Classes
9th Grade Classes
9th Grade Science
9th Grade Math
9th Grade English
9th Grade History
9th Grade Arts
9th Grade Languages
9th Grade PE/Movement/Outdoor Ed
10th Grade Classes
10th Grade Science
10th Grade Math
10th Grade English
10th Grade History
10th Grade Arts
10th Grade Languages
10th Grade PE/Movement/Outdoor Ed
11th Grade Classes
11th Grade Science
11th Grade Math
11th Grade English
11th Grade History
11th Grade Arts
11th Grade Languages
11th Grade PE/Movement/Outdoor Ed
11th Grade Junior Projects
12th Grade Classes
12th Grade Science
12th Grade Math
12th Grade English
12th Grade History
12th Grade Arts
12th Grade Languages
12th Grade PE/Movement/Outdoor Ed
Music Classes
Anatomy and Physiology
In this block the skills of observation, description, and discussion of experimental results are emphasized in the study of the human body. The block begins with a study of the skeletal and muscular systems, concentrating on the forms and functions of bones and muscles. The heart and circulatory system are studied in detail through presentations and several laboratory exercises. The block concludes with an investigation of the central and peripheral nervous systems. Throughout the block, the physiological concepts of regulation and homeostasis are emphasized.
Chemistry I: Organic Chemistry (Ms. Alba)
The study of chemistry starts from that branch of science that is more complex and closer to life. Organic chemistry is approach almost as a science of cooking. A brief history of the 17th century chemistry is covered. Students are familiarized with the phlogiston theory. The students familiarize with the various chemical substances in a friendly way, and they can relate what they discover to what actually takes place inside their body. The block gives a phenomena-based introduction to organic chemistry. The various topics evolve around the cycle of photosynthesis and respiration, and the concepts of oxidation and reduction. In this theme, a central role is played by glucose, the main fuel of living organism on earth. Life process can transform glucose in two opposite directions, in the one of alcohol, through fermentation, and in the one of starch and cellulose through condensation. The process of digestion of carbohydrates, which liberates the energy stored in these substances, is investigated in some details as also the process of fermentation. The making of beer and yoghurt are some of the hands on activities to which the students participate. The metabolism of alcohol and the calculation of blood alcohol concentration are also discussed.
Geology
The Geology block begins with a survey of the many different kinds of landforms that appear on the Earth. Students learn about ancient myths and stories that explained the creation of the world and the landscape, and then study some of the early scientific theories as put forth by Descartes, Steno, and Hutton. Lab exercises include contour map investigations, mineral identification, observations and descriptions of igneous, sedimentary, and metamorphic rocks. Other areas of study are different methods of studying geologic time, earthquakes, volcanoes, and the rock cycle. We cover in detail the history of continental drift theory as first proposed by Alfred Wegener and follow this idea as it evolved into the modern theory of plate tectonics with evidence gathered from the ocean floor in the 1950’s and 60’s.
Thermodynamics (Dr. Carini)
The first block of physics in the high school is devoted to thermodynamics. The first puzzle presented to the students is to understand how a toaster works by opening one and studying the inside. This initial investigation opens the road to further studies of the effects of heating and cooling on solids, liquids, and gases, and on the working of various kinds of thermostats and thermometers. The macroscopic meaning of temperature is investigated and related to the sensations of warmth and cold. The concept of absolute temperature is introduced and the Celsius and Fahrenheit scales are related to each other and to the Kelvin scale. The concept of specific heat is derived from experimentation and used to compare and contrasts the ideas of heat and temperature. It is then a surprise to observe how the temperature of melting ice and boiling water stays constant while a hot plate continues to heat the system. Even more surprising is the discovery that, at low pressure, water can boil at room temperature while cooling at the same time! These demonstrations help to differentiate the processes of heating and cooling from the concept of temperature and open the door for future investigations on the nature of such processes. The knowledge acquired to this point thus ensouls the world of technology where machines like the refrigerator, the steam engine, and the internal combustion engine become an expression of human creativity and ingenuity.
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Algebra 1 (Ms. Alba)
Algebra I is the introduction of variables, constants, expressions and equations. Significant emphasis is placed on problem solving and expanding general mathematical knowledge. The following topics are covered: linear equations and inequalities in one variable, exponents and polynomials, negative exponents, linear equations in two variables, factoring polynomials, rational expressions, roots and radicals, and quadratic equations.
Advanced Geometry
This rigorous geometry course is intended to strengthen the problems solving abilities of the most capable math students. We move on from the first semester topics of plane and solid geometry to the second semester coordinate plane and analytic geometry. The students learn to understand the necessity of mathematical proves, and they learn how to prove geometrical theorems themselves. The geometric problems proposed vary in difficulty, from basic applications of a single theorem, to challenging applications of several theorems in sequence. Learning how to live with a problem for several days is part of the training. A good part of the second semester is devoted to the study of conic sections starting from their purely geometrical definition as cross sections of cones, to their analytical geometric representation in terms of quadratic equations.
Permutations and Combination
Chance has many faces: fate, destiny, randomness, and risk. This block approaches chance through mathematics and starts with ways to systematically list or count possibilities. Students work with the Fundamental Counting Principle, permutations and combinations, and applications, some of which use Pascal’s Triangle. In the mathematics of chance, randomness is not a synonym for haphazard but rather a kind of order that emerges only in the long run. What does this mean? This block introduces the fundamentals of probability theory: definitions, the Law of Large Numbers, expected value, applications, and the historical development of the subject. Finally this block touches briefly on statistics. Students work with frequency distributions and box-plots and utilize different measures of central tendency: the mean, median, and mode.
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English I
Ninth Grade English focuses on two novels, A Tale of Two Cities, by Charles Dickens and The Adventures of Huckleberry Finn, by Mark Twain. This study of literature enables us to cover reading comprehension, vocabulary building, historical context, the use of language, and the important themes of the books. Some of the ideas we encounter are: love and sacrifice, freedom, and the power of culture. We concentrate on relating the story line and discovering the ‘geographical’ significance. The students have directed reading assignments throughout the year. At least one-third of the year is dedicated to grammar. Much emphasis is placed on the spoken word as well; the students are expected to read from the text, which can be difficult, and from their own writing, which can be very informative indeed.
Comedy & Tragedy
The Comedy and Tragedy Main Lesson Block is designed to be a cultural overview of theatre, dramatic literature and tragic and comic characters as seen in three distinct time periods: Greco-Roman; Medieval/Renaissance and Modern. We read the entirety of three plays: Oedipus the King by Sophocles, Romeo and Juliet by Shakespeare, and A Raisin in the Sun by Lorraine Hansberry. We read excerpts from a number of other dramatic works, study means of staging plays in different eras and the effect of dramatic art on the thinking of its time, its audiences, and it’s culture. Students are also expected to create a pair of Masks of Comedy and Tragedy and write an extensive Main Lesson Book.
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Idealism & Humanity
Idealism and Humanity is a block that challenges the students to create a society that is a true and sensible embodiment of their own most cherished ideals. It comes as no surprise to the grade 9 students that they have ideals; it is not difficult to find them in themselves. Articulating them does pose a bit of a problem, sometimes. However, the real challenge arises when each student needs to work with at least three others to form a society that accounts for cultural, economic and political influences that manifest in all social frameworks. I tell them the biography of Cabeza da Vaca and the Forty Ronin and, if time allows, we read Animal Farm together. Each one of these tales deals with the theme which the students must often raise in this block: what is the relationship between the individual and society? The student groups meet together every day. As an individual, each one learns to speak and listen to the other; as a group, they learn about ideals and reality. There is no main lesson book; there are no tests. Rather, the students make many visual aids, for at the end of the block, each group gives a long presentation of their society to their peers and family members.
