HIGH SCHOOL CURRICULUM GUIDE 2015-2016

Sacramento Country Day School

Academics. The Arts. Athletics.

Every Day.

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CONTENTS

Introduction 2

Graduation Requirements 3

Program Models 3

English 4

Mathematics 7

Science 10

History and Social Science 12

World Language (French, Latin, Spanish) 14

The Library 18

Fine Arts (Performing Arts, Visual Arts) 19

Computer Science 22

Physical Education 23

Other Electives 24

Athletics 27

MISSION OF EXCELLENCE Sacramento Country Day School provides a challenging, comprehensive college-preparatory education to students from a variety of backgrounds who demonstrate strong academic potential and good character. Within a community that affirms positive human relationships and sincere respect for others, the school nurtures in its students the qualities of self-confidence, creativity, integrity, and responsibility.

Sacramento Country Day School ■ 2636 Latham Drive ■ Sacramento, CA 95864 916-481-8811 ■ www.saccds.org

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INTRODUCTION

The Sacramento Country Day High School provides a challenging, comprehensive college-

preparatory curriculum. Students engage in a wide range of academic, co-curricular, and athletic

programs in addition to opportunities for experiential learning through annual class trips and a

variety of extracurricular offerings.

We encourage our students to develop the full range of their capabilities—intellectual, physical,

creative, social, and moral. We give our students the practical knowledge and experience to

handle today’s and tomorrow’s technological demands, while we cultivate in them the habits and

skills that will enable them to make the best use of their abilities. In addition, we strive to educate

the heart of each student, emphasizing the values of responsibility, compassion, kindness, and

respect.

As students become aware of their intellectual heritage, they learn to distinguish opinion from

fact, to think critically about the world around them, and to make connections among ideas in

different disciplines. They also learn about themselves and their abilities, understanding who they

are and their capacity to effect positive change in the world, and graduating as confident, literate,

and articulate young men and women.

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GRADUATION REQUIREMENTS English Four Years Mathematics Three Years through Algebra II (Four Recommended) Science Three Years of Laboratory Science (Four Recommended)—both physical

and life science courses are required History and Social Science Three Years (Four Recommended)—World Cultures & U.S. History are

required World Language Three Consecutive Years of the Same Language (Four Recommended) Visual and Performing Arts (vpa) Three Consecutive Trimesters of the Same Course Computer Proficiency Proficiency in word processing, spreadsheet, and multimedia

presentations accomplished in classes throughout the curriculum Physical Education Six Trimesters of PE Classes, Interscholastic Sports, or Independent PE Community Service Fifty Hours Sophomore Project Yearlong research project completed during the sophomore year (part of

English and History classes) Senior Seminars Approximately Thirty Hours—to be completed prior to or during the last

two or three weeks of school in the 12th grade.

PROGRAM MODELS Grade 9 English 9 Geometry, Geometry Honors, Algebra II, or Algebra II Honors Physics Comparative World History French I, II, or III; Latin I or II; or Spanish I, II or III Electives P.E. or Interscholastic Sports Grade 10 English 10 Algebra II or Honors, Pre-Calculus, or Pre-Calculus Honors Chemistry World Cultures French II - IV; Latin II or III; or Spanish II - IV Electives P.E. or Interscholastic Sports Grade 11 English 11 or AP English Language and Composition Pre-Calculus or Honors, Calculus, or AP Calculus AB Biology, AP Chemistry, or AP Computer Science United States History or AP United States History

French III (AP French Language and Culture), Latin III or IV, or Spanish III (AP Spanish Language and Culture)

Electives P.E. or Interscholastic Sports Grade 12 English 12 or AP English Literature and Composition Pre-Calculus, Calculus, AP Calculus AB or BC

Biology or AP, AP Chemistry, AP Physics C or Anatomy & Physiology AP European History, AP Art History, History of World War II, AP Economics,

French IV or AP, Latin IV or AP, Spanish IV or AP Electives

P.E. or Interscholastic Sports

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ENGLISH The English program at Country Day is organized around the principle of spiraling skills, building on the

skill set students learn in Middle School. All courses expect demanding reading, analytical discussion, and

frequent composition, and emphasize literature's varied forms and universal themes. The school expects

students to improve constantly their means of expression, both in style and in content. They should gain

increasing control over language, leading toward the clear statement of increasingly complex relationships

in the literature they read, and in describing and evaluating the complex world around them. All courses

also emphasize self-discovery – developing one’s own voice and values – and the basic cultural knowledge

to prepare students for well-informed citizenship. In this pedagogical design, therefore, what varies from

course to course is not the skills they practice, but the depth to which we expect students to have mastered

them. Skills include the following areas: 1) literature 2) composition 3) grammar 4) vocabulary, and 5)

critical thinking. Each course also includes instruction in the specific conventions of college-level academic

writing – again, this builds on a set of increasingly complex research tasks initially introduced at the Middle

School level. (All courses are UC certified and fulfill the English “b” requirement and all Advanced

Placement classes are College Board certified.)

English 9 Freshmen continue to strengthen language and critical-thinking skills while reading, analyzing, and writing about literary works from the major genres: novels, drama, poetry, and film. Students analyze these works, distinguish literal and figurative meaning, and explore the concrete and abstract levels of interpretation. An important component of English 9 is learning to use the programs embedded in the students’ computers. Students create a variety of computer-based projects as a springboard to their essays. They develop the clear written expression of their own ideas, supported by textual analysis, through discussion, group work, and digital projects. Included are lessons on digital citizenship, including citing sources and avoiding plagiarism. Grammar instruction is integrated as a tool to improve writing accuracy and style. Vocabulary development emphasizes meaning in context, word forms, correct usage, and shades of meaning. Students will continue to read independently from the summer reading Book and Movie list. English 10 The title of the course’s anthology, The Bible As/In Literature, is also the theme of the year. Because the Bible figures so largely in literature—and also in the art, music, philosophy and history of the Western world—it is one of the first recommendations on college reading lists. The sophomores study the book of Genesis, considering what the stories reveal about the cultural history and background of the authors, the Judeo-Christian background shared by many Americans, and human nature in general. Poems, plays, and essays from the anthology show how these stories have been used thematically by writers ranging from poets Emily Dickinson, James Weldon Johnson, and Wilfred Owen to humorist Mark Twain and essayist Annie Dillard. Afterwards they read Chaim Potok’s The Chosen to learn more about Jewish tradition and lifestyles. Later in the year the sophomores study the gospel of Matthew and discuss Jesus as both an historical and religious figure. The class listens to the rock opera Jesus Christ, Superstar and reads C.S. Lewis’s The Lion, the Witch, and the Wardrobe. The focus in composition is on writing effective expository paragraphs that can be expanded into organized, logical, and original essays. The sophomores also research a topic of their choice and write a 4-6-page “Explaining a Concept” essay to prepare them for the Sophomore Presentation.

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English 11 English 11 is a college-preparatory critical reading and expository writing course. Students read American novels and non-fiction essays, including two full-length summer reading selections. Essays include literary analyses, an argument essay with sources, and a profile essay, which prepares students for writing college application essays. PSAT Critical Reading and Writing questions are emphasized before the October test and in-class SAT essay topics are practiced throughout the year in preparation for the March test. Vocabulary study and grammar review are also important components of this course.

