Course Catalog 2017-2018files.constantcontact.com/2913e848501/ef07463f-cdf... · FVS ACADEMIC COURSE OFFERINGS 2017-2018 2 | P A G E Dear FVS Students, As a student at Fountain Valley

FVS ACADEMIC COURSE OFFERINGS 2017-2018 0 | P A G E

Course Catalog

2017-2018


TABLE OF CONTENTS

Letter from the Director of Studies 2

Program of Study by Year 3

Graduation Requirement by Department 4

Arts Department 5

English Department 12

English as a Second Language 16

History Department 18

Languages Department 22

Mathematics Department 28

Science Department 32

Global Scholar Diploma 37 Additional Course Offerings 39

FVS Chapter One: A Foundation of Mission, Mindsets, and Skills

Sophomore Seminar Junior College Workshop

AP Computer Science


Dear FVS Students, As a student at Fountain Valley School, it is your responsibility to read the following information carefully, make well thought out course selections, and take the process and all deadlines seriously. The master schedule is created with your course selections in mind. While students may change their course selections at any time, once the master schedule for the year is set, it may be hard to change your courses. The School’s graduation requirements must be met, and if after reading the materials contained here, you have questions about these requirements, please talk to me or your adviser. Department Chairs work closely with new students to ensure proper course selection. Returning students must have departmental permission to take an AP, Advanced, or Honors level courses. Students who sign up for a course other than the one recommended by the department must obtain that permission from his/her current teacher and in some cases, the department chair. AP and Advanced courses are designed for highly motivated students who demonstrate the potential to excel in AP course work and have exhibited superior achievement and high academic motivation in previous courses. Advanced courses are at the AP level but do not require students to take the AP exam. Students in Advanced classes who do not take the AP exam will need to take a final exam in May. Each department evaluates students for consideration to take AP, Advanced, and Honors classes based on current performance, including grades, effort, mastery of course content, and commitment to learning. Some departments use specific requirements in the decision-making process. In courses with limited space, students who have attended FVS the longest will have priority in taking the class. As part of the course registration process, teachers will notify students whether they have been recommended to take AP, Advanced or Honors courses. Students may appeal and apply for consideration to take these courses if they have not been recommended. These appeals must take place before the end of the school year. Please note the school reserves the right to limit the number of AP, Advanced, and Honors courses a student may take. Additionally, late-admit students run the risk of not getting their first choice classes because of limited space. So take a look at what we will be offering next year, and have fun choosing your classes! Deb Prantl Director of Studies


PROGRAM OF STUDY BY YEAR Freshmen Five courses — one class from each of the following: English, math, history, science, and languages

FVS Chapter One: A Foundation of Mission, Mindsets, and Skills

Freshmen Arts

Sophomores Five courses — one class from each of the following: English, math, history, science, and languages

Sophomore Seminar

Art

Juniors Five courses — one class from each of the following: English, math, history, science, and languages

Art or AP Computer Science A

Junior College Workshop

Seniors

Fall semester: Five classes that include at least four core classes

Spring semester: Five classes that include at least three core classes

Art or AP Computer Science A

** Core classes are taught in the English, math, history, science, and language departments.


GRADUATION REQUIREMENT BY DEPARTMENT Credits Twenty credits are required to graduate. A yearlong class is one credit, and a semester class is one-half

credit. Art In addition to Freshman Arts, one credit in the arts distributed across both the visual and performing arts is

required. Students who demonstrate a commitment to the arts by taking either 5 semesters of visual art courses or 5 semesters of performing art courses at FVS are exempt from the distribution requirement.

English Four credits in English are required. History Three and one-half credits are required, including Global Studies for freshmen, World Societies for

sophomores, U.S. History for juniors, and a history elective for seniors. Language The successful completion of the third level of one language is required. (ESL students are exempt from

this requirement.) Mathematics Three credits of secondary school math courses are required. High school level classes taken before 9th

grade do not fulfill the FVS requirements. All students must successfully complete Algebra II. Science Three credits in science are required, one of which must be in biology.


ARTS DEPARTMENT

Beginning with Freshman Arts, a full-year intradisciplinary introduction to the arts, learning opportunities extend to all levels of experience in the visual arts, acting, jewelry/metalsmithing, photography, filmmaking, choral and instrumental music. The Freshman Arts Program is an introduction to a breadth of artistic experiences and a foundation for subsequent focused study in specific disciplines. Three annual theater productions, student art exhibits, and choral and instrumental performances are among the many opportunities for students to showcase their work. Freshmen who enroll for a full credit in instrumental music during their freshman year may elect to drop Freshman Arts. Students who demonstrate a commitment to the arts by taking either 5 semesters of visual art courses or 5 semesters performing art courses at FVS are exempt from the distribution requirement. To learn by doing is the basic approach of the arts department. The focus is on developing both aesthetic literacy and technical skills that are the cornerstone of artistic work. The program strives to build confidence and proficiency in artistic skills and to develop a sense of personal creativity. Freshman Arts Spring Semester

This course is team taught by members of the Arts Department. The goal is to expose students to a variety of artistic experiences and media and to give them an appreciation for the creative process involved in art making and for how these processes overlap and interrelate from one art form to another. In the performing arts, students learn basic stage terminology; playwriting, some acting techniques, pantomime, basic musical modalities, scales, and compositional skills and do research on a composer of their choice. Students are introduced to the visual arts with studio work in drawing from the imagination (in a variety of media). Exercises in composition, line, texture, color, pattern and abstraction are included. Projects include three-dimensional projects in clay (hand-building). Other opportunities include instrumental and vocal music performances, one-act play production, metalsmithing, and black and white photography and darkroom work. Students earn one-half credit in art upon completion of this course. Freshmen who enroll for a full credit in instrumental music may elect to drop Freshman Arts. This is a pass/fail class. Music – Composing and Arranging Yearlong This course is for students interested in learning about and developing varied skills and techniques in the art of music composition and arranging within varied classical, film and pop settings. The course is open to all students regardless of prior music background or experience. Lessons and workshops will focus either on the fundamental properties of instrument groups or skills and techniques in theory, composition, and arranging. Knowledge gained and skills developed will be applied to individual and group projects that will be presented to varied constituents in the FVS community including peers, classmates, parents, and faculty/admin. By the end of the course, students will be able to: Orchestrate and compose music for various settings and genres (Pop, Jazz, Musical Theater, Film and Classical); Arrange or compose music for small and large string and wind sections with and without rhythm section (keyboard, bass, guitar, drums); Analyze songs and scores with an understanding of basic theory-based knowledge (i.e. key placement and modulation) and typical song structures (ABA form, etc); Understand common orchestration techniques used in songs, jingles, and films; and, demonstrate effective use of vocabulary for an effective critique process.


PERFORMING ARTS Concert Band Yearlong

Prerequisites: previous band experience or approval from instructor This performing ensemble explores music through the study and performance of challenging band literature while reinforcing fundamental skills and musical knowledge. In addition to daily class attendance and participation, students are required to attend all concerts and performances. Chamber Orchestra Fall and Spring Semester Prerequisite: two year minimum playing experience in a school orchestra or one year of private lesson The focus of this half-major course is the enjoyment of chamber music for stringed instruments, specifically violin, viola, cello and bass ensemble music, with an emphasis on intonation, bowing techniques and ensemble playing. Improving the skill level for the individual player as well as the group is emphasized. The FVS Chamber Strings is open to all students with a minimum of one year of study or by audition. Students who own their instruments are asked to provide them for this class; the School may provide some instruments, or students may rent from local music stores. Public performance is required. Concert Choir Fall and Spring Semester

The focus of this major course is the enjoyment of choral singing with an emphasis on vocal technique, style interpretation and sight-reading. Students rehearse and perform music from all seven musical eras, focusing on performance practice and music theory. Advanced vocal technique is introduced as well as the opportunity for smaller ensemble singing. The overall emphasis is on improved singing qualities and advancement of skills for the individual in the ensemble setting. Public performance is required.

Musicianship: Individual Studies in Music Performance Fall and Spring Semester

Musicianship” is about training to be a Musician "as a whole”- as a performer of an instrument or voice, as an artist, and as a scholar. In this course, student musicians are given the opportunity to practice their individual craft in the performing arts, via a self-defined plan and within a supportive academic environment that combines 1-1 with teacher, individual practice time, and teacher-created apprenticeship opportunities on and off-campus. Apprenticeships provide students on-the-job training to learn and practice the practical and theoretical aspects of instrumental and vocal music performance career. Students in Musicianship I will participate in individual and small group performance opportunities (on and off-campus) and in group lessons in theory, composition, and rehearsal skills. A greater number of these small group meetings will take place at the start of the term with individual practice time scheduled with greater frequency as the course progresses. Individual practice time is an inherent part of the course and is intended to help students develop technical skills in individual instrument. Students will be required to create and articulate a practice routine demonstrating discipline and characteristics typical of the music practice regime; Bi-weekly journals (given to students by teacher); and, a minimum of two performances (one on-campus and one off-campus) will all be required for successful completion of this course. The class is open to vocal and instrumental musicians of any skill and interest.

Theater I Fall and Spring Semester The theater 1 technique class will have an in depth study of mental acting practices with brief chapters in vocal and physical theater practices. Students will perform monologues and duets while confronting human thought process and switching tactics. They will discover their most engaging physical stage presence and vocal


techniques. Between monologue and duet performances, they will explore stage combat, Suzuki theater, Improvisational acting and several other practices to make them an overall well-seasoned actor. Theater II Fall and Spring Semester Prerequisite: Theater 1 Theater II is for the student to wishes to go further in depth with their studies from Theater I and is highly recommended for those students wishing to pursue larger roles in the after school theater program. Often the Theater II class is where the actor truly blossoms into lead role material. While Theater I is about learning the skills themselves, Theater II is about honing those skills and becoming able to execute them with ease onstage. Summative grades consist of duet and monologue performances, while daily grades are made up with homework assignments, memorization and in class participation. Theater III and Theater IV Fall and Spring Semester Prerequisite: Theater 1 and 2 and approval from instructor. Theater III and beyond is a joint advanced class that is run similarly to a college scene study course. Students interested in our afterschool program should stay enrolled in theater for these advanced courses to expand their character range, hone their mental, vocal and physical skills and to become the most empathetic and engaging actors as possible. Students will delve into modern theater and the latest Pulitzer winning plays to choose the scene selections that will evoke the most educational class discussions on human thought process. Summative grades consist of duet and monologue performances, while daily grades are made up with homework assignments, memorization and in class participation.


