painting, and mixed media skills, techniques, and ideas. Students will work fromdirect observation creating drawings and paintings that may include self-portraits, the human figure,interior and exterior spaces, or a complex still life. Students will have the opportunity to develop a smallbody of work based on a self-initiated theme. The primary purpose of this class is for students to developgreater technical skills while developing personal imagery. A student must feel comfortable workingindependently and be able to maintain focus. Prerequisites: Beginning Drawing and Painting.PORTFOLIO DEVELOPMENTThis class is designed for seniors only, to provide focused time to work on an art portfolio that could beused for college. Students will learn how to document their work, develop a presentation of their work,and create a personal artist statement. In the second half of the year, the students will work on theirsenior art show presentations. A student must feel comfortable working independently and be verymotivated.35

PHOTOGRAPHY 1Photography 1 is an introductory course and a requirement for all first-year photography students.Students will learn the use of a 35mm camera and its functions, how to develop and print black andwhite film, and learn creative darkroom techniques. Second-semester students will learn thefundamentals of digital photography, Photoshop, and related software. Students are expected to developa thorough working knowledge of both the aesthetics and technical components of both black-and-whiteand digital photography. A student may take Photography 1 only once.PHOTOGRAPHY 2Photography 2 is a course designed for those students who excelled in Photography 1 and are seriousabout continuing their photographic education. This course is project-oriented with each student delvingdeeply into photographic techniques and aesthetics. Students work more independently than they did inPhotography 1, and special attention is paid to technical detail and concepts. Students will work in bothfilm and digital. A student may take Photography 2 only once. Prerequisite: Photography 1 and teacherapproval.ADVANCED PHOTOGRAPHY (3 & 4)This course is for the most highly motivated students who are in their 3rd and 4th year of photography.Students provide assistance in areas of the classroom/lab while pursuing independent projects withguidance from the teacher. Since these students are at a more advanced level, this course teaches themconcept development, implementation, problem-solving, and follow-through. Students will work onportfolio development, presentation, and creating an artist statement. Seniors will spend the second termon their senior show. Advanced students also assist in mixing chemicals, hanging shows, andmaintaining equipment. Prerequisite: Photography 1 & 2 and teacher approval.MIXED MEDIA: Concepts and ExplorationsStudents will create and learn about work that is personal, conceptual, or communicates a message in awide range of media and techniques while utilizing the basic design principles of art. Students willexplore projects such as collage, bookmaking, encaustics, felting, and contemporary crafts in both Twoand Three-Dimensional applications.BEGINNING JEWELRY DESIGN/SMALL METALSStudents will learn to create jewelry and/or small metal sculptures using a variety of fabricationtechniques, including forming, soldering, riveting, etching, and basic stone setting. This class willemphasize strong design skills when planning and sketching project ideas. Students will have to be ableto practice proper safety procedures when using the tools and equipment and must be prepared and havethe patience to put in the time and effort needed to finish pieces to a high level of craftsmanship.ADVANCED JEWELRY DESIGN/ SMALL METALSStudents who have taken Beginning Jewelry and wish to explore more advanced techniques will work onboth assigned and individually chosen projects. This class is appropriate for students who demonstratedmastery of beginning jewelry skills, are self-motivated, able to generate original ideas, and willing toresearch techniques and materials. Projects might include containers with flanges, lockets or otherhinged work, and other projects building on techniques learned previously.CERAMICS36

This class introduces students to basic techniques of hand building, including pinch, coil, slab and moldtechniques. Finishing techniques and methods of surface design including stenciling, photolithographytransfer, sgraffito, and glazing are covered. Sculptural and functional ideas are explored throughout theyear.37

