Upper School Course Catalog
2024-25

Freshman English provides students with a firm foundation in language and literature. The course includes a thorough review of grammar, usage, and mechanics and emphasizes vocabulary development. Through frequent composition in expository, descriptive, and narrative modes, students develop their ability to express themselves with clarity, precision, and style. Students sharpen their analytical and interpretive skills through closely studying a variety of literary forms: short stories, the novel, the epic, poetry, and drama. In conjunction with their study of language and literature, students acquire basic study and public speaking skills.

A fundamental guiding question for this course will be: what is “voice,” why is it important, and how can I use my voice in the world? This course will explore how voice functions on both individual and collective levels and how voice corresponds to social and political power. What does it mean to have a voice? What happens when certain voices are silenced, and others are amplified? And how do we develop and exercise our voices as writers? We will routinely return to these questions while considering a wide selection of texts, from classics to contemporary, in a variety of genres. Students are encouraged to bring in materials or suggest activities that correspond with or enhance the course’s intention. Reading, writing, conversation, presentation, and self-reflection are the cornerstones of this class.

Where does the story of American literature begin? What voices are included in that story and what voices are excluded? What constitutes a national literature? To what extent does American literature reflect the American experience? To what extent does it shape that experience? This course will consider how the emergence of a distinctly “American” literature is entangled with the forces of colonial conquest, the transatlantic slave trade, and debates about the nature and practices of democracy.

This course is an introduction to the explosion of voices and narrative strategies in American fiction in the 20th and 21st centuries. We will develop the skills of “reading as a writer,” looking carefully at the craft of fiction writing by producing our own fiction; then we will use our experiences creating texts to consider the craft elements of contemporary works. In this course, we will focus on short fiction that offers a variety of approaches to characterization, setting, point of view, plot and structure, and style. In addition to short informal and formal written assignments, students in this course can expect to produce a lengthy piece of creative writing.

In this course, we will explore the genre of climate fiction, or “cli-fi,” as it is more popularly known. Through a variety of diverse texts, we will explore the connections between identity, imagination, art, and science. We will connect this reading with current events and news from the STEM fields. You are encouraged to bring your own passions and interests to the course work, and this will affect the progression of our class. 

The Bard is back! In fact, he hasn’t gone away in over four hundred years, and there’s a reason for that. No writer in our language has matched the 1000+ distinct personalities born of the human mind, and few characters are more troubled and complex than those featured in Shakespeare’s great tragedies. Students up for a challenge will begin to recognize their own psychology in Hamlet’s wordplay, share their views in discussion, and select passages for in-depth written analysis. King Lear and Othello will complete our understanding of tragedy in the classical sense, and we will create the space for acting opportunities along the way.

This course designed for students who wish to further hone the craft and technique they learned in the spring Junior elective, Contemporary American Fiction. Having taken this elective is recommended, but not required, for success in this course. In Advanced Fiction, students will discuss elements of style, form, aesthetics, and purpose through the close reading of short stories written by important voices in the literary community. Along with this reading, students will write extensively, creatively, and earnestly. Students will have the opportunity to submit their work to one of several writing contests meant for high school students, including the Scholastic Writing Awards, the National YoungArts Awards, and the Adroit Prizes. They will also be encouraged to submit their work to literary publications and journals. 
 

In this course, students will write the kinds of pieces that get published in print and digital journalism — opinions, reviews, profile features, personal essays, satires and other humorous pieces, and more. Studying various examples of each genre, we will analyze how writers shape their texts through decisions about organization, focus, voice, detail, and effective rhetorical strategies. You will choose what you write about as we try out each form for ourselves, refining your knowledge of and thoughts about the things that matter to you most. As you write for this course, you will gain experience in being observant, informed, original, and funny. You will also have opportunities to submit your work to nation-wide contests and publications.

In this course we will look at novels, stories, poems, movies, visual art, and music in the genres of Fantasy and Science Fiction. Some of the texts will be canonical, and some of the texts will challenge the canon. We will consider these genres through several lenses, including environment, race, gender, class, theories of time, theories of heroism, tropes of journey, critiques of technology, and role of ancient and new ideas colliding, such as fate colliding with AI. The texts will be studied as a means of understanding our own world through immersion in very different worlds. 

This course explores the graphic novel, the historical and political implications, and the differences in modes of reading and access that the graphic novel provides. We explore the graphic novel's connection to tenuous moments in history, and the way that the language and discussion around graphic novels has shifted over the years. 

Looking for a few books with worldwide modern appeal? Join me for a survey of some big-time award recipients via the Nobel Prize. If possible, we will begin with the annual winner (typically announced in October) and work our way back to the turn of the 21st century. Students will have a say in what we read, take the reins of discussion leadership, and submit a creative writing sample toward our own class prize. Expect a novel or two in addition to short stories, plays, poetry, and even the song lyrics of Bob Dylan!

This course examines major events from before humans, through the evolution of ancient civilizations during the Neolithic Revolution, to the decline of early civilizations. We will explore the major concepts, values, institutions, and developments amongst a diverse group of early civilizations across the globe. Critical analysis will assess the social, political, economic, and cultural factors that both shaped and ended classical civilizations. This course utilizes interdisciplinary and cross-cultural approaches toward learning about the historical evolutions of the ancient world.

Using the timeframe of the early medieval era into the early modern period, students will be introduced to the Age of Empires. We will examine the pre-industrialized imperialisms that spread across the globe and explore the changes caused by connections, interactions, and exchanges between people. The central themes of this course will include religion, trade, and state-formation. Students will also begin to explore the essentials of historical thinking as they engage with primary and secondary sources and discover how to read, analyze, and interpret those sources as historians.

This course examines Modernity (1453-present) through a number of lenses and frameworks.  The inter-relationships between scientific progress, trade and economic advancement will be a major focus.  Students will read important social theorists such as Diamond, Smith, Machiavelli and Marx, not as examples of “The Truth” but rather as important and influential contributors to theories of behavior and change. Interactions between European powers and those of Asia, Africa, and America will be analyzed, as will the causes of colonialism and imperialism.  Industrialization and the social change that it engendered will be analyzed.  When the course moves into the twentieth century, there will be focus on WWI, WWII (including the Holocaust), decolonization, and the Cold War.

The United States History course is a rigorous survey that closely studies the people, events, and ideas that have shaped the nation’s development. The course begins with pre-Columbian America and concludes ideally with contemporary America. Students will write analytical essays that require sophisticated research and a synthesis of electronic and print sources. Classes will consist of lectures, discussions, and analysis of primary sources and media. This course is required of all juniors.

In Classical Political Philosophy, students will read Plato's Republic as the foundational text of political philosophy and follow the development of its themes in later Greek, Hellenistic, Roman, and late antique thought. Along the way, students consider how contemporary politics and culture have made these ideas new and relevant again. Writings from the following philosophers will be included in the course: Antiphon, Aristotle, Epicurus, Polybius, Marcus Aurelius, Cicero, and Augustine. Through a discussion-oriented seminar format, students will practice engaging with the central questions of early political thought and learn how to read and interpret these idea-rich texts with an eye to both their historical context and relevance to contemporary questions.