VISUAL ARTS Advanced Placement Visual Art Curriculum The creation of an AP Art portfolio is an involved and personal process of discovery that is dependent on the student’s unique thinking and problem-solving skills. Through a well-rounded mix of asking questions, developing technical skills, experimenting with materials, and learning one’s place in relation to art history and the contemporary scene, students are stimulated to develop innovation in their thinking and working. Formal visual concerns, technical skills, and conceptual issues will be addressed through creative means in both teacher-directed assignments and primarily in student-directed projects. The goal is to challenge students to break from preconceived notions of material and concept, thereby encouraging them to exceed their own boundaries. Students interested in pursuing the AP portfolio should complete at least three levels of coursework in the

chosen area of study (studio art, photography, ceramics, or metalsmithing) or receive departmental approval.

AP Studio Art: 2-D (Studio Art focus) Yearlong

Prerequisite: Honors Studio Art and teacher recommendation Students enrolled in an AP art course are required to submit an AP portfolio in May. AP Studio Art 2-D is designed for students who are seriously interested in the practical experience of creating an extensive portfolio of 2-D work for evaluation by the College Board. Expectations for the quality of work are set at the college level, and students are admitted to this course through a demonstration of superior effort and achievement, self-motivation, and previous art experience. The portfolio will consist of approximately 22-24 works of art that excel in concept, composition and execution. AP Studio Art: 2-D (Photography focus) Yearlong Prerequisite: Honors Photography and teacher recommendation Students enrolled in an AP art course are required to submit an AP portfolio in May. The Advanced Placement Photography program allows the student to explore individual interests in photography through the development of a portfolio of twenty-four images that explore different aspects of photography as an art form. Students may work in analog photography, digital photography, or a combination. Creative manipulation of traditional photographic techniques may be explored using Adobe Photoshop and Adobe Lightroom. Students work at a college level and are expected to work on their artwork outside of class to complete the required pieces for the portfolio. AP Studio Art: 3-D (Ceramics or Metalsmithing focus) Yearlong Prerequisite: teacher recommendation Students enrolled in an AP art course are required to submit an AP portfolio in May. AP Studio Art 3-D is designed for students who are seriously interested in the practical experience of creating an extensive portfolio of 3-D work for evaluation by the College Board. Expectations for the quality of work are set at the college level, and students are admitted to this course through a demonstration of superior effort and achievement, self-motivation, and previous art experience. The portfolio will consist of approximately 16-25 works of art that excel in concept, composition and execution.


Filmmaking I Fall and Spring Semester This course serves as an introduction to digital filmmaking. Students have the opportunity to experience all aspects of filmmaking - screenwriting, directing, shooting, editing, and acting. This course is project based, culminating in a short 2-5 minute film, that allows the students to experience the entire creative, technical, and collaborative process of filmmaking. Filmmaking II Fall and Spring Semester Prerequisite: Filmmaking I This program allows the student to explore individual interests in filmmaking as an art form. Students work to create unique short films within the confines of each assignment. Creative manipulation of film is achieved through the use of Adobe Premiere and After-Effects. Students are also expected to submit a film to the Dominique Dunne Film Competition, a national high school film competition run by FVS. Studio Art I Fall and Spring Semester Studio Art I is an introduction to a variety of studio media. The course covers the foundations of perspective, anatomy, and acrylic painting. All students must participate in peer critiques and participate in the final art show at the end of the semester. Students work on their choice of drawing (pencil, ink, pastel, charcoal), painting (watercolor, acrylic), and printmaking (wood and linocuts, silkscreen, etching). Studio Art II Fall and Spring Semester Prerequisite: Studio Art I This course is available to Studio Art students who have completed Intro to Studio Art or its equivalent. Students may take Advanced Studio Art for as many semesters as they desire. Each successive semester offers the student the opportunity to work in an increasingly independent fashion and in more advanced techniques. Students have the choice of working with the full range of available 2-D studio media with varying technical instruction in painting, drawing, printmaking, mixed-media, digital and other art media. All students must participate in peer critiques and participate in the final art show at the end of the semester. Studio Art III Fall and Spring Semester Prerequisite: Studio Art II This course is available to Studio Art students who have completed Studio Art II or its equivalent. Each successive semester offers the student the opportunity to work in an increasingly independent fashion and in more advanced techniques. Students have the choice of working with the full range of available 2-D studio media with varying technical instruction in painting, drawing, printmaking, mixed-media, digital and other art media. All students must participate in peer critiques and participate in the final art show at the end of the semester. Honors Studio Art Fall and Spring Semester Prerequisite: Studio Art II and teacher recommendation The honors level studio art course is designed for students seriously interested in continuing in studio art with a goal of proceeding into the AP portfolio course during the senior year. This course is available to Studio Art students who have completed Studio Art II or its equivalent. Each successive semester offers the student the opportunity to work in an increasingly independent fashion and in more advanced techniques. Students have the choice of working with the full range of available 2-D studio media with varying technical instruction in painting, drawing, printmaking, mixed-media, digital and other art media. All students participate in peer critiques and participate in the final art show at the end of the semester.

FVS ACADEMIC COURSE OFFERINGS 2017-2018 10 |

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Photography I (Darkroom Photography) Fall and Spring Semester This course serves as an introduction to photography with the primary emphasis placed on the effective use of film cameras and learning appropriate darkroom techniques. Students learn the correct use of film cameras, film development, and processing images in the darkroom. Some of the photographic concepts that are explored include shallow depth of field, composition, and portraits. Emphasis is placed on the expressive and creative qualities of photography as an art form. Photography II (Digital Photography) Fall and Spring Semester Prerequisite: Photography I This course serves as an introduction to digital photography with the primary emphasis placed on the effective use of digital cameras and learning appropriate digital darkroom techniques. Students apply what they learned in Photography I to digital cameras and learn to process their images digitally, using Adobe Lightroom and Photoshop. Some of the photographic concepts that are explored include color theory, flash vs. natural light, and documentary photography. Emphasis is placed on the expressive and creative qualities of digital photography as an art form. Photography III Fall and Spring Semester Prerequisite: Photography II The honors level photography course is designed for students seriously interested in continuing in photography with a goal of proceeding into the AP portfolio course during the senior year. This course serves as an opportunity for the student to explore individual interests in photography as an art form. Students work to create a portfolio of work based on in-class tutorials. Students may work in analog photography, digital photography, or a combination. Creative manipulation of traditional photographic techniques may be explored using Adobe Photoshop and Adobe Lightroom. The prerequisite for this class is Digital Photography. Honors Photography Fall and Spring Semester Prerequisite: Photography II and teacher recommendation The honors level photography course is designed for students seriously interested in continuing in photography with a goal of proceeding into the AP portfolio course during the senior year. This course serves as an opportunity for the student to explore individual interests in photography as an art form. Students work to create a portfolio of work based on in-class tutorials. Students may work in analog photography, digital photography, or a combination. Creative manipulation of traditional photographic techniques may be explored using Adobe Photoshop and Adobe Lightroom. The prerequisite for this class is Digital Photography. Studio Metalsmithing I Fall and Spring Semester Studio Metalsmithing I is available to beginning students who wish to explore a variety of traditional and contemporary forming and finishing techniques associated with jewelry design and metal fabrication. Using silver, copper, and nickel silver as the primary materials, students learn soldering, overlay, enameling, casting, stone setting, hollow construction, and cold fabrication techniques that are used in the design of original works of art. Studio Metalsmithing II Fall and Spring Semester Prerequisite: Studio Metalsmithing I Studio Metalsmithing II is available to those students who have completed the Studio Metalsmithing I course and desire a more intensive and independent opportunity to explore jewelry design and metal fabrication. Students are introduced to hinge-making, forging, lapidary, etching, and if desired, more complex processes of casting and large scale sculptural construction.


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Studio Metalsmithing III Fall and Spring Semester Prerequisite: Studio Metalsmithing II Students will continue to develop the skills needed to pursue a wide-range of metal forming and finishing techniques, but the primary area of focus will be on the development of a body of work that explores a particular area of interest and concept. Although this course is scheduled by semester, students are encouraged to enroll for the entire year. Honors Studio Metalsmithing Fall and Spring Semester Prerequisite: Studio Metalsmithing II and teacher recommendation The honors level metalsmithing course is designed for students seriously interested in continuing in metalsmithing with a goal of proceeding into the AP portfolio course during the senior year. Students will continue to develop the skills needed to pursue a wide-range of metal forming and finishing techniques, but the primary area of focus will be on the development of a body of work that explores a particular area of interest and concept. Although this course is scheduled by semester, students are encouraged to enroll for the entire year. Studio Ceramics I Fall and Spring Semester The studio ceramics course is designed to help the beginning student become more aware of the potential of clay as a vehicle for self-expression. Students create forms that may serve practical needs, yet have the mark of vitality and individuality. The study of ceramics takes the form of extended practice and disciplined work habits during which skills are gradually developed and confidence builds. Lectures and demonstrations focus on forming techniques in hand building, wheel throwing, glazing, and firing. Studio Ceramics II Fall and Spring Semester Prerequisite: Studio Ceramics I Studio Ceramics II is available to those students who have completed the beginning ceramics course and desire a more intensive and independent opportunity to explore utilitarian or sculptural ceramics utilizing hand-building and wheel-throwing processes of the student’s choosing. Forming techniques, including casting and large scale sculpture techniques are introduced and students are encouraged to become involved in the multitude of glazing and firing processes utilized within the ceramics program. Studio Ceramics III Fall and Spring Semester Prerequisite: Studio Ceramics II Students will continue to develop the skills needed to pursue a wide-range of ceramic forming and finishing techniques, but the primary area of focus will be on the development of a body of work that explores a particular area of interest and concept. Although this course is scheduled by semester, students planning to pursue the AP portfolio are encouraged to enroll for the entire year. Honors Studio Ceramics Fall and Spring Semester Prerequisite: Studio Ceramics II and teacher recommendation The honors level ceramics course is designed for students seriously interested in continuing in ceramics beyond the intermediate level with a goal of proceeding into the AP portfolio course during the senior year. Students will continue to develop the skills needed to pursue a wide-range of ceramic forming and finishing techniques, but the primary area of focus will be on the development of a body of work that explores a particular area of interest and concept. Although this course is scheduled by semester, students pursuing the AP portfolio are encouraged to enroll for the entire year.


