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COURSES @ EASTSIDE PREP EASTSIDEPREP.ORG Grade Level 5th-12th Middle School Upper School Requirements Duration All Lengths Trimester Year Disciplines All English Social Sci Math Science Spanish Arts P.E. Tech Interdisciplinary | Seminars Independent Studies Showing 213 Courses MIDDLE SCHOOL PHILOSOPHY & REQUIREMENTS MIDDLE SCHOOL PHILOSOPHY & REQUIREMENTS Arts (10 trimesters) English (4 years) Environmental Practices (2 trimesters) Math (4 years) Physical Education (9 trimesters) Science (4 years) Social Science (4 years) Spanish (4 years) Technology (3 trimesters) Students entering EPS for 5th and 6th grade will take a minimum of two Visual Arts, two Theatre, and two Music courses over their MS career. Students entering as 7th graders must take one course from each Fine & Performing Arts area. Students entering as 8th graders must take one course from two different areas (e.g. one course from Visual Arts and one course from Theatre). Environmental Practices is taken for one trimester in 7th grade and one trimester in 8th grade Middle School courses are designed to give students opportunities to practice the habits of mind employed in each academic discipline. Critical thinking skills are emphasized. Integration plays an important role in tying ideas together, and teachers collaborate on specific units when it makes sense to do so. Faculty infuse each day in (and out of!) the classroom with enthusiasm and hands-on learning. Students arrive in the Middle School as children and leave as young adults, having progressed through profound biological, social, and cognitive changes. Our program is effective because it fosters and supports student growth in language use, problem solving, memory development, ethical maturity, and social presence. Our courses coordinate not only with interdisciplinary content, but also to teach important skills consistently throughout the Middle School experience. Upon completion students are able to: * Use the academic disciplines as a framework for critical thinking, * Solve complex problems within a variety of disciplines and topics, * Communicate written ideas thoughtfully and creatively * Confidently present ideas to large and small audiences, * Effectively employ technology to enhance learning, * Lead compassionately as a respectful member of our global community. The ultimate goal of the Middle School Program is to equip students with the necessary academic and social skills for a more robust disciplinary study in the EPS Upper School. Where appropriate, coursework is guided by grade-specific Big Questions. * Grade 5: Who Am I? * Grade 6: What Is The World Made Of? * Grade 7: How Did We Get Here? * Grade 8: What Does It Mean To Be Human? Close UPPER SCHOOL PHILOSOPHY & REQUIREMENTS UPPER SCHOOL PHILOSOPHY & REQUIREMENTS Arts (5 trimesters) English (4 years) Math (3 years) Physical Education (5 trimesters including PE Wellness) Science (3 years) Social Science (3 years) Spanish (3 years or completion through Spanish 4) As the "preparatory" part of our name indicates, a central intent of the Upper School experience at EPS is to prepare students for college. This process entails gaining mastery and command in the traditional academic disciplines, developing skills to excel in today's competitive institutions of higher education. To this end, Eastside Prep students: * Become technologically literate, honing their ability to use tools effectively in research and presentation of knowledge * Engage sophisticated, complex coursework as a preparation for the future, wrestling with questions of high complexity * Integrate thinking from each of their classes, learning to apply knowledge mastered in one field to enhance learning in another * Practice academic collaboration with teachers, with the expectation that this will be a continued and important part of their college experience * Navigate a robust collection of course offerings, learning to discern their personal academic interests and choose a relevant path Physical Education courses must include Wellness taken during the 9th grade year. Up to 4 of the 5-trimester PE distribution requirement may be satisfied by substantive participation on a sports team or in a non-sport activity. Close ENGLISH PHILOSOPHY & REQUIREMENTS ENGLISH PHILOSOPHY & REQUIREMENTS MS Course Requirements (4 Years) US Graduation Requirements (4 Years) The mission of Eastside Preparatory School's English Discipline is to empower students in self-directed exploration and analysis of literature, writing, and discussion. Our pedagogy is founded in rigorous inquiry, student choice, empathy, creativity, relevance, and play, and we believe in giving students opportunities to make personal connections to literature so they can better understand their own world and how to have agency within it. We proudly commit to standing for the principles of equity, inclusion, representation, diversity, respect, and empowerment. Middle school students explore what it means to be literary thinkers by focusing on the principal skills of reading, writing, and speaking. Students read a wide range of literary forms and genres, use the writing workshop model to practice writing skills, and share ideas verbally through a variety of discussion techniques. In the Upper School, students continue to build on these skills and processes, and also begin collegiate-level writing and analysis of literature. Across the discipline, students graduate prepared for life-long critical thinking, reading, and writing. Close English Yearlong | 5th INTRODUCTION TO LITERARY THINKING English Yearlong | 3.0 Credits | 5th INTRODUCTION TO LITERARY THINKING Integrated with Introduction to Historical Thinking The fifth-grade Introduction to Literary Thinking course is framed within the three main genres of mystery, science fiction, and autobiography. Much of the work in this course focuses on the main elements of story - exposition, rising and falling action, climax, and resolution - as those are the building blocks upon which much written work is created. Students read several contemporary books together, practicing a variety of reading skills such as inference, finding evidence, and fluency. Writing practice explores the five stages of the writing process with special attention to crafting a cohesive story arc and learning revision techniques so as to write more independently. Ideas are shared in small and large groups, both in writing and verbally, throughout the year to practice listening and build on one another's ideas. Middle school students explore what it means to be literary thinkers by focusing on the principal skills of reading, writing, and speaking. Across the grades, students read a wide range of literary forms and genres such as graphic novels, literary fiction, Shakespearean drama, and contemporary poetry. Our middle school classrooms embrace the writing workshop model whereby students generate ideas, develop drafts, revise for tone, word choice, and detail, and edit for grammar. Students learn how to identify their own strengths and areas of growth in their writing as they strive to build a community of critical and creative writers. Discussion and the sharing of ideas are the heart of literary investigation. We employ a variety of discussion techniques and speaking opportunities that are scaffolded to each grade level and move from teacher-directed to student-run formats across the grades. We aim to develop and encourage lifelong readers and active citizens empowered with language. Close English Yearlong | 6th LITERARY THINKING 1 English Yearlong | 3.0 Credits | 6th LITERARY THINKING 1 Integrated with Historical Thinking 1 In sixth grade, students are introduced to a diverse selection of literature and oral traditions (including nonfiction, poetry, myths, historical fiction, and short stories) in the Literary Thinking 1 course. Students read a selection of published works, examining the various elements that comprise each genre and then applying what they learn by writing their own piece in the style of each genre. The five stages of the writing process guide students through drafts and revisions, and each unit ends with a publishing party to celebrate the learning and share writing. Students work regularly in groups, comparing ideas, creating projects, and peer reviewing, which helps to develop verbal communication, in-the-moment processing, and empathy for one another. Middle school students explore what it means to be literary thinkers by focusing on the principal skills of reading, writing, and speaking. Across the grades, students read a wide range of literary forms and genres such as graphic novels, literary fiction, Shakespearean drama, and contemporary poetry. Our middle school classrooms embrace the writing workshop model whereby students generate ideas, develop drafts, revise for tone, word choice, and detail, and edit for grammar. Students learn how to identify their own strengths and areas of growth in their writing as they strive to build a community of critical and creative writers. Discussion and the sharing of ideas are the heart of literary investigation. We employ a variety of discussion techniques and speaking opportunities that are scaffolded to each grade level and move from teacher-directed to student-run formats across the grades. We aim to develop and encourage lifelong readers and active citizens empowered with language. Close English Yearlong | 7th LITERARY THINKING 2 English Yearlong | 3.0 Credits | 7th LITERARY THINKING 2 Integrated with Historical Thinking 2 Seventh-grade students explore themes of Identity, Power, and Belonging in their Literary Thinking and Historical Thinking classes. In both classes, students work to gather and analyze evidence in support of their arguments and theses. Through the TELA (or Harkness) discussion method, they work together to build a conversation that leads to a deeper understanding of the text. After working throughout the year to build their writing skills, students finish the year with a five-paragraph essay full of thoroughly analyzed evidence. Additional projects include creative writing and our Independent Reading Project where students read an auto/biography and come to class dressed as their chosen history maker. Middle school students explore what it means to be literary thinkers by focusing on the principal skills of reading, writing, and speaking. Across the grades, students read a wide range of literary forms and genres such as graphic novels, literary fiction, Shakespearean drama, and contemporary poetry. Our middle school classrooms embrace the writing workshop model whereby students generate ideas, develop drafts, revise for tone, word choice, and detail, and edit for grammar. Students learn how to identify their own strengths and areas of growth in their writing as they strive to build a community of critical and creative writers. Discussion and the sharing of ideas are the heart of literary investigation. We employ a variety of discussion techniques and speaking opportunities that are scaffolded to each grade level and move from teacher-directed to student-run formats across the grades. We aim to develop and encourage lifelong readers and active citizens empowered with language. Close English Yearlong | 8th LITERARY THINKING 3 English Yearlong | 3.0 Credits | 8th LITERARY THINKING 3 Integrated with Historical Thinking 3 Building upon the 8th grade question, What Does It Mean To Be Human?, this course challenges students to consider the diversity of the world around them while striving to define their place in it both as individuals and as thoughtful global citizens. The year overlaps with the key themes of Culture, Conflict, and Compassion in Historical Thinking 3, including a joint culminating project during Spring trimester. Working from core texts including Martel's Life of Pi, Collin's Hunger Games, and Lee’s To Kill A Mockingbird, plus supplementary poems and short stories, students become critical readers and considerate contributors to class discussions. Students develop writing skills through creative pieces, journals, personal narratives, and textual analyses in our writing workshop. The program also incorporates ongoing grammatical concepts and vocabulary acquisition. Finally, presentation, speech, and facilitation skills are practiced and honed on a variety of informal and formal class projects. Close English Trimester | 9th BOUNDARIES: LITERATURE English Trimester | 1.0 Credits | 9th BOUNDARIES: LITERATURE Paired and Integrated with Boundaries: Social Science This interdisciplinary course, with both a literature and social science section, explores the following questions: How do boundaries enable and constrain identities, and how do identities impact the construction, reinforcement or dismantling of boundaries? Students in the literature section will consider themes of inclusion, self, community, and boundaries: for example, self and society, self and “other,” and boundaries associated with growing up as they read The Diary of of a Young Girl by Anne Frank. In the second unit of the course, students read a selection of writing by authors from the African continent, deepening understanding of how individuals transform existing societal boundaries. Students learn annotation skills, close-reading, and analysis, focusing on shorter analytical and personal writing. Close English Trimester | 9th CONNECTIONS: LITERATURE English Trimester | 1.0 Credits | 9th CONNECTIONS: LITERATURE Paired and Integrated with Connections: Social Science This interdisciplinary course, with a literature and social science section, examines the relationship between globalization and the individual by exploring the following guiding question: Who am I as a global citizen and how is my identity connected to a larger cultural fabric? Early coursework explores identity and culture through contemporary poetry from a diverse group of authors. Students learn figurative, language terminology and how to annotate a poem, and focus on close-reading and analysis. Building on the foundation of identity and culture established early in the course, students explore how characters in Nectar in a Sieve face a changing India and cope with the limits and inequities of globalization. Close English Trimester | 9th MIGRATION: LITERATURE English Trimester | 1.0 Credits | 9th MIGRATION: LITERATURE Paired and Integrated with Migration: Social Science This interdisciplinary course, with both a literature and social science section, how does migration of people, ideas, and culture transform and reveal power dynamics in societies? Students in the literature section explore this question through reading texts that consider and are influenced by Renaissance-era migration. Students in the literature section will consider the concept of migration in the context of other literary themes (for example, identity, power relationships, cultural and societal norms) and the beginnings of the era of global exchange and colonization. Students engage in a longer writing project, further developing their analytical and expressive writing along with critical reading and discussion skills. Close English Trimester | 9th EXCHANGE: LITERATURE English Trimester | 1.0 Credits | 9th EXCHANGE: LITERATURE Paired and Integrated with Exchange: Social Science This interdisciplinary course, with both a literature and social science section, considers the phenomena and significance of exchange within and between cultures and regions. What occurs when a cultural exchange introduces multiple perspectives to society and globality? What happens when there is an exchange of perspectives on what legitimizes power and knowledge? Students consider art and literature from the Islamic Golden Age, examining the exchange and evolution of knowledge, belief, and power in early modern global culture, and how this era contributed to the development of the Renaissance. Students also engage in a longer writing project, further developing their analytical and expressive writing along with critical reading and discussion skills. Close English Trimester | 9th AUTHORITY: LITERATURE English Trimester | 1.0 Credits | 9th AUTHORITY: LITERATURE Paired and Integrated with Authority: Social Science This interdisciplinary course, with both a literature and social science section, investigates how societies create, develop, maintain, and disrupt authority. Course Segment 1 | What is authority and how does it manifest itself in a society? Inquiry considers a number of short texts by early modern and modern women writers on themes of leadership, power and empowerment, authorship, and voice. In tandem, a case study explores the techniques used by the Qin Dynasty to establish authority over vast and diverse populations. Concepts considered include leadership and authoritarianism, dominant and subservient culture, and regulation and codification. Course Segment 2 | What are the sources of legitimate authority? Inquiry analyzes both the problems of authoritarian rule and society as dystopia through the classic novel, 1984. In tandem, the historical context surrounding the slave revolts in the Roman Republic, and their contribution to the civil conflicts that gave way to authoritarian rule and the beginning of the Roman Empire, is investigated. The production of a propaganda and empowerment portfolio examines the methods of social control and human rights abuses to maintain power, and how resistance and revolution have been used to try to effect societal change. Close English Trimester | 9th ORIGINS: LITERATURE English Trimester | 1.0 Credits | 9th ORIGINS: LITERATURE Paired and Integrated with Origins: Social Science This interdisciplinary course, with both a literature and social science section, considers origins and development of early civilizations and the elements of culture in Egypt and Greece, and how the use of artifacts, early communication, and the development of written language led to the development of increasingly complex stories and mythologies that continue to influence the stories the world tells today. Course Segment 1 | What are the origins of human civilization and what stories were created in the process? Inquiry explores origin stories and creation myths from various cultures, including selections from Gilgamesh and The Odyssey, while investigating the Agricultural Revolution and seven elements of culture that contributed to the formation of ancient Egypt. Course Segment 2 | How have the stories humans have told over time impacted the story humans are telling about their cultures today? Inquiry explores Wells' All Systems Red, a novella set in the future and featuring a self-aware artificial intelligence. Coursework considers how stories can transmit a society's values and norms, and explores connections between ancient, contemporary, and possible future civilizations. In tandem, a case study is engaged on ancient Greece during the formation of city-states and the evolution of Athenian democracy. Close English Trimester | 10th LATIN AMERICAN LITERATURE English Trimester | 1.0 Credits | 10th LATIN AMERICAN LITERATURE Paired and Integrated with Modern Latin American History This course delves into the fantastic "magical realism," a defining aesthetic of Latin American literature, and that literature's commitment to the exploration of personal and national identities. Coursework includes a selective reading of some of the major Latin American authors of the 19th through 20th centuries, in addition to the narratives of indigenous cultures. Students read a selection of short fiction by writers such as Borges, Marquez, and Alvarez, poetry by Neruda and others, and Isabel Allende's modern classic, The House of the Spirits. Close English Trimester | 10th MEDIEVAL LITERATURE English Trimester | 1.0 Credits | 