U.S. History
In this course we look at pre-Colonial and Colonial history. We begin with the geography of the continent and soon move to the original inhabitants, tracking the various routes historians believe these First Americans used to migrate. Next we note some Pre-Columbian Europeans who visited, for greater or lesser lengths of time, this continent. Of course, we touch upon the more familiar European explorers from France, Spain and England. We establish the thirteen colonies. Having looked at them regionally, we fight the French and Indian War with the French. We use a week to explore the reasons leading up to the American Revolution, which we then fight. The students are expected to participate in class; to keep a ‘book’ which includes notes, handouts, etc; to pass a few tests, and to participate with some classmates to make an oral presentation in class about some First American tribe or regional force. There is also a final exam.
History of Art
This course follows a broad survey of the history of Western art, beginning with the first examples of artistic production by earliest humans through the Baroque era of European art. We examine the progression of human evolution through art and we work on the ability to look closely at what we encounter in various eras and cultures. Students create a portfolio of artistic and academic observations taken from class lectures, in-class work and homework assignments. In addition to the portfolio, students give a ten-minute presentation on an artist of their choosing, illustrating their talks with images of the artist's work. They write a two-page summary of their presentations, accompanied by one thorough and excellent drawing/painting of an example of the artist's work. On the final day of the course, the students take a comprehensive final exam. Students are evaluated on the thoroughness, rigor and artistic effort of their work, as well as on class participation.
Pacific Rim
This course is designed to give students a broad sense of the Pacific Rim experience. In it we look at the geography, history, and belief cultures of such countries as China, Japan, and Hawaii. What are the particular qualities of the Pacific Ocean? What individual and common narratives (mythical and actual) has it spawned over time? And what happened when East met West? Through mapwork, comparative readings, and field trips we seek - like those 15th Century explorers - to discover the horizons of the Pacific Rim.
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Black & White Drawing
This course offers students an introduction in working with lights and darks, building three dimensional form on a two dimensional plane, and creating strong compositions that balance light and shadow. Students explore a variety of media, including charcoal, graphite, and pen and ink. Techniques used include stipling, cuariscuro, blind contour and gesture drawing.
Copper Arts
The 9th Grade Copper Arts course is intended to give students hands-on experience in the process of manipulating and embellishing sheets of copper to create useful and beautiful objects. Through a series of directed projects students will learn how to use a torch for annealing, cutting with a jeweler’s saw, drilling, piercing, adorning with stamping tools and hammer texture, as well as forming skills using stakes and mallets. All students will be encouraged to design pieces that are unique while utilizing the metal art techniques learned.
Acting
Freshman Acting Class is designed to improve the students' skills in story telling. We work on telling stories from memory from sources such as folk, family and historical tales and on basic improvisational techniques. We play theatre games designed to make students feel more relaxed and spontaneous in front of an audience. And we work on creating scenes using source material other than plays, such as short stories, paintings or films, by improvising scenes and then rehearsing them until they are set.
Basketry
Students complete one to two small twined baskets, as well as a larger, more sculptural piece. For the sculptural piece they are asked to select a twisted branch or piece of driftwood as the starting point for constructing their design. From a variety of reeds, vines, and colorful waxed linen thread, they explore basic twining and weaving techniques. Students attempt to envision form, and bring order and harmony out of a mass of rather wet, chaotic elements. The class also focuses on the historical and cultural richness of basketry around the world, as well as the work of inspiring contemporary artists.
Practical Mechanics
The intent of the Practical Mechanics Class is to give the student practical applications of the theories and concepts learned in the physics and chemistry labs and lectures. This is accomplished thru hands on experience disassembling and assembling a single cylinder lawn mower engine. The operation involves the use of hand tools including specialized tools such as pullers, torque wrenches and various gauges. The engine demonstrates the four stroke cycle, fluid mechanics, thermodynamics, magnetic induction, chemistry and the behavior of materials at elevated temperatures. Magnetic principles are also demonstrated with generators, electric motors, solenoids, relays, coils and magnetos.
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Spanish 1
This class is an introduction to Spanish language, literature and culture. The following topics are addressed: review of grade school Spanish levels; grammar: present, past, and future tenses; simple sentence structure: subject and predicate; oral expression: daily dialogue, narrative staging, and recitation; writing expression: the form of the sentence and its linking words through description and narration; literature: epic Spanish literature from the middle ages to the modern era; culture: medieval Spain, classical Spain, the life and works of classical epic authors.
German 1
In German I, the lessons are based on a reader, a textbook, and an audio drama. These materials provide the learning opportunities for reading and listening comprehension, grammar, vocabulary exercises, and comparative discussions of German and American language and culture. We introduce and review basic grammatical concepts, especially verb tenses. We also focus on vocabulary and proper spelling. The students complete written and oral exercises, and take quizzes and tests.
Mandarin Chinese 1
This course is intended for beginning Mandarin Chinese students,
i.e., those with no prior knowledge of any Chinese: spoken or
written. Mandarin is Modern Standard Chinese based on Beijing
pronunciation. It is not only the national standard in the People's
Republic of China and Taiwan but also an official language of
Singapore, Malaysia, and the United Nations. The goals of the class
are: to understand basic pronunciation and the grammar of Modern
Standard Chinese; to learn and correctly pronounce Modern Standard
Chinese vocabulary; to read all such vocabulary in both major
scripts and write same in simplified Chinese logographs; to
construct grammatically correct sentences by way of basic
sentence-pattern analysis; to become conversant with
Mandarin-speakers at a beginner level; to learn about and appreciate
historical and contemporary Chinese culture. The written portion of
this course makes use of the Pīnyīn romanization system: phonetic
spelling with tone markers and Chinese logographs: creation and
evolution, stroke order, structure and calligraphic techniques. In
addition, this course will cover computer skills not only in
relation to transcribing the Chinese language, but also as a
learning tool to study Modern Standard Chinese. The course materials
used are the textbook, Integrated Chinese, 3rd edition.
9th Grade Movement/PE/Outdoor Education
Hockey
This is an introductory course. The emphasis is on play, with an introduction to the basic rules and elementary stick handling skills.
Soccer
This class is an introduction to Futsal, a soccer like game that is played with a heavier less bouncy ball on a small court. It requires short, controlled passes, and is a good way to learn basic soccer skills, and since it is played on a basketball sized court it can be played in a small space such as a parking lot or narrow field.
Ultimate Frisbee
During this course, students were introduced to the basic skills needed to play the game of ultimate Frisbee. These included learning multiple ways to throw and catch the disc, general offensive movement without the disc, and how to defend in a safe and effective way. In addition to the skills needed, the rules of the game and general strategies were discussed and emphasized.
Eurythmy
Description coming soon...