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ENGLISH DEPARTMENT The English curriculum is based upon seminar-style classes and emphasizes reading, writing, analysis, and critical-thinking skills. The program balances studies in world, British and American literature and relies upon representative genres to establish a foundation for further literary study, understanding and appreciation. The writing process is emphasized at all levels of instruction and includes organization, effective argument, diction and mechanics. Vocabulary study utilizes words within the context of readings, a study of Greek roots and SAT test preparation. Seniors may take two electives one semester and then take none the other semester. Each fall semester senior elective will cover a unit on the college essay. English I – World Literature Yearlong

In English I, students experience an introduction to academic discourse; they learn to read and question

critically, think and write analytically, and discuss texts and themes communally. First-year students also study

formal elements of grammar and syntax and the Latin and Greek building blocks of English vocabulary. This

course functions on an interdisciplinary level with Global Studies (History), to form a Freshman Humanities

curriculum that seeks to make explicit links between cultures and literature. Readings invite students to

investigate communities around the globe, and the diverse locations and readings are connected through

several common themes: journey to self-knowledge and maturity, cultural connections and conflicts, and

consideration of outsiders. Through discussions about our texts and themes, students should come to a deeper

understanding of their own culture in a global context.

English II – Place and Perspective Yearlong

While reading classic and modern texts, sophomores will question and discuss how geography and natural settings help establish a sense of place. This consideration of place will lead into the sophomore experience while on WIP (Western Immersion Program). As the students examine the ways FVS and the western setting help create perspective, they will also expand outward to consider what it means to have a global sense of place. In examining the importance of nature and setting, the students build on the critical thinking skills they learn in their freshman year by continuing to analytically read, write, and discuss various novels, short stories, poems, and essays. Students will also sharpen their vocabulary and grammar skills. Honors English II – Place and Perspective Yearlong Prerequisite: Grade of A- or higher in English I, excellent effort grades, teacher recommendation While reading classic and modern texts, sophomores will question and discuss how geography and natural settings help establish a sense of place. This consideration of place will lead into the sophomore experience while on WIP (Western Immersion Program). As the students examine the ways FVS and the western setting help create perspective, they will also expand outward to consider what it means to have a global sense of place. In examining the importance of nature and setting, the students build on the critical thinking skills they learn in their freshman year by continuing to analytically read, write, and discuss various novels, short stories, poems, and essays. Students will also sharpen their vocabulary and grammar skills. This honors class reads more texts and writes more papers than the other English II.


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English III – American Literature: Journeys and Self-Discovery Yearlong

The “journey” is the guiding theme throughout the year. Our students are experiencing their own journey and will soon begin life’s journey outside of FVS. In many ways, “the journey” is a metaphor for the lives we live. This course examines 19th and 20th century American authors and the journeys that have shaped American literature. Readings and class discussions ask students to investigate the idea of how the journey and places shape who we are. We often embark on journeys to discover a new place for its beauty and mystique; however, places help us define ourselves and provide context and understanding of those around us. Some of the core authors include: F. Scott Fitzgerald, Toni Morrison, Tennessee Williams, and Nathaniel Hawthorne. In addition to the readings, students will learn how to organize ideas and texts in polished essays, further their mastery of vocabulary, and continue to develop their public speaking and presentation skills.

English: American Studies Yearlong

Students must take both History: American Studies and English: American Studies, each worth one credit.

American Studies is an interdisciplinary course designed to acquaint students with American literature, history,

and culture, while helping them better understand the nation’s past and present. The courses will parallel one

another and will provide a holistic and rich approach to understanding America’s history and literature. The

courses also will use American, music, art and photography to further enhance the experience. Students will

write papers, create projects, make presentations and engage in debate, all in hopes of strengthening an

interdisciplinary and multi-layered understanding of American culture.

AP English Language and Composition Yearlong

Prerequisite: Grade of A- or higher in English II, demonstrated aptitude for writing and comfortable writing under time pressure, teacher recommendation Students enrolled in an AP course are required to take the corresponding AP exam in May. The objective of this writing-based course is to meet the goals established by the College Board course “AP English Language and Composition,” a course that mirrors first-year writing classes at the college level. To meet these goals, we will read and write various types of essays: personal pieces, argumentative writings about contemporary socio-political issues, essays in response to literary works, and also a contemporary issues research paper. Many of our writings will involve learning how to properly incorporate outside sources and, to prepare for the AP Exam, will be in-class, timed pieces. To coincide with FVS’s Junior-year study of American History and Literature, nearly all of our readings will come from American authors, and our argumentative writings will be focused on contemporary American social issues, policy debates, and politics. (*FYI: What differentiates this course from the Senior-year AP Literature course is the emphasis on writing, particularly on reading and writing argumentative, non-fiction essays.) AP English Literature and Composition Yearlong

Prerequisite: Grade of A- or higher in English III or a B+ or above in AP English Language and Composition, demonstrated aptitude for reading, analyzing, and discussing challenging prose, demonstrated ability to write under time pressure, teacher recommendation Students enrolled in an AP course are required to take the corresponding AP exam in May. AP English Literature is a college-level seminar course that encourages highly motivated readers and writers to explore challenging and diverse literary offerings, while preparing for the Advanced Placement exam in English Literature. AP English Literature begins with a review of the summer reading texts, then focuses on important authors and poets from around the world: Shakespeare, Woolf, Erdrich, Faulkner, Roy, Garcia Marquez, Chekhov, and Sophocles among others. These works are complemented and contextualized by historical study and referencing literary theory, from Aristotle to Derrida. Readings and discussions are organized around each


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author's contribution to the course’s essential question(s): what does it mean to tell a story – to tell our own story – and how does the manner in which stories are told indicate their content. In-class essays complement formal out-of-class essays and are a significant part of students' work in composition. Additionally, students ought to expect to be leaders of the classroom environment and will do so formally through presentations and Socratic Seminars, among other activities. English IV: Voices from the Margins Fall Semester A person marginalized by race, class, gender, and sexuality must learn to assert his/her own voice with and against the mainstream voice(s) in order to establish a sense of self as well as an understanding of how s/he fits into a community, a society, a world. In this class, we will examine the ways in which individuals learn to assert their voices so they may tell their own story. As such, we must consider not only when and why we tell stories, but also who gets to tell the story and who is left out and why. Works by authors such as Sandra Cisneros, Toni Morrison, N. Scott Momaday, Zora Neal Hurston, among others, as well as students’ personal experiences will provide the core of our discussions and act as a jumping off point for our examination of storytelling, voice, society, and self. English IV: The Literature of Conflict Fall Semester This course will look at literary works derived from areas of conflict and writings by authors who have experienced war and/or oppression. We will assess how conflict impacts and develops a writer, and how narrative can expand perspective. Authors will include Toni Morrison, Salman Rushdie, W.H. Auden, and Zadie Smith, along with contemporary veterans. Works will be viewed with a global and historical perspective. This will be a creative and analytical course, as we read and produce short fiction, poems, and essays. We will research and apply various literary theories, and further challenge our perspectives of place, people, and circumstances. English IV: Writing From Within Fall Semester This class focuses on crafting the college essay and other types of nonfiction writing. Students read various modes and styles—from the profile to the argumentative, from the investigative to the memoir. Students often write short pieces and read from the works of John McPhee, David Foster Wallace, Diane Ackerman, E.B. White, and Simon Rich, among others. Students get a subscription to the New Yorker magazine. This class takes field trips to provide material for these modes of writing. English IV: Dystopia Spring Semester The dystopian novel provides both commentary and warning about our lives. Often, the society described in these texts--like the ones in Brave New World or The Hunger Games--seems foreign and impossible, yet scarily plausible. In this course, we will examine the ways in which authors of dystopian fiction highlight the ills of society through a utopian veneer or post-apocalyptic chaos. Through novels, short stories, and film, we will consider the ways in which the dystopian society results from human hubris and power. Texts under consideration include: Margaret Atwood’s Oryx and Crake, Cormac McCarthy’s The Road, Anthony Burgess’s A Clockwork Orange, Kurt Vonnegut’s Cat’s Cradle, and Ray Bradbury’s Fahrenheit 451. English IV: Creative Writing Spring Semester What do you have to say? You are a senior and full of opinions, beliefs, and reflections. What will be your voice? This class will explore various voices and modes of writing, from non-fiction to fiction to journalism to poetry. We will read diverse books, such as The Practice of Creative Writing, I’m A Stranger Here Myself (Bill Bryson) The Solace of Open Spaces (Gretel Ehrlich), and On Writing (Stephen King) while we write in different styles. The focus, in the end, will be on your writing and discovering your own voice.