MUSICThe Paideia music department is dedicated to the education of all High School students, who wish tofurther their music education, by offering music classes in the short terms and by directing performinggroups during the long terms. Because musical selections are based on the students who participatein the class, music courses are year-long courses. Students cannot drop music during the year.Students involved in the high school music program at Paideia are supported by a team of sixmusician/teachers who have knowledge and training appropriate to their teaching areas, and perform inprofessional and community musical activities. These teachers strive to:*Have specific goals/objectives in mind for each class and group*Support and enhance the musical skills and talents of the students*Provide exposure to different styles of music*Offer non-performance and performance classes*Encourage outside music opportunities*Offer internships for high school studentsEvery high school student at Paideia is welcomed to be a part of a music class and/or performingensemble. Some advanced ensembles require an audition to determine the student’s musical andinstrumental or vocal ability. Music classes are offered during the school day and are part of the regularcurriculum. Short-term course offerings have included music history, musicals, music appreciation,individual instrument instruction, and improvisation.Long-term performing ensembles are year-long classes and include the High School Chorus, TheChorale, Chamber Orchestra, Jazz Ensemble, and Wind Ensemble. In addition to numerousperformances at school, in the second long term the entire high school music department performs at anoff-campus venue noted for its outstanding acoustic properties and historical significance. This eventmay include a weekend trip.MUSIC THEORY (S) Scott Morris* Please note that Music Theory is an academic course and interested students should speak directly toScott*Music Theory is a year-long academic course for students who possess some basic knowledge of thefundamentals of music. A traditional study of harmony in both 18th and 19th centuries will be explored,as well as ear training (sight-singing and aural dictation) and compositional techniques (four-part writingand figured bass). Evaluations are based on homework, chapter tests, quizzes and pop tests,sight-singing, melodic and harmonic dictation, and the semester exam in the AP format. Students whotake this course will be expected to take the AP Music Theory Exam at the end of the year. While havinga nice singing voice is not a requirement, the ability to match pitch is.38

This class is open to seniors who have completed their academic graduation course requirements. Junioracceptance into the course will be considered on a case-by-case basis.CONCERT BANDThe Concert Band focuses on a variety of music and composers drawn from traditional andcontemporary band repertoire, as well as "pop tune" arrangements. Students are introduced to manydifferent style periods through performance practice and historical context. Instrumentation includeswoodwinds, brass and concert percussion. The Concert Band performs annually for Grandparents Day,as well as on four band concerts throughout the year. Practice outside of class is necessary. Participationin enrichment activities sponsored by the Georgia Music Educators Association is encouraged, includingDistrict and All-State Band, as well as Solo & Ensemble Festival. For a special performance early in thesecond long term, the Concert Band joins with the Jazz Ensemble to form a full Symphonic Band.JAZZ ENSEMBLEThis instrumental organization studies and performs jazz literature of all styles and eras for big band andcombo. Included are historical and cultural aspects of the music. Music theory and technical exercisesare presented to improve the students musicianship and abilities as improvisers. Practice outside of classis necessary. Enrichment activities are available to accelerated students through the Georgia Associationof Jazz Educators and other organizations. Since there is a prescribed instrumentation, acceptance intothis ensemble is only by instructor approval. For a special performance early in the second long term, theJazz Ensemble joins with the Concert Band to form a full Symphonic Band.ORCHESTRA:Orchestra classes at Paideia are taught in two separate class periods, but the classes rehearse and performthe same orchestral music and combine to form the Paideia Chamber Orchestra. The “Orchestra” class isintended to meet the needs of string players interested in continuing their growth but acknowledges that astudent’s course load and schedule might preclude regular personal practice outside of the class meeting.The “Orchestra Seminar” is a seminar-style class that requires regular personal practice outside of theorchestra meeting time and will also include opportunities to explore more topics within the broaderorchestra umbrella (music theory, music history, chamber music, composition, individualized projects,and other topics that the instructors see fit). Present skill or accomplishment is not a deciding factor toenroll in either orchestra class. All students who play an orchestral string instrument are welcome in thePaideia orchestra program!The course descriptions for each class are as follows:Orchestra (9-12 grade)This course is a study of a wide variety of literature for the string orchestra. Emphasis is placed on skilldevelopment and is geared to performance. This course focuses on ensemble playing, listening skills,personal technique, and a basic understanding of theory and historical styles. The orchestra performs aminimum of three concerts a year. Students are encouraged to participate in appropriate enrichmentopportunities, such as private lessons, All-State Orchestra, EJCO, EYSO, ASYO, MYSO, and othercommunity orchestras. Rehearsals and performances outside of school hours will be required, and anoccasional individual practice may be assigned.Orchestra SEMINAR (9-12 grade)39