10th MEDIEVAL LITERATURE Paired and Integrated with Medieval History This course provides students with an introduction to some of the earliest literature in the Anglo Saxon canon, including Beowulf, the wonderful Arthurian adventure epic poem, Sir Gawain and the Green Knight, and Chaucer’s witty and fascinating portraits of ordinary English citizens on pilgrimage in Canterbury Tales. Students explore archetypes and motifs that carry throughout Western literature: the hero’s epic journey of self-discovery; the rise and consequences of hubris; the conflicts of the individual (male and female) in society; the relationships between the mystical, supernatural, and the everyday world. Close English Trimester | 10th EUROPEAN REVOLUTIONS IN THOUGHT: SHAKE... English Trimester | 1.0 Credits | 10th EUROPEAN REVOLUTIONS IN THOUGHT: SHAKESPEARE & THE ENGLISH RENAISSANCE Paired and Integrated with European Revolutions in Thought: Renaissance to The Enlightenment The writings of Shakespeare were revolutionary during his lifetime and up to the present day, his influence remains deeply felt in English literature. This course introduces students to Shakespeare's oeuvre, covering both plays and sonnets, contextualizing them within the broader cultural shifts of the English Renaissance during the reign of Queen Elizabeth I. Shakespeare's work examines and dramatizes issues explosive in any era: the relationship between individuals and the state; love and desire; gender roles, betrayal, loss. Additionally, students explore the qualities of Shakespeare's poetic language. When possible, students attend a Shakespeare performance and/or work with performing arts faculty on the dramatic aspects of the texts. Close English Trimester | 10th REASON TO ROMANCE: 19TH CENTURY BRITIS... English Trimester | 1.0 Credits | 10th REASON TO ROMANCE: 19TH CENTURY BRITISH LITERATURE Paired and Integrated with Revolution to Imperialism: 19th Century Europe (1650-1850 CE) The 18th and 19th centuries were revolutionary periods in western civilization that saw the rise of social, political, and economic movements that continue to impact the modern world. Investigation in this course examines revolutions in thought, beginning with the Scientific Revolution and Enlightenment, and finishing with the application of those revolutionary theories in the French Revolution and Napoleonic era. Close English Trimester | 10th MODERN PERSPECTIVES: EUROPEAN LITERATURE English Trimester | 1.0 Credits | 10th MODERN PERSPECTIVES: EUROPEAN LITERATURE Paired and Integrated with Modern Perspectives: Ideologies in Practice (1848-1945 CE) This course examines the interplay and balance between the nation-state, the individual and the world within, and the 19th and 20th centuries in Europe. Major topics include industrialism, World War I the Russian Revolution, World War II, and Cold War. Students also investigate the historical forces that emerged in this period, including nationalism, feminism, capitalism, communism, new imperialism and fascism. Close English Trimester | 10th MODERN AFRICAN LITERATURE English Trimester | 1.0 Credits | 10th MODERN AFRICAN LITERATURE Paired and Integrated with Modern African History Modern literature in most African countries explores the continent's richness of culture, landscape, and struggles for self-determination. This is a contemporary course founded on themes of traditional vs. modern and city vs. pastoral. Students read a novel by the contemporary Nigerian author Chimamanda Adichie, the classic South African novel, Cry, The Beloved Country, and a selection of essays from Ryszard Kapuscinski's Shadow of the Sun. Close English Trimester | 10th MODERN ASIAN LITERATURE AND FILM English Trimester | 1.0 Credits | 10th MODERN ASIAN LITERATURE AND FILM Paired and Integrated with Modern Asian History Through 20th and 21st century literature about China, Japan, and Vietnam students explore themes such as China’s Cultural Revolution and the wizardry of martial arts. Humor and hope temper fatalistic sensibilities; the supernatural and natural worlds merge to create a multi-faceted realism in literature and in anime film. Students read Samurai’s Garden, Balzac and the Little Chinese Seamstress, Paradise of the Blind, and watch two modern Asian film classics: To Live and Spirited Away. Close English Trimester | 10th MIDDLE-EASTERN AND MIDDLE-EASTERN AMER... English Trimester | 1.0 Credits | 10th MIDDLE-EASTERN AND MIDDLE-EASTERN AMERICAN LITERATURE Paired and Integrated with Modern Middle Eastern History Responding to the new prominence of Middle Eastern geography, history, politics, and culture in the United States, this class incorporates works by Middle Eastern and Middle Eastern American writers: a selection of Israeli and Lebanese poets, Marjane Satrapi (Persepolis), Pulitzer Prize-winning poet Naomi Shihab Nye, and the Iranian-American writer Firoozeh Dumas. This course examines the political role of literature, particularly in relation to the Palestinian-Israeli conflict, gender roles in Islamic culture, and the immigrant experience of Middle Easterners in the United States. Close English Yearlong | 11th AMERICAN LITERATURE English Yearlong | 3.0 Credits | 11th AMERICAN LITERATURE Paired and Integrated with United States History: The American Question This course of study in English provides a broad and diverse survey of works by authors from the United States, representing a variety of historical periods and the vast number of perspectives that comprise the American cultural experience. Students address questions such as the following: How has the notion of American “liberty” evolved since colonial times, and how it is still evolving and still unfinished? Who and what is “American?" And, most broadly, How does the literature of the United States both reflect and create its culture? Works studied include a range of voices, genres, perspectives, and authors to help students navigate the complexities of an evolving culture. Close English Trimester | 12th WESTERN FICTION AND DRAMA English Trimester | 1.0 Credits | 12th WESTERN FICTION AND DRAMA As long as literature has existed, people have questioned its purpose: what it is, what it should and shouldn’t do, why we read it, what makes a work “good,” and what, exactly, is the goal of analyzing it? Coursework takes these inquiries as a starting point and introduces students to the various theoretical approaches to understanding literature. We pay particular attention to post-structuralism and its legacy as we cover a range of methods for literary interpretation, including psychoanalysis, feminist theory, gender studies, Marxism, post-colonialism, cultural studies, and critical race theory. Students get a feel for how these theories work in practice by applying them to primary texts. Various works of fiction by authors such as Octavia Butler, Ling Ma, James Baldwin, William Faulkner, Jhumpa Lahiri, and Ralph Ellison. Included literary texts provide concrete examples of theory in action. This course focuses on the construct of the novel in the Western world; it is not a study of the literature of the American West. Close English Trimester | 12th THE MODERN NOVEL English Trimester | 1.0 Credits | 12th THE MODERN NOVEL Modern & contemporary literature often gives us greater context for understanding violent moments throughout history. Slavery, colonialism, war, fascism, migration, racism, class conflict – these are just some of the many disorienting and unsettling historical events treated by the modern novel. How is literature, then, a response to these histories? How is writing a form of remembrance, and how is memory shaped by language and culture? What are the ways in which literature helps us to see how identities can be formed by memories? Can we narrate memory as a story? Coursework approaches these difficult questions through a diversity of authors and texts: Toni Morrison, Art Spiegelman, Chimamanda Adichie, J.M. Coetzee, Virginia Woolf, Ocean Vuong, Bharati Mukherjee, and Mohsin Hamid. Close English Trimester | 12th LITERATURE AND THE NATURAL ENVIRONMENT English Trimester | 1.0 Credits | 12th LITERATURE AND THE NATURAL ENVIRONMENT This course focuses on the tradition of environmental literature in America and contemporary critical and literary texts. Lawrence Buell, a major theorist in "eco-criticism," describes his critical practice as one that relies on the notion of individual and societal accountability to the natural environment as a pressing ethical concern for contemporary society. Major authors include: Emerson, Thoreau, and Whitman (selected essays and poetry); Emily Dickinson (selected poetry); Rachel Carson, Leslie Marmon Silko. Close English Trimester | 12th THE 1950S: LITERATURE, CULTURE, AND FILM English Trimester | 1.0 Credits | 12th THE 1950S: LITERATURE, CULTURE, AND FILM This course explores the culture of the United States in the period immediately after World War Two, at the dawn of the so-called "American Century." Throughout this period, writers and filmmakers produced works that were artistically innovative and engaged with national conversations about race and gender, individualism and conformity, and America's role in the world. Through careful analysis of these works, along with other artifacts such as documentary films, print advertising, and music, students will gain a deeper appreciation for this pivotal era in American history as well as its lasting significance in the present day. Major authors will include a selection of the following: Ray Bradbury, Gwendolyn Brooks, Allen Ginsberg, Shirley Jackson, Jack Kerouac, and Richard Yates. Close English Trimester | 12th POSTMODERN THEORY AND LITERATURE English Trimester | 1.0 Credits | 12th POSTMODERN THEORY AND LITERATURE This course is a critical exploration of major cultural and arts ideology of the past thirty years, with an emphasis on science fiction (or, as it's sometimes called, "speculative fiction"). Students explore this cultural-aesthetic movement called Postmodernism, one fraught with fragmentation and ambiguity. Familiarity with postmodernism prepares students to address it in various college-level frameworks. Authors and philosophers studied include: Thomas Pynchon, William Gibson, Neil Stephenson, Jacque Derrida, Jean-Francois Lyotard, and Jean Baudrillard. Close English Trimester | 9-12th CREATIVE WRITING English Trimester | 1.0 Credits | 9-12th CREATIVE WRITING Does Not Satisfy Graduation Requirement for English Students write fiction, creative nonfiction and poetry. Students read and respond to both published writers’ and each other’s work. This course greatly strengthens aspects of student’s writing such as narrative structure, sentence fluency, and clarity of expression. Close English Trimester | 9-12th ADVANCED CREATIVE WRITING English Trimester | 1.0 Credits | 9-12th ADVANCED CREATIVE WRITING Pre-requisite: Creative Writing (Does Not Satisfy Graduation Requirement for English) Building on the skills learned in Creative Writing, students in this course will engage in the exploration of a particular genre, such as science fiction/fantasy, graphic novels/cartoons, or playwriting/screenwriting. This class offers an in-depth exploration of topics within the larger field of creative writing via both reading and producing work in a particular genre. The class will run on a workshop model, which requires students’ investment in sharing their work with others, critiquing others’ work, and keeping on track with their writing process. Students will produce one large piece in the genre being studied, or a portfolio of shorter pieces. Close SOCIAL SCIENCE PHILOSOPHY & REQUIREMENTS SOCIAL SCIENCE PHILOSOPHY & REQUIREMENTS MS Course Requirement (4 years) US Course Requirement (3 Years in Grades 9-11) At Eastside Preparatory School a foundation of historical, cultural, ideological, and geographical literacy and the ability to think like a social scientist is fostered through a diverse curriculum and progressive pedagogical methods. A rigorous curriculum employs experiential learning and integrated course work to develop a broad historical perspective and to encourage active and contributing citizenship in a global society. Coursework focuses on critical analysis, effective written and oral communication, and strong research and study skills. Close Social Science Yearlong | 5th INTRODUCTION TO HISTORICAL THINKING Social Science Yearlong | 3.0 Credits | 5th INTRODUCTION TO HISTORICAL THINKING Integrated with Introduction to Literary Thinking This course focuses on North America from pre-history through the 18th century. Using primary source documents, secondary source texts, and hands-on research, students are introduced to what it means to be a historical thinker. Themes include native cultures, early Native-European interactions, exploration, colonization, and the formation of a new nation. United States geography and map skills are integrated throughout the coursework. Close Social Science Yearlong | 6th HISTORICAL THINKING 1 Social Science Yearlong | 3.0 Credits | 6th HISTORICAL THINKING 1 Integrated with Literary Thinking 1 The thematic question of the 6th grade year, What Is The World Made Of?, guides this course. Study begins with a unit on World Geography which is followed by a comparative analysis of the history of the ancient civilizations of China, Egypt and West Africa, Greece, and Rome. The literary aspects of these ancient societies are examined concurrently in Literary Thinking 1 through the reading and writing of myths and folktales. Historical thinking skills practiced in this course include asking questions, analyzing evidence, drawing conclusions, and relating this information back to the thematic question. Close Social Science Yearlong | 7th HISTORICAL THINKING 2 Social Science Yearlong | 3.0 Credits | 7th HISTORICAL THINKING 2 Integrated with Literary Thinking 2 The big question, How Did We Get Here? guides this course. Study begins with a United States geography unit to give a physical foundation for later topics. A review of the core ideals of the U.S. Constitution and Bill of Rights follows, establishing a framework through which to study American history from the mid-19th Century to the modern day. Thematic units explore the Constitution, Slavery & the Civil War, Immigration & the Industrial Revolution. Students also write a research paper that addresses the Big Question, receiving guidance from their Literary Thinking 2 and Historical Thinking 2 teachers. Midway through the year, emphasis shifts from United States to Washington State History, as students grapple with issues of the region. Historical thinking skills practiced in this course include: asking questions, analyzing evidence, and drawing conclusions that can be formed into histories. Readings include primary sources, secondary selections, and novels. Coursework is integrated throughout the year with the Literary Thinking 2 course. Close Social Science Yearlong | 8th HISTORICAL THINKING 3 Social Science Yearlong | 3.0 Credits | 8th HISTORICAL THINKING 3 Integrated with Literary Thinking 3 The big question, What Does It Mean To Be Human? guides this course. Study focuses on the roots of contemporary global issues and the development of a global perspective through research, discussion, and expression of personal perspectives. Concepts of cultural diversity and resolution dialogue are constructed within a deliberate progression of three units: Cultures of the World, Cultures in Conflict, and From Conflict to Consensus. Literary aspects tied to these topics are explored concurrently in the Literary Thinking 3 course. Curriculum is intentionally designed as preparation for more rigorous Upper School coursework, and centers on respectful discussion and debate that fosters independent thought and expression. Close Social Science Trimester | 9th BOUNDARIES: SOCIAL SCIENCE Social Science Trimester | 1.0 Credits | 9th BOUNDARIES: SOCIAL SCIENCE Paired and Integrated with Boundaries: Literature This interdisciplinary course, with both a literature and social science section, explores the following guiding questions: How do boundaries enable and constrain identities? How do identities impact the construction, reinforcement, or dismantling of boundaries? Early coursework explores 19th century Germany nationalism, followed by the early 20th century context that enabled the racialization and anti-Semitism that animated a world at war. Subsequent coursework focuses on the colonial context that enabled the racialized systems of legal segregation and the construction, maintenance, and eventual dismantling of apartheid. Close Social Science Trimester | 9th CONNECTIONS: SOCIAL SCIENCE Social Science Trimester | 1.0 Credits | 9th CONNECTIONS: SOCIAL SCIENCE Paired and Integrated with Connections: Literature This interdisciplinary course, with both a literature and social science section, examines the relationship between globalization and the individual through the following guiding questions: What is globalization? What are its benefits and drawbacks? What role does the individual play in an interconnected world? Students begin by defining and learning the history of (and assessing the consequences of) globalization in its economic, political, and cultural forms. They then build on this knowledge by examining how globalization has shaped modern India through a study of India’s recent economic, cultural, and political history, and an evaluation of its expanding role on the international stage. Additionally, students develop the skills of source evaluation, close reading, and thesis construction. Close Social Science Trimester | 9th MIGRATION: SOCIAL SCIENCE Social Science Trimester | 1.0 Credits | 9th MIGRATION: SOCIAL SCIENCE Paired and Integrated with Migration: Literature This interdisciplinary course, with both a literature and social science section, delves into the geographic movement of people, ideas, and cultures in the Atlantic World from the early modern to the contemporary period. Course Segment 1 | What happens when two distinctly different cultures come into contact in a colonial relationship? Inquiry considers Shakespeare’s The Tempest, alongside an examination of the geographic regions of the emerging Atlantic World (Western Europe, the Americas, and the Caribbean), through the topics of exploration, colonization, power, exchange, and religion. Coursework includes a social science case study of “Old World” Iberia (Spain and Portugal) and the “Age of Exploration” that results in the creation of an interconnected Atlantic World. Course Segment 2 | How do individuals adapt to new cultures, and how do societies adapt to influence from other cultures? Inquiry considers The Queen of Water, a story of a girl in the Ecuadorean Andes who leaves her rural village to work for an upper-class family in the city, in concert with a historical investigation of the effects of colonialism, globalization, and transculturation in the “New World,” particularly the Iberian colonies of Peru and Brazil. Close Social Science Trimester | 9th EXCHANGE: SOCIAL SCIENCE Social Science Trimester | 1.0 Credits | 9th EXCHANGE: SOCIAL SCIENCE Paired and Integrated with Exchange: Literature This interdisciplinary course, with both a literature and social science section, considers the phenomena and significance of exchange within and between cultures and regions. Course Segment 1 | What occurs when a cultural exchange occurs that allows for multiple perspectives in regard to society, and globality? The first segment of the course examines exchanges within and between parts of the globe during the Renaissance period, with focus on culture, religion, global exploration, and colonialism, as students read the first half of Shakespeare’s The Tempest. Course Segment 2 | What happens when there is an exchange of