Mary Institute and Saint Louis Country Day

Mary Institute and
Saint Louis Country Day School
Upper School
Curriculum Guide
2010-2011
101 North Warson Road, St. Louis, MO 63124

February 2010
Dear Upper School Students and their Parents:
The 2010-2011 MICDS Upper School Curriculum Guide offers the opportunity to select the most suitable
curriculum for each student for the next academic year. The decisions you make must satisfy the
requirements for each department on your road toward graduation. Once you have met the requirements
in any particular discipline, you are free to choose courses that provide you with an appropriate challenge
and allow you to pursue interests and passions.
Because we are moving into trimesters and because each discipline has taken considerable time and
energy to evaluate and enhance its offerings, this Curriculum Guide should be examined carefully. Do
not rely on your past understanding; think creatively.
We are continuing with pre-registration, followed by the regular registration period. This process has the
goal of putting a 2010-2011 academic schedule in each student and teacher’s hand sometime during
summer break. We will meet this goal only if everyone adheres to the deadlines and completes the
process accurately.
After all the registration forms are submitted, the Registrar, Deans, College Counselors, and I meet to
review each student’s form. We check to see that you have selected courses that meet the requirements
and provide an appropriate challenge while moving you toward graduation at a timely rate. It is important
that you look carefully at all of your commitments in and out of school in order to create a balance
between academics and other interests and responsibilities.
It is imperative that you work within the given time frame. Preregistration must be completed by
February 9 and final registration forms must be turned in to your advisor by March 2. All forms
completed and turned in to Advisors by March 2 are treated equally. No preference is given for forms
turned in early, so spend time looking at the Curriculum Guide and talking to the adults in the community
and as a family before making decisions. Elective courses frequently have limited enrollment; preference
is given to those who have registered on time.
Choosing wisely now will help you have a successful 2010-2011 school year. As always, if you have
questions, please ask for clarification from any adults at MICDS, all eager to support you.
Sincerely,
Louise Morgan
Head of the Upper School
1
TABLE OF CONTENTS
Graduation Requirements ------------------------------------------------------------- 4
Minimum Course Load ----------------------------------------------------------------- 6
Off-Campus Programs ------------------------------------------------------------------ 7
Advanced Placement Courses --------------------------------------------------------- 7
Registration Procedures------------------------------------------------------------------- 8
Arts ------------------------------------------------------------------------------------------- 9
Visual Arts ------------------------------------------------------------------------------ 9
Drama ----------------------------------------------------------------------------------- 16
Music ------------------------------------------------------------------------------------ 18
English --------------------------------------------------------------------------------------- 22
English 9 -------------------------------------------------------------------------------- 22
English 10 ------------------------------------------------------------------------------- 22
English 11 ------------------------------------------------------------------------------- 23
Grades10 and 11 Third Trimester Elective Options -------------------------------- 23
English 12 ------------------------------------------------------------------------------- 25
Grade 12 First and Second Trimester Courses -------------------------------------- 25
Grade 12 Author Project Third Trimester--------------------------------------------- 27
History --------------------------------------------------------------------------------------- 28
Grade 9 ---------------------------------------------------------------------------------- 28
Grade 10 -------------------------------------------------------------------------------- 28
Grade 11 -------------------------------------------------------------------------------- 29
Grade 10 and 11 Electives for the Third Trimester ------------------------------- 30
Grade 11 and 12 Electives First and Second Trimester -------------------------- 31
Grade 12 Electives for the Third Trimester ---------------------------------------- 33
Grade 12 Year-Long Electives ------------------------------------------------------ 34
Integrated Studies -------------------------------------------------------------------------- 35

Ethical Reasoning ---------------------------------------------------------------------- 35
Health ----------------------------------------------------------------------------------- 35
Economics ------------------------------------------------------------------------------ 35
Personal Finance ----------------------------------------------------------------------- 36
Methods of Communication ---------------------------------------------------------- 36
Public Speaking ------------------------------------------------------------------------ 36
Italian Language and Culture 1 and 2 ----------------------------------------------- 37
Introduction to Women’s Studies ---------------------------------------------------- 37
2
The Sudan Project ---------------------------------------------------------------------- 37
European Holocaust ------------------------------------------------------------------- 38
Myth, Math, and Music --------------------------------------------------------------- 38
AP Macroeconomics ------------------------------------------------------------------ 38
AP Microeconomics ------------------------------------------------------------------- 39
Courses Offered Pass/No Pass-------------------------------------------------------- 40

American Culture and Life During the Great Depression ------------------------ 40
The Invention of the American Teenager ------------------------------------------- 40
Senior Projects -------------------------------------------------------------------------- 40
Independent Study --------------------------------------------------------------------- 40
Mathematics -------------------------------------------------------------------------------- 41
Required Core Courses --------------------------------------------------------------- 41
Electives -------------------------------------------------------------------------------- 44
Science -------------------------------------------------------------------------------------- 46
Required Core Courses --------------------------------------------------------------- 46
Applied Science Topics -------------------------------------------------------------- 48
World Languages ------------------------------------------------------------------------- 54

French ------------------------------------------------------------------------------------------- 54
German ----------------------------------------------------------------------------------------- 57
Latin -------------------------------------------------------------------------------------------- 61
Mandarin --------------------------------------------------------------------------------------- 64
Spanish ------------------------------------------------------------------------------------------ 66
Athletics ------------------------------------------------------------------------------------- 73
3
GRADUATION REQUIREMENTS 2010-2011
ARTS
The Arts Department requires a minimum of six trimesters for graduation: three trimesters, one each in
the cultural literacy classes: Visual Arts, Drama, and Music; and three trimesters in studio classes.
If students wish, they may pursue a concentration in the arts. Students having a committed interest in a
discipline (Visual Arts, Drama, or Music) have the opportunity to take courses in that discipline all 12
trimesters of their Upper School career. Any student pursuing a concentration (9 trimesters) in a discipline
is released from the cultural literacy course in that discipline.
¾ Class of 2011 students have completed their requirements for graduation if they have taken and
passed five semesters and are free to pursue any art course they wish. Students who did not take an art
in 11th grade must take one trimester in 12th grade.
¾ Class of 2012 students must complete one trimester of a studio art course to complete their graduation
requirements.
¾ Class of 2013 students must complete three trimesters of a studio art course to complete their
graduation requirements.
¾ Class of 2014 students must complete a minimum of six trimesters: three cultural literacy courses and
three studio art courses. A concentration relieves the student of one cultural literacy course.
TOTAL REQUIRED: 6 trimesters
ENGLISH
¾ Students are required to take the equivalent of 4 years of English (12 trimesters).
¾ 10th and 11th graders can satisfy one of their T3 requirements by taking an approved Eliot Academy
course.
¾ 10th and 11th graders can satisfy one of their T3 requirements (T1 or T2 for 12th graders) in an
approved Integrated Studies course.
¾ 12th graders must take The Author Project: A Capstone Course in Reading, Writing, and Research
during T3
HISTORY
¾ World History (Grade 9—Full-Year): All students complete the year-long course; students ready
for “20th Century World History Accelerated” are identified.
¾ 20th Century World History (Grade 10—Trimesters 1 and 2): All students complete the two-
trimester course; based on departmental recommendation, some students may take “20th Century
World History Accelerated.”
¾ United States History (Grade 11—Full-Year): Students may take either regular or, based on
departmental recommendation, AP.
TOTAL REQUIRED: 8 Trimesters
4
MATHEMATICS
¾ Class of 2011: Students must complete two trimesters of math beyond Algebra 2. This requirement
may have been fulfilled with the completion of Pre-Calculus or Advanced Pre-Calculus.
¾ Class of 2012: Students must complete two trimesters of math beyond Algebra 2. Students currently
enrolled in Geometry will enroll in Algebra 2 for 2010-2011 and complete two additional trimesters
of math in 2011-2012.
¾ Class of 2013: Students currently enrolled in Algebra 1 may complete their graduation requirements
with 5 trimesters of the Integrated Mathematics sequence. Students currently enrolled in Geometry
will enroll in Algebra 2 for 2010-2011 and will complete an additional two trimesters of math to
fulfill their graduation requirement. Students currently enrolled in GAT will enroll in Functions,
Analytical Geometry, and Trigonometry and will complete two additional trimesters of math to fulfill
their graduation requirement.
¾ Class of 2014: Students are required to complete eight trimesters of mathematics which must include
the Integrated Mathematics or Integrated Mathematics Accelerated sequence in its entirety.
SCIENCE
Students are required to complete eight trimesters of science including six core science trimesters.
¾ Class of 2011 - Eight trimesters of Science including at least two trimesters each of Biology,
Chemistry and Physics are required for graduation. Previous Biology, Chemistry, and Physics
courses each count as three trimesters. Students who still need to take Physics must take 221
Kinematics plus one of the following: Universe, Waves or Light, during the 1st and 2nd trimester.
¾ Class of 2012 – Eight trimesters of Science including at least two trimesters each of Biology,
Chemistry and Physics are required for graduation. Previous Biology and Chemistry courses each
count as three trimesters. Students who still need to take Physics must take 221 Kinematics plus
one of the following: Universe, Waves or Light
¾ Class of 2013 – Eight trimesters of Science including the six Core Science Courses and two
Applied Science Topics courses are required for graduation. Three trimesters of credit are given
for 9th grade Biology to take the place of 101Cells and 201 Genetics.
¾ Class of 2014 and beyond – Eight trimesters of Science: Six Core Science Courses and two
Applied Science Topics courses are required for graduation. (The Reaction Pathways core course
is a continuation of basic chemistry. The Reaction Quantities core course is for students who
plan to continue in their study of chemistry.)
5
WORLD LANGUAGES
Students are required to complete nine consecutive trimesters (with no interruptions) of one World
Language in sequential order.
Three trimesters of the requirement are able to be satisfied by completing the 7th and 8th grade Middle
School World Languages curriculum in one language or an equivalent program at a different school that
is approved by the Department.
ETHICAL REASONING
TOTAL REQUIRED: 1 trimester taken in grades 9 or 10
HEALTH
TOTAL REQUIRED: 1 trimester taken in Grades 9, 10, or 11
(prerequisite: 1 trimester of Ethical Reasoning)
ATHLETICS is required for two seasons each of the four years. Students may fulfill this yearly
requirement with two team sports and/or Recreation and Fitness. Students should consult the full
description of the Athletic Requirement in the Curriculum Guide and then contact the Athletic Director, if
they wish, to pursue an alternative or independent sport activity not offered by MICDS.
MINIMUM COURSE LOAD
All students must take and pass a minimum of five courses every trimester. In order to meet all graduation
requirements, it is necessary to take six courses during several trimesters.
Students in grade 9 must take English, History, Mathematics, World Language, and Science; they may
take one elective course each trimester.
Students in grade 10 must take the required courses in English, History, Mathematics, World Language,
and Science; they may take additional elective courses as their schedule allows.
Students in grades 11 and 12 must take English and at least four additional courses from English, History,
Integrated Studies, Mathematics, World Language and/or Science every trimester. They may replace one
of the courses listed above (with the exception of English) with two art courses, once they have finished
the discipline’s requirement. (Example: Once the math requirement is met, a student may substitute two
art courses for any math.)
6
OFF-CAMPUS PROGRAMS
Students sometimes become interested in programs that require them to spend a semester away from
MICDS. While we encourage students to undertake worthwhile experiences that broaden their
perspective, and even sponsor such experiences, the School has established guidelines which must be
followed to ensure the student is making appropriate progress toward graduation.
1. These programs are open to students in the 10th and 11th grades and have a maximum of a year’s
duration.
2. We encourage 12th graders to spend the entire year on campus; however, in exceptional circumstances
the School is willing to discuss fall options.
3. Students and their parents should speak with their Dean as early as possible to talk about the program
under consideration.
4. The family consults with the Head of the Upper School (graduation requirements), the Director of
College Counseling (impact on application process and choices), and the Director of Athletics
(eligibility in the state of Missouri and with NCAA).
5. In order to hold a place at MICDS, the family is responsible for discussing the plan with the Director
of Admission.
6. Families must coordinate tuition adjustments for attendance at any off-campus program directly with
the Director of Business and Finance.
7. Assuming all conditions are met and agreed upon, the Head of the Upper School writes a letter
outlining the plans; parents sign a copy and return it for the student’s file.
ADVANCED PLACEMENT COURSES
Courses designated "Advanced Placement" (AP) follow a syllabus developed by a committee of college
and high school teachers under the auspices of The College Board. The content of these courses is
designed to be college level. Most AP courses require a considerable time commitment outside of class.
Admission to Advanced Placement courses is by departmental recommendation or student petition.
Enrollment in more than three AP courses in one year is discouraged, but is reviewed by a committee
consisting of the Head of Upper School, Registrar, Deans, and College Counselors. Students completing
these courses must take the Advanced Placement test administered by The College Board in May, unless
excused by the School.
The College Board currently charges for each test; this cost is borne by the parents and billed directly by
the Business Office. Students with demonstrated financial need may apply for a partial fee waiver.
Students not enrolled in an AP course but desiring to sit for an AP examination may do so by completing
the appropriate paperwork in a timely fashion. Failure to take an examination ordered results in a fine to
cover costs.
All students taking AP exams must attend a mandatory pre-registration in April.
7
REGISTRATION PROCEDURES
Registration procedures begin in late January for the following year. Students are expected to
work with their Advisors, College Counselors, Deans, and their parents to develop an
appropriately challenging program.
Petitions: If a student does not earn approval for a class that requires departmental approval but
wants to take it anyway, they must go through the Petition process. A student initiates this
process by meeting with the Dean. The completed Petition Form is due to the Dean when Final
Registration Forms are due (March 2, 2010). Decisions on petitions are made in May; the Dean
notifies the students of the result through a Quick Comment. The process is not complete until
the student confirms, in person, final plans with the Registrar.
Note: an approved petition earns the student a place on the waitlist for the course. It does not
guarantee a seat in the class.
Drop/Add period occurs during the first full cycle of a term. Students who wish to make a
change in the schedule must meet with the Dean, who leads them through the process. A change
is not final nor in effect until the Registrar issues a copy of the new schedule to the student.
Dropping a course after the end of the Drop/Add period is allowed only under extenuating
circumstances. Approval for such a change must come from the Head of the Upper School, in
conjunction with the Dean and College Counselor, and the Academic Committee.
Multiple Trimester Courses: Students enrolled in a two or three trimester course must complete
all trimesters.
Changes in the 12th grade program: Any student who alters his/her program must advise
colleges applied to of the change in program.
Pass/No Pass:
• There are several classes, as noted in the Curriculum Guide, which are taken on a
Pass/No Pass basis. In addition, students in grades 11 and 12 may request to take a non-
required course as Pass/No Pass. Recall that every student is required to take a minimum
of five courses every term. These may not be taken as Pass/No Pass.
• Pass/No Pass does not contribute to a student's GPA, but does appear on the transcript.
• A request for Pass/No Pass status must be made through a student's Dean. The request is
reviewed by the Academic Committee. Changes in status must be made during the
Drop/Add period of each trimester.
Cancelation of Courses: Any course may be cancelled by the Administration if it has

insufficient enrollment.
8
ARTS
The Upper School Fine Arts program is designed to teach students to explore their own creative capacities
and to make the arts a central part of their lives. In helping students find their vehicle for artistic
expression and a personal path to self-discovery, the Art Department offers a variety of both academic
and studio courses. Students have the opportunity to sample a variety of courses in the Visual or
Performing Arts, or may develop a concentration in a specific discipline. Students in the Arts program
have a safe and encouraging environment where they are challenged to know themselves, find their voice,
and share their talents with the community as a whole. Students are encouraged to develop skills and
insights through a variety of media and material in each discipline: Visual Arts, Drama, and Music.
Students are expected to demonstrate growth, critical thinking, and respect for the work of others. Insights
into one’s own creative responses instill understanding of the creative responses of others. The goal of the
Department is to cultivate confidence, imagination, individual and cooperative learning with an emphasis
on process that results in a reflective and creative product.
Concentrations are by discipline – Visual Arts, Drama, and Music. A student having a committed interest
in a discipline has the opportunity to take courses in that discipline all 12 trimesters of their Upper School
career. Any student pursuing a concentration (9 trimesters) in a discipline is released from the cultural
literacy course in that discipline.
Visual Arts
100: Cultural Studies in Visual Art
Students study the history of art from prehistoric times through the 20th century, and the practice of visual
art in contemporary culture. Students develop the tools necessary to understand and enjoy visual art and
speak effectively about the experience. Students visit local galleries and openings at the Messing Gallery
and create a studio work at the end of the course.
Core Course
1 trimester course
200: The Magic of Photography

This is a traditional photography course dealing with black and white film and darkroom printing. The
first trimester of this course is designed to teach the basic functions and controls of the camera, as well as
film developing and darkroom techniques for making black and white prints. The second trimester
explores advanced camera controls, print and negative manipulation, and advanced darkroom techniques
for printing larger scale prints. Students are encouraged to interpret assignments and be inventive;
imagination is a plus. The third trimester offers students the opportunity to learn and explore the more
creative aspects of traditional photography while expanding their technical knowledge. Students have a
choice of assignments and the photographs produced reflect not only the assignments chosen but also the
personal response and creativity of the student. 35mm cameras are supplied to those who need them.
Core Course
3 trimester course
9
201: The Digital Eye: Pixels and Pictures
This is a creative, hands on, learn-by-doing course designed to show students how to get the most out of a
digital camera and computer, scanning and printing. Creating new types of images and combining images
are part of the course. Students work with a computer and a digital camera to create a variety of types and
styles of images and learn to alter existing photographs. Photoshop is the primary application used in this
course and students systematically learn to navigate this application to give their ideas form. Students
publish their work in book form at the end of the course. Digital cameras are provided to those who need
them.
Core Course
1 trimester course
205: Digital Photography

This digital photography course is for students who may want to go in-depth learning digital photography
or who take AP Studio Art using photography. Students not only delve deep into the creative power of
Photoshop, but are asked to engage their imagination and creativity using the computer as a powerful tool
to express their ideas. Students select from a variety of projects that comprise a portfolio of high quality
images. Projects are based on real life uses of digital photography: advertisements, web images, product
design, and commercial applications. Expanded digital photography skills, using the camera, the
application, and the creation of new types of images, are open for investigation. Students publish their
work in book form at the end of the course. Digital cameras are provided to those who need them.
Core Course
2 trimester course
206: Digital Design

