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PAIDEIA SCHOOLLONG TERMCOURSE OFFERINGS2024-2025

Themes Courses:Full Disclosure: Confessional Literature (T) Christopher Cruz“One confesses in public and in private, to one’s parents, one’s educators, one’s doctor, to thoseone loves; one admits to oneself in pleasure and in pain, things it would be impossible to tell toanyone else, the things people write books about. When it is not spontaneous or dictated bysome internal imperative, the confession is wrung from a person by violence or threat…Western[humans] have become a confessing animal.” – Michel FoucaultThere is a temptation to think of confession as what occurs in the confessional booths inCatholic Churches, or perhaps congregational confessions of faith or sin. To some degree it isthat. However, the question of confession is not solely the imposition of ritual within religiousinstitutions - it is so much more than that. Think about confession as telling the “truth” aboutourselves and the various ways it happens. Do we not talk about ourselves on social media? Dowe not talk about ourselves in the therapist’s office? Do our grades say anything about us? Howabout our appearances? Do we confess ourselves in the voting booth? By our politicalaffiliations? In how we live our lives? What is more true: the data collected by technologycompanies or what we tell our friends? From these questions we can clearly see the concept andpractice of confession takes us into various places. In fact, I would argue along with Foucaultthat confession is our mode of operating in the modern world. In part, confession has to do withmany aspects of our existence, including truth, identity, colonization, place, and morality. Inorder to think through confession in this course, we will interpret fiction, drama, non-fiction,and films that center on the complicated conversation around these important but difficultquestions. Confessional literature spans thousands of years as a tradition, so we will attempt toparse through some different authors including, but not limited to Augustine of Hippo, SamuelSelvon, Teresa de Avila, Gabriel Garcia Marquez, Kazuo Ishiguro, Hannah Arendt, andArundhati Roy. Students can expect three essays each term as well as intermediateautobiographical and creative writing as supplements. There will likely be some discussions ofphilosophy as well as literature. Additionally, the class includes a project and three short answertests each term. Reading checks will be a normal way to ensure that there is class cohesion inour discussions. Along with my desire for students to gain skills and learn content within acommunity of thinkers, my hope for this course is that it is formative for student dispositionstoward the world and themselves.

Beyond the Grave (T) Tally JohnsonWe are drawn to what we do not understand. Voices from outside our normal world weave theirway into our books, music, and films. In this class we will explore literature where thenon-living have a role in the lives of the characters. We will read works from the point-of-viewof the deceased, as in The Seven Moons of Maali Almeida by Shehan Karunatilaka, and textsthat center the exploration of death, like Tolstoy’s The Death of Ivan Ilyich. We will delve intothe unknown, “the undiscovered country from whose [borders] no traveller returns” to tell ustales, as we will consider in our class reading of Shakespeare’s Hamlet. We’ll explore the ideaof “la danse macabre” and death as the great equalizer. We’ll weave in stories that explore thespirit realm and its influence on the world of the living, as in Isabel Allende’s The House of theSpirits. Other voices will make their way into our study through shorter pieces from the likes ofEdgar Allan Poe, Chinua Achebe, Stevie Smith, Gabriel Garcia Marquez, Maxine HongKingston, and Ben Okri. Also on the docket are a few films that examine ideas aroundsupernatural influence.Classes will center around conversation, with occasional digital and other discussion formats.Students will have formal and informal writing assignments and can also expect short answertests and a few projects. We will include some personal and creative writing. Join us to considerthe age-old fascination with what comes next. From the macabre to the mystical, we willexplore the literature of realms beyond.Hot Property: Conflict About Homes, Land, and Objects in Literature (T)Jim Veal“We have decided to move into our house because my father—my father—he earned it forus brick by brick.”With this defiant announcement in Lorraine Hansberry’s “Raisin in the Sun”, Walter LeeYounger makes plain that the house at 406 Clybourne Street means something to his familyfar beyond a few bedrooms and yard. It is about dignity, wealth, justice, and generationalsacrifice. Hansberry’s play has a lot of company in the world of literature in that itdramatizes a dispute about a meaningful piece of property. In this course we will readfiction, drama, and non-fiction and study films that center on such conflicts. Sometimes thedispute is over a house, sometimes a neighborhood, sometimes a work of art, sometimes apiece of furniture, sometimes land itself. Whatever the nature of the contested property,the conflict brings forth something important – what characters truly value, what they arewilling to dig in for or bleed for or sell their souls for. Such conflicts can also dramatizecritical societal issues, especially systemic inequalities, histories of persecution, andtensions about social progress. Authors under consideration include Anton Chekhov,Judith Ortiz Cofer, Gabriel Garcia Marquez, Meron Hadero, Carlos Fuentes, Shirley Jackson,E.M. Forster, Ngũgĩ wa Thiongo, Lionel Shriver, Sarah Broom, John Cheever, SimonWinchester, R.K. Narayan, Leo Tolstoy, Damon Galgut, Doris Lessing, Graham Greene, V.S.Naipaul, Louise Erdrich, and others. Students in this course can expect three or four multi-draft compositions each term. Most of the compositions will be analytical in nature, but

there will also be personal and creative writing. Tests (three or four per term) will be inwritten format, either in-class essays or short answers.Literature and Film (T) John CaputeThe very first movies were quick shots of everyday action: a train coming into a station,workers leaving a factory, a baby laughing and crying. It didn’t take long for the audience tofigure out that you could only watch (and pay for) a train coming into a station so many times.Audiences wanted—needed—conflict, character, and story. Thus the first screenwriter wascreated. And the easiest place to find conflict, character, and story was in…books and plays.And so began the essential relationship between literature—novel, short story, comics, drama,song—and film. In this class we consider the relationship between the written narrative formand popular narrative film. What do written stories do that film can’t? What can film do thatthe written page can’t? Where do the two forms intersect? Is one form “better” than the other,or is comparing the two like comparing the proverbial apples and oranges? What is thevocabulary—language—of each form, and how does the writer and filmmaker use it? These aresome of the questions we address in this class while reading books, stories, plays, maybe evenlistening to songs and watching their film adaptations—or films which address similar themesand/or conflicts—as well as reading original screenplays and then watching them in their filmedform. This is not a class where you will necessarily watch films you love—though I hope youwill like what we watch (or most of it at least). There will be foreign films with subtitles, blackand white movies, little films that 13 people saw at the theater—and some more contemporaryfilms you will recognize. The literature will range from Shakespeare to the present day. Expectcritical, personal, and creative papers—maybe even a screenplay. Quizzes, responses on GoogleClassroom, and tests at the end of the semesters. And as much discussion as we can stand.Carrying Home (T) Marianne Hines“I believe that one can never leave home. I believe that one carries the shadows, the dreams, thefears and the dragons of home under one's skin, at the extreme corners of one's eyes andpossibly in the gristle of the earlobe.”― Maya Angelou, Letter to My DaughterWhile some people assert that individuals “can’t go home again,” Angelou believes that one cannever leave home and we carry our home and family with us wherever we go. As our modernboundaries expand through globalization, and we travel far from our homes, do the traditionalties of family and home weaken? Can this complex attachment ever be severed? Our class willattempt to answer these questions through diverse works that broaden our perspectives anddefinitions of home and family, as well as illustrate the physical and spiritual difficulty ofescaping the home and people of our origins. These stories come from many cultures andcountries and include Kamila Shamsie’s Home Fire paired with Sophocles’ Antigone, LouiseErdrich’s The Roundhouse, The Piano Lesson by August Wilson, Like Water for Chocolate byLaura Esquivel, Alison Bechtal’s Fun Home, and Yaa Gyasi’s Homegoing rounded out withpoetry and short stories. Our work will include formal analytical essays, comprehensive tests

over the works, vocabulary, and grammar. Class structure includes traditional lectures,whole-class discussions, one-on-one conferencing, individual and group work. Let’s delvedeeply into the intricate connection between home and belonging and witness individualsstruggle to come to terms with their roots and identity while gaining insight into ourconnections and the way we carry home “in the gristle of the earlobe.”The Empire Strikes Back (T) Gavin DrummondHow does it feel to write in English when you’re from a place where the English language wasforced on the population? The Irish poet Michael Hartnett, or in the Irish language, Mícheál ÓhAirtnéide, called English “these foreign words,” and in the second half of his career, hedecided to write only in Irish, calling back to the ancient, forgotten ways: “I sunk my hands intotradition / sifting the centuries for words.”This class exists to give Paideia students a deep exposure to postcolonial literature: writing bypeople in and from (ex-) British colonies, in English - the colonizer’s language. What does itmean to your sense of personal identity if you are expressing yourself in the language of thecolonial oppressor? Does it matter, or is it a useful tool to (c)overtly criticize that very sameoppressor? Does it allow you a stage, in fact, to present and celebrate your culture to the largeEnglish-speaking world?We’ll read novels, short stories, plays and poetry by such celebrated writers as Arundhati Roy(India), Ben Okri (Nigeria), Wole Soyinka (Nigeria), Ngugi wa’ Thiongo (Kenya), Grace Ogot(Kenya), Eavan Boland (Ireland) and Judith Wright (Australia).Seminar Courses:Future is Female+: Literature Through the Lens of Gender (S)Tally Johnson* Note that this class is open to anyone who is interested in studying this material, not limited inany way by gender identity.“I raise up my voice—not so that I can shout, but so that those without a voice can be heard. …We cannot all succeed when half of us are held back.”- Malala Yousafzai“The Future is Female”: Is this slogan a celebration of women’s rights? A capitalist marketingploy? Does it reinforce the gender binary? Perhaps it would be better to say “the future isnon-binary.” Or would that be equally reductive? In this class, we will read with a focus on thelens of gender identity. How do patriarchal structures and a binary worldview impact all of ourstories? How have women rebelled against expectations, and how have those same expectations

shaped the paths of men? What pressures do these norms put on those who are gendernon-conforming? Through our study of literature, we will consider how gender identity, as wellas sexuality, plays a role in the stories we read and how those stories shape us as readers.We will look at struggle and strength in women’s stories across time, place, and genre. We willbegin with Chimamanda Ngozi Adichie's “The Danger of a Single Story” as our lens to exploreother works throughout the year. We will consider definitions such as womanism, equalism,feminism, and intersectional feminism. We will examine literary elements of Beyoncé’sLemonade and explore the poetry of Warsan Shire. Our major works will include ToniMorrison’s Sula; Bernardine Evaristo’s Girl, Woman, Other; Ntozake Shange’s For ColoredGirls Who Have Considered Suicide/ When the Rainbow is Enuf; and Oyinkan Braithwaite’s MySister, the Serial Killer, as well as Margaret Atwood's iconic post-apocalyptic vision of women'splace in society: The Handmaid's Tale. Throughout, we will weave in shorter pieces fromauthors such as Audre Lorde, Sandra Cisneros, Bharati Mukherjee, Virginia Woolf, AmandaGorman, Lee Mokobe, and Alok Vaid-Menon. Some of our time will specifically focus on theexperiences of women of color and LGBTQ+ individuals, and we will endeavor to hear asinclusive a spectrum as possible of underrepresented voices.Through our study of literature, we will contemplate the evolution of gender roles in society.This class is for anyone (not limited by gender) who wants to spend the year discussing theexperiences of women in literature and the resulting impact on people of all genders.The Story of the Community (S) Clark CloydWhat defines a family’s identity, a community’s, a region’s, a nation’s? Some would say thestories that each of the above tells both define and sustain the group. Using this argument, wewill examine a variety of stories, ancient and modern, close to home and distantly removed,looking for the values that the stories convey, the definitions of the groups that the talesestablish, and the connections that exist between the works. Perhaps, more importantly, we willconsider whether these stories of definition and purpose provide a means to unify and includethose addressed or to segregate and diminish others. Works will include The Book of Exodus,Toni Morrison’s Paradise, Alice Munro’s Lives of Girls and Women, Eudora Welty’s TheGolden Apples, Beowulf, Russell Hoban’s Riddley Walker, William Shakespeare’s The Winter’sTale, Tony Kushner’s Angels in America and selections from Geoffrey Chaucer’s TheCanterbury Tales.Age and Experience (S) John CaputeHow do we get to where we’re going? Google Maps on your phone of course—it even talks toyou. But what about those places that have no addresses,that you can’t find on Safari? Howdoes one navigate their way through this wondrous, exhilarating, goofy, bizarre, often painfullandscape called life? Growing up, confronting all that life presents to us—love, death, family,heroism, cowardice, evil, joy, disappointment, idealism, disillusionment—is something that noDriver’s Ed course prepares us for. But we can look to art for some clues. Not necessarilyanswers, but clues, ideas, options. The literature and films we will study this year range far andwide in terms of action, place, and characters, from the Thirty Years War (Mother Courage),rock’n’roll in the 70s (Almost Famous), and 18th century France (Candide), to the