Like the "Orchestra" class, this course is a study of a wide variety of literature for the string orchestra.Emphasis is placed on advanced skill development and is geared to performance. This course focuses onensemble playing, listening skills, personal technique, and an understanding of theory and historicalstyles. The orchestra performs a minimum of three concerts a year. Students are encouraged toparticipate in appropriate enrichment opportunities, such as private lessons, All-State Orchestra, EJCO,EYSO, ASYO, MYSO, and other community orchestras. Rehearsals and performances outside of schoolhours will be required. Outside practice is essential.Students interested in more fully exploring a relationship with their instrument and other musical topicsare encouraged to sign up for the seminar orchestra course. Ideal participants in this course will have astrong sense of self-motivation, the ability to devote regular time outside of class for the study andpractice of their instrument, show a strong interest in other musical topics, and commit to the ensembleopportunities. Students in the seminar class may be asked to provide additional performances whenoff-campus invitations are requested by the broader Paideia community. Interested students shouldcontact the directors.Present skill or accomplishment is not a deciding factor to enroll in either orchestra class. Rather, it is thestudent's intention to explore topics in a more in-depth way that should determine placement intoOrchestra SEMINAR. The two class periods will combine to form the Paideia Chamber Orchestra andwill perform identical programs on concerts.Interested students are required to audition for the directors. All students who play a string instrumentare welcome in the Paideia orchestra program!CHORAL PERFORMING ENSEMBLES AT PAIDEIAAll students are welcome to participate in one of the choral groups listed below regardless of previouschoral experience. Placement of students is at the discretion of the directors based on the student’s grade,ability, and voicing of the performing ensemble. Students should be aware that each ensemble is ayear-long course and not a semester course; therefore, dropping the course midyear is not an option.Each group will perform at least three concerts during the school year. A combined concert tour withband and orchestra is planned approximately every other year. Recent tours have included performancesat The Magic Kingdom in Orlando; Ryman Auditorium in Nashville, and Alice Tully Hall in New YorkCity, and venues in Washington, DC.During non-tour years the choruses have performed in venues in and around Atlanta including SpiveyHall, Glenn Memorial on the Emory Campus, and Bailey Performing Arts Center, Kennesaw StateUniversity. Dedication, hard work, discipline, and passion for performing great choral literature are thecontinuing hallmarks of the choral ensembles at Paideia.THE HIGH SCHOOL CHORUSThis year-long performing ensemble is open to all High School students. Students will study vocaltechnique, ensemble singing, music theory, and music history. Previous choral experience is not required.Students will receive class voice lessons by professional singers/voice teachers approximately twice amonth. The Paideia Chorus will perform highly diverse repertoire spanning the gamut of musical stylesand will combine with the Paideia Chorale to perform one large-scale choral work at some point duringthe academic school year.THE CHORALE (10, 11, & 12 graders)This year-long performing ensemble is available by permission to sophomores, juniors and seniors.40

Students will study vocal technique, ensemble singing, music theory, and music history. The Chorale willperform highly diverse repertoire spanning the gamut of musical styles. One large-scale choral work willbe performed at some point during the academic school year. This group will sing advanced highlydiverse repertoire spanning the gamut of musical styles.DRAMAFILM I Jesse EvansIn this class students will write, direct and edit their own short films. Through the use of digital camerasand computers the students will get a glimpse of what it is like to be a filmmaker. The first film youmake will be silent, as you will learn to use the camera to tell a story. For the second film you will beable to add music to your final product. We will look at how music enhances films and the effects it hason the viewer. Then you will write and direct a scene using dialogue to convey your characterdevelopment and plot. The next film you direct will be written by one of your fellow classmates. Youwill also be required to act in the films you are not directing as well. We will also watch films tocompare editing styles, cinematography, character development and plots throughout the year.ADVANCED FILM Jesse EvansIn this class students will write, direct and edit their own short films. Through the use of digital camerasand computers the students will get a glimpse of what it is like to be a filmmaker. The first film youmake will be silent, as you will learn to use the camera to tell a story. For the second film you will beable to add music to your final product. We will look at how music enhances films and the effects it hason the viewer. Then you will write and direct a scene using dialogue to convey character developmentand plot. The next film you direct will be written by one of your fellow classmates. You will also berequired to act in the films you are not directing. We will watch films throughout the year to compareediting styles, cinematography, character development and plots. More advanced film students will workon detailed assignments. Students will write scripts based on songs, locations and characters. The scriptwriting process will be more detailed for those students in Film III as will the requirements in filming.ACTING WORKSHOP Jesse EvansThis class is an introduction into Drama. We start off working on improvisation games, which leads todifferent scenes that are created from Improv. You will create a Choose your own Adventure Scene,where you have a tree diagram of your play and different options for each pathway. You will create aScary Tale. You'll take the story of a fairy tale and try and make it as creepy as you possibly can. Thenwe will work on monologues and the audition process. In the second term you will write and direct yourown scripts as well as other students’ scripts.PLAYWRITING/SCREENWRITING Jesse EvansDuring the first term students will study a variety of plays and playwrights, while working on their ownfull length play. We will workshop these plays over the course of the term. We will read plays fromIbsen, Chekhov, Sheppard, Pirendello, Letts and more. During the second term the focus will be onscreenwriting. We will read a variety of screenplays, as well as watch the films from those scripts.Students will also work on writing a full length screenplay as well. Students should only take the class ifthey are ready to write, and write a lot. Students can take this course by semester. It does not have to be afull year course.41