Learn the basics necessary to understand create and enjoy any visual art form. This course uses the
computer and two graphic applications to engage students in a wide array of projects and processes
designed to teach the Elements of Design, Color Theory, and Composition. Major artists and works of art
serve as a source for analysis and inspiration. This course requires flexible thinking and imagination.
Students work individually and in small groups to solve visual problems. The course begins with a series
of Studio Projects designed to clarify the content of the course and continues with a series of open-ended
problems designed to allow students to explore and interpret the course content. At the end of the course
each student submits a digital portfolio of their work, the result of the process and the product. No special
computer skills are necessary.
Core Course
2 trimester course
210: Design
Students develop an understanding of the various organizational possibilities available in designing for
the flat surface and utilize the elements and principles of design by working in various black-and-white
and color media. Learning and applying presentation skills, craftsmanship, the development of ideas,
problem-solving skills, and understanding design concepts are the focus of this course.
Core Course
3 trimester course
10
220: Sculpture 1
Three fundamental sculpting methods provide the basis for this introductory course: carving, modeling,
and assemblage. Clay is the primary medium, which includes work with sculptural forms and functional
ware. Traditional hand building and wheel throwing methods are executed along with mold making and
techniques of glazing. Media other than clay are investigated. Assignments are presented in the form of
sculptural problems for the student to solve. The expressive properties of shape, texture, line, space, and
color are considered as these elements of composition contribute to three-dimensional in clay.
Core Course
3 trimester course
231: Architecture 1
The Architecture curriculum prepares the student to be aware of the built environment around them. They
learn to understand and interpret drawings, and to use structures as a lens through which to view their
own and other cultures. They also learn to communicate their own ideas visually. Students study the
basics of 2D drafting and design, along with a history of architecture from prehistory through the
Byzantine culture. Projects are primarily individual endeavors, and students keep a sketchbook where
they practice their drawing regularly.
Core Course
1 trimester course
241: Art of the Nineteenth Century: Romanticism to van Gogh

In the wake of the violent French Revolution and in the midst of the tumultuous industrial revolution,
Romanticism was born. This course examines the numerous innovative styles produced by European
artists that leads from the artist’s departure from the neoclassical styles of David and Ingres to the
groundbreaking innovative works of the French Post Impressionists such as van Gogh, Cezanne, and
Gauguin.
Grades 10, 11, and 12

1 trimester course
242: Art of the Early Twentieth Century: Picasso to Andy Warhol

This course surveys significant developments in the visual arts that characterize the revolutionary changes
of the twentieth century. Students trace the variety of new styles in painting, sculpture, and photography
that found their inspiration in the traditions of Europe and ultimately resulted in the bold new character of
American art. This course takes a global rather than exclusively American approach to modern art.
Through lectures, selected readings, field trips, and videos, students examine the changing roll of the
artist in modern society.
Core Course
1 trimester course
11
301: The Creative Darkroom
A student-centered course that relies on creative energy, this course not only expands the technical and
artistic range of black and white photography, but also gives students the opportunity to explore
individually chosen subjects. Through a series of assignments, the student learns the more professional
and creative aspects of traditional photography. The content of the assignments are specific but the
student responses are open ended and meant to be interpreted by the student, as is the subject matter. This
course introduces the use of different films, printing processes, and photo papers. Inventive thinking and
creativity are key elements of this class. 35mm cameras are provided to those who need them.
Prerequisites: The Magic of Photography

1 trimester course
305: The Photographic Essay

In this course deadlines are flexible and students set the schedule. This course offers students the
opportunity to pursue topics of their choice in depth. Students are required to create a photo essay, in
prints related to a specific topic, subject or theme. Each student (with guidance from the teacher) selects a
topic or theme that has the potential to be visually interesting as well as personally and aesthetically
interesting.
The course has two primary components: The first is the execution of a portfolio of prints that is theme or
topic related; the second is a narrative. This narrative consists of an explanation of the selection of the
subject, a description of the process, and an explanation of each image. Students may elect to work in the
darkroom, digitally, or a combination of the two. Students meet individually with the teacher once a week
to discuss the work in progress and to address any issues related to content or technique. Cameras are
available to those who need them.
Prerequisites: The Magic of Photography and/or Digital Photography

2 trimester course
311: Drawing 1
The course, designed to introduce the student to basic drawing techniques, devotes class time to the
physical act of drawing. Various media are covered including charcoal, pencil, pen and ink. Standard
drawing issues are addressed, including proportion, line, value and composition. This introductory studio
course exposes students to basic skills and techniques in drawing from direct observation.
Prerequisite: Design
1 trimester course
321: Hand Building and Wheel Throwing

This studio course teaches the essentials of wheel throwing and hand building in the ceramic medium.
The focus is on developing proficiency with traditional ceramic methods and on the production of
functional ware. Advanced methods of glazing, firing, and other forms of surface decoration are executed.
The course progresses through a series of projects which have been selected to provide the knowledge and
skills of forming methods, clay bodies, ceramic form and design, glazes, and use of studio equipment.
Students are required to produce works in both hand building and wheel throwing methods. Concentration
in one method is encouraged during the second half of the course.
Prerequisite: Sculpture I
2 trimester course
12
325: Sculpting the Figure
This studio course is based on figure studies. Students learn how this most historically persistent and
enduring of subjects continues to serve as inspiration for a wide array of sculptural styles. Drawing plays
a modest part in the course work since students draw from nature and from the human figure. Course
expectations include developing preliminary drawings that lead to finished works of figurative sculpture.
Clay is the primary sculpture medium used, but students can expect to work with other contemporary
materials including wire, plaster, plastic, fabric, stone, and mixed media. The work of historical and
contemporary sculptors serve to introduce each unit of study. Students work collaboratively in small
groups on some assignments. Course work includes one field trip to a museum, gallery, or an artist’s
sculpture studio.
Prerequisite: Sculpture I
1 trimester course
331: Architecture 2
Students in the 2nd trimester of architecture study more advanced drawing techniques, along with a history
of architecture from the Renaissance through the Industrial Revolution. Projects are more collaborative
and guest faculty and/or local architects serve as clients to present the initial design problems and
participate in critiques of the students’ work. Students incorporate research and the use of computers to
produce presentations of their design solutions.
Prerequisite: Architecture 1
1 trimester course
411: Drawing 2
This course reinforces and further develops the skills of drawing from direct observation established in
Foundation Drawing. Direct observation is defined as drawing from still life, landscape, architecture, and
the human form. Students use traditional subject matter to explore a range of drawing materials and
techniques including the introduction of color, mark-making techniques, and gesture. Compositional and
rendering skills are emphasized through various media.
Prerequisite: Drawing 1
1 trimester course
431: Architecture 3
Students study model-making and 3D design, along with a history of architecture in the late 19th and 20th
century. The course completes its study with student presentations in which they select, research and
report on a contemporary architect or firm. Projects begin with basic models of existing structures, and
end with a collaborative presentation that includes a detailed model of the team’s solution to a complex
design problem.
1 trimester course
13
432: CAD
Students study Computer-Aided Drafting and 3D modeling, using VectorWorks and Photoshop to
produce draftings and renderings. Students work through tutorials in the software, supplementing their
progress with projects that gradually become more complex. Final projects are individually-based, with
students building on their work in Architecture to identify and develop solutions to design problems
found on the MICDS campus.
1 trimester course
436: Stagecraft
Stagecraft includes all of those roles in the theater that do not involve performing on stage. Students learn
the safe use of the theater shop facilities and basic processes for executing scenery construction and the
configuration of lighting and sound equipment. Once they have been introduced to the tools of the trade,
students apply their work to a script, working as a class to design scenery, costumes, and lighting for a
production of that script. Their final projects include writing, drawings and fully-executed carpentry and
paint projects.
1 trimester course
501: Senior Portfolio (Photography)

This is a studio art course for highly motivated students who are seriously interested in the study of art in
college, but not taking AP Studio Art using photo. This course involves significant commitment and
accomplishment as it addresses concerns related to the portfolio used for the college application. Students
tailor their portfolios to the demands of the colleges they are applying to. Quality, variety, and breadth of
media are the major issues dealt with by students on an individual basis. Students taking this course must
be responsible enough to work independently both outside and inside the classroom and beyond
scheduled periods; they are expected to prepare a high quality portfolio as they work diligently toward
artistic growth.
Prerequisites: The Magic of Photography, Digital Photography, and Photo Essay or Digital
Design, Digital Photography, and Photo Essay
2 trimester course
511: Painting 1
This course provides foundation in the practices and materials associated with painting. Working from
direct observation, students develop an understanding of formal concerns as well as paint manipulation to
produce strong representational paintings.
Prerequisite: Drawing 1 and 2 and Design

1 trimester course
14
531: CAD/Rendering
Students study Computer-Aided Drafting and 3D modeling, using VectorWorks and Photoshop to
produce 3D renderings of complex design problems. Students begin with individually-based design
problems formed by student research and develop concepts in traditional media that are translated into
computer models. The final projects are group-based, thus require students to develop strategies to share
resources and coordinate their efforts to create the final design solutions.
Prerequisite: CAD
1 trimester course
600 AP Studio Art: 2D Design (Photography)

The AP program in Studio Art is for highly motivated students who are seriously interested in the study
of photography. This course involves significant commitment and accomplishment. The AP course
addresses three major concerns: quality, concentration, and breadth. Students taking this course must be
responsible to work outside the classroom and beyond scheduled periods and are required to submit a
portfolio to the College Board for evaluation. Success in AP Studio Art depends upon a student’s
readiness to prepare a high quality portfolio, a clear passion for photography, and the desire to work
diligently toward growth and development of independent ideas.
Prerequisites: The Magic of Photography, Digital Photography, and Photo Essay

3 trimester course
610: AP Studio: Drawing

The AP Studio Art: Drawing course is designed for students who are seriously interested in the practical
experience of art. AP Studio Art is not based on a written exam; instead, students submit portfolios for
evaluation at the end of the school year. This drawing course corresponds to the most common college
foundation courses.
Prerequisites: Design, Drawing 1 and 2, and Painting

3 trimester course
640: Advanced Placement Art History

This course is intended to provide students with an understanding and enjoyment of architecture,
sculpture, painting, and other art forms within a historical and cultural context. Students examine the
artistic expressions of the past and those of current time through a chronological and systematic study. In
addition to surveying the history of Western Art, approximately twenty percent of the course content is
devoted to art beyond the western tradition. No prior experience in art history is required.
Grades 11 and 12
3 trimester course
15
DRAMA
100: Cultural Studies in Drama
Students study the history of drama from prehistoric times until the 20th century, and the practice of drama
in contemporary culture. Students develop the tools necessary to understand and enjoy theater and speak
effectively about the experience. Students learn the roles of the various artists in theater, produce scenes,
and participate in the MICDS Drama Program.
Core Course
1 trimester course
200: Acting 1
This course introduces the student actor to the Stanislavski Technique. Students begin to learn the
concepts and techniques that lead to emotional connection to the text and to richly developed characters.
Students learn physical approaches to theater work through extensive exploration of voice and body work.
Improve skills and rehearsal techniques are introduced. Acting I is intended to expand the talents of
theater based arts students as well as relating to the student who would like to try out theater for the first
time.
Core Course
2 trimester course
300: Acting 2
This course is designed to highly train the physicalization of the Acting Technique. Students are asked to
express thought provoking theater in non- traditional styles, including happenings, film work, social
musical creations, and broad comedy. Creation without scripts is stressed. Acting II is intended for the
serious Acting Student as well as those interested in developing communication skills. Students are
encouraged to take their class work to compete in local MSSHA competitions.
Prerequisite: Acting 1
3 trimester course
310: Musical Theater

This course is designed for those students who have an interest in both vocal and acting performance.
The history of the musical and various musical styles are studied and performed by the students.
Excursions to local companies and shows are a part of this class, with critical responses expected
biweekly. Students learn the three components of song, dance, and scene and their applications. Students
learn and are responsible for the production of a musical from start to finish. The final project for the
production aspect for the class is to work on the troubadour production in some capacity to be determined
by individual interest.
Prerequisite: Acting 1 and one year of choir or permission of teachers

2 trimester course
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400: Acting 3
This course is designed to take the basic knowledge learned in Acting 1 and 2 and expound it through
intense study of tragic and comedic styles. Tragedy in its purest form begins the study; then students
experience and perform the several varieties of comedy. Students are asked to perform at functions and
are encouraged to use their class work to compete in local MSSHA competitions.
Prerequisites: Acting 1 and 2

2 trimester course
501: Modern Playwrights 1

This course focuses on specific Modern American playwrights who have shaped Theater in America. On
a regular basis, students perform works from the most prolific writers of Modern Theater, Williams, and
Miller. Students are required to share their work with the MICDS community, with the outside
community, and to compete in MSSHA competitions. Advanced rehearsal techniques are heavily
incorporated.
Prerequisites: Acting 1, 2, and 3

1 trimester
502: Modern Playwrights 2

This course focuses on specific Modern American playwrights who have shaped Theater in America. On
a regular basis, students perform works from the most prolific writers of Modern Theater, Inge, Shepard,
and Albee. Students are required to share their work the MICDS community, the outside community and
compete in MSSHA competitions. Advanced rehearsal techniques are heavily incorporated.

1 trimester
530: Moliere
This course delves explicitly into the genius of Moliere and his work. Students learn about and discuss
the social norms of the 17th century and examine how Moliere poked fun at his society without notice.
Actors study and practice the comedic style associated exclusively with Moliere and with Restoration
Comedy. Advanced Comic Techniques are implemented. Students are required to share their work the
MICDS community, the outside community, and to compete in MSSHA competitions.

1 trimester course
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550: Auditioning for the Experienced Actor
This course is for students with a deep interest in Acting. Students work on audition pieces for college
applications, performance pieces for the outside community, and competition pieces for MSHHA.
Students use all skills previously learned to build a resume of styles, playwrights, and techniques. The
class moves quickly and knowledge of theater vocabulary is required.
Final projects include a fully produced play.
Prerequisite: Acting 1, 2, and 3

11th Graders may take Acting 3 simultaneously.
2 trimester course
Music
100: Cultural Studies in Music

This course provides a historical overview of the way music has developed in our culture. It is designed
for non-music majors, so no previous musical training is required to take this class. Students learn about
the elements and principles of music including notation, rhythm, melody, harmony, color, texture, and
form. Listening skill development is an essential component of this class. The ultimate goal of this
course is to develop a student’s ability to recognize, understand, and appreciate the basic materials and
processes of music.
Core Course
1 trimester course
300: Instrumental Music

The Upper School Instrumental Music course is designed to teach the elements, techniques, and principles
of music, using a concert band instrument. The main goal of the class is to develop student musicianship,
listenership, and the love of music. Students learn rehearsal and performance skills in order to understand
the musical language, and to experience the joys of recreating music in the medium of their choice. A
wide variety of band literature is analyzed from a cultural and historical perspective, and then experienced
through rehearsal in class. Opportunities for public performance exist for members of the Concert Band,
Jazz Band, MICDS Ram Pride Pep Band, and Troubadour Orchestra. Individuals may choose to
participate in league, district, and state level music festivals. Membership in the Upper School Concert
Band is a full year (three trimester) commitment. Students are required to perform at school concerts and
events.
Prerequisites: Audition
3 trimester course
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200: Concert Choir
The Upper School Concert Choir studies and performs standard high school choral literature of various
styles, periods, and languages. Students develop and refine their singing voices, music reading skills, and
sight-singing skills. Additionally, students work on ensemble skills such as style, blend and balance,
intonation, and expression. Students are expected to analytically listen to and discuss performances of
themselves and others. They are required to perform at school concerts and events. Students may select
to participate in various workshops and festivals.
3 trimester course
210: Music Perspectives

This course is an introduction to music terminology, history and literature. The course acquaints students
with a wide range of interesting music, increase their grasp of its structure, and enhance their powers of
aural perception. More specifically, students become familiar with a variety of voices and instruments,
learn about the basic elements of music, understand some of the common musical forms, and are able to
distinguish the main historical styles. The course accomplishes this through a combination of in-class
discussion, readings, and outside listening.
2 trimesters
320: Bella Voce: Women’s Choir

Bella Voci (Italian, meaning “beautiful voices”) is designed to help young women further develop
freedom, beauty, and maturity in the singing voice. It is also designed to empower singers with more
advanced ear training, sight-singing skills, and competency in reading four part and double choir voicing.
Phonetics of various languages and a variety of musical styles are presented. Work includes singing
exercises to expand the range and flexibility of the voice and to improve diction, breath support, and
resonance. Music Theory and Music History are included on a daily basis. Additional work includes
singing in small ensembles, written tests, singing tests and required evening performances.
Prerequisites: Audition, Concert Choir

Grades 10, 11, and 12 (female)
3 trimester course
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400: Chamber Choir
The Upper School Chamber Choir is a full-year commitment. This course is the most advanced vocal
ensemble offering, focusing on the performance of four-part advanced mixed-voice literature in various
styles. Students study advanced music fundamentals, such as note values, time signatures, pitch memory,
sight-singing, scales, key signatures, intervals, as well as Music Theory and Music History. The choir
studies music of all styles and periods and performs regularly at concerts, festivals, competitions, and
outside venues throughout the year. Students have the opportunity to continue their previous study of
music theory and music terminology. Students should have a strong personal and group motivation for
performance of high caliber music. Daily work includes vocal exercises designed to expand the range
and flexibility of the voice, improve breath support, and to improve singing diction and resonance.
Additional work includes singing in small ensembles, written and singing tests, reflection papers, and
required evening performances.
Prerequisites: Audition and completion of a year in Concert Choir and/or Women’s Choir
Grades 10, 11, and 12
3 trimester course
501: Piano Literature and Performance 1

This course is designed to help students broaden and deepen their knowledge and understanding of piano
music repertoire. The course surveys the standard solo keyboard literature covering the Pre-Baroque,
Baroque, and Classical eras, with emphasis on musical styles. Students are involved in class discussions,
score analysis, and listening to important piano works from the 18th Century. There are opportunities to
perform in and out of the school community.
Prerequisites: 11th and 12th graders electing to take this class should be serious musicians who
plan to interact with this music for a lifetime. Students should have a working knowledge of
music reading and be able to play the piano. Students interested must gain permission of the
instructor.
Students who have the desire to participate in District and State Solo Festivals must enroll in
Piano Literature and Performance 1, 2, and 3.
1 trimester course

music repertoire. This class surveys the standard solo keyboard literature covering the Romantic and
Impressionistic eras, with emphasis on musical styles. Students are involved in class discussions, score
analysis, and listening to important piano works from the 19th Century. There are opportunities to
perform in and out of the school community
instructor.
1 trimester course
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music repertoire. This class surveys the standard solo keyboard literature covering the Nationalistic and
Contemporary composers, with emphasis on musical styles. Students are involved in class discussions,
score analysis, and listening to important piano works from the 20th Century. There are opportunities to
perform in and out of the school community.
instructor.
1 trimester course
600: AP Music Theory