The academic study of religion provides a window for us to consider what it means to be human from the perspective of different faith traditions, and to deepen our understanding of people throughout the world that practice them. This course provides an introduction to the exploration of comparative religion–seeking to analyze, compare, and contrast key themes and ideas across diverse religious traditions present in various cultures, historical eras, and ethnic groups. It will examine each religious tradition’s approach to essential questions that face human beings, including death, suffering, tragedy, and the nature of the self, society and the universe. We will focus on Judaism, Christianity, Islam, Hinduism, Buddhism, and Navajo faith traditions, as well as differences within each religion. Guest presentations by faith leaders from the religious traditions we study (such as an Imam, Rabbi, Pastor, Monk) will be a centerpiece of the course.

This course examines several historical events through the conspiracy theories that developed around them, with a goal of training students to understand and critique the conspiracy theories of our current political moment. Its purpose is not to teach students to believe in conspiracy theory, but rather to encourage them to consider how conspiracy theory can help us to understand the anxieties that tend to surround rapid social and cultural changes.

During the first half of the semester, topics will include conspiracy theories about about Britain during the American Revolution, the Illuminati in the time of the French Revolution, the development of early twentieth century anti-Semitism, mid-twentieth century anti-Communism, and the rise of conspiracy theories about U.S. government involvement in the Kennedy Assassination and September 11th attacks. The second half of the semester will focus especially on how conspiracy theorists’ ideas about the “New World Order” have informed climate change denial, the movement against gun control, and the rise of the QAnon conspiracy theory. Students will discover broad themes that run through and connect each of these conspiracy theories. Student learning will be assessed through Canvas posts and discussions, primary source analyses, a midterm analytical essay, and an independent final project.

Cultural anthropology offers methods for understanding both the complexities of human societies and the commonalities of the human experience. In this one-semester course, students will work to develop tools for making sense of the experience of people whose lives differ from our own and an ability to see our familiar world through a new perspective. By making our cultural assumptions explicit, we hope for a distinctive approach to intercultural understanding and awareness. Key anthropological concepts explored include identity, materiality, kinship, power, change, culture, and symbolism. This course will engage learners through the methods, concepts, theories, and language of the discipline. Cultural anthropology utilizes a research method unique to social sciences, ethnography, which combines observation and a deep empirical study of other cultures. 

Over the semester, we will read two full-length ethnographies and several excerpts, and conduct fieldwork observations outside the campus and in the community, culminating in a mini-ethnographic research project. Additionally, we will attend one off-campus field trip which will result in a service-learning project.

This course will present an introduction to the study of comparative politics, a core subfield of political science. Comparative political scientists study political systems and processes within nations (as opposed to international relations, which concerns politics between nations). International Comparative Politics will equip you with the tools that you need to compare the politics and government of different countries and offer you the opportunity to study the region and nations that you are most interested in studying. We will learn about the political phenomena that vary between different countries such as government structures, political behavior, electoral systems, political parties, ideologies, public policies, and societal dynamics in addition to theories that explain why they vary. International Comparative Politics is for people who are interested in learning more about our world, pursuing further study in politics or history, or thinking about career paths in politics, international business, or foreign service.

This course introduces students to the dynamics existing between nation-states in the 21^st century. The course shall cover topics such as sovereignty, diplomacy, rights, hegemony, globalization, the environment, and the use of both hard and soft power. Students will participate in a simulation program in which they represent the interests of a nation in negotiations with other nations (represented by other schools in the simulation) about a variety of salient issues. These negotiations will take place both on-line and face-to-face. The course will examine several theoretical bases of international relations, including, but not limited to, realism, neo-conservatism, neo-liberalism, and Marxism. Because it is impossible to understand international relations without a solid grounding in knowledge of the economic interactions between nations, the Washington Consensus, the WTO, and the protectionism/free trade debate will also be foci of discussion. Students will be evaluated through tests, papers, and participation. Because of the centrality of the simulation to the course, participation will form a relatively high proportion of the grade. Reading materials will include selections from periodical media.

Macroeconomics studies economy-wide phenomena and the role of government in instituting governmental policy. Data and information are integral to any macroeconomic study, including but not limited to inflation, unemployment, GDP growth, currency exchange rates, and the stock market. Macroeconomists attempt to pinpoint the causes of economic prosperity and diagnose the roots of human suffering, such as poverty, homelessness, and famine. From this analysis, policy positions are developed as a prescription to maximize the benefits of economic activity, and minimize its harms. This course will contrast and compare neoclassical orthodox theories and assumptions with heterodox positions, such as Modern Monetary Theory. Individuals will learn the role of banking, investment, government spending, and the tools available to policy makers in modern economies such as the United States. Macroeconomics prepares students to propose new and creative solutions in a world that continually produces novel challenges for humanity. 

Microeconomics focuses on the decision making-processes of individuals, households, and businesses, in relation to their participation in markets for goods, services, and labor. This course will examine and critique assumptions and theories regarding scarcity, resource allocation, incentives, competition and homo economicus (self-interested and rational humanity). By developing a foundational understanding of supply and demand, price elasticity, market concentration, and profit motives, individuals in a microeconomic course can develop a critical lens to evaluate the ethics and efficiency of market activity. Knowledge regarding the role of institutions, cultural norms, and the distribution of wealth and power help informed citizens make decisions from everything regarding mundane purchases, to strategic games, and even politics. Microeconomics asks us to consider engrained societal and individual belief systems that often go unquestioned.

In Modern Middle East, students examine the history and politics of the modern Middle East, focusing on the roots of contemporary conflict: our case studies include the Arab-Israeli conflict, the Iran-Iraq War, the Persian Gulf wars of 1991 and 2003, and the Syrian Civil War. Bridging history, comparative politics, and international relations, this course begins with a survey of regional politics in the Middle East and introduces a series of contrasting theoretical frameworks (realism, regime security, and constructivism) before beginning in-depth studies of the major interstate and intrastate conflicts in the modern and contemporary Middle East. As students develop a deep understanding of the case studies, they practice applying concepts drawn from both comparative politics (such as state strength) and international relations (such as balance of threat and the security dilemma) to explain and analyze these conflicts and discover synergies, contradictions, and tensions in the theories.

Psychology is the scientific study of the mind, mental processes, and behavior, which are dynamic, complex, and diverse. In this one-semester course, we will explore how human behavior is influenced by biological, cognitive,  developmental, and learning processes, as well as impacts from society and mental health. Each perspective's major research, established theories, and concepts will be considered in our understanding. Finally, the study of positive psychology will support our ability to build or maintain "A Good Life."  Assessments will include an experimental study with data analysis and a formal report of the findings, apply and evaluate readings from across the subject, two medium-length papers, and one field lab investigation.