perspectives on what legitimates power and knowledge? The second segment focuses on the exchange and evolution of knowledge, belief, and power in early modern global culture, as students finish their reading of The Tempest and study the Islamic Golden Age and how it helped create the Renaissance. Close Social Science Trimester | 9th AUTHORITY: SOCIAL SCIENCE Social Science Trimester | 1.0 Credits | 9th AUTHORITY: SOCIAL SCIENCE Paired and Integrated with Authority: Literature This interdisciplinary course, with both a literature and social science section, investigates how societies create, develop, maintain, and disrupt authority. Course Segment 1 | What is authority and how does it manifest itself in a society? Inquiry considers a number of short texts by early modern and modern women writers on themes of leadership, power and empowerment, authorship, and voice. In tandem, a case study explores the techniques used by the Qin Dynasty to establish authority over vast and diverse populations. Concepts considered include leadership and authoritarianism, dominant and subservient culture, and regulation and codification. Course Segment 2 | What are the sources of legitimate authority? Inquiry analyzes both the problems of authoritarian rule and society as dystopia through the classic novel, 1984. In tandem, the historical context surrounding the slave revolts in the Roman Republic, and their contribution to the civil conflicts that gave way to authoritarian rule and the beginning of the Roman Empire, is investigated. The production of a propaganda and empowerment portfolio examines the methods of social control and human rights abuses to maintain power, and how resistance and revolution have been used to try to effect societal change. Close Social Science Trimester | 9th ORIGINS: SOCIAL SCIENCE Social Science Trimester | 1.0 Credits | 9th ORIGINS: SOCIAL SCIENCE Paired and Integrated with Origins: Literature This interdisciplinary course, with both a literature and social science section, considers origins and development of early civilizations and the elements of culture in Egypt and Greece, and how the use of artifacts, early communication, and the development of written language led to the development of increasingly complex stories and mythologies that continue to influence the stories the world tells today. Course Segment 1 | What are the origins of human civilization and what stories were created in the process? Inquiry explores origin stories and creation myths from various cultures, including selections from Gilgamesh and The Odyssey, while investigating the Agricultural Revolution and seven elements of culture that contributed to the formation of ancient Egypt. Course Segment 2 | How have the stories humans have told over time impacted the story humans are telling about their cultures today? Inquiry explores Wells' All Systems Red, a novella set in the future and featuring a self-aware artificial intelligence. Coursework considers how stories can transmit a society's values and norms, and explores connections between ancient, contemporary, and possible future civilizations. In tandem, a case study is engaged on ancient Greece during the formation of city-states and the evolution of Athenian democracy. Close Social Science Trimester | 10th MODERN LATIN AMERICAN HISTORY Social Science Trimester | 1.0 Credits | 10th MODERN LATIN AMERICAN HISTORY Paired and Integrated with Latin American Literature (1849 CE-Present) No singular history could possibly contain a region as vast and complex as Latin America. This course introduces students to broad cultural themes that characterize Latin American history through representative historical anecdotes. Our study opens as French intellectuals and North American ‘49ers coined the term “Latin” America in the 1850s. We observe the cultural effects of political violence, from the Mexican Revolution through the military dictatorships of the 1970s. We conclude our study in Chile, as Latin Americans reconsider the region’s place in the neoliberal world order that emerged at the turn of the millennium. By tracing these twists and turns, connecting the personal to the political, we see how the region is defined by its relations with North America, and how its history mirrors art and literature, which interjects the bizarre, the fantastic, and the unbelievable into the everyday experience of common people. To conclude this course, students conduct research on a country within Latin America, identify a pertinent issue, and draft a resolution and speech addressing that issue. Subsequently, they serve as the delegate from that country in a culminating United Nations gathering involving the entire tenth grade class. Close Social Science Trimester | 10th MEDIEVAL HISTORY Social Science Trimester | 1.0 Credits | 10th MEDIEVAL HISTORY Paired and Integrated with Medieval Literature (500-1500 CE) Coined as early as the 15th century, the term "medieval" connotes a dark, unsophisticated time, a cultural abb between the great periods of the Roman Empire and the European Renaissance. Coursework complicates this simple historical narrative, by investigating the complexity of this time period and its contemporary influence. Using a lens of historiography (the history of history), students explore topics including the growing importance of the Catholic Church, the development of feudalism and guilds, and interactions and cultural diffusion between Europe and the outside world. Close Social Science Trimester | 10th EUROPEAN REVOLUTIONS IN THOUGHT: RENAI... Social Science Trimester | 1.0 Credits | 10th EUROPEAN REVOLUTIONS IN THOUGHT: RENAISSANCE TO THE ENLIGHTENMENT Paired and Integrated with European Revolutions in Thought: Shakespeare & The English Renaissance (1300-1789 CE) The 16th to 18th centuries were revolutionary periods that saw the rise of artistic, religious, political and philosophical movements in early modern Europe that continue to impact the world today. Investigation in this course examines revolutions in thought beginning with the Renaissance and Reformation and continuing through to the Scientific Revolution and the Enlightenment, with students using Kuhn's Theory of Paradigm Shift as a framework for understanding these dramatic changes. Additionally, students also consider the accuracy of the periodization involved, by contrasting the advances and achievements of the supposedly pre-modern medieval epoch with the beginnings of modernity. Close Social Science Trimester | 10th REVOLUTION TO IMPERIALISM: 19TH CENTUR... Social Science Trimester | 1.0 Credits | 10th REVOLUTION TO IMPERIALISM: 19TH CENTURY EUROPE Paired and Integrated with Reason to Romance: 19th Century British Literature (1789-1914 CE) The dramatic events and upheaval of the ‘long’ 19th century in Europe profoundly reshaped states, economies, cultures, and intellectual thought in ways that are still keenly felt today. These developments deeply impacted life across all social strata in all corners of the globe, setting the stage for an even more tumultuous 20th century. Beginning with the pivotal French Revolution that shook monarchies to their core, coursework traces how the Industrial Revolution, the rise of nationalism, and waves of European imperialism ushered in the modern world. Close Social Science Trimester | 10th MODERN PERSPECTIVES: EUROPEAN IDEOLOGI... Social Science Trimester | 1.0 Credits | 10th MODERN PERSPECTIVES: EUROPEAN IDEOLOGIES IN PRACTICE Paired and Integrated with Modern Perspectives: 19th/20th Century European Literature (1848-1945 CE) From the publication of The Communist Manifesto to the rise of nationalist movements in Nazi Germany and fascist Italy, European history is marked by the testing of a myriad of competing ideologies championed by individuals, groups, and nation-states. Study in this course traces the roots of modernity by investigating the economic and political philosophies that arose in the late 19th and early 20th centuries in Europe, including capitalism, communism, nationalism, and fascism. These topics are studied in the context of the Industrial Revolution, New Imperialism, World War I, the Russian Revolution, World War II, and the formation of the United Nations. Close Social Science Trimester | 10th MODERN AFRICAN HISTORY Social Science Trimester | 1.0 Credits | 10th MODERN AFRICAN HISTORY Paired and Integrated with Modern African Literature (1800 CE-Present) It is impossible for a trimester course to explore the vast complexity of the history of the nations and people of the African continent, and so this course will use several representative case studies to examine modern African history. At the Conference of Berlin in 1885, European powers staked claim to virtually the entire continent of Africa. Using maps of places they had never been to, they drew arbitrary boundaries with little regard for traditional monarchies, ethnicities, and social structures that existed within those borders. Modern African nations are still dealing with the effects of this redrawing of the continent. This course examines the motivations of the European powers during the colonization of Africa, the effects of imperialism, and the reality of modern African states. In doing so, students come to a more nuanced and balanced understanding of Africa as it exists in the world today. To conclude this course, students conduct research on a country within Africa, identify a pertinent issue, and draft a resolution and speech addressing that issue. Subsequently, they serve as the delegate from that country in a culminating United Nations gathering involving the entire tenth grade class. Close Social Science Trimester | 10th MODERN ASIAN HISTORY Social Science Trimester | 1.0 Credits | 10th MODERN ASIAN HISTORY Paired and Integrated with Modern Asian Literature and Film (1839 CE-Present) Comprehensively delving into the modern history of a continent as vast and diverse as Asia would be impossible in merely a trimester. This course attempts to highlight the key historical forces and developments that have shaped Asia into the powerful and emerging force it is today, with a focus on colonization and decolonization in South-East Asia, the ‘Century of Humiliation’ and the subsequent earth-shattering revolutions that swept through China, and the rise, defeat and rebirth of Japan over the past 150 years or so. Drawing on diverse scholarship, with an emphasis on voices from the region, students begin to grasp why our current century has long been dubbed ‘the Asian Century’. To conclude this course, students conduct research on a country within Asia, identify a pertinent issue, and draft a resolution and speech addressing that issue. Subsequently, they serve as the delegate from that country in a culminating United Nations gathering involving the entire tenth grade class. Close Social Science Trimester | 10th MODERN MIDDLE EASTERN HISTORY Social Science Trimester | 1.0 Credits | 10th MODERN MIDDLE EASTERN HISTORY Paired and Integrated with Middle-Eastern and Middle-Eastern American Literature (1917 CE-Present) The history of the modern Middle East is a reflection of complex relationships between distinct peoples, cultures and religions. Investigation in this course begins with an examination of the origins of Islam, analysis of the modern Zionist movement, and a study of European involvement in the region after WWI. Coursework continues with a discussion of the reorganization of national boundaries by the United Nations following the British withdrawal from the region in the 1940's, and the resulting legacy of contemporary conflict. Finally, heavy focus is put on both the domestic and international significance of the region and its peoples today. Case studies include: the Palestinian-Israeli conflict, the growth of the modern Iraqi state, the Iranian Revolution, and the recent social and political transformations in Egypt. Close Social Science Yearlong | 11th UNITED STATES HISTORY: THE AMERICAN QU... Social Science Yearlong | 3.0 Credits | 11th UNITED STATES HISTORY: THE AMERICAN QUESTION Paired and Integrated with American Literature In this course, evolution of American democracy is considered as "a path and a project, not a destination." Examination of the Colonial Period through the modern day is framed by two approaches: (a) case-study history, where the context of select time periods is investigated and connected to contemporary American experience and issues; and (b) historiography, where the impact of the methodologies and biases of the historians who have written on these time periods is examined. Each segment of the course explores a different historical span and essential question: (1607-1810) How were imported European cultural, political, religious, economic values adapted and/or transformed in the early colonies and nation? (1830-Present) How does the historical experience of those originally excluded from the arc of human rights (because of race, class, and/or gender) show progress toward the ideals captured in the Declaration of Independence and Constitution? (1870-Present) As the complexity of contemporary American life has increased in the 20th and 21st centuries, how have leadership, technology, and media transformed the role of the American citizen? *Consideration of the history of Washington state in the context of national history is woven into the second and third segments of the course. Close Social Science Trimester | 12th COMPARATIVE GOVERNMENT Social Science Trimester | 1.0 Credits | 12th COMPARATIVE GOVERNMENT Does Not Satisfy Graduation Requirement for History/Social Science Since the emergence of sedentary societies, generations of humans have grappled with the development, maintenance and dismantling of the forms and functions of government. Building off foundational theories and concepts in political science, this course is an introduction to formal study in government and politics. Using three case studies (Great Britain, Russia and China), students compare and contrast a diverse group of modern systems of government, developing a more nuanced and comprehensive understanding of the role of government in today’s society. Close Social Science Trimester | 12th THE ECONOMICS OF DEVELOPMENT Social Science Trimester | 1.0 Credits | 12th THE ECONOMICS OF DEVELOPMENT Does Not Satisfy Graduation Requirement for History/Social Science This course uses relevant microeconomic and macroeconomic concepts, empirical data and relevant case studies to explore the challenges of economic growth and development, with a focus on the poorest twenty countries in the world today. The central guiding question in this course centers around the role that foreign aid and investment should play in nascent national economics. Course topics include human development, demographics and geography, free trade, fair trade, sustainable growth, developmental aid, poverty-alleviation measures, and behavioral economics. Close Social Science Trimester | 12th INTERNATIONAL RELATIONS Social Science Trimester | 1.0 Credits | 12th INTERNATIONAL RELATIONS Does Not Satisfy Graduation Requirement for History/Social Science While the 20th century is often dubbed the American Century, the first decade of the 21st century has seen an increase in globalism and a "flattening" of the world. In this course students explore the role the United States has played in modern global history and contemporary global policy and attempt to predict its future role in international relations. Through seminar and simulation students gain insight into the processes of foreign policy and diplomacy. Topics include the history of international relations, the Cold War, and the development of international institutions. Close Social Science Trimester | 12th DEMOCRATIC THEORIES AND CIVIC PRACTICES Social Science Trimester | 1.0 Credits | 12th DEMOCRATIC THEORIES AND CIVIC PRACTICES Does Not Satisfy Graduation Requirement for History/Social Science The origins of democracy trace back to the city-states of ancient Greece. At that time, democracy meant simply "rule of the citizens" (the demos), and was designed to allow citizens to have a voice in decisions that affected them. Since its inception, democratic theory and its practical applications have evolved significantly. This course examines the foundations of democratic theory, investigating its origins from the 5th century BCE to its resurgence in Enlightenment and to contemporary challenges to democratic values in the United States. Course topics include, but are not limited to, theories of direct, deliberative, and distributive democracy. In national election years specific attention is given to the American electoral process and party politics. Close Social Science Trimester | 12th LAW AND JUSTICE Social Science Trimester | 1.0 Credits | 12th LAW AND JUSTICE Does Not Satisfy Graduation Requirement for History/Social Science The legal system of the United States impacts us every day, but it is also opaque – a system of legal jargon, juris doctorates, and black robes. The purpose of this course is to help students not only understand the basic framework of the legal system in the United States, but also gain enough knowledge to critique that system. Students first examine the context and consequences of run-of-the-mill legal cases. They then turn to an examination of the rights provided by the U.S. Constitution and the ways in which United States Supreme Court case law alters and amends those rights. Close Social Science Trimester | 12th PUBLIC POLICY Social Science Trimester | 1.0 Credits | 12th PUBLIC POLICY Does Not Satisfy Graduation Requirement for History/Social Science This course provides an introduction to the study of public policy, including the contexts for public policy, the reasons and method for government intervention, the identity of actors involved and methods of evaluation public policy. Where applicable, the lens of race, class and gender is applied to explore the specific impact of public policy on particular segments of American society. Public policy issues studied span local, state and federal concerns, including education, homelessness and public health. As part of the course, students learn to draft policy memos advocating for particular public policy positions of their choice. Close Social Science Trimester | 9-12th UNDERCOVER ECONOMICS: THINKING AT THE ... Social Science Trimester | 1.0 Credits | 9-12th UNDERCOVER ECONOMICS: THINKING AT THE MARGIN Does Not Satisfy Graduation Requirement for History/Social Science Rather than looking at economics as a "dismal science" of static cost-benefit analysis, this course uses economic thinking to investigate a myriad of interesting and unconventional questions, and to uncover economic logic in the everyday world. Economic thinking is modeled by asking and answering questions such as, What do schoolteachers and sumo wrestlers have in common?, Do first names determine economic success?, and Who pays for your coffee? Additional attention is dedicated to exploring everyday economic questions that many Americans are unable to answer such as, What does it mean when the Fed raises rates?, How do mortgages and student loans work?, What are inflation and deflation?, How does the stock market work?, and Is recycling an economically efficient practice? Close Social Science Trimester | 10-12th EXPERIENCE: SEATTLE Social Science Trimester | 1.0 Credits | 10-12th EXPERIENCE: SEATTLE Does Not Satisfy Graduation Requirement for History/Social Science In this place-based course, students explore the area in which they live through historical study, cultural exploration, and field experiences. The first phase of the course includes an intensive study of local literature and historical texts to establish a baseline for understanding the history and composition of the Seattle Metropolitan area. The