contemporary American university (Wit), the AIDS epidemic (The Normal Heart), and springbreak in Florida, circa 1963 (Where The Boys Are). What unites these disparate works is ourattention toward their presentation of the moments where the people in them, through their ownattention to the experience they gain from age, and the decisions or actions they make or don’tmake that affect their entire lives. As with all literature and art we ask the questions, “What arethey doing?” “Why are they doing what they’re doing?” “Where do they end up?” and “Whatdoes it all mean?” And perhaps the questions we come up with help us answer those samequestions for ourselves. Expect several essays over the year, critical, creative, and personal,weekly writing on Google Classroom, and lots and lots of discussion.Seriously Funny: World Tour (S) Jim Veal“The kind of humor I like is the thing that makes me laugh for five seconds and think for tenminutes.”So said William Davis, one-time editor of the British satirical magazine “Punch”, explaining(without meaning to) the premise of this course. Comedic literature comes in a variety offorms and tones, but whether it is gently amusing or darkly ironic, romantic farce or bitingsatire, literary humor that has stood the test of time inspires readers to think as well as tolaugh. Authors under consideration include famed writers of the past such as Shakespeare,Moliere, Wilde, Gogol, Dickens, Kafka, Voltaire, and Austen, plus more recent writers such asTrevor Noah, Manu Joseph, Gabriel Garcia-Marquez, Hannah Gadsby, NoViolet Bulawayo,Isabel Allende, Ken Saro-Wiwa, George Saunders, Stella Gibbons, and others. The works ofthese writers’ may tickle their readers’ funny bones, but they also provoke reflection on theworst follies of humankind – cruelty, vanity, stupidity, racism, jealousy, sexism, greed,dishonesty, and on and on. Students in this course can expect three or four multi-draftcompositions each term. Most of the compositions will be analytical in nature, but there willalso be personal and creative writing. Tests (three or four per term) will be in written format,either in-class essays or short answers.Modern British and Irish Literature (S) Gavin DrummondAt the end of the nineteenth century, when Britain ruled a fifth of the world, being Britishseemed like a glorious and stable proposition. This class looks mainly at British and Irishidentity in the succeeding century, the fragmentation of modernism and post-modernismreflecting confusions about class, racial differences, and nation (this is the century in whichIreland becomes independent from Britain). We begin with a small book that made a hugeimpact at the turn of the century: Joseph Conrad’s Heart of Darkness. Next, we’ll think aboutthe shock of the First World War, reading poets like Siegfried Sassoon and Wilfred Owen andwatching the recent film 1917. Increasingly, writers started to think of the novel as unrealistic,contrived, and one response to this feeling is Virginia Woolf’s experimental novel, To TheLighthouse. The second section of the class will concern Britain since the Second World War,when issues of race and gender came to the fore, and when the very idea of “Britain”increasingly became questioned. We’ll read Brian Friel’s great Irish play, Translations, aboutBritish soldiers making new maps of Ireland in the 1830s. And we will read modern poetryfrom Wales, Scotland, Ireland and England, with a particular focus on Fred d’Aguiar’s

spectacular book of poetry, British Subjects, many of whose poems meditate on what it means tobe a young black man in Britain in the 1990s. Take this class if you love to think, to discuss, toread, and to write.Heaps of Broken Images: Between Modern and Postmodern Literature (S)Christopher CruzThe 20th century literary scene defined itself in shorthanded ways as modernism andpostmodernism to describe the way writers broke from traditional norms of poetry and fictionand sought new forms of expression. Many critics suggest that postmodernism isn’t simply abreak from modernism, as has often been suggested, but that postmodernism is simply anextension of modernism in that both movements reflect a desire to be subversive andintrospective. But then why do many view postmodern writers as distinct? Some claim thatwhile modernist writers grieved the loss of order in a changing world, postmodernists celebratedmeaninglessness and the nonsensical. Even the title of this class, “a heap of broken images,”which comes from T.S. Eliot’s well-known poem, “The Waste Land,” reflects the grief of aworld ever-changed by World War I, using images, intertextual quotes, different languages,allusions, themes, among many other experimental forms to convey post-war disillusionmentand Western anxiety. It is a quintessential example of modern literature. But does it not alsocontain aspects of the postmodern, which often employ experimental forms of storytelling?Similarly, James Joyce, another example of a modernist writer, breaks with traditional forms toexperiment in new ways of storytelling. Is he not also a postmodernist? The tension of this classreflects the anxiety of our own world in 2024. Namely, that although we attempt to cast off whathas come before us (tradition), we don’t know how to classify ourselves. My hope is that theclass begins to explore that in-betweenness, and perhaps find an opening to think from there.We will look at a number of authors, including Zadie Smith, Gabriel Garcia Marquez, T.S. Eliot,Virginia Woolf, Muriel Spark, Iris Murdoch, James Joyce, Jorge Luis Borges, and SamuelSelven. Throughout the course, students will sharpen their writing, literary analyses, andresearch through participation in class discussions, smaller writing assignments, essays,speaking assignments, and projects. Reading checks will be a normal way to ensure that there isclass cohesion in our discussions.In Author Words: Creative Writing and Publishing (S) Sarah SchiffIn this creative writing course, students will read a wide range of short stories, poems, plays,and essays from across the globe, analyze what makes them so affecting and artful, and emulatethem in their own original pieces. Along the way, we will learn about the field of publishing,developing such skills as copyediting and layout. Readings will likely include the play Angels inAmerica by Tony Kushner (our Pepperdene speaker for the 2024-2025 school year!); poetry byW.H. Auden, Li-Young Lee, and Naomi Shihab Nye; stories by Chinua Achebe, Jorge LuisBorges, Nikolai Gogol, and James Joyce; and essays by Gloria Anzaldúa, Margaret Atwood,and George Orwell. Over the course of the year, students will complete multiple drafts ofpoems, short stories, and creative nonfiction pieces and compile a final portfolio at the end ofeach term. Class will mostly be comprised of discussion of the texts—sometimes student-led;workshops in which students critique each other’s writing; craft lectures; and learning how touse the layout software Adobe InDesign. In addition to their participation, I will assess students’

understanding of the material through annotation checks and academic essays. Throughout theyear, we will work in conjunction with Paideia’s literary magazine, and students will besubmitting the pieces they’re most proud of to it as well as to professional literary publicationsacross the country. Very few thrills in life can match that of seeing your own words in print, buteven if your writing is mostly just for you, its rewards remain unmatched. As Anaïs Nin oncesaid, “We write to taste life twice, in the moment and in retrospect.” Now dig in.

MODERN LANGUAGESThe mission of the Modern Language Department at the Paideia School is to help its studentsattain an awareness and understanding of a variety of cultures; to stimulate and developappreciation of language as a whole, including semantics and literature; to promote theunderstanding of language as a means to an end for social interaction and personalcommunication; to enhance communicative abilities while valuing accuracy, proficiency andproper usage, as well as student enthusiasm and participation; and, through innovative andenjoyable activities, to create an enriching and interesting educational experience. The ModernLanguage Department at Paideia follows ACTFL’s Proficiency Guidelines for each level.Students’ goal by the end of Language 1 is Novice Mid/Novice High. For Language 2, it isNovice High/Intermediate Low. And for Language 3/3H it is Intermediate Low/IntermediateMid, and so on.Paideia currently offers an opportunity to study Spanish and French. To graduate from Paideia, astudent must take at least two years of a modern language in high school. It should be clearlyunderstood that this is a minimum requirement; most colleges and universities prefer three ormore years of modern language study. Moreover, real proficiency and enjoyment requires threeor more years.Students come to Paideia High School with varying levels of language experience. Therefore,we offer several different paths towards achieving the goals described above. Members of thedepartment will work to determine the best course of study for each student. Beyond levels 1and 2, the levels of placement in the modern language department are: Language 3 Honors (H),Themes, and Seminar (S).Language 1 and 2In the first two years of language study, equal emphasis will be placed throughout the courseson the four basic skills of all language learning: speaking, listening comprehension, reading andwriting. Attendance is crucial and daily review/study/exposure is ideal for satisfactory progressin beginning languages. New skills in the language can only be built on a firm foundation ofpreviously mastered material. Culture & cultural comparison are constantly infused into ourlessons, and authentic materials are incorporated, even in Language 1. Both language 1 and 2classes continue through Short Term A.Language 3These classes will cover the same material as the honors level language courses, but willproceed at an appropriate pace for opportunities to review and master the material. Students willbe recommended for Language 3 as a result of previously identified language needs in ourfoundation language courses. The class will utilize carefully designed teaching methods, whichtake into consideration individual learning needs. Instruction will proceed at a more deliberatepace than the honors level class, with many opportunities for practice and reinforcement of newmaterial, and varied methods of assessment.

Language 3 HBuilding on skills from the first two years of study, third-year language courses expand ongrammatical structures and vocabulary to broaden and enhance communicative skills. Studentswrite analytical and creative essays and participate in substantial classroom discussions ontopics ranging from culture to literature to current events. After completion of this level, astudent may move on to an advanced level course.** 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 ofthe language skills (speaking, listening, reading, and writing) will be extensively reviewed andpracticed. Vocabulary previously covered will be reviewed and expanded. A variety of topicswill be presented and discussed. Students will review grammar and will be introduced to moreadvanced concepts. There will be an emphasis on speaking and expressing opinions about theimportant issues of today and the students' own personal experience.Spanish Conversation IIStudents in Spanish Conversation II will be summing up their language learning experience.They have covered a great deal of vocabulary and grammar by this point, and they will continueto practice and advance those skills throughout the year. Finally, they will finish their highschool experience by creating 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, andfilm of the Spanish speaking world. Students will read and watch authentic texts and films andreflect on what they learn in class conversations and individual writing assignments. Studentsshould also expect advanced grammar review, presentations and other assessments entirely inSpanish. The class is open to students who have already taken a Themes course as well as tothose recommended for Themes by their Spanish 3H teacher.

High School Scheduling:Courses and placement are designed to fit the needs of students and their courses of study atPaideia. We encourage academically challenging schedules for each individual student, one thatprovides that academic growth and exploration of student interest and passion in different typesof courses. A one-size-fits-all approach to scheduling does not meet individual student’slearning needs, so we ask that students balance academically rigorous courses with personalacademic interests when selecting course choices for the next year.We also encourage students to find and follow their academic affinities in their electiveacademic courses. Many of the courses in 9thand 10thgrade act as foundation courses. Asstudents move on to 11thand 12th grade there are many different elective options and choicesfor students.Placement Recommendations:Teachers and departments make placement recommendations with their respective departments.For many students in the 9thand 10thgrade, there are fewer placements for foundation courses inScience, Social Studies, and English. In 11th and 12th grade, there are many more placementrecommendations and choices 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 andexpectations of future courses. Our goal in individualized placement is to find courses that arechallenging but not overwhelming. It is important to remember that students are not takingclasses alone, rather creating and taking a course load of 4-5 academic courses and 1-2electives. Students are not allowed to take 6 academic courses.Placement Change Requests:Students may request a change in their placement. If a student would like to consider aplacement change, he or she should speak with his/her parents, speak with his/her advisors, andthen meet with the Director of Studies, Laura Magnanini.Seminar, AP, Themes, Honors Level Classes:Students in 11th and 12th grade are given choices between Seminar and AP, Themes, andHonors courses. Each department has described the different level of rigor and pace for each ofthese designations.Paideia offers a limited number of AP courses. The science and math departments have chosenAP classes where they feel the rigor and academic standard matches our seminar level classes.In departments such as English, Social Studies and Modern Language, department reviews ofthe AP curriculum have determined that the Paideia individualized course offerings offer moreacademic diversity, depth and intellectual inquiry than the AP offers. All AP courses areconsidered seminar courses.

