2011-2012 LT Booklet for Web

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					   PAIDEIA HIGH SCHOOL
                   2011-2012

       COURSE DESCRIPTIONS
                  LONG TERM




ENGLISH                              3-8
FOREIGN LANGUAGE                     9-11
MATHEMATICS                         12-16
SOCIAL STUDIES                      17-21
SCIENCE                             22-24
FINE ARTS                           25-29
INTERDISCIPLINARY & OTHER COURSES   30-31
GRADUATION REQUIREMENTS                32
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           ENGLISH LANGUAGE, LITERATURE, AND COMPOSITION
The English curriculum is designed to develop and improve the ability of students to read and write well, and,
at the same time, to stimulate interest in the ideas and thoughts expressed in literature from various ages and
many places.

The first two years provide basic experiences in reading and writing. All ninth graders will take Composition
and Literature, and all tenth graders will take World Literature.

In the third and fourth years of high school, still are required to take English every long term, but have
choices among a variety of courses designed to suit students’ capacities as well as possible:

                                              English Curriculum


        9th Grade                         10th Grade               11th and 12th Grade
        Literature and Composition        World Literature         Themes
                                                                   Intensive Themes
                                                                   Seminar


COMPOSITION AND LITERATURE is taken by all 9th graders and is designed to introduce them to the
types of reading and writing that they will do in high school. All students read essays, short stories, and
poetry from a shared packet. The essays range from Orwell’s A Hanging, Barbara Ehrenreich’s Scrubbing in
Main”, Judy Syfers’ I Want A Wife, to Andre Dubus’s Giving Up the Gun, David Sedaris’s Remembering My
Childhood, Jamaica Kincaid’s On Seeing England for The First Time, and The Myth of the Latin Woman by
Judith Ortiz Cofer. Short Stories range from Hemingway’s Hills Like White Elephants, Saki’s The
Storyteller, D.H. Lawrence’s The Rocking Horse Winner to Ha Jin’s The Saboteur, Ring Lardner’s Haircut,
Alice Munro’s Red Dress and Mary Hood’s How Far She Went. The poetry section runs the gamut from
Shakespeare, Spenser, William Blake and John Donne to Sharon Olds, Langston Hughes, Wilfred Owen, and
Anne Sexton. All students read and Shakespeare’s Macbeth. The writing begins with small assignments,
leading to essays that reflect what the students read--comparison/contrast; definition; argument; etc. -- to
ultimately literary analysis. Grammar and vocabulary is incorporated into the course in ways dependent on
the individual teacher. By the end of the year students will have read examples from all the major literary
genres that they will encounter in the next three years and will have written several essays. Reading will
generally be 10-15 pages a night.

WORLD LITERATURE is taken by all 10th graders and is designed to introduce students to non-American
literature through a genre-based survey model; it is designed as well to continue and expand on the writing
skills students have acquired in 9th grade, focusing on the critical analysis essay. The texts of this course that
all students will read are the Robert Fagels translation of The Odyssey, Genesis, and a Shakespeare play, most
likely either The Tempest or The Merchant of Venice. Students will also read a novel, short stories, and
poems of the individual teacher’s choosing. The emphasis, again, is on the non-American, with a mixture of
Western, Eastern, and African literature. Writing in the course primarily focuses on critical argument
dependent on close readings of the texts and detailed use of examples for support in the several essays of 3-5
pages plus that the students will write over the year. As in Literature and Composition, grammar and
vocabulary is incorporated into the course in ways dependent on the individual teacher. Emphasis is placed
additionally on class discussion. Tests and reading quizzes are a regular part of the curriculum. Reading will
generally be 15-20 pages a night.

In the spring of 10th grade (and 11th grade), students are recommended by their teachers for either themes,
intensive themes, or seminar. Only those recommended for seminar may take a seminar class. Seminar
students may opt for a themes course if they wish.


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Themes courses offer challenging material that is designed to stretch the student intellectually both in terms
of the reading and writing. The variety of the themes course is great, from classes on Southern Literature to
Visions of Reality with its emphasis on third world and post-colonial literature to the theme of leaving home
in Leaving Home to The American Dream and African American Literature. The theme course can be very
specific in scope -- post-modern American Literature -- but often is genre-based; expect novels, short stories,
poetry, drama, non-fiction, even film. The pace of a themes course is moderate.

The Intensive Theme course is focused predominately on the writing process. The way an essay is
formulated; how one moves from idea to brainstorm to outline to draft and then to final version: this is the
emphasis of this class. The reading can be challenging but is designed to be accessible to all students in the
course. The pace of this class is much more deliberate than the themes class to allow for greater attention to
the literature and to the writing.

Seminar is the honors class in the English curriculum. It offers advanced material and places rigorous
demands on the student’s performance. Students in a seminar should be highly motivated learners who read
with agility and write with little guidance. It would not be atypical for a seminar class to tackle a difficult
Shakespeare play like Hamlet or Wuthering Heights by Emily Bronte or a 500 page novel like Catch-22 in the
space of three weeks, with 30 pages of reading a night, followed by a critical paper of 7-10 pages. The pace
of assignments is rapid and the expectations of the student are significantly higher than they are in a themes
class. It is not uncommon for a seminar class to have 10 essays in the course of a year, including an essay
midterm and/or final. The focus of the paper in a seminar rests on literary analysis, though creative writing
and personal writing may also be part of the course. Literature in these classes, drawn from classical and
contemporary sources, is sophisticated, and discussion of it, greatly valued and often required, stretches
students intellectually.

These are descriptions of the Seminars and Themes that will be offered in 2011-12:

SEMINAR: AROUND THE WORLD IN A NOVEL                                                       Ryan Martin
We’ll start in America (albeit via the Dominican Republic), cruise the Caribbean, hop the pond and stay
awhile in Ireland and England, swing down to South Africa, visit Russia, bicycle through India, and checkout
Sri Lanka and Korea. Through our travels you will notice how strikingly “local” the stories are despite being
set in places completely “foreign” to many of you. Course topics will inspire, challenge, reveal and revise
your unique global point-of-view.

Expect 30-35 pages of reading per night, and a major assessment (ranging from in-class examinations to
polished essays) at the completion of each text. There is a final at the conclusion of the second semester.

Course texts:
The Brief Wondrous Life of Oscar Wao - Junot Díaz
Wide Sargasso Sea - Jean Rhys
Annie John - Jamaica Kincaid
Neverland - Joseph O'Neill
On Beauty - Zadie Smith
Waiting for the Barbarians - J. M. Coetzee
Babylon - Victor Pelevin
Malgudi Days - R. K. Narayan
Anil’s Ghost - Michael Ondaatje
Lost Names – Richard Kim

SEMINAR: WAR AND PEACE                                                                                John Capute
No, not the epic Tolstoy tome, though that would certainly fit here. Instead, this seminar looks at the
literature--novels, short stories, drama, poetry, film--of that greatest of all human conflicts, war. Nowhere, it
can be argued, is the human spirit so challenged; nowhere else do we see humanity at its worst and arguably
its best; no here else do we see the great essential and eternal struggles, dilemmas, questions, and conflicts of

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life and living so dramatically on display for us to confront, question, and address. And conversely, as Elvis
Costello singing Nick Lowe’s words asked so poignantly, “What [is] so funny about peace, love, and
understanding?” Indeed, this seems to be the question of our history, of our species, of our age (as we enter
into the 11th year of our war in Afghanistan in which tens of thousands have died). It’s one of the many deep
and dark questions we will investigate in this class. Midterm and final essay tests; critical, creative, and
personal essays, 5-6 in the fall, 3-4 in the spring, each 6 pages plus; regular quizzes; paintball if class size
allows; plenty of discussion. Readings include Born on the Fourth of July, The Things They Carried, The Sun
Also Rises, Antigone, Mother Courage and Her Children, Catch-22, Slaughterhouse Five, and In Country.
Films include Saving Private Ryan, The Deer Hunter, Black Hawk Down, Munich, episodes from the HBO
series Band of Brothers and The Pacific, and the documentaries Restrepo and Alive Day Memories: Home
from Iraq.

SEMINAR: ALL IN THE FAMILY                                                                             Clark Cloyd
You don’t have to travel the world to gather material for great story telling. You don’t even have to leave the
house. In this class we’ll dwell with and on a variety of fictional families gathered from across space and
time in order to examine the conflicts that arise among these blood relations and to consider the artistry with
which the authors tell the tales, looking for illuminating connections, patterns and distinctions. At present the
list of works includes Beowulf, William Shakespeare’s King Lear, William Faulkner’s The Sound and the
Fury, Amitav Ghosh’s Shadow Lines, Toni Morrison’s Beloved, Anne Carson’s translation of Aiskhylos’
Agamemnon, Sophokles’ Electra and Euripides’ Orestes, Arthur Miller’s All My Sons, Tom Stoppard’s
Arcadia and Fyodor Dostoevsky’s The Brothers Karamazov. In this Seminar you can expect nearly nightly
reading assignments (thirty to forty-five minutes of reading depending on the reader’s facility and the
difficulty of the fiction), daily discussions of that reading, and tests (mostly essays) and papers (both
analytical and creative) on each work (four to five in the first term, three to four in the second term). The
pace will be brisk, the reading challenging stylistically at times and the writing largely undirected, though I
will afford opportunity to revise most of the out of class papers.

SEMINAR: SERIOUSLY FUNNY                                                                                 Jim Veal
E.B. White once said, “Analyzing humor is like dissecting a frog. Few people are interested and the frog dies
of it.” With all due respect to Mr. White, we can apply a critical eye to literary humor and keep the frog alive.
Literary humor comes in a number of forms – satire, farce, the comedy of manners – but whatever form it
takes, whether it is gently mocking or darkly ironic, comic writing that has stood the test of time inspires
readers to think as well as to laugh. In this course we will read and examine comic and satirical classics –
Catch-22 (Heller), Candide (Voltaire), Much Ado About Nothing (Shakespeare), Pride and Prejudice
(Austen), The Dog of the South (Portis), Tartuffe (Moliere), Assassination Vacation (Vowell) – plus shorter
works and more recent comic pieces by writers such as Mark Twain, Flannery O’Connor, Jonathan Swift,
Toni Cade Bambara, David Sedaris, Kurt Vonnegut, and many others. Like all seminar courses, this one will
prize class discussion. Seminar students are expected to be adept and active readers, proficient in generating
ideas for discussion and writing. The course will feature a variety of composition assignments designed to
help students grow as writers and thinkers in an academic setting. Students can expect four or five multi-
draft compositions each term. Most of the compositions will be analytical in nature, but there will also be
personal and creative writing. Tests (four or five per term) will be in written format: either in class essays or
short answers. Depending on the text being studied, the reading load can be as much as thirty pages per
night, or considerably less. There will be occasional vocabulary quizzes and reading checks.