Japanese Warrior culture occupies a unique cultural space and generates a remarkable proliferation of imagination across multiple time, genre, and discipline. This course will explore the complex and ever-changing figure of the Samurai and with it the history of Japan. The focus is broadly on the period from 1185 to 1867 when Japan was ruled by a succession of warrior regimes, but we will also examine the evolution of Samurai images and representations up to and including the present through analysis of works in religious, political, and social history. The central concern is with the changing nature of the historical Samurai, across a period that doesn’t fit within the confines of the Western periodization of history, and with the constant tension between the ideals put forward about the way of the warrior and the actual realities of samurai life. We will investigate how and why the Samurai emerged as a distinct group, how they changed across Japan’s long history and the nature of Samurai representations up to the present day. We will read classic works such as 47 Ronin, Bushido: The Soul of Japan, Musashi, The Book of Five Rings, Sun and Steel and Taiko, as well as viewing contemporary adaptations of the myths and legends in films such as The Last Samurai, Shogun, the Seven Samurai, and Kagemusha.

Music infuses nearly every aspect of our culture. Its omnipresence raises important questions: what can we learn about our society and culture by using music as a lens? What are music’s roles and functions within society past and present, and for us as individuals? How can music influence, and also be shaped by, social, political, economic, technological, and other forces? This class examines the role of music in society from a variety of social science perspectives, including history, political science, sociology, economics, and musicology. Students will also research the deeper, broader impact of the music that matters to them, and what it tells us about our world. We will pursue a deeper understanding of music’s meaning and significance for all affected by the power it holds. 

This course examines the institutions and processes of politics and government in the United States. It is designed to prepare students to become active and informed participants in the political process, and it seeks to build civic knowledge and encourage participation.

The class will focus on the history and construction of ideas about civil rights and civil liberties, the Constitution, the development of political parties, interest groups, and media, and the structure of the federal government. Frequent Canvas discussion threads will allow students to relate current political realities to these concepts as they learn them.  As the semester progresses, students will be expected to follow current political affairs closely. The capstone project will be a written analysis and presentation that traces the development of a particular civil right or government institution of current interest across time.

Algebra I is a foundation course for all work done in upper-level mathematics at PCDS. The major goal of the course is to develop the initial concepts of linear, quadratic, rational, and exponential functions. Students use these functions to model real-world applications. Other major topics include polynomials, radicals, absolute value, inequalities, and rational expressions. The graphing calculator is used to provide graphical and numerical support for ideas that are traditionally expressed symbolically.

Students will study the basics of Euclidean geometry, including deductive systems, proofs, and construction.  First semester the focus is on the deductive system and proof. Embedded within that is the development of properties of lines, planes, and polygons. Students reinforce their understanding of concepts through the use of computer geometry software and straightedge and compass constructions. Second-semester topics include right triangles, similar figures, calculations of areas and volumes, symmetry and transformations, and properties of circles. This course has less emphasis on proof and more emphasis on procedural competency than does the advanced course. Throughout the course, students make extensive use of coordinate representations of geometric figures to support the retention of skills from Algebra I.

Geometry+ is a problem-based course intended for students of strong ability and dedicated interest in mathematics. Students will study constructions as a foundation for further study, then move on to the deductive process of proof writing. Topics of interest include quadrilaterals, right triangles, congruent and similar figures, connections between equations and shapes, area and perimeter, volume, and the segment and angle relationships of circles. Students will explore more challenging problems, and in several areas the coverage will be more thorough and include more depth than the regular course. Through daily collaboration, students will develop their understanding of concepts as well as their ability to reason mathematically by solving problems that continually build on prior knowledge. Throughout the course, students make extensive use of coordinate representations to support the retention of skills from Algebra I.

Algebra II continues the development of the concept of a function previously explored in Algebra I. This course has less emphasis on proof and more emphasis on procedural competency than does the advanced course.  Specific types of functions studied include linear, quadratic, polynomial, exponential, logarithmic, and rational. In addition, students will do some modeling of functions, as well as study the conic sections and trigonometry.

Algebra II Plus is a fast-paced course in advanced algebra and trigonometry. Concepts, theory, and proof, as presented through both analytical and graphical representations, are emphasized throughout. This course presumes a thorough understanding of basic algebra and Euclidean geometry. Students who enroll in this course should desire to learn mathematics at the theoretical level and should exhibit an eagerness to explore challenging problems. Effective oral and written communication of mathematical knowledge is emphasized.

In Precalculus, students will continue to refine and develop their algebraic fluency, particularly with advanced classes of functions, such as polynomial, logarithmic, and exponential functions.  This course has less emphasis on proof and more emphasis on procedural competency than the advanced course.  Students will work to expand their mathematical problem solving and communication skills.  This course continues to develop students’ understanding of triangle trigonometry and circular trigonometry.  Additional topics include sequences and series, matrices, and a review of conic sections, and may include an introduction to parametric and polar equations.

PreCalculus Plus reviews functions as models, with extended opportunities for students to explore concepts and to apply knowledge in solving challenging problems, both individually and in collaboration with others.  This course presumes mastery of second-year algebra and an introductory understanding of triangular and circular trigonometry, although both will be reviewed and further developed.  Vector analysis and analytic geometry, including parametric and polar representations of curves, are thoroughly examined.  Other topics include sequences and series, combinatorics and probability, and limits. 

Calculus is designed for students who desire an introduction to the big ideas of calculus. Students will study limits, continuity, differential calculus, and the indefinite integral.  Skill development is emphasized, including review of essential precalculus topics, such as trigonometry and transcendental functions.  Upon successful completion of this course, students will be well prepared for college-level calculus.

This Calculus course will begin with a thorough study of limits and continuity before moving on to differential calculus. The derivative will be viewed and discussed through the limit definition and all of the basic differentiation rules will be proved through this lens. Students will then learn a variety of applications of the derivative, including related rates of change, optimization, graphing, and using the tangent line to approximate a point on a curve.

Students will then be introduced to the definite integral through the limit definition, thus developing a rich understanding of integration in preparation for the fundamental theorem of calculus. Through the proof of the fundamental theorem, students will verify the connection between the derivative and the integral, and gain insight into why this was such a monumental achievement in mathematical history. Students will then study the calculus of logarithmic, exponential, and inverse trig functions. Subsequent to this, students will learn further uses of the definite integral, including differential equations, numerical methods of integration and applications to two- and three-dimensional figures. Connections between derivatives and integrals (through the Fundamental Theorem) will be stressed, as well as conceptual depth and analysis.

Algebraic, graphical, and numerical approaches will be emphasized in order that students may develop a strong conceptual foundation for further study in calculus. The goal of this course is to provide students with a conceptually rigorous and thorough study of calculus so that they are well prepared to study math and science at the college level.

Upon the completion of this course, students may elect to take the corresponding College Board standardized test.

