mary institute and saint louis country day

8/14/2019 Mary Institute and Saint Louis Country Day

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Mary Institute and

Saint Louis Country Day School

Upper School

Curriculum Guide2010-2011

101 North Warson Road, St. Louis, MO 63124


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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 thegoal of putting a 2010-2011 academic schedule in each student and teachers 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 students 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 formscompleted 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


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TABLE OF CONTENTS

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

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

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

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

RegistrationProcedures------------------------------------------------------------------- 8

Arts ------------------------------------------------------------------------------------------- 9

Visual Arts ------------------------------------------------------------------------------ 9

Drama ----------------------------------------------------------------------------------- 16Music ------------------------------------------------------------------------------------ 18

English --------------------------------------------------------------------------------------- 22

English 9 -------------------------------------------------------------------------------- 22

English 10 ------------------------------------------------------------------------------- 22English 11 ------------------------------------------------------------------------------- 23

Grades10 and 11 Third Trimester Elective Options -------------------------------- 23

English 12 ------------------------------------------------------------------------------- 25Grade 12 First and Second Trimester Courses -------------------------------------- 25

Grade 12 Author Project Third Trimester--------------------------------------------- 27

History --------------------------------------------------------------------------------------- 28

Grade 9 ---------------------------------------------------------------------------------- 28

Grade 10 -------------------------------------------------------------------------------- 28Grade 11 -------------------------------------------------------------------------------- 29

Grade 10 and 11 Electives for the Third Trimester ------------------------------- 30

Grade 11 and 12 Electives First and Second Trimester -------------------------- 31Grade 12 Electives for the Third Trimester ---------------------------------------- 33

Grade 12 Year-Long Electives ------------------------------------------------------ 34

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

Ethical Reasoning ---------------------------------------------------------------------- 35

Health ----------------------------------------------------------------------------------- 35

Economics ------------------------------------------------------------------------------ 35Personal Finance ----------------------------------------------------------------------- 36

Methods of Communication ---------------------------------------------------------- 36

Public Speaking ------------------------------------------------------------------------ 36Italian Language and Culture 1 and 2 ----------------------------------------------- 37

Introduction to Womens Studies ---------------------------------------------------- 37


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The Sudan Project ---------------------------------------------------------------------- 37

European Holocaust ------------------------------------------------------------------- 38

Myth, Math, and Music --------------------------------------------------------------- 38

AP Macroeconomics ------------------------------------------------------------------ 38AP Microeconomics ------------------------------------------------------------------- 39

Courses Offered Pass/No Pass-------------------------------------------------------- 40American Culture and Life During the Great Depression ------------------------ 40

The Invention of the American Teenager ------------------------------------------- 40

Senior Projects -------------------------------------------------------------------------- 40Independent Study --------------------------------------------------------------------- 40

Mathematics -------------------------------------------------------------------------------- 41

Required Core Courses --------------------------------------------------------------- 41Electives -------------------------------------------------------------------------------- 44

Science -------------------------------------------------------------------------------------- 46

Required Core Courses --------------------------------------------------------------- 46Applied Science Topics -------------------------------------------------------------- 48

World Languages ------------------------------------------------------------------------- 54French ------------------------------------------------------------------------------------------- 54German ----------------------------------------------------------------------------------------- 57

Latin -------------------------------------------------------------------------------------------- 61

Mandarin --------------------------------------------------------------------------------------- 64

Spanish ------------------------------------------------------------------------------------------ 66

Athletics ------------------------------------------------------------------------------------- 73


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GRADUATION REQUIREMENTS 2010-2011

ARTSThe 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 adiscipline (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 disciplineis released from the cultural literacy course in that discipline.

Class of 2011 students have completed their requirements for graduation if they have taken andpassed 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.

Class of 2012 students must complete one trimester of a studio art course to complete their graduationrequirements.

Class of 2013 students must complete three trimesters of a studio art course to complete theirgraduation requirements.

Class of 2014 students must complete a minimum of six trimesters: three cultural literacy courses andthree studio art courses. A concentration relieves the student of one cultural literacy course.

TOTAL REQUIRED: 6 trimesters

ENGLISH Students are required to take the equivalent of 4 years of English (12 trimesters). 10th and 11th graders can satisfy one of their T3 requirements by taking an approved Eliot Academy

course.

10th and 11th graders can satisfy one of their T3 requirements (T1 or T2 for 12th graders) in anapproved Integrated Studies course.

12th graders must take The Author Project: A Capstone Course in Reading, Writing, and Researchduring T3


HISTORY World History (Grade 9Full-Year): All students complete the year-long course; students ready

for 20th

Century World History Accelerated are identified.

20th Century World History (Grade 10Trimesters 1 and 2): All students complete the two-trimester course; based on departmental recommendation, some students may take 20th Century

World History Accelerated.

United States History (Grade 11Full-Year): Students may take either regular or, based ondepartmental recommendation, AP.

TOTAL REQUIRED: 8 Trimesters


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MATHEMATICS 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.

Class of 2012: Students must complete two trimesters of math beyond Algebra 2. Students currentlyenrolled in Geometry will enroll in Algebra 2 for 2010-2011 and complete two additional trimesters

of math in 2011-2012.

Class of 2013: Students currently enrolled in Algebra 1 may complete their graduation requirementswith 5 trimesters of the Integrated Mathematics sequence. Students currently enrolled in Geometrywill 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.