SEMINAR: THE IRISH AND THE ENGLISH                                                                 Joseph Cullen
A class that will consider the close and often difficult cultural relationship between Ireland and England.
Their complex and storied literatures play well together despite the conflicts arising from seven hundred years
of colonial rule and are in many complex ways mutually reinforcing of strong and separate national
identities. There really is much common ground on either side of the Irish Sea. We will read works from
some of the following : Chaucer, Shakespeare, Dickens, Austen, Hardy, D. H. Lawrence, Joyce, Greene,
Larkin, Hughes, Heaney, Trevor and McGahern. A selection box of tasteful, exciting and vigorous works with
a blend of novels, plays and poetry. The reading will also include fairy tales, legends and history. Probably
some music too, but no dancing.

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There will be an array of reading quizzes and mid-term exams. A final at the end of the first semester. The
writing will include four critical and one personal essay in the first semester and a bit less in the second.
Some creative pieces and in-class writing will find their place too. The amount of reading will vary according
to the material but generally you can expect to have around 20-30 pages per night of any novel.

THEMES: GLIMPSES OF MADNESS                                                                   Marianne Hines
“No great genius existed without some touch of madness,” said Aristotle and this class will examine the fine
line between madness and genius. Our study will cover a broad range of literature such as One Flew Over the
Cuckoo’s Nest, Othello, The Bell Jar, Medea, and other works that involve glimpses of insanity. There will
be 20-25 pages of reading per assignment, 4-5 essays, vocabulary from the works with tests on 20-30 words at
a time, quote and ID tests on each book, and some creative and journal writing.

THEMES : PATTERNS OF MYTHOLOGY                                                                   Catharine Tipton

"There is one story and one story only/ That will prove worth your telling"
                                                                          Robert Graves

This one story is that of the heroic quest. In this class we will study the quest motif, exploring it in depth in
an attempt to discover why it has been at the center of every tale and legend since humans first gathered
together and shared experiences, hopes, and dreams over primeval fires.

We will begin with a discussion of the typical journey pattern, but before we begin our study of traditional
hero literature, we will look at what happens when the Call to Adventure goes unanswered. The classic hero
and his story will be our next area of study. Gilgamesh, Beowulf, Sir Gawain and the Green Knight, and
stories from the anthology Discoveries: Fifty Stories of the Quest will be our focus. In addition, we will look
at the quest from the perspective of the female hero and examine ways in which her experiences and
discoveries are similar and different from those of her male counterpart.

Our final focus will include stories and novels concerning such unlikely travelers such as the anti-hero and the
community as hero. We will study The Collector by John Fowles and A Gathering of Old Men by Ernest J.
Gaines along with additional stories from Discoveries.

We will cover literature from many different periods, genres, and cultures. Students will be expected to read
10 to 20 pages a night, depending on the material. Grades will be determined by reading quizzes, personal
response essays, and longer academic papers.

THEMES: MODERN AMERICAN SHORT FICTION                                                            Ryan Martin
Plain and simple – what has the broad mosaic of potentially canon-finding authors produced within the last
twenty years? We couldn’t possibly cover it all, so I pieced together a diverse collection of American writers
pushing the genre whether overtly, casually, as media darlings, as men, as women, as first-generation
Americans, or bleeding red, white & blue.

This course will expose you to recent and significant American short fiction defined by a distinct style
searching for definition in a complex playground. The course will be supplemented by a variety of genres
from a range of eras, theoretical readings, in-class film screenings, and daily writing and discussion.

Expect 20-30 pages of reading per night, and a major assessment (ranging from in-class examinations to
polished essays) at the completion of each text. There is a final at the conclusion of the second semester.

Course texts to be announced once 2010-2011 class participants vote.

THEMES: 4 CITIES                                                                                    Ben Michelman
San Francisco, New York, London, Jerusalem. Most people won’t travel to these remarkable cities; luckily,
there is plenty of literature to allow us to get a feel for the city nevertheless. We will look at a plethora of
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works set in these cultural centers, along with writing by natives of the city. This will give us the opportunity
to examine important literary movements, such as the Beat Movement (San Francisco) and the Harlem
Renaissance (New York). We will see cities during different time periods and through different lenses when
we compare contemporary works, such as The Hours by Michael Cunningham, with classics like Great
Expectations by Dickens. A diverse group of writers from a number of genres will be chosen and are likely to
include Capote, Kerouac, Ginsberg, Chabon, Hughes, Ellison, Salinger, Wharton, Yehoshua, Baldwin, Plath,
Orwell, and Monica Ali. Formal essay writing will serve as an important part of the course (at least three two-
to-four page essays per semester), as well as creative writing and blogging. Students will complete multiple
drafts of a given essay until all structural and grammatical expectations are met. Vocabulary quizzes and unit
tests will round out a student’s grade. Students, on average, will read 20 pages a night.

THEMES: LITERATURE OF THE AMERICAN WEST                                                                 Jim Veal
"It should not be denied that being footloose has always exhilarated us. It is associated in our minds with
escape from history and oppression and law and irksome obligations, with absolute freedom, and the road has
always led West." - Wallace Stegner

In this course we will read drama, fiction, and non-fiction set in the American West, the land of big sky,
buffalo herds, the wide Pacific, the Rocky Mountains, and Sunset Boulevard. The best Western literature not
only uses the West as a setting but explores and questions the mythology of the West as a place of escape,
possibility, and rugged individualism. Some of what we read will be what is commonly thought of as the
“Western,” stories of cowboys on the frontier. But we will also read about the multi-ethnic, urbanized,
contemporary West. Texts for this course include True Grit (Portis), The Lone Ranger and Tonto Fistfight
in Heaven (Alexie), Horseman Pass By (McMurtry), True West (Shepard), Friday Night Lights (Bissinger),
and The Day of the Locust (West). Writers such as Sandra Cisneros, Raymond Chandler, Gary Soto, Joan
Didion, Luis Valdez, John Muir, Annie Proulx, John Steinbeck, Amy Tan, and Dorothy M. Johnson will also
be represented in our readings. Because movies have been so essential to the creation of the mythology of the
West, we will also be watching classic films about the West, such as John Ford’s The Man Who Shot Liberty
Valance and Arthur Penn’s Little Big Man. The course will feature a variety of composition assignments
designed to help students grow as writers and thinkers in an academic setting. Students can expect three or
four multi-draft compositions each term. Most of the compositions will be analytical in nature, but there will
also be personal and creative writing. Tests (four or five per term) will be in written format: either in-class
essays or short answers. Depending on the nature of the text being studied, the reading load can be as much
as twenty pages per night, or considerably less. There will be occasional vocabulary quizzes and reading
checks.

THEMES/INTENSIVE: WRITE, SPEAK, READ!                                                           Marianne Hines
“Write to be understood, speak to be heard, read to grow.” This statement by an American writer creates the
foundation of this class that will focus on these three levels of communication. Students will focus heavily on
increasing reading and writing skills through the works we study. Our workload will include 10-15 pages of
reading per assignment, responses to the works and themes that appear in the stories and poems through
personal and critical essays and weekly writing assignments, plus the development of vocabulary through the
study of words that appear in the material. The works will span all genres of literature, fiction, non-fiction,
poetry, short stories, and memoir by such authors as Malamud, Updike, DeLillo, Lamott, and Hemingway to
name a few. The structure of the class will include group and individual assignments to help each student
write, speak, read, and grow as a learner and as a person.

THEMES: THE MALE VOICE                                                                             Thrower Starr
For males only. I used to introduce this course by saying that a gender-segregated class was new and
experimental and that we were in the process of trying it out to see whether it would be of benefit to young
men. After offering this course for the past ten years, the results have been good, and so we continue to offer
it. In this course we will read novels, plays, essays, short stories, and poems that seek to express something
essential about the experience of being male. We will look at the long-standing male concerns such as
courage, cowardice, violence, and war, as well as the question of what it means to be a man.


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I like to vary the types of writing assignments and include both informal and formal ones. The informal
writing consists mostly of journal responses to the literature reading and then the occasional in-class free
writing. The formal writing assignments are essays, both personal and critical. Over the years, the major
works that we have read include The Kite Runner, Beowulf, The Things They Carried, A Lesson before Dying,
Riddley Walker, and Romeo and Juliet. I will likely include a couple of these again and then add one or two
new selections for next year.

To get an idea of the workload, when we are reading a novel, I typically assign about 25 pages of reading per
night. In a typical semester, a student will write about ten journal assignments and will compose 3-4 essays.
As for tests, I give reading quizzes, tests after each novel, and almost always have a final exam in one form or
another.




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                                      FOREIGN LANGUAGES


The mission of the Foreign Language Department at the Paideia School is to help its students attain an
awareness and understanding of a variety of cultures; to stimulate and develop appreciation of language as a
whole, including semantics and literature; to promote the understanding of language as a means to an end for
social interaction and personal communication; to enhance communicative abilities while valuing accuracy,
proficiency and proper usage, as well as student enthusiasm and participation; and, through innovative and
enjoyable activities, to create an enriching and interesting educational experience.

Paideia currently offers an opportunity to study Spanish and French. To graduate from Paideia, a student must
take at least two years of a foreign language in the high school. It should be clearly understood that this is a
minimum requirement; most colleges and universities prefer three or more years of foreign language study.
Moreover, real fluency and enjoyment requires three or more years.

                                       Foreign Language Curriculum

        9th grade                        10th grade                        11th and 12th grade

        Language 2                       Language 3                        Language 4(College Prep)
                                                                                  or
                                                                           Honors
        or
        Language 1                       Language 2                        Language 3 then
                                                                           Language 4(College Prep)
                                                                                  or
                                                                           Honors

        or, by recommendation only:
        Spanish A                        Spanish B                         Spanish C or drop
        or
        Spanish B                        Spanish C                         drop

FRENCH 1, FRENCH 2, SPANISH 1, SPANISH 2
In the first two years of language study, equal emphasis will be placed throughout the courses on the four
basic skills of all language learning: speaking, listening comprehension, reading and writing. Attendance is
crucial and thirty to forty-five minutes of study per night is considered the minimum for satisfactory progress
in beginning languages. New skills in the language can only be built on a firm foundation of previously
mastered material. French 1 and Spanish 1 continue through Short Term A.