In Calculus III and IV, students will begin by reviewing and then expanding upon their repertoire of techniques of integration from Calculus I and II.  In particular, students will study integration by parts, methods of dealing with integrands consisting of trigonometric functions, trigonometric substitution, and partial fraction decomposition.  Then, students will return to the topic of limits, reviewing indeterminate forms and L’Hôpital’s Rule before learning how to apply L’Hôpital’s Rule to a much larger set of indeterminate forms.  The two preceding topics—techniques of integration and methods of evaluating limits—will then come together in the study of improper integrals.

After that, students will be introduced to applied mathematics via a unit on differential equations and numerical methods.  Students will be reminded of the differential equations content from Calculus I and II and will then learn about the logistic differential equation.  Furthermore, students will study root-finding algorithms (including the bisection method and Newton’s method), numerical differentiation, numerical integration (including the trapezoidal rule and Simpson’s rule), and numerical methods of solving differential equations (including Euler’s method and the implicit Euler method, the midpoint and implicit midpoint methods, the trapezoidal and implicit trapezoidal rule, and the classical Runge-Kutta method).  These topics will be built on the foundation of Taylor polynomials.  The crown jewel of this unit will be a detailed, rigorous proof of Taylor’s Theorem (with the Lagrange form of the remainder).

To wrap up the year, students will study sequences of real numbers and series of real numbers.  This will lead naturally into the study of series of functions—more specifically, power series/Taylor series.  Finally, students will study calculus topics in the context of parametric equations, vector-valued functions, and polar coordinates.

Upon completion of this course, students may choose to take the corresponding College Board standardized test.

This course emphasizes problem-solving, design and programming as a means of understanding the core skills of computer science. These ideas are illustrated using the Python Programming language. Students will learn and use the Python Programming language as a means of focusing on algorithmic thinking and program design. Concepts learned in Python carry over directly to subsequent study of systems languages such as C++ and Java. This course is designed for students who have never learned the Python Programming language.

This project-based semester course provides an introduction to statistical thinking, the process of responsibly gathering data, summarizing and displaying data, and generalizing the data at hand to a larger population. Current technology will be used to allow students to focus on their mathematical understanding of the concepts. Students will discover through personal projects that data produced by random samples, observational studies, and randomized experiments has important principles and limitations.  Once data has been gathered, numerical summaries and graphical representations are used to convey the contents of a data set at a glance and elementary probability is used to understand the variation that is present within the data.  The semester will culminate with creating appropriate summaries and presentations of projects.

This project-based course continues and broadens the work of Statistics I. Current technology will be used to allow students to focus on their mathematical understanding of the concepts. Students will discover through personal projects the inferential techniques to conduct hypothesis testing, inference for population means, comparing proportions or means, chi-square analysis, and inference for regression. The semester will culminate with creating appropriate summaries and presentations of projects.

This survey course introduces students to many of the enduring concepts in the study of biology. These include biochemistry, cellular structure and function, energy transfer, genetics, biotechnology, ecology, and the core theme of the discipline: evolution. Attention is paid to how each of these topics has applicability to humans and to the world around us. Emphasis is also placed on key science practices including the development of testable hypotheses, and implementing original, student-designed experiments. Thus, the laboratory component of this course is a central feature of the students’ experience. Students are also challenged to think critically and to explore the ethical ramifications of many issues facing society today. This course is a prerequisite for all upper level life science courses.

Chemistry I introduces students to foundational concepts in chemistry, including the structure and properties of matter, and chemical reactions. This course places a greater emphasis on inquiry-based learning, and conceptual understanding of topics, rather than factual recall. Students will be expected to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical skills, connecting concepts, and completing projects that connect chemistry concepts to real world applications. Students will develop an understanding of the three representations of chemistry: symbolic, macroscopic (lab based), and microscopic (molecular level). After completing this course, students will be ready for the study of advanced topics in subsequent high school or college science courses.

In this introductory, algebra-based physics course, students will study: kinematics, Newton's laws, work, energy, momentum, conservation laws, dynamics of particles, solids, and fluids. The course will include active learning through problem solving and laboratory exercises.

Conceptual Physics is a year-long non-calculus approach to the principles of general physics.  Emphasis is placed on inquiry-based learning. Students will be expected to develop inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, and interpreting data. The first semester (fall) covers kinematics, Newtonian mechanics, momentum, and energy, and the second semester (spring) covers electrostatics, electric circuits, magnetism, and electromagnetic induction.  While the concepts behind physical phenomena will be the focus of this course, students will apply mathematical concepts from algebra and geometry in order to problem solve.

Biology II explores major topics in a depth that is equivalent to a first-year introductory Biology course for majors at the college level. Primary emphasis is placed on the development of concepts rather than on the memorization of facts, and students are encouraged to develop an understanding of, and appreciation for, science as a process. This will be accomplished through mastery of a series of key science practices. Many student-designed, long-term laboratory investigations will be undertaken, and there will be a heavy emphasis on the application of knowledge, data analysis, and authentic scientific inquiry. Content is organized into thematic units that explore evolution, energetic processes, information flow, molecular inheritance, biological systems, and homeostasis.

Upon the completion of this course, students may elect to take the corresponding College Board standardized test.

Chemistry II is a year long course building upon the foundational concepts covered in Chemistry I, and exploring new topics including kinetics, thermodynamics, and chemical equilibrium. This course places a greater emphasis on conceptual understanding and inquiry-based learning, rather than factual recall and mathematical skills. Students will be expected to refine their laboratory reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical skills, and interpreting data. Students will continue to develop an understanding of the three representations of chemistry: symbolic, macroscopic (lab based), and microscopic (molecular level). This is a fast paced course that will set a strong foundation for students to take other advanced level science courses.

Upon the completion of this course, students may elect to take the corresponding College Board standardized test.  

This algebra-based elective will cover topics including electric charge, electric current, electric fields, magnetic fields, electromagnetic induction, and various topics in modern physics. Students will apply these concepts to solve problems related to DC circuits, AC circuits, displacement current, and electromagnetic waves. The course will include active learning through problem solving and laboratory exercises.

Human Anatomy and Physiology is a discussion and laboratory-based course that studies the foundation of the structure and function of the human body. Topics include anatomical terminology, basic biochemistry, cells and tissues, and the integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic/immune, respiratory, digestive, urinary, and reproductive systems and processes. Laboratory materials will include dissection, physiological experiments, models, and computer simulations to enhance classroom discussion. The first semester will focus on the body chemistry, cells, and tissues: integumentary, skeletal, muscular, and nervous systems. The second semester focus is on the endocrine, blood/circulatory, lymphatic systems and body defenses, respiratory, digestive, urinary, and reproductive systems.

Biochemistry is, broadly, the study of chemical processes related to and occurring within living organisms.  More specifically, biochemistry examines the molecular structure-function relationship of the major biopolymers: DNA, RNA, and proteins.  According to the central dogma of biology, the flow of information within the cell starts with the genetic code as DNA and ends with proteins carrying out the functions associated with life.  Biochemical research seeks to utilize this information chain to gain greater understanding of the chemistry of the cell.  This course aims to advance the students' knowledge of the three biopolymers in terms of structure, function, characterization, and utilization for research purposes.  Lectures, readings, individual research, experimental design, and basic biochemical laboratory techniques will be featured.  Synthetic DNA design and purification, polymerase chain reaction (PCR), cell culture, protein production and purification, and enzyme functional studies are examples of techniques to be used.