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Chemistry II: Inorganic Chemistry (Ms. Alba)
Chemistry II Honors: Honors inorganic chemistry (Ms. Alba)
This block opens on an investigation of salt properties. Experiments are performed to observe the dilution of salts in water and alcohol. A discussion follows and the need to perform more experiment on the electrostatic properties of water arises. Ions are then introduced as “tiny charged particles”. Then the dissolving power of alcohol and water are compared. The next experiment focuses on the evaporation of a salt solution and brings out a discussion on the difference between a hydrated and an anhydrous salt. Saturation and super saturation are explored. The comparison of solubility of different salt is used to perform the titration of chloride ions in seawater. At this point and throughout this course, to avoid unnecessary confusion, salts and ions are not referred to by their formulae but by their name. Then, an observation of the influence of dilution on a colored salt solution serves as an introduction to quantitative chemistry: students calculate the percentage of copper in a US penny. Through a wide array of reactions, students devise their own analytical process to identify some metallic ions in an unknown solution. Here again, for the study of double replacement reaction, names rather than formulae are used. Through experiments, the difference between a metal and its metallic ion is strongly emphasized. Student observe the reactions between metals and different ions, make an hypothesis on what is happening and are then ask to devise and perform experiments that will allow them to check the validity of their hypothesis. From this they arrange metals in a reactivity list. Later, after observing the reaction of acids on metals, hydrogen is added on the reactivity list. Using the table of standard potentials, students study an alkaline Zinc/Manganese oxide battery and perform the electrolysis of a Nickel coin. The class time is mostly devoted to experiments and discussions of the observations.
Mechanics (Dr. Carini)
The course of mechanics provides an introduction to kinematics and to some basic ideas of dynamics. The concepts of average and instantaneous velocity and acceleration are first introduced as tools to describe the motion of an object. The freely falling motion becomes then the focal point of our investigation, and Galileo Galilei, as portrayed by Bertolt Brecht in his play, becomes the leading figure of the block. The students perform the inclined plane experiment, and with the help of further demonstrations, are guided to the discovery of the geometrical nature of the projectile motion. The idea of inertia is then explored in connection to both translation and rotation. Working in teams, the students build and gauge a projectile launcher, which is tested against a target on the last day of the block.
Embryology
The study of embryology begins with a survey of creation myths from many cultures. The course focuses closely on the physiology and development of a new human being from the production cycles of egg and sperm cells through the birth of a baby. Along the way, comparisons with the embryonic development of other organisms are examined and the commonalities and differences discussed. Students follow the embryonic development of live zebra fish from egg to fry. The course ends with a brief overview of the history of genetics, simple models of heredity, and the processes of mitosis and meiosis. Several class periods are devoted to discussions of current issues in biology today such as stem cell research, cloning, and reproductive rights.
Meteorology
This block is an exploration of the fluid elements of our earth, the air and the water. The class begins with an investigation of some of the ways in which heat manifests- radiation, convection, and conduction, with examples of these processes in nature. Experiments are performed that illustrate the action of heat on water and air, as well as the properties of water such as cohesion, adhesion, and its dynamics of movement. A major part of the block is an investigation of the factors of the Earth’s system that produce climate and weather such as the Coriolis Force, Hadley cell circulation, and insolation. Students make and record a daily weather chart that consists of 9 separate observations and a general summary of the changes in relation to barometric pressure and the movements of fronts. We also study the hydrologic cycle, the structure of the atmosphere, ocean current circulation, and how the world’s oceans contribute to climate. Students go on a scow schooner for a four day trip into the Delta as far as Brannan Island where they learn sailing techniques, navigation, and take water samples along the way to test for salinity and investigate the organisms living in the water. Throughout, an emphasis is placed on how this vast fluid expanse of air and water is so closely linked to human activity here on the surface of the Earth.back to top
Advanced Geometry
This rigorous geometry course is intended to strengthen the problems solving abilities of the most capable math students. We move on from the first semester topics of plane and solid geometry to the second semester coordinate plane and analytic geometry. The students learn to understand the necessity of mathematical proves, and they learn how to prove geometrical theorems themselves. The geometric problems proposed vary in difficulty, from basic applications of a single theorem, to challenging applications of several theorems in sequence. Learning how to live with a problem for several days is part of the training. A good part of the second semester is devoted to the study of conic sections starting from their purely geometrical definition as cross sections of cones, to their analytical geometric representation in terms of quadratic equations.
Geometry
Topics covered include: proofs of triangle theorems, perimeter, area and volume of similar polygons and solids, circles, inscribed angles and tangent lines, and coordinate geometry of lines, circles, ellipses, parabolas, and hyperbolas. Students also review topics covered in Algebra I in preparation for Alegebra II next year.
Precalculus
The pre-calculus course follows an algebra II and trigonometry curriculum. Emphasis is given to the correspondence between an algebraic and a geometric problem through analytic geometry. Equations, system of equations, and inequalities are all studies with this idea in mind. Function notation and transformations of functions are used extensively. During the year the students learn how to analyze and graph polynomial functions, rational functions, exponential and logarithmic functions, and trigonometric functions. The study of trigonometry is then extended to the solution of trigonometric equations with use of trigonometric identities when needed. An introduction to the idea of sequence is provided using the arithmetic and geometric sequences as examples.
Trigonometry
Because trigonometry is inextricably linked with the mathematical concept of similarity, our work starts with scaling and ways similar triangles can be used to calculate the measurements of distances that are inaccessible. Once introduced, the sine, cosine, and tangent functions are used in calculations involving right triangles and eventually in deriving the Law of Sines and the Law of Cosines for (not necessarily right) triangles. Applications include the use of a simple surveying instrument: the Abney level.
Although the first definitions of the trigonometric functions are in terms of triangles, these functions can also be defined using the unit circle, a definition that makes them periodic, or repeating. Students work in this broader context toward the end of the block.
In addition to work in trigonometry, students read Flatland, by Edwin A. Abbot (1838- 1926). This imaginative mathematical classic introduces the concept of the multiple dimensions (including dimension four) of space.
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Poetics
This course combines the study of the history of language and the evolution of poetic form. We read and appreciate poems from the Classical World (including Homer, Virgil, Ovid) before moving into “English” poetry. This begins with the Anglo-Saxons and Beowulf and continues on into Middle English and Geoffrey Chaucer with readings of the texts in the original and translated versions. We also look at Shakespeare and the sonnet form, and ask, “What makes Modern poetry modern?” Ultimately, students are expected to create a main lesson book of beauty, filled with illustration, transcribed poetry, as well as some of their own poetic creations.
English II: The Iliad and Writing
This class introduces students to Homer’s first epic poem. Through extensive reading and group discussion we begin to form a view of the Classical world at the time of Homer. This includes relevant backgrounds Greek mythology, the Trojan War, and its aftermath. Essay work is central here and students are encouraged to engage fully in the re-drafting process in order to improve their writing skills.
English II: American Literature
This skills course addresses some major themes in 20th century American history through the lens of literature from the period. We read Hemingway’s The Sun Also Rises, Hurston’s Their Eyes Were Watching God, and Steinbeck’s The Grapes of Wrath while exploring historical themes from the 1920’s and 1930’s. We examine how these themes manifest today, socially and individually. Students in this course will be expected to hone their reading and writing skills as well as further develop their research skills.
English II: Medieval World
This course follows the course of Medieval history and thought, beginning with the Gospels of the New Testament. Students read the New Testament in order to understand the rupture that begins to alter the nature of the Classical world. We discuss the turn away from paganism under the Emperor Constantine, his Edict of Milan and the import and impact of the Council of Nicea. We look at the writings of church fathers, such as Saint Augustine, discuss the “fall” of Rome and the rise of “barbarian” kingdoms under such leaders as Charlemagne. The course culminates with a careful reading of Dante’s masterful and influential Inferno.