The musically talented student is challenged to recognize and understand the basic materials and
processes of music. This goal is approached through the development of fundamental aural, analytical,
compositional, sight singing, and music dictation skills. The course provides a solid foundation in
intervals, scales, chords, metric/rhythmic-patterns, and the terms used to describe these elements of music
as related to the major-minor tonal system. With this foundation, the course progression includes more
complicated analysis of music, including study of motivic treatment and the rhythmic and melodic
interaction between voices; harmonic analysis of a functional chord passage and the realization of figured
bass. The course covers music dictation and sight singing at an advanced level, and all topics necessary
for the Advanced Placement Test, which all students are required to take.
Prerequisite: Students are required to have at least two years of instrumental, orchestral, or
vocal performance experience, or have studied privately for at least two years. Students must
pass an entrance exam (administered in the spring) and score an 80% or above to be admitted to
this demanding course.
3 trimester course
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ENGLISH
The Upper School English program engages students in a rigorous literature-based curriculum that helps
them develop as readers, writers, and thinkers. In classroom environments marked by shared inquiry,
collaboration, accountability, and continuous feedback, students are increasingly empowered to voice
their critical and creative responses to the texts under study in speech, writing, and mixed-media
presentations. Program emphases include close reading; writing as a multi-step, recursive process;
vocabulary acquisition; direct instruction in grammar, usage, and mechanics; meaningful participation in
a Socratic discussion; the integration of appropriate 21st century technologies; and the passionate
modeling of reading and writing as life-long endeavors.
100: ENGLISH 9
Crossing Thresholds: Stories of Orientation and Transformation
English 9 is a three trimester foundational course in which students read and study a series of significant
stories—stories of creation, stories of change and transformation, stories of growth and initiation. The
course helps students trace certain key themes and tensions in all of the assigned texts, including chaos
versus order, innocence versus experience, the Apollonian versus the Dionysian, home versus exile, the
garden versus the wilderness, the city versus the forest, the historic versus the mythic, and society versus
the individual. The curriculum is designed to help students recognize and understand universal patterns
in literature while practicing the fundamentals of vocabulary, grammar, close reading, essay writing, and
discussion techniques. Texts include Lord of the Flies, creation stories and poems, Things Fall Apart,
Antigone, A Midsummer Night’s Dream, The Rime of the Ancient Mariner, The Odyssey, “The Bear,” and
The Laughing Sutra. Students also read and write about independently chosen books.
3 trimester course
200: ENGLISH 10
The Individual and the Quest for Authenticity
English 10 is a two trimester course in which students build on themes introduced in English 9, but
emphasize issues particularly important to 10th-graders: the quest for authenticity, the nature of the self,
the search for truth about our world and our selves. These questions provide a background for writing
assignments that require students to establish a strong thesis, to analyze carefully, and to provide textual
evidence to support their arguments. Titles for English 10 include The Catcher in the Rye, by Salinger;
Hamlet, by Shakespeare; Interpreter of Maladies, by Lahiri; and Their Eyes Were Watching God, by
Hurston. In addition to these major works, 10th graders read a variety of short stories, essays, poems, and
independently chosen books. As always, students cultivate and expand their knowledge and application
of vocabulary, grammar, mechanics, and sentence patterns.
2 trimester course
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400: ENGLISH 11
American Literature: Transcending Self, Asserting Self
English 11 is designed as a two trimester conversation about American literature within a community of
readers and writers. Via discussion, journal writing, small group and individual research projects, class
presentations, response essays, traditional literary analysis, and mixed-media productions students and
teachers explore three central issues within the texts we study: what it means to be an individual within a
community, the role nature plays in a well-lived life, and what it means to be free. Authors include
Krakauer, Emerson, Thoreau, Whitman, Dickinson, Hawthorne, Douglass, Morrison, Fitzgerald, Wilson,
Erdrich.
2 trimester course
GRADES 10 and 11 3rd TRIMESTER ELECTIVE OPTIONS
During the third trimester, 10th and 11th graders choose from among an engaging list of approved
departmental courses, some of them team-taught and interdisciplinary in nature. All T3 courses include
essay writing, research activities, vocabulary study, and sentence pattern practice. Many include
alternative forms of assessment.
301: Creative Non-Fiction

Creative nonfiction is a genre of writing truth that uses literary styles and techniques to create factually
accurate narratives. This idea came to a head in the late sixties when several authors began to mix hard-
nose-journalism with a deeply narrative, literary style--referred to now as "New Journalism." With the
Internet and blogging changing the way we write, what is the future of journalism? This course traces the
evolution of creative uses in non-fiction, beginning three hundred years ago at the origins of the true-
crime narrative and work its way up to the latest trend in creative non-fiction, which is addressing global
issues—stories from other cultures—in new and interesting ways. Texts include In Cold Blood, Electric
Cool Aid Acid Test, Palestine, and Methland.
302: The Good Life

What does it mean to live the “good life”? How has this concept been understood through the centuries
and what does it mean today? Is the good life connected to the American Dream, to messages generated
by Madison Avenue, to philosophical truths passed down through the ages? Texts include Great
Expectations, A Prayer for Owen Meany, Life Work, Ecclesiastes, and several short stories and poems.
Note: In addition to the regular assignments, this course includes a full class service project.
303: The Graphic Novel: The Illustrated Word (team taught with Art Department)
While pictures and words have a long relationship dating back to the ancient world, recent innovations in
the “graphic novel” have once again heightened critical interest in the literary possibilities of comics.
While many familiar literary issues apply to the graphic novel, a new array of critical issues confronts
someone who wants to be literate in this rapidly evolving art and literary movement. More than merely
conveying the fantastic, comics can confront complex and important thematic material, using both the
conventions of traditional literary devices as well as graphic representation; in doing so the graphic can
help reveal the significance of our lives with fresh eyes. Works are examined in the context of the history
of the graphic narrative with an overview of the formal mechanisms and tensions in the relationship of
words and images. Students write essays that reflect their knowledge of literary and graphic devices, and
then construct and publish their own novel. Students illustrate established texts, use "established images"
to create original stories, and take a field trip to the Modern Graphic History Library to hear from guest
speakers involved in this field. Scott McCloud’s Understanding Comics and critical reactions to it give
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the structure to begin the understanding of this fascinating literary form. Other texts include Asterios
Polyp, Maus, Chicken with Plums, Jimmy Corrigan: The Smartest Kid on Earth, American Born
Chinese, Blankets, Epilepsy, and Alice in Sunderland: An Entertainment, Talbot.
304: Literature of the Uncanny

Freud defined the uncanny as being “the fear of the unfamiliar based on intellectual uncertainty.” This
class explores the differences between the real, unreal, and supernatural in various mediums, but most
specifically, literature. The study of this topic goes beyond the narrow Freudian scope and challenges
students to personally define a concept of the uncanny while understanding the broader sense of its utility
in the literary world. The course critically examines works spanning from 18th century fairy tales to
contemporary television shows. Texts include Solaris, “The Sandman,” and Alice’s Adventures in
Wonderland.
305: Monarch, Magician, Warrior, Lover

Four predominant elements of human nature have their good sides and bad sides: the Monarch can
sanctify a community, or oppress it; the Magician can charm or confuse; the Warrior can protect or
assault; the Lover can embrace or possess. This course examines these four archetypes as they appear in
literature of various eras and locations. Possible authors include Euripides, Moliere, Shakespeare, Shaw,
Hemingway, and C.S. Lewis.
306: Nature Writing: The Literature of Sustainability and the Environment

This course introduces students to a wide range of nature writers and environmentalists, exploring the
themes of the human being’s place in Nature and the relationship between building healthy communities
and being good stewards of the earth. The course includes both analytical and personal essay writing.
Along with reading and critiquing a variety of essays in this genre, students try their hand at nature
writing. The classroom extends into the hundred acres of the MICDS campus, as students and teachers
observe, record, and respond to the natural phenomenon in the MICDS backyard. Texts include Sand
Country Almanac, Desert Solitaire, Pilgrim at Tinker Creek, Practice of the Wild.
307: The Novella

The term "novella" describes prose fiction too long to be called short stories and too short to be counted
as novels. Sometimes, the compactness of this form lends it extraordinary power, capturing the essence of
an idea that represents an era. This course looks at several important examples of the genre of the
novella, including works by Melville, Kafka, Solzhenitsyn, Morrison, Salzman, King.
308: Peat and Repeat: Adaptation and Their Sources

This course examines Hollywood and Broadway adaptations of literary works—not a faithful retelling
like the Harry Potter movies, but stage/film productions which use the original as a source for a very
different story. Questions to consider: In what ways has the modern writer/director changed the “real”
story? Is the original book/play always better? Are there copyright or plagiarism issues involved? How
much does the newer version owe to the original? In this course, students read and analyze the original
work and then watch a film which uses that work as a source. As a culminating activity, students produce
their own adaptation of a well-known work. Texts include The Taming of the Shrew, Frankenstein,
Pygmalion, Emma.
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309: Best of the Versed: Poetry through the Ages
This course is designed to be a survey of poetic styles of the 17th, 18th, 19th and 20th centuries. It may
touch upon, but is not limited to, the following movements: Cavalier, Metaphysical, Romantic, Imagist,
Beat, and Post-Modernist. Confessionalist, Martian, The New York School may be touched upon, as time
allows. Although it is important to learn about specific movements in order to place poets in their
historical context, the main focus in this course is on learning to think of poems as pieces of the
collections in which they were published. As such, the dominant organizing principle of the course is
poets, not eras. In short, the benefit of having an entire trimester to discuss poetry is that it allows focus
on some specific collections by single poets and not just anthologies or collected works.
310: Getting Started in the 1950s

The United States emerged from The Great Depression and World War Two as a superpower for the first
time in its history, and the 1950s are often remembered as a time of unprecedented prosperity and
stability. But what was life really like behind those white picket fences? How well did prosperity,
stability, and access to higher education lead to happiness? This course examines the lives of young adults
of the 50’s as they begin their journeys to college, career, marriage, and family. Students read three
American classics: The Bell Jar, by Sylvia Plath (1963); Goodbye Columbus, by Philip Roth (1959); and
Revolutionary Road, by Richard Yates (1961). In addition to reading these novels, students examine
popular culture from the era (TV shows, music, magazines), as well as the country’s inclination to
romanticize the 1950s.
500: ENGLISH 12
12th graders select from among a range of trimester courses which each include extensive essay writing,
research activities, vocabulary mastery, and sentence pattern practice. All 12th graders are required to
take The Author Project: A Capstone Course in Reading, Writing, and Research during Trimester 3. The
course asks 12th graders to exhibit all of the skills they have mastered, 9-12, while simultaneously
reaching out to the community via symposiums, mini-lectures, book chats, author newsletters, etc.
GRADE 12 1st and 2nd TRIMESTER COURSES:
501: English 12: Contemporary Fiction

All the so-called classics —everything from Oedipus Rex to The Catcher in the Rye—were once new, the
most exciting time to discuss a book’s subject matter and artistic merit. In this course, students examine
novels written within the last fifteen years by authors who are still writing. Students taking this course
learn to appreciate that great literature is being written today; to become life-long readers who cultivate an
interest in living authors; to appreciate how contemporary fiction takes on the big issues that affect us
personally, politically, and spiritually; and to find inspiration for their own writing. The proposed reading
list includes On Beauty, by Zadie Smith; Bad Haircut: Stories of the Seventies, by Tom Perrotta; High
Fidelity, by Nick Hornby; The Reluctant Fundamentalist, by Mohsin Hamid; and Acceptance, by Susan
Coll.
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502: English 12: Creative Writing
This course is designed as a college-level writer’s workshop. Students read essays on the writing of
fiction and analyze short stories from modern and contemporary collections, but the majority of the
class’s reading material consists of the students’ own writing. By reading their own work aloud and
listening to and critiquing the work of others, students learn about plotting and structure, details and
mechanics, characterization and perspective, fictional place and time. Students should expect to produce
several story starts both in class and out and to be responsible for turning several of those starts into short
stories for inclusion in the course collection. Students are assessed on their own work and on their ability
to write substantive critiques of peer work.
503: English 12: The Existential Imagination

Who am I? How do I make and find meaning in my life? How do I distinguish between the authentic and
the inauthentic? The philosophical perspective known as existentialism has exercised significant
influence over the form and content of a great deal of modern art and literature. Beginning with the brief
studies of the thought of Kierkegaard and Nietzsche, this course examines the basic ideas of
existentialism as they emerge in works of authors such as Camus, Beckett, Pinter, Albee, Sartre,
McCullers, Wright, and Tolstoy, looking closely at the dramatic movement known as “theatre of the
absurd” and its connections to modern art.
504: English 12: Contemporary Family Stories

According to Auguste Napier, “In each family a story is playing itself out, and each family’s story
embodies its hope and despair.” In this course students read an intriguing collection of works that explore
the idea of family and the way that families work. In addition to classroom discussion, assignments
include written responses to the readings, analytical essays, an I-Movie documentary including interview
footage with family members, and a reflective essay on the nature of family. Texts include “The Age of
Grief,” As I Lay Dying, Davita’s Harp, We Were the Mulvaneys, Mama Day, In the Lake of the Woods,
Unaccustomed Earth, and a range of poetry about family life.
505: English 12: Latin American Fiction

The goal of this class is to expose students to some of the more prominent works by Latin American
authors, allowing students unique insight into the culture as well as different literary techniques (such as
Magical Realism) that are not seen in the more mainstream literature studied in ninth through eleventh
grades. By the end of the trimester, students are able to explain the interplay among culture and content
and style in these works and reflect on similar connections in their own cultures. Possible texts may
include: Labyrinths: Selected Stories & Other Writings by Jorge Borges, The Kingdom of this World by
Alejo Carpentier, Blow-Up: And Other Stories by Julio Cortazar, and Chronicle of a Death Foretold by
Gabriel Garcia Marquez.
506: English 12: Literary Monsters

This course examines the nature of monstrous characters in literature—their function in the work, their
physical form, their motives, their threat, their impact. From Polyphemos in the Odyssey to the dinosaurs
in Jurassic Park, fiction is rich with examples of monstrous characters. What forms have fictional
monsters taken? Why? What do people fear? What statement can an author make through such a
character? The course traces the development of the monster in literature from the ferocious Grendel in
the epic poem Beowulf to Dorian Gray, Big Brother, and Mr. Kurtz in Heart of Darkness.
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507: English 12: Satire: A Bowl of Mixed Fruits
The word “satire” comes from a Latin term meaning “medley; dish of mixed fruits.” And satire is just
that—a combination of humor and serious criticism. While satire creates laughter, it also causes thought
about human foibles and foolishness, about politics and policy, about hateful and harmful behaviors and
attitudes. This course begins with a brief examination of the classical origins of satire in the works of
Horace and Juvenal; then looks at various samples of satirical writing, including the work of current
satirists like Steven Colbert, Christopher Guest, and David Sedaris. Other possible authors: Chaucer,
Voltaire, Swift, Wilde, Twain, Heller. The culminating activity is the creation of an original satire.
508: English 12: Shakespeare’s Principal Plays

This course extends students' understanding and appreciation of Shakespeare's plays and poems. Building
on an understanding of A Midsummer Night's Dream (grade 9) and Hamlet (grade 10), students examine
in greater depth the elements of comedy and tragedy, language and historical context, relevance and
application. Essays require analysis and synthesis as well as proper incorporation of critical sources.
The class occasionally acts out scenes in class. Students are expected to read independently and come to
class with a basic understanding of the text.
509: English 12: The Art of the Short Story: Reading & Writing Fiction
In this course students learn to read short fiction with deeper appreciation for the art, closely considering
the creation of character, setting, plot and narrative technique. As students learn to read short fiction they
learn to read the world through a short story writer’s lens. Students also try their hand at writing fiction
through a series of exercises culminating in at least one finished short story to be submitted for possible
publication in The Vision, the Upper School’s literary magazine. The focus is on short fiction written
from the beginning of the twentieth century to the early years of the twenty-first century, including works
by writers such as Ernest Hemingway, William Faulkner, Sherwood Anderson, Dorothy Parker, Flannery
O’Connor, John Cheever, Raymond Carver, Alice Walker, Sherman Alexie, Louise Erdrich, and David
Foster Wallace.
600: ENGLISH 12 T3: THE AUTHOR PROJECT
A Required Capstone Course in Reading, Writing, and Research

During this intensive, 8-week seminar/workshop, all 12th graders select a single author to read, research,
and write about. In addition to writing the equivalent of a “senior thesis,” students conduct symposiums,
sponsor mini-lectures, host book chats, generate newsletters, and/or produce multi-media presentations
for genuine audiences beyond their peers and instructors.
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HISTORY
Responsible individuals in a democratic nation that exerts a tremendous influence on the world must
comprehend the complexity and subtlety of both national and global development and change. The
MICDS Upper School History Department, which encompasses disciplines conventionally referred to as
the social sciences, promotes an understanding and appreciation of the complex factors which have
shaped human history and therefore today’s world. We seek to foster students’ abilities to think and write
critically, to assist them in establishing a knowledge base which allows a better understanding of today’s
world, and to further their capacity to recognize and respond to long-term causal sequences.
GRADE 9
100: World History

This course examines the major civilizations of Europe, Africa, Asia, and Latin America to approximately
1900 CE. Students read and analyze a combination of primary and secondary sources. This course
develops the ability to research, write, and make presentations about various historical issues and
problems. Emphasis is placed on the development of analytical writing skills.
3 trimester course
GRADE 10
200: 20th Century World History

This course examines the political, social, economic, and cultural attributes of major civilizations in
Europe, Africa, Asia, and Latin America from 1900 CE to the present. In addition to exploring the nature
of world societies, this course develops the student’s ability to read critically from a variety of primary
and secondary sources and to research, write, and make presentations about historical issues and
problems. Emphasis is placed on the development of analytical writing skills.
2 trimester course
250: 20th Century World History Accelerated