second phase of the course requires students to conduct an independent research project where they self-select and investigate an aspect of local history as a means to better understanding the region in which they live. Example project pursuits might include proposing solutions to modern challenges of the region (i.e. environmental issues, education, infrastructure), volunteering at MOHAI, or developing an exhibit. A key component of the course is three required Saturdays of place-based study in Downtown Seattle, the Snoqualmie Valley area, and Bainbridge Island. Close MATHEMATICS PHILOSOPHY & REQUIREMENTS MATHEMATICS PHILOSOPHY & REQUIREMENTS MS Course Requirement (4 years) US Graduation Requirement (3 Years in Grades 9-11) The purpose of the Math Discipline at Eastside Prep is to equip students with the number sense and problem-solving skills required to succeed in advanced work in math and other disciplines, to be discerning consumers of quantitative information, and put these to practical use in their lives. This is achieved through a combination of direct instruction and hands-on investigation, stressing process and context as much as solution. Understanding is assessed through the application of knowledge and skills to a new context, and whenever possible, stress is put on application to the real world. Prior to enrollment, students are placed at a math level commensurate with their past course experience and current skill level. Placement decisions are based on a placement exam/interview and/or the discretion of the Math Discipline Faculty and the Upper School Head. Close Mathematics Yearlong | 5th MATHEMATICAL FOUNDATIONS 5 Mathematics Yearlong | 3.0 Credits | 5th MATHEMATICAL FOUNDATIONS 5 The instructional approach in this course is differentiated to meet the mathematical needs of each student. Prior to each unit of study, students take a pre-assessment to identify which topics they have mastered and which topics they need to work on. Coursework is designed to offer extensive exposure to operations on real numbers and a solid grounding in practical problem-solving processes. Through hands-on, problem-solving methods, students build both conceptual understandings and operational fluency connected to the following topics: fractions/decimals/percentages, positive and negative numbers, and order of operations. Close Mathematics Yearlong | 6th MATHEMATICAL FOUNDATIONS 6 Mathematics Yearlong | 3.0 Credits | 6th MATHEMATICAL FOUNDATIONS 6 Prerequisite: Mathematical Foundations 5 The instructional approach in this course is differentiated to meet the mathematical needs of each student. Prior to each unit of study, students take a pre-assessment to identify which topics they have mastered and which topics they need to work on. By the conclusion of the course students have fluency in operations with real numbers (integers, decimals and fractions), finding common factors and multiples, units of measure, and some 2D and 3D geometry. Inquiry-based activities focus on applying mathematics to explorations of and solutions to real-life problems, such as tax, tip, and best purchases, as well as economic concepts, like interest. Close Mathematics Yearlong | 5-7th PRE-ALGEBRA Mathematics Yearlong | 3.0 Credits | 5-7th PRE-ALGEBRA Prerequisite: Mathematical Foundations 6 In this course an investigative approach is used to extend understanding of mathematical concepts, and broader, more abstract, mathematical thinking. Variables, equations, and expressions are introduced, while practice substituting, evaluating, and solving equations is explored in the context of algebraic problem-solving. Course topics include but are not limited to: operations on exponents and radicals, scientific notation, distributive property, and factoring. The intentional and collaborative approach to problem-solving in this course prepares students well for success in Algebra I. Close Mathematics Yearlong | 7-9th ALGEBRA 1 Mathematics Yearlong | 3.0 Credits | 7-9th ALGEBRA 1 Prerequisite: Pre-Algebra This introductory course explores the concepts of algebra, with emphases on an investigative approach and problem solving. Students explore patterns and develop algebraic methods for solving problems. Topics emphasized include linear, quadratic and exponential modeling; inequalities, systems of equations, exponents, and operating with polynomials. Close Mathematics Yearlong | 8-10th GEOMETRY Mathematics Yearlong | 3.0 Credits | 8-10th GEOMETRY Prerequisite: Algebra 1 An investigative approach is used to introduce students to the fundamentals of geometry and stress the relationship between geometric concepts and real applications. Topics covered include properties of parallel lines, all aspects of triangle geometry including congruence and similarity, the Pythagorean Theorem and its applications, areas of 2D figures and volumes of 3D figures, and algebra review. Throughout the course, there is an emphasis on problem-solving, using known geometric properties to deduce solutions and proof techniques. Close Mathematics Yearlong | 9-12th ALGEBRA 2 Mathematics Yearlong | 3.0 Credits | 9-12th ALGEBRA 2 Prerequisite: Geometry Content knowledge from Algebra I is deepened, and more complex material explored. The investigative approach remains integral, along with developing problem-solving skills as a central goal in each topic area. The course focuses on the analysis of different types of functions, including: linear, quadratic, polynomial, exponential, and logarithmic. As time and student interest allow, other topics explored are analysis of visual patterns, systems of linear equations, and linear programming. Close Mathematics Yearlong | 9-12th PRE-CALCULUS Mathematics Yearlong | 3.0 Credits | 9-12th PRE-CALCULUS Prerequisites: Geometry & Algebra 2 Coursework builds on topics explored in Algebra 2. Polynomial, rational, exponential and logarithmic functions are studied in detail, with an emphasis on both graphical and analytical solutions. Students are introduced to Trigonometry in all four quadrants. Analytic Trigonometry including solution of right and non-right triangles, trigonometric equations, and identities are also covered. Other topics may include finite and infinite sequences and series, the binomial theorem, and proof by induction, and limits. Close Mathematics Yearlong | 10-12th CALCULUS Mathematics Yearlong | 3.0 Credits | 10-12th CALCULUS Prerequisite: Pre-Calculus Students are introduced to the fundamental principles of calculus, beginning with the relationship to limits and continuing with an exploration of the key concepts of differentiation and integration. Applications of these principles include: related rates, optimization, and area beneath a curve. While not an AP course, the syllabus includes similar topics and can prepare students to take the AP Calculus AB exam in May of each year. Close Mathematics Yearlong | 11-12th ADVANCED CALCULUS Mathematics Yearlong | 3.0 Credits | 11-12th ADVANCED CALCULUS Prerequisite: Calculus Coursework expands on topics covered in Calculus, while also exploring applications of calculus to other coordinate systems. Topics covered include: integration by parts, the method of partial fractions, improper integrals and Infinite series including Taylor series. Alternate coordinate systems and vector-valued functions are studied extensively. The course concludes with a detailed investigation of the behavior of 3-Dimensional functions through multivariable calculus, including differentiation, rates of change and optimization of 3-Dimensional functions. Coursework can prepare interested students for the BC level AP Calculus exam. Close Mathematics Yearlong | 11-12th STATISTICS Mathematics Yearlong | 3.0 Credits | 11-12th STATISTICS Prerequisite: Algebra 2 In the first trimester, students are introduced to the fundamental principles of probability and statistics, including descriptive statistics and exploratory data analysis using R, a software environment for statistical computing. This is followed by an exploration of common probability distributions. The second trimester focuses on a transition to statistical inference and hypothesis testing, covering one and two-sample tests, confidence intervals, and experimental design. The third trimester focuses on more advanced statistical tests and models, including Goodness of Fit testing, ANOVA, and Linear Regression. Close Mathematics Yearlong | 12th ADVANCED TOPICS IN MATHEMATICS Mathematics Yearlong | 3.0 Credits | 12th ADVANCED TOPICS IN MATHEMATICS Prerequisite: Calculus This course broadens students’ definition of math and exposes them to further math topics they would expect to see in college. By studying a breadth of topics students understand the connectedness and internalize what is at the core of all mathematics- reasoning and creativity. Specific topics of study include: set theory, graph theory, number theory, game theory, and topology. To lay down the foundation for college experiences, the topics of differential equations and matrices will be studied as well. Close SCIENCE PHILOSOPHY & REQUIREMENTS SCIENCE PHILOSOPHY & REQUIREMENTS MS Course Requirement (4 years) US Course Requirement (3 Years in Grades 9-11 fulfilled by Biology, Chemistry, and Physics) The Science Discipline instills in its students a passion for inquiry and an understanding of science as a process. The goal is to produce scientifically literate citizens able to understand, appreciate, and analyze new discoveries. The focus is on the design and implementation of scientific experiments, the scientific approach to problem-solving, and the role of science in society. Close Science Yearlong | 5th INTRODUCTION TO SCIENTIFIC THINKING Science Yearlong | 3.0 Credits | 5th INTRODUCTION TO SCIENTIFIC THINKING Students are introduced to different areas of scientific thinking by exploring life, earth, and physical science, as well as zoology and adolescent health. Topics include: the scientific method, measurement, lab safety, and scientific models. Students learn how to form testable hypotheses, make relevant observations, collect data, analyze information, and practice proper lab techniques. Scientific writing is taught as a skill with which students document and share their experimental questions, materials, results and conclusions. Important course goals include guiding learners in thinking and acting like scientists and inspiring a passion for science. Close Science Yearlong | 6th SCIENTIFIC THINKING 1 Science Yearlong | 3.0 Credits | 6th SCIENTIFIC THINKING 1 This physical science course provides an introduction to chemistry and physics. In this study of matter and energy, students consider from a scientific perspective, the 6th grade question, What Is The World Made Of? It is a fun, hands-on course that teaches appropriate use of laboratory equipment, lab safety, and the scientific method. Students design and conduct experiments, build models and incorporate math, history and writing as they continue to learn what it means to think like a scientist. Close Science Yearlong | 7th SCIENTIFIC THINKING 2 Science Yearlong | 3.0 Credits | 7th SCIENTIFIC THINKING 2 Through lab activities, experiments, and research, students gain a better understanding of the diversity of life on Earth. Topics include: characteristics of living things, cells, heredity, evolution, classification, plants, animals, human body systems and human health. Close Science Yearlong | 8th SCIENTIFIC THINKING 3 Science Yearlong | 3.0 Credits | 8th SCIENTIFIC THINKING 3 This course offers an exciting and challenging series of scientific investigations designed to help students gain understanding of the complex interactions of Earth’s systems, humans' relationship with the planet, and the relationship of the planet with the rest of the Universe. Students engage in hands-on lab work and experimental design, supported by readings and class discussions, exploring concepts in astronomy, oceanography, meteorology, and geology. Students form a strong foundation for work in Upper School science courses. Close Science Trimester | 7th ENVIRONMENTAL PRACTICES: LOCAL STUDIES Science Trimester | 1.0 Credits | 7th ENVIRONMENTAL PRACTICES: LOCAL STUDIES MS Course Requirement (One Trimester in Grade Seven) This interdisciplinary and experiential course focuses on the complex environments of Western Washington, and more specifically, the Puget Sound Lowlands. Students study local forest and riparian ecosystems in their urban environment by learning plant and macroinvertebrate identification, conducting field studies on the abiotic and biotic factors that contribute to the health of these ecosystems, and considering human interactions and their effects on environmental sustainability. Coursework includes class discussions, lab work, and weekly, hands-on, outdoor field trips to nearby urban trails, local streams, and continuing restoration efforts at Watershed Park. Close Science Trimester | 8th ENVIRONMENTAL PRACTICES: GLOBAL SOLUTIONS Science Trimester | 1.0 Credits | 8th ENVIRONMENTAL PRACTICES: GLOBAL SOLUTIONS MS Course Requirement (One Trimester in Grade Eight) This interdisciplinary course focuses on the challenge of sustainability, with an optimistic eye to how new research and new technologies may provide solutions. Students consider global issues connected to human impacts on the planet. Topics include access to water and water usage, food and sustainable farming practices, and global energy use and production. Course learning is applied to a culminating project where students research the "life cycle" of a product of their choosing and then propose a modification to increase the product's sustainability. Close Science Yearlong | 9th BIOLOGY Science Yearlong | 3.0 Credits | 9th BIOLOGY This hands-on lab course excites young scientists and prepare all students to be healthy, productive and scientifically literate citizens in an era of unprecedented advances in biology. The Theory of Evolution is presented throughout the year as a central unifying theme of biology. This lens allows for a rich understanding of a range of topics from biodiversity and heredity to the rise of antibiotic-resistant bacteria. Biochemistry is presented in the context of nutrition and when students burn food to determine relative caloric content, they also learn to build spreadsheets that allow data sharing and analysis. Rather than memorize taxonomies, students consider how new understanding and technological advancements demand reorganization of dated classification systems. Students learn many ubiquitous lab procedures such as polymerase chain reaction (PCR) and gel electrophoresis. We also use online tools from the emerging field of bioinformatics. Whether in a case study of a family considering genetic testing for inherited disease or in lab projects such as “DNA Fingerprinting” and genetic modification of bacteria, students find ample opportunity to grapple with ethical issues and reflect upon the role of science in society. Close Science Yearlong | 11-12th ADVANCED BIOLOGY Science Yearlong | 3.0 Credits | 11-12th ADVANCED BIOLOGY Prerequisite: Biology Building on foundations from Chemistry and ninth-grade Biology, this course focuses on animal biology, human health, medical science and biotechnology. Students develop a more sophisticated understanding of how homeostasis is maintained through interactions of the animal body systems, and explore specific applications of science in the diagnosis and treatment of human disease and injury. Numerous opportunities are provided to refine and expand laboratory techniques and skills sought after in university research labs and the biotech field. Independent inquiry, where students develop original research questions into topics of personal interest, is another major component of the class. Close Science Yearlong | 10th CHEMISTRY Science Yearlong | 3.0 Credits | 10th CHEMISTRY Prerequisite: Biology This hands-on course explores the structure and behavior matter and its interaction with energy. Students will examine matter on an atomic and subatomic level and then apply this knowledge to explain phenomena they observe during experiments. Major concepts such as atomic structure, bonding, stoichiometry and nuclear chemistry will be explored using a mixture inquiry-based activities, projects and experiments. Students will also apply concepts they have learned in earlier math and science classes. Close Science Yearlong | 11-12th ADVANCED CHEMISTRY Science Yearlong | 3.0 Credits | 11-12th ADVANCED CHEMISTRY Prerequisite: Chemistry This course builds on the topics covered in Chemistry, providing motivated students with the opportunity to study more advanced topics. It is qualitative and quantitative introduction to the macroscopic chemical behavior of chemicals based on molecular structure. Laboratory work introduces, reinforces, and extends theoretical topics covered via reading and lecture, and includes application and connection to the real world. Topics include: predicting and analyzing chemical changes, reaction kinetics, equilibrium, electrochemistry, nuclear chemistry, and organic chemistry. Students explore connections to climate change, production economics and the connection to waste, and the impact on the environment. While not an AP course, it prepares students to take the AP Chemistry exam if they desire. Close Science Yearlong | 11-12th ORGANIC CHEMISTRY Science Yearlong | 3.0 Credits | 11-12th ORGANIC CHEMISTRY Prerequisite: Chemistry Coursework builds on students’ foundations in molecular structure prior to discussing organic reactions and mechanisms. Approaching organic chemistry from a novel perspective, practical application, students engage in a variety of activities to situate their learning of organic chemistry concepts to the practical applications of those concepts. Activities include case studies, laboratory analyses focusing on common organic chemistry lab techniques, and individual research projects that allow students to delve deeper into areas of their particular interest. Course topics mirror those addressed in first-semester Organic Chemistry courses at the collegiate level and set a solid foundation for students interested in a variety of science majors and health professions. Close Science Yearlong | 11-12th ENVIRONMENTAL SCIENCE Science Yearlong | 3.0 Credits | 11-12th ENVIRONMENTAL SCIENCE Does Not Satisfy Graduation Requirement for Science In this year-long course, students apply scientific principles to examine the complexities of the natural environment. Environmental challenges such as global climate change, loss of biodiversity, and human population growth are studied through the lenses of ecology, geology, hydrology, oceanography, and atmospheric sciences. In addition to lab activities, students explore what it’s like to be a scientist beyond the lab as well as how to incorporate science into their everyday lives. Close Science Yearlong | 11th PHYSICS Science Yearlong | 3.0 Credits | 11th PHYSICS Co-requisite: Pre-Calculus Physics is an inquiry-based course in which students are asked to find and explore patterns in the most fundamental behaviors of matter and energy. Students look at models of motion, forces, energy, wave mechanics, and electromagnetism. In addition to developing a solid conceptual understanding of physical phenomena, students hone their skills in creating visual and mathematical models through lab activities that are increasingly self-directed. Students then apply these models to engineering design projects that demonstrate their understanding. Close Science Yearlong | 12th ADVANCED PHYSICS Science Yearlong | 3.0 Credits | 12th ADVANCED PHYSICS Prerequisite: Physics & Calculus Co-requisite: Calculus (by petition) This course prepares students for introductory university-level work in the sciences or engineering