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Africa
Africa, the mysterious continent that we often see only as the background for tragedy, is also the birthplace of humans, the musical soul of the world, a center of folklore and oral tradition, and a focal point of the world’s cultural and biological diversity. So much of what Americans take for granted—our language, music, food, religion, and our entire culture-- has been shaped by African words, tastes, rhythms, and worldviews. The better we understand Africa, the better we understand ourselves.
In this block we will focus on African culture, history, politics, economics, and art. After an overview of African culture and its historical roots, we will zero in on two countries as case studies-- Nigeria and South Africa. We will end the block with a look at how African culture has influenced American life.
Activities will include reading stories, biographies, historical and cultural analysis, art appreciation, poetry and musical composition, map making, oral presentations, guest speakers, and trips to the Museum of the African Diaspora, as well as a film at the Mill Valley Film Festival.
Ancient Civilization
This course examines the development of humankind from the origins of the earliest human beings through some of the first great civilizations. We focus on the events of the Neolithic Revolution and examine several cultures of Mesopotamia, as well as those of ancient Egypt, Persia, India, and Israel. In pursuit of greater understanding of these ancient worlds the students read various selections from Egyptian and Persian sources that I assign, as well as the epics Gilgamesh and the Ramayana, and selections from the Tanakh (known by Christians as the Old Testament).
Classical World
We try to identify their essential characteristics of the Greeks by looking at the emergence of the individual in the West. We look closely at the history of the Hellenes, the rise of drama, the development of philosophy from the Ionian Philosophers, Socrates, Plato and Aristotle, the use of Olympic games, and the character of Odysseus in the Odyssey. At the end of the block, we approach the nature of the individual as a modern phenomenon as well.
U.S. History
Some view the United States as the greatest nation on earth. Others believe the U.S. is a 21st century empire that primarily benefits its elites at the expense of the masses. Only by examining the history of our country from such varied points of view can one come to his/her own conclusion about our shared past. More importantly, only through critical evaluation of where we have been, both individually and collectively, can we determine the kind of person-- and to the extent possible the kind of nation-- we want to be in the future.
In this class we will focus on the formation and structure of our Constitutional republic, with special emphasis on its late 18th and early 19th century roots, and the relation of individuals with their government in the 21st century. The lens through which we examine the past will generally be our experiences today, as these reflect conflicts about our shared identity. Main themes/subjects will include: the Articles of Confederation, formation of the U.S. Constitution, federalism vs. anti-federalism, the three branches, checks and balances, strict construction vs. “living” constitution, the Bill of Rights, legislative and judicial processes, and early U.S. geography.
We will continue to develop skills in:
- historical analysis and interpretation via verbal, written and visual processing activities
- distinguishing fact from interpretation in primary and secondary sources
- historical research by selecting relevant and appropriate source materials for small research projects and position papers
- oral expression and argumentation
- connecting personal experience with shared history
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Spanish II
The following topics are addressed: all simple indicative conjugations; building a paragraph; introduction to Spanish poetics; grammar: simples tenses of indicative mood, linking words (prepositions and conjunctions), verb complements (prepositional phrases); oral expression: daily situations, poetry staging and recitation, English comparison; writing expression: paragraph strategies, verse and prose comparison, articles of opinion; literature: overview of classical lyric Spanish poetry from the middle ages to the modern era; culture: life, works and culture of classical Spanish poets.
German II
In German II, the lessons are based on a textbook, supplemental reading materials, and an audio drama. These materials provide the learning opportunities for reading and listening comprehension, grammar, vocabulary exercises, and comparative discussions of German and American language and culture. We introduced and reviewed basic grammatical concepts, especially verb tenses, modal and reflexive verbs, separable and inseparable prefixes, cases and word order. The students completed written and oral exercises, and took quizzes and tests.
Chinese II
This course is a continuation of first-year Mandarin Chinese students. The course goals are: to enhance student comprehension of spoken language, expand vocabulary in high-frequency situations and to deepen exposure to and practice with the grammar of Modern Standard Chinese. Students will continue to learn to read all vocabulary in both major scripts and write same in simplified Chinese logographs; to construct more grammatically complex sentences by way of basic sentence-pattern analysis and to deepen their appreciation of historical and contemporary Chinese culture. This course makes use of the Pīnyīn romanization system to facilitate comprehension of newly introduced Chinese logographs. In addition, this course will continue to students' Chinese-language computer skills not only in relation to the transcription of the Chinese language, but also as a learning tool. The course materials used are the textbook, Integrated Chinese, 3rd edition, and the Oxford Beginners' Chinese Dictionary.
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Weaving
The students learn to design and weave chenille scarves on four-harness floor looms. Working with a partner, each student is responsible for accurate threading and set-up of his or her loom. In addition to a scarf, each student also learns to weave a colorful band on an inkle or card weaving loom. These bands are designed to be used as belts, guitar straps, camera straps, or other functional items. Together, the experience of the various looms leads to a broad range of weaving skills. Our class also participates in an on-going cultural weaving exchange with students from Chinchero, Peru.
Stagecraft
A stage play is an intricate fabric woven from many different threads. Director, designers, actors, stage manager, lighting and sound technicians- all must work as one to create the magical moments that lift and transport the audience. In this block, the 10th Grade looks at how the production of a play is accomplished, how the imagination and the practical are reconciled on stage. The students experiment with narrative, mood, metaphor, and working together creatively to stage non-verbal skits, still life creations, and finally a miniature production of Jean Cocteau’s version of Antigone, the classic Greek tale of kingly hubris and civil disobedience.
Drawing
Techniques of Drawing is a follow up class to 9th Grade’s Black and White Drawing class. This course expands on the foundation of working with light and shadow, to include color, composition, and experimental drawing techniques.
Pottery
Description coming soon...
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10th Grade Movement/PE/Outdoor Education
Badminton
This is an introductory course. The emphasis is on play, with an introduction to the basic rules and proper racquet technique.
Eurythmy
Description coming soon...
Sailing
The sailing class is a part of the tenth grade curriculum. The students begin their school year with a four-day sailing venture as a part of their Meterology block. Throughout the year in groups of nine we provide four two-hour classes in beginning sailing. Here they learn how to rig fifteen- foot two-person boats as well as how to sail upwind and tack down wind.
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Botany and Cell Biology
This block is an investigation of plants and cells. To begin the block, students become familiar with the Plant Kingdom by studying individual plants and their structures in some detail. Plants are studied in the context of the five Kingdoms of life and basic taxonomic rules and nomenclature are introduced. Students observe plants in their habitat, as lab specimens, and under the microscope. The anatomy of plants, especially the flowering plants, is studied in some detail, and the processes of germination, pollen production and dispersal, fertilization, and fruit production and dispersal are also studied. Students write a research paper on a flowering plant that is used by humans. The emphasis of the second half of the course is a study of basic cell structure and function. Observation of cells and organelles and the processes of cell physiology are emphasized. A brief history of cell biology and genetics is woven into this segment of the block.