This course examines the major civilizations of Europe, Africa, Asia, and Latin America from 1789 CE to
the present. Students read and analyze a combination of primary and secondary sources. This course
develops the ability to think critically, research, write, and make presentations about various historical
issues and problems. An emphasis is placed on analytical writing. The criteria for grading are higher, the
coverage of material is deeper, the concepts reviewed are more complex, and the work required is greater
than in regular sections.
Prerequisite: By departmental approval only

2 trimester course
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351: The Atlantic World
This course examines the various cultures that existed around the Atlantic Ocean from the 15th century to
the brink of the American Revolution. Particular attention is paid to colonial American history, the trans-
Atlantic slave trade, and the interaction between indigenous Americans, Europeans, and Africans.
Prerequisite: By departmental approval only

This course is REQUIRED for students who take Advanced Placement United Stated History
during their 11th grade year.
1 trimester course
GRADE 11
400: United States History

This study of American history has been broken down into seven thematic units (along with an
introductory unit and final project) that allows for a multifaceted evaluation of the forces, concepts, and
ideals that have collectively influenced the course of the history of the United States. Each unit includes
individual and collective research work, a writing component, factual assessments, and an emphasis on
presentation, collaboration, and discussion. Electronic timelines serve as the backbone for the course and
allow for student contribution of thematic elements as the year progresses. At the end of the year, final
projects require students to work in groups to assess and articulate how several major themes have
interacted historically to shape our present environment. This emphasis on active learning strengthens
skill development (technology, research, historiography, communication), deepens the evaluative process
by focusing the study on specific thematic concepts, and enhances the end of year cumulative process by
creating a substantial final project. All of the course work is documented and sustained by a course
website, micdsus.squarespace.com, which allows for greater responsibility (and accountability) for
personal learning.
3 trimester course
600: Advanced Placement United States History

This course prepares students for the Advanced Placement examination in United States History.
Students are expected to gain a solid background in political, economic, social, intellectual, and
diplomatic trends in American history from colonial times to the modern era. Students read a wide range
of interpretive articles and learn to write cogently and analytically about historical events.
Prerequisite: A student must earn a recommendation from the History Department to register for
AP United States History. Success in AP United States History depends upon a student's
readiness to do college-level work, including high-level reading, writing, and thinking. A student
who enters AP U.S. must be able to read and understand lengthy passages of texts and
documents, master a large body of material, think critically, and write a thesis-driven essay. The
course demands a strong work ethic and passion for the subject matter.
Prerequisite: 2011/2012: The Atlantic World, or the equivalent
3 trimester course
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GRADE 10 and 11 ELECTIVES for the 3rd TRIMESTER
301: Africa: 20th Century to the Modern World

The focus of this course is the continent of Africa from the beginnings of the 20th Century to the current
day. Initially the course focuses on the colonial framework of imperialism prior to the 20th century. A
study of the impact of World War I, the Inter-war period, and World War II establishes the foundation to
study the various independence movements throughout Africa. Decolonization in Africa is an
opportunity to study the political development of modern nations through case studies in each region of
Africa. Next, the course focuses on the problems and challenges of African nations in the modern world.
An emphasis on ethnic and economic issues allows for an understanding of Africa in the modern world
and the challenges faced in our increasingly global world.
Grades 10 and 11
Offered 3rd trimester
303: History of China

Today, it is rare to encounter any significant global event without considering China’s role. As the
famous historian J.K. Fairbank, once wrote, “In the last few decades it has become clear that…relations
with [China] can deeply affect the lives of Westerners.” While the course examines Chinese history from
its earliest days, emphasis is placed on the last two hundred years and on the People’s Republic of China.
Opportunities to delve into specific aspects of Chinese history are available through research projects.
Grades 10 and 11
304: History and Film

From Steven Spielberg to Walt Disney, movie makers have used historical subjects as topics. Yet, are
these films accurate depictions of historical events? Do they portray themes of gender, race, and ethnicity
without bias? This course views several popular films and then researches and evaluates their historical
accuracy; a re-view of the films as primary sources allows discussion of how the filmmakers’ beliefs and
bias can be seen in their portrayal of the subjects. Students use primary, secondary, and visual sources as
well as conflicting interpretations to evaluate the accuracy of the films. For a final project students
independently select and evaluate a film.
Grades 10 and 11
305: History as Mystery

Did Richard III murder his nephews? Why was there a witchcraft scare in Salem, Massachusetts? Did a
plane crash trigger the Rwandan genocide? Students learn research techniques as they examine these and
other historical mysteries from a variety of time periods. Students read popular literature about these
events as well as evaluate primary, secondary, and visual sources. Through the examination of
conflicting interpretations, students develop and defend their own explanations of these events.
Grades 10 and 11
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306: Why are the Welsh in South America?
Students learn about world geography as they study various movements of people throughout history.
From the first wanderings by humans out of Africa, to the disappearance of the Anasazi, to the Cajuns of
Louisiana, to the Chinese diaspora, to refugees, to the Welsh in South America, students examine the
reasons behind these migrations as well as the consequences of each migration on the various countries
and cultures that lost or gained people.
Grades 10 and 11
307: The Second World War

The bloodiest war in the history of humanity has had a most profound impact on today's world. The
course begins by examining the causes behind this conflagration, followed by a thorough examination of
all the elements and theaters of the war. Among the topics included in this examination: the Holocaust,
propaganda, the soldier's experience, the Home Fronts. Students are required to read a book on World
War II of their own choosing and write about what they have read. This is NOT a military history course;
rather, it examines this conflict in the broadest manner.
Grades 10 and 11
GRADE 11 and 12 ELECTIVES 1st and 2nd TRIMESTER
410: A House Divided: The American Civil War

Fought between 1861 and 1865, the Civil War killed more Americans than all other wars in United States
history combined. Through discussion, research, and analytical writing, this course focuses on generating
a stronger understanding of why the Civil War occurred, what effects it had on the lives of Americans,
and how it permanently changed the political and social landscapes of the United States. Topics include
the road to war, military strategy and developments, the issues of race, the experiences of both soldiers
and civilians, the results of the war, Reconstruction, and historical interpretations of the Civil War.
Students write a final research paper on a topic of their choice. While the course touches on events before
1850 and after 1877, the majority of the focus is on the time period during the Civil War.
Grades 11 and 12
Offered 1st and 2nd trimester
411: The Cold War

This course covers the time period between 1945 and 1991, and examines in detail the history of the Cold
War. The emphasis is on the United States’ approach to the Cold War, including policy, propaganda, and
military action that it used in order to maintain its nationalistic doctrine and global position. Special
attention is given to American policy changes in the early Cold War, the Cuban Missile Crisis, and the
Vietnam War. The course focuses, however, on the global history of the time period, and on the key
themes that made this period tense politically, economically, and socially. Students research, discuss, and
write about questions and issues from this tumultuous time period, and write a final research paper on a
topic of their choice.
Grades 11 and 12
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412: Colonization and Revolution: A Comparative Study of the American and Indian Experience
The United States of America and the Republic of India are the largest democracies in the world. As
former British colonies, their relations with Great Britain clearly shaped their common destiny. However,
differences in indigenous culture, economics, labor sources, religious traditions and timing have created
unique approaches to democracy. Through a comparative study of the American and Indian colonial
experiences, students gain deeper insight into the nature of democracy.
Grades 11 and 12
413: The History of Race and Sports in Modern American History

The focus of this course is the intersection of race and athletics in America and the extent to which this
collision has shaped the broader historical evolution of race relations in the United States. After a brief
background on the history of race in the United States, students concentrate study on the role that sports
have played in the integration process of the mid-20th Century as well as the ongoing relationship
between race and sports in the outset of the 21st Century. The major historical elements covered are the
integration of Major League Baseball in the late 1940s and early 1950s, the inclusion of black athletes in
Southeastern Conference football and basketball during the 1960s and 1970s, and the cultural and
historical import of this integration on modern American sports and society in general. For a final
project, students research a major issue/event in American sports history in the past 50 years that has had
an impact on the direction of race relations.
Grades 11 and 12
Offered 1st trimester
415: American Protest Movements of the ‘60s and ‘70s

The political activities and demonstrations of the late 1960s and early 1970s had enduring effects on
American society, culture, and politics. Through research, writing, and discussion, this course focuses on
the activism and protest that began with the civil rights movement and that blossomed during the Vietnam
War and led to the more general “rights movements” of the 1960s and 1970s. Students focus on the
different protest strategies, and the effectiveness of and response to those tactics. Topics include the anti-
war movement, the civil rights movement, the women’s movement, the environmental movement, the gay
and lesbian rights movement, the youth movement, and the backlash of the 1970s and 1980s. This
climate of rebellion, confrontation, and upheaval can be viewed in relation to student reaction to the
counterculture of the period. Students create a final research project on a protest moment of their choice.
Grade 11 and 12
Offered 2nd trimester
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GRADE 12 ELECTIVES for the 3rd TRIMESTER
501: 9/11: Causes and Responses

Students begin this course by examining a series of pre-9/11 actions by nations and emerging terrorist
groups, and discussing the extent to which any of these actions “caused” 9/11. Some of the actions to be
studied include the Soviet invasion and occupation of Afghanistan, the Iran-Iraq War, the siege of the
mosque in Mecca, the Persian Gulf War of 1991, the bombing of the U.S.S. Cole, and the East Africa
embassy bombings. Next students study the events of September 11, 2001. In the last part of the course,
students examine the actions taken by the U.S. and foreign governments in response to the attacks, as well
as how the events of that day have affected individual communities in the New York City area.
Grade 12
502: Selected Topics in Global Issues

This research-based course examines both the recent history and current status of issues around the globe
with a focus on regions or topics with lasting historical significance or potentially large impact on either
United States foreign policy or the world at large. The course examines either regional topics such as the
Middle East or BRIC Nations, or specific non-regional topics such as terrorism, international human
rights, globalization, and the environment. For each issue, students work together to research the relevant
historical background, the current conflict or issues, and possible outcomes. Students conduct
independent research and write an analytical paper on a topic of their own choosing. An emphasis is
placed on understanding, though not necessarily resolving, the issues facing the world today. Regional or
topical subjects are selected depending on current developments in the world at the time of the course.
Grade 12
Offered3rd trimester
503: St. Louis and Chicago: Histories and Communities

Students use St. Louis and Chicago as laboratories to explore and answer a series of questions about these
cities—what brought them into existence, how have they survived, what are their long-term prospects for
the future? The first part of the course focuses on each city’s growth from its founding through the 20th
century. Students learn about each city’s social, economic, and political lives before branching out and
doing a research project on a topic selected by each student. The course ends by examining how each city
is dealing with certain 21st century issues, such as shifts in population, public school systems, urban
blight, racial issues, and sustainability.
Grade 12
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GRADE 12 Year-long Electives
601: Advanced Placement United States Government and Politics

This course provides students with an in-depth introduction to the workings of the American political
system. Students learn about the institutions of the United States government, their historical
development, and their formal and informal methods of interaction. Non-governmental political
institutions such as (but not limited to) political parties, the mass media, and interest groups are studied.
The methods of political action open to and exercised by the American public form an integral part of the
course of study. Students are expected to enrich their classroom experience by staying aware of current
events and reading other materials in addition to those in general use in the course.
Prerequisite: Successful completion of US History or AP US History. Success in AP United

States Government and Politics depends upon a student’s readiness to do college-level work,
including reading, writing, and thinking. A student who enters AP United States Government and
Politics must be able to learn a large volume of information dealing with a wide variety of topics,
understand typical patterns of political processes and behavior and their consequences, analyze
and interpret basic data relevant to the study at hand, and compare and contrast political
institutions and processes and derive generalizations from this study. The course demands a
strong work ethic and a considerable degree of interest in the subject matter.
Grade 12
3 trimester course
602: Advanced Placement European History

This course prepares students for the Advanced Placement examination in European history. Students are
expected to gain a solid knowledge of the chronology and major events from 1450 to the present. They
are expected to gain an understanding of these aspects of European history: intellectual and cultural,
political and diplomatic, and social and economic.
Prerequisite: Successful completion of US History or AP US History. Success in AP European

History depends upon a student’s readiness to do college-level work, including reading, writing,
and thinking. A student who enters AP European History must be able to learn a large volume of
information dealing with a wide variety of topics, nations, and time periods. The course demands
a strong work ethic and a considerable degree of interest in the subject matter.
Grade 12
3 trimester course
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INTEGRATED STUDIES
100: Ethical Reasoning

This course gives students a framework and vocabulary for thinking through ethical problems. Ethical
decisions are truly difficult; they test our ability to recognize a dilemma when we meet it, to evaluate the
competing values the dilemma presents us, to decide what is right and wrong in the choices we have
available, and, most importantly, to act for right. Easily said, difficult to command. Choosing ethically is
a daily decision for us all, and the paths we begin now can help us in the future. Discussion is a crucial
component of this class. Participation counts, both in quantity and quality. Speaking is critical to the
growth of everyone in class; preparation for class is essential.
Texts: dramatic literature and film expressing ethical problems in contemporary life. Some typical texts
include An Inspector Calls, An Enemy of the People, Quiz Show, School Ties, and 12 Angry Men.
Writing: twice weekly responses to material in class and ethical problems from contemporary life; longer
papers analyzing specific ethical problems connected to classroom reading.
Graduation Requirement: one trimester taken sometime in grades 9 or 10

This course is a pre-requisite for Health
200: Health
Health is designed to utilize the decision-making skills learned in Ethics and help students apply those
skills to benefit their health and well being. As it explores a variety of health issues, this course provides
students with the information necessary to make more educated choices and promote lifelong wellness.
The study of health issues gives students a better understanding of themselves as it challenges
preconceived perceptions.
Graduation Requirement: one trimester taken in grades 9, 10, or 11

Pre-requisite: one trimester of Ethics
300: Economics
This course is an introduction to the analytical tools and methodology used by economists. Students
participate in an investment challenge and learn the basic principles of micro- and macroeconomics,
including the allocation of scarce resources, national income accounting, unemployment, inflation,
business cycles, monetary and fiscal policy, and globalization. There is a strong emphasis on connecting
the concepts that are covered to current events. This course is excellent preparation for further study of
economics in AP Economics.
1 trimester course
Grades 9, 10, 11, 12
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305: Personal Finance
This course provides a foundational understanding for making informed personal financial decisions.
Financial analysis, planning, and management for the individual include owning and financing a home,
budgeting to match income and expenses, financial investment, retirement planning, controlling expenses
and credit usage, and developing a savings plans to achieve personal goals. Students design personal and
household budgets, simulate use of checking and saving accounts, and participate in an investment
challenge.
1 trimester course
Grade 9, 10, 11, 12
310: Methods of Communication

When compared to the traditional public speaking class, this class takes a different approach by
addressing the variety of methods used to communicate with others. The trimester begins with debating
in both individual and team settings. This project strengthens research skills, challenges students to
question their own personal beliefs, and emphasizes the importance of knowing both sides of an issue.
Then the course content moves into mass media where students learn how to communicate with a large
audience by creating digital media such as short movies and web-pages. Finally, the students learn
essential interviewing skills. Students work with Human Resource professionals to hone their ability to
effectively communicate during interview sessions. Throughout the trimester, students complete
structured reflections which combine peer evaluations with teacher comments.
1trimester course
Grades 9, 10, 11, 12
315: Public Speaking

The primary focus of this class is to help students improve their verbal and non-verbal presentation skills
and to strengthen their research skills. To improve the quality of these skills, students compose a variety
of specific speeches on topics chosen by the student. The trimester begins with addressing and dissecting
the essential pieces of an effective speech; then it focuses on important research skills such as establishing
a formal research plan, comparing/contrasting resources (databases, books, websites, periodicals), and
effectively evaluating the validity of all sources. The last portion of the trimester is dedicated to
constructing four specific speeches: informative, persuasive, demonstrative, sales. The course addresses
the significant differences in constructing each type of speech as students research to gather vital
information.
Students learn how to construct and use an appropriate visual aid for a speech. In addition, throughout the
trimester, students complete evaluations of external speakers and structured reflections, allowing the
students to assess themselves and others. Each project combines peer evaluations with teacher comments.
1trimester course
Grades 9, 10, 11, 12
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400: Italian Language and Culture 1
This course focuses on understanding and speaking the Italian language by learning about the Italian culture
through the study of the geography, the history, the people, the economy, the cuisine, and the arts. While
the class works with all the foreign language skills, the main focus is meaningful oral communication; thus,
speaking is given more importance than grammatical accuracy. Taught by a native speaker, the class is
supplemented by slides of Italian cities and masterpieces of the arts. Students are exposed to well-known
Italian masters such as Dante, Titian, Raphael, DaVinci, Michelangelo, Botticelli, Verdi, Rossini, Pavarotti,
and Fellini.
1st and 2nd trimester

Grades 10, 11, 12
401: Italian Language and Culture 2

This course continues the study of Italian into the third trimester.
Prerequisite: Italian 400

3rd trimester
Grades 10, 11, 12
410: Wild, Wicked, and Wonderful: an Introduction to Women’s Studies

This interdisciplinary elective aims to instill students with a greater appreciation of gendered experience
both historically and in the present day. Through the examination and discussion of various primary and
secondary sources (e.g. letters, articles, short stories, music, and film), students discover how certain
political, social, and personal challenges have affected women differently throughout history. The course
challenges students to consider how some age-old issues (e.g. self-mutilation and the wage gap) may
apply to their own experiences as adolescents coming of age in the 21st century. Not to be confused with a
“radical feminist” course, this class engages students of both genders in respectful and meaningful
consideration of the changing role of both women and men in Western society. By the end of the course,
students should develop a better understanding of gendered stereotypes and expectations and what such
ideals might mean for them as they prepare to become fully-fledged members of a deeply engendered
society.
1trimester course
Grades 10, 11, 12
This course can be counted as an English elective class.
450: The Sudan Project