AP English Language and Composition (11th Grade) The Advanced Placement class in Language and Composition is a college-level expository writing course. In the words of the College Board, its purpose is “to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers.” The course is organized around sequences of assignments relating to various types of non-fiction writing: narrative, descriptive, expository, and argumentative. Lengthy composition assignments include an autobiographical essay, a profile, a reflective essay, and an essay arguing a position. Five novels, two plays, and a memoir are studied to determine how and why writers make linguistic choices. Numerous short non-fiction pieces are also studied to identify and evaluate authors’ rhetorical strategies and techniques. The study of grammar and vocabulary helps students further develop stylistic sophistication in their prose. PSAT Critical Reading and Writing questions are reviewed before the October test. English 12 English 12 is designed to prepare students for the college-level study of literature, and for college-level writing in general. Students read a wide range of works, mostly but not exclusively from the British and American traditions, representing all of the major genres and a range of historical periods. Instruction in literature emphasizes close reading, structural analysis, and cultural history. Writing assignments about these readings are designed to introduce students to the conventions of analytical expository prose, including research writing. Writing instruction emphasizes such universal elements as clarity and precision of style, awareness of audience, coherence at the sentence, paragraph, and essay level, and proper attribution of information sources. Therefore, although the subject matter of these assignments may be literary, the skills learned are valuable in all fields. Students in English 12 also do research writing on topics beyond the scope of literature; in most cases, this is an exploration of subjects that might be relevant to their probable college major. Students may also do analytical writing on topics like popular music or film-as-literature analysis; the purpose of these assignments is to improve critical-thinking skills about subjects they may encounter in college.

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AP English Literature and Composition (12th Grade) This AP course is more than a college-prep class – it is a college class, equivalent to a freshman or sophomore-level “lit and comp” section. Because it is designed as a historical-survey course covering the history of English-language literature, this class also gives students a preview of what upper-division literature survey courses will be like. Students are challenged to talk and write about literature at an adult level of sophistication, and writing assignments are similar to those encountered in future college classes. Therefore, in addition to specific preparation exercises for the Advanced Placement Exam in Literature and Composition, (taken from materials published by The College Board and by Cliffs Notes), students are trained in the general principles of college-level expository prose, including the conventions of research writing. As in the regular English 12 course, composition and thinking skills are emphasized, along with close reading skills. The course is also designed to give students broad cultural knowledge that will be useful throughout their educational and professional lives; it will reinforce and supplement what they will learn in their college courses in art and cultural history, world cultures, international relations, philosophy, cultural anthropology, etc.

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MATHEMATICS The goal of the Mathematics Department is to have all of its students analyze and communicate information

in a mathematical context. All students are capable of reading, writing, listening, and speaking about ideas

in a mathematical sense. They have the ability to solve unfamiliar problems; think and reason logically;

think algorithmically; collect, organize, and analyze data; become mathematically adept in a

technologically complex world; and communicate effectively in mathematical terms. All students will have

the capacity to develop the essential mathematical skills to live in today’s world. (All courses are UC

certified and fulfill the Mathematics “c” requirement, but honors credit is given only to the pre-calculus

honors class. All Advanced Placement classes are College Board certified.)

Algebra I This course is the foundation of all high-school mathematics. Students are introduced to variables and functions, and learn the mathematical methods necessary to solve variables. The teacher strives to strengthen students’ basic skills, including the use of multiplication, division and fractions. Topics covered in Algebra I include mathematical tools for algebra, functions, simplifying expressions, solving equations, graphing linear equations, quadratic expressions, exponents, and appropriate use of calculators. (This course is often taught only in the Middle School because there are not enough high-school students to warrant a high-school class.) Geometry Plane, solid, and computational geometry is presented from several perspectives that include inductive reasoning (searching for patterns), deductive reasoning (proving or disproving patterns), computation, construction, and geometrical exploration. Students in this course learn by studying each geometrical topic from the above perspectives. A heavy emphasis is also placed upon reinforcing Algebra I skills in the solution of geometric problems and upon theorem proving as an integrated activity. Topics covered during the first part of the course include geometric figures and solids; computation of lengths, areas, and volumes; properties of points, lines, angles, and triangles; properties of polygons and circles; and similarity and congruency of plane figures. Later topics include three-dimensional intersections of planes and surfaces, coordinate geometry, conic sections, and right-triangle trigonometry. Both informal paragraph proofs and formal two-column proofs are studied throughout the year. Geometry Honors Students in this challenging honors course will learn geometry topics in more depth and breadth and at a more accelerated pace than students in the regular geometry class. Placement in this class is based on Algebra I grades and the test score from the California Mathematics Diagnostic Testing Project. Plane, Solid, and Computational Geometry and Right-triangle Trigonometry are presented from several perspectives, including inductive reasoning (searching for patterns), deductive reasoning (proving or disproving patterns), computation (applying deduced patterns to real-world problems), construction (classical Greek compass and straightedge techniques), and geometrical exploration (learning by experimentation). The topics designed to develop and sharpen inductive and deductive reasoning skills include computation of lengths, areas, and volumes; properties of points, lines, angles, and triangles; properties of polygons and circles; properties of special and right triangles; right-triangle trigonometry; and similarity and congruency of plane figures. Students also study three-dimensional intersections of planes with other solids, leading up to the beginnings of coordinate geometry and conic sections that are covered in Algebra II. Both informal paragraph proofs and formal two-column proofs are studied throughout the year.

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Algebra II This course builds on the foundations laid in Algebra I, improving skills and exploring new techniques while introducing students to many new and exciting concepts. It provides a sound framework within which students can confidently pursue further courses in mathematics. Topics covered include Algebra I review; products and factors of polynomials; linear, quadratic, exponential, and logarithmic functions; and analysis and graphs of functions and conic sections. Students learn to explore new topics and express their thoughts using mathematical terms. Algebra II Honors This accelerated honors course expands upon topics covered in Algebra I while also introducing and applying more advanced algebra concepts to real-world situations and problems. Topics covered include Algebra I review; equations, inequalities, and mathematical modeling; functions and their graphs; systems of equations and inequalities; linear programming; matrices and determinants; polynomial functions; rational functions and conics; exponential functions and logarithmic functions; data analysis; and trigonometry. Placement in this class is based on Geometry grades and the test scores from the California Mathematics Diagnostic Testing Project. Pre-Calculus This course introduces to the student coordinate geometry (also known as Cartesian and Analytic Geometry) and trigonometry. The course provides the basis for analysis, which in turn prepares the students for analytical studies in physical and social sciences. As the name implies, the course also is a pre-requisite for calculus. Topics covered include functions and their graphs, right triangle trigonometry, solving trigonometric functions, inverse trigonometric functions, trigonometric identities, and modeling with trigonometric functions. There is also a rather large data analysis component in the pre-calculus curriculum that allows students to set up experiments, gather and analyze their data, and complete major labs. Pre-Calculus Honors This accelerated honors course expands upon topics covered in Geometry and Algebra II Honors and introduces additional topics in trigonometry and calculus. The course provides the basis for analysis, which in turn prepares the students for analytical studies in physical and social sciences. As the name implies, the course is a pre-requisite for Calculus. Topics covered include functions and graphs, linear functions and equations, applications of nonlinear functions and equations, polynomial and rational functions, inverses of functions, exponential and logarithmic functions, growth and decay, data analysis, trigonometric functions, trigonometric modeling, analytic trigonometry, conic sections, sequences and series, and probability and limits. Placement in this class is based on Algebra II grades and the test scores from the California Mathematics Diagnostic Testing Project. Calculus This is an introductory course that allows students to develop the fundamental skills that are necessary to be successful in a first-year college calculus course. Students will spend the first few weeks of the class reviewing polynomial, rational, exponential, logarithmic, and trigonometric functions. After completing the first unit test, students will master the limit definition of derivatives, differentiate functions, and solve optimization and related rates applications. Once students have mastered all derivation techniques, they will also learn how to integrate and solve a variety of application-based problems. This course moves at a steady pace and prepares students for a collegiate-level calculus class. AP Calculus AB This course is the equivalent of a one-semester college-level calculus course. After a thorough review of the pre-calculus curriculum, we begin to cover Calculus AB material. Students should be able to work with functions in a variety of ways: graphically, numerically, algebraically, and verbally. They should also understand how to apply the core concepts of calculus in a variety of