ACTING: SCENE STUDY Jesse EvansIn this course the main focus will be scene work. Students will work on a variety of scenes throughoutthe year. They will range from 12 line scenes, to silent scenes, to scenes from different plays. Thescenes will be from Proof, Doubt , Who's Afraid of Virginia Wolf, Waiting for Godot and more. We willspend more time of developing characters, dissecting the scenes and working on blocking. It is muchmore focused than the Acting Workshop.42

ELECTIVE COURSESFITNESS Ivan AstegheneThis course will take place in the Fitness Center and it will introduce students to basic strength trainingtechniques and enable them to identify major and secondary muscle groups being contracted. Studentswill gain an understanding of different training strategies/techniques and be able to set up an individualregimen or program. Cardiovascular training including aerobic, low/high intensity, low/high duration,circuit and interval training will also be included in this course. Students will study, learn, and usespotting techniques, other safety procedures used in the Fitness Center and in any other physicalactivities. This elective is not open to athletes who are planning to play winter sports.THE FORUM (JOURNALISM) Elly BookmanThis year-long course is for students interested in reporting, writing, and editing news stories, features,editorials, and opinion columns and in learning the basics of publication production and management.Those enrolled will work on the school’s monthly student newspaper, The Forum and several videobroadcasts. Reporters, newswriters, sportswriters, arts and entertainment writers, all-purpose writers,editors, critics, designers, computer specialists, photographers, managers, and fans of the FirstAmendment are welcome. This elective counts towards the AMD requirement.YEARBOOK Jamie Hemken** Jamie is a new teacher joining the faculty in 2023-24**Yearbook staff is responsible for planning and executing the 336-page yearbook and 48-pagesupplement. In early fall a theme is chosen, and decisions are made as to how that theme will be carriedthroughout the book, starting with the cover. A series of eleven to twelve deadlines are met, starting inlate October and going through early March, when the book must be completed. Then work begins onthe supplement. Yearbook staff works closely with our school photographer Danny Lee and Herff Jones,the yearbook publisher. We submit pages using Adobe InDesign CS6. Staff coordinates with coachingstaff, faculty, students and senior parents for each section of the book. Much of fall term is spent workingon dedication pages and photographing school events for the Candids and Traditions sections. Yearbookis similar to being on a sports team, with “practice times” and “game days”, and outside class time isrequired in order to meet our deadlines. Interests and skills that come into play involve all elements ofdesign, layout, fonts, cropping, photography and proofing. A keen interest in design is necessary and it ishelpful, but not required, if you take a design class before you join yearbook. This elective counts towardthe AMD requirement.STUDY HALLStudy Hall is available on a semester basis each period. Students may not have more than one period ofstudy hall in a term. Students are free to work in the library, computer room, or to visit in the commonsduring this period unless they have “restricted” study hall as first-term freshmen or by request ofteachers, parents or advisor.ROBOTICS Dave FergemannThis elective course is for students who like to tinker and build. Students will work with each other to43