This is a reprise of the original Sudan Project, following a similar path. Through an interdisciplinary lens,
students study the history (geopolitical, socioeconomic, cultural) of the Sudan, explore the voices of the
people and their plight, and build a firm understanding of the country, its politics, its people, and its
ghosts. The course includes an emphasis on the process of documentary filmmaking and the video-
editing software, Final Cut Express. Once these foundations are in place, students use footage from
within a Sudanese refugee camp (raw footage provided by Karin Muller in her first-hand documentation
of the individual stories of the refugees and aid workers, as well as the physical and political realities of
Sudan) with the Final Cut Express technology to make and post-produce documentaries on the conflict in
Sudan.
3 trimester course
Grades 10, 11, 12
May be counted as an English elective
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500: European Holocaust 1933-1945
This course is a multi-disciplinary attempt to understand the origins, conduct, and effects of this dark
chapter of twentieth century history. It begins by establishing a framework of ethical reasoning about
choices both perpetrators and victim made during the Third Reich. Students learn the long- and short-term
intellectual and political context in which this event occurred, while familiarizing themselves with the
vocabulary and the events of the Holocaust. In addition to the political events that structure this chapter of
modern European history, the course considers the psychology of submission, resistance, and obedience.
Through reading memoirs, students learn about the lived experience and about the role of memory.
Fiction and poetry provide an opportunity to consider how the raw material of experience is transformed
through art into meaningful communication to those who come after. Through reading and discussion of
the events at the end of the war, students explore the moral and political legacy of the Third Reich. The
course examines the Holocaust in as complete a vision as possible, in an attempt to move toward an
answer to the question, “What is to be learned from such an event?”
Readings include selections from standard works on the topic and by Primo Levi, Cynthia Ozick, and
Simon Wiesenthal, among others. Film is integral to the work of the class. Students have the benefit of a
speaker who experienced the Holocaust first-hand.
1trimester course
Grades 11 or 12
501: Myth, Math and Music

This class explores the surprising connections among mathematical, literary or mythic, musical, and
artistic representations of reality. It examines how these varied ways of mapping or looking at the world
both "open eyes" and also restrict "vision," and how they can sometimes combine to help see the world in
unexpected ways. Topics addressed include how human brains construct reality, the ways in which myth
and science and math all “map” reality, and how language and thought interact.
Readings include: Einstein’s Dreams (Lightman), Metamorpheses (Zimmerman), Zen and the Art of
Motorcycle Maintenance (Pirsig), Emblems of Mind (Rothstein), Fluid Concepts and Creative Analogies
(Hofstadter), The Cry for Myth (May).
1trimester course
Grade 12
This course can be counted as an English elective class.
600: AP Macroeconomics
National income and price determination, the functioning of the economic system as a whole, monetary
and fiscal policies, and international trade are the focus of study throughout this course. Students learn
basic macroeconomic concepts, complete a unit on international trade, and participate in an investment
challenge. This two-trimester course serves as preparation for the Advanced Placement examination in
macroeconomics and is designed to be the equivalent of a one-semester, college-level, principles of
macroeconomics course. Students successfully completing this course are well prepared to continue their
study of intermediate macroeconomics in college.
2 trimester course (1st and 2nd trimester)

Grades 9, 10, 11, 12
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601: AP Microeconomics
This course gives students a thorough understanding of the principles of economics that apply to the
functions of individual decision makers within the larger economic system. It places primary emphasis on
the nature and functions of product markets, and includes the study of factor markets and the role of
government in promoting greater efficiency and equity in the economy. This one-trimester course serves
as preparation for the Advanced Placement examination in microeconomics and is designed to be the
equivalent of a one-semester, college-level, principles of microeconomics course. Students successfully
completing this course are well prepared to continue their study of intermediate microeconomics in
college.
1 trimester course (3rd trimester)

Grades: 9, 10, 11, 12
Prerequisite: Successful completion of AP Macroeconomics
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COURSES OFFERED PASS/NO PASS
420: American Culture and Life during the Great Depression

Until recently, it has been unthinkable that America would ever experience a financial downturn as
significant as that which occurred with the fall of the stock market in 1929. Lasting for more than a
decade, the Great Depression affected American culture and life in ways that were both pronounced and
profound. This course looks at varying governmental approaches to the complex financial and social
issues that the Depression wrought, comparing and contrasting Herbert Hoover’s local and regional relief
focus with Franklin Roosevelt’s massive federally-funded New Deal initiatives. Students read and
analyze first-person narratives from everyday Americans describing day-to-day struggles and challenges,
and how the Depression became a near-constant focus in popular movies, music, and written works in the
1930s.
First Trimester
Grades 10, 11, 12
Tuesday evenings 6:30 – 8:00
430: The Invention of the American Teenager

This course traces changing historical notions of adolescence in the United States in the 20th century.
Students learn how a potent combination of legislative actions (stricter child labor laws), educational
developments (the creation of the comprehensive public high school), technological advancements (the
rise of the automobile), and the emergence of mass media outlets (television and radio) resulted in the
“invention” of the American teenager today. The course uses a variety of primary and secondary
historical sources to assess critical turning points in the cultural understandings of youth and adolescence
in America, including government documents, sociological studies, movies, music, advertising, and other
bits of popular culture.
Second Trimester
Grades 10, 11, 12
Tuesday evenings 6:30 – 8:00
520: Senior Projects

MICDS incorporates in its Mission Statement an emphasis on critical thinking, individual responsibility,
and an education that “prepares young people for higher learning and for lives of purpose and service.”
To that end, as a graduation requirement, the students in the 12th grade class use their talents and
achievements in an educational, service, or career-oriented Senior Project. The goal of the project is to
have each student discover and engage the world outside the School. Specific guidelines are provided.
Graduation Requirement: May
550: Independent Study

This course is available to a student who wishes to continue his/her studies in an area not covered by an
existing course. The student must submit a substantive proposal to the Academic Committee in a timely
fashion.
Grades 11, 12
May fulfill one of the five course requirements
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MATHEMATICS
The Upper School Mathematics program models and encourages the attitudes and skills that allow for the
growth of confident, capable, and independent learners. Through partnership with student, parent,
teacher, and School, the Department supports our students in their development of an ability to think
critically, creatively, and strategically and an awareness of how mathematics integrates with other
disciplines. Math lessons are designed to encourage students to seek out and enjoy mathematical
challenges and to discover an appreciation for the power, wonder, and meaning of mathematics. As
students progress through the course sequence they further their understanding of numbers, patterns,
functions, and relationships.
REQUIRED CORE COURSES
100: Algebra 1
Algebra 1 is a three trimester foundational course designed to present the structure of algebra and improve
computational skills by developing facility in working with numbers, equations, inequalities, and graphs.
The focus is on instilling problem-solving techniques to aid students in dealing with the many and varied
types of mathematical situations. Topics include properties of real numbers, rational numbers,
polynomials, factoring, radicals, inequalities, fractional equations, as well as equations through the roots
of the quadratic equation. Students are expected to complete a number of activities to collect data, make
conjectures, analyze, and draw conclusions.
3 trimester course
200: Integrated Mathematics 1

Integrated Mathematics 1 is a three trimester course that interweaves the concepts of geometry and
intermediate algebra allowing students to explore topics in two and three dimensions. Students learn to
write deductive arguments, work with transformations to understand similarity and congruence, and
perform investigations involving data collection to understand both linear and quadratic relationships.
The Pythagorean Theorem and the concept of distance in the coordinate plane are examined.
Prerequisite: Completion of Algebra 1

3 trimester course
250: Integrated Mathematics 1 Accelerated

Integrated Mathematics Accelerated 1 is a three trimester course that allows students to study linear and
nonlinear motion as well as perform experiments to analyze data and model physical phenomena. Topics
include logic and proof, transformations, and congruence and similarity of figures. Students expand their
understanding of the concepts of geometry and algebra and how they relate to mathematical models.
Prerequisite: Completion of Algebra 1 and departmental approval.

3 trimester course
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305: Algebra 2
Algebra 2 is a three trimester course in which students build on the algebraic concepts explored in
Algebra 1. The focus is on the analysis, manipulation, and application of functions. Students are
expected to discover how to create a mathematical model for real world problems as a viable method for
problem solving. Topics include graphing and analytical approaches to solving systems, linear and
quadratic functions, equations and inequalities, and exponential and logarithmic functions and their
applications.
Prerequisite: Completion of Plane Geometry

3 trimester course
355: Functions & Math Models, Analytic Geometry, and Trigonometric Functions
This is a three trimester course sequence that entails a systematic survey of common elementary
functions: polynomial, exponential, logarithmic and trigonometric. Each major type of function is
introduced to serve as a model for data arising from one or more real world phenomena.
Prerequisite: Completion of Geometry and Algebra with Transformations (GAT) and

departmental approval
3 trimester course
401: Mathematical Modeling

Mathematical Modeling is a one trimester course offered in Trimester 1 with the unifying theme of the
use of functions to model real world phenomena. Specific topics include linear and other types of
regression, polynomial functions with an introduction to maximization/minimization questions, and
exponential and logarithmic functions.
Prerequisite: completion of Algebra 2

Offered 1st trimester
402: Trigonometry
Trigonometry is a one trimester course offered in Trimester 2 including the topics of right triangle and
non-right triangle trigonometry. The trigonometric functions are explored and students are introduced to
circular trig, wave functions and their applications, and general periodic functions.
Prerequisite: completion of Mathematical Modeling

520: Calculus
Calculus is a three trimester course sequence that introduces students to calculus who do no not plan to
continue their study of abstract mathematics beyond this course or who expect to take beginning calculus
in college. Rather than delve into proofs, students concentrate on concepts and techniques in order to
experience calculus.
Prerequisite: Completion of Pre-Calculus with a grade of C or higher

3 trimester course
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600: AP Statistics
AP Statistics is a three trimester course that provides an in-depth study of the concepts and tools for
collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual
themes: exploration of data, experimental design, probability models, and statistical inference. This
course prepare students for the Advanced Placement Statistics examination in May.
Prerequisite: Completion of Algebra 2 with a grade of C or higher

3 trimester course
601: AP Calculus AB
AP Calculus AB is a three trimester course that prepares students for the Advanced Placement AB
Calculus examination in May. The underlying theme is the mathematical analysis of change, and students
study algebraic, trigonometric, exponential and logarithmic models leading to a discovery of the basic
concepts, techniques and applications of both differential and integral calculus.
Prerequisite: Completion of Pre-Calculus, Advanced Pre-Calculus, or FST and departmental

approval
3 trimester course
602: AP Calculus BC
AP Calculus BC is a two trimester course offered 1st and 2nd Trimester. The course covers parametric
equations of motion, calculus of polar curves, Taylor polynomials and Taylor series, convergence tests for
infinite series of constants, advanced integration techniques, and the epsilon definition of limit. This
course prepares students for the Advanced Placement BC Calculus examination in May. Students are
encouraged to explore and test their own ideas as they study theory, proofs, and theorems and engage in
active problem solving.
Prerequisite: completion of AP Calculus AB

2 trimester course - offered 1st and 2nd Trimesters
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MATHEMATICS ELECTIVES
270: The Programming Environment

The Programming Environment is a one trimester course offered 1st and 3rd trimester introducing students
to the basics of computer programming. Students are given starter programs to extend, experiment with,
and debug. Topics include a brief history of computing, introduction to the concepts of variables,
operators and expressions, control structures, and algorithms.
Grade 9-12
Offered 1st and 3rd trimester
405: Interdisciplinary Statistics – Ecology and Environmental Science

Interdisciplinary Statistics is a one trimester course offered in Trimester 3 blending the topics of science
and statistics to allow exploration of data collected through experiments or research methods. The course
covers an introduction to data analysis and collection as well as experimental design and inference. All
presentation of topics are grounded in ecology and environmental science. Univariate and bivariate data
and distributions are discussed as well as least-squares regression for linear and nonlinear data.
Grade 11 and 12
Prerequisite: completion of Algebra 2 or an equivalent course
406: Linear Algebra

Linear Algebra is a one trimester course offered in Trimester 3 that introduces students to the basic
terminology and notation used in linear algebra. Students learn to apply elementary row operations to
matrices, find the inverse of a matrix via row operations, calculate determinants, solve systems with
matrices, work with vector spaces, subspaces, and linear spans. Linear mappings are introduced as well
as the concept of the kernel and image of a linear mapping. Eigenvalues, eigenvectors and matrix
diagonalization, and applications of matrices are included.
Grade 11 and 12
Prerequisite: completion of Algebra 2 or an equivalent course.
450: Discrete Mathematics

Discrete Mathematics is a one trimester course offered in Trimester 3 which includes the topics of
probability and combinatorics, graph theory, fair division problems, and recursion relations. This course
is a prerequisite for AB Calculus if the student has not taken Integrated Math Accelerated or FST.
Grade 11 and 12
Prerequisite: completion of Trigonometry
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500: Modeling with Technology
Modeling with Technology is a one trimester course offered in the 2nd trimester that provides students an
opportunity to explore a variety of mathematical models such as polynomial, exponential, logarithmic,
power, and periodic functions. Students increase their understanding of how math allows us to formulate
and test models to solve problems involving relevant real-world data. Software used will include Fathom,
Stella and Logger Pro.
Prerequisite: Pre-Calculus or an equivalent course.

1 trimester
650: Multivariable Calculus

Multivariable Calculus is a one trimester course offered in Trimester 3 that includes functions of two or
more independent variables, dot product and vector cross products, equations of planes; vector valued
functions, tangent and normal vectors, velocity and acceleration vectors; theory, techniques and
applications of continuity and partial derivatives including tangent planes, differential approximations,
optimization, saddle points and gradients; theory, techniques (iterated integrals) and applications of
double and triple integrals; cylindrical and spherical coordinates; vector fields, line integrals.
Prerequisite: completion of AP Calculus BC.

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SCIENCE
The MICDS Science Department’s primary mission is to provide a foundation of excellence in the study
of science for all students. The science curriculum is designed to offer students a variety of opportunities
to engage in the world around them through classroom, laboratory and fieldwork experiences as well as
exposure to the work of current (local and global) scientists. Whether as scientists or scientifically literate
citizens, MICDS graduates must be prepared to enter a world of increasing scientific and technological
complexity.
The JK-12 MICDS Science Curriculum prepares our students for life-long science discovery and
application through collaborative and individual inquiry investigations, problem-based learning, hands-on
problem solving endeavors, and reflective on-going assessment. Students engage in the study of science
through the acquisition, exploration and demonstration of both science skills and science content
knowledge through developmentally appropriate curriculum.
Successful science inquiry requires the integration of observational ability, quantitative skills, analytical
thinking and intellectual curiosity. In all courses, students are challenged to reason creatively, think
critically and demonstrate their learning to a wide audience. All courses are taught using Best Practices
for teaching science and connect to the National Science Education Standards.
REQUIRED CORE COURSES
101: Cells
Without cells, living organisms could not survive. Regardless if an organism consists of a single cell or
possesses several cells, all cells possess parts that must function properly and together in order for the
organism to survive. This class explores these parts and their important relationships, which are necessary
for the cell to support life. Students explore the components of and transportation through the cell
membrane, the organelles and their function, and cell reproduction (mitosis). The course uses a variety of
laboratory activities to gain and support an understanding of the cell.
Core Course
1 trimester course
121: Electricity and Magnetism

Electricity is the cause of lightning, enables people to enter their houses and with a flip of a switch turn on
lights and computers, is used in human bodies to send signals; in fact, dependence on electricity grows
daily. Magnetism once was considered a military secret; now it is needed every day to store information
on computers and drive motors. This course examines these two related topics by experimentation and
modeling.
Core Course
Prerequisites: 2010/2011: Open to students in Class of 2012, 2013, and 2014
2011/2012 forward: Algebra 1 or successful completion of a year of Algebra in 8th grade
1 trimester course
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141: Atomic Structure
This course is designed to increase students’ knowledge of chemistry, including states of matter,
conversions, atomic structure, the periodic table and periodicity, chemical bonding, types of reactions and
equation writing. Laboratory activities are designed to give students a hands-on experience using
chemicals and equipment typically used by chemists every day.
Core Course
Prerequisite: Algebra 1
1 trimester course
201: Genetics and Bioengineering

This course continues the exploration of biology begun in the Cells course. Topics addressed include
genetics and evolution. The range of exploration spans content from classical Mendelian genetics through
the results of the Human Genome Project. Evolution Theory addresses natural selection and examines
evidence in support of the theory.
Core Course
Prerequisites: Cells 101
201 must be taken immediately following 101.
1 trimester course
221: Kinematics and Dynamics

How did you get to school today? Was velocity or speed involved? What is negative acceleration? Is
friction a friend or foe? Everyone wants to drive but do you how your car really works? What really
happens when a car skids, turns a corner, or crashes into another car? This course models motion and the
forces that produce motion.
Core Course
Prerequisites: 2010/2011: Algebra II or FST
2011/2012 forward: 200 Integrated Math or 250 Integrated Math Accelerated
1 trimester course
241: Reaction Pathways 251: Reaction Quantities

This second Chemistry core course is a continuation This is a second Chemistry core course for students
of basic chemistry 120; the course is taught with who plan to continue in their study of Chemistry. The
minimal math. Hands-on laboratory activities are course has a substantial math component. Hands-on
emphasized. laboratory activities are emphasized.
OR
Core Course Core Course
Prerequisites: 141 Atomic Structure, Algebra 1 Prerequisites: 141 Atomic Structure, Algebra 1
241 must be taken immediately following 141. 251 must be taken immediately following 141.
1 trimester course 1 trimester course
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APPLIED SCIENCE TOPICS
301: Animal Behavior

"Animals are not our brethren, not underlings; they are other nations, caught in the net of life and time,"
Henry Beston, The Outermost House. Apes and humans are cut from the same evolutionary cloth. Almost
everything, from the size and function of our brains to the social nature of our existence, is the same.
What evolutionary processes impact on how animals look and behave? How can we make connections
between man and the "other" animals? Animal Behavior is a biology course that uses the mechanism of
evolution to explain the concepts of cause and effect in science. Among the topics covered are the
diversity of life, natural selection, the interdependence of life, animal cultures, group behavior concepts,
proximate and ultimate cause analysis, the evolution of emotion and altruism, and conditioning and
learning. Students gain a solid understanding of the underlying principle to all biology of evolution as
well as an appreciation for other animals on their terms rather than human or anthropomorphic terms.
Prerequisites: 101 Cells and 201Genetics & Bioengineering or equivalent

1 trimester course
311: Kinesiology
This course studies the analysis of human movement based on anatomical and mechanical principles.
Emphasis is given to the application of these principles, to the understanding of human movement and
physical performance. Students interested in concepts related to Sports Medicine and/or sport
performance delve into related science.
1 trimester course
315: Energetics
This course provides students with tools to develop an understanding of the mechanisms involved in the
transformation of energy and the effect those transformations have on society. Special attention is placed
upon the transformations in Nuclear, Chemical, Biological, and Mechanical systems. Students are
challenged to understand the science and math of energy transformations as applied to the four systems
mentioned, and to demonstrate that understanding by having vigorous political discourse involving the
current and future societal implications of those energy transformations. Students are expected to
communicate with and visit local business and political leaders to gather support information for their
public debate. Students develop and conduct experiments based upon their evaluation of data from peer
reviewed scientific journals and defend their results to the class. The goal of this class is to insure that our
future leaders are scientifically, mathematically, and socially competent about energy transformations.
Prerequisites: Six core science classes, Algebra II, or equivalent

Recommended: Communications
1 trimester course
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320: Universe
Gravity, weightlessness, and spy satellites--these are some of the topics examined in this course. Gravity
in space is often shown in science fiction movies. Is this possible? Can we escape Black Holes? Can we
escape to Infinity? The force of gravity is a weak force, yet it keeps items Earthbound. This class explores
rocket science.
Prerequisites: 2010/2011: 221 Kinematics and Dynamics

2011/2012 forward: 121 Electricity and Magnetism and 221 Kinematics and Dynamics
1 trimester course
321: Waves
This course explores waves. Tsunamis, GPS, earthquakes, Roswell, and music all contain waves. Topics
are related through the study of the speed, frequency, period, and energy of waves. Experimentation,
inquiry, and modeling oscillating particles help analyze physical waves and sound waves.
Prerequisites: 2010/2011 221 Kinematics and Dynamics

1 trimester course
322: High-Tech Light

Stealth technology, mirages, and sparkling diamonds all result from the properties of light. This course
examines light, its wave and particle nature. Students bend light, polarize light, and alter the speed of
light. Can the properties of light explain the cloaking device on Romulan Warbirds from Star Trek? These
and other popular culture questions are answered.
Prerequisites: 2010/11: 221 Kinematics and Dynamics

1 trimester course
330: Electronics with Microcontrollers

How are washing machines controlled? Or microwave ovens? Or any number of other appliances used
every day? This course explores how to make simple circuits and the controls for them. The circuits and
projects built respond to and control light, sound and motion among other things. Some simple robotics
are involved.
Prerequisites: 2010/11 Physics

2011/2012 forward: 121 Electricity and Magnetism
1 trimester course
401: Naturalist Writing

Naturalist Writing involves writing based on natural observation to develop skills in research,
observation, and writing through exploration of big concepts such as What is Nature and What is Nature
Writing? Students investigate historic writings and contemporary science themes while developing this
writing style. Natural curiosity and passion drive research, analysis and reflective thinking in this course.
Prerequisites: Six core science classes or equivalent.