Adv. Topics in Spanish Expression (S)Seminar in Spanish Expression is an intensive conversation and composition course that focuseson improving students' ability to express themselves in the target language. In addition to acommunication-based text, we will use newspapers and other Internet resources to exposestudents to a variety of materials produced by native speakers from many different countries.The class discussions and activities will be based on different themes such as family andfriendship, media and technology, childhood and generational differences, travel andtransportation, and nature and the environment. Students will be expected to use the targetlanguage for readings, discussions, presentations, papers, and journals. Students write journalentries each week. There will be 2 or 3 written tests, three 2-3-page papers and 2 or 3 oralpresentations each term. Participation is very important. Advanced grammar will be reviewedweekly, but students are expected to have a good working knowledge of grammar prior totaking this class.Adv. Topics in Spanish Lit and Film (S)In order to better understand the issues affecting life in the Spanish-speaking world, we willstudy a number of topics that appear in literature and cinema. These might includeimmigration, civil war, revolution, gender roles, politics, literary movements, and social classprejudice. Each topic will be studied for about four weeks, and students can expect to readshort fiction, poetry and excerpts, and to watch at least one movie on each topic. The literatureand movies studied will be from Latin America and Spain. The literature, movies and all writingand class discussion will be in Spanish.Students will be graded on a formal reaction paper, creative response, project or presentation foreach topic, as well as quizzes and class participation. Students can expect to read a variety ofgenres, including short stories, poetry, and excerpts from novels. They will be expected toanalyze these, as well as the films, in daily written responses. Class time will be spentdiscussing the works and taking notes on lectures.FRENCH:Cultural Themes in French (T)This course immerses students in comprehensible French language and Francophone culture inan effort to build proficiency, focusing on engaged reading and listening as the best ways toimprove writing and speaking. Each thematic unit focuses on a particular theme and country,including Cuisine in Tunisia, Sports in Canada, Music in Mali, Fashion in the Congo andComics in Belgium. Students will learn to interpret authentic documents on these themes(articles, stories, infographics, menus, recipes, online reviews, interviews and films) and torespond to prompts on these topics in French. To build confidence and vocabulary at the start ofthe year, students will also read more scaffolded novels written specifically for learners. Regularcomprehension tasks, interpersonal communication tasks and written or spoken presentationshelp students to develop their proficiency towards the Intermediate Mid level.

Adv. Topics in French Expression (S)Seminar in French Expression is an intensive conversation and composition course that focuseson improving students' ability to express themselves in the target language. In addition to acommunication-based text, we will use shor t films, articles and videos from the French-speakingworld to expose students to a variety of materials produced by native speakers from manydifferent countries. The class discussions and activities will be based on different themes suchas family and friendship, media and technology, childhood and generational differences, traveland transportation, and nature and the environment. Students will be expected to use the targetlanguage for readings, discussions, presentations, papers, and journals. Students write journalentries each week. There will be 2 or 3 written tests, one or two 2-3-page papers and oralpresentations each term. Participation is very important. Advanced grammar will be reviewedweekly, but students are expected to have a good working knowledge of grammar prior totaking this class.Advanced Francophone Culture and Civilization (S)Through explorations of history and culture, this seminar targets a deeper understanding of theFrench speaking world and an ability to communicate in French on complex topics. Readings,videos and lectures are a combination between authentic resources and more scaffolded contentproduced for non-native speakers. Intermediate Mid reading and listening proficiency are theminimum prerequisite. Students are expected to contribute to the discussion in every class, boththrough speaking and writing. This means embracing mistakes and difficulty, striving not forperfection but for the satisfaction of getting your message across. Each term will include twoin-class essays, two content tests and at least one project or presentation. This year's seminarwill focus on the period from 1912 to 1968 in the Francophone world, including two WorldWars, decolonization movements in Africa and resulting migration patterns, and the radicalcultural and intellectual transformations of France in the 1960s.

MATHEMATICS9th Grade10th Grade11th Grade12th GradeGeometry & TrigonometryAlgebra 2Applied StatisticsDiscrete MathDiscrete MathApplied Statistics Precalculus (H)Stat / Calc (H) 9th Grade10th Grade11th Grade12th GradeAccel Geometry & TrigonometryAccel Algebra 2Applied StatisticsDiscrete Math Discrete MathApplied Statistics Precalculus (H)Stat/Calc (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) Math PlacementThe math department recommends the math course for the following academic year. Sometimesthere may be more than one choice. Students will have help from their advisors, math teachers,and the Director of Studies to make the decision.Courses that students may take in their junior and/ or senior year are designated as Honors (H),or Seminar and AP (S). Seminar Precalculus is a prerequisite for Computer Science S, which isopen to juniors who wish to double up in math, and seniors who have completed Calculus orwish to double up in math.Discrete Math alternates yearly with Applied Math and Statistics. In 2024-2025, Discrete Mathwill be offered. In 2025-2026, Applied Math and Statistics will be offered.

Course OfferingsGeometry and Trigonometry (GT)Geometry and Trigonometry will cover advanced geometry topics of lines, triangles, similarity,congruence, and proof. Additionally, we will study coordinate geometry, right triangletrigonometry and geometric solids. We will incorporate technology, from the most basic(straight edge, compass) to the quite advanced (TI-Nspire, GeoGebra), as appropriate.Throughout the course, we will integrate and reinforce algebra skills and make importantconnections between algebra and geometry. Most students from this class go on to takeAlgebra 2. Some students may move up to Accelerated Algebra 2 as appropriate.Accel. Geometry and Trigonometry (AGT)Accelerated Geometry and Trigonometry will cover the same topics as Geometry andTrigonometry, but will move at a brisk pace and will delve deeply into all of the content areas,in addition to added emphasis on algebra-geometry connections and proof. Most students fromthis class go on to take Accelerated Algebra 2.Geometry, Trigonometry and 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 preparestudents to take Precalculus (S) the following year. This includes an overview of Geometry, thefundamentals of Trigonometry, and a complete Algebra 2 course. This course continues as aone-hour class during Short Term A. Most students from this class move on to take PrecalculusS.Algebra 2 (A2)Algebra 2 covers the majority of the Accelerated Algebra 2 curriculum at a slower pace andwith greater attention to student mastery of the most important topics. Most students who takethis class move on to Applied Stat or Discrete Math. Some students can move to Precalc H asappropriate.Accel. Algebra 2 (AA2)Accelerated Algebra 2 covers advanced algebra topics including algebraic and graphicalrepresentations and applications of linear, quadratic, polynomial, radical, rational, logarithmic,and exponential functions. Most students from this class move on to take Precalc H or S.Discrete MathDiscrete Mathematics is a course that aims to show students that mathematics is lively,interesting, and useful. Topics in the course include, but are not limited to, mathematicalapplications to politics and social science, the mathematics of getting around, the mathematicsof touring, the mathematical concepts of fair sharing, financial mathematics, and themathematical connections between the shape and form of objects. The course focuses onapplying mathematics to real-world problems. Activities, projects, and hands-on learningactivities are conducted using a variety of approaches.

Precalculus HPrecalculus Honors covers the majority of the Precalculus (S) curriculum at a slower pace,andwith greater attention to student mastery of the most important topics. Most students in thisclass will go on to take Stat Calc H or AP Stat. Some students may be eligible to take AP ABCalculus if appropriate.Precalculus SPrecalculus, a Seminar level course, covers functions, trigonometry, graphing, solving complexequations, and advanced problem solving. The course will emphasize theory and explore eachtopic in depth. Most students in this class with go on to take AP AB or BC CalculusStat / Calc HStatistics - Calculus covers calculus concepts (limits, differentiation, and integration) andstatistics topics (data Summary and analysis, sampling methods, and statistical inference) byexploring and modeling real-world data and phenomena. Students will learn how to performanalysis on TI-Nspire calculators as well as more traditional techniques.AP Calculus - AB and BC (S)AP Calculus (AB and BC), Seminar-level courses, covers basic concepts and methods ofderivative and integral calculus. The BC course covers substantially more material andtherefore, moves at a faster pace than the AB course. This course will prepare students for theAdvanced Placement exam in May.Prerequisite: Both AB and BC are open to students who have completed Precalculus and havethe recommendation of their teacher. Success in Calculus is highly correlated with success inPrecalculus. 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, AP stat, orComputer Science S.AP Statistics (S)AP Statistics, a Seminar-level course, covers four major themes in statistics: exploratoryanalysis, planning data production, probability, and statistical inference. Exploratory analysis ofdata makes use of graphical and numerical techniques. Methods for valid data collectionthrough surveys and experiments are explored. Probability is studied to anticipate how datashould be distributed under a given model while statistical inference investigates the reliabilityof conclusions from empirical results. This course will prepare students for the AdvancedPlacement exam in May. Prerequisite: Precalculus (H) or Precalculus (S). This course continuesfor one hour in Short Term A.Vector Calculus (S)Vector Calculus, a seminar-level course, covers a variety of advanced topics in mathematics.These may include introductory topics in abstract algebra and topology, mathematical analysisof sound and images, and the mathematics underlying modern physics. Computers will be usedfrequently, allowing students to tackle a wider range of problems.

Computer Science (S)Computer Science covers basic principles of a number of areas on computer science, includingthe command line, databases, cybersecurity and python programming. Additional topics mayinclude machine learning, computational biology, and experimental probability. Assignmentswill include both individual and group projects. No previous programming experience isrequired. This course will emphasize abstract thinking and problem solving. SeminarPrecalculus is a prerequisite for this course, which is open to juniors who wish to double up inmath, and seniors who have completed Calculus or wish to double up in math.

SOCIAL STUDIESHistory and social studies are fundamental to a liberal education. Knowledge of the past and ofthe present state of society helps students to develop a sense of their own identity and providesthem with information and perspectives necessary to become effective citizens. Skills inreading, writing, critical thinking and research increase their competence in school and in theirlives.Social Studies Curriculum9thGrade 10thGrade 11th/ 12thGradeTopics in World Civilizations US History and Govt. Themes/SeminarRecommendations are based on grades and teacher assessment of appropriate placement. Ifstudents are recommended for a seminar class in their junior year, they must have at least a B orbetter in their social studies course and have demonstrated strong analytical writing and readingskills to continue in a seminar class senior year.A student in a themes class as a junior must earn a grade of B+ or better and therecommendation of the teacher 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 worldhistory. 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 partof the world is studied, with the respective units lasting six to eight weeks. Students arerequired to take notes daily and to keep a class notebook. Three writing assignments arerequired: a short paper, a major paper and a book report. In addition, three or four objectiveexams will be given during each term, as well as an all-essay final exam.10th GradeUS History and Government is a required course for 10th grade students and will surveyAmerican history and government from colonization through the present. US History andGovernment will introduce major themes and interpretations along with information on events.Historical research and writing will receive special emphasis, with each student writing essaysand at least one long research paper interpreting a primary document. Tests will include bothmultiple-choice and discussion questions. The course will continue through both short term Aand B as a one-hour class. With some additional work, students will be prepared for the USHistory SAT II test.