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English IV: Short Fiction Spring Semester The stories of others can inspire us to give voice to our own thoughts, impressions and experiences. Commencing with tales considered “classic” (Maupassant, Chekov, Joyce and Poe, for example), students read stories of contemporary men and women of diverse cultures, races, classes and experiences. In short, students read and write for an understanding of the literature, of the genre and of themselves. Global Citizenship: Capstone (Seniors only) Spring Semester

See page 39 for details


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ENGLISH AS A SECOND LANGUAGE

To support the international student in fully integrating into campus life, FVS offers the English as a Second Language Program (ESL), as well as an International Students’ Association. The goal of the ESL Program is to mainstream each student into the regular curriculum as soon as possible. While international students must meet Fountain Valley’s full academic requirements for graduation, the sequencing of courses is adjusted to accommodate individual preparation levels. The ESL Program maintains a flexible approach in adjusting to the needs of the students in the program. ESL students are exempted from the school’s foreign language requirement.

English Courses

History Courses


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ESL English 2 Yearlong This two credit course prepares the intermediate English as a Second Language student to successfully analyze written material and compose analytical and descriptive essays. The student reads several short novels and selected short stories each term, develops writing skills from the cohesive paragraph to the complete composition, and continuously increases vocabulary. The course has a balanced emphasis between expressive and receptive language. Speaking and listening skills are honed while investigating cultural similarities and differences between the United States and the student’s own country. ESL English 3 Yearlong This class prepares advanced English language learners to participate in mainstream English courses. Students refine their English writing skills by practicing narrative, descriptive, and expository writing. Students will also expand their English vocabulary through verbal and written responses, and by reading and discussing works of fiction, nonfiction, and poetry. Works studied are chosen with a view toward engaging student interest, as well as in alignment with mainstream sophomore and junior English course content in order to prepare students to fully participate in mainstream English after they successfully complete this course's requirements. U.S. History from Jamestown to Reconstruction Yearlong This class is designed to provide international students with an understanding of the people, events and principles that define the American experience. Students develop research skills and investigate the major themes of early U.S. history including settlement, building a nation, sectionalism and civil war, westward expansion. Additionally, there is a focus on the organization of the 3 branches of government, election practices, and the Constitution. This class fulfills the history requirement in U.S. History. World History and Geography Yearlong This class is designed to provide the international student with an understanding of the people, events and principles that define a general background of world history. Students investigate the major themes of world history. Students develop their analytical writing and research skills through projects, presentations, and essays. Students will explore a wide range of multimedia primary and secondary sources to develop their critical thinking and research skills. This class fulfills the graduation requirement of Global Studies.


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HISTORY DEPARTMENT

Fountain Valley School treats history in the broadest possible sense, as the study of all aspects of men and women through the past, both distant and recent. The program aims to instill in students a sense of the rich variety of the human experience socially, intellectually, politically and culturally. The history program is committed to an extensive writing experience. Testing in every course involves essay writing, which grows in scale during each student’s tenure at Fountain Valley School, with seniors writing exam essays that are equivalent to college-level testing. The department is interested in a variety of experiences. Evaluation is not limited to formal essays, but also includes multimedia computer-based presentations, role playing and creative writing in historical context, debater’s argumentation, and any other format that captures students’ imaginations and breathes life into the past. Global Studies Yearlong This course thematically surveys significant events and trends in human history. Using an interdisciplinary approach to study the historical origins of contemporary issues, students will examine various spheres of human activity in Africa, Latin America, the Middle-East and Asia. Physical and Human Geography topics are imbedded into every unit of study. Throughout the year, students will participate in a series of combined Humanities Seminars that combine the content of English I World Literature with that of this history course. These seminars will provide context for the materials covered in both courses with the goal of facilitating deep-level, relevant learning. Our scope will be global in order to encourage first-year students to sample the breadth of what human beings have thought and encountered across cultures and through the ages.

World Societies Yearlong World Societies is a course focusing on the cultural, technological, social and political growth of human civilizations from their rise in ancient river valleys through events in the twentieth century. The objective of this class is to help students understand how the peoples, cultures, religions, political systems, regional interactions and trade networks in the world came to be. Students are asked to evaluate historical materials, weigh evidence, and develop critical thinking skills. Throughout, students are encouraged to ask probing questions and make connections to the modern world. How are situations and regions today reflections of the past? Students use a wide range of both primary and secondary sources in their studies from multimedia and journal articles to first-hand accounts and period artwork. In addition to traditional tests and quizzes, presentations, debate, writing and discussion are all emphasized methods of assessment.

Advanced World History Yearlong

Prerequisite: History teacher recommendation and teacher evaluation of student writing Advanced World History is designed to help students develop a greater understanding of the evolution of global processes and the interactions between people in different types of human societies. Students gain understanding of world history through learning factual knowledge and using analytical skills to examine varying types of historical evidence from multiple perspectives. Focusing on the past 1,000 years of the global experience, the course builds on an understanding of cultural, institutional and technological precedents that serve as the foundation of the modern world. Continuities and changes over time and place, comparisons of societies and situations, and document-based evaluations of issues are all heavily emphasized. Students are expected to fully participate in class dialogues, complete collaborative projects, and create multimedia presentations in addition to critical writing and content assessments. This advanced level class is designed so


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that a student who completes additional work outside of class will be prepared to take the AP World History exam

United States History Yearlong This course integrates interdisciplinary study with a thematic approach to the history of the United States from the age of exploration to the present day. Students examine how history and culture reflect the evolution of America as it wrestles with race relations, religious and ethnic diversity, gender discrimination, the successes and failures of democratic capitalism, the tensions between individual liberties and civil rights and the rise of the U.S. as a world super power. With an interpretive and analytical perspective, the class reads, writes, debates, produces and performs, using a variety of learning styles. History: American Studies Yearlong

Students must take both History: American Studies and English: American Studies, each worth one credit.

American Studies is an interdisciplinary course designed to acquaint students with American literature, history,

and culture while helping them better understand the nation’s past and present. The courses will parallel one

another and will provide a holistic and rich approach to understanding America’s history and literature. The

courses also will use American, music, art and photography to further enhance the experience. Students will

write papers, create projects, make presentations and engage in debate, all in hopes of strengthening an

interdisciplinary and multi-layered understanding of American culture.

AP United States History Yearlong Prerequisite: Grade of B+ or higher in World Societies Students enrolled in an AP course are required to take the corresponding AP exam in May. A chronological course, AP United States History surveys American history from the time of the first significant European contact with indigenous peoples to the present, preparing students to take the Advanced Placement exam in May. Students read a demanding college-level text, write interpretive essays, work with primary documents and produce a short paper or two focusing on a theme from the 19th or 20th centuries. In addition, students are responsible for reading and outlining the first unit of the text over the previous summer, as the course leaps right into the American Revolution in September and covers the entire curriculum before the exam. Honors Freedom and Authority Fall Semester Through careful reading of classic philosophic texts and foundational political documents, this semester-long class investigates the development of western political thought and the variety of political solutions that balance the freedom of the individual and the authority of the government in any given political association. Through reading assignments and in-class discussions, students will examine different conceptions of justice, private property, legitimate political power, human nature and political structures. Major political theories will be placed in historical and cultural context. This seminar-based course requires students to engage in close reading of primary and secondary sources, participate in class discussion, follow lectures and complete writing assignments frequently. Prairie, Peaks & Plateaus: History Fall Semester Students must take both PPP: Science and PPP: History, each worth one-half credit.

This course will explore in a “hands-on” and project-based learning style the human and natural history of Colorado over the last two centuries. The class will use the local FVS prairie ecosystem as both a scientific and a historical canvas for students to explore their immediate surroundings. An example of this interdisciplinary approach would be using water as a central theme. During the science block, students will learn about the


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insect populations on campus by collecting them in the field and identifying their host plants. Meanwhile, during the history block, they will explore the Colorado Springs water collection system on a field trip to the Water Planning Department. In addition, the class will take an overnight field trip to Comanche National Grasslands to examine the natural and human history of Colorado’s earliest settled areas. Some themes of the course will include: Natural Colorado (the state before settlement); Land Provinces: human and biological; Conquest and its Consequences; and Sustainability: water and land management. Rebellion and Reaction in the 60s Fall Semester This course will investigate major movements of the 60s including feminism, gay rights, anti-war, civil rights, and the counterculture. Students will develop their skills as cultural historians, while analyzing the collapse of the liberal agenda and the corresponding rise of the conservative right. With literature, journalism, music and film as essential resources, students will be asked to read and write from an interdisciplinary perspective and be expected to complete several alternative assessments. Islam and the West Fall Semester This course is designed to expose students to various perspectives of the world of Islam and how it affects and is affected by the West. Students will investigate the cultural, religious and political dimensions of the interaction between Islam and the West at several historical moments. The aim is to go beyond superficial characterizations of Muslims and to understand the nuances of their beliefs, traditions and behaviors. Students will attempt to gain a better understanding of the rhetoric regarding "Islam" and "the West" and the interest this rhetoric has served. India: Past and Present Spring Semester Although India has always been a patchwork of ethnic groups and only periodically has had a centralized government, historians still speak of a region united by shared values that date back over 3000 years. The first half of the course will explore the foundations of this civilization, a period when Indians delved much deeper into human consciousness than their Western counterparts, thus establishing a particularly compelling spiritual and philosophical legacy to explore. In the last 800 years, in contrast, India has endured a series of invaders: first Turkic Muslims and then Europeans, notably the British, whose imperial control lasted through WWII. The issues of the modern era (the second half of the course) have more to do with politics and economics than religion and society. Like other senior electives, this course will rely on students to do a variety of readings, primary as well as secondary; ask them to respond in a variety of ways, including papers, projects and presentations; and culminate at the end of the semester in an extended paper/project. International Relations Spring Semester This course will explore various ways in which modern nation-states interact with one another. Topics will include, but not be limited to, U.S. foreign policy from the 20th century until today, the United Nations, the European Union, the North Atlantic Treaty Organization and various trade partnerships in which the United States has a participated. Course readings will involve the study of international relations theories, institutions and current events. AP United States Government & Politics Spring Semester Students enrolled in an AP course are required to take the corresponding AP exam in May This course investigates the theory and practice of government and politics in the United States, while offering the opportunity for AP credit. Students learn how families, schools and the media perpetuate political beliefs and influence political participation. They discover why some segments of the population, such as the elderly, are more effective than others in shaping the national policy. Students become knowledgeable about the


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powers of Congress and the presidency and develop an appreciation for the Supreme Court as a defender of civil rights and an agent of social change. In addition to reading a primary text, students are expected to examine weekly political newspapers, and selected movies reflecting American political culture. Global Citizenship: Capstone (Seniors only) Spring Semester

See page 39 for details


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LANGUAGES DEPARTMENT The languages department prepares students to function effectively in another language through classroom immersion. In Spanish, French, and Mandarin Chinese, students develop communicative competence as they acquire appropriate grammar and vocabulary. Taught entirely in Spanish, French or Mandarin, our language courses take a multi-sensory approach to language acquisition and foster mastery of all four language skills (speaking, listening, reading, writing, and speaking). Through the use of audio, video, and the internet, students are exposed to a variety of authentic linguistic and cultural settings and are prepared to function in real-life situations. We believe that language study increases enjoyment of words and their use, expands awareness of how culture and environment interact, and demonstrates how language reflects culture. The successful completion of a level-three language course fulfills the graduation requirement. The completion of a level-four course, and beyond, is strongly recommended.