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ways. Topics include trigonometry review, limits, functions and graphs of a single variable, differentiation, integral calculus, and volume of solids with varying cross-sections. Students are prepared to take the national Advanced Placement Exam offered in May. Placement in this class is based on Pre-calculus grades and the test scores from the California Mathematics Diagnostic Testing Project. AP Calculus BC This course is a continuation of AP Calculus AB. We begin with an extended survey, reviewing AP Calculus skills while introducing new topics particular to Calculus BC: partial fractions, vector calculus, polar coordinates, parametric functions, linear approximation, Euler's method, differential equations, and infinite series. We then examine isolated topics in depth. Questions from previous AP tests are used, throughout the year, for review.

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SCIENCE The High School science program encourages our students’ curiosity about the natural world while

increasing their ability to reason scientifically. The primary goals are to develop a thorough understanding

of the core disciplines, to train students to use the tools of science and technology, to prepare them for

success in rigorous college courses, and to create the foundation for a lifelong appreciation of science. The

scientific method is applied both to lab work and to analyses of science-related issues outside the

classroom. (All courses are UC certified and fulfill the Laboratory Science “d” requirement, except Anatomy

and Physiology, which fulfills a “g” science elective, and all Advanced Placement classes are College Board

certified.)

Physics This is a traditional high-school physics course, adapted for freshmen. Algebra and geometry are used freely, but trigonometric approaches are delayed until the end of the year. Topics include force & motion, energy, momentum, fluids, electricity, magnetism, vibrations, waves, sound, optics, and atomic physics. Students learn through a mix of direct instruction and active learning methods such as discovery labs, modeling, (small) projects, computerized data analysis, and Socratic questioning. Chemistry This course explores the world of matter, energy, and atoms, focusing on both micro- and macro-scale chemistry by utilizing observable changes in matter to make scientific deductions about atomic and molecular processes. The quantitative aspects of chemistry are developed and practiced in both the classroom and the laboratory. Applications of standard algebra skills are used throughout the course to solve scientific problems. Lab activities allow the students to practice skills and problems learned in the class. As often as possible, chemical principles and concepts are related to physics and biology and to real-world applications, such as medicine, the environment, energy consumption, manufacturing, and technology. Biology This course introduces the general themes of the study of biology and builds upon the scientific principles introduced in conceptual physics and chemistry. The major themes covered include cell biology, genetics, evolution, ecology, plant and animal physiology, and biodiversity. In addition to textbook learning, the class also focuses on laboratory work and learning how to apply the scientific method. Additionally, relevant current issues in the news media provide topics for discussion and debate. AP Biology This course is the equivalent of a full-year general biology course at the college level, and the College Board determines the curriculum, as is true with all AP courses. It consists of four “big ideas” — 1) the process of evolution drives the diversity and unity of life; 2) biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis; 3) living systems store, retrieve, transmit, and respond to information essential to life processes; and 4) biological systems interact, and these systems and their interactions possess complex properties. The College Board revised the AP Biology curriculum in 2012 in order to reduce the emphasis on broad content coverage and to focus on depth of understanding, and scientific inquiry and reasoning. The students are prepared to take the national Advanced Placement exam in May.

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AP Chemistry This course is a highly rigorous, in-depth study of general chemistry at the first-year college level. Subjects covered include atomic structure from the quantum mechanical perspective; atomic bonding and its connection to molecular behavior and geometry; reaction equilibria and kinetics; the behavior of solids, liquids, gases, and solutions; and the driving forces of reactions, including enthalpy and entropy. The College Board redesigned the AP Chemistry curriculum in 2013 to stress mastery of the conceptual and quantitative aspects of chemistry by enhancing students’ qualitative understanding and visualization of the particulate nature of matter through the development of students’ inquiry, analytical, and reasoning skills. The students are prepared to take the national Advanced Placement exam in May. AP Physics 1 This course surveys a variety of topics: motion, Newton’s laws, energy, electricity, vibrations, waves, and sound. Calculus is not required. Labs reinforce concepts and problem-solving skills. Questions from previous AP tests are used throughout the year for review. (Not offered in 2015-2016) AP Physics C Mechanics and AP Physics C Electricity & Magnetism This course covers the same material as a first-year college physics course for engineering or physical science majors. Topics include motion, Newtonian mechanics, vibrations, electricity, and magnetism. Calculus is used throughout, so one year of calculus is a pre-requisite. AP Physics C covers fewer topics than AP Physics 1 and 2, but in greater depth and with much more mathematical complexity. Questions from previous AP tests are used throughout the year for review. Anatomy and Physiology This course provides students with the basic principles and understanding of physiologic function. During the year, students cover topics such as scientific methodology and basic cell function, as well as do a survey of the major organ systems and their roles in homeostasis. The course also includes lab activities, discussions of recent scientific advancements that pertain to lecture topics, and multiple organ dissections throughout the year, which culminates with a cat dissection in the fourth quarter. (This class is a UC-certified College-preparatory “g” science elective, but not a UC-certified lab-science course.)

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HISTORY AND SOCIAL SCIENCE

Broad exposure to different eras, cultures, and viewpoints is important to the history department. Therefore,

we emphasize historical inquiry, geography skills, awareness of current affairs, and good written and oral

communication skills in every class. All freshmen take Ancient/Medieval History, the backbone of Western

civilization, followed in sophomore year by World Cultures, which takes a more non–Western approach to

the world. Choices begin in junior year with the option of regular college-prep or AP U.S. History, followed

by senior offerings in AP European History, AP Art History, or a history elective such as Asian History. (All

courses are UC certified and fulfill the History/Social Science “a” requirement all Advanced Placement

classes are College Board certified.)

Comparative World History Students in this class take their knowledge of ancient history and expand it through the eyes of geographers, historians, and scholars from different time periods, as well as the ancients themselves. The class focuses on the people in Mesopotamia, Egypt, Greece, Rome, and the major civilizations in the Americas, as well as the major kingdoms in West Africa, and the kingdoms and trading states in East Africa. What do these cultures have in common and what makes them different? How and why do different viewpoints affect how modern people understand (or misunderstand?) the history of people throughout these areas? Toward the end of the year, the class explores how the people in Sub-Saharan Africa and what became known as Latin America developed and reacted to colonization and globalization in the modern world. World Cultures Students in this class are introduced to common historical threads that link regions and cultures of the world. Major themes include the origins of human culture and the rise of civilizations, the growth of long-distance trade and cross-cultural interaction, the historical evolution and spread of major world religions, the regular rise and fall of great empires, the world crisis of the 20th century, and the continuing turmoil of the Middle East. United States History Eighth-grade United States history usually ends with the opening of the 20th century, so this course reviews the early period but spends more time covering U.S. history from the late 19th century to the present. Major topics include the trans-Mississippi West; late 19th- and early 20th-century industrialization, immigration, and urbanization; the Gilded Age; Progressivism; World War I; the "Roaring 20s"; the Great Depression and the New Deal; World War II; the Cold War; the Civil Rights movement; Vietnam; and more recent presidential administrations. AP United States History This course interweaves the social, political, multicultural, and economic threads of United States history from exploration through modern times. In addition, students explore major themes such as individualism versus collective action, isolationism versus internationalism, and federalism versus states’ rights. Students read a widely used U.S. history textbook, but more importantly, they also read and analyze original documents and first-person writings generated at the time the events took place. The course provides students with factual knowledge and the analytical skill to interpret current events in a meaningful historical perspective. They also gain a strong understanding of the trends and forces that shaped the present as they prepare for the Advanced Placement examination, a three-hour national test in May.