as students continue to develop ideas introduced in Physics. Mathematical modeling employing calculus and numerical methods is developed as necessary and used throughout the course. Topics include but are not limited to: mechanics, electricity and magnetism, and modern physics. In addition to presenting standard content, the course emphasizes the process of formulating research questions and developing strategies for studying and modeling novel physical systems. *Students wishing to take Calculus concurrently must file a petition and meet with the instructor in advance of enrollment to discuss the pace, content, methods, expectations, and goals of the course. Close Science Trimester | 10-12th ASTRONOMY Science Trimester | 1.0 Credits | 10-12th ASTRONOMY Does Not Satisfy Graduation Requirement for Science Astronomy is the study of extra-terrestrial objects from within our solar system to the universe beyond. Students choose to explore and write about a variety of topics including but not limited to: the Big Bang, stellar evolution, spectroscopy, solar system and planetary evolution including extrasolar planets, current events and research connected to neutron stars, dark matter and dark energy, gravity waves, and astrobiology. In addition to boosting their scientific research and writing skills, students make daytime and nighttime observations of astronomical objects and phenomena outdoors and conduct experiments in the lab that elucidate methods of astronomical research. Close Science Trimester | 10-12th DATA SCIENCE 1 Science Trimester | 1.0 Credits | 10-12th DATA SCIENCE 1 See Recommendation (below) Does Not Satisfy Graduation Requirement for Science Cell phone records, stock transactions, targeted ads and fake news, power utilization of the electric grid, designing autonomous vehicles, predicting the future temperatures in a warming climate; data is everywhere. Data changes the way we understand the ways that humans interact with other people, devices, and the world around us. Data Science is the process of acquiring, processing, and learning from data. Coursework asks students to learn how to acquire data from publicly available data repositories, manipulate data tables (and “clean” the data for easy processing), utilize the statistical programming language R to ask questions and create visualizations that both interpret and tell stories about specific data. In addition, students use basic machine learning (ML) algorithms to extrapolate and make predictions based on available data. A student-directed project culminates the course, with each student identifying, acquiring, and learning from a data set in an area of interest, and the presenting of the data story. Recommendation: Includes elements of computer programming and mathematical regression modeling. Prior experience with coding, an introductory computer science course, and/or Precalculus recommended Close Science Trimester | 10-12th DATA SCIENCE 2 Science Trimester | 1.0 Credits | 10-12th DATA SCIENCE 2 Prerequisite: Data Science 1 Does Not Satisfy Graduation Requirement for Science Building upon the material and ideas in Data Science 1, students engage commonly employed machine learning techniques for classification, image recognition, decision-making, and sentiment analysis of text. Richer and more complex visualization techniques are explored, and the building interactive data dashboards. Students consider the societal and ethical benefits and perils associated with our increasingly data-driven lives. An independent or group project and presentations culminates the term. Close Science Trimester | 10-12th GEOSCIENCE Science Trimester | 1.0 Credits | 10-12th GEOSCIENCE Does Not Satisfy Graduation Requirement for Science Geoscience is the study of the terrestrial features and evolution of Earth and Earth-like planetary bodies. In this class students can choose to explore and write about a variety of topics including but not limited to: minerology and petrology (rock types and identification), landforms and geomorphology, geohazards and seismology, climate science, and planetary evolution. In addition to boosting their scientific research and writing skills, students conduct experiments indoors and outdoors to collect and analyze data that allows for practicing methods of current research in geoscience. Highlights include the earthquake-resistant building design project and the Martian botany experiment. Close Science Trimester | 10-12th MARINE BIOLOGY Science Trimester | 1.0 Credits | 10-12th MARINE BIOLOGY Does Not Satisfy Graduation Requirement for Science Marine biology is the study of living things in an oceanic environment. In this course, students explore a variety of topics, including abiotic factors, oceanic productivity, biodiversity, as well as the adaptations that allow marine organisms to succeed in their environments. Field trips and dissections support this content, and students gain experience in scientific writing as well. Close SPANISH PHILOSOPHY & REQUIREMENTS SPANISH PHILOSOPHY & REQUIREMENTS MS Course Requirement (4 years) US Graduation Requirement (3 Years in Grades 9-12 or through Spanish 4) All students at Eastside Prep study the Spanish language. Spanish is spoken in more than twenty-three countries, is one of the official languages of the United Nations and is the second most spoken language in the United States. The goals of the Spanish Program at EPS are: (1) to introduce students to the joy and beauty of world language learning and to help them develop their communicative abilities through the consistent application of the four language skills: listening, speaking, reading, and writing; (2) to prepare students to eventually live, work, or study in a Spanish-speaking environment; (3) to prepare students for placement into university-level Spanish classes; (4) to develop intercultural awareness by exploring the diversity of the Spanish-speaking world; (5) and to support our school's heritage speakers’ unique experiences and needs in our classrooms. At the time of enrollment in the Upper School program, students are placed at a Spanish level commensurate with their past Spanish experience and current skills. Placement decisions are made based on a placement exam and/or at the discretion of the Spanish Faculty and Upper School Head. Middle School Spanish students take classes with their grade-level peers until placed in the Upper School program as rising 8th graders. Close Spanish Yearlong | 5th SPEAKING SPANISH (GRADE 5) Spanish Yearlong | 3.0 Credits | 5th SPEAKING SPANISH (GRADE 5) An immersive and interactive introduction to Spanish language and Spanish-speaking cultures, this course launches the development of students’ communicative ability through the application of the four language skills: speaking, listening, reading, and writing. With the emphasis on increasing spoken Spanish proficiency, classroom time focuses on: 1) creating a collaborative, fun, and supportive community which encourages risk-taking when speaking, 2) learning vocabulary and grammar which are relevant to the conversations, 3) role- and game-playing, and 4) learning how to complete tasks and projects, all exclusively in Spanish. Speaking skills are refined through conversational explorations of school, family and fun, daily living, food, and clothing. Similarities and differences between the US and Hispanic cultures across all topics will are highlighted. Close Spanish Yearlong | 6th SPEAKING SPANISH (GRADE 6) Spanish Yearlong | 3.0 Credits | 6th SPEAKING SPANISH (GRADE 6) Topics explored in Speaking Spanish (Grade 5) are intentionally revisited to increase the depth of students' conversational skills. Immersive and interactive exploration of the Spanish language and Spanish-speaking cultures continues. Development of students’ communicative ability is furthered the through the application of the four language skills: speaking, listening, reading, and writing. With the emphasis on increasing spoken Spanish proficiency, classroom time focuses on: 1) creating a collaborative, fun, and supportive community which encourages risk-taking when speaking, 2) learning vocabulary and grammar which are relevant to the conversations, 3) role- and game-playing, and 4) learning how to complete tasks and projects, all exclusively in Spanish. Speaking skills are refined through conversational explorations of school, family and fun, food and wildlife. Similarities and differences between the US and Hispanic cultures across all topics are highlighted. Close Spanish Yearlong | 7th SPEAKING SPANISH (GRADE 7) Spanish Yearlong | 3.0 Credits | 7th SPEAKING SPANISH (GRADE 7) This bridge course provides a year of transition between Middle and Upper School Spanish courses. Students approach the study of the language in a more structured way both engaging more formal assessments and receiving letter grades. Development of students’ communicative ability is furthered through the application of four language skills: speaking, listening, reading, and writing. With an emphasis on increasing spoken Spanish proficiency, class time focuses on 1) creating a collaborative, fun, and supportive community which encourages risk-taking when speaking and writing, 2) learning vocabulary and grammar relevant to the class topics, 3) using language in real-life situations, and 4) completing tasks and projects in Spanish. Speaking skills are further refined through conversational explorations of themes relevant to their lives. Students revisit concepts and topics learned previously, as they continue to explore the Spanish language and Spanish-speaking cultures (often done in the context of comparing and contrasting Hispanic and American cultures). Close Spanish Yearlong | 8-10th SPANISH 1 Spanish Yearlong | 3.0 Credits | 8-10th SPANISH 1 Starting from “hola,” this course is for beginning Spanish speakers. In each segment, students are introduced to new grammar and vocabulary. By the end of the year they have the ability to talk and write about a variety of topics. Students learn functions such as how to greet people and make introductions, explain where people are from, how to express what they are feeling, and talk about activities, food, clothes, houses, sports. Students also learn about the different Spanish-speaking cultures by exploring and comparing different countries' customs. Emphasis during class time is on laying the groundwork for spoken-Spanish proficiency. Grammar topics include: present tense of regular, stem-changing and irregular verbs, gustar, possessive adjectives, comparatives, direct object pronouns, and affirmative tú commands. Close Spanish Yearlong | 8-10th SPANISH 2: FOUNDATIONS Spanish Yearlong | 3.0 Credits | 8-10th SPANISH 2: FOUNDATIONS Placement decisions are at the discretion of the Spanish Faculty and Upper and Middle School Heads Spanish 2: Foundations reviews key Spanish 1 concepts, such as verb accuracy and grammatical agreement. The course reinforces describing people and actions in present tense and introduces some preliminary Spanish 2 skills such as narrating in the past and elaborating on likes and dislikes. The goal is structured practice and individual habit-building as a means to a low stress and confident language foundation. Students build Spanish language and cultural knowledge through games, supported project work, and real world Spanish in song, video, and text. The course also investigates English grammar in comparison with Spanish structures. Students work throughout the year on their understanding of themselves as learners. Students are ready for Spanish 2 with a deeper understanding of how to look for and spot language patterns and irregularities, and how to practice and communicate in and out of class. Close Spanish Yearlong | 8-11th SPANISH 2 Spanish Yearlong | 3.0 Credits | 8-11th SPANISH 2 Prerequisite: Spanish 1 Building upon the skills acquired in previous classes, students explore contexts such as travel, sporting events, shopping, past events and activities, food, movies, plans and school-related issues. Main grammar points include basic present and past tenses, and a review of commands. Students use Spanish to give and request opinions, tell stories and narrate action formally and informally, to get information from people, to follow recipes, and share a biography. Proficiency is enhanced by encouraging natural expression in Spanish in small groups and with partners each day. The class includes a weekly song, at least one film, a major research project, and frequent use of video clips, news, and other print and online resources. Emphasis during class time is on spoken Spanish and the course is conducted in Spanish. Close Spanish Yearlong | 9-12th SPANISH 3 Spanish Yearlong | 3.0 Credits | 9-12th SPANISH 3 Prerequisite: Spanish 2 Building upon the content and skills learned in classes through Spanish 2, students’ gain a greater depth of proficiency. Earlier concepts are reviewed while adding new functions, vocabulary and cultural information to accommodate the understanding of the Spanish-speaking world. Although students practice work toward proficiency in reading, writing, listening and speaking, oral communication is stressed during class time. Students are encouraged to speak only Spanish and engage in a variety of activities in class to practice. Main themes include: camping activities, volunteer work, environmental issues, professions, travel and technology. New grammar topics include: future tense, present subjunctive, and conditional tense. The course is conducted in Spanish. Close Spanish Yearlong | 9-12th SPANISH 4 Spanish Yearlong | 3.0 Credits | 9-12th SPANISH 4 Prerequisite: Spanish 3 Building upon the content and skills learned in classes through Spanish 3, students’ Spanish proficiency gains greater depth. This fast-paced class explores contexts, functions, and structures commonly included in a second-year Spanish college course and serves as a transition to content-based Spanish classes, encouraging higher oral proficiency in particular. Students explore and discuss themes such as stereotypes, the human community, customs and traditions, the family, demography, geography and technology, and gender in today’s world. The ability to use Spanish is improved through cultural readings, short stories and film. The main grammar points introduced in Spanish 1-3 are reviewed and students engage in deeper analysis of grammatical patterns. Grammar topics include: nouns and adjectives, all indicative mood tenses, some subjunctive mood tenses and their uses, sequence of object pronouns, relative pronouns, imperatives, and positive, negative and indefinite expressions. The emphasis during class time is on spoken Spanish and the course is conducted in the target language. Close Spanish Yearlong | 11-12th ADVANCED SPANISH: LITERATURE Spanish Yearlong | 3.0 Credits | 11-12th ADVANCED SPANISH: LITERATURE Prerequisite: Spanish 4 Coursework develops each student’s ability to comprehend and analyze Spanish-language literature in ways similar to what they do in Upper School English classes. Students read and analyze poetry, prose and drama from throughout the Spanish-speaking world, practicing skills in literary analysis such as character analysis, plot-mapping, and exploring connections with other literary works and academic disciplines. Class time is discussion-based, and students produce analytical papers and engage in project work to deepen their exploration and understanding of Hispanic language, history, and culture through the literary lens. Grammar and vocabulary lessons are integrated into the study of literary texts. ALL ADVANCED SPANISH COURSES at Eastside Prep are designed and taught to maximize verbal and written proficiency. While the curricular core of each option is unique, all courses focus on communication and conversation to support the development of the four language skills: speaking, listening, reading and writing. Close Spanish Yearlong | 11-12th ADVANCED SPANISH: LANGUAGE Spanish Yearlong | 3.0 Credits | 11-12th ADVANCED SPANISH: LANGUAGE Prerequisite: Spanish 4 Coursework develops each student’s ability to communicate verbally and in writing, using a broader linguistic toolkit and with fewer roadblocks to their expression. This course covers challenging and advanced constructions in the Spanish language, including a deep dive into the subjunctive mood, along with a fine-tuning of a wide range of grammar topics. In addition to the curricular focus on advanced grammar, students engage in content-based project work that allows them to deepen their familiarity with Spanish-speaking cultures. ALL ADVANCED SPANISH COURSES at Eastside Prep are designed and taught to maximize verbal and written proficiency. While the curricular core of each option is unique, all courses focus on communication and conversation to support the development of the four language skills: speaking, listening, reading and writing. Close Spanish Trimester | 10-12th ADVANCED SPANISH: FILM Spanish Trimester | 1.0 Credits | 10-12th ADVANCED SPANISH: FILM Prerequisite: Spanish 4 Coursework develops each student’s ability to communicate thoughtfully and with a deepened awareness of a variety of themes explored through film, such as family relationships, social identity, and the lasting impacts of political upheaval in the Hispanic world. The class uses film as a window into major cultural and historical moments which may include political transitions, indigenous rights, or human migrations. Students are equipped with vocabulary and cultural/historical context to engage with each film through in-class conversation, independent investigation, and project work. Grammar and vocabulary lessons are integrated into the study of each theme. ALL ADVANCED SPANISH COURSES at Eastside Prep are designed and taught to maximize verbal and written proficiency. While the curricular core of each option is unique, all courses focus on communication and conversation to support the development of the four language skills: speaking, listening, reading and writing. Close Spanish Trimester | 10-12th ADVANCED SPANISH: MUSIC Spanish Trimester | 1.0 Credits | 10-12th ADVANCED SPANISH: MUSIC Prerequisite: Spanish 4 Coursework develops each student’s ability to communicate thoughtfully and with a deepened awareness about topics relating to Hispanic music. Students experience a variety of time periods, styles, and contexts, anything from traditional Mexican ballads to rappers from Spain or pop stars from Bolivia. Students learn to identify musical genres and renowned artists, practice comprehending lyrics, and explore cultural influences on music. Students are equipped with vocabulary and cultural/historical context to engage with the Hispanic songs and to be able to learn from them through in-class conversation, independent investigation, and project work. Grammar and vocabulary lessons are integrated into the study of each theme. ALL ADVANCED SPANISH COURSES at Eastside Prep are designed and taught to maximize verbal and written proficiency. While the curricular core of each option is unique, all courses focus on communication and conversation to support the development of the four language skills: speaking, listening, reading and writing. Close Spanish Trimester | 10-12th ADVANCED SPANISH: CURRENT EVENTS Spanish Trimester | 1.0 Credits | 10-12th ADVANCED SPANISH: CURRENT EVENTS Prerequisite: Spanish 4 Coursework develops each student’s ability to communicate thoughtfully and with a deepened awareness of current political and social climates in the Hispanic world. Topics may include economic, human rights, and educational issues relevant at the time the course is offered. Students also spend time exploring topics of personal interest. Throughout the course, students are equipped with vocabulary and cultural/historical context to