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French I Yearlong In this elementary course, students begin developing all four language-learning skills (listening, reading, writing and speaking). Students participate actively in each class and begin building a strong working vocabulary, a good understanding of structure and grammar, and an appreciation for cultural differences and similarities in the French-speaking world. Written work is generally limited to question/answer sentences and simple paragraphs. The ability to express simple ideas in the present, past, and future tenses is expected as a minimal expectation for students at the conclusion of this course.

French II Yearlong This course strengthens the grammar and vocabulary foundations of French I and continues to enrich the students’ knowledge of French culture. Using the language to personalize experience, students expand their abilities to express their own concerns on a more complex level. The class begins to move from the primitive paragraph level to more cohesive and organized writing. More complex tenses are also introduced. Depending upon the student’s performance and motivation at the end of this course, as well as the completion of summer work, it may be recommended by the French II teacher and by the chair of the department that the student continue with Honors French III the following year.

French III Yearlong In this class, students are challenged by more complex grammatical structures and more detailed vocabulary. Students learn about the French-speaking world through short stories, songs and films. Role plays, interviews and oral presentations about various aspects of French culture enable students to improve their speaking skills, while creative writing assignments, such as fictional stories, poems and postcards help them perfect their language proficiency. All the tenses have been studied by the end of this course.

Honors French III Yearlong Prerequisite: Grade of A- or higher in French II, very good or excellent effort grade, teacher recommendation, and support of Languages Chair Honors French III is designed for students who would like to continue their study of the language at a faster pace and prepare themselves for AP French Language and Culture. The structures and concepts introduced at the French III level are studied in more depth in this Honors class and are analyzed in the context of themes that match those prescribed by the AP French Language and Culture exam, including environmental issues, travel and living spaces in the francophone world. While students are provided with many opportunities to improve their listening comprehension skills with authentic interviews and documentaries, and to practice their oral communication skills in real-life situations, they also read longer and more complex documents than in French III and start learning how to write essays and other structured compositions.

French IV/V: Contemporary Life in France and Canada (next offered in the 2018-19 school year) This course is designed for students who have completed French III, or students who have completed one of the two other French IV/V modules (French IV/V: Francophone Cultures Around the World) and would like to pursue their study of French but may not be interested in an AP French course. The rare students who took the AP French Language and Culture exam before their senior year are also welcome to join this elective course. At this level, advanced grammatical structures studied in previous levels are reviewed in the context of cultural themes and units about different French-speaking countries. Education, identity, immigration and interpersonal relationships are some of the themes addressed through novels, films, documentaries and songs. Students who have completed this course with a B plus average or above, as well as a very good or excellent effort grade, and have received both their teacher's recommendation and the languages department chair's approval, may enroll in AP French Language and Culture the following year.


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French IV/V: Francophone Cultures Around the World Yearlong This course is designed for students who have completed French III or Honors French III, or students who have completed another French IV/V module (French IV/V: Contemporary Life in France and Canada) and would like to pursue their study of French but may not be interested in or ready for an AP French course. The rare students who took the AP French Language and Culture exam before their senior year are also welcome to join this elective course. At this level, advanced grammatical structures studied in previous levels are reviewed in the context of cultural themes and units about different French-speaking countries. Education, holidays, immigration and interpersonal relationships are some of the themes addressed through novels, films, documentaries and songs. Students who have completed this course with a B plus average or above, as well as a very good or excellent effort grade, and have received both their teacher's recommendation and the Languages Department Chair's approval, may enroll in AP French Language and Culture the following year.

AP French Language and Culture Yearlong Prerequisite: Grade of B+ or higher in Honors French III or French IV/V, very good or excellent effort grade, teacher recommendation, and support of Languages Chair Students enrolled in an AP course are required to take the corresponding AP exam in May. Students will continue their study of the language at the college level, with an emphasis on cultural awareness and communication. Students enrolled in this course study a variety of concepts through authentic materials from a variety of sources, including newspaper articles, TV and radio newscasts, short films, short stories and literary extracts. Engaging activities are based on a thematic structure aimed at strengthening all language learning skills while enabling students to express themselves about real world issues in the target language and learn about the diversity of the French-speaking world. The themes explored in this course include global issues, science and technology, beauty and aesthetics, contemporary life, family and community, as well as personal identity.

Mandarin Chinese I Yearlong This beginner course introduces students to the Mandarin Chinese language and culture with an emphasis on producing meaningful, authentic communication. Students engage in realistic interactions to become familiar with life in China and other Chinese-speaking countries. Information about cultural practices, products and perspectives will be explored, guiding students to discover differences and similarities between their own culture and other cultures in a non-judgmental way. To develop proficiency in listening, speaking, reading and writing students will be expected to actively communicate about familiar topics, focusing on themselves, their families, school and friends, their interests and hobbies. They will learn about Chinese songs, games, making traditional Chinese food and celebrating Chinese traditional holidays. Students will also participate in a pen pal program to communicate with Chinese teens. Mandarin Chinese II Yearlong This course continues to develop the students’ language skills by providing them with opportunities to produce meaningful, authentic communication while further developing their cultural understanding. To increase proficiency in listening, speaking, reading and writing, students actively communicate about a variety of topics pertaining to the real world. They engage in meaningful activities, such as learning Chinese pop songs, writing children’s books, role playing at a Chinese restaurant, making an appointment and shopping at stores. After successfully completing this course, students will reach an intermediate level of Chinese listening, speaking, reading and writing, which will allow them to communicate when traveling to China. In this class, students will also learn to make traditional Chinese food and celebrate traditional Chinese holidays, and they will participate in a pen pal program to communicate with Chinese teens.


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Mandarin Chinese III Yearlong Chinese III continues to strengthen the students’ speaking, writing, listening and reading skills through various authentic texts, media, culture and language contexts. In this course, students learn advanced Chinese characters through drama, pop music, and poetry. They also participate in a pen pal program to communicate with Chinese teens. Chinese III is designed to improve the students’ abilities to communicate effectively and appropriately in real-life social contexts. In addition, students develop an understanding of the relationship between the products and perspectives of the Chinese society by participating in holidays, festivals and other cultural activities. By comparing them with their own, students recognize distinctive viewpoints about the different Chinese cultures and develop respect for other cultures in the world community. Advanced Chinese Language and Culture Yearlong This advanced level class is designed so that a student will be prepared to take the AP Chinese Language and Culture exam. A student who does not take the AP exam will be required to take a final exam in May. This advanced Chinese course is intended to develop the students' language kills in three communicative modes (interpersonal, interpretive, and presentational), while deepening their insights into the various aspects of the cultures of China and other Chinese-speaking communities. Throughout the year, students will learn about various aspects of contemporary and historical Chinese society and explore the realm of Chinese societal relationships. The course introduces students to significant persons, products, and themes in Chinese history through topics such as Chinese philosophy, government institutions, and artistic pursuits (e.g., calligraphy, painting, literature, and music, as well as folk arts and culture). Students will also develop an awareness of China’s role in global issues, such as energy and the environment, economics, and politics. Spanish I Yearlong This course introduces students to the basic vocabulary, pronunciation and grammar of Spanish using the four language acquisition skills (listening, reading, writing and speaking). Students are familiarized with the Hispanic culture through guided readings, songs, games, skits, discussions and paragraph writing. Along the way, this class will give rich insight into Spanish speaking cultures with an emphasis on art, music, and social customs from a variety of countries. No prior knowledge of the Spanish language is needed or expected for this class; however, students will leave the course with a developed vocabulary and confident command of the present and future tenses. Although an entry level course, this class is taught primarily in Spanish. Spanish II Yearlong In this course, students continue to build on the structural foundations acquired in Spanish I, expanding greatly their vocabulary and cultural awareness. Students grow immensely from Spanish I to II by gaining oral competence through active participation in class discussions, skits, and presentations conducted exclusively in Spanish. Spanish II students will become more and more comfortable expressing themselves in multiple tenses with an emphasis on the past and future tenses. Throughout the school year, students will read a short novel and follow a video series to further connect their classroom instruction to authentic material. Depending on the student’s performance and motivation at the end of this course, as well as the completion of summer work, it may be recommended by the Spanish II teacher and by the chair of the department that the student continue with Honors Spanish III the following year.