11th & 12th GradeStudents in eleventh and twelfth grades choose from a wide range of elective Seminar andThemes courses in history and social studies. Themes (T): Themes courses require students to: write short papers, take multiple choice tests,answer discussion questions and essays and often complete reading assignments from upperlevel high school textbooks, biographies and primary documents. Themes courses also expectstudents to be active participants in class, and have instructional time dedicated to developingstudents’ abilities to write persuasive analytical essays. The workload of these courses canrange from three to four hours per week.Seminar (S): Seminar courses require multiple papers with one paper in the five to seven pagerange, readings from advanced reading level texts, multiple choice tests, discussion questionsand essays. Seminar courses expect students to participate actively in class and to completeregular reading and writing assignments with a workload that can range from five to six hours aweek. The texts for Seminar courses can require multiple readings and are tied to writingassignments that incorporate numerous primary and secondary sources in which students areexpected to produce strong analytical essays. Students in Seminar courses are expected to bestrong writers.Themes Courses:Intersection of Identity: Sociology in Society (T) Oman FrameIn this class, we will explore the ways in which the notion of identity has taken root in societyand the manner in which the intersection of identities has come to form a large part of theworld’s social and cultural landscape. By looking more specifically at the pattern of systemicoppression in American history, the class will focus on how the formation of both macro andmicro identities have impacted American history over the centuries. In terms of evaluativeassessments, students will write short essays based on their reading of scholarly articles,research areas related to various topics and develop presentations. Students will be expected toparticipate in classroom exercises that aim to promote universal understanding of our identities.The reading will be drawn from several primary and secondary sources, including parts of thetextbook The Real World, as well as articles from scholarly journals and current periodicals.Heroes and Villains: Democracy vs. Facism post WWI (T)Laura MagnaniniIn 1917, President Woodrow Wilson went to a joint session of Congress to ask for a declarationof war against Germany to “make the world safe for democracy”. After WWI, Wilson hopedfor the United States to be a leader for the rise of democratic states around the world.But what really happened? How much of a democratic model was the US in both domestic andforeign policy and why was there a rise in fascist and totalitarian rule in Europe and beyond?What was the impact on the failing economy and rise of communist and fascist regimes? Whathappened after and during WWI that gave rise to WWII?

In Long Term 1, we’ll explore the political roots of democracy in the US and how progressivismplayed (or didn’t) play a part in American domestic and foreign policy. We’ll then move toWWI and the impact it had on European states and the lasting economic impact in Europe andelsewhere. Term 1 will end with the social and cultural impacts of war and the roots oftotalitarian regimes in Europe.Starting Long Term 2, we’ll start with the Communist Revolution in Russia and Fascism in Italyand Japan. Why did these states move away from democratic governments? We’ll look at theeconomic impact of war, the Great Depression, and the rise of Nazism and totalitarian regimesculminating with WWII.Students should expect weekly reading, short homework assignments and class discussions.We’ll work on short research papers, presentations with tests and quizzes.School Colors: Race, Law and Issues in Education (T) Natalie RogovinToday, American schools are more segregated than they were in the late 1960s. This course willwork to uncover the hidden histories of Black educators and students who have broughtresiliency, dignity and success to a system designed to work against them. Using education as alens, this class will follow political, economic, and social movements that impact the future ofthe United States.The human costs to the educational policies and history driving this modern day segregation areenormous-the defunding of public schools, segregationist academies, and school fundingmodels that rely on property taxes have worked against equity through education. Thus,understanding race in American schools and public education is about much more than the 1954Supreme Court decision, Brown vs. Board of Education.Beginning in the 1500s through today, this course will touch upon educational traditions in WestAfrica, education of enslaved people, early black schools & HBCUs; the road to schooldesegregation; school financing; effects of school policies on Black students; corporateinfluence on schools; and modern-day abolitionist teaching.This course will use discussions, debate models, timelines, projects, field trips, guest speakers,films, and readings to engage and empower students to challenge the injustices in the Americaneducation system. In an attempt to model the democratization of education taught in this course,this class is designed as a themes course so that it is open to all who are interested.Space and Place: History, and Human Geography (T) Mashadi MatabaneThe course introduces students to the complexity and dynamism of human geography, groundedin the work of canonical scholars like Yi Fu Tuan through a focus on spatial histories (thehistory of how places come to be) with subtopics of political geography (suburban postwardevelopment, the Great Migration, the New South), cultural geography (tourism, globalization),urban geography (Atlanta, Harlem, Chicago and Detroit; urbanization), and environmentalgeography (Indigenous Americans). Learn the concepts of space and place; and the factors (real

and imagined) that impact them. Learn how space changes over time, how people use spacedifferently over time, how symbolic and material representations and associations develop aboutspace. Learn about migration, gentrification, urbanization, tourism, and globalization; theirindividual influences and how they intersect in cities like Atlanta, in regions like the U.S.American South in myriad ways. Learn the different ways some indigenous nations and tribes inthe United States construct multiple meanings and understandings of their land/scapes asindivisibly tied to culture. Overall, students acquire an understanding of the different wayshumans engage with and impact a variety of large and small physical and metaphoricalenvironments/spaces and places, including in their own lives; and the role of social change.Emphasis is placed on the power and impact of race/ethnicity, socioeconomic class, genderexpression, and dis/ability.Seminar Courses:Modern America: History and Politics (S) Paul BianchiThis course examines the American experience in the last 50 years with particular attention tomajor social issues and political responses to them. Topics include poverty and welfare,women's history, McCarthyism and the Cold War. Reading in primary and secondary sourcesmost nights. There are several papers each semester, including one long personal profile of awoman. Essay tests. This class encourages participation. The workload is probably average foran upper level honors course.What in the World Religions Is That?!? The “Stuff” of Faith John FavierThis seminar will explore the symbolism found in religious dress, practices/rituals, art, and architecture.Why does an orthodox Jew wear tefillin, a Catholic nun wear a habit, and a Sikh don a turban anddagger? What is the symbolism of the colorful powder thrown at the Hindu Holi festivals, and why dosome Muslim women cover their faces in public? The physical can represent the spiritual and revealcomplex theological ideas and religious underpinnings. In this class, we will look at the “stuff” found inorganized religions used to express belief, from daily garb to soaring buildings that take hundreds ofyears to complete. Students enrolled will be expected to participate regularly, write numerous essays,periodically take quizzes, and demonstrate mastery of their knowledge on tests.Medieval Africa and the World (S) John TerryIn this course students will encounter the worlds of medieval Africa, using the cultural centersof Aksum, Ghana, Mali, Great Zimbabwe, the Swahili Coast, and others as case studies forcentering medieval Africa in global history from around the 300s up until around 1700 andsometimes well beyond. Students will study medieval Africa thematically through the lenses offive overlapping themes: Stories (oral and written storytelling traditions), Faith (indigenous andAbrahamic traditions), Cities (urbanization especially in West Africa, North Africa, and theSwahili Coast), Things (material culture and archaeology), and Legacies (museum repatriationand popular culture). Students will interrogate the concept of “medieval” (and who gets to havea “medieval” past) as well as current topics like museum repatriation, Afrofuturism, foodways,and colonial/postcolonial uses of Africa’s medieval past. Blending papers and discussions withproject-based learning such as digital mapping tools and experiential learning such as field trips

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 studentchooses to drop a 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) level classes. Because of the nature of the workload, any student who wishes to take 5Seminar classes needs approval of the Director of Studies before signing up. Approval will bebased on individual student requests.Scheduling Changes:During the scheduling process, students may request a schedule change. Students must send anemail to Laura Magnanini, Director of Studies, and explain the reasons for the desired change.Some changes may not be possible due to the level of placement and feasibility in the student’sschedule. All of the changes will need approval from the advisor, the student’s guardians, andthe Director of Studies.All courses- both academic and elective courses- in Long Term are considered year-longcourses that go through Long Term 1 and Long Term 2. Most change requests by students toswitch out of courses after more than 5 days into Long Term 1 will not be approved. Unlessthere are special or individual circumstances, student requests to change courses will notbe approved in Long Term 2.Independent Studies:Since there are some subjects of interest that the school does not offer as courses, arrangementsmay be made for a student to study on an independent basis under the guidance of a Paideiafaculty sponsor. Students who are interested in doing an independent study must submit awritten proposal to Laura Magnanini, Director of Studies, for approval. Students in an approvedindependent study will be responsible to create a proposed syllabus, organize assessments andreading and report their progress to the 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 who wish to take non-Paideia courses must talk with Laura Magnanini, Director ofStudies prior to signing up or enrolling in courses. Not all courses are created equal. If a studentis looking to advance in placement, each level will assess individual students after thesummer/on-line course is completed about the appropriate class placement.For high school students, non-Paideia courses are not typically given graduation credit. Coursesnot taken at the school do not appear on a Paideia transcript, nor do those grades factor into the

to local museums and restaurants, students will learn to understand their own world betterthrough study of a long and misunderstood period of history. In addition to textual, oral,material, and visual primary sources from across medieval Africa, we’ll read recent books suchas John Parker’s Great Kingdoms of Africa, François-Xavier Fauvelle’s The Golden Rhinoceros:Histories of Africa’s Middle Ages, and Michael Gomez’s African Dominion: A New History ofEmpire in Early and Medieval West Africa as well as articles on recent archaeological finds byscholars like Abidemi Babalola and Chapurukha Kusimba.Black History ( S) Barrington EdwardsBlack History is an advanced world history seminar that examines the unique historical,cultural, and social developments of Black people around the globe over the past 600+ years. Inthis course, the canonical European narrative about Africa and Black peoples is not the focus orthe lens through which we will examine our topic. In other words, this course does not start andend with the history of slavery. Instead, we will explore our topic primarily through the lens ofAfrican and Black peoples. Using an interdisciplinary approach, we will study the intellectualand artistic contributions of Africans to Western cultures and societies and beyond. We willbegin the course in West Africa, studying the early modern empires of, for example, Ghana,Mali and Songhai. We will also migrate to East Africa, studying the Swahili states. In addition,we will look at the migration of Black peoples from Africa, to the Caribbean, includingBrazil--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 OctaviaButler's sci-fi novel Kindred, which grapples with the emotional and physical trauma of slaveryin the antebellum South. We also will read Yaa Gyasi's Homegoing, a book that talks aboutparallel paths of two sisters and their descendants through eight generations: from the GoldCoast to the plantations of Mississippi, from the American Civil War to Jazz Age Harlem. Onelate unit will focus on Toni Morrison's Beloved. The class will also visit key historical sites inAlabama (Legacy Museum and The National Memorial for Peace and Justice in Montgomery)and, in the late winter, travel to Washington, DC (National Museum of African Art, FrederickDouglass National Historic Site, Mary McLeod Bethune Council House and the NationalMuseum of African-American History and Culture). Grades will be based on written exercises,oral presentations and projects, reading assignments, and class participation.Empire in Question (S) Amy ManlapasWorld history is big. As such, we as students of history have to find a way to make studying itmore manageable. In this discussion-based class, we will examine world history through thelens of the Empire. The meaning of empire changes over time, can mean different things at thesame time, and also refer to radically different things within the same “empire.” In short, theempire of the New Kingdom of ancient Egypt was not the same sort of empire as the Roman, oreither of those like the British or Chinese empires! One of our goals for this course is to wrestlewith what the term “empire” means – and how that meaning has changed over time. Whileconsidering the issue of empire, we will also explore the roles of race, gender, religion,technology, environmental change, and epidemic disease. We will focus on the followingempires: Han, Persian, Ummayyad, Abbasid, Ottoman, Mughal, Spanish, and the Dutch.