FRENCH 3, SPANISH 3
Building on skills from the first two years of study, third-year language courses expand on grammatical
structures and vocabulary to broaden and enhance communicative skills. Students write analytical and
creative essays and participate in substantial classroom discussions on topics ranging from culture to literature
to current events. After completion of this level, a student may move on to an advanced level course.

 SPANISH A, B, C
These courses, open to students by recommendation only, cover the material of Language 1 at a slower and
more intensive pace. At the end of two years of language studies, some students will have completed their
language requirement. Other students may proceed to take Spanish C or possibly the regular Spanish 2 or
French 2 class. Spanish A continues through Short Term A.

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                                         UPPER LEVEL COURSES

FRENCH 4, SPANISH 4.
These non-honors courses are designed for students who have completed level 3 and are eager to continue
expanding their knowledge of language, literature, and culture. The course will help students develop
grammatically accurate and coherent writing using a methodical approach. Students will write short pieces of
around 300-500 words in a variety of styles, including descriptive, argumentative, and creative using Google
Docs. In addition, students will be encouraged to speak confidently through regular podcasts and short Power
Point presentations. We will analyze literary texts and films with pre-viewing and vocabulary building
activities beforehand leading to comprehension and analysis questions. The Spanish course is theme based
and may include the following topics: cultural fusion, environment, myths and legends, and rights and
responsibilities. The French course focuses on different francophone countries and cultures, including Africa,
the Caribbean, North America, and Europe.

                                        HONORS LEVEL COURSES

Students who have earned a B+ or above in French 3 or Spanish 3 may be recommended for Honors Level
Courses. Foreign Language honors courses are much like themes level courses in various other subjects, but
conducted in the target language. Culture and Civilization is much like a social studies course, Literature
and Film is just that: a literature course in the target language. Advanced Expression focuses on improving
written and spoken expression of the target language. All three courses require students to be able to read
and discuss college level texts, authentic language texts, and to write 2 or 3 compositions (2 to 3 pages in
length) per term in the target language. Each year only 2 of these courses are offered in each language. For
the academic year 2011-2012, we will be offering Culture and Civilization and Literature and Film.

ADVANCED FRENCH: TOPICS IN FRENCH FILM AND LITERATURE
In order to better understand the issues affecting life in the French speaking world, we will study a number of
topics that appear in literature and cinema. These might include revolution, the role of women, the tensions
between modernity and tradition, human migration. Each topic will be studied for about six weeks, and
students can expect to read short fiction and plays as well as poetry and excerpts, and to watch a number of
movies on each topic. The literature and movies studied will be from Europe, Africa, Canada, the Caribbean
and the Arab world. The literature, movies and all writing and class discussion will be in French.

Students will be graded on one major paper and one exam per topic, a viewing and reading journal, quizzes
and class participation.

Students are expected to read literary texts, about 30 minutes per night, and to analyze these texts carefully
and thoughtfully. They will write a reaction journal in the form of a blog (about 200 words) after each
reading and film we watch in class. Students will also have a unit test after each theme we study and they
will write 2 two page papers per term. Class time will be spent discussing the works and taking notes on
lectures.

ADVANCED FRENCH: CULTURE AND CIVILIZATION
In this course students will examine the historical, social, and ideological aspects of the French-speaking
world through an interdisciplinary approach combining the study of literature, the arts, music, and film within
the context of the culture’s history. Students are expected to discuss texts and topics orally and in writing.
Grammar will be taught on a regular basis. Term I will focus on France. Term II will focus on chosen regions
of the French-speaking world.

Students read historical and literary texts each night. They are expected to study vocabulary, answer questions
on each reading, and be prepared to discuss them daily in class. Students write a 100 word blog each week on
a topic having to do with the readings and/ or class discussions. There is a test after every two chapters and


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students are asked to write two 2-3 page papers per term. Advanced grammar is taught weekly. Class time is
spent discussing the readings or grammar. Students do at least one oral report or project per term.

ADVANCED SPANISH: TOPICS IN HISPANIC FILM AND LITERATURE
In order to better understand the issues affecting life in the Spanish-speaking world, we will study a number
of topics that appear in literature and cinema. These might include civil war, revolution, gender roles, literary
movements, immigration, politics, and social class prejudice. Students can expect to read a variety of genres,
including short stories, poetry, and excerpts from novels, as well as several college-level articles.

The film component of the course will focus mainly on 20th and 21st century Latin America, highlighting
specific countries, regional societal topics, and important historical figures.
Students will be graded on daily class participation, weekly quizzes, major papers (3 in Term 1, 2 in Term 2),
and tests (2 in Term 1, 2 in Term 2).

ADVANCED SPANISH: CULTURE AND CIVILIZATION
In Civilization and Culture, students will study the historical, social and cultural aspects of two countries:
Spain and Mexico. We will take an interdisciplinary approach, combining the study of literature, art, music,
and film within the context of each country’s history. Grammar, the history of the language, and geography
will also be incorporated. Readings, lectures, and discussions will be entirely in Spanish. Participation is
very important. Students should expect nightly readings, weekly blog assignments, reading quizzes, short
answer tests, oral presentations and essays, and mini projects.




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                                         MATHEMATICS


The math curriculum offers a number of paths to learning mathematics. Through teacher recommendations,
students will be guided to courses which will be appropriate and challenging.

                                      Math Curriculum Diagram
Notes: When an arrow points to more than one course, students take the course recommended by the teacher.


             Algebra 1
                                                            AMS


                                                                                 AP Stat
        Intermediate Algebra
                                           GT
                                                          Discrete
           Algebra Topics                                                       AP Calc

                                          FTG
            Algebra 2
                                                                                Seminar
                                                         Precalculus


            Algebra 2T




Regular Honors Curriculum
Most Paideia students are in the regular honors math curriculum, a challenging sequence which culminates in
an AP course senior year - AP Calculus and/or AP Statistics. Courses on this track are Algebra 2 in 9th
grade, “FTG” in 10th grade, Discrete Mathematics or Precalculus in 11th grade and AP Statistics and/or AP
Calculus in 12th grade.
NOTES:
 * “FTG” is Functions, Trigonometry, and Geometry
 * Discrete Mathematics is a college course taught at high school speed covering topics such as management
    science, sampling, voting, apportionment and game theory.
 * Precalculus, an honors course, is a prerequisite for Calculus for students in this program
 * Students who take Precalculus are prepared for the SAT Subject Test Level 2. Students who take Discrete
    Mathematics should take the SAT Subject Test Level 1, after FTG.
* In Algebra 2, FTG, and Discrete Math, review days are built into the course syllabus. Though a set
curriculum is still emphasized, it is expected that some reteaching will occur.

Slower-Paced Curriculum
Some students need more time for in-class review and reteaching or may not have completed Algebra I. The
curriculum begins with Algebra 1 and is followed by Intermediate Algebra, Algebra Topics,
Geometry/Trigonometry (GT), and Applied Mathematics and Statistics (AMS). Ninth graders will enter this
curriculum in either Algebra 1 or Intermediate Algebra depending on their background.

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NOTES:
 * Some students may enter this sequence after taking Algebra 2 as 9th graders. Their path would then be
GT, AMS, and Discrete Mathematics.
 * Students who complete Algebra Topics with excellent grades may, with teacher recommendation, have
the option to move to FTG.
 * In courses such as Intermediate Algebra, Algebra Topics, GT, and AMS, fewer concepts are tested at a
time and extensive review is built into the curriculum.

Accelerated Honors Curriculum
Some students really love math and have shown significant talent and achievement in the field. These
students take a course called “A2T”, Algebra 2 and Trigonometry, in 9th grade. The pace is fast since it
covers the material from Algebra 2 and from FTG in one year. The “easy” questions and topics may be a
student’s responsibility since class time is spent on difficult topics and extensions beyond the book. Thus, the
homework load is heavier than in Algebra 2.

Students who complete A2T typically go on to Precalculus as sophomores, Calculus (AB or BC) as juniors,
and AP Statistics as seniors.

NOTES:
* Students on this path are encouraged, but not required, to participate on Math Team.
* The difference between AB and BC calculus is that BC is more demanding in terms of pace and difficulty.
AB Calculus is a natural sequel to Precalculus and about the same level of difficulty.


                                          Deciding Between Courses

Teachers recommend the math course for the following academic year. Sometimes there is only one
appropriate course. Other times, there may be two courses. When a choice must be made, students will have
help from their advisors and math teachers. Below are the most common scenarios that require choosing
between courses along with information helpful in making the decision.

CHOOSING BETWEEN FTG AND GT

Students who have completed Algebra 2 or its equivalent will take either FTG or GT.

FTG is an appropriate placement for students who have not only thoroughly mastered Algebra 2 material but
who also have the ability to analyze and apply their knowledge to a wide variety of problems. The pace of the
FTG course is significantly faster than that of GT. Typically, an FTG student has an Algebra 2 test average of
B or better. The course emphasizes reasoning and creativity in problem solving as well as an ability to think
abstractly. Formulas and algorithms alone are frequently not sufficient for the exercises and problem sets.

GT is an appropriate placement for a student whose Algebra 2 test average was lower than a B and for most
students coming from Algebra Topics. The course moves at a slower pace, as it covers only geometry and
trigonometry. In addition to moving more slowly, the course does not delve as deeply into the material as
FTG, resulting in problem sets that are more straightforward and can be solved by literally applying formulas
and rules.

CHOOSING BETWEEN PRECALCULUS AND DISCRETE MATH

Students who have completed FTG will take either Precalculus or Discrete Math.

Discrete Math involves applications in business, finance, and politics. It includes Excel projects. Precalculus
is an honors level course that requires greater mastery of material from previous courses since is builds on
algebraic skills and applications.

                                                       13
Discrete math is a course that prepares you for AP Statistics, but not AP Calculus. It can also be a course for
students who need additional time to master algebraic skills, before they take Precalculus to master algebraic
skills and mature as math students before attempting Precalculus

Precalculus should be taken if you will be required to take calculus in the future, for example, if you want to
be an engineer, go into the medical field or any of the physical sciences. Students who learn Precalculus at
Paideia are well prepared for calculus. Taking Precalculus does not require a student to take AP Calculus the
following year. Some students take AP Statistics as seniors after Precalculus because they are interested in
social studies, psychology, etc. If they then find they need calculus for their major, they will be prepared to
take it in college.