This course will explore ethical issues that arise in the realms of healthcare, biotechnologies, the environment, and biologically-related industries such as agriculture and pharmaceuticals. Students will become familiar with various ethical perspectives that can be used to analyze dilemmas. Frameworks for decision making will be employed as we challenge ourselves with complex issues that have no clear moral answer. Each unit will explore central questions with embedded ethical dilemmas. To address the questions, we will analyze case studies, conduct research, discuss and share viewpoints, and engage with others to further our learning. Units of study may include topics such as the use of humans and animals in research, genetic modification of organisms, patient autonomy, and creation of synthetic life and organs. Assessment of student learning may include quizzes, presentations, writings, discussions, activities, debates and projects. 

Environmental Science is a course designed to show thematic connections between a variety of disciplines including earth science, biology, and chemistry. Students will focus on earth systems, natural resources, and ecosystem dynamics to gain an understanding of a range of scientific concepts as they manifest in our environment. This course aims to increase students’ knowledge of environmental challenges through investigation, scientific reasoning, analysis, and real-world applications. 

Sports medicine is a specialization that includes but is not limited to physicians, surgeons, athletic trainers, physical therapists, and strength and conditioning specialists. Traumatic injuries in sports are frequent occurrences in the United States, with one fatality from cardiac arrest in sports occurring every three days, one catastrophic injury occurring every five days, and one fatality from sports occurring every two weeks. This course aims to have students obtain two certifications: an American Red Cross CPR certification and a Stop the Bleed tourniquet application certification. Additionally, students will develop an understanding of emergency action plans and how to plan and treat select emergencies, understand the application of different medical imaging modalities, and find and report on a medical profession of their choice. 

Organic chemistry is the study of the structure, composition, reactions, and preparation of carbon-containing compounds.  This course will introduce students to advanced theories of chemical structure and bonding, methods of evaluating chemical reactivity, and contemporary applications of organic syntheses.

Why do you feel like you are somebody experiencing life?  Is your sense of self simply a product of brain activity or are “you” something more?  In this course, we will explore historical and modern interpretations of self in the contexts of biology, society, and philosophy.  An introduction to nervous system anatomy and physiology provides a foundation for the exploration of the roles of the cerebral cortex and thalamus, the gut-brain axis, and the immune system in the experience of self.  Working independently and collaboratively to conduct research and experiments on these concepts, we will develop an understanding of what self is.

In this Level I course, students begin to develop proficiency in five language skills: reading, writing, aural comprehension, speaking, and cultural understanding. Students learn to express themselves in a variety of social situations using appropriate expressions and grammar. The following four general categories of language functions are presented in the first year: seeking and imparting factual information, asking for and expressing attitudes and opinions, interacting with others, and socializing.  Discussions, readings, and projects present the culture of France and other Francophone countries.

Students in the second year of French continue to develop proficiency in the five language skills. As in the first year, students acquire the grammatical structures, vocabulary, and expressions necessary to interact with others and to express their opinions using culturally, socially, and grammatically appropriate language.  Students further their knowledge of the culture and history of French and Francophone countries.

This course leads to greater proficiency in students’ written and oral expression of French. The course helps students to recall and perfect the essentials of syntax, verb tenses, and grammar, while moving progressively toward greater fluency and mastery of complex grammar. Discussions, readings, and research projects are focused on cross-cultural understanding and a richer appreciation of contemporary French and Francophone civilization.

This course is intended to expand a student's knowledge of the culture, literature, and history of France and its connection to the Francophone World. Students will explore cultures in the Francophone world through reading and discussion, in French, of newspaper and magazine articles, contemporary literary excerpts and other non-technical writings. In addition, students will experience paintings, songs, dishes, and films hailing from France and a variety of Francophone countries in Africa, the Caribbean, and the Americas.

Students will explore the legacy of colonialism and post-colonialism, and pay particular attention to issues of race, identity, language, and nationhood.  This course will be taught entirely in the target language and is recommended for advanced French students. Students will review basic grammatical, vocabulary, and spelling notions via project and presentation.  Enthusiasm for speaking and writing French is essential! 

This course is the first step in the process of acquiring language and cultural proficiency in Spanish. In light of new technological trends as applied to language and culture teaching and learning, a wide range of vocabulary, communicative grammar, reading, and writing skills are systematically developed in order to facilitate appropriate verbal and written expression. The development of active-listening comprehension and oral production are strongly emphasized throughout the course. In general, the four linguistic modes, as well as the reinforcement of cultural competence, are emphasized for practical communicative purposes. That is, the 5 C’s (Communication, Culture, Connections, Comparisons, and Communities) and the 3 P’s (Practices, Products, and Perspectives)—as suggested by the international standards for language/culture learning and teaching—will be guiding principles.

At a more advanced level, this course expands the development of the five language modes: listening, speaking, reading, writing, and cultural understanding and competence. Spanish II students will be able to broaden their capacity to express themselves appropriately both in spoken and written discourses. The ability to use more complex patterns of speech and writing will systematically be developed and used. Students will interact with authentic linguistic, cultural, and literary materials, which will give them the opportunity to immerse themselves in real life-language usage.

In addition, in line with the expansion of the students’ linguistic and cultural modes for real life language functions, literary samples (and their respective socio-historical contexts) from both Spain and Latin America will be researched, presented, and explored. In general, the inclusion of the 5 C’s  (Communication, Culture, Connections, Comparisons, and Communities) and the 3 P’s (Practices, Products, and Perspectives)—will certainly be a guiding principle.

This course is designed to teach and reinforce new and previously learned language curriculum, complex grammar concepts, and essential vocabulary needed to elevate the comprehension and practical usage of the language. The five language skills of reading, listening, speaking, understanding, and writing in cultural context are studied and developed in greater depth. The expectation of this course is that the students will be well equipped to fine tune their language skills and continue to build a solid foundation for future language learning, which will lead to enhanced fluency. Oral work is evaluated on an ongoing basis to assure a consistent and proper use of the language. In writing, the students will develop skills required for composing essays, short stories, and other creative writing forms, which will fully encompass and help to develop newly acquired knowledge of vocabulary, grammar, and spelling. Additionally, emphasis is made to develop understanding through the reading and comprehension of short stories, folklore, and newspaper articles. Oral expression manifested in public speaking and debate is also practiced.  Listening skills are emphasized with special attention to the recognition of spoken words and expressions. Enhanced comprehension is an important skill and objective of this course and of the language learning process.