Spanish III Yearlong

This course emphasizes communicating in Spanish with grammatical and cross-cultural accuracy. Vocabulary and structures center on contemporary issues: personal relations, hobbies, daily life, health and well-being, travel, nature, science and technology, economy and occupations, popular culture and communication, and literature and art. Written and oral mastery through building appropriate vocabulary and linguistic structures is


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actively pursued by writing and sharing short essays, literary pieces, dialogues and monologues. Additionally, students will discover appropriate music, film, and video clips for auditory mastery and cultural enrichment. Honors Spanish III Yearlong Prerequisite: Grade of A- or higher in Spanish II, very good or excellent effort grade, teacher recommendation, and support of Languages Chair Similar to Spanish III, this course also offers students a deeper understanding of the relationships between the U.S. and the Spanish-speaking world (Hispanic America, Spain). Students work at an accelerated pace in a setting of higher expectations. Students discuss various subjects and express their ideas at an abstract level. Students prepare formal written and oral reports on human rights, biographies of prominent Hispanic figures, and points of interest in the Spanish-speaking world. Each unit includes a short film by a contemporary filmmaker from a Spanish-speaking country as well as the analysis of a literary text. Students read and analyze in depth works by authors such as Cervantes, Borges, Garcia Marquez, Benedetti Quiroga, Neruda, Allende, and Denevi. This course offers multiple opportunities for students to voice their opinions and to engage in serious discussions in Spanish. The workload for this course is rigorous. Students develop and refine both oral and written skills, working on fluency, accuracy, and self-confidence in Spanish. Building on grammatical and vocabulary foundations learned in previous levels, students work especially on the following grammatical points: preterit vs. imperfect, personal pronouns, the subjunctive both in the present and past, the future and conditional tenses, and "if" clauses. This course is conducted entirely in Spanish. Spanish IV/V: Advanced Spanish through Literature and Film (next offered in the 2018-19 school year) Spanish IV/V is a course that takes a communicative approach to strengthening students’ language skills and developing their cultural competency. This course is intended for students who have demonstrated strong interest and aptitude in Spanish. Through connections to multiple disciplines such as film, literature, and art, students are exposed to various cultural practices and perspectives of the Spanish-speaking world. This course focuses on real communication in meaningful contexts that develop and consolidate students’ speaking, listening, reading and writing skills. Please note that students completing Spanish IV/V with a B plus average or above, an effort grade of 1 or 2, along with a teacher recommendation and the approval of the Languages Chair, may enroll in the AP Spanish Language course. This class is taught exclusively in Spanish. Spanish IV/V: Global Issues in the Hispanic World Yearlong Spanish IV/V is a course that takes a communicative approach to strengthening students’ language skills and developing their cultural competency. This course is intended for students who have demonstrated strong interest and aptitude in Spanish. Through connections to multiple disciplines such as film, literature, and art, students are exposed to various cultural practices and perspectives of the Spanish- speaking world. This course focuses on real communication in meaningful contexts that develop and consolidate students’ speaking, listening, reading and writing skills. Please note that students completing Spanish IV/V with a B plus average or above, a very good or excellent effort grade, along with a teacher recommendation and the approval of the Languages Chair, may enroll in the AP Spanish Language and Culture course. This class is taught exclusively in Spanish. AP Spanish Language and Culture Yearlong

Prerequisite: Grade of B+ or higher in Honors Spanish III or Spanish IV/V, very good or excellent effort grade, teacher recommendation, and support of Languages Chair Students enrolled in an AP course are required to take the corresponding AP exam in May. The AP Spanish Language and Culture course is a rigorous course that is taught exclusively in Spanish and approximately equivalent to a 5th or 6th semester university course. The course requires students to


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improve their proficiency across the three modes of communication (interpretive, interpersonal, and presentational). The course focuses on the integration of authentic resources including online print, audio, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles, with the goal of providing a rich, diverse learning experience. Students communicate using rich, advanced vocabulary and linguistic structures as they build proficiency in all modes of communication. The course is divided into thematic units which are further based on recommended contexts and guided by essential questions. Corresponding cultural elements are integrated into the study of the units, and activities are directed with those cultural connections in mind. Discussion of the topics completely in Spanish is a requirement for this course. It is assumed that students have previously been exposed to advanced language structures in the courses leading up to the AP Spanish Language and Culture course; however, review of the mechanics is done within the contextual framework of each unit as needed. AP Spanish Literature and Culture Yearlong

Prerequisite: Grade of B+ or higher in AP Spanish Language, very good or excellent effort grade, teacher recommendation, and support of Languages Chair Students enrolled in an AP course are required to take the corresponding AP exam in May. This course is designed to introduce students to the formal study of a representative body of texts from Peninsular Spanish, Latin American and U.S. Hispanic literature. The goal of this course is to teach students to read, understand, and interpret Spanish literary texts as independently as possible. This course will prepare students to understand lectures in Spanish, to participate actively in discussions in Spanish on literary topics, to do a close reading of literary texts of all genres in Spanish, and to analyze critically the form and content of literary works using appropriate terminology. The course provides opportunities for students to demonstrate their proficiency in Spanish across the three modes of communication: interpersonal, interpretive and presentational. The overarching aims of the course are to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills and to encourage them to reflect on the many voices and cultures included in a rich and diverse body of literature written in Spanish.


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MATHEMATICS DEPARTMENT

One of the major goals of the Math Department at Fountain Valley School is to share their love of mathematics with the students. In doing so, the department believes they will be able to present a solid foundation of mathematics to the students and to instill in the students an appreciation for the mathematical concepts. The development of mathematical skills and the understanding of the mathematical concepts, and how they relate to different situations, are key components in the math curriculum. The math program at Fountain Valley School is designed for a range of student interests and aptitudes. The Honors and Advanced (AP level) programs are available for students who seek the strongest possible preparation in math. These classes consist of students recommended by the department based on their demonstrated ability and interest in mathematics. Students in these classes are expected to maintain a B- or higher average. Students with averages below this may be moved to the non-Honors/Advanced section. A grade of an A and the support of the teacher will be expected for any student who wishes to move from a non-Honors section to an Honors or Advanced section. Any student earning a D may need to complete summer math work to advance to the next level. The typical flow for a student in mathematics is represented with a solid arrow. The dashed arrows represent the exceptions.


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Algebra I Yearlong This course is designed for students who have not yet completed Algebra I before arriving at FVS or have just taken a pre-algebra class. The nature of real numbers is explored through the study of postulates, solving equations and inequalities, system of equations, graphing, exponents, radicals, factoring, probability, statistics, and an extensive study of lines. Geometry Yearlong The visual and practical nature of geometry enables students to develop the tools of logic. These skills will then be used in the more abstract study of analytical geometry and beyond. Students taking this course study points, lines and planes, and they discover relationships between geometric shapes, such as congruence and similarity. Additionally, proofs are used to establish properties of different types of quadrilaterals. Honors Geometry Yearlong Prerequisite: A- average in Algebra I and teacher recommendation The visual and practical nature of geometry enables students to develop the tools of logic. These skills will then be used in the more abstract study of analytical geometry and beyond. Students taking this course study points, lines and planes, and they discover relationships between geometric shapes, such as congruence and similarity. Additionally, proofs are used to establish properties of different types of quadrilaterals. This honors class will cover additional topics with more depth and at a faster pace than the traditional Geometry class. Algebra II Yearlong A solid understanding of algebra is key for success in future math courses. This class will build upon the algebra that students have already learned with the goal of delving deeper into many algebraic concepts. Topics covered include solving equations, transformations of graphs, lines, systems of equations, exponents, factoring, and an extensive study of quadratics. Honors Algebra II Yearlong Prerequisite: Grade of A- or higher in Algebra I and teacher recommendation. Some students may need to take an algebra placement test. A solid understanding of algebra is key for success in future math courses. This class will build upon the algebra that students have already learned with the goal of delving deeper into many algebraic concepts. Topics covered include solving equations, transformations of graphs, lines, systems of equations, probability, logarithms, exponents, factoring, and an extensive study of quadratics. This Honors class will cover additional topics with more depth and at a faster pace than the traditional Algebra II class. Functions, Statistics, and Trigonometry Yearlong This class is designed to give students a greater understanding of algebra topics that are important for college and beyond. Topics covered include transformations, both graphically and algebraically, logarithms, statistics, probability, modeling regression curves, sequences and series, rational functions, and trigonometry, including the Law of Sines and Cosines. An emphasis will be placed on the use of these skills and their practical applications. Precalculus Yearlong Prerequisite: Grade of A or higher in Algebra II, B or higher in Honors Algebra II, or an A or higher in Functions, Statistics, and Trigonometry, and teacher recommendation. Numerous topics that the students have been exposed to are covered in more depth to prepare the students for the study of higher-level mathematics. Review topics include the shapes and transformations of graphs,


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polynomials, and exponential and logarithmic functions. An extensive study of trigonometry with its applications is included as well as an introduction to probability, statistics, matrices, sequences, and series. Honors Precalculus Yearlong Prerequisite: Grade of A- or higher in Honors Algebra II and teacher recommendation Precalculus is designed for the strong math student and Honors Precalculus is designed for the exceptional math student. Numerous topics that the students have been exposed to are covered in more depth to prepare the students for the study of higher-level mathematics. Review topics include the shapes and transformations of graphs, polynomials, and exponential and logarithmic functions. An extensive study of trigonometry with its applications is included as well as study of limits and the derivative. This class moves at a much faster pace than the Precalculus class in order for students to be eligible to enroll in Advanced Calculus BC the following year. Advanced Statistics Yearlong Prerequisite: teacher recommendation Statistics is the art and science of collecting, organizing, analyzing, and drawing conclusions from data. In Advanced Statistics, the focus will be on four major themes: exploratory data analysis, designing studies, probability models and simulation, and statistical inference. Advanced Statistics is designed to be at least as comprehensive as any one-semester, college introductory statistics course. This AP level class is designed so that a student who completes additional work outside of class will be prepared to take the AP Statistics exam. Advanced Calculus AB Yearlong Prerequisite: Grade of B- or higher in Precalculus or a C+ or higher in Honors Precalculus and teacher recommendation This class explores differential and integral calculus. The theory behind the derivative and the integral, as well as applications of each, is covered in depth. This AP level class is designed so that a student will be prepared to take the AP Calculus AB exam. A student who does not take the AP exam will be required to take a final exam in May. Advanced Calculus BC Yearlong Prerequisite: teacher recommendation This class will have a summer assignment and will begin with a very quick review of the calculus topics covered in Honors Precalculus. The new topics that will be covered include more involved techniques of integration, differential equations, infinite series, and calculus for polar and parametric curves. This AP level class is designed so that a student will be prepared to take the AP Calculus BC exam. A student who does not take the AP exam will be required to take a final exam in May. Statistics Fall Semester This course presents statistics as a key tool for understanding the world through data. The four major themes of the course are: (1) analyzing data, (2) understanding chance behavior (probability), and (3) drawing conclusions and making predictions from data. The course emphasizes conceptual understanding, clear communication and critical thinking over calculations and algorithms. The statistical concepts and techniques you acquire will prove invaluable in higher-level studies in the natural sciences, social sciences, health sciences and business. It will also serve as a preparation for college level statistics. Overall, the study of statistics will help you to become a more effective consumer of information.