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AP Art History Advanced Placement Art History is a survey course that introduces students to sculpture, painting, and architecture in both Western and Non-Western cultures from the Paleolithic period to the present. Art is studied in its historical and cultural context, primary purposes are analyzed, stylistic characteristics of individual works are discussed, and the iconography of specific works is studied where pertinent. Students learn to recognize major artistic periods and styles; discuss and analyze works of art; and develop an understanding of architecture, painting, and sculpture throughout history. In so doing, they enlarge their visual vocabulary and become more perceptive viewers of art and architecture as they embark on a life-long involvement with the arts. Students are prepared for the national Advanced Placement exam offered in May. (This course fulfills the UC “f” or visual-and-performing art [vpa] requirement but not the “a” History/Social Science requirement.) AP European History This European History Advanced Placement class emphasizes clear understanding of European History from 1300 to the present to prepare students for the AP examination. The Renaissance, the Scientific Revolution, and the Enlightenment are especially covered, as they are the precursors to Western civilization. In recent history, the development of the European Union and the decline of Communism are the dominant themes. This year the course has been redesigned to meet the College Board’s new guidelines for AP European History. AP Microeconomics AP Microeconomics is the equivalent of a one-semester college-level economics course, but it is taught over the entire year in high school. In this course students learn how individuals, households, and businesses make choices, given limited and/or scarce resources. AP Microeconomics is designed to give students an in-depth and intuitive look at how the economy works. Students master basic economic concepts, study and learn the nature and function of markets, and learn how government policy affects our economy. Topics include scarcity, opportunity cost, specialization, comparative advantage, marginal analysis, product markets, market equilibrium, elasticity, supply and demand, consumer choice, production and costs, profit, perfect competition, monopolies, oligopolies, factor markets, market failure, and the role that government plays in the development of our economy. Students are prepared to take the national Advanced Placement exam offered in May. History of World War II This class introduces students to the causes, the course, and the aftermath of World War II, which was the greatest conflict in the history of the world. It explores the overall military strategies of the major players – Great Britain, Germany, Russia, Japan, and the United States – as well as the tactics employed in important individual campaigns and battles. It gives equal attention to the war's personal impact on soldiers and civilians through close readings of oral histories and novels. A major focus of the course is the central role propaganda played in mobilizing societies. Special attention is paid to the changing ways Hollywood shapes Americans’ understanding of the nature and meaning of the conflict from the 1940s to the present. (Not offered in 2015-2016)

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WORLD LANGUAGE The world-language program at SCDS aims to develop the four basic language skills (listening, speaking,

reading, and writing), as well as develop understanding of cultural perspectives, practices, and products. It

is based on the Proficiency Guidelines and the Standards for Foreign Language Learning, both of which

were developed by the American Council on Teaching of Foreign Language (ACTFL) in cooperation with all

the major national language organizations. (All courses are UC certified and fulfill the Language other than

English “e” requirement, and all Advanced Placement classes are College Board certified.)

French

French I This is a complete course in which students are introduced to the basics of the French language. At the high-school level, it is our goal to complete most, if not all, of the Level I textbook. By the end of the year, students are able to communicate in French about such topics as daily life, family relationships, foods, personality traits, appearance, weather, shopping, health, and travel. Students also learn about the many French-speaking cultures throughout the world. The precise communicative functions, vocabulary topics, grammatical structures, and cultural material to be covered are clearly indicated in the scope and sequence chart of the textbook. The class is conducted mostly in French. French II This course picks up where French I left off. Videos, films, tapes, Internet activities, and computer software form an integral part of the course. Questions and answers, guided practice, communicative activities, skits, games, picture descriptions, songs, lecture, student reports, compositions, individual and group projects, poems, oral and written exercises, discussions, peer critique, pen pal program, peer tutoring, interviews of native speakers, and practice with previous French Contests are all part of the curriculum. The precise communicative functions, vocabulary topics, grammatical structures, and cultural material to be covered are clearly indicated in the scope and sequence chart of the textbook. The class is conducted mostly in French. (Not offered in 2015-2016) French III This course is the first of a two-year sequence leading to the national Advanced Placement Examination in French Language. A communication-based, functional approach is employed with an emphasis on communication, cultures, connections, comparisons, and communities. Videos, films, tapes, radio, the press, TV, songs, Internet activities, and computer software form an integral part of the course. Questions and answers, guided practice, communicative activities, skits, games, picture descriptions, songs, lecture, student reports, compositions, individual and group projects, poems, oral and written exercises, discussions, peer critique, pen pal program, peer tutoring, interviews of native speakers, and practice with previous French Contests are all part of the curriculum. The class is conducted almost exclusively in French.

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French IV This course is the second of a two-year sequence leading to the national Advanced Placement Examination in French Language. A communication-based, functional approach is employed with an emphasis on communication, cultures, connections, comparisons, and communities. Videos, films, tapes, radio, the press, TV, songs, Internet activities, and computer software form an integral part of the course. Questions and answers, guided practice, communicative activities, skits, games, picture descriptions, songs, lecture, student reports, compositions, individual and group projects, poems, oral and written exercises, discussions, peer critique, pen pal program, peer tutoring, interviews of native speakers, and practice with previous French Contests are all part of the curriculum. The class is conducted in French. AP French Language and Culture This course is designed to prepare students for the AP French Language and Culture exam. It continues the French program's holistic approach to language proficiency, focusing on the interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. In order to best facilitate this function-based approach to the study of language and culture, the course is conducted exclusively in French. As defined by the Standards for Foreign Language Learning in the 21st Century, emphasis is placed on developing the following three modes of communication: interpersonal, interpretive, and presentational. The curriculum is structured around six broad themes—Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics—that promote an integration of language and culture. The class incorporates the use of literature, videos, films, Internet activities, computer software, tapes, the press, songs, TV, and radio in an effort to help students learn to communicate in meaningful and appropriate ways with other users of the French language.

Latin Latin I The objective of the Ecce Romani program, chapters 1-20, is to bring students to the point where they can read first-year Latin with confidence. A series of stories relate events in the life of a typical Roman family of the first century A.D, the Cornelii, who are summering in southern Italy. The story at the beginning of each chapter gradually introduces vocabulary and grammar in context, which includes noun and adjective declension endings, indicative active verb tense endings, adverb use, and prepositional phrases. The materials in our text also develop listening, speaking, and writing skills to facilitate reading and comprehension and, in addition, English cognates tied to vocabulary. To enhance the students’ awareness of Roman literature and history, a series of cultural segments pertaining to geography, mythology, and history are keyed to the story line of Ecce Romani. Latin II In Ecce Romani, chapters 21-37, students begin to explore more challenging aspects of syntax and style in order to enhance their comprehension and enjoyment of Latin. The Cornelii, our Roman family of the first century A.D., have now returned to Rome. Introduced in context by the story at the beginning of each chapter are grammatical, syntactical, and lexical topics such as relative pronouns, indicative passive verb tense endings, participial formation and use, adverb and adjective degrees, and English cognates. Each lesson in Latin grammar is always preceded by instruction in English grammar. The materials in our text also develop listening, speaking, and writing skills to facilitate reading and comprehension. To enhance the students’ awareness of Roman literature and history, a series of cultural segments covering the Late Republic and early Empire are keyed to the story line of Ecce Romani.