1 trimester course
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402: Neurophysiology
The brain is an ever-changing organ; human brains are never the same from one minute to the next. The
brain is incredibly complex. If brains were simple enough to understand, people would be too simple to
do so. Science has, however, made great strides in understanding many of the functions of the mind. In
this course emphasis is placed on the anatomy and physiology of the brain, spinal cord and peripheral
nervous system. The class explores, via labs, demonstrations and open-ended inquiry, the sensory and
perceptual functions of vision, hearing, balance, proprioception and the elusive concept of consciousness.
This is an ideal course for those interested in human sciences in general and the medical fields in
particular.
Prerequisites: Six core science classes or equivalent

1 trimester course
403: Neuropsychology
It has been said that everyone's universe is different and that when one dies, his or her universe ceases to
exist. What determines one's universe? What is known of the human mind and how it influences gender
identity, aggression, memory, sleep patterns, dreaming, social relationships, cultural and group behavior,
peer pressure? What are the causes of mental distress, mental disorders and loss of mental function and
how can they be avoided or minimized? This class explores these topics and how the mind impacts on
human psychology and makes each individual’s universes unique. A wide range of problem and/or
inquiry based activities and self-examinations highlight these issues.
Prerequisites: Six core science classes or equivalent

1 trimester course
410: Food Science

This course allows the student to apply the principles of chemistry, biology, and physics to the study of
food. Topics covered include food microbiology; freezing point depression; expansion of gasses;
carbohydrate, protein, and lipid chemistry; leavens; phytochemicals; food additives; sugar substitutes;
electrolytes; and food poisoning. Laboratory work is a major part of the course, and students are expected
to conduct a final project.
Prerequisite: Completion of 101 Cells and 201 Genetics & Bioengineering and 141 Atomic
Structure and 241 Reaction Pathways or 251 Reaction Quantities or equivalent
1 trimester course
430: Robotics
Like robots? Like competition? This is the course that works as a team designing, building, testing, and
(finally) competing with an original robot in one of the major robot competitions. Activities include
machine and circuit design; construction techniques with metal, wood, and plastics; microcontroller
programming; and trial and error.
Prerequisites: 330 Electronics and Departmental approval

Recommended: Computer programming experience
1 trimester course
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450: Nuclear Science
From radioactivity to "The Bomb" to nuclear medicine and all because of Einstein! How is nuclear
chemistry different from regular chemistry? How do nuclear bombs and reactors work? Students study
how and why these devices work. Laboratory work explores nuclear phenomena like radioactivity, half-
lives, and more. Also to be considered are the ethical and environmental issues associated with the uses of
nuclear technology.
Prerequisites: 221 Kinematics and Dynamics and 241 Reaction Pathways or 251 Reaction
Quantities or equivalent
Recommended: 315 Energetics
1 trimester course
460: Forensics
Forensic science is a significant part of solving crimes. This course emphasizes the methods of observing,
gathering, and analyzing physical evidence to solve mysteries and to challenge the student's critical
thinking and problem solving skills. While there are hundreds of methods currently used in forensic
laboratories, this course focuses on the use of biology, chemistry, and biotechnical sciences as sources of
useful tools in forensic analysis. Students discuss the merits of the evidence they collect. Structured
hands-on activities and small group projects make this an active course.
Prerequisites: Six core science classes or equivalent or department approval.

1 trimester course
470: Organic Chemistry

Students interested in pursuing careers in science, medicine, or engineering benefit greatly from this
introductory organic chemistry class which focuses on the synthesis of simple organic molecules and the
determination of basic reaction mechanisms. Keys to success are in the students' ability to apply
nomenclature rules, identify functional groups and determine potential reaction sites based upon the 3-D
structure and the electronic environment of the molecules being studied. Retrosynthetic analysis and
electron arrow-pushing diagrams are employed as tools to develop and propose potential reaction
sequences. Students in this class develop laboratory skills using specialized glassware, design, and
conduct laboratory investigations; analyze products with state of the art instrumentation in collaboration
with local educational or industrial institutions; and present their findings to the class.

1 trimester course
530: Survey of Engineering

Survey of Engineering is for students considering an engineering or related course of study in college. It
explores the nature and challenges of the engineering profession. The course begins with a brief history of
engineering to examine the roots of engineering and to trace its development to the present day. Students
study design methods and techniques. Fields of engineering are explored through group design projects
and problem sets. Students learn how to work in a team, write a technical paper, and present their working
models to a group. The ethics, responsibilities, and integrity of the profession are discussed.
Prerequisites: 2010/2011: Physics

2011/2012 forward: 121 Electricity and Magnetism, 221 Kinematics and Dynamics, 200
Integrated Math or 250 Integrated Math Accelerated
1 trimester course
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540: Anatomy and Physiology
This course covers the evolution, structure, and function of the major animal organ systems (Nervous,
Endocrine, Circulatory, Respiratory, Digestive, Urinary, and Reproductive) with a focus on vertebrates.
Basic deuterostomic embryology and development is covered. Students are expected to present an oral
presentation on one of the systems. This is a prerequisite for AP Biology 2011/2012.
Prerequisites: 101 Cells and 201 Genetics Bioengineering or equivalent

1 trimester course
550: Principles of Physics

In this course students develop the kinematic equations using calculus, discover the application of
calculus for forces that vary with time and position, and use parametric equations to study two and three-
dimensional motion. The Work-Energy theorem is formulated with emphasis on the dot product. This
course is a prerequisite for AP Physics.
Prerequisites: 2010/2011: Physics and must be in or have taken AB or BC Calculus

2011/2012 forward: 221 Kinematics and Dynamics and must be in or have taken AB or BC
Calculus
1 trimester course
560: Science Research Methods

This course focuses on technology and methods used in current research laboratories. Field trips to
academic and corporate facilities are included. Students leave the course with a basic understanding of
instrumental design.

1 trimester course
600: AP Biology (2010-2011)

This is a college level course that covers a broad spectrum of biological topics including cell biology,
biochemistry, genetics, evolution, anatomy and physiology, botany, and ecology. The syllabus is
approved by the College Board. Labs are performed to reinforce these concepts. The class is designed to
make students successful on the required AP exam.
Prerequisites: 2010/2011: One year of Biology

2011/2012 forward: 540 Anatomy and Physiology
3 trimester course
601: AP Chemistry (2010-2011)

This course is designed to cover content similar to a first year college general chemistry course. The
syllabus is approved by the College Board. Major topics covered include Atomic structure and states of
matter, kinetic theory of gases, chemical equilibra, chemical kinetics, and the basic concepts of
thermodynamics. There is an emphasis on descriptive chemistry and writing chemical reactions. All
topics are accompanied by laboratory work that involves keeping a good notebook, writing observations,
collecting data followed by written lab reports, including calculations and interpretation of results.
Prerequisites: Three Trimesters of Chemistry

3 trimester course
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610: AP Physics B
This course is intended to help prepare students for the trig-level AP Physics B exam which covers
Mechanics, Electricity & Magnetism, Light and Waves, Thermodynamics, and Modern Physics. Students
work from an outline of topics covered by the exam to integrate topics from previous math and science
courses they have taken with any new material they have not yet had the opportunity to master.
Prerequisites: 121 Electricity and Magnetism, 221 Kinematics and Dynamics or equivalent
Recommended: Several physics-related courses such as 315 Energetics, 450 Nuclear Science,
321 Waves, 322 High Tech Light, and 550 Principles of Physics
1 trimester course - offered 3rd trimester
611: AP Physics C
This two-trimester course is a calculus-based problem-solving course that prepares students for the AP
Physics Level C Mechanics. The emphasis is on mechanics-related topics such as kinematics, Newton’s
laws, energy balances, momentum, rotational motion, gravitation, and oscillations. Laboratory work
makes extensive use of computer-monitored sensors and probes for data gathering and analysis.
Prerequisites: 2010/2011: Physics and 550 Principles of Physics and must be in or have taken
AB or BC Calculus
2011/2012 forward: 221 Kinematics and Dynamics, 320 Universe, and 550 Principles of Physics
and must be in or have taken AB or BC Calculus
2 trimester course - offered 2nd and 3rd trimester
650: Internship
Students may earn an Applied Science Topic credit for his/her involvement in an on-going collaboration
with a practicing scientist or research institution. Students must have a faculty sponsor/mentor, document
their work schedule, provide contact information to their Internship supervisor, and provide a paper
within thirty days after the experience outlining roles and responsibilities as well as the purpose of the
collaboration and knowledge gained from the experience.
Prerequisites: Department Approved Internship Opportunity and faculty sponsor.

1 trimester course
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WORLD LANGUAGES
The World Languages Department is committed to building greater comprehension and proficiency for
students of modern world languages by creating an immersion atmosphere in the classroom that
emphasizes the communicative skills of speaking, listening, reading, and writing. It is the intention of the
Department to provide authentic, contextualized, and content-based curricula to prepare students to use
world languages in an interconnected global community. Modern languages are the primary vehicle for
understanding and appreciating different cultures and views of the world, while the Classics offer insights
into the heritage of our western civilization, and through rigorous linguistic study, provide a firm
grounding in the structural functions of language. Students gain a solid foundation in the necessary
elements in all languages, including pronunciation, idiomatic usage, and vocabulary. The language
program consists of sequential courses in French, German, Latin, Mandarin, and Spanish. AP courses are
available in all languages.
French
French 100: Introduction to French Immersion
The objective of this three trimester introductory French course is to build a foundation for success in
learning French in an environment of immersion in the language. Students acquire basic speaking,
listening, reading and writing skills through the communicative approach while learning basic grammar
and vocabulary.
3 trimester course
French 200
Identity, Extracurricular Life and Food – 1st Trimester

This class focuses on communicating effectively in French on topics related to self identity,
relationships with others, and living in the French speaking world. The class affords daily
opportunities to engage in conversations in which students describe theirs and others’ lives and
talk about both the present and the past. The class includes project work, both live and
technology-based, in which students demonstrate effective communication. Activities and
expectations include an immersion classroom, oral presentations, skits, paragraph writing,
interviews, and reading selections. The trimester concludes with one of France’s most famous
comic books from the Astérix series.
Hobbies, Film, Health and French Africa – 2nd Trimester

This class focuses on effective communication, both oral and written, both in and outside class.
Students learn to talk about types of film and view a modern French film. Students learn about
French speaking Africa and read a short story from Senegal. Through presentations, skits,
paragraph and dialogue writing, web sites, interviews and readings, students practice new
structures and vocabulary. Linguistically, students learn to differentiate between events, feelings,
and incomplete actions in the past, and to avoid repetition through use of pronouns.
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Housing, Attire, Travel in the French Media – 3rd Trimester
Students learn to communicate effectively through the use of daily conversation, interviews,
presentations, skits, reading selections, web sites, and technology-based projects. Daily
opportunities for communication, both oral and written, are provided both in and outside the
classroom. Students view the French avant garde classic, The 400 Blows, and are introduced to
current French media: media web sites, radio, television, magazines, newspapers. Students
interact with these different media in the context of housing, attire, and travel. Students enhance
their language skills to talk about future and conditional situations, to accurately compare and
contrast, and to refer to places correctly. Students move on to more complex writing in analytical
essays.
Pre-requisite: French 100 level or 7th and 8th grade equivalent

3 trimester course
French 300
Self and the environment – 1st Trimester

This course focuses on daily life of adolescents in France, current issues, early French history,
painting, and music. Vocabulary and grammar study focus on certain themes: physical
appearance and styles, household chores, nature, ecology, natural phenomena, and shopping.
Readings include French history, a fable, and a short story. Students learn French songs and do a
film project or film study.
Self and modern life - 2nd Trimester

This course focuses on daily life, current issues, and culture. Vocabulary and grammar focus on
travel, tourism, health, and driving. Reading topics include the European Union, public
transportation in France, holidays, health care, and history. Students learn French songs and
complete a film study.
Introduction to 20th century Literature and Philosophy – 3rd Trimester

This trimester is devoted to the reading and analysis of a major literary work: Les Jeux sont faits.
It is followed by the movie version of the book. Students are introduced to existentialist
philosophy and the beginnings of literary analysis.
Pre-requisite French 200

3 trimester course
French 401: Visions of Modern Life

This course focuses on language as a vehicle for self expression and explores visions of modern (20th and
21st century) francophone life as seen through a variety of mediums: documentary, poetry, fiction, song,
and film. Students refine their expression by learning to formulate conclusions and counter-arguments,
and to express uncertainty, obligation, and emotion. Students interact with and react to these visions of
modern life through conversation, debate, essay writing, poetry, voice recording, live skits, and creative
technology based projects such as comic strips and short film production.

1st trimester
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French 402: Selections from French History
This course continues to focus on language as a vehicle for expression while also exploring important and
stirring events in French history. Through interpretations, both fictional and non-fictional, both textual
and audiovisual, of historical events (such as the life of Joan of Arc), students gain a better understanding
of where France has come from. They reflect on how life in society has changed or remained constant
over the centuries. Students express themselves on this material in conversation, debate, essay and fiction
writing, live skits, and creative technology based projects.

2nd trimester
French 403: Exclusion and Immigration in Modern Society

Students continue to refine their expression in French while studying the issues of exclusion and
immigration in modern society. These issues are explored through both fictional and non-fictional
material such as theater, film, and news media. As part of their work on this material students reflect on
how these issues relate to them as individuals or as members of a community; as a final project, students
conduct an interview with a francophone immigrant in the Saint Louis area. Students express themselves
on this material in conversation, debate, interviewing, essay and fiction writing, live skits and creative
technology based projects.

3rd trimester
French 501: French Literature: Renaissance and Classicism

Students study literary selections from the 16th and 17th centuries along with relevant historical
background and biographical information on the authors. Students read poems by Ronsard and La
Fontaine and L’Ecole des femmes by Moliere. They study the film Moliere.

1st trimester
French 502: French Literature: Enlightenment and Realism

Students study literary selections from the 18th and 19th centuries along with relevant historical
background and biographical information on the authors. They read Candide by Voltaire and Pierre et
Jean by Maupassant. They study poems by Baudelaire, Rimbaud and Verlaine. They study the films
Beaumarchais l’insolent and either Camille Claudel or Madame Bovary.

2nd trimester
French 503: French Literature: Contemporary Francophone Literature

Students study a novel from the 20th century West Africa (Une Si longue lettre). They learn relevant
historical background relating to former French colonies in West Africa and in the Carribean, as well as
biographical information about the author, Mariama Ba. They study the film La Rue cases negres.

3rd trimester
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French 551: Contemporary Life and Culture
This course focuses on daily living, travel, leisure activities, arts, and technology. Students learn about
contemporary society, the various media and technologies available, and the cultural and artistic
opportunities that exist. Vocabulary study, readings, aural/oral exercises, and assessments follow the
theme.

1st trimester
French 552: Film and Theatre

Students study the film: Jean de Florette. The next unit is the study of a play: Huis clos. Students
continue learning about existential philosophy. Students write a literary essay, followed by an overview of
all language skills: a thematic unit (moral values) emphasizing all four skills and reviewing major
grammatical structures.