This is a discussion-based course and students will be graded on their daily participation.Homework will primarily consist of reading 30-50 pages, due twice a week on Mondays andFridays. Reading assignments will be a mix of primary and secondary sources. Students willwrite three short papers each semester, take a midterm exam, and possibly write a researchpaper during Long Term II.Texts: Ansary, M. T. (2015). Destiny disrupted: A history of the world through Islamic Eyes.Access and Diversity, Crane Library, University of British Columbia.Man, J. (2021). Empire of Horses: the first nomadic civilization and the making of China.Pegasus Books.Sharman, J. C. (2020). Empires of the WeakL the real story of European xpansion and thecreation of the New World Order. Princeton University Press.Freedom and Justice in American Law (S) 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 the desegregationof schools and public places—cases that have made sure that those fundamental freedomsbelong to all Americans. We will pay special attention to race and the legal system, exploringtopics like racial bias in the criminal justice system, fights for fair housing, and affirmativeaction. 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 interplay between thecourt and American public life. How much can the court drive society forward? Is the battle forthe soul of our nation and equity for all best waged in the courts, or elsewhere? These questionsare among many that we will consider. Expectations include regular reading, quizzes and tests,written assignments, creative projects, and strong participation.Out of the Cave: An Introduction to Philosophy Cullen Sacha** Cullen is a returning teacher to the Paideia SS Department. He taught previously until 2016and is now returning back to teach SS**In Plato’s Allegory of the Cave, he describes the shocking experience of unchained prisonerswho first see fire instead of shadows, and who are then dragged out of the cave into the sunlight.The sunlight exposes a new world of truth, but causes pain and discomfort to the eyes of theprisoners who previously only dwelled in darkness. Plato’s allegory parallels the difficult butrewarding journey that students of philosophy have taken for centuries. This seminar will serveas an introduction to philosophy, and students will have the opportunity to read how some of thegreatest thinkers throughout history grappled with the most important questions. Professor

Andreas Teuber stated about his own introductory philosophy course: “The course is more aninvitation to do philosophy than an introduction. Introductions seek to map out a territory or laythe groundwork for more detailed study. There will be some of that here, but insofar asinvitations beckon and introductions point, the course beckons students to the study ofphilosophy rather than points the way.” I share these sentiments, and I hope students will viewthe class as an invitation and opportunity to engage in critical thinking. Reading and studyingphilosophy is not a passive activity.We will begin the course learning a few fundamentals about logic and critical thinking so thatthe class has the tools to engage in academic discussions about philosophy. Although we willread articles from many different branches of philosophy, we will spend the bulk of the yearstudying metaphysics, epistemology, and ethics, which will open the door to some of life’s mostinteresting questions. Here are a few examples: 1) What is existence? Does a higher powerexist? In what sense, do humans exist outside of themselves? 2) How do we acquire knowledge?How do we know if our beliefs are true? 3) What is the meaning of life? How do we findhappiness? 4) How should humans act towards one another? We will examine how thinkersfrom Plato to contemporary philosophers have answered these questions. We will not only readgreat works, but we will learn to evaluate the texts critically and produce original argumentsboth orally and in writing. Student grades will consist of essays and other written exercises, oralpresentations, and in-class participation.Women in the Ancient World: 10,000 BCE to 500 CE Amy ManlapasIn 1976, historian Laurel Thatcher Urlrich published her essay, Vertuous Women Found: New EnglandMinisterial Literature, 1668-1735. In text of her article, Laurel Thatcher Ulrich proclaimed that“well-behaved women seldom make history.” In its original context, it was meant to be a commentaryon how ordinary, conventional women’s lives are invisible in the historical record outside of theirmarriage, birthing children, and their death. As the quote gained popularity and fame, it has beenchanged to a rallying cry for unconventional women around the world. It has even been attributed toother public figures such as Marilyn Monroe and Eleanor Roosevelt. It should give one pause that themost famous quote about women’s representation in history has been taken out of context, commodified,and used as a way to perpetuate the toxic stereotype of women only being good or bad. All womendeserve to be represented in history beyond the patriarchal construct of good girls and bad girls. Women,like men, are multidimensional and should not be constrained by such conventions. Whenever possible,this course will focus on the lives of ordinary women, rather than on the well-documented lives of royaland noble women. Our curriculum will also focus on the histories of the global majority - women ofcolor. In order to ensure that we are engaging with our topic to the fullest extent, course content willinclude discussions of gender and sexuality. In this seminar, students should expect to complete readinghomework at least a week (typically due Mondays and Fridays) and prepare to actively participate inclass even on days when homework is not due. Grades will center around three short papers, midtermexam, and final exam. Interested students may also substitute their final exam with a 5-7 page researchpaper written throughout Long Term II.

Plagues and People: Disease and the Course of Human HistoryGregory ManciniIn this course, we will look at the impact of disease on human history and medicine in theworld, ranging from the bubonic plague and the “Black Death” in the 14th Century to theGlobal AIDS Crisis of the past few decades to our most recent epidemics like COVID-19,emerging “tropical” diseases, and America’s Opioid Crisis. We will explore how disease andepidemics have transformed politics and society, how they have inspired literature and art, andhow they have caused dramatic changes in humans’ religious, philosophical, and scientificviews. We will examine beliefs about the causes of disease over time, from the idea—one thatstood as a norm from ancient times until amazingly the 1800s—that diseases were induced by“dirty air” called miasma to our current understanding of germs. Other course themes includethe relationship between disease and colonialism, race, class, and gender. The course will alsofeature guest speakers such as doctors and public health experts from places like the CDC, theGates Foundation for Public Health, and lawyers and political figures involved in responses toissues like the resurgence of HIV/AIDS and the Opioid Crisis. Expectations include regularreading, quizzes and tests, written assignments, creative projects, and strong participation.

SCIENCEThe mission of the science department is to promote the understanding of the process of scienceas a way of thinking and knowing about ourselves and the world around us; to provideanalytical problem-solving tools and information to encourage lifelong learning in atechnological society; and to foster knowledgeable and responsible citizens who understand thewider social impact of their individual decisions.Students graduating from Paideia must complete a minimum of three years of laboratoryscience, though most students take four. The department offers a variety of courses designed tohelp students gain an interest and an understanding of science.Science Curriculum9thGrade 10thGrade 11thand 12thGradeBiology Chemistry I ThemesSeminar / AP (S)9THGradeBiologyCell biology, ecology, human genetics, sex education, evolution, and botany are the primarytopics covered in Biology I. Students are required to complete homework on each chapter,which may take many forms such as scientific writing, current events, and creative projects. Inaddition, students perform lab and class activities. Most tests cover 1-2 chapters. All 9th-gradestudents take this class, which is the foundation for more advanced biology and environmentalscience classes.10THGradeChemistry IChemistry is required for all 10th grade students and serves as a yearlong introductory course tothe field. Topics covered include laboratory skills and safety, atomic theory, periodic table andperiodic trends, chemical reactions and balancing equations, molecular structure, moles andmolarity, gas laws, and acid/base theory. Lab activities are scheduled throughout the year.Homework is assigned for each chapter and includes reading and problem solving. Althoughmany laboratory assignments are completed in class, lab reports and other homework depend onindependent study time (up to 30 minutes of study time daily). Each test is on one to twochapters of material from the textbook. There are about 10 chapter tests, two final exams, andthe occasional quiz.11th & 12th Grade CoursesThemes Courses: generally require students to: participate in several interactive labs, takemultiple choice as well as short answer tests, be able to research and present presentations andfocus in depth on one topic at a time. It requires students to work independently and have strong

organizational skills but do not want the time commitment of a seminar class or would like todouble up in science.Seminar (S) and AP courses frequently require: five to six hours of homework a week, theability to read and process a college level text, the ability to understand complex abstractconcepts, the ability to perform independently and think critically in the lab, the ability toprepare for exams on 4-5 chapters of material, possession of excellent organizational and timemanagement skills and a love of the subject being studied. Two AP courses that requireadditional skills are AP Chemistry and AP Physics C. AP Chemistry uses a complicated textand moves at a fast pace that can be challenging, while AP Physics C has a calculusrequirement.PlacementsPlacements are based largely on teacher assessment and conversation with a student. Sciencegrades and math grades are also a consideration. Our goal is to work with the students to findthe science course that best fits their areas of interest, work habits, and academic goals.Themes coursesAnatomy and Physiology (T)In this course we will take a human approach to studying biology. Anatomy (the science ofstructure and the relationship among structures) and Physiology (the science of body functions)will provide an introduction to the structure and function of the human body through a systemsapproach. The first semester will be spent looking at the different levels of organization withinour bodies, the integumentary system, the muscular system, and varied anatomy explorationlabs. The second semester we will study the skeletal system, the digestive system, and theurinary system. Assessment will be based on chapter tests, quizzes, projects, and lab reports.This course will be project / lab intensive. Successful students are able to take notes, rigor ofnew vocabulary, homework chapter reading, and connecting concepts. Successful students areable to extrapolate from lectures/slides and connect to real world situations/scenarios, work ingroups or independently, class discussions, dissections, and articulations.Forensic Science (T)Forensic Science is an introduction to and a broad survey of the science of crime sceneinvestigation. This course is designed to be interactive and informative. It will draw on yourpast science classes. We will be learning about and using many of the tools that professionalcrime scene investigators use and we will hear directly from visiting local and national forensicexperts. There will be a weekly lecture followed by lots of time in the lab learning practical andrealistic crime solving techniques and skills and the science behind them. There are no tests andno final exam. Instead, there will be a project for each of the unit assessments. Most of the 60labs for the year are 1-2 days each and are done in class. Write-ups of labs are usually started inclass, but completed outside of class time. The labs will be accessible on google classroom in acalendar for the year. There are no prerequisites for this course, but an open mind is helpful.Grades will be based on lab activities, projects, and frequent practical demonstrations of crime

scene analysis. Knowledge of CSI TV shows are not needed. Successful students are able tohandle a fast paced survey class. We do a lab on average every other day. The write ups are notlong or difficult, but successful students must be able to not fall behind. Asking questions andmaking connections as well as practicing to become proficient in lab skills are also skillscommon to successful students.Make:mechanics (T)This is an introductory course to help students understand manufacturing techniques. Thecourse is taught through projects where the student will build and model different mechanicalsystems and structures. In the process the student will learn content through experience as wellas smaller lectures. We will cover units on materials, structural analysis, project scheduling, 3Dmodeling/printing and laser cutting. While these topics might sound daunting, MAKE coursesare taught for everyone and require no prerequisites. This class has no tests and relies heavilyon written reports emphasizing reflection. A successful student in MAKE is curious, willing totry things, able to keep up with simple assignments and irregular due dates.Intro to Astrophysics (T)Ever wonder about the origins of the universe? How black holes form? Or where every elementon the periodic table comes from? Take Introduction to Astrophysics to find out! This coursewill serve as an introduction to both general physics and the basic concepts of modernastrophysics. An overview of Isaac Newton’s three laws of classical physics will cover topicsincluding kinematics, momentum, force, and energy. The astrophysics portion will cover a widerange of size scales from the formation of small planets to superclusters to supermassive blackholes including topics like stellar classification, solar system and planetary motion, and stellarevolution. This course will explain how the laws of physics are used to reveal the mysteries ofour universe! An extensive laboratory component will be utilized in order to solidify conceptsas well as trips to local planetariums to help visualize our solar system, galaxy, and universe!Successful students are able to work well in group projects and labs to complete work in atimely manner. They are willing to stay engaged with difficult concepts and speak up regularlyto clarify questions. Students should NOT have a visceral reaction to algebra-basedcalculations. Prerequisites: Chemistry, Algebra, GeometryMarine Science (T)The world ocean is critical to sustaining life on earth. In this course we will explore thedynamics of this complex system while applying concepts from multiple disciplines. Units ofstudy will include: Current and historical ocean exploration, marine biology, marineecosystems, ocean & atmosphere connections, geology, and ocean chemistry. A major themein this class is making the connection between humans in “landlocked” communities such asAtlanta and the impact of our actions on the ocean and its inhabitants. This will be a projectbased, inquiry driven course where students will investigate oceanography concepts throughexperiences in labs, research projects, and modeling. Successful students in marine science arecurious and are active participants in our classroom setting. They are able to synthesizeinformation from a variety of science disciplines, are creative and possess critical thinkingskills.