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Latin III In Ecce Romani, chapters 38-54, students complete their study of Latin syntax and grammar, so that, in Latin IV, they can read any Golden Age Latin prose or poetry with confidence. Our first century A.D. Roman family, the Cornelii, experience rites of passage, the children mature and are able to attend public events such as those in the Colosseum and Circus Maximus; there are rituals for citizenship, marriage, and death. Detailed cultural segments precede the story in each chapter. Introduced in context are all subjunctive verbs tenses and voices, all subjunctive constructions, the gerundive, extended use of ablatives absolute, and all infinitive forms and their uses in indirect statement. The materials develop listening, speaking, and writing skills to facilitate reading and comprehension. Latin IV This course prepares students for the first half of the AP Latin exam, which features sight readings from a wide range of authors. (The second half of the AP Latin exam features Caesar’s De Bello Gallico and Vergil’s Aeneid.) Students will read, translate, understand, analyze, and interpret selections from the Golden Age Latin authors Eutropius, Asconius, Cicero, Horace, Pliny, and Ovid. Each classical historian's account is paired with a poet's work on the same theme: Eutropius on the Late Republic with Horace's ode on Cleopatra; Cicero the trial lawyer with Cicero the essayist; and Pliny the natural scientist with Ovid's Metamorphoses. Our selection from Asconius on the murder of Milo is paired with a modern novel by Steven Saylor. AP Latin The AP Latin course is designed to develop the students’ abilities to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible, to help them understand the context of the written passages (including the political, historical, literary, and cultural background of each author and text), and to help them understand the reasons behind the particular style of writing and the rhetorical devices employed. The course should also help students to be successful in analyzing Latin passages to understand how and why the author uses the language in a particular way and the effects he is hoping to produce. Students will learn to analyze the text and draw their own logical conclusions. This course should give students tools to read Latin prose and poetry aloud and with accurate comprehension and appreciation. For the Vergil text, students will learn dactylic hexameter and how it is used to enhance the text and create effect, and students will scan the poetry at least once a week.

Spanish Spanish I Spanish I is designed to introduce students to the basics of Spanish in reading, writing, listening and speaking. By the end of the first year, students are able to speak, understand, read, and write basic Spanish about daily activities, family relationships, foods, clothing, personality traits, likes and dislikes, purchases, time, seasons, and the weather. They also begin to learn about the geography and cultures of the Spanish-speaking world. Students begin to learn the grammatical structure of the language and also use Spanish in realistic and meaningful situations. The course is conducted in English and Spanish. Spanish II Spanish II is a continuation of Spanish I. Students continue to grow in their ability to speak, understand, read, and write Spanish through conversations, skits, stories, reading passages, audio-visual materials, written paragraphs, grammar exercises, and games. They learn many new grammatical concepts and verb tenses, and develop greater proficiency using the language in realistic and meaningful situations. Cultural knowledge is attained through the use of all curricular materials. The course is conducted mostly in Spanish.

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Spanish III In Spanish III, students continue to develop their ability to speak, understand, read, and write Spanish. Students take a more detailed look at grammatical concepts previously presented and work extensively with advanced structures such as the subjunctive mood. These structures are used in various compositions written by the students. Additionally, students read historical, cultural, and literary excerpts, and view sections of movies produced by famous Spanish-speaking film directors. They also work cooperatively in class to produce skits and debates. Students listen to Spanish podcasts and videos online. The course is conducted in Spanish. Spanish IV Spanish IV is designed to reinforce the students’ knowledge of grammatical structures and to increase their fluency in reading, writing, understanding, and speaking Spanish. Throughout the year, all major grammatical structures are reviewed and used in advanced applications and compositions. Students also read and discuss in Spanish various works written by Spanish and Latin American authors, as well as current events from newspapers and magazines. Additionally, they participate in skits, debates, and conversations, and listen to spoken Spanish on podcasts and in video programs. The course is conducted exclusively in Spanish. AP Spanish Language and Culture This AP course is designed to review and reinforce the students’ knowledge of Spanish and to increase their proficiency in reading, writing, understanding, and speaking the language. Students work extensively with the different types of exercises that appear in the AP Spanish Language and Culture examination and review grammar on an individual-need basis. In preparation for the cultural aspect, students also read the works of various Spanish and Latin American authors, as well as newspaper and magazine articles; participate in debates, skits, and conversations; listen to Spanish in the media on audio CD’s, podcasts, and in video programs; and frequently write expository essays and creative pieces. The class is conducted exclusively in Spanish.

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THE LIBRARY The mission of the Matthews Library is to foster lifelong learning. The two main goals of the library are to prepare students for college-level research and to continue the school's goal to develop passionate readers. We encourage our students to be curious and interested in learning. We also recognize that they need to have the skills to pursue their passions.

Both SCDS library programs follow AASL Standards for the 21st Century Learner and the California School Library Association scope and sequence for student information literacy where research, digital, critical-thinking, and problem-solving skills (e.g., using Boolean operators, citing sources, finding authoritative sources) are introduced, reviewed, and mastered over time and grade level. Starting with orientation and continuing through advanced research skills, students become successful—and enthusiastic—library users.

The High School library curriculum continues to build on skills learned in Middle School. Ninth graders work with primary sources and learn more about the library databases by teaching their peers how to use them. As they progress through the curriculum, students continue to hone their research skills. In tenth grade, students have a yearlong research project that includes an individual meeting with the librarians to help them refine their research. Eleventh and twelfth grade students use the library regularly for various research and reading projects.

The library's collection is driven by the curriculum and supplemented by enrichment materials that enhance students' lives and interests. Fiction and non-fiction materials are requested by faculty as well as by students.

Library events and displays are designed to complement the curriculum and foster a love of learning and reading. They often include an emphasis on fine arts and the diversity of our world. Celebrations and displays include student artwork and music, and reflect a variety of cultures and ideas.

Recent celebrations have included Poem in Your Pocket Day when High School students read poems and did activities with kindergarten students; a visit from an alum whose memoir has recently been published by St. Martins Press; and World Cultures Week activities that have included a faculty member sharing her experiences growing up in El Salvador, the library providing Italian sodas for the Passport Lunch, and the reading of Cat in the Hat in 21 different languages by faculty, staff, students, and an alumnus who Skyped in from Sweden.

Students and faculty attend High School Book Club monthly to discuss recent books read. Monthly TED Tuesdays feature TED videos by Brian Green, Sheryl Sandberg, Malcolm Gladwell, and Michael Sandel. The student-run Leadership Series lunches feature students presenting their unique experiences to their peers. Presentations vary and have included Hmong Culture, Traditions, and Dress; Choreography; Visiting the Rulindo School in Rwanda; Being a Senate Page in Washington DC; Researching Multiple Sclerosis in a UC Davis Lab; and Developing an iOS App for the 6th Grade.

Book displays may feature new arrivals, reflect current events or holidays, focus on specific genres, or be a collection of student favorites. Displays are designed to get students reading and talking about books, which they do often individually with the librarians or more formally in book talks or book club.