engage with authentic Hispanic sources in print and media, examining them through in-class conversation, independent investigation, and project work. Grammar and vocabulary lessons are integrated into the study of each theme. ALL ADVANCED SPANISH COURSES at Eastside Prep are designed and taught to maximize verbal and written proficiency. While the curricular core of each option is unique, all courses focus on communication and conversation to support the development of the four language skills: speaking, listening, reading and writing. Close FINE & PERFORMING ARTS PHILOSOPHY & REQUIREMENTS FINE & PERFORMING ARTS PHILOSOPHY & REQUIREMENTS MS Course Requirement (10 trimesters) US Graduation Requirements (5 trimesters) Across the stages and studios of the Fine & Performing Arts, students create a trusted community of friends and learn lifelong lessons of expression, resilience, and collaboration. At EPS, all students are art students. Central to our curriculum in visual art, theatre and music is the artistic process: to create, respond, connect, and present. This learning process is present in other areas of the school as well as life: how to communicate, give and receive feedback, refine work, and present it to an audience. As Arts Faculty, this is our contribution to the mission-driven experience that makes up the EPS education: to think, act, lead and innovate. Close Fine & Performing Arts Trimester | 5-6th PLAYING SHAKESPEARE Fine & Performing Arts Trimester | 1.0 Credits | 5-6th PLAYING SHAKESPEARE "All the world's a stage, and all the men and women merely players." Shakespeare's plays were meant to be performed! This course explores how an actor would approach Shakespeare's characters and text. Why do Shakespeare's characters speak the way they do? What does one need to know to play a Queen or a King? Through exercises, games, activities, rehearsal and performance students explore how to bring Shakespeare to life. Close Fine & Performing Arts Trimester | 5-6th INTRODUCTION TO THEATRE Fine & Performing Arts Trimester | 1.0 Credits | 5-6th INTRODUCTION TO THEATRE This course may be taken in multiple trimesters for credit This course lays a foundation of concepts and skills central to an understanding and appreciation of theatre. Students are exposed to theatre history, the origins of storytelling, and explore different professions in the theatre. Students examine the fundamentals of how directors stage plays, how technical theatre supports the director’s vision, and how actors work as an ensemble. Close Fine & Performing Arts Trimester | 5-6th ACTING (5/6): DEVELOPING THE ACTOR'S T... Fine & Performing Arts Trimester | 1.0 Credits | 5-6th ACTING (5/6): DEVELOPING THE ACTOR'S TOOLBOX Through games, exercises, and scene work students learn what tools they have as actors and how they can sharpen and wield these skills on stage. Students develop confidence, vocal presence, physical dexterity, and imagination while making discoveries on stage and having fun. As a class, students begin to work as a team and explore the wonders of saying “Yes!” to anything that comes their way. Close Fine & Performing Arts Trimester | 7-8th ACTING (7/8): APPLYING THE ACTOR'S TOO... Fine & Performing Arts Trimester | 1.0 Credits | 7-8th ACTING (7/8): APPLYING THE ACTOR'S TOOLBOX This course offers the opportunity for those new to acting and those with experience to develop confidence, vocal presence, physical dexterity, and imagination through games, exercises, and scene work. The class works as a team as they explore the wonders of saying “Yes!” to anything that comes their way. Course activities encourage trust, build communication, develop active listening skills in the midst of making discoveries and having fun on stage. Close Fine & Performing Arts Trimester | 7-8th ACTING: ONE ACTS Fine & Performing Arts Trimester | 1.0 Credits | 7-8th ACTING: ONE ACTS In this course, students integrate performance skills with text. They study and practice vocabulary derived from various acting methods (including but not limited to Stanislavski, Meisner, Hagen and Adler), and apply knowledge, personal experience, and imagination to a variety of scenes and dialogues. Students practice character development, textual analysis, and rehearsal methods. As a culmination of this class, students present a public performance of a one act play or series of one act plays. Close Fine & Performing Arts Trimester | 7-8th STAGECRAFT (7/8) Fine & Performing Arts Trimester | 1.0 Credits | 7-8th STAGECRAFT (7/8) This course may be taken a maximum of two trimesters for credit There are many things that happen behind the scenes to bring a play to life. Production designers, carpenters, technicians and artisans spend many hours designing, building, and creating all aspects of what is seen and heard in any given production. This course introduces the basic concepts and skills needed to build for the stage. Students learn simple construction and design techniques, as well as how to identify the technical needs of a production. Since the best theatre-making is always collaborative in nature, students work together in “Production Teams” to create and design work. When possible, this course supports and builds for EPS Theatre Productions. Close Fine & Performing Arts Trimester | 9-12th ACTING 1 Fine & Performing Arts Trimester | 1.0 Credits | 9-12th ACTING 1 This course is an introduction to the craft and profession of stage acting. Students are given opportunities to examine themselves as instigators in the creative process by learning the Meisner approach and Viewpoints, as well as various vocal, physical, and meditative techniques. The course culminates in a performance or performances either captured on video or presented live to the public. A higher level of self-direction is expected in this course. Close Fine & Performing Arts Trimester | 9-12th ACTING 2 Fine & Performing Arts Trimester | 1.0 Credits | 9-12th ACTING 2 Pre-requisite: Acting 1 Building on the experience and skills gained in Acting 1, students explore and apply advanced acting technique to plays with elevated texts. Students deepen their understanding of the actor's toolbox by examining and building complex characters in dynamic situations. Continued attention is paid to vocal work, body awareness, textual analysis, and working as an ensemble. Students in the Acting 2 class integrate all of their learning into a public performance of a full play. Close Fine & Performing Arts Trimester | 11-12th DIRECTING Fine & Performing Arts Trimester | 1.0 Credits | 11-12th DIRECTING Pre-requisite: Two previous US Theatre courses (Acting 1, Acting 2, Original Works, Stagecraft); 10th Graders with Permission This course may be taken a maximum of two trimesters for credit This advanced theatre course provides eleventh and twelveth grade students an opportunity to assume a creative position of leadership in theatre. A course in Directing is a “capstone” course for any theatre program, as it culminates in an evening of student directed one-act plays. Close Fine & Performing Arts Trimester | 9-12th STAGECRAFT (US) Fine & Performing Arts Trimester | 1.0 Credits | 9-12th STAGECRAFT (US) This course may be taken a maximum of two trimesters for credit This fundamental technical theatre course teaches basic set design and construction, as well as lighting design concepts. Topics include how to use a theatre scene shop, simple construction techniques, fundamentals of theatre design, fundamentals of lighting design, and identifying sound, prop, costume and make-up needs for productions. When possible, this course supports the Upper School Play and Musical productions. Tool use will depend upon the needs of the show and can include chop saws, table saws, and welding. Costume construction can be as simple as hand sewing alterations or as complicated as a full build from measuring an actor. Close Fine & Performing Arts Trimester | 5-6th CHOIR (5/6) Fine & Performing Arts Trimester | 1.0 Credits | 5-6th CHOIR (5/6) This course may be taken in multiple trimesters for credit. This fun and engaging course for fifth and sixth grade singers explores the world of choral singing through practice with the human voice and its collective sound. Students develop healthy vocal technique, learn to sight-sing, and consider the influence of music in their lives. Musical selections encompass a wide range of languages and traditions, including classical, contemporary, folk, jazz, Broadway and multicultural music. The course culminates in one or more public performances. No experience is necessary and students of any skill level are welcome. Close Fine & Performing Arts Trimester | 7-8th CHOIR (7/8) Fine & Performing Arts Trimester | 1.0 Credits | 7-8th CHOIR (7/8) This course may be taken in multiple trimesters for credit. Singers in seventh and eight grade explore the world of choral singing through practice with the human voice and its collective sound. Students develop healthy vocal technique, learn to sight-sing, and consider the influence of music in their lives. Musical selections encompass a wide range of languages and traditions, including classical, contemporary, folk, jazz, Broadway and multicultural music. The course culminates in one or more public performances. No experience is necessary and students of any skill level are welcome. Close Fine & Performing Arts Trimester | 9-12th ROCK VOCAL STUDIO Fine & Performing Arts Trimester | 1.0 Credits | 9-12th ROCK VOCAL STUDIO This course may be taken in multiple trimesters for credit Students develop their voice and music-reading skills through the lens of a particular era or genre of popular recorded music (from the early rock 'n roll movement of the 1950s/1960s to the present day). The genre/time period of music varies from term to term. Course outcomes include: (1) healthy vocal technique and habits; (2) knowledge of one's own vocal range and unique voice qualities; (3) knowledge of a particular era and cultural context that led to a certain style of music; (4) development of skills for reading written vocal music from a singer's perspective; and (5) confidence in various aspects of performance (body language, facial expression, memorization, etc.). Close Fine & Performing Arts Yearlong | 9-12th CHAMBER CHOIR Fine & Performing Arts Yearlong | 3.0 Credits | 9-12th CHAMBER CHOIR Prerequisite: Enrollment is by Audition This course may be taken in multiple trimesters for credit Meets before school during “0” Period Chamber Choir explores a variety of styles of vocal music through rehearsal and performance. This performing ensemble is geared towards students with some previous experience, and aims to refine skills of musicianship, vocal production, and music theory. This course culminates in one or more public performances. Close Fine & Performing Arts Trimester | 5-12th INTRODUCTION TO WIND INSTRUMENTS Fine & Performing Arts Trimester | 1.0 Credits | 5-12th INTRODUCTION TO WIND INSTRUMENTS This course may be taken in multiple trimesters for credit. In this introductory course, students learn to play a wind instrument: the flute, the clarinet, the trumpet, or the trombone. Geared toward beginning students, this course includes the basics of tone production and reading music notation including rhythm, pitch and articulation. This course may be repeated to further advance skills on the chosen instrument. Close Fine & Performing Arts Trimester | 5-12th INTRODUCTION TO STRING INSTRUMENTS Fine & Performing Arts Trimester | 1.0 Credits | 5-12th INTRODUCTION TO STRING INSTRUMENTS This course may be taken in multiple trimesters for credit In this introductory course students learn to play an orchestral string instrument, such as a violin, viola, or cello. Geared toward beginning students, this course includes the basics of tone production and reading music notation including rhythm, pitch and articulation. This course may be repeated to gain more skill on the chosen instrument. Close Fine & Performing Arts Trimester | 5-12th ROCK ORCHESTRA Fine & Performing Arts Trimester | 1.0 Credits | 5-12th ROCK ORCHESTRA This course may be taken in multiple trimesters for credit Coursework explores music through rehearsal and performance on a traditional band or orchestra instrument. Develop your skills as a musician by learning and practicing basic techniques such as posture, breathing, and instrument technique. The course includes the basics of music theory such as note reading and rhythm work. Learn to make music that goes beyond the page and creates a moving experience for the player and the listener. This course culminates with a performance at the end of each term. Close Fine & Performing Arts Yearlong | 7-12th CHAMBER MUSIC ENSEMBLE Fine & Performing Arts Yearlong | 3.0 Credits | 7-12th CHAMBER MUSIC ENSEMBLE Prerequisite: Enrollment is by Audition This course may be taken in multiple trimesters for credit Meets before school during “0” Period Chamber Music Ensemble explores music through rehearsal and performance on a traditional band or orchestra instrument. Geared towards students with previous experience and proficiency in their instruments, this course aims to refine skills of musicianship, instrument technique, and music theory. This course culminates in one or more public performances. Close Fine & Performing Arts Trimester | 9-12th UNDERSTANDING MUSIC Fine & Performing Arts Trimester | 1.0 Credits | 9-12th UNDERSTANDING MUSIC What is music and how does it work? In this class students develop listening and vocabulary skills through the exploration and analysis of the tenets of music. By actively listening to pop, rock, classical and folk examples, students learn about the organization of sound and how patterns and functions are used to structure music. Coursework includes listening, journaling, analyzing chord charts, and applying this knowledge to the piano keyboard. Experienced musicians increase their understanding of the theory behind classical notation, and newer music students gain appreciation and knowledge for what they hear on the radio. No previous music education is required. Close Fine & Performing Arts Trimester | 9-12th DIGITAL MUSIC STUDIO Fine & Performing Arts Trimester | 1.0 Credits | 9-12th DIGITAL MUSIC STUDIO This course may be taken a maximum of two trimesters for credit Coursework includes the study and application of musical elements to create original works using the Modern Band, a digital audio workstation. Developing fundamental musicianship skills in time, harmony, melody, and form, students learn to write, play, and record drum grooves, bass lines, chord progressions, and melodies on a MIDI or computer keyboard. No musical experience is necessary. Close Fine & Performing Arts Trimester | 5-6th THE MAGIC OF ART: DRAWING, PAINTING, P... Fine & Performing Arts Trimester | 1.0 Credits | 5-6th THE MAGIC OF ART: DRAWING, PAINTING, PRINTMAKING This fun, hands-on course introduces students to various art processes and techniques, such as drawing, painting, and printmaking, exploring different methods of the two-dimensional visual arts and building skills in creating artwork. Close Fine & Performing Arts Trimester | 5-6th ART MEETS TECH Fine & Performing Arts Trimester | 1.0 Credits | 5-6th ART MEETS TECH An exploration of the wonderful world of digital imagery and storytelling. Students learn the technical skills to create and manipulate dynamic visual images, tell exciting digital stories, and learn how to share them through a variety of media. Both still and moving-image manipulation software are a major part of this class. Coursework emphasizes a creative, artistic approach in working with digital media and culminates in a digital portfolio. Close Fine & Performing Arts Trimester | 7-8th DRAWING & PAINTING (7/8) Fine & Performing Arts Trimester | 1.0 Credits | 7-8th DRAWING & PAINTING (7/8) Students draw many different subjects in this class and explore techniques and methods of drawing and painting that depict three-dimensional forms in spaces such as landscape. They expand their knowledge of basic art and design elements (line, space, texture, form, and color) using a variety of media and surfaces to create artistic forms for visual communication. The course also involves digitizing student artwork, learning basic graphic design concepts and basic Photoshop techniques for image editing and manipulation. Close Fine & Performing Arts Trimester | 9-12th DRAWING & PAINTING 1 (US) Fine & Performing Arts Trimester | 1.0 Credits | 9-12th DRAWING & PAINTING 1 (US) This course explores different historical and contemporary styles and techniques of drawing and painting. These styles and techniques are important in learning the aspects of 2-dimensional art creation. Using a variety of materials and surfaces, students apply art elements of design and composition (line, space, texture, form, and color) to create personal expressions in visual communication. Close Fine & Performing Arts Trimester | 9-12th DRAWING & PAINTING 2 (US) Fine & Performing Arts Trimester | 1.0 Credits | 9-12th DRAWING & PAINTING 2 (US) Prerequisite: Drawing & Painting 1 (US) Lessons in this course are geared to each student's individual drawing experience. Different historical and contemporary styles and techniques of drawing and painting are explored. Using a variety of materials and surfaces, students develop stronger technical skills and apply the art elements of design and composition (line, space, texture, form, and color) to create unique works of visual art. Close Fine & Performing Arts Trimester | 5-6th MIXED MEDIA (5/6): TOOLS & MATERIALS Fine & Performing Arts Trimester | 1.0 Credits | 5-6th MIXED MEDIA (5/6): TOOLS & MATERIALS This fun hands-on visual art course emphasizes creativity and exploration using diverse materials and techniques to create unique three-dimensional forms. Students learn how to work with different tools and materials, and explore how they can be used to make art. Close Fine & Performing Arts Trimester | 7-8th MIXED MEDIA (7/8): EXPLORATION & APPLI... Fine & Performing Arts Trimester | 1.0 Credits | 7-8th MIXED MEDIA (7/8): EXPLORATION & APPLICATION This fun, hands-on visual art course emphasizes creativity and application using diverse materials and techniques to create unique three-dimensional forms. Students apply their ideas through working with different tools and materials while learning the nature of the materials. They develop their creative thinking in choosing how they use the materials to best apply their ideas. Close Fine & Performing Arts Trimester | 9-12th MIXED MEDIA (US): MATERIALS & CONCEPTS Fine & Performing Arts Trimester | 1.0 Credits | 9-12th MIXED MEDIA (US): MATERIALS & CONCEPTS This course may be taken a maximum of two trimesters for credit. This course emphasizes creativity, concept development, and scale using diverse materials and techniques to create unique three-dimensional forms. Students apply art techniques and expand visual art skills by using a wide range of tools and materials. Projects emphasize creative thinking and problem-solving skills to initiate the creative process from concepts sketches to final 3D projects. Close Fine & Performing Arts Trimester | 7-8th DIGITAL STORYTELLING (7/8) Fine & Performing Arts Trimester | 1.0 Credits | 7-8th DIGITAL STORYTELLING (7/8) This course focuses on basic documentary film-making and editing techniques as well as scene development, interview styles, lighting, and combining still-images with moving footage. Students also learn how to add audio/music, titles, and voiceovers to video footage to tell a story. Adobe Premiere Elements software is used to learn these basic film-editing skills. Close Fine & Performing Arts Trimester | 9-12th DIGITAL PHOTOGRAPHY Fine & Performing Arts Trimester | 1.0 Credits | 9-12th DIGITAL PHOTOGRAPHY This course may be