Seminar Courses:Epidemiology: Disease, Medicine and the Modern World (S)This course will introduce the basic principles and methods of epidemiology, a branch ofmedicine that involves understanding and controlling diseases and health outcomes. This coursewill emphasize critical thinking, knowledge about diseases and their spread, and application toclinical practice, research, and current events. Students will become familiar with epidemiologicterminology, natural history of disease, measures of outcome, and discuss the application ofepidemiology to subfields (e.g., microbiology, reproductive health, genetics), and applyepidemiologic methods to current public health issues. The proximity to the CDC and access toexperts there will allow for some unique opportunities. Science assignments will include labreports, tests, and research as well as some projects in conjunction with this class’s historycompanion class.Neuropsychology (S)Neuropsychology is a special branch of psychology that aims to explain human functions(behavior, emotion and cognition) and malfunctions (disease, degeneration and injury) byobserving and understanding the workings of the nervous system, particularly the brain. Termone will focus on the basics of neuroanatomy and neurophysiology while term two will becentered around understanding behavior and neuropathology. There will be in depth study ofthe biological basis of language, learning and memory, emotion, consciousness and attention.We will supplement book learning with lots of labs so get ready to experiment on yourself andyour friends! A successful student doesn’t procrastinate on longer projects and homeworks.They make connections to other subjects, have a flexibility of mind, and are willing to doindependent research.Humans and the Environment (S):Measuring, Analyzing and Evaluating our impact on the planetIn this course, students will identify and analyze environmental problems both natural andhuman-made, and evaluate the risks associated with these problems, as well as potentialsolutions. Themes to be covered include: population, resource use, water, energy, and food.Students will perform extensive field studies, design and conduct group experiments, andevaluate case studies. Most readings are from popular books and scientific articles. Studentswill also complete an individual research project and present a poster with their findings.Assessment will be based on written exams, quizzes, lab practicals, and lab write-ups. Whilethis course is not specifically designed to prepare students for the AP exam, those studentswishing to take the exam may do so with some additional preparation. Successful students areable to interpret graphs and analyze data, work independently on labs and research, sharethoughts with a large group of students, and apply concepts to real work situations.Medical Botany (S)This unique course will explore how plants have been utilized by humans by looking at bothplant biology and human physiology. One term will be spent learning the ecology and evolutionof plant chemicals: how chemicals are used for defense, communication, and competitionagainst other species. We will also review how these chemicals have been exploited by

traditional human societies for medicines, poisons, and shamanistic rituals. Common plantchemicals, such as nicotine and caffeine, will be examined in a historical context. The otherterm will cover the human perspective, considering the effects of plant chemicals on the body.We will look at the organs, cells and molecules that are attacked or aided by interactions withplants with a special focus on the nervous, cardiovascular, and integumentary (skin) systems.Students will learn to identify and use local medicinal plants; prepare salves, balms, andinfusions; and spend time cultivating these plants at the Paideia Farm.AP Biology (S) This is a course that covers advanced topics in biology. The information will be similar to9th-grade biology but the material in AP Biology is covered more rapidly and in greater detail,and requires a deeper level of conceptual understanding and time commitment. Students shouldhave a high interest in biology to enroll in the course and should be mature enough to workindependently and responsibly. The tests and projects usually cover several chapters, and someof the labs require students to come in on their own time. For example, each student willresearch a specific topic to present at a professional poster session. To be successful in thisclass requires attentiveness to lots of detailed material, an interest in data analysis, goodindependent research skills, and an ability to apply knowledge to future concepts/test questionsAP Chemistry (S)This class is equivalent to a first-year college course in general chemistry. Inorganic chemicalconcepts are studied in depth. College-level laboratory exercises are performed to supplementthe lectures. Students enrolled in this course must have a high interest and aptitude in bothchemistry and math as indicated by a B+ in previous chemistry and math courses. There will beabout 6 tests per term covering approximately 18 chapters over the course of the year. Thetextbook used is a college level chemistry book (Zumdahl Tenth edition). AP Chemistrycontinues for two hours through Short Term A and it is expected that all students take the APChemistry exam in the spring. To be successful in this class students will need to have a firmunderstanding of introductory chemistry and of basic algebraic concepts. You should alsoexpect to work on assignments at least 30-45 minutes a day outside of class.AP Physics 1 (S)AP Physics 1 is an algebra-based, introductory college-level physics course. Studentscultivate their understanding of physics through inquiry-based investigations as theyexplore these topics: forces, motion, gravitation, energy, work, momentum, simpleharmonic motion, torque and rotational motion.The course will have frequent labs, weekly homework, and tests approximately everythree weeks. At the end of the course, students will be prepared to take the AP Physics 1exam. Unlike AP Physics C, this course does not require calculus, but it uses algebra andtrigonometry extensively.AP Physics 2 (S)AP Physics 2 is an algebra-based, introductory college-level physics course. Studentscultivate their understanding of physics through inquiry-based investigations as they

explore these topics: fluids; thermodynamics; electrical force, field, and potential; electriccircuits; magnetism and electromagnetic induction; geometric and physical optics; andquantum, atomic, and nuclear physics.The course will have frequent labs, weekly homework, and tests approximately everythree weeks. At the end of the course, students will be prepared to take the AP Physics 2exam. A successful student is able to apply concepts to new situations verbally, is good atexplaining connections between concepts and data/phenomena, and can apply contentfrom class to situations in their daily lives.AP Physics C (S)** Students who enroll in AP Physics C must have either completed or be currentlyenrolled in AB or BC Calculus **AP Physics C is similar to a calculus-based introductory college physics course, typicallytaken by students majoring in physics or engineering. The first term, Mechanics, coversforces, motion, work, energy, power, momentum, circular motion, oscillations, andgravitation. The second term, Electricity and Magnetism, covers electrostatics, capacitors,circuits, magnetic fields, and electromagnetism. This course goes through Short Term A.The course will use a combination of reading from the book, in-class and virtual labs,weekly homework, and biweekly labs. At the end of the course, students will be preparedto take the AP Physics C: Mechanics exam and the AP Physics C: Electricity andMagnetism exam. A successful student is very capable at solving word problemsmathematically and able to manage the quick pace of material and tests by staying on topof weekly assignments.Which AP Physics class should I take?Physics 1 and Physics 2 together provide an algebra-based survey of the mostfundamental physics topics. Taking at least one of these is a good way for students toround out their science education at Paideia after taking Biology and Chemistry. Takingboth will give you a more complete view of physics. You do not need to take AP Physics1 to take AP Physics 2.Very strong math students who are considering studying physics, chemistry, orengineering in college may prefer to take Physics C. It covers nearly all of the topics ofPhysics 1 and some of those in Physics 2, but at greater depth and with moremathematical rigor. Physics C does not cover optics, fluids, thermodynamics, or quantumphysics, but students can get those in Physics 2 or in college.Students wanting to learn the maximum amount of physics at Paideia might considertaking Physics 2 junior year and Physics C senior year, although there is a little overlapbetween them. It makes less sense to take both Physics 1 and Physics C, since Physics Ccovers nearly everything in Physics 1.

students' GPA. There may be some exceptions for graduation credit due to long term illness orabsences. We will approve these courses on a case by case basis.Some students or parents may be under the misimpression that taking outside courses in order to"get ahead" in our curriculum will make a student more attractive to a college or university interms of admission. In our experience colleges are more concerned about whether students havechallenged themselves as they have gone through Paideia's curriculum and Paideia seniorsprove this statement each year with their college admission results. The bottom line is thatcolleges are more concerned with the challenge than the level of courses. Colleges are good atjudging rigor at Paideia, but often find that they can't judge an on-line or summer course verywell at all. Students and parents should know that most colleges and universities will think ofsummer school or on-line courses as an additional elective 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 highschool. Although this can be an important part of a student’s high school experience, wetypically discourage students from doing these types of programs. It can be significantlydisruptive to a student’s academic and social path at school and not all programs run acomparative level of academic rigor. That being said, if students are interested in specializedprograms, any application to an outside program must be with an accredited school programwith a similar academic program and be pre-approved by the director of studies. Paideia doesnot include other institutions' grades on our transcripts, however if pre-approved, will acceptcredits 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 anyapplication process.GradingPaideia teachers use different methods of assessment and ways to calculate grades, however, allfaculty use this grade scale for numerical and letter grades. We do not weigh our GPA forhonors, seminar or AP 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 - F

VISUAL ARTSHigh school students can choose from a variety of beginning, intermediate, and advancedcourses. Beginning high school art students are introduced to a broad foundation of skills andtechniques as well as relevant art history and critiques. Intermediate and advanced students areguided in concept development, material choices, and personal creativity. With faculty supportand direction, students are encouraged to experiment, take risks, and develop their own personalvisions. All art courses are year-long courses.Visual Arts Curriculum:Year One: Introduction to Drawing and Painting, Photography I, Jewelry and Small Metals,Mixed Media, or CeramicsYear Two: Introduction to Drawing and Painting, Advanced Drawing and Painting,Photography I, Photography II, Jewelry and Small Metals, Mixed Media, or CeramicsYear Three: Any of the above, or, with teacher approval, Advanced Drawing and Painting,Advanced Photography, or Advanced Jewelry and Small MetalsYear Four: Same as Year Three or, with teacher approval, Portfolio Development.The prerequisites to the Portfolio Development class offered to seniors are the IntroductionDrawing and Painting and Advanced Drawing and Painting. Students must also obtain teacherpermission for the Portfolio Development class.Introduction to Drawing and PaintingStudents will learn basic technical elements critical to drawing- line, tone, composition,proportion, and value. Students will utilize their developing skills to create descriptive andimaginative imagery on paper while experimenting with a variety of media. During the secondhalf of the year, students will study the fundamentals of color through painting principles,methods, and materials. Throughout the year students will work from still-life setups, the figure,and landscape.Advanced Drawing and PaintingThis class is designed for the serious students interested in continuing to develop moreadvanced drawing, painting, and mixed media skills, techniques, and ideas. Students will workfrom direct observation creating drawings and paintings that may include self-portraits, thehuman figure, interior and exterior spaces, or a complex still life. Students will have theopportunity to develop a small body of work based on a self-initiated theme. The primarypurpose of this class is for students to develop greater technical skills while developing personalimagery. A student must feel comfortable working independently 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 thatcould be used for college. Students will learn how to document their work, develop apresentation of their work, and create a personal artist statement. In the second half of the year,the students will work on their senior art show presentations. A student must feel comfortableworking independently and be very motivated.Photography 1Photography 1 is an introductory course and a requirement for all first-year photographystudents. Students will learn the use of a 35mm camera and its functions, how to develop andprint black and white film, and learn creative darkroom techniques. Second-semester studentswill learn the fundamentals of digital photography, Photoshop, and related software. Studentsare expected to develop a thorough working knowledge of both the aesthetics and technicalcomponents of both black-and-white and digital photography. A student may take Photography1 only once.Photography 2Photography 2 is a course designed for those students who excelled in Photography 1 and areserious about continuing their photographic education. This course is project-oriented with eachstudent delving deeply into photographic techniques and aesthetics. Students work moreindependently than they did in Photography 1, and special attention is paid to technical detailand concepts. Students will work in both film and digital. A student may take Photography 2only once. Prerequisite: Photography 1 and teacher approval.Advanced Photography (3&4)This course is for the most highly motivated students who are in their 3rd and 4th year ofphotography. Students provide assistance in areas of the classroom/lab while pursuingindependent projects with guidance from the teacher. Since these students are at a moreadvanced level, this course teaches them concept development, implementation,problem-solving, and follow-through. Students will work on portfolio development,presentation, and creating an artist statement. Seniors will spend the second term on their seniorshow. Advanced students also assist in mixing chemicals, hanging shows, and maintainingequipment. Prerequisite: Photography 1 & 2 and teacher approval.Mixed Media: Concepts and ExplorationsStudents will create and learn about work that is personal, conceptual, or communicates amessage in a wide range of media and techniques while utilizing the basic design principles ofart. Students will explore projects such as collage, bookmaking, encaustics, felting, andcontemporary crafts in both Two and 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 classwill emphasize strong design skills when planning and sketching project ideas. Students will

have to be able to practice proper safety procedures when using the tools and equipment andmust be prepared and have the patience to put in the time and effort needed to finish pieces to ahigh level of craftsmanship.Advanced Jewelry Design / Small MetalsStudents who have taken Beginning Jewelry and wish to explore more advanced techniques willwork on both assigned and individually chosen projects. This class is appropriate for studentswho demonstrated mastery of beginning jewelry skills, are self-motivated, able to generateoriginal ideas, and willing to research techniques and materials. Projects might includecontainers with flanges, lockets or other hinged work, and other projects building on techniqueslearned previously.CeramicsThis class introduces students to basic techniques of hand building, including pinch, coil, slaband mold techniques. Finishing techniques and methods of surface design including stenciling,photolithography transfer, sgraffito, and glazing are covered. Sculptural and functional ideas areexplored throughout the year.