This course covers various linguistic, literary, and cultural topics, revisiting the main grammatical structures and vocabularies covered in previous courses and a more in-depth study, practice, and use of more complex discursive constructions. This method will enable the students to expand their spoken and written repertoires at different levels, academic/formal and informal/conversational registers as they are guided through the process of writing both descriptive and analytical essays. Regarding literary and cultural topics, students will have the opportunity to see, read, discuss, and analyze literature and cultural productions, such as music and film, from Latin America and Spain. A significant approach to cultural analysis takes into account the comparisons and contrasts of the five C’s (Communication, Culture, Connections, Comparisons, and Communities) and the three P’s (Practices, Products, and Perspectives) between the first language and culture and the target ones. Even though speaking and writing are the two most stressed modes, the other two (listening and reading) continue to be equally emphasized and further developed. 

Upon completing this course, students may elect to take the corresponding College Board standardized test. 

This course is intended to continue developing communicative abilities in Spanish and the knowledge of Latin American culture and society by examining meaningful contexts such as film, music, and visual arts. Students will be encouraged to go beyond the stereotypical topics associated with the Spanish-speaking world to allow for a more in-depth and sophisticated understanding of these cultures and ultimately enrich their views of the world. 

This course is full immersion, with both the instructor and the students speaking only in Spanish for the duration of each class. 

This course is intended to continue developing communicative abilities in Spanish and the knowledge of Spanish culture and society by examining meaningful contexts such as film, music, and visual arts. Students will be encouraged to go beyond the stereotypical topics associated with the Spanish-speaking world to allow for a more in-depth and sophisticated understanding of these cultures and ultimately enrich their views of the world. 

This course is full immersion, with both the instructor and the students speaking only in Spanish for the duration of each class. 

This is an advanced intermediate course in Modern Standard Chinese designed for students who have a solid background in the language. Students will continue to enlarge their vocabulary and add to grammar repertoire through thematically organized units. This course will use focused practices of all modes of communication (interpersonal, interpretive and presentational) to help students integrate their linguistic skills and apply them in meaningful situations such as travel, seeing a doctor and renting an apartment. In addition to communicative competence, this course will also seek to build cultural awareness and global competence as related to the thematic units. Students are encouraged to participate in language and cultural activities beyond the classroom to broaden their knowledge and perspective of the Mandarin language and culture.

The primary goal of this course is to help students improve and refine their Mandarin Chinese language skills. Students will gain the ability to create with language based on previously learned materials when they discuss familiar topics such as school life, shopping and dining at a restaurant. In Mandarin Chinese IV, students will continue to learn new Chinese vocabulary and grammar and achieve higher Chinese language proficiency by the end of this course. In each lesson, students will have many opportunities to practice and apply what they have learned through doing pair work with their peers, in-class grammar exercises and presentations. The course aims at improving students’ communication skills in all three modes (interpersonal, interpretive and presentational) and expanding students’ knowledge and awareness of Chinese culture and society. 

In this class, students will continue learning more vocabulary and grammar patterns in Mandarin Chinese at an advanced level. At the same time, a variety of cultural topics will be introduced in class, such as traditional Chinese arts, traditional Chinese holidays, etc. Students will also learn more about modern Chinese society, including how Chinese students balance their work and study life and people's attitudes towards the Internet and technology in China. At the end of the semester, students should have a more in-depth understanding of Chinese culture and society and can compare the differences between China and other countries in certain aspects.

In this class, students will continue learning more vocabulary and grammar patterns in Mandarin Chinese at an advanced level. Meanwhile, students will learn more about Chinese history, including some of the most important dynasties in Chinese history, major events that happened in the past 2000 years, and some important historical figures in China. Students will also learn more about Chinese ideology, especially Confucianism, and China's education system and education methods. Students will also have a better idea about China's geography, including some basic geographical information and major cities in China. By the end of this class, students should have a better understanding of China from multiple perspectives.

This course provides an introduction to classical Latin. Latin grammar, syntax, and vocabulary are stressed, with a particular emphasis on etymology (word derivation), in an effort to increase the student’s English vocabulary. Familiarity with Latin prefixes and stems/roots will enable the student both to master the Latin vocabulary presented and to gain confidence and comfort in defining and understanding challenging English words. Likewise, through vigorous work on Latin grammar and syntax, the student will solidify his/her abilities in English grammar and usage. The overall aim of this course is to provide a solid foundation upon which to build the skills of translation required for the reading of Latin texts.    

This course is a continuation of the grammar, syntax, and vocabulary presented in Latin I, with the addition of the subjunctive mood and its myriad uses. The student will make the transition from the translating of Latin contrived to test comprehension of grammatical and syntactical concepts to reading excerpts from Latin authors in the original. The latter half of the course is devoted to intensive translation, as the writings of Livy, Eutropius, and Pliny the Younger are introduced. Students will also have the opportunity to read about the labors of Hercules, the journey of the Argonauts, and more modern texts such as Harry Potter and the Sorcerer's Stone. The study of Latin prefixes and stems/roots will be continuously stressed with a view both to appreciating the inter-relatedness of Indo-European languages and to increasing the student’s English vocabulary. 


Advanced Latin Grammar is the capstone course in the Classical Latin series. With completion of this course, students will be able to show mastery of all Latin grammar and syntax, present a wide variety of vocabulary, reveal a deep understanding of major events in Roman history, and identify a variety of ways in which the developments of the Romans have impacted modern society. Students will continue to work to read with the highest level of grammatical accuracy and to provide meaningful analyses for each selection.

Prose Literature of First Century BCE offers an extensive reading and analysis of selected parts of both Caesar’s De Bello Gallico and Cicero's Prima Oratio. Skills of translation, comprehension of content, and mastery of grammatical and syntactical concepts are equally emphasized. The student will read the texts in their entirety in English and selected portions in the original Latin as directed by the Educational Testing Service. Through the intensive study of Latin prose literature, the student will develop an understanding of prosody, rhetorical devices, and figures of speech. Further, the student will encounter the difficulties inherent in translating a text into grammatically accurate English while remaining true to the original Latin.  The goal of this course is to help students’ achieve the skills and confidence necessary to produce polished English translations.

This course is fast-paced and extremely rigorous. All assessments are of the style and difficulty of an Advanced Placement exam.

Poetry of the First Century BCE provides an intensive and in-depth reading and analysis of selected parts of Vergil’s Aeneid and Ovid's Metamorphoses. Skills of translation, comprehension of content, and mastery of grammatical and syntactical concepts are equally emphasized. The student will read the texts in their entirety in English and selected portions in the original Latin. Through the intensive study of Latin poetry and prose literature, the student will develop an understanding of prosody, rhetorical devices, and figures of speech. Further, the student will encounter the difficulties inherent in translating a text into grammatically accurate English while remaining true to the original Latin.  The goal of this course is to help students’ achieve the skills and confidence necessary to produce polished English translations.

This course is fast-paced and extremely rigorous. All assessments are of the style and difficulty of an Advanced Placement exam. Upon the completion of this course, students may elect to take the corresponding College Board standardized test.  