design and build robots. The class will be organized around projects chosen to fit the interests andexperience of the students. Members of the school’s robotics team may work on the team’s robot. Otherprojects may include building robots to compete against each other in various challenges, or using robotsto solve a real-world problem. As students work on their projects, they will learn and apply someconcepts from electronics, mechanics, and computer programming. PEER LEADERSHIP Kristi BuddThis is a year-long course.Peer Leadership is a course for which seniors are selected to work together cooperatively both in groupsand in partnerships. The class meets five days a week led by the two teachers; the seniors meet once aweek with their ninth grade groups. The partners are responsible for planning the sessions anddevelopment of their own group in concert with all the others. Their goals include helping the youngerstudents feel more comfortable and confident in their academic and social life, and encouraging them totalk more openly to each other in order to build trust and friendship in their class. As part of this process,the seniors respond to journals from the ninth graders. Seniors also exchange journals, as this program isdesigned to reflect itself. URBAN AGRICULTURE Emily RobertsPlease join us as we work together on the Paideia farm site to build soil, grow healthy food, ecologicallysteward the land, and help to ensure that access to good food becomes the reality for everyone. Everyyear we grow thousands of pounds of food that we donate to our community partners. As always, wecouldn't do it without student farmers.In this course, students will learn foundations of crop production on a Certified Naturally Grown farm,including soil health, seeding, transplanting and bed preparation, pest and disease management, weedmanagement, and food safe harvesting. Everything we learn and do will be through a lens of communitybuilding and food justice for all. We will cover a wide variety of course material through a selection ofbooks, articles and podcasts and will put into practice what you learn through hands-on activities on thefarm.While we'll do a lot of hard work on Paideia Farm, we will also spend a little time in the kitchen cookingand preserving our seasonal harvest. We will also visit a few of our community partners to see how otherurban growers are increasing access to fresh, local food for our neighbors. Through our collaborations,we gain important insight into historical and structural barriers to food access.No prior gardening or farming experience is necessary! If you like being outside and learning whiledoing, this will be a great fit for you.This course earns students at least 25 service-learning hours and 25 hours toward one PhysicalEducation credit (60 hours = 1 credit) 44

ON CAMPUS INTERNSHIPSHere you will find a variety of offerings that allow you to support important functions of the school,learn new skill sets and gain internship credit. In this role you play a hand in building community andshaping school culture by supporting the Excellence & Hard work and Social Responsibility Frameworkof Values.Traditionally, students have enjoyed these roles as they provide an up close and personal look into whatit takes to support these classes and programs. These internships also allow students to delve deeper intosubjects they care about while getting hands-on experience.Each opportunity has different requirements so please read carefully to ensure that the position is thecorrect fit for you. These are all year long commitments. Each internship has a limited number of spacesavailable so please include in the comments why you would like this internship, limit your response toone sentence. If you have any questions regarding on campus internships please reach out to NatalieRogovin or the listed faculty member.ART INTERN/ASSISTANT Dianne BushThis is an opportunity for a student to be an intern/assistant in an art class for any periods in any term.This could be in an elementary art classroom and might involve working with young students and /orassisting the teacher with classroom tasks or it could be in an upper level art classroom and involvecleaning and organizing materials, mixing paint, loading the kiln, helping with displays or any otheractivities needed to help the classroom run more smoothly. Working as an Art Assistant is a credittowards fulfilling the internship requirement.GRADE: 11-12ASTROPHYSICS INTERN Drew KiseThis opportunity is for students who have already successfully completed Astrophysics and wish tofurther support their learning and experience by supporting the class. Students can expect to set up andtear down laboratory equipment as well as set up and demonstrate in class demos. Your support extendsto current students in the class by helping throughout class time with practice problems, group work, labreports, etc. Interns who are interested in presenting a topic may work with Drew to create a lesson planand deliver a lesson.BLACK BOX THEATER TECH INTERN Jesse EvansThis role will help with the technical aspects of the black box. They will help set up meetings andevents, work on building sets for the plays, helping with lighting for shows, equipment maintenance,organizing props and supporting theatrical productions, and more. You will learn how to use the soundand light board as well as work with power tools. It will be a lot of work, but a lot of fun.GRADE: 9-12CROSS-AGE TEACHING Natalie RogovinThere are many wonderful opportunities to support the important classroom work of teachers throughoutthe Paideia community. Opportunities exist in home base classrooms, art, science, math, music, andphysical education. Students who are interested in pursuing a career in education or enjoy working with45