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Financial Math/ Economic Reasoning Spring Semester Math skills are necessary in many life situations. This course is designed to enhance understanding of basic, practical math applications. Students gain practical math competence through real-world examples that may include areas of budgeting, major purchases, investments, compound interest, taxes, credit cards, salaries and retirement, and finances of everyday living. Honors Differential Equations Fall Semester Prerequisite: teacher recommendation Differential Equations is a branch of mathematics that studies how a function is related to its derivative. This class will explore the elementary theory of differential equations along with methods of solution, analysis, and approximations. Honors Multivariable Calculus Spring Semester Prerequisite: teacher recommendation Multivariable Calculus extends the calculus of a single variable to calculus of several variables. This class will explore three dimensional space, vectors in three dimensions, vector-valued functions, partial derivatives, and multiple integrals. Honors Linear Algebra (next offered in the 2018-19 school year) Fall Semester Prerequisite: teacher recommendation Linear Algebra is a branch of mathematics that studies vector spaces. This class will explore vectors, systems of linear equations, matrices, eigenvalues and eigenvectors, and vector spaces. Honors Discrete Mathematics (next offered in the 2018-19 school year) Spring Semester Prerequisite: teacher recommendation Based on student and teacher interest, this class will dabble with inner product spaces, number theory, AMC questions, proof writing, and mathematical induction. The final weeks of class will be devoted to student directed study of a topic that is of interest to them.


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SCIENCE DEPARTMENT

Revolutionary advances in science and technology are making their marks on society in a myriad of ways, from genetic engineering to advancements in sustainable energy sources. The science department’s goal is to develop scientifically literate students who can understand the basis for and the societal implications of scientific applications. Through a carefully designed network of academically challenging courses, the program strives to strengthen students’ understanding of the workings of their own bodies, the intricacies of the physical and biological world, the universe around them, and their place as stewards within it. Our program encourages open-ended problem solving through the development of a mental toolbox of skills that enables students to put scientific information to practical use. In this way, students see themselves as an active part of the scientific inquiry process. Our setting along Colorado’s Front Range provides spectacular opportunities for teaching and learning science. Whether it is getting out in our 1,100 acre natural classroom, the breathtaking geology of the area, interacting with the national Space Symposium, attending our “Skyping with a Scientist” series, or the many biotechnology and premier biomedical research institutes in our vicinity, the science department takes full advantage of the ability to expose our students to cutting edge 21st century science in and outside of the classroom. Through core and elective course offerings, students can explore the diverse ecosystems and geology of Colorado, environmental issues specific to the West and their global implications, principles of engineering, the workings of the human brain, and how science and medicine converge while developing individual and collaborative problem solving skills. By taking biology in their freshmen year, students are exposed to and inspired by a wide breadth of scientific ideas and thinking that becomes more quantified as they move into chemistry or physics in their sophomore year. Forming these scientific foundations in their first two years gives students the opportunity to take AP level and/or science elective courses in their junior and senior years that allow them to explore their personal interests in a more in depth fashion. Students will graduate from the science program having built a strong scientific foundation and had the opportunity to explore their own interests and curiosities while gaining the confidence and skills to think and apply their scientific knowledge toward society’s present and future challenges.


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Biology Yearlong From ecosystems and evolution to heredity and human physiology, this course focuses on human interactions with the biosphere. The course provides a thoughtful and complete inquiry into basic concepts in ecology, human genetics, evolution, life origins, and the relationship between humans and the living world. Laboratory and field experiences are featured throughout the year. Biology is a required course for graduation and is usually taken in the freshmen year.

General Physics Yearlong Prerequisite: successful completion of Algebra 1 General Physics is one of the cornerstones of scientific study and the foundation of engineering disciplines. This laboratory and algebra based course focuses on kinematics, forces, energy and momentum as well as electrostatics, circuits, waves and optics. Without overly emphasizing computation, this course focuses on physics as clarified in graphs and mathematical equations utilizing hands-on labs, projects, and activities with consistent practice in problem solving and data analysis. This course is open to sophomores, juniors, and seniors.

Chemistry Yearlong This course covers fundamental chemistry topics exposing students to organic and biochemistry as well as environmental and industrial chemistry. The course is 50% laboratory-based with fully integrated lab activities. Decision-making activities are utilized to give students practice in applying their chemistry knowledge in various problem-solving situations. This course addresses the fundamental concepts and principles of chemistry and will prepare students for electives in the science department, but not necessarily AP science courses (see Honors Chemistry).

Honors Chemistry Yearlong

Prerequisites: Grade of A- or higher in Biology or prior science class, teacher recommendation, and direct communication with the teacher and Dept. Chair prior to registration. Chemistry is the study of matter and energy and the interactions between them. This course covers not only the basic curriculum of chemistry, such as atomic structure, the periodic table, chemical bonds, and chemical reactions, gases, acids and bases, but also allows for increased depth on each unit, more challenging laboratory exercises, and the application of what we learn in the fields of biochemistry and biomedical science. Moreover, this course is specifically designed to properly prepare students for the higher standards and increased content of all AP Science courses and is a prerequisite for AP Chemistry. Advanced Environmental Science Yearlong

Prerequisites: Grade of B+ or higher in Biology, A- or higher in Chemistry, or B+ or higher in Honors Chemistry

and departmental recommendation.

This course aims to develop citizens who can make informed, knowledgeable decisions concerning environmental issues. By nature, environmental science is interdisciplinary and includes topics in ecology, population dynamics, atmospheric science, environmental quality, resource allocation and the economic and ethical impacts of environmental issues. Hands-on activities include field investigations of local ecosystems as well as traditional labs and independent projects. In addition, we will take field trips to explore local resources. This AP level class is designed so that a student will be prepared to take the AP Environmental Science exam. A student who does not take the AP exam will be required to take a final exam in May.


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AP Biology Yearlong Prerequisites: Grade of B+ or higher in Biology, A- or higher in Chemistry, or B+ or higher in Honors Chemistry

and departmental recommendation.

Students enrolled in an AP course are required to take the corresponding AP exam in May.

This course is a rigorous, college-level survey of major biological concepts including biochemistry, cell structure

and function, genetics, evolution, ecology, kingdoms of organisms and animal physiology. Students should

expect extensive reading, lab work and independent projects in preparation for the Advanced Placement

examination.

AP Chemistry Yearlong Prerequisites: Grade of B in Honors Chemistry and departmental recommendation, with concurrent enrollment in Algebra II or above. Students enrolled in an AP course are required to take the corresponding AP exam in May. AP Chemistry is a college level chemistry course designed to meet the requirements of the advanced placement curriculum as defined by the College Board. The course seeks to meet these curriculum requirements within a laboratory framework. Emphasis will be placed on developing experimental techniques and real world applications of chemistry. This college level course focuses on topics such as: thermodynamics, thermochemistry, physical behavior of gases, states and structures of matter, chemical equilibrium and kinetics, and various chemical reactions. Challenging, regular laboratory exercises, requiring quantitative, rather than merely qualitative analysis, will be emphasized in this course.

AP Physics C: Mechanics Yearlong

Prerequisites: Grade of A- or higher in Chemistry, B+ or higher in Physics or Honors Chemistry, and

departmental recommendation with concurrent enrollment in Advanced Calculus AB or above.

Students enrolled in an AP course are required to take the corresponding AP exam in May.

This course provides an intensive investigation of the main principles of mechanics and is representative of an

introductory college course typically required for engineering and science majors. Specifically, the following six

content areas will be covered: kinematics; Newton’s laws of motion; work, energy, and power, systems of

particles and linear momentum; circular motion and rotation; and oscillations and gravitation. The course

utilizes guided inquiry and student-centered learning to foster the development of critical thinking skills and

uses introductory differential and integral calculus throughout the course.

Field Ecology Fall Semester Field Ecology integrates concepts of ecology, natural history, and environmental science using examples from our own shortgrass prairie and the western Great Plains. Emphasis is placed on plant-environment relationships, plant adaptations, succession, spatial patterns in the landscape, community and population level interactions, the effects of management decisions, and methods of vegetation analysis. Students will experience collecting data in the field, data analysis using statistics, designing and conducting their own field research project, and becoming familiar with sampling techniques and conceptual approaches used to investigate ecological patterns and processes. Utilizing our prairie resource and establishing long-term data sets are a primary goal of this course. Mysteries of the Human Brain Fall Semester Prerequisite: One year of high school Biology and one year of high school Chemistry

Neuroscience has been identified as the 21st century’s scientific frontier and “Mysteries of the Human Brain” is

a one semester journey delving into how this amazing network of cells achieves the seemingly infinite tasks it


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accomplishes to out-function even the most complex super computer on the planet. This class will explore the

many astonishing feats of the brain's structure and function by gaining an intimate understanding of the

workings of individual brain cells, their means of communication, and how they work together to form

neuronal networks and circuits that control all the varied functions we perform and establish the workings of

our mind and emotions. In order to establish our understanding we will draw on the fields of chemistry,

biology, physics, physiology, psychology, and computer science. As our knowledge base is built we will explore

the means of neurological diseases and injury, how the brain accomplishes the tasks of learning and memory,

the effects of drugs and pharmaceuticals on brain function, and current topics and careers in the neuroscience

field.