What inspired Jerry Siegel and Joe Schuster to create the first Superman comic
book? How many people realize that Wonder Woman is actually the niece of the
Amazonian queen, Hippolyta, famous for surrendering her war belt to Hercules,
so he could fulfill one of his assigned labors? Both directly and indirectly, the
Roman gods appear in world literature and are the foundation of significant
archetypes- providing recurring motifs in literature and art.  In this course, we will
explore the portrayl of Roman gods throughout Latin literature, including how the
ancients envisioned them, the gods’ interactions with humans, and why certain gods became symbolic of specific aspects of human nature such as love, greed, and piety. We will also explore modern stories which feature Roman gods or their archetypes.

This course presents a rigorous dive into studio practice and what it means to develop a cohesive body of work. This is a student driven course that lends itself to varying content and stylistic preferences. However, students should plan on tackling ambitious goals at a fast pace. This class is only well suited for self-directed students looking to pursue high level research through a specific medium, and all prerequisite courses in that medium should have been taken (ex. Drawing I and Drawing II to warrant Advanced Studio drawing exploration). 

Anatomy Illustration is an art class designed around understanding the functionality of the human muscular system. Students will engage in anatomical studies, sketchbook illustrations and life drawing. Ideal art class for pre-med and biology track students.

Anatomy Illustration II is an art class designed around continuing a student’s understanding the functionality of the human muscular system. Students will execute painted anatomical studies and figure sculptures from nude life models. Ideal art class for pre-med and biology track students. 

Anatomical Illustration III and Anatomical Illustration IV are art classes designed around continuing a student’s understanding the functionality of the human muscular system and how that can be translated to various art forms. Students will execute large figurative paintings and sculptures from nude life models. Ideal art class for pre-med and biology track students.

Coding as Art is a course that introduces students to computer programming basics (functions, variables, loops, Boolean logic) and visual design through the creation of interactive visual media. You will learn how to code in the Processing language (built upon the Java programming language) to produce interactive animations, patterns and graphics. This course will be particularly fun for students who enjoy math, logic, physics, and/or visual design.

This course satisfies one semester credit towards the fine arts graduation requirement.

What goes into telling a compelling visual story? Even though we spend a lot of time on our screens, most of us don’t know what it takes to make an effective story using video and sound. In this class we’ll break down the essentials of creating movies: script writing, storyboarding, production planning, jobs on the set, acting, composition, camera movement, sound, editing, and more. We’ll discover the unique grammar of cinema, how to creatively problem-solve, and what it means to work as a crew to bring a creative vision to the screen. 

Digital Media Synthesis Lab is a dynamic course that explores the creative fusion of video, coding, and sound to produce innovative audiovisual compositions. Through hands-on projects and collaborative learning experiences, students will delve into the realm of digital media production, cultivating skills in multimedia storytelling, digital design, and technological fluency. This course encourages experimentation, critical thinking, and artistic expression as students harness the power of digital tools to communicate ideas and evoke emotions.

This course introduces the analytical tenants of drawing by looking at life sources ranging from still life objects to building interiors. More specifically, we will examine composition, proportion, and mark-making, which characterize drawing as a kind of language that anyone can learn. This course comes highly recommended as a first course to take in the visual arts realm since both painting and sculpture often require these same skill sets.

Drawing II is an opportunity for students to apply drawing techniques with much greater creative freedom, assuming that basic understanding of composition, proportion, and mark-making is already well established. Students can expect more open-ended prompts with opportunities to explore new materials such as colored pencil, or even unconventional mark-making strategies like fingerprints. Self-expression and communication with the wider world characterize Drawing II.

Experimental Materials explores unconventional objects such as dental flossers, discarded balloons, and packing peanuts as a gateway to creativity. This course is much less centered around specific techniques as compared to other introductory art courses (like Drawing I) and more heavily geared toward brainstorming and reflection strategies characteristic of the artistic process more broadly. A great deal of discussion centers around what helps define a piece of art, such as emotional saturation or intellectual challenge.

Graphic Design I introduces students to graphic design as a form of visual communication through the use of type, image, form, and color.  Projects will explore ideas of branding, themes, visual identity, integrity (brand, logo), and communication.

Painting I introduces the fundamentals of color mixing and paint application to students who need not have a background in drawing. The course begins with a series of color exercises geared towards understanding color properties and relationships. As the semester progresses, students can expect to attain increasing color-mixing fluency and freedom to explore a number of painting styles depending on personal interest and level of drawing proficiency.  

Painting II offers a review of techniques used to attain realism with increasing freedom for students to explore more creative stylistic possibilities as the semester progresses. Students will first render a still life of their choosing to construct the foundations of a technical portfolio before shifting toward more experimental or stylistic preferences.

This course combines sculpture and drawing to explore both modern and traditional forms of printmaking—how to replicate 2D images with a physical stamp or stencil. We will, for instance, screen print band t-shirts to wear, acid-etch beverage logos to go on bottles, and carve postcard images to send through the mail. This artistic field builds on the foundations of Drawing I by offering real-world contexts for ways in which the advertising and marketing industries make use of these same visual skills.  

Prop Fabrication and Costume Design introduces students to the tools and techniques used in the film, television and fashion to create character-driven props and costumes. You will gain an understanding of 3D modeling software, woodworking, moldmaking and mask making.

Sculpture I introduces the students to the fundamentals of 3-dimensional art.  Students learn the basics of wood and metal construction, cold connections, hand building, mold making, composition in a 3-dimensional space, color, and content.  This is an excellent art class for those pursuing engineering and those interested in applied physics and chemistry.

Students advance their knowledge of traditional sculptural media (wood, metal, etc.) as well as cutting edge materials.  This course is student-driven in that they are encouraged to pursue their own specific interests and ideas through the lens of the Experimentation. This is an excellent art class for those pursuing engineering and those interested in applied physics and chemistry.

Sound Design is a course that introduces you to the basics of sound editing, studio recording, and working with digital audio. This course emphasizes listening, observation, collaboration, and analysis of sound and music you listen to. We will learn how to use and manage audio gear and both free and industry-standard audio software. We will also spend time understanding the phenomena of sound itself - how the ear works, how sound works in the physical world, and the ways sounds can change how we perceive our world.  

This course satisfies one semester credit towards the fine arts graduation requirement.

Sound Design II builds on knowledge from Sound Design I and is also open to advanced students with previous audio experience. This course will focus on interactive sound–that is, sound/music created or manipulated for live performance. Students will learn how to set up and manage live audio for a performance with vocals, backing tracks, and acoustic and/or electronic instruments. All students taking this course will have 2-3 performances open to the public.

This course satisfies one semester credit towards the fine arts graduation requirement.

Toy Design is an advanced art class for juniors and seniors that applies fine arts as industrial design.  Students will delve into two dimensional and 3-D design programs, rapid prototyping, packaging, and marketing. This course is recommended for students who have taken at least three visual arts classes such as Sculpture I & II, Drawing from Observation, Woodworking, Experimental Materials, Anatomical Illustration, Graphic Design II.