As a cultural center of this vibrant community, the library strives to be a place where students see learning as fun as they prepare for the future by gaining the skills they'll need, acquiring habits of scholarly work, and developing a love of reading and learning that will serve them through college and throughout their lives.

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FINE ARTS Students in Visual and Performing Arts classes develop an increased sense of perception, vocabulary, and

techniques pertinent to each discipline through their study of music, art, and drama. Students are

introduced to works from other cultures and historical periods as they develop skills, refine techniques, and

experience the joy of creative expression and personal involvement in the arts. Visual and Performing Arts

classes require creative problem-solving and reflective thinking in order for ideas to take form, be analyzed,

evaluated, and then refined to create finished work. During the process of exploration and creation,

students learn to see new possibilities, reflect upon their work, and continually explore new ideas and

possibilities within each discipline. Overall, students develop an understanding and appreciation of the arts

by forming criteria for arriving at personal artistic judgments and developing craftsmanship and discipline

through the creation of visual art, both two and three dimensional; the performances of instrumental music;

or the performance of plays, one-acts, and student written and directed work. (Classes with the vpa

designation fulfill the UC visual-and-performing-arts “f” requirement.)

Performing Arts

(The courses with a “vpa” designation after the title fulfill the visual-and-performing arts requirement both for Country Day’s graduation and UC qualification.) Drama I, II, III (vpa) This drama elective is a one-year course in which students learn basic skills, stage directions, techniques, and vocabulary needed to understand and communicate in the theatre. The course employs the use of lecture, theatre games, movement, scripts, relaxation, and personal experience to delve into theatre. The course addresses theatre history and different systems for building a character. The goal is to prepare students to perform and to fuel their knowledge and desire to learn and participate in theatre. Playwriting and Production In this two-trimester course, students collaborate and write a full-length play, which is the spring production. During the first of the two trimesters, students brainstorm themes and select one theme, which is the central theme of the play. Within this main theme are subplots that tie in with the overall theme. During the second of the two trimesters, students refine the play through writing exercises and improvisation, and then they are involved in the rehearsal process as writers and as writer/actors. Depending on the nature of the play, there may be a post-play discussion with the audience. In 2011 this course was offered and the student writers had a very successful experience, culminating in a highly regarded production dealing with the theme of bullying. (Not offered in 2015-2016) Chamber Music I, II, III (vpa) Chamber music is a performance-based class where students learn the intricacies of performing music in a small group or chamber setting. It is a yearlong class open to intermediate and advanced music students. There is often more than one group. The groups meet outside of the regular school day, usually during zero period. Public performances are given before the winter holidays, in the spring, and on special occasions. Chamber ensembles also participate in chamber music festivals during the winter and spring. Prerequisites: Students must have reached fundamental performance ability on their instrument. This includes the ability to produce a characteristic tone, to use a variety of articulations, to play a chromatic scale throughout the

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normal playing range of the instrument, and to read standard notation. Students must be enrolled concurrently in concert band or orchestra, and admission to the chamber class is upon approval of the instructor. Concert Band I, II, III (vpa) The high-school concert band is open to all students who play a wind or percussion instrument. Though most of the students have been playing for several years, opportunities exist for motivated beginners to play. A wide variety of music is studied, including standard concert band literature, orchestral transcriptions, chorales, marches, Broadway show music, and popular music. Though the majority of class time is spent on performance practices, a significant amount of time is spent on music theory and history. The band also regularly sight-reads. Public performances are given before the winter holidays, in the spring, and on special occasions. The band also competes at music festivals. Numerous opportunities are available for individual instruction, and individual private lessons are encouraged. Students are also encouraged to participate in ensembles outside of band class. Jazz Band I, II, III (vpa) The jazz band is a 7-to-15-piece ensemble open to intermediate and advanced music students. Guitarists, drummers, and string players are welcome. The course of study includes improvisation, basic jazz theory, jazz articulation, performance practices, and some jazz history. The group performs music covering most eras of jazz music. Public performances are given before the winter holidays, in the spring, and on special occasions. This group also participates in many jazz festivals and often travels. Numerous opportunities are available for individual instruction, and individual private lessons are encouraged. Students are also taught to perform in small combos, which perform for a variety of events. Jazz band meets during zero period. Prerequisites: Students must have reached fundamental performance ability on their instrument. This includes the ability to produce a characteristic tone, to use a variety of articulations, to play a chromatic scale throughout the normal playing range of the instrument, and to read standard notation. Students must be enrolled concurrently in concert band or orchestra, and admission to the jazz band class is upon approval of the instructor. Orchestra I, II, III (vpa) During orchestra class, a variety of concert music is studied, including orchestral transcriptions, standard concert literature, chorales, Broadway show music, and marches. Though the majority of class time is spent on performance practices, a significant amount of time is spent on music theory and history. The orchestra also regularly sight-reads. Public performances are given before the winter holidays, in the spring, and on special occasions. The orchestra also competes at music festivals. Performances are recorded in order to archive the group's progress. Numerous opportunities are available for individual instruction, and individual private lessons are encouraged. Students are also encouraged to participate in ensembles outside of class.

Visual Arts

(The courses with a “vpa” designation after the title fulfill the visual-and-performing arts requirement both for Country Day’s graduation and UC qualification.) Ceramics/Sculpture In this studio course, sculpture students learn about three-dimensional form and the properties of clay, create projects using the basic clay methods (pinch, coil, and slab), and experiment with glazes. Students create original works in clay based on themes developed from drawings and research. They are introduced to ceramic vocabulary, language, and aesthetics, as well as to the history of ceramics in the ancient and modern worlds. Students may take this class one, two, or all three trimesters.

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Introduction to Drawing This one-trimester studio class works with the concepts of creative expression through drawing, so sketchbooks are fundamental. Class assignments are designed to build confidence in the individual, where artistic ability is able to flourish unhindered by strict rules. Exploration in various media is encouraged while learning the rules of representation. There is an ongoing emphasis on teaching the basic skills of seeing and drawing. Student sketchbooks include weekly drawings based on observation, imagination, and art history. The sketchbook becomes a repository of visual ideas used in building a visual dictionary of imagery and techniques. Intermediate Drawing The emphasis in this one-trimester elective is on developing several artwork genres: portraiture, landscape, still life, and other subject matter. Discussion and critique are integral to the class. Students complete three 18-inch x 24-inch assignments. (Pre-requisite: one trimester of Intro to Drawing or portfolio interview) Advanced Drawing In this one-trimester class, students develop conceptual works based on themes—time, social, political, or cultural issues—and explore individual art processes using various drawing methods. Ongoing critiques and artistic statements are integral to the class. (Pre-requisite: Intermediate Drawing or portfolio interview) Studio Art I, II, III (vpa) This multi-grade yearlong studio class recognizes the fundamental importance of teaching the concepts of artistic perception, creative expression, art history, and aesthetic valuing as integral parts of the studio curriculum. Class assignments are designed to build confidence in individual artistic ability and to develop new skills and techniques while students explore various media. As students progress and refine their skills, they are given increasingly more challenging assignments. Students use a variety of art media while creating work in both 2D and 3D formats. Sketchbooks are fundamental to studio classes; weekly drawing assignments in the sketchbook reinforce units of study and develop drawing skills outside the classroom environment. Classes arranged by trimester include: I – Drawing, Design, and Introduction to Color Theory and Painting; II – Drawing, Design, and Printmaking; III – Drawing, Design, and 20th-Century Sculpture, and construction of several 3D projects. Studio Art-Advanced I, II, III (vpa) Advanced Studio Art challenges students to develop an increasingly more confident and personal use of design and composition, as well as demonstrate an understanding of the elements and principles of design in composing artwork. Qualified advanced students may also work on assignments that reflect breadth of artistic knowledge in a variety of art media, which can be used to satisfy requirements in AP Studio Art. Overall, students in Advanced Studio Art are challenged to work in an exciting yet demanding environment, to think inventively and imaginatively, and to create and solve visual problems. Students work to become increasingly proficient in terms of technique and use of art media, enabling greater creative expression. Working outside the classroom environment on assignments and in sketchbooks is of utmost importance to developing ideas and skills; this includes summer work. Sketchbooks serve as a record of ideas and images, as well as documentation of a growing visual vocabulary reflecting individual growth over the year. A portfolio interview and instructor approval is required prior to admission. (Not offered in 2015-2016) AP Studio Art: 2-D Design (vpa) This course stresses the development of overall distinction and quality in works that excel in concept, composition, and execution. Most students complete this class over the course of two years. The first year requires students to complete artwork for the “Breadth” requirement (see below), which exhibits the range of their knowledge and understanding in works that demonstrate