taken a maximum of two trimesters for credit This course introduces students to the technical discipline of digital photography and an appreciation for photography as an artform. Students learn about the history of photography from its invention and early use in the 19th century to its contemporary applications in modern society. Projects are guided by big-picture themes and inspired by numerous artists. Integral to the course is documentation of the creative process and development of visual literacy through individual and group critiques. A small class set of digital SLR camera’s will be available for all students to use, but access to a digital SLR, mirror less camera, or smart phone throughout the course is highly recommended. Students put the finishing touches through the post production process using Adobe Lightroom Class CC. Close Fine & Performing Arts Trimester | 9-12th DIGITAL FILMMAKING Fine & Performing Arts Trimester | 1.0 Credits | 9-12th DIGITAL FILMMAKING This course may be taken a maximum of two trimesters for credit This course teaches the fundamental concepts in digital filmmaking, giving students an appreciation for moving images and sound as an artform. Students learn basic techniques in filmmaking such as creating an effective story arch, cinematography, producing effective sound assets with dialogue, sound design and music, and how to edit professional digital content. Students are introduced to concepts using short clips from a range of movies and are encouraged to watch films outside of class. This class completes four progressive assignments using Adobe Premiere. Close Fine & Performing Arts Trimester | 9-12th PRINTMAKING Fine & Performing Arts Trimester | 1.0 Credits | 9-12th PRINTMAKING This course may be taken a maximum of two trimesters for credit This course introduces students to printmaking and book arts techniques ranging from relief & intaglio printing to accordion, one sheet & flip books. Students learn about the rich history of printmaking and book arts from the woodcuts and engravings of William Hogarth to the artist books of Esther K. Smith. Projects are guided by big picture themes, inspired by numerous artists and explore both direct observational skills and imaginative perspectives. As an integral part of the course, students document their creative process throughout the trimester in a sketchbook and develop visual literacy through individual and group critiques. Close Fine & Performing Arts Trimester | 9-12th PAPER ENGINEERING Fine & Performing Arts Trimester | 1.0 Credits | 9-12th PAPER ENGINEERING This course may be taken a maximum of two trimesters for credit Coursework introduces students to the world of paper engineering through an in-depth study of paper as a creative medium. Students learn about the rich history of paper engineering from Japanese origami to pop-up cards. Projects are guided by big picture themes and inspired by numerous artists. As an integral part of the course, students document their creative process in a sketchbook throughout the trimester, and develop visual literacy through individual and group critiques. Close Fine & Performing Arts Trimester | 9-12th DIGITAL ILLUSTRATION Fine & Performing Arts Trimester | 1.0 Credits | 9-12th DIGITAL ILLUSTRATION This course may be taken a maximum of two trimesters for credit Coursework explores illustration in the digital realm with an emphasis on traditional illustration skills: visual problem-solving, rendering, and drawing, while exploring the digital possibilities to execute the artwork. Studio work-time is dedicated to conceptual prompts as well as technical execution, with students learning to render their work using the tablet pen. The primary software utilized for production is Adobe Photoshop, and mixing media is encouraged. Coursework also includes a historical analysis of traditional and contemporary illustration. Close Fine & Performing Arts Trimester | 9-12th GRAPHIC DESIGN 1 Fine & Performing Arts Trimester | 1.0 Credits | 9-12th GRAPHIC DESIGN 1 This course explores the use of the design process in utilizing both words and images to create meaning and communicate ideas to tackle real world design challenges. Students learn the design process, work with design software, and collaborate with clients and classmates throughout the course. Emphasis is also placed on creating a safe environment to cultivate creativity and risk taking. Close Fine & Performing Arts Trimester | 9-12th GRAPHIC DESIGN 2 Fine & Performing Arts Trimester | 1.0 Credits | 9-12th GRAPHIC DESIGN 2 Prerequisite: Graphic Design 1 Building on the foundation of skills developed in Graphic Design 1, students dive deeper into the technical skills, using a variety of design software tools and beginning to explore typography, layout, and data visualizations. Projects tackle real world design challenges. Emphasis is also placed on creating a safe environment to cultivate creativity. Close Fine & Performing Arts Trimester | 10-12th ARTS PORTFOLIO DEVELOPMENT Fine & Performing Arts Trimester | 1.0 Credits | 10-12th ARTS PORTFOLIO DEVELOPMENT Prerequisites: Drawing & Painting 2 and Submission of Art Samples This course may be taken a maximum of two trimesters for credit This course is designed for students to explore and further refine their individual artistic identity by developing a body of work. Utilizing prior fine art and design knowledge, students investigate personal direction, style, and visual preferences in drawing, painting and digital 2-D work. As part of the artistic process, students learn documentation, writing, presentation, and how to give and receive productive feedback. Close PHYSICAL EDUCATION PHILOSOPHY & REQUIREMENTS PHYSICAL EDUCATION PHILOSOPHY & REQUIREMENTS MS Course Requirement (9 trimesters) US Graduation Requirement (5 trimesters)* Eastside Prep offers a new perspective on physical education through movement, wellness, and mindfulness. We encourage and inspire students to take responsibility for their own fitness and health, developing life skills for healthy living. Courses include individual and group formats including Wellness in a classroom environment, yoga, customize training to maximize performance and group physical education classes. We believe that team building, mindfulness, improvement of athletic skills and knowledge helps students become more interested in lifelong sports and activities. The US graduation requirement for Physical Education is met through a combination of the following: Credits * PE Wellness (Grade 9) (required) * PE trimester courses (up to 4 credits earned) Waivers * A season of an EPS sport (US level) (up to 4 PE credits waived) * A season of a sport that EPS does not offer (US level) (maximum of 3 PE credits waived)** * A PE trimester course or a season of an EPS sport is required if 3 PE credits are waived in this fashion **Students seeking pre-approval of a waiver for a season of a US level sport that EPS does not offer must email a request to the Executive Assistant to the Upper School Head the previous to the trimester in which the student is seeking the waiver; retroactive waivers are not granted. Questions about other athletic activities that EPS does not offer should be directed to kberg@eastsideprep.org. Close Physical Education Trimester | 5-6th PHYSICAL EDUCATION (5/6) Physical Education Trimester | 1.0 Credits | 5-6th PHYSICAL EDUCATION (5/6) This course may be taken in multiple trimesters for credit In this course, students engage in sports, games and challenge activities from around the world. Classes focus on teamwork, sportsmanship, skills, technique, rules, court/field awareness, and overall fitness. Participants are also introduced to strategy and leadership opportunities. A goal throughout the trimester is to inspire and encourage students to participate in physical activity and healthy living outside of the classroom. Close Physical Education Trimester | 5-6th SPORTS TEAMS (5/6) (IN-DAY) Physical Education Trimester | 1.0 Credits | 5-6th SPORTS TEAMS (5/6) (IN-DAY) In-day sports teams have games after school. Although practices happen during the school day, team members are expected to attend all after school games (about 6-8 games per season). EPS is unique in that we run most of our 5/6th sports team practices during the regular school day. This is intentional as it allows our youngest students the opportunity to experience additional co-curricular activities that take place after school. The primary objectives of our sports teams at this level are to encourage participation while teaching skills, fundamentals, and rules of the game. * Fall: Boys Soccer, Girls Soccer, Girls Volleyball * Winter: Boys Basketball, Girls Basketball * Spring: Boys Ultimate, Girls Ultimate Close Physical Education Trimester | 7-8th PHYSICAL EDUCATION (7/8) Physical Education Trimester | 1.0 Credits | 7-8th PHYSICAL EDUCATION (7/8) This course may be taken multiple trimesters for credit In this course, students engage in sports, games and challenge activities from around the world. Classes focus on teamwork, sportsmanship, skills, technique, rules, court/field awareness, and overall fitness. Participants are also introduced to strategy and leadership opportunities. A goal throughout the trimester is to inspire and encourage students to participate in physical activity and healthy living outside of the classroom. Close Physical Education Trimester | 7-8th P.E. CUSTOMIZED TRAINING TO MAXIMIZE P... Physical Education Trimester | 1.0 Credits | 7-8th P.E. CUSTOMIZED TRAINING TO MAXIMIZE PERFORMANCE (7/8) This course may be taken multiple trimesters for credit Coursework focuses on individuals designing and engaging their own approach to physical fitness and wellness based on their needs and interests. The experience equips students with fitness literacy and physical fitness skills through one or more of the following domains: 1) sport-specific training and athletic conditioning; 2) customized non-traditional activities that encourage physical wellness; and/or 3) an adaptive approach to movement based on a need for physical therapy activities (including those related to prior injuries or medical conditions) or adaptive exercises to compliment the recovery process. Close Physical Education Trimester | 7-8th P.E. YOGA (7/8) Physical Education Trimester | 1.0 Credits | 7-8th P.E. YOGA (7/8) This course may be taken multiple trimesters for credit This Middle School physical education course focuses on movements found in Yoga and Pilates. Students are exposed to "what is Yoga?" - primarily in the form of experiencing different physical postures (asanas). On our mats, students explore movements that come from different modalities - Yoga (primarily), Pilates, natural movement. Emphasis is on proper alignment as well as learning safe ranges of motion and delving into themes of mindfulness and various breathing practices. This is an all-levels class where students learn the basics of yoga in a safe and supportive environment. This course guides students to-- • establish healthy breathing patterns that can relax and energize the body and mind • develop focus, gain self-awareness and self-control through meditation • build strength, release tension and increase flexibility through asana practice • learn techniques to calm the nervous system and emotions from mindfulness practices Close Physical Education Trimester | 9th P.E. WELLNESS Physical Education Trimester | 1.0 Credits | 9th P.E. WELLNESS Required in Grade 9 Coursework examines important issues facing students, and includes units on physical fitness, nutrition, sleep, peer pressure, drugs and alcohol, mental health, and sex/sexuality education. The course is largely discussion-based, with each unit exploring materials and activities focused on making positive choices as a teenager now, and later on in life. Close Physical Education Trimester | 9-12th PHYSICAL EDUCATION (US) Physical Education Trimester | 1.0 Credits | 9-12th PHYSICAL EDUCATION (US) This course may be taken in multiple trimesters for credit This Upper School physical education course focuses on sports and fitness with an emphasis on promoting life-long training and overall health. Classes cover two aspects of physical awareness: 1) strength and agility; and 2) cardiovascular fitness through cooperative team sports, personal fitness design, and advanced age-appropriate fitness activities. Close Physical Education Trimester | 9-12th P.E.: CUSTOMIZED TRAINING TO MAXIMIZE ... Physical Education Trimester | 1.0 Credits | 9-12th P.E.: CUSTOMIZED TRAINING TO MAXIMIZE PERFORMANCE (US) This course may be taken multiple trimesters for credit Coursework focuses on individuals designing and engaging their own approach to physical fitness and wellness based on their needs and interests. The experience equips students with fitness literacy and physical fitness skills through one or more of the following domains: 1) sport-specific training and athletic conditioning; 2) customized non-traditional activities that encourage physical wellness; and/or 3) an adaptive approach to movement based on a need for physical therapy activities (including those related to prior injuries or medical conditions) or adaptive exercises to compliment the recovery process. Close Physical Education Trimester | 9-12th P.E. YOGA (US) Physical Education Trimester | 1.0 Credits | 9-12th P.E. YOGA (US) This course may be taken in multiple trimesters for credit This Upper School physical education course is designed to give students a holistic overview of “Yoga”. This is an all-levels class, where students will learn how to build a healthy "asana" practice by incorporating breathing practices, and mindfulness. The majority of the class time is spent on learning, adapting and enhancing different physical postures (asanas) in a safe and supportive environment. Part of the class time is dedicated to exploring connections to Eastern philosophies in terms of learning an abbreviated version of the history of yoga as well as discussing some topics in yoga philosophy. The ultimate goals of this course are to guide students to-- • establish healthy breathing patterns that can relax and energize the body and mind • develop focus, gain self-awareness and self-control through meditation • build strength, release tension and increase flexibility through asana practice • learn techniques to calm the nervous system and emotions from mindfulness practices • become more self-accepting - both physically and mentally (longer term goal) Close INTERDISCIPLINARY PHILOSOPHY & REQUIREMENTS INTERDISCIPLINARY PHILOSOPHY & REQUIREMENTS No Requirements Interdisciplinary courses are a marker that the world is often not so easily divided into specific academic disciplines. Coursework asks students to investigate subject matter at the boundaries where different disciplines overlap or new disciplines are emerging. Close Interdisciplinary Trimester | 10-12th EVOLUTION OF SOCIETY: ECONOMICS & TECH... Interdisciplinary Trimester | 1.0 Credits | 10-12th EVOLUTION OF SOCIETY: ECONOMICS & TECHNOLOGY As technology and ideas progress, our society evolves to take advantage of new media and rapidly changing economic and technological landscapes. Coursework briefly explores complexity theory and history through a number of inflection points (The Big Bang Theory, the appearance of life on earth, to The Industrial Revolution, and the shifting media and digital economics paradigms of the last thirty years--from a point where the creation and distribution of media was a tightly controlled expensive endeavor, to our current system where anyone can create a blog, YouTube video, podcast or web page, or spin up an economic enterprise for little or no cost. The central pursuit of this course is an investigation of how technological development is impacting human economies and human behavior. Course projects focus on punctuated equilibrium and acceleration, the growth and scarcity power of The Big 5 Tech Companies, and the contemporary media, economic, and technological landscapes our society might evolve with over the next five to thirty years. Close Interdisciplinary Trimester | 12th EXPERIENCE: ARCHES NATIONAL PARK Interdisciplinary Trimester | 1.0 Credits | 12th EXPERIENCE: ARCHES NATIONAL PARK An additional fee for travel costs is required for each student enrolled in this course (amount determined prior to the start of the Spring Term) Engaging in a rich, interdisciplinary perspective that is becoming increasingly vital in our world, students participate in a dynamic conversation between the humanities and environmental studies disciplines. Coursework examines the interactions of individuals, cultures, and nature through texts by contemporary and historical thinkers and writers, such as Leopold, Pinchot and Dillard. A one-week trip to the southwestern United States immerses students in these ideas, teaches wilderness and outdoor skills, and provides opportunity for students to consider the environment and their relationship to it. A willingness and excitement to fully engage in this off-campus wilderness week, and intensive reading and writing in the fields of creative non-fiction, philosophy, environmental studies, and literature is expected . Close Interdisciplinary Trimester | 9-12th INTRODUCTION TO PUBLIC SPEAKING Interdisciplinary Trimester | 1.0 Credits | 9-12th INTRODUCTION TO PUBLIC SPEAKING Oral communication skills are as vital as written communication skills. This course enhances a student’s ability to express their creative thought, gives evidence of their ability to act responsibly, better positions them as leaders, and provides a tool to persuade others to consider and accept their wise innovations. Major units covered by the course include: learning a basic communication model, informative speaking, persuasive speaking, impromptu speaking, oration, fundamentals of effective speech structure, effective vocal and physical delivery techniques and the creation and effective use of visual aids. Close Interdisciplinary Trimester | 9-12th MEDIA LITERACY: NAVIGATING THE DIGITAL... Interdisciplinary Trimester | 1.0 Credits | 9-12th MEDIA LITERACY: NAVIGATING THE DIGITAL AGE Humans beings and citizens, the real and the virtual, data and big data, media and social media, news and fake news, screens and screen time. In a time of information overload and a world dominated by the digital, how do people become wise consumers of information and make sense of themselves in society? In this course, students: (1) consider frameworks that inform decisions on where to direct their limited reserves of attention; (2) develop more critical lenses to discern what makes information meaningful and worth consuming; and (3) practice using more precise analytical skills to deconstruct experience and information; and ultimately, (4) develop a cogent picture of their reality. Coursework considers (but is not limited to) the ubiquity of internet information and digital communication, the accuracy of popular media sources like Ted Talks and blogs, the reliability of online, print, and televised news sources, and the expanding role of news satire. Specific attention is given to the cognitive structures that help us sort the world around as explained in Levitin's The Organized Mind and the evolutionary roots of bias and decision-making described in Kahneman's Thinking Fast and Slow. Close Interdisciplinary Trimester | 9-12th TOPICS IN URBAN PLANNING AND COMMUNITY... Interdisciplinary Trimester | 1.0 Credits | 9-12th TOPICS IN URBAN PLANNING AND COMMUNITY DESIGN As human populations have expanded in modern times so has their need for well-designed communities and urban spaces. Study in this course focuses on conceptual understandings in the areas of sustainable urban design, architecture, and community planning through the