youth will find this class very rewarding.In the first weeks, before entering the classroom, we will explore the role of the teacher, classroom andissues in education. You will then be matched with teachers who are interested in having a Cross AgeTeacher support the work of their classroom.GRADE: 9-12FORENSIC SCIENCE TEACHING ASSISTANT Rick GoldstienIf you love helping others and solving puzzles, are interested in crime podcasts or novels, watch CSI orForensic Files shows, or follow/have favorite true crime stories, you might be a good candidate tobecome a forensic science teaching assistant. You must have completed the forensic science class anddemonstrated an enthusiasm for the material. Forensic science teaching assistants help prepare and cleanup labs, teach a lesson per term, help students with activities, brainstorm new lab ideas, and complete anindependent research project of their choosing. Having a sense of humor and a strong stomach can beassets. There will be optional conferences, field trips, and meetings with forensic professionals.Permission of the instructor is required.GRADE: 12LIBRARY INTERN Anna WatkinsStudents willing to take an interest in its operation can contribute to their own knowledge of thelibrary--what it contains and how it works--as well as its smooth functioning. Responsibilities mayinclude assisting others in locating materials and using equipment, shelving books and magazines,repairing them, and varied clerical duties. They may also include special assignments depending oninterest--assembling bibliographies for classes, arranging displays, etc. The library intern may have theopportunity to serve in different library environments including the Paideia Elementary Library and/orlocal community libraries.GRADE: 9-12MUSIC INTERN Scott MorrisMusic interns will assist the director and will be responsible for helping JH or elementary students inband, chorus, orchestra, or the elementary general music class learn and read music, play theirinstrument or sing a specific voice part, assist with sectionals, assist in classroom management, file andmaintain music library, and other duties as assigned. Music interns must also continue participation intheir respective HS performing ensemble.GRADE: 10-12PAIDEIA AND THE COMMUNITY TOGETHER INTERN Natalie RogovinIn this role students will put their organizational and creative skills to use by assisting the programdirector. The Paideia and the Community Together Intern will support the PACT office in a variety ofways: visiting community partners, planning and executing events, managing a database of servicehours, designing flyers & documents and much more. In this role you will work closely with theDirector of Service Learning and Civic Engagement to promote service at all levels of the school.SCIENCE LAB INTERN Aklima AliThis is your opportunity to peek behind the curtains of the science lab department and be part of anawesome group.. Students will be given the opportunity to maintain, clean, and prep chem 10 labs. Youshould be comfortable with mixing solutions, changing molarities, have great organizing skills, and have46

the ability to work independently after given instructions. Looking forward to working with you throughthe year 2022-23. You must be currently in or completed AP chemistry to apply for this position, with astrong grade.GRADE: 11 & 12STEAM INTERN Dave FergemannThis internship is for students interested in supporting STEAM initiatives at the school. Depending onthe student's interests and experience, responsibilities may include planning STEAM and/or roboticsactivities for younger students, assisting teachers and students with 3D printing and laser cutting,maintaining equipment, facilitating STEAM projects in classrooms, and working on their own projects.GRADE: 10-12SUSTAINABILITY INTERN Korri EllisSustainability interns work to advance environmental sustainability at Paideia through engagement invarious learning projects. This can be accomplished in a variety of ways including but not limited tolong-term citizen science projects, phenology reporting (phenology: the study of cyclic and seasonalnatural phenomena), assisting with leadership and projects of the Climate Action Club, teachingenvironmental lessons to lower grades, contributing to the expansion of school-wide awareness ofenvironmental issues, and facilitating environmental projects within the school garden and in thecommunity at large. Interns must be able to work independently.GRADE: 9-12TECHNOLOGY INTERN Brian MeeksInterested in learning more about how technology works? What is the first thing you do when presentedwith a problem? Check Google... but then what? Sign up as a tech assistant to learn the ins and outs ofPaideia’s Technology Program and gain a better understanding of troubleshooting and optimizing theperformance of your technology devices. Similar to working at Apple’s Genius Bar, you will assistpeople in troubleshooting software and hardware issues, maintain, update, and install equipment, andanswer questions. Many of our past Tech Assistants have continued working with us during the summersin paid positions that led them to related jobs in college and beyond. No prior technology experience isnecessary, but you should enjoy problem solving, learning new things, and eating the occasional junkfood. The assistant may use free time to work on their own assignment from other classes. (*Permissionof instructor required before registering).GRADE: 10-1247

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