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a serious grounding in 2-D design principles, art media, and techniques. Students in their second year propose a course of work -- referred to as their “Concentration” -- with a specific theme, which is the basis for a yearlong exploration of visual images that are, according to the College Board website, "unified by an underlying idea that has visual and/or conceptual coherence." This theme requires the student to demonstrate a depth of investigation and document the process of discovery through the creation of a series of conceptually related works of strong personal interest. Sketchbook assignments are required of all students, which not only serve as a documentation of progress, but also may be used as a part of the AP College Board requirements. Throughout the two years of study, students are required to develop and refine original artwork to fulfill the requirements for portfolio submission to the College Board in 2D Design; Breadth (12 digital images), Concentration (12 digital images), and Quality (5 actual works). Students may be required to create a presentation for students and faculty at the end of the year. Pre-requisites for admission to the class include Studio Art I, II, III, and/or Advanced Art, along with instructor approval.

COMPUTER SCIENCE The School is committed to providing all students with access to high-quality technology in an

academically rigorous environment that develops their ability to communicate, process information, and be

ethical as well as productive citizens in an increasingly global and digitized world community. Students

learn word processing, spreadsheet, and multimedia presentations within the context of their classes, which

make the skills more relevant and timely.

Inventing Computer Games This elective teaches students what they need to know to get started in computer programming in a fun and novel way. They learn the fundamentals of computer language, including variables, data types, conditional if-statements, functions, loops, strings, arrays, input/output, classes and objects, and debugging. Students learn all this in the context of using the popular Python language to design and run their own computer games. The course is primarily self-paced, so students proceed at their own speed, although occasionally there are projects that all students work on at the same time. The main text is Al Sweigart's Invent Your Own Computer Games with Python, 2nd Edition (2010), which is available in paperback from Amazon.com or as a free PDF file from http://inventwithpython.com/. With this grounding in the basics of programming, students should be able to explore Python in far greater depth as well as learn other popular languages like Ruby, Java, C#, Visual Basic, Objective-C and C++. Students can sign up for one trimester at any time during the year or continue from one trimester to the next. Advanced Placement Computer Science A This course is designed to prepare a student for the Advanced Placement® Computer Science exam, level A. Topics include: simple, user defined and structured data types, algorithm development, decisions and loops, arrays, recursion, searches and sorts, data abstraction, and classes. This course is coached by an SCDS faculty member and taught through the Amplify MOOC program. Amplify AP CS is approved by the College Board as an authorized AP Computer Science course and is a UC-certified College-preparatory “g” science elective, but not a UC-certified lab-science course.

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PHYSICAL EDUCATION The physical education curriculum coordinates and facilitates the process of guiding students to lead

healthier lifestyles. The content articulates the knowledge, skills, and confidence students need to maintain

meaningful physical activity throughout their lifetime; and the course sequence allows for students to make

a successful transition from the physical education instructional program to participation in physical

activities during adulthood. Students develop proficient movement skills in each area of physical education,

expand their capabilities for independent learning, and examine practices that allow for sound decision-

making to enhance successful participation. The curriculum provides a framework that allows for individual

responsibility and flexibility by having the students design their program with a variety of physical activities

and sports that they enjoy and may wish to participate in for years to come. The classes are organized by

trimester. Besides taking physical education classes, students can complete their graduation requirement

through participation on athletic teams and/or through the independent physical education program.

Independent Physical Education -- Prior Approval Necessary The Physical Education department provides an independent program allowing students the opportunity to fulfill their SCDS PE requirements outside of SCDS. The program is designed for those students who are competing in an outside-of-school athletic program or course that requires numerous hours of training with a professional coach or trainer, where the student is ranked at a local, state, or national level, and/or engages in more than 60 hours per trimester. Students must apply prior to the trimester of activity, be accepted to the program by the physical education coordinator, and be supervised by their coach and physical education coordinator. A student may also take a college course through the independent program to satisfy the PE requirement. Independent P.E. forms are on the SCDS website.

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OTHER ELECTIVES Biology of the B-Movie Biology of the B-movie is for the student who watches a movie critically and wonders, “Is that really possible?” We watch popular science-themed movies and TV shows (both classic and current) and carefully dissect the science behind them. If a law of science has been broken, then we find it! Can we really clone extinct dinosaurs from DNA trapped in amber? Can one infected businessperson in Asia really cause a deadly worldwide epidemic within weeks? Can a gigantic ape really scale the Empire State building and wreak havoc on New York City? Why did Dr. House always suspect amyloidosis, but it never ended up being the diagnosis? Let’s find out! Civil Rights: The Making of America’s Multiracial Democracy The class will focus on a broad array of those fighting for civil rights and the many challenges facing them in different historical moments from World War II to the present. We will start with a brief look at the first half of the 20th century before we dive deep into the monumental shift that occurred during World War II. The class would primarily focus on the time period between 1940 and 1968, but will end with President Obama's election in 2008. College Health and Nutrition (for seniors only) This third-trimester course is open only to high-school seniors and discusses the proper approach to eating nutritiously and maintaining a healthy lifestyle during the first year of college. Topics include healthy cooking using only a microwave and/or counter-top grill, healthy shopping on a budget, making healthy choices when eating at the freshman cafeteria or when eating out, and fitting exercise into a busy college life. Creative Writing This class is intended to help students overcome the “terror of the blank page (screen)” through a series of fun exercises and prompts designed to “jump-start” creativity. Those students who have a long-term writing project can work on that too, and get constructive feedback from the group. Students can participate in the school’s creative writing website, prepare material to perform at school “Speakeasy” functions, or figure out other ways to commit “random acts of literature.” The instructor writes alongside his students; he’s not necessarily better at it than they, and he’s just as likely to benefit from their feedback as they are from his. The goal is for each participant to produce a work of poetry or prose good enough to submit with pride to the school literary magazine, The Glass Knife. Students may also choose to help with the editing and production of The Glass Knife, which provides a forum for student graphic art as well as literature.) Environmental Awareness This course is designed to educate students about the realities and myths of environmental change. Through selections from textbooks, news, magazine articles, documentaries, and guest speakers, students will learn about the challenges to the environment and what they can do as individuals, as families, as a school, and in the surrounding community to reduce the harmful effects of environmental damage. In concert with the Environmental Club, students will, individually or with a partner, select one area of sustainable practice that they will focus on to educate our community and to put into action. Additionally, students will participate with other high schools in environmental activities. Film as Literature: Comedies In this course, students learn the similarities between the elements of literature and film, as well as the differences, with a concentration on literary adaptations. Through full-length screenings, clips from various films, and discussions, students become adept at discerning the “language” of film,