Astronomy
(Dr. Carini)
The purpose of the 11th grade astronomy block is to familiarize with the celestial phenomena as observed from the Earth. It is only through a clear understanding of these phenomena and of their rhythms that one finds a true connection between the cosmos and the human being and from there the desire to observe more deeply the universe around us. Starting from the celestial sphere the students familiarize with the night sky, the constellations, and their motion. An in-depth study of the rhythms of the sun and the moon and their close relations follows. Different kinds of times are discussed and related to the ordinary Standard Time. Students make their own sundial. The motion of the planets through the sky is then explored, creating the base to better understand the real value of the Copernican revolution. Kepler’s description of the planetary motion is discussed whenever an Earth based phenomena points to it. The students learn how to shift continuously from an geocentric observation to its heliocentric explanation and vice versa.
Chemistry III: The Periodic Table
The main focus of this block is to give the student enough familiarities, through experiments, and research projects of the most common elements to enable them to create their own periodic table, using cards, the way Mendeleev did. They are also familiarizes with some of the techniques that allowed the discovery of the elements and their isolation (electrolysis, spectroscopy, smelting). Students are then asked how do we know that atoms exist, and how do we know that the formula for water is H2O. They are then exposed to the struggle of early chemist, from Alchemist to Proust, Dalton, Gay Lussac, Mendeleev to name a few.
Students learn about the atomic number, chemical formulae, chemical equations and stoechiometry and how to perform basic calculations. Students learn how to write the electronic and the Lewis structure of atoms and how to use the octet rule to find the structure of basic ions and the different types of bonds.
Honors Chemistry Elective
The main focus of this block is to give the student enough familiarities, through experiments, and research projects of the most common elements to enable them to create their own periodic table, using cards, the way Mendeleev did. They are also familiarizes with some of the techniques that allowed the discovery of the elements and their isolation (electrolysis, spectroscopy, smelting). Students are then asked how do we know that atoms exist, and how do we know that the formula for water is H2O. They are then exposed to the struggle of early chemist, from Alchemist to Proust, Dalton, Gay Lussac, Mendeleev to name a few.
Students learn about the atomic number, moles, amount of substance, chemical formulae, chemical equations and stoechiometry. They learn to perform calculations including excess and default of reactants. Students learn how to write the electronic and the Lewis structure of atoms and how to use the octet rule to find the structure of basic ions and the different types of bonds.
Students are required to write a paper on the evolution of the atomic model.
Honors Biology I
This elective is open to juniors and seniors who have shown a strong interest and ability in the biology main lessons. Topics covered in this class are: the biochemistry of organic molecules, the nature and processes of enzymes, how organisms acquire and use energy, and the structure and function of cells. The class consists of lab experiments that illustrate the properties and processes of the topics mentioned above, extensive reading of an advanced high school biology textbook, and lectures that require close attention and thorough note taking. A comprehensive final exam is given at the end of the elective. Enrollment is by permission of the instructor.
Electricity & Magnetism
(Dr. Carini)
The course of physics in the junior year starts with a detailed study of electrostatics phenomena and magnetic phenomena, which are continuously compared and contrasted. The two-charge model is introduced to provide an explanation for the phenomena observed, and it is later contrasted with an approach based only on the concepts of electric and magnetic fields. The electroscope, the Van de Graaf, the Whimshurst machine, the electrophorus, the Faraday cage, and the Layden jar, are observed in action, studied, and discussed in details. The transition to electromagnetism follows the historical development, from the invention of the battery by Volta to the discoveries of Oersted, Faraday, and Ampere. The creation of magnetic fields by an electric current, the force between electric currents, the production of electric current by changing magnetic fields, and other related phenomena are observed first and later discussed in detail. The course culminate with a detailed study of some of the major technological achievements in the field, including the microphone/speaker system, the AC generator, the electric motor, the AM radio receiver, and others. Each student builds an AC generator and electric motor from scratch, as independent projects.
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Algebra II
Description coming soon...
Independent Study
In this independent study class, each student works at his or her own level and speed.
Precalculus
The pre-calculus course follows an algebra II and trigonometry curriculum. Emphasis is given to the correspondence between an algebraic and a geometric problem through analytic geometry. Equations, system of equations, and inequalities are all studies with this idea in mind. Function notation and transformations of functions are used extensively. During the year the students learn how to analyze and graph polynomial functions, rational functions, exponential and logarithmic functions, and trigonometric functions. The study of trigonometry is then extended to the solution of trigonometric equations with use of trigonometric identities when needed. An introduction to the idea of sequence is provided using the arithmetic and geometric sequences as examples.
Projective Geometry
Projective geometry is a geometry that formalizes one of the central principles of perspective art: parallel lines meet at infinity. This block is an introduction to projective geometry and includes, more generally, elements at infinity, the principle of duality, perspectivities and projectivities, projective generation of point and line conics, cross-ratio and invariance, and, more specifically, study of the theorems of Desargues, Pascal, Brianchon, and Pappus, as well as the Fundamental Theorem of Projective Geometry. Developed within an historical context, topics include Euclid’s fifth postulate and the axioms of projective geometry, the life and work of Girard Desargues (1591- 1661), and the revival of projective geometry by Poncelet (1788- 1867).
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Parzival
One of the milestones of the eleventh grade Waldorf curriculum is reading and studying a translation of the medieval epic Parzival by Wolfram von Eschenbach. This main lesson not only addresses the issues of the text, but also provides a platform from which the students can discuss life issues from the war of the sexes to questions about God. The students follow the story of several knights as they strive to find their paths in life. In the process the heroes make mistakes, learn how to correct them, and eventually achieve their potentials and find their destinies. Students are evaluated on daily reading quizzes, artistic responses to the text, and a final literary paper.
English III: From Renaissance to Romanticism
This class follows the historical and literary trajectory of the development of European thought from the Renaissance and Reformation, through the Enlightenment and into Romanticism. The course begins with examining the history, art and writings of figures such Brunelleschi, Galileo, Luther and Erasmus. We look closely at the art of the Italian Renaissance and the writing of the English Renaissance, particularly in the person of William Shakespeare, a number of whose works we read, most particularly Hamlet, possibly The Merchant of Venice, and certainly many of the sonnets. We continue into the Enlightenment with readings from Descartes and Pascal, as well as long selections from Milton’s Paradise Lost. Finally, we will look at the art and ideas of the French Revolution and the works of the French, German and English Romantic painters. The course culminates in readings from the English Romantic poets, including Blake, Wordsworth, Keats, Byron and others, and, finally, Mary Shelley’s great Gothic novel, Frankenstein.
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Arab World
The Arab World, what today encompasses countries as diverse as Egypt, Indonesia, Pakistan and Israel, evokes fear and misunderstanding from many Americans. By focusing on West Asia as the epicenter of world conflict, the media often omits the tremendous diversity of thought, culture and accomplishment that characterizes this region and the wider Arab world. We risk compounding our fear and ignorance when we ignore the imperative-- voiced in Rumi’s search for spiritual transcendence-- to see ourselves through the eyes of “Thee”—the other who only appears different on the surface.
In this block we will focus on the culture, history, politics, economics, and art of the Middle East. After an overview of Middle Eastern culture and a comparison of the three Western spiritual traditions, we will focus on two case studies, Iran and the Israeli-Palestinian conflict, as they offer windows into the culture that is currently absorbing Americans’ attention, not to mention its resources, time, and diplomatic currency.
Activities will include reading stories, histories, biographies, historical and cultural analysis, art appreciation, poetry and prose composition, map making, oral presentations, a lecture-discussion at the World Affairs Council, as well as guest speakers on Sufism and the Israeli-Palestinian conflict.