MUSICThe Paideia music department is dedicated to the education of all High School students, whowish to further their music education, by offering music classes in the Short Terms and bydirecting performing groups during the Long Terms. Because musical selections are based onthe students who participate in the class, music courses are year-long courses. Studentscannot 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, andperform in professional 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/orperforming ensemble. Some advanced ensembles require an audition to determine the student’smusical and instrumental or vocal ability. Music classes are offered during the school day andare part of the regular curriculum. 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,The Chorale, Chamber Orchestra, Jazz Ensemble, and Wind Ensemble. In addition to numerousperformances at school, in the second long term the entire high school music departmentperforms at an off-campus venue noted for its outstanding acoustic properties and historicalsignificance. This event may include a weekend trip.Course Offerings:Music Theory (S) Scott Morris* Please note that Music Theory is an academic course and interested students should speakdirectly to Scott*Music Theory is a year-long academic course for students who possess some basic knowledgeof the fundamentals of music. A traditional study of harmony in both 18th and 19th centurieswill be explored, as well as ear training (sight-singing and aural dictation) and compositionaltechniques (four-part writing and figured bass). Evaluations are based on homework, chaptertests, quizzes and pop tests, sight-singing, melodic and harmonic dictation, and the semesterexam in the AP format. Students who take this course will be expected to take the AP MusicTheory Exam at the end of the year. While having a nice singing voice is not a requirement, the

ability to match pitch is.This class is open to seniors who have completed their academic graduation courserequirements. Junior acceptance 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 tomany different style periods through performance practice and historical context.Instrumentation includes woodwinds, brass and concert percussion. The Concert Band performsannually for Grandparents Day, as well as on four band concerts throughout the year. Practiceoutside of class is necessary. Participation in enrichment activities sponsored by the GeorgiaMusic Educators Association is encouraged, including District and All-State Band, as well asSolo & Ensemble Festival. For a special performance early in the second long term, the ConcertBand 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 bigband and combo. Included are historical and cultural aspects of the music. Music theory andtechnical exercises are presented to improve the students musicianship and abilities asimprovisers. Practice outside of class is necessary. Enrichment activities are available toaccelerated students through the Georgia Association of Jazz Educators and other organizations.Since there is a prescribed instrumentation, acceptance into this ensemble is only by instructorapproval. For a special performance early in the second long term, the Jazz Ensemble joins withthe Concert Band to form a full Symphonic Band.OrchestraOrchestra classes at Paideia are taught in two separate class periods, but the classes rehearse andperform the same orchestral music and combine to form the Paideia Chamber Orchestra. The“Orchestra” class is intended to meet the needs of string players interested in continuing theirgrowth but acknowledges that a student’s course load and schedule might preclude regularpersonal practice outside of the class meeting. The “Orchestra Seminar” is a seminar-style classthat requires regular personal practice outside of the orchestra meeting time and will alsoinclude opportunities to explore more topics within the broader orchestra umbrella (musictheory, music history, chamber music, composition, individualized projects, and other topicsthat the instructors see fit). Present skill or accomplishment is not a deciding factor to enroll ineither 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 placedon skill development 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 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 performancesoutside of school hours will be required, and an occasional individual practice may be assigned.Orchestra Seminar (9-12 grade)Like the "Orchestra" class, this course is a study of a wide variety of literature for the stringorchestra. Emphasis is placed on advanced skill development and is geared to performance.This course focuses on ensemble playing, listening skills, personal technique, and anunderstanding of theory and historical styles. The orchestra performs a minimum of threeconcerts a year. Students are encouraged to participate in appropriate enrichment opportunities,such as private lessons, All-State Orchestra, EJCO, EYSO, ASYO, MYSO, and othercommunity orchestras. Rehearsals and performances outside of school hours will be required.Outside practice is essential.Students interested in more fully exploring a relationship with their instrument and othermusical topics are encouraged to sign up for the seminar orchestra course. Ideal participants inthis course will have a strong sense of self-motivation, the ability to devote regular time outsideof class for the study and practice of their instrument, show a strong interest in other musicaltopics, and commit to the ensemble opportunities. Students in the seminar class may be asked toprovide additional performances when off-campus invitations are requested by the broaderPaideia community. Interested students should contact the directors.Present skill or accomplishment is not a deciding factor to enroll in either orchestra class.Rather, it is the student's intention to explore topics in a more in-depth way that shoulddetermine placement into Orchestra SEMINAR. The two class periods will combine to form thePaideia Chamber Orchestra and will perform identical programs on concerts.Interested students are required to audition for the directors. All students who play a stringinstrument are 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 ofprevious choral experience. Placement of students is at the discretion of the directors based onthe student’s grade, ability, and voicing of the performing ensemble. Students should be awarethat each ensemble is a year-long course and not a semester course; therefore, dropping thecourse midyear is not an option. Each group will perform at least three concerts during theschool year. A combined concert tour with band and orchestra is planned approximately everyother year. Recent tours have included performances at The Magic Kingdom in Orlando; RymanAuditorium in Nashville, and Alice Tully Hall in New York City, and venues in Washington,DC.During non-tour years the choruses have performed in venues in and around Atlanta includingSpivey Hall, Glenn Memorial on the Emory Campus, and Bailey Performing Arts Center,

Kennesaw State University. Dedication, hard work, discipline, and passion for performing greatchoral literature are the continuing hallmarks of the choral ensembles at Paideia.The High School ChorusThis year-long performing ensemble is open to all High School students. Students will studyvocal technique, ensemble singing, music theory, and music history. Previous choral experienceis not required. Students will receive class voice lessons by professional singers/voice teachersapproximately twice a month. The Paideia Chorus will perform highly diverse repertoirespanning the gamut of musical styles and will combine with the Paideia Chorale to perform onelarge-scale choral work at some point during the academic school year.The Chorale (10, 11, & 12 graders)This year-long performing ensemble is available by permission to sophomores, juniors andseniors. Students will study vocal technique, ensemble singing, music theory, and music history.The Chorale will perform highly diverse repertoire spanning the gamut of musical styles. Onelarge-scale choral work will be performed at some point during the academic school year. Thisgroup will sing advanced highly diverse repertoire spanning the gamut of musical styles.

DRAMAFilm 1 Jesse EvansIn this class students will write, direct and edit their own short films. Through the use of digitalcameras and computers the students will get a glimpse of what it is like to be a filmmaker. Thefirst film you make will be silent, as you will learn to use the camera to tell a story. For thesecond film you will be able to add music to your final product. We will look at how musicenhances films and the effects it has on the viewer. Then you will write and direct a scene usingdialogue to convey your character development and plot. The next film you direct will bewritten by one of your fellow classmates. You will also be required to act in the films you arenot directing as well. We will also watch films to compare 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 digitalcameras and computers the students will get a glimpse of what it is like to be a filmmaker. Thefirst film you make will be silent, as you will learn to use the camera to tell a story. For thesecond film you will be able to add music to your final product. We will look at how musicenhances films and the effects it has on the viewer. Then you will write and direct a scene usingdialogue to convey character development and plot. The next film you direct will be written byone of your fellow classmates. You will also be required to act in the films you are notdirecting. We will watch films throughout the year to compare editing styles, cinematography,character development and plots. More advanced film students will work on detailedassignments. 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 infilming.Acting Workshop Jesse EvansThis class is an introduction into Drama. We start off working on improvisation games, whichleads to different scenes that are created from Improv. You will create a Choose your ownAdventure Scene, where you have a tree diagram of your play and different options for eachpathway. You will create a Scary Tale. You'll take the story of a fairy tale and try and make itas creepy as you possibly can. Then we will work on monologues and the audition process. Inthe second term you will write and direct your own scripts as well as other students’ scripts.

ELECTIVE COURSESFitness Ivan AstegheneThis course will take place in the Fitness Center and it will introduce new students to basicstrength training techniques and enable them to identify major and secondary muscle groupsbeing contracted. Students will study, learn, and use spotting techniques, other safety proceduresused in the Fitness Center. For all students this class will improve muscle definition andfast-track your way to washboard abs, then use this specific, three-phase, muscle-preservingtraining system. This effective 3 phase system of methods increases energy expenditure, sessionafter session, and leaves you in a pool of sweat, provided you perform a proper physicalpreparation before commencing. The goal here is to increase energy expenditure over time, andthat begins with the efficiency of mobilization and usage of energy via the mitochondria.Studies show that when spending time on muscular/strength endurance quality the more positiveeffects can be seen by increasing the mitochondrial density/ The higher amount of mitochondriawe have in our cells, the faster we can get a lower body fat percentage and improve musculardevelopment. The increase in mitochondria is why Phase 1 is designed to set you up forsuccessive stages of training in the 3 phase system that fits perfectly into the Long Term timelimit. Throughout each phase, the level of intensity, quality of lifting, volume, density willincrease with each primary exercise and phase. This elective is not open to athletes who areplanning to play winter sports.The Forum ( Journalism) Elly BookmanThis year-long course is for students interested in reporting, writing, and editing news, sports,features, and opinion stories and in learning the basics of publication production andmanagement. Those enrolled will work as part of a team of students to produce the school’smonthly student newspaper, The Forum, including both digital and print content. Students willgain firsthand experience in the fields of graphic design, interviewing, photography, and willgain a deeper understanding of the responsibilities of a free press under the First Amendment.11th and 12th graders also have the opportunity to earn leadership roles as editors. This electivecounts towards the AMD requirement.YearbookYearbook staff is responsible for planning and executing the yearbook. In early fall a theme ischosen, and decisions are made as to how that theme will be carried throughout the book,starting with the cover. A series of eleven to twelve deadlines are met, starting in late Octoberand going through early March, when the book must be completed. Then work begins on thesupplement. Yearbook staff works closely with our school photographer and Herff Jones, theyearbook publisher. Staff coordinates with coaching staff, faculty, students and senior parentsfor each section of the book. Much of fall term is spent working on dedication pages andphotographing school events for the Candids and Traditions sections. Yearbook is similar tobeing 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 allelements of design, layout, fonts, cropping, photography and proofing. A keen interest in design

is necessary and it is helpful, but not required, if you take a design class before you joinyearbook. This elective counts toward the AMD requirement.Study HallStudy Hall is available on a semester basis each period. Students may not have more than oneperiod of study hall in a term. Students are free to work in the library, computer room, or to visitin the commons during this period unless they have “restricted” study hall as first-termfreshmen or by request of teachers, parents or advisor.Robotics Dave FergemannThis elective course is for students who like to tinker and build. Students will work with eachother to design and build robots. The class will be organized around projects chosen to fit theinterests and experience of the students. Members of the school’s robotics team may work onthe team’s robot. Other projects may include building robots to compete against each other invarious challenges, or using robots to solve a real-world problem. As students work on theirprojects, they will learn and apply some concepts from electronics, mechanics, and computerprogramming. Peer Leadership Kristi Budd/ Jessica SmithPeer Leadership is a course for which seniors are selected to work together cooperatively bothin groups and in partnerships. The class meets five days a week led by the two teachers; theseniors meet once a week with their ninth grade groups. The partners are responsible forplanning the sessions and development of their own group in concert with all the others. Theirgoals include helping the younger students feel more comfortable and confident in theiracademic and social life, and encouraging them to talk more openly to each other in order tobuild trust and friendship in their class. As part of this process, the seniors respond to journalsfrom the ninth graders. Seniors also exchange journals, as this program is designed to reflectitself.This is a year-long course.Urban Agriculture Emily RobertsPlease join us as we work together on the Paideia farm site to build soil, grow healthy food,ecologically steward the land, and help to ensure that access to good food becomes the realityfor everyone. Every year we grow thousands of pounds of food that we donate to ourcommunity partners. As always, we couldn't do it without student farmers.In this course, students will learn foundations of crop production on a Certified NaturallyGrown farm, including soil health, seeding, transplanting and bed preparation, pest and diseasemanagement, weed management, and food safe harvesting. Everything we learn and do will bethrough a lens of community building and food justice for all. We will cover a wide variety ofcourse material through a selection of books, articles and podcasts and will put into practicewhat you learn through hands-on activities on the farm.While we'll do a lot of hard work on Paideia Farm, we will also spend a little time in the kitchencooking and preserving our seasonal harvest. We will also visit a few of our community partnersto see how other urban growers are increasing access to fresh, local food for our neighbors.