2nd trimester
French 600: AP Language

AP French is designed for the student interested in refining speaking, listening, reading, and writing
skills. The most specific goal of this course is to make French a more natural and comfortable medium of
communication. This goal merges with the skills required for the AP exam in French language. Students
read, listen, write, and discuss themes of heroism, role models, justice, education, medical research,
and the environment.. Communicative activities and assignments designed to broaden and deepen the
vocabulary and grammar base are frequent. In addition, extensive essay writing and readings (short
novels and magazine articles) complement frequent use of sound recordings and video excerpts.
Pre-requisite French 552 and Departmental approval

3rd trimester
German
German 100: Introduction to German Immersion
The objective of this three trimester introductory German course is to build a foundation for success in
learning German in an environment of immersion in the language. Students acquire basic speaking,
and vocabulary.
3 trimester course
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German 200
Bigger, Better and Faster! 1st Trimester

Students begin this course with a review of the important grammar from the 7th and 8th grades,
including all cases, definite and indefinite articles, past tense, imperatives, comparatives, and
superlatives. They cover the topics and vocabulary contained in the first three chapters of Deutsch
Aktuell 2 (travel, vacationing in Germany, and daily life in Germany). The course concludes with
an in-depth discussion of life in East and West Germany.
Shoppen und Schlemmen: Daily Life in Germany – 2nd Trimester

Students cover the next 4 chapters of Deutsch Aktuell 2, which include important everyday
situations (shopping, eating in a restaurant) that students are likely to encounter in a German-
speaking country. Students in this course continue to build on the skills they have already
acquired, while also learning more about different German foods, restaurant etiquette, and
common cultural misunderstandings. Throughout the trimester, students participate in more free-
form activities, such as role plays and class presentations.
Communications and Teen Angst – 3rd Trimester

Students cover the last three chapters of Deutsch Aktuell 2 (communications, cell phones,
problems between parents and teens) and explore several different topics that center on the pros
and cons of modern means of communication. They consider how modern communication has
changed everyday life and whether such changes might make learning a foreign language more
important. Students explore how they communicate with their friends and peers and how this
communication differs from how they talk to their parents. After learning the future tense,
students make predictions about what they think the world might be like in 10, 20 and 50 years
and discuss these predictions with our partner school in Dortmund, Germany.
Pre-requisite German 100 level or 7th and 8th grade equivalent

3 trimester course
German 300
Tour of the German-Speaking World: Regionalism and the German Railway – 1st
Trimester
Students build upon their existing knowledge of the German public transportation system while
being exposed to cultural and geographical differences among the major regions in Germany,
Austria, and Switzerland. Topics covered include Germany’s role as a major European power in
the heart of Europe; the importance of the German railway system for commerce and
transportation throughout the EU; and the political, social, and cultural divides that still exist
among the three major German-speaking countries. The introduction of more advanced grammar
topics, such as relative pronouns, conjunctions, and the subjunctive tense, aid students in
improving their reading comprehension and written and spoken command of the language.
Do You Remember?? The Generation Gap and Social Problems in Germany. – 2nd
Trimester
Students cover three chapters of the book Deutsch Aktuell 3 (class reunions, generations,
teenagers in Germany) and continue to move beyond the textbook by learning some of the
political and social events that have shaped German culture in the late 20th and early 21st
centuries. The introduction of more advanced grammar, such as extended adjectives, helps
students continue to develop their written and spoken German language skills.
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Frauds, Charlatans, and Swashbucklers: German Detective and Adventure Stories – 3rd
Trimester
Students cover the most important grammar and vocabulary remaining in the last three chapters
of Deutsch Aktuell 3 (past subjunctive, applying for a job, and the EU). The main focus of this
trimester, however, is children’s and young adult literature, created both for young native
speakers and for advanced non-native learners of German. This course introduces several more
advanced grammar topics, such as the passive voice and past subjunctive, both of which are
widely used in more advanced German materials. Students should expect to demonstrate how
grammar and vocabulary are not confined to the pages of a textbook, but can be used more
creatively and effectively in everyday interpersonal communication.
Pre-requisite German 200

3 trimester course
German 401: From Beethoven to Hitler? Germany’s Cultural Legacy and the Effects of WWII
In this course, students learn about the rich German legacy of art and music and consider not only how
this heritage was nearly destroyed by the Nazis, but also what challenges the Germans still face as they
seek to reestablish their reputation in post war Europe. Students who take this course should expect a
great deal of writing (short essays, reaction papers) and are expected to present and lead discussions on
different cultural topics. Students review the major German grammar topics acquired in earlier German
classes through the use of the book German Grammar Drills. They complete some activities that emulate
those required by the AP exam, such as advanced listening comprehension and short in-class essays.

1st trimester
German 402: Cultural Comparisons

Students build upon previous topics by considering how Germany has become a “multi-kulti” (= multi-
cultural) society that seeks to integrate many different people into one country. Topics in this course
include a discussion of American attitudes toward Germans (and vice versa) and cultural differences that
have sometimes lead to controversy. Students taking this course continue to produce written work and are
expected to participate in in-class discussions and give oral presentations.

2nd trimester
German 403: Schule ist nicht gleich Schule: Education for the German-Speaking Elite
This course looks at a common complaint among immigrants in Germany who have felt disadvantaged by
Germany’s infamous academic tracking system. Students learn about the German school system and
consider the importance of education in a society comprised of so many different ethnic backgrounds.
Students complete their review of grammar in German Grammar Drills and pass a cumulative test to
determine whether they possess the skills needed to succeed in AP German.

3rd trimester
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German 501: The Environment and Modern Life
Students study two of the most common themes that appear on the AP: 1) Germany’s role as an
environmental leader in Europe, 2) the country’s controversial decision to eliminate its dependency on
nuclear power, and 3) the effects of modern life on stress levels and young people. Using such textbooks
as Preparing for the AP Exam: a Thematic Approach and Mastering German Vocabulary, students work
on polishing their German skills by acquiring more advanced and specific German vocabulary.

1st trimester
German 502: Gesundheit! Health Care and Reform in Modern Germany

Students review themes and vocabulary related to disease, medicine, and alternative medical treatments in
the major German-speaking countries. Topics include herbal remedies, medical malpractice, the ailing
German health care system, and talks of reforming German health care based on American models.
Students continue to work on polishing their German skills by acquiring more advanced and specific
German vocabulary, including common idiomatic expressions. By the end of the course, students must
pass both the cumulative past tense quiz and a quiz on adjective endings. They take a practice AP exam as
the final assessment.

2nd trimester
German 503: Looking Ahead to the 21st Century

This course covers the same topics as 600: AP German Language at a slower, less in-depth pace. Students
who register for this class do not take the AP exam and do not receive AP credit on their transcript. This
course focuses on Germany’s ongoing struggle to reconcile itself with its past, and present itself as a
positive and dynamic participant in the 21st century. Students who reach this level should feel as if they
have come “full circle” and seen Germany in its many forms, both positive and negative. Grammar is no
longer covered as a separate topic as students solidify the knowledge they already have and work more
toward becoming confident and fluent in their spoken and written German.
Prerequisite: German 502

3rd trimester
German 600: AP Language

This course focuses on Germany’s ongoing struggle to reconcile itself with its past, and present itself as a
positive and dynamic participant in the 21st century. Students who reach this level should feel as if they
have come “full circle” and seen Germany in its many forms, both positive and negative. Grammar is no
longer covered as a separate topic as students solidify the knowledge they already have and work more
toward becoming confident and fluent in their spoken and written German.
Pre-requisite German 502 and Departmental approval

3rd trimester
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Latin
Latin 100: Introduction to Latin
This introductory course is designed for students who want to study the Latin language and at the same time
improve their English vocabulary and spelling through the study of prefixes and base words which come
from Latin. Latin grammar is studied to help students improve their understanding of English grammar.
Latin grammatical forms and syntax along with vocabulary are studied in a cumulative process so students
can proceed in an orderly, systematic fashion to build their knowledge of the Latin language. Students read
adapted Latin prose, study Roman civilization, and prepare for a time when they can enjoy reading actual
Latin prose and poetry.
3 trimester course
Latin 200
Latin II: Part I – 1st Trimester

Latin at this level focuses on the development of an understanding of essential grammar,
vocabulary, and cultural/historical aspects of the language and culture. The first trimester starts
the final phase of learning grammatical forms, especially the Subjunctive Mood and begins the
study of structures and their application. Through reading and practice students gain an
understanding of several basic uses of the Subjunctive Mood. In addition, the use of participles
comes to the forefront. Cultural discussions include oracles, the army, and the early career of
Octavian. In addition to the text, students use the on line resources for the Oxford text.
Latin II: Part II – 2nd Trimester

This course continues the study of grammar. Topics include case usage for noun , further
development of the Subjunctive, and Conditional Clauses. The cultural topics upon which the
study of the grammar is developed include Latin literature, the life of Horace and the life of
Virgil, and the development of books. Through the study of the life of Horace, students read
passages that reflect a degree of authenticity from a historical perspective and see the
grammatical techniques they are studying applied. Increasingly demanding stories require
students to be able to translate as well as comprehend a text.
Latin II: Part III – 3rd Trimester

The third trimester in Latin focuses on the final elements of grammar and constructions. Students
learn the use of the gerund, the gerundive, and impersonal verbs. As the readings become more
complex, students develop a greater sense of the applications of grammatical structures. Students
are increasingly expected to understand the importance of logic and reasoning as they apply to
translation. Culturally, the major focus is on the end of the Roman republic and the beginning of
the Principate.
Pre-requisite Latin 100 or 7th and 8th grade equivalent.

3 trimester course
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Latin 300
Roman Life: Petronius, Pliny – 1st Trimester

As students complete their formal study of Latin grammar, this course is designed to form a
bridge to reading Latin. Through a study of an abridged version of a segment of Petronius’ s
Satyricon, students develop sharper and more accurate translating skills. The readings gradually
become more difficult from chapter to chapter, thus allowing for a constant, coherent review of
grammar. Through weekly research assignments students explore aspects of Roman culture
during the early Empire, including games, food, and music. Reading Pliny the Younger’s letters
allows students to examine aspects of Roman culture such as country life, dinner parties, and
Roman villas.
Letters: Cicero, Pliny (Vesuvius) – 2nd Trimester

Letter writing to one’s closest associates was a major method of communication during the life of
the Roman Republic and empire. The quantity of such letters that exist today (over 800 by
Cicero) attests to the importance of this form. Through these letters students learn about Roman
culture, politics, and current events. This course focuses on correspondences between Cicero and
his associates, and between Pliny with his. A special section focuses on the eruption of Vesuvius,
a cataclysmic event that destroyed two major cities in Italy. These letters teach about writing style
and grammatical usage and, most importantly, scientific and social ramifications of the Vesuvius
event.
Historiography: Cicero, Livy and Tacitus – 3rd Trimester

There is a substantial body of historical accounts telling of major events written in Latin. This
course explores the information provided with respect to the founding of Rome, political and
social upheaval, and lives of the emperors. Students translate such accounts and read others in
translation. In addition to developing an understanding of the style of these writers, students
research interpretations of events and evaluate the accuracy of the primary sources.
Pre-requisite Latin 200

3 trimester course
Latin 401: Politics and Government, Cicero and Caesar

Two of Rome’s most vaunted and studied politicians are the focus of this course. Students explore
elements of the political and social position of Cicero and Caesar through readings of their works and
from commentaries from other authors. Students study in depth the political institutions that allowed
Rome to operate during the Republic and consider the impact Cicero and Caesar had on Rome during
their time. The role of other major figures such as Catiline and Pompey help fill the picture of the period.
A major focus is comprehension, assimilation, and retention of material.

1st Trimester
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Latin 402: Epic Poetry-Virgil I (emphasis on translation and analysis)
Through a translation of Books II, IV and VI of the Aeneid the course focuses on skills necessary to
translate Latin poetry. Students learn how to scan dactylic hexameter, the meter of epic, and develop an
understanding of literary techniques Virgil employed in constructing his masterpiece. Students are
required to recognize these techniques, understand how and why Virgil employed them, and explain in
written and oral form their explanations.

2nd Trimester
Latin 403: Epic Poetry- Virgil II (emphasis on Archaeology, Mythology, History)

This class continues the focus of translating Virgil’s Aeneid. The emphasis,however, changes from the
literary merit of his style (though that remains a target) to the importance of the Aeneid with respect to
the mythological and historical context of the Trojan War. The course examines the authenticity of that
event through a study of the mythological and archaeological record that has come down through history
and continues to unfold.

3rd Trimester
Latin 501: Elegaic Poetry: Catullus, Propertius, Tibullus and Ovid

The Roman audience had become accustomed to a literary tradition that spanned several genres, much of
which had come directly from the Greeks. Elegaic poetry is among those genres. Through an extensive
study of Catullan poetry students examine how similar and different Latin authors handled the poetry.
Students examine samples of elegiac poetry from other Roman writers to compare with Catullus. Students
learn metrical patterns, analyze poetry, and develop an ability to discern significant parts of poems
relative to the entire work.

1st Trimester
Latin 502: Ancient Philosophy: Horace and Lucretius

By reading texts in the original and ancillary readings in English the course explores the thinking behind
ancient Roman philosophy. While focusing on Epicurean thought as presented by Horace and Lucretius,
there are readings from both Roman and Greek authors to demonstrate competing schools of philosophy.
Students examine Stoicism, Cynicism, and Skepticism as they compare and contrast translations of Greek
writers. The course considers how such philosophy has been presented today, in particular, the carpe diem
theme. The course focuses on several specific Horatian Odes and sections of the De Rerum Natura of
Lucretius.

2nd Trimester
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Latin 503: Medieval Latin
While most of what is read in Latin remains entrenched in the classical period, there is a huge corpus of
literature that transcends the ancient world. The reading the class does primarily focuses on prose.
Students study the differences between classical Latin and that of the medieval period. Students translate
works by Erasmus, Newton, and Thomas Aquinas and put them into their historical , scientific, and/or
social context. The course focuses on linguistic differences between classical writing and the medieval
period.

3rd Trimester
Mandarin Chinese
Mandarin 100: Introduction to Mandarin Immersion
The objective of this three trimester introductory Mandarin course is to build a foundation for success in
learning Mandarin in an environment of immersion in the language. Students acquire the basic skills
through the communicative approach while learning basic grammar and vocabulary.
3 trimester course
Mandarin 200
School Life in China and America -1st Trimester

In this course, students learn how to set up an appointment with a teacher and ask for help. They
learn how to talk about classes, exams, lunches in the cafeteria, study habits, routines for different
aspects of a student’s life on campus. They learn to write a diary and a brief letter about their
daily school life, reinforcing their previous Mandarin knowledge and serving as a transition to a
complete immersion classroom environment in high school. The key cultural components are to
compare Chinese school life to American school life, and to introduce ethnic differences in
China.
Mandarin 202: Beyond Campus Life -2nd Trimester

Students expand their language skills beyond the classroom and campus life. They learn how to
shop, get around in a city, and talk about weather. Students do research and make skits and oral
presentation about weather and traffic situations in different cities in China, or between Chinese
and American cities. Expectations and activities in writing include email, cell phone messages,
thank-you notes, and weather forecasts. Authentic reading, listening, and visual materials (maps,
traffic signs, and forecasts on online newspapers and TV) are incorporated into the class. Students
post writings on blogs and receive feedback from peers at school and in our exchange school in
China.
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Mandarin 203: Food and Regional Customs – 3rd Trimester
Oral and writing skills are developed through more complex grammar and elaborate dialogues.
They are guided away from mechanical, classroom-style language and encouraged to move
forward into more authentic, spontaneous, conversational discourse associated with the theme of
the restaurant, asking for directions, and giving or going to a birthday party. Students learn the
eight major cuisine styles in China, different regional customs, as well as the Chinese zodiac and
kinship terms.
Pre-requisite Mandarin 100 or 7th and 8th grade equivalent.

3 trimester course
Mandarin 300
Healthcare and Chinese Medicine - 1st Trimester

Students continue to develop their spontaneity in speaking and proficiency in writing. The
students learn to describe how they feel when they get sick and what might cause their illness.
They become more capable of describing their emotional feelings and giving their opinions with
an awareness of cultural nuances of etiquette and appropriateness. Cultural highlights in this
course are the different concepts of Western and Chinese medicine. Students’ writing is more
focused on self-expression rather than describing things from an objective point of view.
Authentic reading materials are regularly incorporated and frequent oral practice in small groups
dedicated to negotiating different settings are central to student progress.
Sports and Travel – 2nd Trimester

Students learn to discuss some popular sports in both China and America and how they differ in
terms of athletic culture. They learn to discuss their travel plans for summer vacation, make
reservations, and inquire about other services during the travel. While students continue to
develop spontaneous conversational skills and clear writing, they focus on how to communicate
effectively and sensitively. Famous tourist sites in China and more complex kinship terms are
introduced and compared to their American equivalents. Students conduct an interview of a
Chinese family in the local community or partner school in China and compare the relationships
with their own family.
Martial Arts and Action Movies – 3rd Trimester

This course integrates both traditional and contemporary Chinese culture into teaching and
learning. In each unit, students examine topics in traditional form and current form, noting the
changes. Vocabulary, grammar, exercises, and activities are completely content-based and
authentic materials with colorful photographs about different Chinese speaking cultures and their
activities are used. Students watch and read level-appropriate martial art stories and movies and
compare them to the action stories in their own culture.
Pre-requisite Mandarin 200

3 trimester course
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Mandarin 401: Education and Family Values
This course focuses on social issues like education and family values. Differences between traditional
and contemporary, Eastern and Western education, and family relationship are explored and compared.
Students are exposed to authentic materials such as an article about father-son relationship in China and a
TV interview on how a child is raised in an interracial family in America. Students conduct research and
interviews on those issues and are encouraged to develop their critical thinking through debate and
discussion.

1st trimester
Mandarin 402: Food and Festival

Themes like food, festivals, and travel have appeared in previous sessions, but in this course these
subjects are explored in more historical depth and with a broader range of writing. Students continue to
advance their language skills through online chatting, travelogue reading, and brochure writing. They
learn to make some of the festival food and compare it to foods in their own cultures. Students use this
knowledge to create a new cross-culture festival.

2nd trimester
Mandarin 403: People and Society

This course extends students’ linguistic and intellectual horizon to subjects beyond Chinese culture.
Students are encouraged to not only explore topics like Human and Nature, People and Society, but also
to think critically about current situations and find solutions for a better tomorrow. Vocabulary associated
to current events, natural disasters, and living condition are provided so students can have discussions and
write short essays about the topics. This course sets the stage for AP Chinese.