Discrete math is a course that prepares you for AP Statistics, but not AP Calculus. It can also be a course for
students who need additional time to master algebraic skills, before they take Precalculus to master algebraic
skills and mature as math students before attempting Precalculus.

CHOOSING A SENIOR YEAR COURSE FOR STUDENTS IN PRECALCULUS

Juniors in Precalculus can take either AP Calculus (AB or BC) or AP Statistics as seniors. The choice should
be based on: 1) math ability and performance in Precalculus, 2) preparation necessary for future studies, and
3) interests.

AB vs. BC Calculus
If a student’s interests are in the areas of math, physics, and/or engineering, he or she should definitely take
calculus senior year. AP AB Calculus is equivalent to about 2/3 of a first-year college calculus course. The
AP BC course is equivalent to a full-year college calculus class.

The level of difficulty and work for AB Calculus is about the same as for Precalculus. The BC Calculus
course goes faster than the AB course, covers more topics, and requires a deeper look at the underlying
concepts. In general students who are earning an A- or higher in Precalculus should be able to succeed in BC
if they are interested and feel confident taking a faster paced course. Students earning a B+ or higher should
be able to do well in AB if they want to take calculus. Sometimes students who COULD take BC choose to
take AB in order to balance their schedule.

AP Calculus vs. AP Statistics

Colleges treat AP courses differently. Some give course credit, some give placement credit, and some view
them as requirement fulfilling. Getting any of these types of credits depends on the AP course taken, score on
the AP exam, the college, and the major.

The level of work and difficulty in AP Statistics is different from that in calculus. The actual math used
doesn’t get past Algebra 2 and FTG. However, maturity as a math STUDENT is required. The concepts,
definitions, and procedures must be learned exactly and that means the student must keep up with homework
and review. Students who have not earned at least a B- in Precalculus will likely have some difficulty doing
well in statistics, unless they have excellent study habits.

Many students find the material studied to be quite interesting. Examples in the course range from health
studies to racial bias studies. Statistics is extremely useful in fields such as psychology and other social
sciences. It is also used in business. Science courses use statistics in lab courses, since statistics is about
determining the meaning of measured data.

A student who is interested in engineering or physics or math, and who must choose between statistics and
calculus, should, however, choose calculus.



                                                         14
A few students have chosen to take BOTH calculus (usually AB) and statistics in their senior year. This
works if a language or social studies is dropped and should be done only if that is the right decision for the
student’s goals.

                                             2011 – 2012 Courses

ALGEBRA I
Algebra I is a standard first-year algebra course. It is offered in the high school as needed.

ALGEBRA 2/TRIG - ALGEBRA 2 – INTERMEDIATE ALGEBRA
These courses will cover more advanced algebra topics, such as linear functions, quadratic functions, rational
expressions, logarithms and exponents, simultaneous linear equations, roots of equations, coordinate
geometry, and complex numbers.

ALGEBRA 2 will cover the above material in one year including one hour of each short term.

INTERMEDIATE ALGEBRA uses the same textbook as Algebra 2, but with greater attention to student
mastery of the most important topics. In order to incorporate sufficient practice, the course moves at a slower
pace than Algebra 2. The course continues through one hour of short term A.

ALGEBRA TOPICS covers a variety of concepts from geometry, statistics, and advanced algebra. It
prepares students for GT. It can prepare a student for FTG.

ALGEBRA2/TRIGONOMETRY (Honors) is offered to a limited number of ninth graders on
recommedation of the high school math department. In order to prepare students to go directly to Precalculus,
this course covers the material in the Algebra 2 and FTG courses in one year. The course continues through
one hour of each short term.

FUNCTIONS, TRIGONOMETRY, AND GEOMETRY (FTG)
This course covers functions, with an emphasis both on understanding their nature and learning techniques for
applying them. It includes a study of trigonometry and geometry. Prerequisite: Algebra 2

GEOMETRY/TRIGONOMETRY (GT) is a yearlong course that covers the geometry and trigonometry
sections of FTG at a slower pace.

APPLIED MATHEMATICS AND STATISTICS (AMS)
This course focuses on applying mathematics to real world problems. Numerical, logical, and statistical
reasoning are used to solve problems rooted in areas like finance and politics. Calculator and spreadsheet
technologies are utilized. Prerequisite: GT

DISCRETE MATH
This course stresses the connections between contemporary mathematics and modern society. Topics covered
include management science, social choice and decision making, probability, coding, geometric form and
growth. This course also prepares students for AP Statistics. Prerequisite: FTG or AMS.

PRECALCULUS (Honors)
Precalculus will cover functions, trigonometry, graphing, solving complex equations, limits, and advanced
problem solving. The course will emphasize theory and explore each topic in depth. Prerequisite: A2T, FTG
or Discrete Math with teacher recommendation.

AP CALCULUS – AB or BC
These courses will cover basic concepts and methods of derivative and integral calculus. Students will be
prepared to take the related Advanced Placement exam in May. The BC course covers substantially more
material and therefore, moves at a faster pace than the AB course.
                                                        15
Prerequisite: Both AB and BC are open to students who have completed Precalculus and have the
recommendation of their teacher. Success in Calculus is highly correlated with success in Precalculus. The
calculus courses continue for one hour in Short Term A.

AP STATISTICS
This course presents four major themes in statistics: exploratory analysis, planning data production,
probability, and statistical inference. Exploratory analysis of data makes use of graphical and numerical
techniques. Methods for valid data collection through surveys and experiments are explored. Probability is
studied to anticipate how data should be distributed under a given model while statistical inference
investigates the reliability of conclusions from empirical results. This course will prepare students for the
Advanced Placement exam in May. Prerequisite: Discrete Math, Precalculus, or Calculus, and teacher
recommendation

SEMINAR IN MATH (Honors)
This course explores a variety of advanced topics in mathematics. These may include introductory topics in
abstract algebra and topology, mathematical analysis of sound and images, and the mathematics underlying
modern physics. Computers will be used frequently, allowing students to tackle a wider range of problems.
Prerequisite: A calculus course




                                                      16
                                          SOCIAL STUDIES
History and social studies are fundamental to a liberal education. Knowledge of the past and of the present
state of society helps students to develop a sense of their own identity and provides them with information
and perspectives necessary to become effective citizens. Skills in reading, writing, critical thinking and
research increase their competence in school and in their lives.

                                         Social Studies Curriculum

             9th Grade                10th Grade                11th Grade              12th Grade

                                       American                 Themes or                 Themes or
      World Civilization                History                AP/Seminar*               AP/Seminar*
             &
        US Politics
                                       Themes**              AP US History                Themes or
                                                                                         AP/Seminar*

Notes:
*Recommendations are based on grades and teacher assessment of appropriate placement. If a student is
recommended for a seminar class in his or her junior year, he or she must have at least a B or better in the
junior year social studies course and have demonstrated strong analytical writing and reading skills to
continue in a seminar class senior year. A student in a themes class must earn a grade of B+ or better and
the recommendation of the teacher to be recommended for a seminar class senior year.

** To be considered for a themes course as a10th grader, a student must earn an A/A- in 9th grade social
studies and submit an original writing sample, in response to an essay question, to Brett Hardin.

                                                   9th Grade

Topics in World Civilizations is required of all 9th graders and serves as a survey of world history. Special
emphasis is placed on connecting the past with the present in all areas studied. For example, when Africa is
studied, we progress from Ancient Africa to modern day. Each part of the world is studied, with the
respective units lasting six to eight weeks. Students are required to take notes daily and to keep a class
notebook. Three writing assignments are required: a short paper, a major paper and a book report. In addition,
three or four objective exams will be given during each term, as well as an all-essay final exam.

US Politics is a one-hour short-term course required of all 9th graders and serves as a brief survey of US
government. US Politics will go beyond the basics and look at the many forces that influence the US federal
government (media, lobbyists, money, elections and citizens). This course takes a brief look at all three levels
of government, with a focus on the three branches of the federal government. US Politics requires a few short
writing assignments and one test.


                                                   10th Grade

American History/Government is a required course for 10th grade students and will survey American
history and government from colonization through the present. American History/Government will introduce
major themes and interpretations along with information on events. Historical research and writing will
receive special emphasis, with each student writing essays and at least one long research paper interpreting a
primary evidence. Tests will include both multiple-choice and discussion questions. The course will continue
through both short terms as a one-hour class. With some additional work, students will be prepared for the
American History SAT II test.

                                                       17
Students receiving an A/A- in their 9th grade Topics in World Civilization course may apply to take AP US
History in their 11th grade year. Students interested must submit a writing sample in response to an essay
question to Brett Hardin which will be reviewed by the Social Studies department. Electing to take AP US
History would require 10th grade students to take an 11th/12th grade themes course during their 10th grade
year. This is a course only available to juniors. Students who choose this option will then be required to take
AP U.S. History in the eleventh grade, as U.S. History/Government is a graduation requirement. Selecting
this option thus means that those students would only have one year in which they could choose from the
other seminar courses that the Social Studies Department offers.


                                              11th & 12th Grade


Students in eleventh and twelfth grades choose from a wide range of elective seminar and themes courses in
history and social studies.

Themes courses generally require students to: write a couple of short papers, take multiple choice tests,
answer discussion questions and essays and often complete reading assignments from upper level high school
textbooks, biographies and primary documents. Themes courses also expect students to be active participants
in class, and have instructional time dedicated to developing students’ abilities to write persuasive analytical
essays. The workload of these courses can range from three to four hours per week.

Potential themes courses are: Anthropology; Civil Liberties and the Constitution; Introduction to the
African American Experience; Introduction to Sociology; Latin American History; Race and Ethnicity;
Religion, Politics and the State; Revolution and Society; and Economics.

AP/Seminar courses frequently require: multiple papers with one paper in the five to seven page range,
readings from advanced reading level texts, multiple choice tests, discussion questions and essays.
AP/Seminar courses expect students to participate actively in class and to complete regular reading and
writing assignments with a workload that can range from five to six hours a week. The texts for AP/Seminar
courses can require multiple readings and are tied to writing assignments that incorporate numerous primary
and secondary sources in which students are expected to produce strong analytical essays. Students in
AP/Seminar courses are expected to be strong writers.

Two AP/Seminar courses that require additional skills are AP European History and AP Economics. AP
European History uses a complicated text and moves at fast pace that can be challenging, while AP
Economics incorporates core math concepts with a college level text.