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the various techniques for telling a story, and the ways in which filmmakers manipulate the elements of film to affect the viewer. Comedic acting and writing are also studied. Forensic Science The Forensic Science one-trimester elective is designed to give a rudimentary introduction to forensic science ethics and laboratory technique. This is an active learning and activity-based elective. Instead of a traditional lecture, students use the Internet to research and answer specific questions about the history of a certain forensic science technique, and then the class performs a forensic lab on the unit. The units include fingerprint analysis, blood typing, blood detection, blood spatter patterns, handwriting analysis, and drug analysis using Thin Layer Chromatography. Students work in class to complete all research, lab work, and lab report/worksheets. Basic Algebra skills and Microsoft Excel will be used (minimally) for selected units of the course. Great Books I – Introduction to Philosophy The students read and discuss selections from the most important works of ancient philosophy, focusing on Socrates, Plato, and Aristotle. In this one-trimester class, we examine their answers to questions like "What is real?", "What is courage?", "Is the soul immortal?", "What type of government is best?", and, perhaps the most important, "How should I live my life?" Reading assignments are manageable, but as this is a "Great Books" course, students must do the reading before they come to class. Open to sophomores, juniors and seniors.

Great Books II – The Bible The Bible may be the single most influential book in Western Culture, yet many people never read it, let alone study it. The students in this one-trimester class read and discuss some of the most famous parts of the Bible. The main focus is on merely reading and understanding, but students also examine the Bible as an influential (and controversial) source of ideas. We'll read about Adam & Eve, Moses, the 10 Commandments, kosher laws, the "Promised Land," the Prophets, Jesus, the Crucifixion, and St. Paul. Reading assignments will be manageable, but as this is a "Great Books" course, students must do the reading before they come to class. Independent Community Service Providing on-site opportunities to fulfill the SCDS community service requirement and creating a chance for students to give back to our own community are the two main reasons this course is offered. Students may arrange their own projects or get help from the Head of High School. Projects include tutoring middle-school and lower-school students, working in either library, assisting the Director of Breakthrough Sacramento, aiding teachers in lower-school classrooms, etc. At the end of each trimester, community service hours are calculated and applied to the requirement. Students may take this class one, two, or all three trimesters. Introduction to Arabic Language and Culture The objective of this second-trimester course is to bring students to the point where they can pronounce each letter of the Arabic alphabet and write each letter in the independent, initial, medial, and final shape. Arabic has two registers – the formal and spoken. The spoken register has a variety of dialects; this class learns in the Levantine dialect. A series of cultural segments introduce Arabic cuisine and the preparation of two common dishes – tabbouleh and hummus. The students also listen to classical and contemporary music. In addition, English cognates are studied. The text is ‘Alif Baa (3rd Edition), Georgetown University Press. Introduction to Italian Language and Culture The objective of this third-trimester course in Italian is to bring students to the point where they can read and speak simple dialogues in Italian. A series of cultural segments include perusing cookbooks and preparing simple Italian dishes, listening to classical and contemporary music from Puccini to Italian pop, and watching movies subtitled in English such as Il Postino, Cinema Paradiso, and Malena. The text is Prego! An Invitation to Italian (7th edition) McGraw Hill.

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Journalism (Octagon) The yearlong journalism class is devoted to producing both The Octagon (the high-school print newspaper published 8 times annually) and The Octagon online (at www.scdsoctagon.com). Staffers receive instruction in writing and editing news, features, sports, reviews, and editorials for both print and the Web. They also learn principles of page and Web design, effective use of technology, responsible leadership of their peers; and selling and handling advertising. Discussions concerning the role of the newspaper in both the school and society, including consideration of journalistic principles and ethics, are frequent. The staff attends local and national journalism conventions. Latin American Lives that Speak: An introduction to the people and ideas that shaped Latin American culture. Using film, literature, and music, this course explores different aspects of Latin American culture by examining the lives and works of men and women who both challenged and created the political and social norms of their societies. This course can be taken as a year-long elective or during any single trimester and is open to all students, regardless of world language placement. Mock Trial The yearlong Mock Trial program is designed to provide students with an education in the American judicial system. Students learn about the hierarchy of the various courts and become knowledgeable about the inner workings of a civil or criminal trial. Students work as a team to learn the facts of a realistic case file, analyzing the law pertinent to that file, and then conducting a mock trial by playing the roles of attorneys, witnesses, jurors, and court personnel. Students perform in a four-day Mock Trial competition in February and early March. The competition is held in the courtrooms at the Sacramento County Superior Court. This yearlong class meets outside of the school day, usually on Sundays. Nutrition This one-trimester course includes the basic principles of nutrition, sources and functions of the nutrients in all stages of the life cycle, nutrition as a world problem, and consumer problems related to food. During the class, we examine topics such as weight loss, sports nutrition, food safety, the diet-disease relationship, global nutrition, and the special nutritional needs during the life cycle. Students evaluate personal dietary habits using current dietary guidelines and computerized nutritional assessment. Study Skills for International Students This yearlong class includes review and support of English language skills (grammar, vocabulary development, reading skills, essay writing, note-taking, speaking, and listening) for international students who are new to Country Day. (Continuing international students may take the class as well.) Topics also include speaking practice on current events, critical thinking and organizational patterns expected of high school students, principles of research and documentation, cultural information to assist students with integrating into American high school life, and information on high school requirements and preparation for applying for U.S. colleges and universities. Training for the Shamrockn’ Half Marathon Students don’t have to think of themselves as "runners" to try this elective! The class begins slowly and with low mileage, and gradually builds up over the trimester. Throughout the training, the focus is on good running form, nutrition, hydration, and mental techniques to help get to the finish line happy and injury-free on race day. Students may take this elective just to learn how to run and love it; participating in the race is not mandatory. The Shamrockn' Half Marathon (13.1 miles) is a local race that begins and ends at Raley Field. (Training in this course and participating in the race fulfills physical education requirements.)

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Yearbook (Medallion) This yearlong elective class is primarily devoted to the production of the Medallion, the all-school yearbook. Tasks and instruction include choosing a theme; designing layouts; researching, writing, and editing stories; photographing students and events; mastering computer skills necessary to complete yearbook production; and selling and producing advertisements. The staff attends and competes at local and national journalism conventions yearly. Every student in the school receives a yearbook at the end of the school year.

ATHLETICS The SCDS Athletic Department fosters the growth of well-rounded, confident young adults in an age-appropriate manner. This is accomplished through the challenge of athletic discipline, team participation, and interscholastic competition. Our mission is educational, recreational, and competitive, designed to enrich and complement the Country Day academic experience. In practice and games, coaches provide all students with an active opportunity for personal achievement and development by emphasizing sportsmanship, teamwork, integrity, self-discipline, effort, and commitment. Sacramento Country Day has a no-cut policy to encourage all students to participate in athletics. The following sports are offered by season: Fall Winter Spring Cross Country Basketball (boys) Baseball (boys Soccer (boys) Basketball (girls) Golf Volleyball (girls) Ski and Snowboard Lacrosse Wrestling Soccer (girls)

Swimming/Diving Tennis Track & Field