3rd trimester
Spanish
Proficiency and skill expectations for student-selected course tracking: Students must choose Spanish
courses that reflect their level of experience and proficiency. Review the following descriptions to fully
grasp the level of ability required for the course the student chooses.
Spanish 200, 300, 401, 402: Students continue to develop speaking proficiency through oral drill
and review exercises of previously introduced and current material. Students are guided in
gaining confidence and expertise in their conversational and writing skills. Listening
comprehension incorporates content, vocabulary, and grammar primarily from the student text.
Reading selections from the student text, with occasional use of outside readings, comprise the
content at this level.
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Spanish 250, 350, 451, 452: Students who have acquired strong speaking proficiency engage in
elaborate dialogue covering a wide variety of material from the text and provided by the teacher.
Students are expected to be spontaneous in the production of language and be self-directed while
conducting independent work. Style and function are emphasized in the writing process through
peer and self-editing. Students become proficient in recognizing orthographical, lexical,
syntactical, and grammatical subtleties in their writing. Reading and listening comprehension
exercises incorporate authentic material from the student text and a variety of supplemental
resources. Students selecting this set of courses experience preparation suitable to achieve
success in AP Spanish.
Spanish 100: Introduction to Spanish Immersion

The objective of this three trimester introductory Spanish course is to build a foundation for success in
learning Spanish in an environment of immersion in the language. Students acquire basic speaking,
and vocabulary.
3 trimester course
Spanish 200/Spanish 250
Relationships – 1st Trimester

In this course, students have opportunities to describe themselves physically, emotionally,
mentally, and socially while using present and past tenses. Health care is studied both from the
perspective of health services provided in Hispanic countries and those offered in the United
States. Activities and expectations include oral presentations, skits, short paragraph writing,
personal interviews, and reading selections.
Technology and Story Telling – 2nd Trimester

Themes in Spanish 202 revolve around the impact technology has had on both rural and urban
areas of Latin America and Spain. In addition, students explore Hispanic literature, with a focus
on legends and short stories. Students refine their written expression in the process of writing a
children’s short story. Activities and expectations include oral presentations, skits, short
paragraph writing, personal interviews, and reading selections.
City Life – 3rd Trimester

This thematic trimester on the environment and city life in urban areas (such as Mexico City and
Buenos Aires) provides the context for this course. Students explore Hispanic culture, including
literature, through readings by various Hispanic writers. Activities and expectations include oral
presentations, skits, short paragraph writing, personal interviews, and reading selections.
Pre-requisite Spanish 100 level or 7th and 8th grade equivalent

3 trimester course
Spanish 300/ Spanish 350
Health and Well-Being - 1st Trimester

This course builds on themes and grammar introduced in earlier coursework. In this context
students talk about how they have lived their lives up until now and compare this to their peers in
Spanish speaking countries. Topics range from nutrition and well-being to healthy lifestyles here
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at home and in the Hispanic world. This course sets the stage for study in all language skill areas;
students learn to make inferences while reading selected works; students organize their thoughts
for effective writing; they practice listening for gist and cognates. Frequent practice speaking in
small groups while focusing on thematic topics is central to student progress.
Identity and Self-expression – 2nd Trimester

In this course students move from talking about what they have done and how they have lived
their lives to discussing what they want to be and do in the future. They discuss professions, the
arts, television, and movies. Work related vocabulary, fine art terms, and words associated with
film and television are studied. A key component in the course is goal setting for potential
academic and professional interests. Students study and interpret various Hispanic artists,
television programs, movies; they read to improve comprehension of literature. Listening
activities concentrate on listening for context and background information. Students conduct
research to become more effective writers.
Current Events and Short Novel – 3rd Trimester

Students in this course explore complex themes that allow them to challenge themselves and each
other on social and political issues. Terms related to current events, media, and peaceful and
violent protest are studied to provide students with the vocabulary necessary to debate; this
experience broadens student understanding of human rights and responsible citizenry. The use of
¨if¨ clauses is woven into the speech of students as they negotiate how to create solutions to some
of society’s problems. Students continue refining their writing skills. A short novel is read and
studied.
Pre-requisite Spanish 302

3 trimester course
Spanish 401/451 Leisure Time

Students explore themes such as inter-personal relationships, leisure activities in the present and the past,
and personal preferences. Several works by Hispanic authors provide the opportunity to compare and
contrast writing styles while developing a vocabulary for understanding literature. Students can expect to
participate in large and small group classroom conversations, read short written works, further develop
editing and writing skills, and listen to native speakers.
Pre-requisite Spanish 300 or 350

1st trimester
Spanish 402/ 452 Routines and Responsibilities

Students continue to explore themes such as daily routine, shopping, chores, and health and well-being.
Several works by Hispanic authors provide the opportunity to compare and contrast writing styles while
developing a vocabulary for understanding literature. Students can expect to participate in large and
small group classroom conversations, read literary works, and demonstrate refined editing and writing
skills.

2nd trimester
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Spanish 403: Conversation and Culture
This class focuses on communicating effectively in Spanish on topics that are relevant and meaningful for
students. The class affords daily opportunities to practice communication both orally and in writing, and
offers much project work in which students demonstrate effective communication. The language aspect
of the class emphasizes vocabulary acquisition and grammar review, primarily as a means of
communication and not as an end in itself. The course places a significant emphasis on culture, spending
time learning about many aspects of life in Spanish speaking countries.

3rd trimester
Spanish 453: The U.S. Through the Eyes of the Immigrants: the Hispanic immigrant experience in
the United States
This course explores the environmental, economical, cultural, and political complexities of the world of
the immigrant. Through the personal interview process of St. Louis Hispanics, whose native language is
Spanish, students appreciate how peoples of another land integrate themselves into a new society.
Members of this class can expect to watch video, read authentic materials, participate in regular
discussions, study grammar and vocabulary, and write essays. The final project includes a report on an
interview.

3rd trimester
Spanish 454: Spanish Culture, Civilization, and Conversation

This course covers the geography and history of Spain as well as the many contributions made by the
different settlers. These contributions are evident in all forms of Spanish life ranging from simple
expressions to their forms of entertainment and the Spanish cuisine. This class is supplemented by
slides, musical selections, and video clips used to enhance vocabulary and grammatical skills. Students
engage in conversation and research a selected topic related to Spanish culture to enhance or fine tune
their writing skills.

3rd trimester
Spanish 455: Short Stories and Creative Writing

This course invites the student to explore the world of imaginative and fantasy literature via the short
story through the vision of Latin American and Spanish authors. In addition to the study and review of
several grammatical elements, the class introduces the student to the works of Horacio Quiroga, Jorge
Luis Borges, Blazco Ibañez, and others.

3rd trimester
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Spanish 501: Hispanic Film Study and Short Story
This course exposes students to the power of literature and its accompanying cinematographic
counterpart. The literary works of Antonio Buero Vallejo, Federico García Lorca, Miguel de Unamuno,
Gabriel García Marquez, and others are read; movie versions of the texts enable students to analyze,
compare and contrast the elements which characterize them. A serious study and review of specific
grammatical elements engage students in an exciting adventure leading to second-language acquisition.
Pre-requisite Spanish 403, 453, 454, or 455

1st trimester
Spanish 502: Social Justice and a quest for change in Latin America
This course is designed for the student who is motivated to reach his/her greatest potential as a language
learner. The nature of human rights abuses and the quest for social justice in Latin America are explored.
Initially, the focus is on general themes seen throughout the region. The course offers the exploration of
various testimonies voicing the experience of the repressed in film, music, literature, and visual arts.
Members of this class can expect to watch video, read authentic materials, participate in regular
discussions, study grammar and vocabulary, and write essays.

2nd trimester
Spanish 503: Caribbean Experience

Discover the Caribbean Hispanic experience while furthering written and spoken proficiency, improving
listening comprehension, and reviewing and improving mastery of the intricacies of the Spanish language.
Initially, students explore the world of pre-Colombian Ciboneys and Tainos and the experience of the first
Spaniards who arrived to the Caribbean Islands of Hispaniola and Juana. They subsequently look at
Dominican Culture; special attention is given to the experience of Dominican baseball players. Cuban
culture, history, politics, and music are explored. Students watch video, read the works of various
Caribbean authors, and participate in regular discussions.

3rd trimester
Spanish 511: Argentina: Land of the Six Continents

This course takes students on a journey toward understanding Argentina’s rich cultural and national
identity. Popular culture is the primary medium used to study this fascinating country and its people.
Topics revolve around a variety of popular Argentine icons, customs, and events. All language skills are
reinforced through authentic communicative activities and materials. Activities include commentary on
current events, selected readings, guest speakers, and direct communication with Argentine people.

1st trimester
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Spanish 512: Human drama through Hispanic Theater
This course introduces the student to the human condition through the reading and discussion of plays
authored by several influential dramatists from Spain and Latin America. Students are exposed to the
works of Federico García Lorca, Antonio Buero Vallejo, Fernando Arrabal, Alfonso Sastre, and Sergio
Vadonovic. Students engage in a review of advanced grammar. The final project includes an oral
presentation of an experience of one of the protagonists.

2nd trimester
Spanish 513: Latin American Culture through Film and Music

This course analyzes Latin American culture through film and music. Students build real-world Spanish
language skills by taking historical, cultural, aesthetic, and political themes that define the region and by
combining them with practical applications of the language. Students interpret and analyze meaning of
the stories and study idiomatic expressions and slang through music and movies. Through class
conversations, role play, oral presentations, essays, and research papers in Spanish, speaking, reading and
writing skills are honed. Students explore academic partnerships with native speakers through flat
classroom collaboration.

3rd trimester
Spanish 551: Contemporary Literary Study

In this course themes of life, death, faith, humanity, transcendentalism, and religion are explored through
thoughtful interaction and discussion. Students study the short novel, San Manuel Bueno, mártir by the
late Spanish writer Miguel De Unamuno. Cultural aspects of Spain during the early 1900s are discussed
within the content of the story. Students watch the film Mar adentro, which has common themes with
San Manuel Bueno, mártir. Class evaluations include round table talks, essays, quizzes, questions, and
oral presentations.

1st trimester
This is a required course for taking AP Spanish 600.
Spanish 552: Spanish Film and Literature

This course explores the art of narrative film as practiced in Spain by leading Spanish directors, including
Luis Buñuel, Carlos Saura, Victor Erice, Pedro Almodóvar. To accompany these films students read
short stories, essays, and segments of novels. Particular emphasis is placed on refining advanced
language skills. Evaluation is done through quizzes, essays, exams, oral presentation, listening
comprehension and class participation.
Pre-requisite: Spanish 551

2nd trimester
This is a required course for taking AP Spanish 600.
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Spanish 600: AP Language
This course is designed for the student interested in refining speaking, listening, reading, and writing
skills. The goals and expectations of the class include strong communicative ability in interpersonal,
presentation, and interpretive modes. Auditory components derived from a variety of native speaker
resources in informal and formal settings provide an integral component of the curriculum. Students must
read and listen to such resources and be able to analyze the content through written and oral
communication. A variety of literary excerpt materials are studied throughout the trimester. Materials
drawn from a variety of sources are used to develop vocabulary, reinforce grammatical structures, and
stimulate thinking.
Pre-requisite: Spanish 552 and Departmental approval

3rd trimester
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ATHLETICS
The athletic curriculum is dedicated to developing each student to his/her full potential through a range of
activities and sports. The school offers 29 different varsity sports and over fifty pre-varsity levels of
interscholastic competition. Coaches for each team strive to instill values of respect, commitment, hard
work, sacrifice, teamwork, cooperation, and self-discipline. The school participates in several athletic
leagues and follows all of the policies and guidelines of the Missouri State High School Activities
Association.
As part of their curricular obligation, students at MICDS are required to participate in two seasons of
athletic activity per year. Because of both squad size and space limitations in the winter season, one of the
two requirements must be met in the fall. This yearly requirement can be met in a variety of ways.
There are three options that fulfill the athletic requirement: team sports, recreation and fitness class, and
the independent sports program. All students are expected to register for their athletic options during
general course registration; changes may be made through the athletic office before each season.
Following the completion of the fall requirement, each student chooses at least one other athletic option
for the winter or spring. (Recreation and fitness is not offered in the winter.)
Successful completion of any sport season is subject to the student finishing the season in good standing
and receiving the recommendation of his/her coach. Please note the options listed below.
• Participation and successful completion of an interscholastic sport is considered to meet one of the
two annual requirements. This participation could include successful service to any interscholastic
team as a team manager, statistician, or administrative assistant. Participation as a member of the
Athletic Training program meets this requirement.
• Participation and successful completion of the MICDS Recreation and Fitness class is considered to
meet one of the two annual requirements.
• Completion of a pre-approved Independent Sport Option is considered to meet one of the two
annual requirements. (Please note the criteria below for the Independent Sport Option.)
• Students, in their 11th and 12th grade year, may select deferral from the fall season requirement in
order to meet their requirement in the winter and spring. (Please note the criteria below for the 11th
and 12th grade Fall Sport Deferral.)
• Students who may be unable to participate because of injury or illness should meet directly with the
Director of Athletics to secure a medical exemption.
The Rising 11th and Rising 12th Grade Fall Sport Deferral:
A rising 11th grader who has earned a varsity letter in a Winter Sport during his/her 10th grade year and
who successfully completes a Spring Sport (but may not earn a varsity award) may opt for a fall sport
deferral in their 11th grade year. The Rising 11th Grade Request For Fall Sport Deferral form is available
through the athletic office (995-7345).
A rising 12th grader who earns a varsity letter in both a winter and spring sport during his/her 11th grade
year may opt for a fall sport deferral in their 12th grade year. The Rising 12th Grade Request For Fall Sport
Exemption form is available through the athletic office (995-7345).
Team Sports: Students are encouraged to try out for interscholastic teams as a way to develop, grow, and
experience personal and team satisfaction, although participation on teams may be limited because of
specific sport restrictions, facility space, and available interscholastic competition.
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Some equipment costs for participation on athletic teams are the responsibility of the student. Additional
facility utilization fees may be required for sports such as golf, ice hockey, and racquetball. For more
specific details, please contact the Director of Athletics.
Recreation and Fitness: Students who wish to complete their athletic participation commitment may
select the Recreation and Fitness class. This program draws from traditional and non-traditional sport
activities. Recreation and Fitness is offered in the fall and spring. Class meets four times a week from
3:35 to 4:30, beginning during the third week of a sports season. Use of the MICDS Strength and Fitness
Center for cardiovascular and strength development is an integral part of this program. The program is
divided into a daily rotation between the Fitness Center and activities. Recreation and Fitness activities
may include basketball, yoga, volleyball, walking, dance, running, fencing, self-defense, and ultimate
Frisbee.
Independent Sports Program: Some students may want to be involved in a sport or activity that is not
offered at MICDS. Those students may apply for one athletic season of the Independent Sports Program
per year. This is not available to 9th graders in the fall. On rare occasions, a student may take more than
one season of Independent, but only with the approval of the Director of Athletics and the Head of the
Upper School.
An independent athletic form must be properly filled out and submitted in advance of the season. This
form may be obtained from the Director of Athletics. Submission deadlines are August 1 (fall season),
October 25 (winter) and February 15 (spring). Students are encouraged to submit Independent Sport
Application forms in advance of these deadlines, preferably when they complete course registration forms
in the spring of each school year.
ATHLETIC OFFERINGS
FALL
Field Hockey (w)
Tennis (w)
Volleyball (w)
Golf (w)
Cheerleading (w) Tryouts in the month March of year prior to year of participation *
Cross Country (w)
Cross Country (m)
Football (m)
Soccer (m)
Swimming (m)
Recreation and Fitness (m & w)
WINTER
Dance (w)
Cheerleading (w) Tryouts in the month March of year prior to year of participation *
Basketball (w)
Basketball (m)
Wrestling (m)
Ice Hockey (m)
Swimming (w)
* two season commitment
74
SPRING
Soccer (w)
Track and Field (w)
Track and Field (m)
Lacrosse (w)
Lacrosse (m)
Baseball (m)
Tennis (m)
Golf (m)
Crew (m & w)
Cycling (m & w)
Water Polo (m)
Recreation and Fitness (m & w)
Other Options available (club sports and activities)

Athletic Training (m & w) Fall /Winter/Spring
Team managers (m & w) Fall /winter/Spring
*Gender make-up of interscholastic teams based on MSHSAA recommendations and by-laws
75

Mary Institute and Saint Louis Country Day

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Mary Institute and Saint Louis Country Day

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Mary Institute and

Saint Louis Country Day School

101 North Warson Road, St. Louis, MO 63124

Dear Upper School Students and their Parents:

Graduation Requirements ------------------------------------------------------------- 4

Minimum Course Load ----------------------------------------------------------------- 6

Off-Campus Programs ------------------------------------------------------------------ 7

Advanced Placement Courses --------------------------------------------------------- 7

Integrated Studies -------------------------------------------------------------------------- 35

Courses Offered Pass/No Pass-------------------------------------------------------- 40

World Languages ------------------------------------------------------------------------- 54

TOTAL REQUIRED: 6 trimesters

TOTAL REQUIRED: 12 trimesters

TOTAL REQUIRED: 8 Trimesters

TOTAL REQUIRED: 8 trimesters

TOTAL REQUIRED: 8 trimesters

TOTAL REQUIRED: 9 trimesters

MINIMUM COURSE LOAD

ADVANCED PLACEMENT COURSES

All students taking AP exams must attend a mandatory pre-registration in April.

Cancelation of Courses: Any course may be cancelled by the Administration if it has

200: The Magic of Photography

205: Digital Photography

206: Digital Design

241: Art of the Nineteenth Century: Romanticism to van Gogh

Grades 10, 11, and 12

242: Art of the Early Twentieth Century: Picasso to Andy Warhol

Prerequisites: The Magic of Photography

305: The Photographic Essay

Prerequisites: The Magic of Photography and/or Digital Photography

321: Hand Building and Wheel Throwing

501: Senior Portfolio (Photography)

Prerequisite: Drawing 1 and 2 and Design

600 AP Studio Art: 2D Design (Photography)

Prerequisites: The Magic of Photography, Digital Photography, and Photo Essay

610: AP Studio: Drawing

Prerequisites: Design, Drawing 1 and 2, and Painting

640: Advanced Placement Art History

310: Musical Theater

Prerequisite: Acting 1 and one year of choir or permission of teachers

Prerequisites: Acting 1 and 2

501: Modern Playwrights 1

Prerequisites: Acting 1, 2, and 3

502: Modern Playwrights 2

Prerequisites: Acting 1, 2, and 3

Prerequisites: Acting 1, 2, and 3

Prerequisite: Acting 1, 2, and 3

100: Cultural Studies in Music

300: Instrumental Music

210: Music Perspectives

320: Bella Voce: Women’s Choir

Prerequisites: Audition, Concert Choir

501: Piano Literature and Performance 1

502: Piano Literature and Performance 2

600: AP Music Theory

GRADES 10 and 11 3rd TRIMESTER ELECTIVE OPTIONS

301: Creative Non-Fiction

302: The Good Life

304: Literature of the Uncanny

305: Monarch, Magician, Warrior, Lover

306: Nature Writing: The Literature of Sustainability and the Environment

307: The Novella

308: Peat and Repeat: Adaptation and Their Sources