Potential AP/Seminar courses are: AP Economics; AP European History; AP Psychology; AP US History;
Art & Society; Class, Race, and Social Reform; Economics of Globalization; History of Political Theory;
Modern America: History and Politics; Totalitarianism; and War.

THEMES: THE US ECONOMY                                                                            Brett Hardin
This course will begin with an in-depth analysis of how the US economy is structured. This will include
analysis of microeconomics, macroeconomics and international economics. The focus in microeconomics
will be to gain a thorough understanding of the principles of economics that apply to the functions of
individual decision makers, both consumers and producers, within the economic system. The focus in
macroeconomics will be to gain a thorough understanding of the principles of economics that apply to an
economic system as a whole, while international economics studies how different economies interact. This
course will require reading from a variety of texts that incorporate some basic math concepts to highlight how
the US economy functions. The course will have multiple tests and four short papers.



                                                       18
THEMES: ANTHROPOLOGY                                                                                Tom Pearce
Anthropology is the study of human beings and their societies. This course will survey its four major
divisions: physical anthropology, which is the study of human physical character, in both the past and
present; cultural anthropology, which deals with the study of human culture in all its aspects; archaeology;
and linguistics. Students will learn major concepts in a textbook and in class discussion, and apply them in
case studies of such varied groups as the !Kung of southern Africa, the Yanimami of Venezuela, seafarers of
New England, and a social group that gathers at a Chicago cafeteria. Reading will include the textbook,
reports from scholarly and other periodicals, and a book on a particular culture. Written work will include
tests, one approximately every three weeks, quizzes, a final examination, and a six- to eight page research
report.

THEMES: RACE AND ETHNICITY                                                                      Laura Magnanini
Race and Ethnicity is a course that will study racial and ethnic minorities and their relationships with majority
groups. The course will be divided into two sections, the first will explore the study of sociology – how
interactions between social institutions, groups, and cultures organize the social world in the United States
and shape individual lives. We will study different theories and methods used in sociological study and
address how people’s lived experiences are shaped by social forces and human action. Secondly, the class
will better understand race and ethnicity through race theory, examine a comparative historical sociology of
race, ideologies and theories that perpetuate prejudice and inequality, and identify social patterns that affect
personal racial experiences. Students will be asked to read from a lower level college text, journal articles,
and write 1 short paper approximately 5 pages each term. There will typically be written homework
assignments at least twice a week that will include chapter questions and review. Tests will be short answer
and quizzes will include ID questions. There will be time to develop student writing and research skills
throughout the term and the reading load is approximately 1-2 hours a week. Students will also be asked to
create a group project at least twice a term in developing their own sociological case studies.

THEMES: WHAT GIVES YOU THE RIGHT? CIVIL LIBERTIES, CIVIL RIGHTS, AND THE
SUPREME COURT                                                                                            Jeanne Lee
This course is designed to give students a better understanding of their constitutional protections, how they
are defined, and how they have been interpreted since the creation of the Supreme Court. We will focus on
specific constitutional issues such as free exercise of religion, free speech and its practical limitations, the
rights of a free press, right to privacy, rights of the accused, and the meaning of “equal protection of the law.”
The course will also investigate the impact of events such as September 11 on civil liberties in the United
States, and the controversy surrounding topics such as gay marriage and abortion. We will look closely at
what the Constitution says about civil liberties, how those protections are viewed by different groups within
the United States, and finally, how the Supreme Court has interpreted those protections. In addition to text
readins, students will research issues, read court opinions, and write case briefs.

THEMES: FREEDOM FIGHTERS-BIOGRAPHY                                                                Nisha Simama
This course will explore the lives and stories of several important figures who fought for liberty and justice in
different parts of the world during tumultuous times. We will analyze the intellectual and political
philosophies that guided their respective struggles for human rights, liberation, and anti-colonialism and the
impact their movements had upon their countrymen. Some of the notable leaders we will discuss are:
Mahatma Gandhi, Martin Luther King, Jr., Nelson Mandela, Angela Davis, Malcolm X, Fannie Lou Hammer,
Walter Rodney. We will read biographies and autobiographies, as well as view and discuss film, video, and
other new media. This course will be student-centered. Readings include Conversations With Myself by
Nelson Mandela and others linked on our class blog. Students will be required to post regularly on the blog.

THEMES: WORLD RELIGIONS                                                                             Cullen Sacha
Why study religion? We live in a multicultural society with a diversity of opinions, and religion shapes beliefs
and customs. Understanding about the major religious traditions can help one connect and relate to others.
Literature and art abound with allusions to sacred texts and religious figures. The study of history is
inextricably tied to developments and interpretations in the major religions. In short, the comparative study of
religions gives a person a broader understanding of the world in which we live.
                                                        19
This course will serve as a basic introduction to the major religions of the world: Hinduism, Buddhism,
Judaism, Christianity, and Islam. We will also spend some time addressing the nature of religious study, and
learning some of the basic principles and practices found in the religious traditions of the indigenous people
of Africa and the Americas. We will also touch briefly on the traditional Eastern religions, and some of the
new religious movements in the West.

The purpose of this class is not to espouse any particular religion, but to objectively examine the great
religions of the world in order to better understand cultural and ethical differences brought about by religious
traditions and beliefs. Its goal is not to praise or condemn particular religions, but rather to understand them.

I will expect students to complete nightly reading assignments, usually from a college World Religions
textbook, and to contribute actively in class discussions. Students will write 2-3 short papers in the first long
term, and a longer 6-8 page research paper in the second long term. I will also assess students through
homework checks, blog posts, and tests which include essay and short answer questions.

SEMINAR: AP US HISTORY                                                                              Brett Hardin
AP US History is a survey history course with emphasis on the different interpretations of major events in US
History. This course will study the political, economic, social, and cultural development of the United States
with a focus on the forces that caused the nation to change and grow. Students will learn to assess historical
materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the
evidence and interpretations presented in historical scholarship. AP US History requires a lot of reading,
discussion, and writing and is a fast paced course where students are asked to process a lot of information and
then produce short analytical essays. We will also have two short analytical papers and one 6-8 page research
paper. As one goal of AP US History is to prepare students for the AP Exam in May, this course runs through
January short term. Students enrolled in this course are required to take the AP Exam.

SEMINAR: AP PSYCHOLOGY                                                                            Tom Pearce
This course offers an introduction to the problems, methods and concepts of psychology, the science of
behavior. Major topics will be the history, methods and ethics of the discipline, biological foundations,
perception, motivation and emotion, learning, memory and thinking, individual differences, intelligence,
personality, social behavior, behavioral disorders and their treatment, and change. Students will learn about
these topics by studying how psychologists identify and study a range of human problems, including how
others can shape what we think, feel and believe; the psychological processes that contribute to bias, prejudice
and discrimination; human sociability and aggression; the use and abuse of drugs; sexual orientation and
behavior; and diagnosis and treatment of abnormal thinking, emotions and behavior. Readings will include
the textbook, a book on psychological misconceptions, and reports from periodicals. Written work will
include tests, one approximately every three weeks, quizzes, a final examination, and a six- to eight page
research report. Students will be prepared to take the AP Psychology exam, though this is optional.

SEMINAR: CASTE, CLASS AND EMPIRE                                                                   Donna Ellwood
This class will seek to analyze and understand class in England and caste in India and how the two societies
impacted each other during the colonial and post- colonial period. The first semester will focus on class by
taking a look at the work of historians as well writers of fiction who concentrated their efforts on class. It will
end with a study of the British Empire and its impact on both the life of English citizens as well as the
influence it had on the people and states it dominated. Second semester we will turn to an in depth study of
India. We will study the origins and the impact of the caste system on Indian society. Then we will look at
how colonization changed the history and culture of the Indian subcontinent. Included in this semester will be
works by both English and Indian writers. We will mirror the first semester by reading both history and
fiction. This course will finish with a look at the independence movement that occurred in India and the
creation of India and Pakistan. There will also be a few carefully placed films. Students will be required to
do the assigned reading, write academic papers and take tests. The reading will be assigned weekly and will
fluctuate according to the difficulty levels, the papers will require a synthesis of ideas and authors points of


                                                        20
view and the tests will be objective in nature. An example of a reading assignment might be 40 pages of
history over a week long period (7 days) while a literary assignment might be a bit more.

SEMINAR: MODERN AMERICA: HISTORY AND POLITICS                                                   Paul Bianchi
This course examines the American experience in the last 50 years with particular attention to major social
issues and political responses to them. Topics include poverty and welfare, women's history, McCarthyism
and the Cold War. Reading in primary and secondary sources most nights. Several papers each semester,
including one long personal profile of a woman, Essay tests. This class encourages participation. The
workload is probably average for an upper level honors course.

SEMINAR: TOTALITARIAN REGIMES                                                                   Laura Magnanini
Totalitarian dictatorships are considered to be a modern phenomenon, emerging after WWI and the
introduction of total warfare. Although the beginnings of totalitarian rule begin in the early 20th century, this
class will explore the development of political philosophy and the environmental conditions that allow for
totalitarian rule. This course is designed to explore the western interpretations of justice, government and the
role of the people in authoritarian, democratic, constitutional and totalitarian governments, and the experience
and role of individual citizens under these types of governments. We will focus on the development of
political philosophy in the western world and the emergence of Totalitarian rulers in Fascist Italy, Stalinist
Russia, Nazi Germany, Maoist China, and the Taliban in Afghanistan. Students will be asked to read from a
variety of college texts, primary documents, and journal articles. For most readers at this level, reading will be
approximately 2-3 hours a week with written homework assignments on primary documents. Students should
be comfortable reading primary documents and researching secondary sources on their own. Tests and
quizzes will be essay and short response. Class discussion is an important part of the class. Students will be
also asked to perform group projects and one research paper each term (approximately 5 pages each).

SEMINAR: ART AND SOCIETY, 1870-1939                                                                 Donna Ellwood
 War, revolution and social upheaval allplay an important role in the life of the artist. In this course I will
seek to integrate the art, history and literature of three distinct periods. The course will be divided into three
major units. In all three of the units we will read history including primary sources and literature. To
begin,we will study the Renaissance in Italy. We will focus on a number of the major artists including
Michelangelo and Raphael. The study of Michelangelo's Sistine chapel work will provide a contrast to the
work of the Mexican muralists. We will then turn to a study of the Mexican revolution of the 20th century.
This will prepare us for a look at the art of the Mexican muralists as well as the life and art of Frida Khalo.
We will start the second semester with a study of the emerging modern art. At this point we will focus on the
work and lives of Gauguin and Cezanne. Next we will look at the period from World War I to the period
between the two World Wars, focusing on the rise of Fascism and the influence of Freud. Our focus will be a
study of both Dadaism and Surrealism. A number of artists will be studied including Salvador Dali and Max
Ernst. Students will be expected to take exams, write essays and study art slides. The exams will be in the
form of midterms and finals. Each exam will have a response paper turned in around the time of the exam.
Students will have a syllabus which will include weekly assignments of reading typically around 40 pages of
history or a bit more if it is a literary assignment.