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,except for senior year, when students must take and pass at least 16 credits. Students areexpected to take courses in at least four of the five major academic areas each long term. Thefive major areas are English, Modern Language, Mathematics, Social Studies, and Science.Students are not allowed to take 6 academic courses.3. Cumulative Progress and Distribution - Students must accumulate at least 59 credits tobecome senior and at least 75 credits to graduate. Students must accumulate the followingminimum number of credits in each category. We recommend, and most colleges require, morethan 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 3NOTES:1. There is no early graduation. Even if a student accumulates the minimum number ofcredits before the end of senior year, all students must complete four full years ofstudy.2. A long term course earns 1.5 credits per semester, so that a course taken both longterms earns 3.0 credits. Two hours of a short term course earns 1.0 credit. A one-hourshort term course earns 0.5 credits and is shown with an "M" on the transcript.3. Students enrolling in Paideia after the ninth grade will have these requirementsadjusted in accord with their previous high school record. Students enrolling from aschool with a different curriculum sequence should check with the Director of Studiesabout non-Paideia requirements, 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 maycount toward distribution requirements with prior approval. However, they will notcount toward progress requirements.

Through our collaborations, we gain important insight into historical and structural barriers tofood access.No prior gardening or farming experience is necessary! If you like being outside and learningwhile doing, this will be a great fit for you.This course earns students approximately 100+ service-learning hours and 30 hours toward onPhysical Education credit (60 hours = 1 credit)

ON CAMPUS INTERNSHIPSHere you will find a variety of offerings that allow you to support important functions of theschool, learn new skill sets and gain internship credit. In this role you play a hand in buildingcommunity and shaping school culture by supporting the Excellence & Hard work and SocialResponsibility Framework of Values.Traditionally, students have enjoyed these roles as they provide an up close and personal lookinto what it takes to support these classes and programs. These internships also allow studentsto delve deeper into subjects they care about while getting hands-on experience.Each opportunity has different requirements so please read carefully to ensure that the positionis the correct fit for you. These are all year long commitments. Each internship has a limitednumber of spaces available so please include in the comments why you would like thisinternship, limit your response to one sentence. If you have any questions regarding on campusinternships please reach out to Natalie Rogovin 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 anyterm. This could be in an elementary art classroom and might involve working with youngstudents and /or assisting the teacher with classroom tasks or it could be in an upper level artclassroom and involve cleaning and organizing materials, mixing paint, loading the kiln, helpingwith displays or any other activities needed to help the classroom run more smoothly. Workingas an Art Assistant is a credit towards fulfilling the internship requirement.GRADE: 11-12Astrophysics Intern Drew KiseThis opportunity is for students who have already successfully completed Astrophysics andwish to further support their learning and experience by supporting the class. Students canexpect to set up and tear down laboratory equipment as well as set up and demonstrate in classdemos. Your support extends to current students in the class by helping throughout class timewith practice problems, group work, lab reports, etc. Interns who are interested in presenting atopic may work with Drew to create a lesson plan and 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 meetingsand events, work on building sets for the plays, helping with lighting for shows, equipmentmaintenance, organizing props and supporting theatrical productions, and more. You will learnhow to use the sound and light board as well as work with power tools. It will be a lot of work,but a lot of fun.GRADE: 9-12

Cross-age Teaching Natalie RogovinThere are many wonderful opportunities to support the important classroom work of teachersthroughout the Paideia community. Opportunities exist in home base classrooms, art, science,math, music, and physical education. Students who are interested in pursuing a career ineducation or enjoy working with youth will find this class very rewarding.In the first weeks, before entering the classroom, we will explore the role of the teacher,classroom and issues in education. You will then be matched with teachers who are interested inhaving a Cross Age Teacher support the work of their classroom.GRADE: 9-12Forensic Science Teaching Assistant Intern Rick GoldstienIf you love helping others and solving puzzles, are interested in crime podcasts or novels, watchCSI or Forensic Files shows, or follow/have favorite true crime stories, you might be a goodcandidate to become a forensic science teaching assistant. You must have completed theforensic science class and demonstrated an enthusiasm for the material. Forensic scienceteaching assistants help prepare and clean up labs, teach a lesson per term, help students withactivities, brainstorm new lab ideas, and complete an independent research project of theirchoosing. Having a sense of humor and a strong stomach can be assets. There will be optionalconferences, field trips, and meetings with forensic professionals. Permission of the instructor isrequired.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. Responsibilitiesmay include assisting others in locating materials and using equipment, shelving books andmagazines, repairing them, and varied clerical duties. They may also include specialassignments depending on interest--assembling bibliographies for classes, arranging displays,etc. The library intern may have the opportunity to serve in different library environmentsincluding the Paideia Elementary Library and/or local community libraries.GRADE: 9-12Music Intern Scott MorrisMusic interns will assist the director and will be responsible for helping JH or elementarystudents in band, chorus, orchestra, or the elementary general music class learn and read music,play their instrument or sing a specific voice part, assist with sectionals, assist in classroommanagement, file and maintain music library, and other duties as assigned. Music interns mustalso continue participation in their respective HS performing ensemble.GRADE: 10-12PACT Intern Natalie RogovinIn this role students will put their organizational and creative skills to use by assisting theprogram director. The Paideia and the Community Together Intern will support the PACT officein a variety of ways: visiting community partners, planning and executing events, managing a

database of service hours, designing flyers & documents and much more. In this role you willwork closely with the Director of Service Learning and Civic Engagement to promote service atall 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 ofan awesome group.. Students will be given the opportunity to maintain, clean, and prep chem 10labs. You should be comfortable with mixing solutions, changing molarities, have greatorganizing skills, and have the ability to work independently after given instructions. Lookingforward to working with you through the year 2022-23. You must be currently in or completedAP chemistry to apply for this position, with a strong grade.GRADE: 11 & 12STEAM Intern Dave FergemannThis internship is for students interested in supporting STEAM initiatives at the school.Depending on the student's interests and experience, responsibilities may include planningSTEAM and/or robotics activities for younger students, assisting teachers and students with 3Dprinting 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 throughengagement in various learning projects. This can be accomplished in a variety of waysincluding but not limited to long-term citizen science projects, phenology reporting(phenology: the study of cyclic and seasonal natural phenomena), assisting with leadership andprojects of the Climate Action Club, teaching environmental lessons to lower grades,contributing to the expansion of school-wide awareness of environmental issues, and facilitatingenvironmental projects within the school garden and in the community at large. Interns must beable to work independently.GRADE: 9-12Technology Intern Brian MeeksInterested in learning more about how technology works? What is the first thing you do whenpresented with a problem? Check Google... but then what? Sign up as a tech assistant to learnthe ins and outs of Paideia’s Technology Program and gain a better understanding oftroubleshooting and optimizing the performance of your technology devices. Similar to workingat Apple’s Genius Bar, you will assist people in troubleshooting software and hardware issues,maintain, update, and install equipment, and answer questions. Many of our past TechAssistants have continued working with us during the summers in paid positions that led themto related jobs in college and beyond. No prior technology experience is necessary, but youshould enjoy problem solving, learning new things, and eating the occasional junk food. Theassistant may use free time to work on their own assignment from other classes. (*Permissionof instructor required before registering).GRADE: 10-12

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 sportsteam (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 completedat an approved non-profit organization. Both internships may not be done forPaideia.

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, AP Stat (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)– 1hr

ENGLISH LANGUAGE, LITERATURE, AND COMPOSITIONThe English curriculum develops and improves the ability of students to read and write well andat the same time stimulates interest in the ideas and thoughts expressed in literature fromvarious time periods and places. All English courses are year-long courses.The first two years provide basic, foundational experiences in reading and writing. All ninthgraders take 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 buthave choices among a variety of courses designed to suit students’ interests and needs. If astudent is recommended for Seminar, they are permitted to take either Seminar or Themescourses. Some students recommended to take a Seminar choose to take a Themes to helpbalance out their academic year.Students are required to take one American literature elective course either their junior or senioryear. We alternate 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 9This 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, andpoems; additionally, students read a Shakespeare play and a novel. Composition instructionbegins with small assignments based on the readings and lead to essays that cover the myriadcomposition forms--comparison/contrast, definition, argument, and literary analysis. Theindividual teacher incorporates grammar and vocabulary into the course in various ways. By theend of the year students have read works from all the major literary genres that they willencounter in the next three years and have written several academic essays. Students will have areading or writing assignment as homework most nights.English 10This course is required for all 10th graders and designed to introduce students to thefundamental archetypes, themes, and techniques that often appear in fiction and preparestudents for the analytical 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 courseinclude The Odyssey, Genesis, and a Shakespeare play. Students also read a novel, short stories,and poems of the individual teacher’s choosing. Writing in the course primarily focuses oncritical argument dependent on close readings of the texts and detailed use of examples forsupport. Over the course of the year, students write several 3-5 page analytical essays.Participation in class discussions is emphasized and expected. As in English 9, the individualteacher incorporates grammar and vocabulary as they see fit. Tests and reading quizzes make upa regular part of the curriculum, and reading assignments generally consist of 15-20 pages anight.Upper Level CoursesFor rising Juniors and Seniors the English department recommends either a Themes (T) class ora Seminar (S) class. Those students recommended for Themes must take a Themes class; thosestudents recommended 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 and critical thinking through reading and writing. The moderate pace of a themes courseprovides students with direct guidance and support in academic essay composition and textanalysis. Depending on the text, there may be an average of 15-20 pages of reading required onnights when reading is assigned. The focus of the compositions rests on literary analysis, thoughcreative writing and personal writing may also be part of the course. Teachers expect thoughtful,consistent engagement in class activities such as homework completion, notetaking, annotation,and focused attention during class discussions.Seminar (S): These courses consist of advanced material and place high demands on students’academic motivation and independence. The rapid pace and challenge of the assignments alongwith a high level of expectation create a rigorous course. Depending on the text, there may bean average of 25-35 pages of reading required on nights when reading is assigned. The focus ofthe compositions rests on literary analysis, though creative writing and personal essays may alsobe part of the course. Students recommended for seminar courses have, in their past Englishcourses, demonstrated several qualities, among them the ability to routinely fulfill the demandsof a challenging high school workload, insightfulness as readers, and high proficiency andindependence in academic writing. Consistent A / A- work on multi-draft compositions aboutliterature is characteristic of students recommended for seminars. Teachers expect thoughtful,consistent engagement in class activities such as homework completion, note taking, annotation,and focused attention during class discussions.