Prairie, Peaks & Plateaus: Science Fall Semester Students must take both PPP: Science and PPP: History, each worth one-half credit.

This course will explore in a “hands-on” and project-based learning style the human and natural history of Colorado over the last two centuries. The class will use the local FVS prairie ecosystem as both a scientific and a historical canvas for students to explore their immediate surroundings. An example of this interdisciplinary approach would be using water as a central theme. During the science block, students will learn about the insect populations on campus by collecting them in the field and identifying their host plants. Meanwhile, during the history block, they will explore the Colorado Springs water collection system on a field trip to the Water Planning Department. In addition, the class will take an overnight field trip to Comanche National Grasslands to examine the natural and human history of Colorado’s earliest settled areas. Some themes of the course will include: Natural Colorado (the state before settlement); Land Provinces: human and biological; Conquest and its Consequences; and Sustainability: water and land management. Robotics Fall Semester Robotics uses the LEGO Mindstorms system to create several robots. Robots will be programmed using a C based language to receive information from sensors, interpret the information, and complete tasks. Robots will compete against each other in classroom competitions which will get progressively more difficult as the semester goes on. In addition to constructing the robots, the class will study the history of robotics along with current advancements and applications. Biomedical Science Spring Semester Prerequisite: One year of high school Biology and one year of high school Chemistry

The field of biomedical science is at the crossroads of scientific discoveries and their applications in medical science with the goal of understanding and solving the 21st century’s greatest threats to human health such as fighting cancer with nanotechnology. By interrelating the foundations of biology, chemistry, and physiology this class will explore the foundations of how human cells and body systems function and how they can dysfunction, mechanisms of drug actions, modes of disease, modern research techniques, and current issues and ethical dilemmas in the fields of science and medicine with hands-on, real world, problem solving strategies. We will work though relevant case studies and play the role of biomedical professionals setting out to solve medical mysteries. We will also undertake an investigation of how a strong understanding of biomedical science can lead to careers in human and veterinary medicine and other health professions, scientific research, biotechnology and bioengineering, pharmacology and drug development, scientific writing, and even law and business.

Botany Spring Semester Botany is the scientific study of plants and their relationship to the environment. In this course, students will take their knowledge in biology and apply it to explore the amazing world of plants by investigating their


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growth, reproduction, anatomy, morphology, physiology, biochemistry, taxonomy, genetics, and ecology. Laboratory and outdoor experiences on and off our 1,110 acre prairie will complement classroom activities.

Geology Spring Semester Colorado Springs is located in one of the best regions of the world to study geology—the structure of the Earth and its associated processes. We have at our back door approximately two billion years of geology deposited in the rock record. This field-based course utilizes 12 to 15 field trips focusing on the geologic history of Colorado and the Western United States. Students compile their own extensive rock and mineral collection from field trips and develop a field journal. The class also explores traditional aspects of geology such as plate tectonics theory, rock and mineral identification and glaciation. Since humans have occupied the planet for a scant 4 million of the 4.8 billion years since its creation, studying geology affords a unique combination of learning a science and also gaining perspective on our origins within the physical world. Principles of Engineering Spring Semester Principles of Engineering incorporates four engineering design projects. The first two projects will involve the students replicating their design from paper and the computer—Computer Aid Design (CAD)—to create a three dimensional model! The latter two projects will involve miniature circuit designs and exposure to microcontrollers to create a sensor measuring device and a robotic toy car. The intent of this course is to educate the students about popular engineering tools (CAD and microcontrollers) and skills used in universities and industries for a wide range of fields in engineering. This course will expose the students to learn how to critically think, solve, and innovate solutions as a team and individually.


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THE FVS GLOBAL SCHOLAR DIPLOMA The FVS Global Scholar Diploma challenges students to develop an international perspective through a curriculum and set of experiences that focus on global understanding. Students who earn the GSD will have the knowledge, skills, and attitudes to grasp the nature of global interdependence and pursue education and careers in the international arena. GSD students and faculty collaborate in moving beyond mere tolerance of diversity in our school and local community to genuine engagement as school and world citizens. Goals:

● Cognitive: Learn new facts and concepts about the planet. Practice the collaborative, entrepreneurial, and technological skills necessary for success in a global 21st century.

● Linguistic: Speak and write with high proficiency in a second language. ● Interdisciplinary Thinking: Examine issues across disciplinary, cultural, and linguistic boundaries. ● Character: Demonstrate open-mindedness, curiosity, courage, self-reliance, and compassion in a global

context. Understand the value of living in a way that the planet can sustain. ● Leadership: Develop a genuine concern for world problems and find ways to contribute to solutions.

Requirements:

1 COURSES. Complete 5.5 or more from the following list (50% or more of the curriculum has a global

component; this list will be revised annually).

● Global Studies (1.0)

● World Societies (1.0)

● Advanced World History (1.0)

● World History and Geography (1.0)

● English I - World Literature (1.0)

● English II - Place and Perspective (1.0)

● ESL English 2 (1.0)

● AP English Literature and Composition (1.0)

● Level IV or AP Foreign Language/Literature (students may complete two courses in this area)

(1.0 or 2.0)

● Native fluency in world language other than English will be considered one course (1.0)

● Advanced Environmental Science (1.0)

History elective/English elective with global component (Freedom and Authority, Islam and the West, Voices from the Margins, Short Fiction, etc.) (0.5 per class)

● AP 2-D or 3-D Art with a Global concentration (1.0)

● GSD Capstone: Global Citizenship (REQUIRED in spring semester of senior year) (.5)

2 INTERIM or equivalent international immersion experience. Participation in one of FVS’s international

experiential education trips in March (partial funding is available for students on financial aid).

3 CLUB. Active participation in a globally or culturally focused club for at least two years (International

Club, French Club, Global Affairs Forum, Hispanic Honor Society, Chinese Club, Human Rights Club,

etc.)


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4 COMMUNITY SERVICE. Participation in community service project that requires direct encounters with

individuals from other countries or cultures (local, off-campus service in the junior year or an

independent service project).

5 SPEAKERS/FILM. Attend a total of six global speaker/film events at FVS or in Colorado Springs

community. Students must submit a reflection for each of these events (within a week of the event).

6 CAPSTONE COURSE. Global Citizenship (spring semester of senior year).

Global Citizenship: Capstone (Seniors only) Spring Semester Prerequisites: Completion of requirements of GSD by winter break (except clubs, events, and yearlong courses); two meetings with Director of Global Education in August/September to lay the groundwork for project; written proposal for research essay/project and written commitment to complete the GSD (due by September 30). This course is the capstone for students who have met the requirements of the Global Scholar Diploma (GSD). During the initials weeks of the semester, students will meet as a class to discuss seminal essays on the topics of globalization and citizenship. After students acquire this "tool kit" of key concepts and vocabulary, they will work individually to investigate a global issue in an area-specific context. We will meet once a cycle for one-on-one tutorials. Additionally, approximately once every two weeks guest speakers with experience in international affairs will join the class. During the semester, students will complete a portfolio to consist of:

Extensive annotated bibliography investigating a global issue in a particular context (students may choose a historical or literary emphasis)

Fieldwork component and/or leadership action project to address the global issue Reflective essay (2 pages) to evaluate personal growth as a global citizen End-of-year capstone presentation to peers in class and community or research paper

This class meets either History or English elective requirement depending on research focus.


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ADDITIONAL COURSE OFFERINGS FVS Chapter One: A Foundation of Mission, Mindsets, and Skills Fall Semester This course is a requirement for all ninth-grade students and serves as a comprehensive orientation to all that is FVS. Initially, students will hear of the school’s intentions for all Danes to engage in the pursuit of excellence and to adopt—and practice—the community’s five core values: open-mindedness, curiosity, courage, self-reliance, and compassion. Further through this course, students will identify and discuss their personal strengths, challenges, and concerns as they see themselves working and living in this unique learning community. After self-assessing and accepting a growth mindset for their lives at FVS, students will then look "outward" towards developing empathy for others. Finally, this course involves supplemental classes on key skills needed on the FVS campus; topics in these supplemental class meetings will range from learning organizational skills to receiving some technology training to hearing about campus community etiquette to visiting various locations around the campus and the prairie. This is a pass/fail class.

Sophomore Seminar Spring Semester The College Counselors start by leading sessions related to the college process including how a student can write their own history with regard to academics, activities, and testing. The course then transitions to sessions discussing healthy decision making for adolescents and is led by the School Counselor. This class counts as one-eighth of a credit. This is a pass/fail class.

Junior College Workshop Spring Semester The college workshop is required for all juniors and takes place once a week for the entirety of the spring semester. The workshop is designed to prepare students for the college search and application process, and covers a broad range of topics, including: researching and creating the college list, understanding the selective admission process, standardized testing, the college essay, letters of recommendation, and financial aid. This class counts as one-eighth of a credit. This is a pass/fail class.

AP Computer Science A Yearlong Students enrolled in an AP course are required to take the corresponding AP exam in May. Knowledge of programming and programming techniques has become a crucial 21st century skill in a myriad of fields such as medicine and health, engineering, business, finance, science, and of course technology. The use of computers to simulate real world events increases each year, and the complexity of computer algorithms likewise increases to provide better information each year. The AP Computer Science A course provides an introduction to computer science and programming assuming basic proficiencies in computers or programming. Students will learn the basics of creating programs to solve various problems, and continue to learn more advanced techniques to contend with more difficult problems as the year progresses. Java, a popular object oriented programming language, will provide students with the opportunity to learn how to program and then develop more complex solutions to problems as the year progresses.

Documents

Course Catalog 2017-2018files.constantcontact.com/2913e848501/ef07463f-cdf... · FVS ACADEMIC COURSE OFFERINGS 2017-2018 2 | P A G E Dear FVS Students, As a student at Fountain Valley