Looking ahead, the Social Studies department is planning to offer the following courses in the 2012-2013
school year:

                  Seminar                                              Themes
               AP Economics                                  African American Experience
             AP European History                                    Rev. & Society
                 AP US History                                 Latin American History
               Modern America                                        Anthropology
         Class, Race & Social Reform                                  Economics
          Anatomy of a Revolution
                Political Theory

                                                        21
                                                  SCIENCE
The mission of the science department is to promote the understanding of the process of science as a way of
thinking and knowing about ourselves and the world around us; to provide analytical problem-solving tools
and information to encourage lifelong learning in a technological society; and to foster knowledgeable and
responsible citizens who understand the wider social impact of their individual decisions.

Students graduating from Paideia must complete a minimum of six long-term semesters of laboratory science,
though most students take eight or more. The department offers a variety of courses designed to help
students gain an interest and an understanding of science.

                                              Science Curriculum

        9th Grade                         10th Grade                        11th and 12th Grade
        Biology I                         Chemistry I                       College Prep
                                                                            or
                                                                            Honors
                                                                            or
                                                                            AP
        Notes:
           • Recommendations for 11th and 12th grade courses are based on grades and teacher assessment
               of appropriate placement

                                               11th & 12th Grade
College Prep courses generally require students to: participate in several interactive labs, take multiple
choice as well as short answer tests, be able to research and present presentations and focus in depth on one
topic at a time. These courses are designed for students who may have difficulty in a more analytical science
course.

Potential College Prep courses are: Anatomy & Physiology, Physics, and Forensic Science

Honors courses frequently require: 2 to 3 hours of homework a week, the ability to read a more advanced
text, the ability to process abstract concepts after instruction, and the ability to work independently in the lab.
These courses are designed for students who are able to work independently and have good organizational
skills but are not yet ready for or do not want to take an AP course. Tests often cover 2 chapters of material at
a time and occur every 2 to 3 weeks. These courses may prepare a student for the SAT II.

Potential Honors courses are: Honors Biology II and Honors Chemistry II

AP courses frequently require: five to six hours of homework a week, the ability to read and process a college
level text, the ability to understand complex abstract concepts, the ability to perform independently and think
critically in the lab, the ability to prepare for exams on 4-5 chapters of material, possession of excellent
organizational and time management skills and a love of the subject being studied. Two AP courses that
require additional skills are AP Chemistry and AP Physics. AP Chemistry uses a complicated text and moves
at a fast pace that can be challenging, while AP Physics has a calculus requirement.

Potential AP courses are: AP Biology, AP Chemistry, AP Physics and AP Environmental Science.

BIOLOGY I
Ecology, human genetics, evolution, and botany are the primary topics covered in Biology I. Students are
required to complete homework on each chapter, as well as to write three News Summaries each term. In
addition, students perform lab and class activities. Most tests cover one chapter. All 9th grade students take
this class, which is the foundation for more advanced biology and environmental science classes.


                                                        22
AP BIOLOGY
AP Biology is equivalent to a college-level introductory course. The topics and prerequisites are similar to
those in Biology II Honors. However, the material in AP Biology is covered more rapidly and in greater
detail, and requires a deeper level of conceptual understanding and time commitment. Students should have a
high interest in biology to enroll in the course and should be mature enough to work independently and
responsibly. The tests usually cover several chapters, and some of the labs require students to come in on their
own time. This course continues for one hour in Short Term A. Prerequisite: Grade of A in FTG or successful
enrollment (B or higher) in precalculus or calculus.

BIOLOGY II HONORS
In this course we will take a molecular approach to studying biology. We will begin term 1 with biological
molecules and move on to a consideration of respiration, photosynthesis, and molecular genetics. Term 2 will
include a review of animal physiology and human anatomy. As an honors course, students will be expected
to have a good knowledge of 9th grade biology, the ability to read and process a college level text and the
ability to understand abstract concepts. A grade of B or higher in FTG or a higher math course is a
requirement for this course. This course will prepare students for the SAT II Biology subject test.

CHEMISTRY I
Chemistry 1 is required for all 10th grade students and serves as a yearlong introductory course to the field.
Topics covered include laboratory skills and safety, atomic theory, Periodic table and periodic trends,
chemical reactions and balancing equations, molecular structure, moles and molarity, gas laws, and acid/base
theory. Lab activities are scheduled throughout the year. Homework is assigned for each chapter and includes
reading and problem solving. Although many laboratory assignments are completed in class, lab reports and
other homework depend on independent study time (up to 30 minutes of study time daily). Each test is on one
to two chapters of material from the textbook. There are about 10 chapter tests, two final exams, and the
occasional quiz.

AP CHEMISTRY
This class is equivalent to a first-year college course in general chemistry. Inorganic chemical concepts are
studied in depth. College-level laboratory exercises are performed to supplement the lecture. Students
enrolled in this course must have a high interest and aptitude in both chemistry and math as indicated by an A
or A- in previous chemistry and math courses. There will be about 8 tests per term covering approximately
20 chapters over the course of the year. The textbook used is a college level chemistry book. To be
successful in this course, on average, one hour of studying is recommended per night. AP Chemistry
continues for two hours through Short Term A and it is expected that all students take the AP Chemistry exam
in the spring.

CHEMISTRY II HONORS
This is an honors-level course in chemistry that continues where the 10th grade Chemistry course left off.
New topics will include chemical kinetics, reaction rates, solutions and solubility, equilibrium,
electrochemistry, and organic chemistry. We will use the same book as Chem I, but class lectures will often
cover the material at a higher level than the book. There will be about 5 or 6 chapter tests per term and a
comprehensive final exam at the end of each term. Students will do about one lab per week in addition to a
longer lab project each term. This course, along with Chemistry I, will prepare students to take the SAT II test
in Chemistry. Students planning to enroll in AP Chemistry should not enroll in this course.

AP PHYSICS B
AP Physics B is designed to prepare students to take the Advanced Placement Physics B exam in the spring.
The test covers the content that a freshman level survey physics class would cover: kinematics, dynamics,
energy, thermodynamics, fluids, electricity, magnetism, waves, sound, light and nuclear physics. It is a large
amount of material, however more emphasis is placed on breadth than depth. There are a total of 16 tests over
both semesters, with each test covering one or two chapters from the book. Labs also occur on a regular
basis, and are used to further students understanding of the material and present questions that may not come
up in the course of the class. These labs require significant amount of time at home to complete and will

                                                       23
teach the student a variety of data analysis and manipulation tools. The level of math required for the class is
to have completed or be enrolled in a calculus class. Reading the text in this course is a must in order to
succeed. The text is college-level, with excellent examples and questions that the student can benefit from.
The structure in class assumes that the student has read the chapter, allowing time in class to be spent clearing
up confusion and furthering knowledge.

PHYSICS
This course is designed to introduce the student to a variety of physics topics, including kinematics,
dynamics, optics, electricity, magnetism, energy and machines. An emphasis will be placed on exploratory
learning through open-ended labs and activities, with a lower amount of reading from the text. Hewitt's
Conceptual Physics will be used as a baseline text, supplemented with other materials as needed. The course
will require students to be proficient with Algebra, and have a basic knowledge of geometry. Students will
learn to use Microsoft Excel for data analysis.

AP ENVIRONMENTAL SCIENCE
Environmental science is the multidisciplinary study of interactions on the planet. We will identify and
analyze environmental problems both natural and human-made, and evaluate the risks associated with these
problems, as well as potential solutions. Topics to be covered include: energy resources, pollution,
overpopulation, land and water use, and global changes. This course is equivalent to a first-year college
course for environmental science majors, and will prepare students to take the AP test. Students use a
college-level text, as well as articles from scientific and popular journals. Tests usually cover 2-3 chapters.
Students complete 14-16 news summaries, design and conduct group research projects, and perform in-class
labs. This course continues for one hour in Short Term A. This course is limited to seniors only.

ANATOMY AND PHYSIOLOGY
In this course we will take a human approach to studying biology. Anatomy (the science of structure and the
relationship among structures) and Physiology (the science of body functions) will provide an introduction to
the structure and function of the human body through a systems approach. The first semester will be spent
looking at the different levels of organization within our bodies as well as how we move and how we control
our movements. The second semester we will study the cardiovascular, lymphatic, digestive, respiratory,
urinary and reproductive systems. This course will be lab intensive.

FORENSIC SCIENCE
Forensic Science is an introduction to and a broad survey of the science of crime scene investigation. This
course is designed to be interactive and informative. It will draw on your past science classes. We will be
learning about and using many of the tools that professional crime scene investigators use and we will hear
directly from many visiting local and national forensic experts. There will be some weekly lectures, but most
of the time will be spent in the lab learning practical and realistic crime solving techniques and skills and the
science behind them. There are three tests per term and a final. Each test covers from 2-6 chapters.
Most of the 48 labs for the year are 1-2 days each and are done in class. Write ups of lab questions
are done outside of class time and due at the end of each unit. The textbook is a college level
introductory text. There are no prerequisites for this course, but an open mind is helpful.
Grades will be based on lab exercises, weekly quizzes (on readings and guest lectures), unit tests, several
projects, and frequent practical demonstrations of crime scene analysis. Knowledge of CSI TV shows not
needed.




                                                        24
                                               FINE ARTS
                                                   MUSIC

The Paideia music department is dedicated to the education of all High School students, who wish to further
their music education, by offering music classes in the short terms and by directing performing groups during
the long terms.

Students involved in the high school music program at Paideia are supported by a team of four
musician/teachers who have knowledge and training appropriate to their teaching areas, and perform in
professional and community musical activities. These teachers strive to:

        *Have specific goals/objectives in mind for each class and group
        *Support and enhance the musical skills and talents of the students
        *Provide exposure to different styles of music
        *Offer nonperformance and performance classes
        *Encourage outside music opportunities
        *Offer internships for high school students

Every high school student at Paideia is welcomed to be a part of a music class and/or performing ensemble.
Some advanced ensembles require an audition to determine the student’s musical and instrumental or vocal
ability.