Latin America
Many Americans today lament that they don’t really know the person living next-door. Because the issue of Latin American immigration is so volatile, and so filled with stereotypes and half-truths from right and left, it is no wonder that policy is often based on politically convenient sound bites rather than genuine understanding borne of familiarity. This course is intended as a first step in developing that deeper understanding of our neighbors to the south.
The block will begin with an overview of Latin American culture, including demographics, geography and music of the region. Then we focus on two case studies: Mexico, which we examine historically through the 20th century Muralistas’ work, and Brazil, where we examine the economic dynamics of deforestation in the Amazon Basin.
Activities will include reading stories, histories, biographies, historical and cultural analysis, music and art appreciation, poetry and prose composition, map making, oral presentations, a guest speaker on Mexican immigration issues, and a visit to Rain Forest Action Network.
US History
Some view the United States as the greatest nation on earth. Others believe the U.S. is a 21st century empire that primarily benefits its elites at the expense of the masses. Only by examining the history of our country from such varied points of view can one come to his/her own conclusion about our shared past. More importantly, only through critical evaluation of where we have been, both individually and collectively, can we determine the kind of person, and to the extent possible, the kind of nation, we want to be in the future.
In this class we will focus on 19th century American history. The lens through which we examine the past will generally be our experiences today, as these reflect conflicts about our shared identity. Main themes will include: Westward expansion: manifest destiny and Native Americans; economic and social reform; slavery and the origins of the Civil War; the Civil War and Reconstruction; the Gilded Age, immigration; late 19th/early 20th Century imperialism; and U.S. geography.
We will continue to develop skills in:
- historical analysis and interpretation via verbal, written and visual processing activities
- distinguishing fact from interpretation in primary and secondary sources
- historical research by selecting relevant and appropriate source materials for small research projects and position papers
- oral expression and argumentation
- connecting personal experience with shared history
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Spanish III
The following topics are addressed: perfect tenses of indicative, building an essay, masters of modern Spanish literature; grammar: auxiliary verbs, present and past participle, coordination and subordination; oral expression: oral review and opinion, expressing individual feelings and thinking; writing expression: essay strategies, reaction papers; literature: great contemporary Spanish narrators and poets; culture: Spanish Civil War, Mexican Revolution, art and politics in Spain and Latin America.
German III
In German III, the lessons are based on a reader and contemporary short stories. These materials provide the learning opportunities for reading comprehension, grammar, and vocabulary exercises, as well as oral practice and writing exercises. The reader and contemporary short stories also provided important themes for discussions comparing German and American language and culture. In German grammar, we worked in depth on cases, prepositions, verb tenses, and word order. The students completed written and oral exercises, and took quizzes and tests. In addition, we read, recited, and discussed traditional poetry.
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Bookbinding
The book, in its evolution, parallels that of mankind, as it has recorded the development of our consciousness. Students are introduced to the materials, tools and techniques of bookbinding in this class. The precise skills and logic are uniquely suited to the eleventh graders’ developed thinking and manual dexterity. Various types of books structures are created—sewn pamphlets, hinged albums, accordion books, and finally, a formally bound book. Each project is intended to be artistic as well as practical. In the final project students are encouraged to explore unique book structures as well as those within traditional bookbinding.
Painting
During this course the students explore painting in two different mediums: one in "Veil Painting," which is a wet on dry method of watercolor, and the other using acrylic paints. Veil painting explores the transformative aspect of color into form, emerging from the interplay of layers of warm and cool colors. Each transparent veil of color must be carefully applied to dry paper so that the lower layers are not dissolved. Layer after layer is added and slowly the students discover emerging forms. In the acrylic project, the students mix their own thick palette of colors and explore subjects ranging from portraits to interpretations of a masterpiece. They use light and dark values expressively, while also creating a harmonious composition.
Acting Elective
The 11th Grade Acting Elective is a course in basic scene study. Starting with individual monologs and progressing to short, two person scenes, we work on how to approach text and make it more interesting. We also work on physical expression using improvisation and theatre games. The course culminates in a public presentation of our final scenes studies.
Weaving Elective
Students choose to weave a project of their choice, becoming more familiar with weaving drafts and procedures, and working more independently. Intermediate and advanced weave structures are selected, and artistic explorations in colors, patterns and textures are encouraged.
Black and White Photography
This course was designed to acquaint students with the basic techniques of black and white photography. Students learned to use either a manually adjustable 35mm or Holga 120 camera by addressing basic concepts, including f-stop, shutter speed, film speed, depth of field, exposure and lighting. The genres of narrative and portrait, landscape and botanical were introduced through discussion of the history of photography and a review of works from contemporary photographers. Students were given the opportunity to develop their own personal vision through shooting assignments and learned basic printing techniques in the darkroom at the Columbia Park Boys & Girls Club.
Metal Arts
The 11th & 12th Grade Metal Arts course is intended to give students hands-on experience in the process of manipulating and embellishing sheets of copper, brass and or nickel to create useful and beautiful objects. Through a series of directed projects students will learn how to hand make rivets to attach metals together, they will use an acetylene torch for silver soldering, they will also be introduced to molds and mold making in sand and plaster. Castings will be completed in pewter. All students will be encouraged to design pieces that are unique while utilizing the metal art techniques learned.
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11th Grade PE/Movement/Outdoor Education
Eurythmy
Description coming soon...
Tennis
This is a class for students who have already been introduced to the basic skills of tennis. The emphasis is on playing tennis.
Badminton
This is an introductory course. The emphasis is on play, with an introduction to the basic rules and proper racquet technique.
Kayaking
The kayaking class is an eleventh and twelfth grade elective. The class has five two-hour sessions. The students learn how to select appropriate equipment, various paddling techniques and a wet exit self-rescue.
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Junior Projects
The Junior Projects course gives students the opportunity to fully explore topics that truly interest them. Under the guidance of the Librarian and a Faculty advisor, students learn how to be responsible for a research project from concept through process to production and presentation. Using a variety of research methods, students gather information to develop and focus their topics. They actively seek firsthand information through interviews with experts and research topics using the library's print and online resources. They are encouraged to carefully evaluate sources and analyze data to develop and support their theses. The Junior Project culminates with students writing a 7-10 page MLA-formatted research paper, creating an artistic component on their topic, and presenting their findings in a 10 minute presentation to the school.
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Environmental Science
This block begins with an introduction to basic concepts in ecology such as energy budgets, trophic relationships, and different types of symbioses. From this starting point, the class addresses the many environmental issues facing the world today focusing particularly on the topic of waste and recycling. The class looks in detail at environmental and social issues current environmental issues and hears presentation by activists involved in this work. Other guest lecturers such as Jacques Leslie and Paul Hawken have come and presented their work to the class. Students create a project with the goal of making San Francisco a more environmentally sustainable city.
Chemistry IV
(Ms. Alba)
The goal of this block is to prepare the students to perform a three-day independent project during which they will perform the extraction of the essential oil of their choice, the synthesis of one of its components (preferably an ester), and the comparison of the oil and their synthetic ester by thin layer chromatography. In order to prepare themselves, the students perform the following labs: Esterification of linalool and acetic acid to prepare linalyl acetate; Extraction and purification of the ester and calculation of the yield; Steam extraction and of the essential oil of orange peels; Discovery of the two stereo isomers of limonene and of the asymmetric carbon; Synthesis of aspirin from salicylic acid and acetic anhydride; Thin Layer chromatography of store bought aspirin, lab made aspirin and salicylic acid; Choosing an eluent according to the polarity.