Class of 2014: Students are required to complete eight trimesters of mathematics which must includethe 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.

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.

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

Class of 2013 Eight trimesters of Science including the six Core Science Courses and twoApplied 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.

Class of 2014 and beyond Eight trimesters of Science: Six Core Science Courses and twoApplied 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.)



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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 isrequired 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 maytake 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 disciplines requirement. (Example: Once the math requirement is met, a student may substitute two

art courses for any math.)


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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 10 th and 11th grades and have a maximum of a yearsduration.

2. We encourage 12th graders to spend the entire year on campus; however, in exceptional circumstancesthe 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 programunder consideration.

4. The family consults with the Head of the Upper School (graduation requirements), the Director ofCollege 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 Directorof Admission.

6. Families must coordinate tuition adjustments for attendance at any off-campus program directly withthe Director of Business and Finance.

7. Assuming all conditions are met and agreed upon, the Head of the Upper School writes a letteroutlining the plans; parents sign a copy and return it for the students 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 committeeconsisting 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.


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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 anappropriately challenging program.

Petitions: If a student does not earn approval for a class that requires departmental approval butwants 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 Deannotifies 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, inconjunction with the Dean and College Counselor, and the Academic Committee.

Multiple Trimester Courses: Students enrolled in a two or three trimester course must completeall trimesters.

Changes in the 12th

grade program: Any student who alters his/her program must advisecolleges applied to of the change in program.

Pass/No Pass:

There are several classes, as noted in the Curriculum Guide, which are taken on aPass/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.


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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 programhave 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 ones 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


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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 imagesare 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, theapplication, 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 forthe 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


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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 artists 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


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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 exploreindividually 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 1The 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 studiocourse 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 andskills 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


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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 playsa 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 smallgroups on some assignments. Course work includes one field trip to a museum, gallery, or an artists

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 toproduce 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 19 th 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 teams solution to a complex

design problem.

Prerequisite: Architecture 2

1 trimester course


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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 theirprogress 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.

Prerequisite: Architecture 21 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.

Prerequisite: Architecture 21 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 Design1 trimester course


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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 designproblems 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: CAD1 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 students

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


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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 13 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 studentsexperience 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 1This 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: MoliereThis 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 311

thGraders 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, andform. Listening skill development is an essential component of this class. The ultimate goal of this

course is to develop a students 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 understandthe 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, andsight-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: Womens 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 variousstyles. 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 forperformance 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 Womens 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 pianomusic 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


This course is designed to help students broaden and deepen their knowledge and understanding of piano

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

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 ofmusic reading and be able to play the piano. Students interested must gain permission of the

instructor.



1 trimester course


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This course is designed to help students broaden and deepen their knowledge and understanding of piano

music repertoire. This class surveys the standard solo keyboard literature covering the Nationalistic andContemporary 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.

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.



1 trimester course

600: AP Music Theory

The musically talented student is challenged to recognize and understand the basic materials andprocesses 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 tothis 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 ina 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

storiesstories 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 versusthe 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, anddiscussion techniques. Texts include Lord of the Flies, creation stories and poems, Things Fall Apart,

Antigone,A Midsummer Nights 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 includeKrakauer, 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 theInternet 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

issuesstories from other culturesin new and interesting ways. Texts includeIn Cold Blood, Electric

Cool Aid Acid Test, Palestine, and Methland.

302: The Good LifeWhat 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 theconventions 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 McClouds 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 challengesstudents 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 Alices 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 beings 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 ofan 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 worksnot 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 focuson some specific collections by single poets and not just anthologies or collected works.

310: Getting Started in the 1950sThe 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 50s 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 countrys inclination to

romanticize the 1950s.

500: ENGLISH 12

12th

graders select from among a range of trimester courseswhicheach 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 Ryewere once new, the

most exciting time to discuss a books 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 writers workshop. Students read essays on the writing offiction and analyze short stories from modern and contemporary collections, but the majority of the

classs 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 shortstories 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 familys 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, Davitas 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 asMagical 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 Worldby

Alejo Carpentier,Blow-Up: And Other Stories by Julio Cortazar, and Chronicle of a Death Foretoldby

Gabriel Garcia Marquez.

506: English 12: Literary Monsters

This course examines the nature of monstrous characters in literaturetheir 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 acharacter? The course traces the development of the monster in literature from the ferocious Grendel in

the epic poemBeowulfto Dorian Gray, Big Brother, and Mr. Kurtz inHeart 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 justthata 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: Shakespeares Principal Plays

This course extends students' understanding and appreciation of Shakespeare's plays and poems. Building

on an understanding ofA Midsummer Night's Dream (grade 9) andHamlet(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 consideringthe 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 writers 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 Schools 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

OConnor, 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 todays world. We seek to foster students abilities to think and writecritically, to assist them in establishing a knowledge base which allows a better understanding of todays

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 students 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, finalprojects 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 HistoryThis 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 equivalent3 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 anopportunity 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 Chinas role. As the

famous historian J.K. Fairbank, once wrote, In the last few decades it has become clear thatrelationswith [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 Peoples Republic of China.Opportunities to delve into specific aspects of Chinese history are available through research projects.

Grades 10 and 11

Offered 3rd

trimester

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

Offered 3rd

trimester

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

Offered 3rd

trimester


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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 ofLouisiana, 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 11Offered 3

rdtrimester

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 11Offered 3

rdtrimester

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, militar

mary institute and saint louis country day

Documents