Music classes are offered during the school day and are part of the regular curriculum. Short-term course
offerings have included music history, music theory, musicals, music appreciation, and independent studies in
theory, individual instruments and improvisation. Long-term performing ensembles include the High School
Chorus, Madrigals, Chamber Chorus, Chamber Orchestra, Jazz Ensemble, and Wind Ensemble.

In addition to numerous performances at school, in the second long term the entire high school music
department performs at an off-campus venue noted for its outstanding acoustic properties and historical
significance. This event may include a weekend trip.

WIND ENSEMBLE                                                                                      John Abert
The Wind Ensemble affords study and performance opportunities for students playing instruments not
traditionally included in the jazz ensemble or those who are interested in idioms other than jazz.
Instrumentation includes flute, oboe, clarinet, bassoon, saxophone, trumpet, horn, baritone, trombone, tuba,
and concert percussion. Depending on instrumentation, music for the full ensemble will be performed as well
as for smaller groups (duets, trios, etc.) Performances include Grandparents' Day, the Holiday Concert, and
Solo/Ensemble Festival. Participation in enrichment activities sponsored by the Georgia Music Educators'
Association is encouraged. For a special performance early in the second long term, the Wind Ensemble joins
with the Jazz Ensemble to form a full Concert Band.

JAZZ ENSEMBLE                                                                                        John Abert
This instrumental organization studies and performs jazz literature of all styles and eras for big band and
combo. Included are historical and cultural aspects of the music. Music theory and technical exercises are
presented to improve the students' musicianship and abilities as improvisers. Practice outside of class is
necessary. Enrichment activities are available to accelerated students through the Georgia Association of Jazz
Educators and other organizations. Since there is a prescribed instrumentation, acceptance into this ensemble
is only by audition. For a special performance early in the second long term, the Wind Ensemble joins with
the Jazz Ensemble to form a full Concert Band.

CHAMBER ORCHESTRA                                                                              Georgia Ekonomou
This course is a study of a wide variety of literature for the string orchestra. Emphasis is placed on advanced
skill development, and is geared to performance. This course focuses on ensemble playing, listening skills,
personal technique and an understanding of theory and historical styles. The orchestra performs a minimum of

                                                      25
three concerts a year. Students are encouraged to participate in appropriate enrichment opportunities, such as
private lessons, All-State Orchestra, AJCO, EYSO, ASYO, MYSO, and other community orchestras.
Rehearsals and performances outside of school hours will be required. Outside practice is essential.

All students are welcome to audition for one of the two Chamber Orchestras at Paideia. Interested students
are required to audition for the director.

CHORAL PERFORMING GROUPS AT PAIDEIA

All students are welcome to audition for one of three choral performing groups at Paideia. Interested students
are required to audition for the director in order to be placed in the appropriate chorus. Placement will be
based on the students' ability and the needs of the performing group. All groups will perform at least three
concerts during the school year. The three groups are:

MEN’S CHORUS
This chorus will be available to 10th-12th grade male singers by audition. This will be a top quality group of
excellent singer/musicians with exceptional reading skills. This group will work on difficult literature of
varying musical eras and genres including classical, pop, folk and a cappella literature.
This ensemble will join the women’s ensemble to sing SATB literature. Class voice lessons by professional
singers will occur twice a month.

WOMEN’S CHORUS
This chorus will be available to 10th-12th grade female singers by audition. This will be a top quality group
of excellent singer/musicians with exceptional reading skills. This ensemble will work on difficult literature
of varying musical eras and genres including classical, pop, folk and a cappella literature. This ensemble will
join the men’s ensemble to sing SATB literature. Class voice lessons by professional singers will occur twice
a month.

HIGH SCHOOL CHORUS
This chorus is open to all 9th graders and upper class students who are new to choral singing. Every member
will be expected to do in depth work on vocal production, choral methods, and theory. Class voice lessons by
professional singers will occur twice a month.


                                                           ART

PAIDEIA VISUAL ARTS PROGRAM
High school students can choose from a variety of beginning, intermediate, and advanced courses, including
specialized one and two-semester classes in drawing, painting, printmaking, ceramics, design & drawing and
advanced art. Both portfolio development and advanced photography classes are geared toward more experienced
students, or students preparing portfolios for college applications. Students considering applying to art schools after
Paideia should take an Advanced Art course in their junior year.

Beginning high school art students experience a broad foundation of skills and techniques. The context of art history
and critiques are introduced as well. Teachers of the intermediate and advanced courses guide students in
concept development, material choices and personal creativity. With faculty support and direction, students
are encouraged to experiment, take risks and develop their own personal visions.

Year One: Design and Drawing , Beginning Drawing and Painting, Beginning Photography, Ceramics I

Year Two: Design and Drawing, Beginning Drawing and Painting, Printmaking, Beginning Photography,
Advanced Photography (if student has had Beginning Photography), Ceramics I, Ceramics II

Year Three: Any of the above, or if the student has completed at least two courses and the teacher approves,
Advanced Drawing and Painting, Independent Study/TA Photography
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Year Four: Same as Year Three or, with teacher approval, Independent Study. Teachers are available to
supervise the Independent Study of seniors who are advanced students interested in exploring a particular
project in greater depth. Portfolio Development only this year with teacher permission

DESIGN AND DRAWING                                                                  Elizabeth Lide/ Dianne Bush
In this year-long course, students explore the basics of Design and Drawing, working with a wide variety of
mediums in both two and three-dimensions, including collage, found materials and artists’ books.
Observational drawing in black and white, as well as in color, is emphasized. Students work with charcoal,
graphite, colored pencils, ink and wash, oil pastels, watercolor and acrylic paints. Learned skills of using and
understanding line, form, texture, composition and other basic elements of design offer a strong foundation
for students moving to any advanced art course, including students interested in graphic design. Students will
learn about well-known artists and begin the process of thinking about subject matter, concept, and
appropriate materials to develop a personal direction.

BEGINNING DRAWING AND PAINTING                                                                   Madeleine Soloway
In the first half of this year-long class, students will learn basic technical elements critical to drawing-line,
tone, composition, proportion, and color. Students will utilize their developing skills to create descriptive and
imaginative imagery on paper while experimenting with a variety of media. During the second half of the
year students will study the fundamentals of color through painting principles, methods and materials.
Students will learn to create and organize forms, colors, textures, and tones in tempera, oil and acrylic paint.
Throughout the year students will work from still-life setups, the figure, and landscape. Beginners are
welcome.

PRINTMAKING                                                                                 Madeleine Soloway
This year-long, intermediate class is designed for the serious student to begin to discover and develop a
personalized expression through drawing and printmaking. Printmaking offers many options for rich visual
effects and experimentation with drawing. Students will expand their drawing experience while exploring the
tactile, process oriented mediums of linoleum, monoprints, collagraph, copper plate etching, chine colle,
solvent transfer, screen printing, and polyester lithography. Prerequisites: Beginning Drawing and Painting or
Design and Drawing.

ADVANCED DRAWING AND PAINTING                                                                Madeleine Soloway
This class is designed for the serious Junior and Senior student interested in continuing to develop more
advanced drawing, painting, printmaking and mixed media skills, techniques and ideas. During the first
semester students will work from direct observation creating drawings and paintings of self-portraits, the
human figure, interior and exterior spaces, and the complex still life. During the second semester, students
will develop a small body of work based on a self-initiated theme. The primary purpose of this class is for
students to develop greater technical skills while developing personal imagery. A student must feel
comfortable working independently and maintain focus. Prerequisites: Beginning Drawing and Painting or
Design and Drawing and a short-term figure class. This class is for juniors and seniors only. Year-long.

PORTFOLIO DEVELOPMENT                                                                        Madeleine Soloway
This class is designed for seniors only, needing focused time to work on a college art portfolio. In the first
half of the year students will have the opportunity to work in class on college portfolio requirements for
specific college art programs. Students will learn how to document their work, develop a presentation of their
work for the college process, and create a personal artist statement. In the second half of the year, the students
will work on their senior art show presentations. A student must feel comfortable working independently.
Year-long.

ADVANCED PHOTOGRAPHY                                                                             Holly White
Advanced Photography is a course designed especially for those students who excelled in Beginning
Photography, and are serious about continuing their photographic education. This course is project-oriented,
with each student delving deeply into photographic techniques, and aesthetics. Students work more

                                                        27
independently than they did in beginning photography, and special attention is paid to technical detail, and
concepts. Students will work in both film and digital. Year-long course.

Open to 10 students: Not open to Independent study/TAs. In order to take this course, the student must have
made at least a B + in Beginning Photography or have special permission from the teacher. A student may
take advanced photography only once.

BEGINNING PHOTOGRAPHY                                                                            Holly White
Students will learn the use of a 35mm camera and its functions, how to develop and print black and white
film, and learn creative darkroom techniques. Second semester, students will learn the fundamentals of digital
photography and software. In Beginning Photography, the student is expected to develop a thorough working
knowledge of both the aesthetics and technical components of both fine black-and-white and digital
photography. First semester is devoted to darkroom, while second semester students will move to digital
photography. Year-long course.

Open to 8 students and 2 Independent study/TAs.

INDEPENDENT STUDY/TA                                                                               Holly White
This is a course for the most highly motivated students who have already taken Beginning and Advanced
Photography. Students provide assistance in areas of the classroom/lab while pursing independent projects
with guidance from the instructor. Since these students are at a more advanced level, this course teaches them
to go through the process of developing their ideas, implementation, problem solving, and follow through.
The Teacher's Assistant also assists in mixing chemicals, hanging shows, maintaining equipment, and
assisting beginning students in the learning process. Year-long course.

Open to 10 students. Prerequisite: At least a B+ (or permission from teacher) in Advanced Photography.

CERAMICS I                                                                                        Dianne Bush
In this year-long class students are introduced to basic techniques of hand building including pinch, coil, slab
and mold techniques, finishing techniques, methods of surface design, and glazing. Sculptural and functional
ideas are explored throughout the year. Students of all levels welcome.

CERAMICS II                                                                                     Dianne Bush
This year-long ceramics class is for students who have worked in ceramics previously and want to seriously
explore more advanced techniques and concepts in their work. Building upon basic construction and finishing
techniques, students will work with alternative firing processes, combining non-ceramic materials with clay to
create mixed media three-dimensional pieces, and working with installation and conceptual work.