Optics
(Dr. Carini)
From a phenomenological point of view optics is approached as the science of the visual world. Light cannot be seen directly, it is only through the interaction with matter that we perceive its existence. The students explore the phenomena of reflection, refraction, polarization, dispersion and colors, interference, and diffraction. The study of the images generated by mirrors (flat, convex and concave) and lenses (biconcave and biconvex) is done first only through observable quantities (parallax and perspective), and later through the ray-tracing model. The wave and particle models of light are discussed at various moments throughout the course. The double slit experiment is used in the end to open up the discussion of the particle/wave duality. Topics of special relativity and quantum mechanics are added according to the time available.
Honors Biology II
This elective is open to seniors who have successfully completed Honors Biology I. The topics covered are: the molecular biology of RNA and DNA, genetics, and population biology. The class consists of the same elements as Honors Biology I; labs, advanced readings, lectures, and a comprehensive final.
Zoology and Evolution
This class begins with a review of the five Kingdoms of life and the qualities that set one Kingdom apart from the others. The major Phyla of animals are studied in detail with special attention paid to modes of reproduction, life cycles, and the characteristics of the nervous and circulatory systems in each group. Laboratory assignments involve detailed observations and descriptions of various living marine invertebrates and the skeletons of vertebrates. The last third of the class is devoted to an historical approach to the examination of biological and geological evidence that indicates the fact of evolution in the development of life. A survey of evolutionary theory from ancient times to the present is studied, with an emphasis on the life and thought of Charles Darwin and the development of his theory of natural selection. In addition, theories such as Neo-Darwinism, endosymbiosis, complexity theory, and ideas that incorporate the spiritual dimension are also presented and discussed.
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Calculus
Guided by the principle of Archimedes, formal definitions and procedures evolve from the investigation of practical problems. The following topics are introduced this quarter: the definite integral, antiderivatives, integration, and applications of the definite integral.
Math Independent Study
In this independent study class, each student works at his or her own level and speed.
Precalculus
The pre-calculus course follows an algebra II and trigonometry curriculum. Emphasis is given to the correspondence between an algebraic and a geometric problem through analytic geometry. Equations, system of equations, and inequalities are all studies with this idea in mind. Function notation and transformations of functions are used extensively. During the year the students learn how to analyze and graph polynomial functions, rational functions, exponential and logarithmic functions, and trigonometric functions. The study of trigonometry is then extended to the solution of trigonometric equations with use of trigonometric identities when needed. An introduction to the idea of sequence is provided using the arithmetic and geometric sequences as examples.
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English IV: Russian Literature
This course focuses on the masters of Russian Literature in the nineteenth century: Pushkin, Dostoevsky, Tolstoy. We consider both their biographies and their writings in detail, as well as the political and historical events that have helped make Russian self-identity and expression distinct and fascinating. To cap our studies, we also make explorations into twentieth-century expression (the Modernist novel, early Soviet cinema) and begin making connections with contemporary events. Students undertake written essays as well as creative presentations here.
English IV: Contemporary Literature
Although we span a wide range of cultures in this class, the primary focus of this advanced seminar is on fiction written in the wake of British post-colonialism. Indian writers in particular (such as VS Naipaul, Salman Rushdie, and Hanif Khureishi) are studied for the way they helped shape the evolution of the novel in English by way of the intercultural encounter. Some historical background is given but the emphasis is on literary traditions and style.
Senior Play
The senior play is the culmination of dramatic studies of a Waldorf education. It is the last chance of the graduating students to collaborate on an artistic effort, bringing into play many of the skills they have learned over the years. It is also a gift the seniors give the entire community.
Transcendentalism
We study Transcendentalism to discover its importance in the nineteenth century and its relevance, if any, in this the twenty-first. We concentrate on the lives and writings of Ralph Waldo Emerson, Margaret Fuller and Henry David Thoreau. The students are responsible for reading the assigned texts and discussing them in class, keeping a journal, finding and reading a poem for the opening of class, taking a final exam (of one paragraph) upon which they deliberate for more than forty-eight hours, and, finally, an artistic rendering of an important concept discovered in class.
Faust
We read Goethe’s magnum opus Faust in English translation. The course is intended to be both a culmination of students’ high school academic careers and a scaled-down example of what they can expect to see in future undergraduate humanities courses. We engage in extensive and detailed discussions of the text, including its origins, and its echoes in Western culture. The class is taught as a seminar which posits group inquiry into some of the most profound questions we face in life. At the end, each student is expected to bring in an artistic rendering in image form of one important concept found in Faust.
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History of Architecture
This course follows a broad survey covering 5000 years of Western architecture. Beginning with the first stone monuments of Neolithic Europe and ending with some of the great buildings of 20th century architecture, we examine how human beings create edifices to express their spiritual, civic and personal aspirations. We look at how various aspects of architecture reflect the specific human impulses of given peoples and given times. We also explore how these monuments in turn work on us, how architecture affects the mind, body and spirit of those who encounter it. Students are responsible for creating an Architect's Journal comprising the work done for this class. This is not a "main lesson book" per se, but an aesthetically satisfying compilation of work completed. The journal consists of class notes, titled sketches, writing assignments and a seven-page biography of an historically significant architect with eight detailed and comprehensive sketches of his or her work. Students also take a comprehensive final exam on the last day of the course. Student work is assessed according to accuracy, thoroughness, effort and participation.
Symptomatology
In symptomatology we try to develop a consciousness that lets us reflect more self-consciously (in the best sense) upon the way we live and think in this day and age. We find that we are truly children of our times when we, having seen an event, first gather a lot of information about it and then proceed to analyze and/or synthesize it. We share the agonies of the times when we seldom can move effectively beyond the polarities that so engulf us in almost all facets of life. We call this paralysis an illness. Reading 1984, Brave New World and a few dedicated handouts helps us formulate accurate pictures of our predicament. At the end of the block, we try to introduce some health-giving elements into the paradigm. At the end, we see how beneficial it could be to consider others not as ideas but as human beings, as reputable as we.
Economics
This course reviews the Nineteenth Century beginning with Napoleon and looks at the development of economic thinking from Adam Smith to modern economics. We cover imperialism, the period before the World Wars, the two World Wars, their results, and their effects on the larger globe and on our lives today. In addition, we work to understand the nature of money in relationship to modern life. Current events are a part of our daily work as we try to become more conscious of the world in which we live. Students report daily on certain aspects of the news. Copies of the Wall Street Journal and The Christian Science Monitor are available for student use.
Students read regularly in The Worldly Philosophers by Robert Heilbroner as well as other selected pieces appropriate to the course. There is a daily reading quiz. In addition, students draw a geophysical map of the world, which includes major mountain ranges, water systems, and cities. They are also asked to write a five-to-eight-page, typed and double-spaced paper based on at least three sources with a correctly formatted bibliography. The topic is the modern economic history of a foreign nation. The paper includes an understanding of how economics shaped that country’s history over the last two centuries. An art project related to the theme of the paper or its nation is also required. (Culinary arts were encouraged). Students are evaluated on their reading quizzes, paper, map, and on one test reviewing the material we cover. On the final test, students sketch a free hand map of the world and label it as requested.