Chamber Ensemble is designed to provide students with a performance opportunity to study small group ensemble music. Various ensembles will be formed using the availability of string, woodwind, and piano students. Ensembles may include a string quartet, string trio, or any combination of instruments that fit within the students playing scope. Pianists may participate in Chamber Ensemble based on the availability of other instrumentalists to form piano-based ensembles. Students will continue their musical development in instrumental technique, music reading and comprehension skills, musicianship, style, critical thinking skills, and exposure to a variety of chamber music literature. This literature will include musical styles from Baroque to the Contemporary. Music theory is also studied at the level student is ready for. Grades are based upon teacher evaluations of playing tests, Smart Music, and written exams. Festivals, concerts, and off-campus performances are a part of this course. This may be taken as a full-year course (preferred), but may also be taken in either the fall or spring semester.

The musically creative and syncretic dispositions common to jazz musicians form the foundations of the Jazz, World, and Popular Music Ensemble. Nonetheless, the course embraces music as a continually evolving phenomenon and as such, provides opportunities for students to explore musical styles beyond the jazz canon. Course participants will have ample opportunities to work in smaller, peer-led ensemble configurations and the whole class may perform together in public as the PCDS "40th Street Band" -- an ensemble that intentionally avoids naming itself after a specific musical genre. As students explore the musical worlds that surround them, the course provides opportunities to learn and play musical instruments, explore songwriting/composition, and/or discover various aspects of music production. While the ensemble is fundamentally designed for students with prior musical experience, with instructor approval, beginners can be accommodated in a variety of ways.

Vocal Ensemble is open to students interested in singing and being part of both solo and group singing experiences. Students will work on developing healthy singing techniques, sight singing and ear training exercises, listen to and discuss great singers, performers, and composers, and study a variety of musical genres from classical to musical theater to pop and more. There will be opportunities for solos, duets, and small ensemble singing, both in class and in performance. Participation in performances and festivals is part of this course. Semester or full-year course.

Designed for students with extensive experience in theatre classes and/or productions. The first quarter will primarily be script writing workshops resulting in an original short play created by each student. The second quarter will guide students through casting, scheduling, and rehearsing their plays, including production elements such as sets, lights, costumes, etc. culminating in a public performance during Arts Walk. 

In this course, students will collaborate in an interdisciplinary music “laboratory” to create, perform, and record original music, culminating in the production of a student-produced recording (album). The course is organized around the guiding pillars of active listening, music performance, and digital technologies. All students will have opportunities to develop their unique creative voices while collaborating with peers. Necessary fundamental knowledge and skill in the domains of music performance, songwriting/composition, audio production, and/or instrumental technique will be addressed through a series of teacher-led “modules.” Students who demonstrate mastery of such fundamental knowledge and skill, perhaps due to prior experience in a PCDS instrumental or choral music class or Sound Design I/II may work at an accelerated pace.

A course that will build skills for safe and creative practices to be used through various movement disciplines. Students will learn foundational and intermediate techniques in dance, acrobatics and stage combat. The goal is to build total body awareness, twitch muscle strengthening, footwork, flexibility and coordination that is a shared foundation between sports and performance. 

(this course fulfills one PE credit)

Scenes and monologues will be analyzed and performed by students. The process of scene development, text analysis, characterization, and acting techniques will be emphasized. Performances will be rehearsed, presented, critiqued, and performed again after further rehearsal. Critical skills of communication and artistic expression increase as students work through the processes of understanding the text of scenes, and presenting the performances of the scenes. Character development and scene analysis challenge our understanding of human nature in our society as well as human nature in our individual self. These skills and study methods are applicable in all aspects of life, reaching well beyond the craft of acting.

Stagecraft is a hands-on class. We will explore various aspects of technical theatre with an emphasis on set construction and design. Students will learn basic skills of building, proper use of tools, and safety and cleanup dos and don’ts, and will be the central force in creating and eliminating the sets and props for the school productions. Students may repeat for credit.

This course is strongly recommended as a prerequisite for other theatre courses. This course may be taken for one semester or a full year.

Theatre Arts takes a holistic approach to the art of storytelling from the stage. Students will experience various aspects of theatre with an emphasis on stage performance through the rehearsal and performance of monologues, scenes, and short plays. Exercises will include improvisation, public speaking, voice, movement, and character development.  Additionally, students will have the opportunity to learn about playwriting, set design, costumes, lighting, and sound.

This class is designed for students interested in developing strength and conditioning for various sports and fitness-related activities. We will cover everything from barbell lifts to Pilates and anything in between. Students will explore various strength and conditioning modalities to improve speed, power, agility, strength, endurance, balance, and flexibility. Students will learn to perform exercises safely and correctly and follow the proper training methodology. This class is designed for anyone from the novice to the expert. Each assigned program will be individualized based on experience or prior knowledge.
(this course fulfills one PE credit)
 

This course will ask students to critically think about their personal and cultural perceptions of “wilderness” through political, scientific, and philosophical lenses. For instance, we will begin by looking at the history of American conservation and the establishment of public lands established by major players like Roosevelt, who have shaped the way the legislation of “wilderness” looks in the United States today. On the flipside, we will investigate how Native American Tribes have historically related to the wilderness, very much in conflict with these white, colonizing norms. Shifting from this political lens to a more scientific one, we will hear from authors like E.O. Wilson and Douglas Tallamy who convey how our new and ever-growing scientific knowledge of the natural world must reshape our legislative action and cultural perception of the wilderness altogether.

This course examines how culture and perspective influence interpretations of objects, patterns and cycles found in nature. Students will take a deep dive into exploring their sensory perception of nature through sound, hearing and touch to generate representations of what they understand in each of these ways. This class also shines a light on our cultural preference for visual ocularcentrism (a reliance sight) and how his preference shapes our perception as well. More broadly, this interdisciplinary course aims to marry Science and Art to ask where or if the division between these fields exists through conversations about what constitutes research, data, or valuable knowledge. 

The Real World is a required course for freshmen that deals with challenging issues that students are likely to encounter, directly or indirectly, in their personal lives.  Each class section meets once per rotation to discuss strategies for handling these challenges in healthy and effective ways.   The goal for the class is to cultivate empathetic people that care about each other and the world around them by teaching core socio-emotional learning skills including self-awareness, self-management, social awareness, relationship skills and responsible decision making. The course does not involve any graded work or outside of class assignments.

Junior small groups meet once a rotation and facilitate teaching students about all aspects of the college search, helping the students consider their values and priorities in identifying “good fit” schools, as well as providing an opportunity for the College Counseling team to get to know the students personally.  Topics include, but are not limited to:  knowing self, standardized testing, using Scoir as a research tool, understanding the components of an application and the selective admission process, making the most of college visits, essay writing, creating activity resumes, choosing teacher recommenders, and navigating the Common Application.  Emphasis is placed on the students taking ownership of their search and learning to be strong self-advocates.  
Senior small groups meet once a rotation with an emphasis on finalizing an appropriate college apply list; helping students brainstorm, edit, and refine their colleges essays and supplements; running mock interviews; and completing all aspects of the college application process with the support of the PCDS College Counseling team.