ART INTERN/ASSISTANT
There is an opportunity for a student to be an art intern or art assistant in an Elementary School art class for
any periods in any term next year. Expectations: It depends on the strengths of the students, but you must (1)
like and want to work with elementary kids, (2) have much, little or no experience in Art, but just want to
work with kids in the art room, and (3) be willing to do the “dirty” work in the art room…that is, clean up,
make and mix paint, mat and hang art work, design bulletin boards around school, and/or just about anything
to help the activities in the art room run more smoothly.

Working as an Art Assistant may provide up to 20 hours of credit towards fulfilling the internship
requirement.




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                                                    DRAMA


This year we plan to have several options available for students interested in drama. Depending on the needs
of students, these courses may meet either for one or two semesters.



FILM I                                                                                                 Jesse Evans
In this class students will write, direct and edit their own short films. Through the use of digital cameras and
computers the students will get a glimpse of what it is like to be a filmmaker. The first film you make will be
silent, as you will learn to use the camera to tell a story. For the second film you will be able to add music to
your final product. We will look at how music enhances films and the effects it has on the viewer. Then you
will write and direct a scene using dialogue to convey character development and plot. The next film you
direct will be written by one of your fellow classmates. You will also be required to act in the films you are
not directing. We will watch films throughout the year to compare editing styles, cinematography, character
development and plots.

FILM II                                                                                               Jesse Evans
Students must have completed FILM I to take this class. This will be a continuation of FILM I, but with more
advanced and detailed assignments. Students will have to write scripts based on songs, locations, and
characters I give them. The script writing process will be more detailed in this class, as will the requirements
in filming.

ACTING WORKSHOP                                                                                    Jesse Evans
This class is an introduction into Drama. We start off working on improvisation games, which leads to
different scenes that are created from Improv. You will create a Choose your own Adventure Scene, where
you have a tree diagram of your play and different options for each pathway. You will create a Scary Tale.
You'll take the story of a fairy tale and try and make it as creepy as you possibly can. Then we will work on
monologues and the audition process. In the second term you will write and direct your own scripts as well as
other students’ scripts.

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

ADVANCED ACTING:                                                                                    Jesse Evans
This course will be an intense acting class. Students need the teacher’s approval to take this course.

We will focus on more exercises and drills to really develop your craft. We'll look at different acting styles,
such as Method Acting, the Meisner technique, and Uta Hagen and Stella Adler's styles and as well. We will
also study some of the classic plays of all time. We will read Ibsen and Chekhov, as well as Sam Sheppard
and Arthur Miller and more. You will be exposed to plays that form part of the basic knowledge of anyone
pursuing theater.




                                                       29
                     INTERDISCIPLINARY AND OTHER COURSES
FITNESS                                                                                            Ivan Asteghene
This course will take advantage of our new fitness facility to introduce students to basic training techniques
and enable them to identify major and secondary muscle groups. Students will gain an understanding of
different training strategies/techniques and be able to set up an individual program. Cardiovascular training,
including aerobics, will also be included in this course. Students will study, learn, and use spotting techniques
and other safety procedures used in the weight room and in any other physical activities.

THE FORUM (JOURNALISM)                                                                               Jennifer Hill
This semester course is for students interested in reporting, writing, and editing news stories, features,
editorials, and opinion columns and in learning the basics of publication production and management. Those
enrolled will work on the school’s monthly student newspaper, The Forum. Reporters, news writers,
sportswriters, arts and entertainment writers, all-purpose writers, editors, critics, designers, computer
specialists, photographers, managers, and fans of the First Amendment are welcome.

YEARBOOK                                                                                            Janet Sowers
In Yearbook Term 1 editors and staff will decide on the theme of the yearbook and figure out ways to
incorporate that theme into the cover and each of the ten sections. Creative design, special fonts, photography
and art will all come into play as we work toward a specific look for next year. Deadlines will begin in
October and end in February. Senior pages and Dedication pages will be a big part of Term 1. Yearbook staff
will take photos of many school events not covered by the school photographers and candids for each school
section. You will learn to manually layout a page, crop photos, use InDesign and learn how to proof and
correct pages. Homework during the week is rare but there will be weekend workdays as we meet a series of
eleven deadlines. An interest in design or photography is helpful, but the most important requirement is a
willingness to work as a team to design and produce the annual.
You must have approval from Janet to take this course.

STUDY HALL
Study Hall is available on a semester basis each period. Students may not have more than one period of study
hall in a term. Students are free to work in the library, computer room, or to visit in the commons during this
period unless they have “restricted” study hall as first-term freshmen or by request of teachers, parents or
advisor.

CROSS-AGE TEACHING (ELEMENTARY TEACHER ASSISTANT)                                                  Lisa Fierman
There are many wonderful opportunities to work with younger children in classrooms, art, and physical
education. If students wish internship credit, they should sign up for Internship instead. Cross-age teaching
can be done on a semester basis.

SCIENCE TEACHER ASSISTANT
As a Science Teacher Assistant, the student will help a science teacher through lab preparation, supplemental
course instruction and in-class tutoring. A limited number of positions are available upon recommendation by
a teacher. The assistantship may be done on a semester basis. Under current policy, high school student-
teaching assistantships do not earn internship credit.

TECHNOLOGY ASSISTANT                                                                              Kathy Bailey
A large part of the success of the computer program at Paideia has been the willingness of students to take an
interest in the operation of the computer labs and the school-wide network. Responsibilities include assisting
people in finding software or other materials, helping newcomers use the computers, answering questions,
and maintaining and installing equipment. The assistant may use free time to work on his/her own
assignments from other classes and the assistantship may be done on a semester basis.




                                                       30
LIBRARY ASSISTANT                                                                                  Anna Watkins
Students willing to take an interest in its operation can contribute to their own knowledge of the library--what
it contains and how it works--as well as its smooth functioning. Responsibilities may include assisting others
in locating materials and using equipment, shelving books and magazines, repairing them, and varied clerical
duties. They may also include special assignments depending on interest--assembling bibliographies for
classes, arranging displays, etc. The assistant may use free time to work on his/her own assignments from
other classes. This course may be taken on a semester basis.

PEER LEADERSHIP                                                                      Joseph Cullen, Joanna Gibson
Peer Leadership is a course for which seniors are selected to work together cooperatively both in groups and
in partnerships. The class meets five days a week led by the two teachers; the seniors meet once a week with
their ninth grade groups. The partners are responsible for planning the sessions and development of their own
group in concert with all the others. Their goals include helping the younger students feel more comfortable
and confident in their academic and social life, and encouraging them to talk more openly to each other in
order to build trust and friendship in their class. As part of this process, the seniors respond to journals from
the ninth graders. Seniors also exchange journals, as this program is designed to reflect itself.

INTERNSHIP                                                                                           Lisa Fierman
The primary objective of any internship is to allow students to explore styles, habits, or attitudes toward work
and service. Students are encouraged to discover their potential identities as adults, not simply as workers.
The opportunity for students to make decisions and experience the consequences is fundamental to a good
internship. The work should be needed or real (not contrived), challenging, and respected by the intern,
his/her peers, and the public. Doing an internship requires that each student take a responsible role in the
planning as well as operation of the internship.

Two types of internship have evolved at Paideia: vocational and community service. Every student is required
to do at least sixty hours of a community service internship. Those students who also choose a vocational
internship often do so to explore a vocation they think might interest them, thus better identifying and
defining their vocational objectives. Once a student has completed sixty to eighty hours of internship during
school hours (long term or short term), additional internships during school time will require an academic
component and a faculty sponsor. A student may do additional internships on weekends and in the summer
with no restrictions.

An internship comes into being when a student demonstrates an interest in a particular area of work or
service. The student contacts the internship coordinator who discusses the student’s ideas and interests. The
student is actively involved in making initial contact with a potential sponsor of a new internship. During the
internship, the student keeps a journal of his/her experiences, and meets once during the term in a seminar
with other interns or in conference with the internship coordinator. Many students find that an internship is
one of their most exciting and valuable experiences in high school.

Internships can be done during long terms either all year or on a semester basis. Short terms, weekends or
summer are other times for internships. During short terms it is best to do the internship for three or four
consecutive hours to have the best experience and to complete the required sixty hours of service. We prefer
that students have their internship away from Paideia, although on-campus cross-age teaching can sometimes
be used for internship credit. Under current policy, high school student-teaching assistantships do not earn
internship credit. Please see Lisa for questions and clarifications. Her signature is required before an
internship can go on a schedule.




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                          PAIDEIA GRADUATION REQUIREMENTS

The following are the MINIMUM requirements for graduation from Paideia.

1. Residency - Students are to have four years of high school study.

2. Annual Progress and Distribution - Students are to take and pass at least 19 credits each year, except for
senior year, when students must take and pass at least 16 credits. Students are expected to take courses in at
least four of the five major academic areas each long term. The five major areas are English, Foreign
Language, Mathematics, Social Studies, and Science.

3. Cumulative Progress and Distribution - Students must accumulate at least 59 credits to become senior and
at least 75 credits to graduate. Students must accumulate the following minimum number of credits in each
category. We recommend, and most colleges require, more than the minimums shown.

a. English                       12                               f. Foreign Language in H.S.        6
b. Mathematics                    9                               g. Art/Music/Drama                 3
c. American History               4                               h. Physical Education/Health       3
d. Other Social Studies           6                               i. Service Internship
e. Science                        9

NOTES:
1. There is no early graduation. Even if a student accumulates the minimum number of credits before the end of
    senior year, she or he must complete four full years of study.
2. A long term course earns 1.5 credits per semester, so that a course taken both long terms earns 3.0 credits. Two
    hours of a short term course earns 1.0 credit. A one-hour short term course earns 0.5 credits and is shown with
    an "M" on the transcript.
3. Students enrolling in Paideia after the ninth grade will have these requirements adjusted in accord with their
    previous high school record. Students enrolling from a school with a different curriculum sequence should
    check with the Director of Studies about non-Paideia requirements, such as for the University of Georgia.
4. The Mathematics Requirement includes a geometry course.
5. Extracurricular work in art, music, dance, fencing, or other out-of-school activity may count toward distribution
    requirements with prior approval. However, they will not count toward progress requirements.
6. Courses taken at a college on a joint-enrollment basis may count toward progress and distribution requirements
    with prior approval.
7. The Physical Education Requirement may be met by participation on a school sports team (one credit for each
    season on a team) or by outside activity (see #5 above).
8. The current Internship requirement is 60 hours of service credit in a monitored and preapproved internship.
    Students may arrange this as early as the summer before 9th Grade.




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