America in the Modern World
This course begins with the second half of the Nineteenth Century, in both Europe and America, to set the stage for our study of the Twentieth Century. Beginning with Napoleon, we examine imperialism and its effects, the rise of capitalism, the labor movement, communism, as well as World Wars I and II. We also study the results and effects of the two World Wars on the larger globe and the rise of the Cold War. We learn how America has impacted global economics and politics as we look at current events today. We read primary source material from The American Reader, commentary from various authors, as well as articles from other primary and contemporary sources. Students choose a foreign country, write a five-to-eight-page research paper on the modern history of their nation, and reflect especially on how America has shaped their country's history over the last century. They give an oral report on the same and present an art project related to the theme of the nation they chose. In addition, students draw freehand maps of the world, which include major geophysical features and cities
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Spanish IV
The following topics are addressed: subjunctive tenses; complex sentences and clauses; research documents; masters of Latin-America literature; grammar: subjunctive mood, coordinative and subordinated clauses and conjunctions, relative pronouns; oral expression: staging small plays, analyzing magazine, newspaper and literary articles; writing expression: narrative, lyrical poetry and theatre, literature forms and prosody; literature: Nicolas Guillén, Pablo Neruda, Jorge Luis Borges, Jaime Sabines; culture: Marxism in Latin-America, Cold War, Cuban Revolution, the era of Chilean Socialism.
German IV
In German IV, the lessons are based on two readers and supplemental written and audio materials. These materials provide the learning opportunities for reading and listening comprehension, grammar, vocabulary exercises, and comparative discussions of German and American language and culture. The students work with vocabulary, answer comprehension questions, write summaries, and discuss the ideas presented by the authors. In German grammar, we worked in depth on cases, prepositions, verb tenses, and word order. In addition, the students completed written and oral exercises, and took quizzes and tests.
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Acting Elective
The 12th grade acting elective is a continuation of the scene study begun in the 11th grade. Particular attention is paid to scoring test and other tools for using language, voice and movement to create compelling, believable characters.
Glass Elective
The students develop a unique stained glass panel with one repeating design element. First, a pattern is created; then they proceed to cutting and grinding the glass. Next, the foil is applied, and the glass pieces soldiered together. Lastly, they resolve a way to mount it to a window. The goal is that the students understand the process of making stained glass and what it takes to do so. Working with glass has considerable risks of miscalculation and breakage, thus great care and precision has to be exercised. Students learn from their mistakes and resolve problems in order to complete the work. Every student is faced with particular issues and tackles them with great success.
Digital Photography
This studio photography class was designed to expand on the basics of black and white photography by introducing the concepts of color and digital technologies. Students chose to use either a manual 35mm or digital camera. The course began with a review of basic photographic concepts and was then organized around a series of narrative and landscape projects offering the students an opportunity for independent work. Students explored color theory by studying contemporary work and learned basic digital procedures for importing images, adjusting resolution, manipulating images and printing using MacBook laptop computers.
Metal Arts Elective
The 11th & 12th Grade Metal Arts course is intended to give students hands-on experience in the process of manipulating and embellishing sheets of copper, brass and or nickel to create useful and beautiful objects. Through a series of directed projects students will learn how to hand make rivets to attach metals together, they will use an acetylene torch for silver soldering, they will also be introduced to molds and mold making in sand and plaster. Castings will be completed in pewter. All students will be encouraged to design pieces that are unique while utilizing the metal art techniques learned.
Modern Art
This two-part course is team taught by Suzanne Darley and Deidre de Franceaux. Ms. Darley presents an overview of the art historical highlights and related cultural and societal events that surround each movement. Ms. De Franceaux guides students through a second component of this course as they create artwork in the style of each modern art movement. In essence, a student not only learns the social and historical context of a movement in contemporary art history, but they are able to create artwork in each style. The course includes a field trip to the new De Young Museum. Final evaluation is based on work produced and participation in class and critique.
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12th Grade PE/Movement/Outdoor Education
Tennis
This is a class for students who have already been introduced to the basic skills of tennis. The emphasis is on playing tennis.
Senior Quest
The Senior Quest program is an elective for Seniors. This program consists of eight days in a wilderness environment, three nights and four days of this week are as a "Solo." During the solo, students build their own primitive camp using just tarps, haul or purify all of their drinking water, and sustain some type of a fast. The fast may be water only or water with minimal survival food rations. There are a series of preliminary meetings for four or five weeks where we discuss different traditional philosophy's of "Threshold" experiences; how they will create their own threshold experience and why they have chosen this activity. This program takes place at the same time as Senior internships are beginning, so these students must choose to have a shorter internship experience as well.
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Drum Orchestra
Students enrolled in the drum orchestra experience a year-long intensive course that covers a range of music arriving from the African Diaspora. In the class, students gain an understanding of the historical and social significance of the music, as well as the principles of drumming required to perform such material. These principles include communication, leadership, call and response, the rhythmic pulse, and more. The Drum Orchestra does at least two in-school performances and several off-campus performances throughout the year.
Orchestra
For the orchestra, students are evaluated on preparation, which includes learning the music and coming to class on time with music and instrument. In addition, the members of the ensemble are evaluated on attitude and involvement during rehearsals. Finally, students are expected to make some progress on their instrument during the course of the class from time spent in private lessons and practice.
Advanced Guitar
Advanced Guitar is for those students who have prior experience playing the guitar. Students must have the ability to read treble clef. Topics include, music theory, sight reading, learning left and right hand technique, understanding different musical styles, playing music by ear, scales, chords and songwriting. This class focuses on playing and performing together as a group.
Chamber Chorus
The chamber choir is a select group of students, who demonstrate enthusiasm and commitment to singing choral literature from classics to classic jazz. Auditions are required and open to both boys and girls.
World Music
In this class, students are encouraged to expand their outlook by studying the music of different countries. Every day is spent listening and absorbing sounds from around the globe, from Afro Cuban rhumba to Romanian folk songs to Indian classical music. Ethnomusicological analysis is used to understand the technical aspects of the many diverse styles of music found on our planet but we don't just treat this as an intellectual discourse. The spirit of creativity and the feeling of music is central to our discussions. We try to immerse ourselves in the cultures we are examining by learning to play some of the music, viewing various documentaries, attending concert performances, and listening to guest lectures (whenever possible). Our goal is to understand how we are different yet the same by using the universal solvent that is music to reveal our collective human soul.
SF Youth Eurythmy Troupe
In this elective, the students are challenged individually to
take their eurythmy to a higher artistic level. Collectively, as the
SF Youth Eurythmy Troupe, they rehearse a
full program, including poems, a tale, a major music piece, and
humor. After two public performances at the Cowell Theater at Fort
Mason, the group tours abroad. They perform several times at Waldorf
schools and other venues. The performances are received most
enthusiastically. The students are also able to experience another
culture, staying with families, and touring cultural sites, ancient
and modern. The students are wonderful ambassadors for their
country, their school, and eurythmy.
History Through Music
This course follows the development of music from its ancient roots in Shamanism through the centuries to the present day. This material is explored through live and taped musical performances, biographical presentations, and primary resource materials. Throughout this course, we follow several themes: the polarities of subjective vs. objective reality and form vs. content, as well as the development of economic and political systems and their impact on the creation and profession of music. Each student is expected to take thorough notes, present an oral and written biography of a composer, and demonstrate their learning through several essays. In lieu of a final exam, they create a confidential, autobiographical project that illustrates important junctures in their lives through musical selections and the written word Homework assignments related directly to the above mentioned themes and punctuality and participation are particularly important, being both encouraged and expected.
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