examination of national/local issues and projects. Local issues examined include: the King County-Kirkland TOD Project (across the street from EPS), the Seattle viaduct debate, the SR-520 Bridge Project, the Save Our Valley v. Sound Transit lawsuit, green building, the use of LEED Standards in the Seattle area, architectural day-lighting, and urban greening. Activities focus on public meetings and role plays of different stakeholders and/or leaders for the purpose of considering the impacts of planning and design decisions on individuals and communities. Close Interdisciplinary Trimester | 9-12th MODERN MYTHOLOGY IN AMERICAN FILM Interdisciplinary Trimester | 1.0 Credits | 9-12th MODERN MYTHOLOGY IN AMERICAN FILM From the classic and contemporary American Western to the modern-day Disney production, the mythological components of American film are considered in the narratives of our time. In this course activities focus on identification of the formal components of the film-making process and of the critical consumption of contemporary media. A final storyboard project employs modern mythological themes and film-making techniques. Close Interdisciplinary Trimester | 9-12th TRUTH IN FILM: THE CRAFTING OF REALITY Interdisciplinary Trimester | 1.0 Credits | 9-12th TRUTH IN FILM: THE CRAFTING OF REALITY Documentary film performs multiple roles as historical chronicler, cultural commentator and social actor in our world. The historical evolution of the documentary film is investigated in depth in this course, along with the medium's role as a social agent in the contemporary age. Films examined may include but are not limited to: The Fog of War, Man on Wire, Life and Debt, Hoop Dreams, This Is What Democracy Looks Like, King Corn, Hearts and Minds, and The Thin Blue Line. Coursework focuses on discussion of film in literate and substantive ways, often using testimony from actual documentarians as a model. A short documentary film project on a student-chosen issue is required. Close TECHNOLOGY PHILOSOPHY & REQUIREMENTS TECHNOLOGY PHILOSOPHY & REQUIREMENTS MS Course Requirement (3 trimesters in grades 6-8) US Graduation Requirement (none) The technology discipline at EPS seeks to equip students with the skills and ways of thinking necessary to tackle complex problems using technology. We caution against chasing popular trends and instead emphasize the importance of thoughtful and deliberate decision-making keeping the people potentially affected by our designs in mind. With courses for novices through those pursing computer science in college, we place an emphasis on developing code and projects that are easy to change, communicate and contribute to. We encourage students to seek and find their own answers online and in peers, recognizing that keeping pace with technological change requires finding your own answers, reflecting on what you know and continuous learning. At the heart of our philosophy is student ownership, growth, and development. Students are often asked to extend assignments in ways meaningful to them. Determining their own goals and meeting them internalizes concepts in ways that a rubric cannot. Taken together, this inspires students to create a better world through solving problems with the increasing power of the tools available to them. Close Technology Trimester | 6th BOTZ Technology Trimester | 1.0 Credits | 6th BOTZ The world is increasingly integrated with software; whether in your computer, your car, or your refrigerator. In this hands-on course, students explore the use of software and simple robotics to solve problems. Using the mBot Arduino platform, students learn basic programming concepts like control flow and variables, as well as specifics for robotics, such as interacting with motors and sensors to manipulate objects, follow lights and other sensor input to navigate, solve simple tasks and play games. Programming is be done in a fun visual programming environment or in Arduino C/C++ as students advance. Close Technology Trimester | 7th MAKE Technology Trimester | 1.0 Credits | 7th MAKE Since EPS created its maker-space in 2009, its tools have become robust and more accessible to a younger audience. Work in this course provides students the experience of using these resources to first build digital models and then bring their creations to life. This offers the opportunity to increase the sophistication of in-class and self-directed projects, and as well as leading to a general feeling of empowerment. Coursework is a mix of structured labs using 3D printing, 2D cutting (laser and vinyl cutter) and an introduction to microcontrollers and electronics. The course culminates in a final project using two or more techniques, informed by design thinking elements to either solve a problem or create something novel. Close Technology Trimester | 8th WEB Technology Trimester | 1.0 Credits | 8th WEB The web is a broad topic, but it is in fact only one aspect of the internet. It is forever growing and changing. This course focuses not only on the web, but on the internet as a whole. This class has a strong emphasis on group collaboration and team work. Close Technology Trimester | 9-12th PHYSICAL MEETS DIGITAL Technology Trimester | 1.0 Credits | 9-12th PHYSICAL MEETS DIGITAL For the majority of history, people of our culture manipulated only physical objects. In the last fifty years, people have developed the ability to manipulate digital objects as well. The boundary between physical and digital creation has started to blur. This course exists at the interface between physical and virtual. Coursework involves a basic introduction to electronics and circuitry, taking physical inputs into micro-controllers and processing them with software by building digital sensors or personal USB devices. Students also design objects on computers and create them using laser cutters. This course is focused on empowering students to bring ideas to life using all the modern tools at our disposal. Close Technology Trimester | 9-12th WEB DESIGN 1: FROM THE GROUND UP Technology Trimester | 1.0 Credits | 9-12th WEB DESIGN 1: FROM THE GROUND UP The internet and the world wide web in particular are fulfilling a greater role in society. Through writing web pages, students are introduced to the underlying structure of the internet. The course provides instruction and practice on web page construction, employment of HTML, Cascading Style Sheets and JavaScript. This course is designed for both novice and experienced web designers and consists primarily of short lectures and labs culminating in each student building a personal web site. Close Technology Trimester | 9-12th WEB DESIGN 2 Technology Trimester | 1.0 Credits | 9-12th WEB DESIGN 2 Pre-requisite: Web Design 1 Building off of what was learned in your Web Design 1, Web Design 2 dives deeper into the design and collaboration side of web design. Utilizing frameworks and best practices, students are tasked with completing a handful of websites and mini sites while learning new skills in project management, design, integration, and style. Students leave this class with a excellent understanding of what goes into pitching, creating, and maintain a professional website. Close Technology Trimester | 9-12th PROGRAMMING 1: INTRODUCTION TO PROGRAM... Technology Trimester | 1.0 Credits | 9-12th PROGRAMMING 1: INTRODUCTION TO PROGRAMMING Students with previous coding experience should connect with the Technology faculty to determine if they can place into Programming 2 This course is designed to provide a smooth and fun introduction to programming and computer science. Coursework introduces the basic elements of programming, such as variables, loops, and functions. The course begins with text-based input and output and then moves into visual and animated programs. Student work is a mix of small programs and larger projects: students will create a choose-your-own-adventure story, a virtual pet, and an advanced final project, such as a small game. No prior experience is required. Close Technology Trimester | 9-12th PROGRAMMING 2: OBJECT-ORIENTED PROGRAM... Technology Trimester | 1.0 Credits | 9-12th PROGRAMMING 2: OBJECT-ORIENTED PROGRAMMING Pre-requisite: Programming 1 (by permission based on previous coding experience) This course focuses on the object-oriented programming paradigm using Java. Concepts include types, classes, objects, inheritance, modularity, interfaces, and graphical user interfaces. Final projects are done individually or in small groups and culminate in fully functional programs that range from statistical analyses to games. Close Technology Trimester | 9-12th PROGRAMMING 2: TOPICS IN COMPUTER SCIENCE Technology Trimester | 1.0 Credits | 9-12th PROGRAMMING 2: TOPICS IN COMPUTER SCIENCE Prerequisite: Programming 1 (by permission based on previous coding experience) Building on understandings and skills from Programming 1, coursework explores the many different, real-world applications of programming in Python. The course is designed for students, not decided on the computer science progression, but still curious about the real-world applications of programming. Topics include: (1) collecting and sending sensor data to the cloud with embedded devices; (2) extracting insights from that data with machine learning algorithms and techniques; then finally (3) creating visualizations that effectively convey those insights with interactive dashboards or real-time graphs. For the final project, students work in teams or individually, to answer a data question of their choice or to explore a single topic in more depth. Close Technology Trimester | 10-12th ADVANCED PROGRAMMING: TOPICS IN COMPUT... Technology Trimester | 1.0 Credits | 10-12th ADVANCED PROGRAMMING: TOPICS IN COMPUTER SCIENCE Pre-requisite: Programming 2 or Topics in Computer Science This course may be taken a maximum of two trimesters for credit This course covers a variety of topics that are appropriate for students who have taken either the Topics in Computer Science class or Programming 2. Students work with current tools and libraries, architect solutions to large problems, practice communicating about technology and design, and wrestle with the intersection of technology with real-world systems and users. One context will be tackled each term. Contexts include but are not limited to: (1) artificial intelligence and machine learning, (2) security and privacy, (3) data processing and visualization, or (4) modeling interactive worlds and spaces. The culminating project asks students to apply the tools of computer science to tackle a substantial real-world problem. Close Technology Trimester | 10-12th ADVANCED PROGRAMMING: ALGORITHMS AND D... Technology Trimester | 1.0 Credits | 10-12th ADVANCED PROGRAMMING: ALGORITHMS AND DATA STRUCTURES Prerequisite: Programming 2 This course is aimed at students considering the study of computer science in college. This course takes students beyond elementary flow control and simple logic, and into the tool set required to solve real programming problem efficiently. Fundamental data structures including lists, queues, stacks, trees and graphs are discussed along with major algorithms starting with sorting and searching. Along the way, elementary complexity theory is used to judge the efficiency of the approach at hand. Time permitting, there will be units discussing operating system concepts, parallelism, databases, and transactions. The course culminates in a meaningful, real-world programming or modeling problem. Close SEMINARS PHILOSOPHY & REQUIREMENTS SEMINARS PHILOSOPHY & REQUIREMENTS Available to students in Grades 10-12 Each seminar provides the opportunity for students to engage a big, complex question. Seminars ask students to: 1) explore academic discipline topics in depth, 2) make connections across discipline boundaries, and 3) apply learning to relevant, contemporary contexts. Seminars are 6-week experiences for groups of 3-6 students, and are facilitated by one or two faculty members. Close Seminars Seminar | 10-12th ADVANCED FILMMAKING: A DEEP DIVE Seminars Sem. | 0.5 Credits | 10-12th ADVANCED FILMMAKING: A DEEP DIVE Faculty Facilitator: Edmonds ESSENTIAL QUESTION: What are the most effective techniques of experienced filmmakers? Coursework takes a deep dive into advanced filmmaking techniques and the feature set of Adobe Premiere software. It is recommended (but not required) that students have previously taken Digital Filmmaking and are already facile with Adobe Premiere. In the future, students taking this seminar might consider pursuing a professional certificate course to become a Certified Adobe Premiere Editor. Close Seminars Seminar | 10-12th ADVENTURE IN THE MARVELOUS OUTDOORS Seminars Sem. | 0.5 Credits | 10-12th ADVENTURE IN THE MARVELOUS OUTDOORS Faculty Facilitator: Kelly-Hedrick ESSENTIAL QUESTION: How do we set off on great and small outdoor adventures in our lives? Adventure is challenge in a gnarly fashion. We can go across the globe on adventure, or wander down the street or hallway for adventure. Adventure builds character, hones skills, and develops resilience and attitude to face further challenges in our future. Adventure is fun--plain and simple. But, it can also be scary, threatening, dangerous, and fool-hardy. Many of us would love more great adventure in our lives and need encouragement, support, and inspiration to design and undertake new adventures. Close Seminars Seminar | 10-12th BLUES | JAZZ | SOUL | FUNK | HIPHOP: G... Seminars Sem. | 0.5 Credits | 10-12th BLUES | JAZZ | SOUL | FUNK | HIPHOP: GIANTS OF AMERICAN MUSIC Faculty Facilitator: Castro ESSENTIAL QUESTION: How has race and gender shaped American music history? Coursework examines different eras, genres, and artists in the history of American music as a way to explore the roles that race and gender play in American culture and history more broadly. Close Seminars Seminar | 10-12th CENTRAL AMERICA: CULTURE, LEGEND, AND ... Seminars Sem. | 0.5 Credits | 10-12th CENTRAL AMERICA: CULTURE, LEGEND, AND TALES Faculty Facilitator: Angela Sanchez ESSENTIAL QUESTIONS: Where on the world map is Central America located? How does Central America's culture, famous legends, creative tales, and gastronomy merge in this part of the American Continent? A quick journey about Central American culture: where is it in the world?, who lived here in pre-Columbian times, climate, geography, and natural treasures. Course topics include culture, gastronomy, family values, famous folklore legends from all of Central America, and suspense “Hitchcock-style” short stories from the Costa Rican countryside. Close Seminars Seminar | 10-12th CERAMIC CIVILIZATION: HOW CLAY SHAPED ... Seminars Sem. | 0.5 Credits | 10-12th CERAMIC CIVILIZATION: HOW CLAY SHAPED SOCIETY Faculty Facilitator: Hagen ESSENTIAL QUESTION: How did the development of ceramics and ceramic technology promote societal development and the formation of civilizations? Clay is ubiquitous. It’s found everywhere on earth and, while it’s a simple material, it is a unique substance which is pliable and can easily be molded. It is, in its raw state, useful for a number of functions, and has been used by humans for as long as humans have inhabited the earth. But it is when it is fired that pliable clay transforms into a solid ceramic, and it is ceramic technology that has given humans the ability to rise from their primitive past and to develop societies and civilization. Clay, and the technologies surrounding its use, have given rise to humankind’s greatest achievements. Clay has given us the ability to settle in permanent dwellings, to store and prepare food, and to communicate through written language. It has allowed for the development of metal and glass technologies, commerce, building practices, and it ultimately ushered in the age of electricity and space travel. This seminar examines the profound and surprising ways that ceramics helped to build civilization. From agriculture and cooking, to religion and language, from architecture to the space age, we truly live in a ceramic civilization. Close Seminars Seminar | 10-12th CHILDREN'S ILLUSTRATION DEVELOPMENT Seminars Sem. | 0.5 Credits | 10-12th CHILDREN'S ILLUSTRATION DEVELOPMENT Faculty Facilitator: Hendrix ESSENTIAL QUESTION: How does Children’s Literature use simple illustration to effectively tell a story? This seminar primarily focuses on the development of illustrations for children’s literature; artwork created specifically for children’s books (i.e., picture books, chapter books, poems, magazines, young adult fiction). Students learn how to illustrate for a children’s story by exploring different art materials and techniques. Close Seminars Seminar | 10-12th DELIBERATE DESIGN: COLLEGE, CAREER, LIFE Seminars Sem. | 0.5 Credits | 10-12th DELIBERATE DESIGN: COLLEGE, CAREER, LIFE Faculty Facilitators: Delaney & Miller ESSENTIAL QUESTION: How might I design, and continue to redesign, a life experience that reflects what I value? Eighty percent of students change their majors while in college -- with many more focused on being dutiful and pursuing the expectations of others. People ask each other, "What is your passion? or "What do you want to do with your life?" when each of us know these questions are too big and unwieldy. Figuring what you want out of life and designing your experience in that direction is an iterative process of storytelling, collaboration, framing and re-framing of where you are and what you want. Life paths are often presented as linear: choose a major, go to grad school, get a job/career, have a family. Those who expect that progression find that a non-linear life path is more the norm. Using the texts Designing Your Life and Excellent Sheep, coursework and collaboration in this seminar ask students to sketch plans for college, career, and life, thinking about the habit of adaptation as they come to know more about themselves and how the world works. Each student in this seminar is paired with a mentor to initiate a dialogue about how they might keep designing and redesigning a picture of their life as they decide what problems are worth solving. Close Seminars Seminar | 10-12th ENTER THE LABYRINTH: CINE MEXICANA Seminars Sem. | 0.5 Credits | 10-12th ENTER THE LABYRINTH: CINE MEXICANA Faculty Facilitator: Yates ESSENTIAL QUESTION: What can the recent work of three wildly commercially successful and critically beloved Mexican film makers tell us about North American culture, language, and art? This seminar appreciates and analyzes the work of three contemporary Mexican film directors who have found massive critical and commercial success at home and abroad: Alejandro González Iñárritu, Guillermo del Toro, and Alfonso Cuarón. Students watch and discuss the films 'El Laberinto del Fauno' (Pan's Labyrinth), ‘Birdman: or the Unexpected Virtue of Ignorance’, ‘Children of Men’, ‘The Shape of Water’, and ‘Roma’. Each week one students take the lead for a single session, researching the week's film and guiding their peers in discussion. Conversations explore the cultural importance of these films as well as the porous (and sometimes not so porous) nature of the artistic border between the U.S. and Mexico. Close Seminars Seminar | 10-12th THE ETHICS OF INDIGENOUS RIGHTS Seminars Sem. | 0.5 Credits | 10-12th THE ETHICS OF INDIGENOUS RIGHTS Faculty Facilitator: Bandel ESSENTIAL QUESTION: What are the ethics of indigenous rights during existential crises like climate change and mass extinction? Should the Makah tribal nation exercise their treaty rights and hunt grey whales in Washington State? Applying ethical principles, this coursework explores local indigenous rights in a time of climate change and mass extinction. The Makah want to use whaling to: (1) unite indigenous people internationally, (2) preserve their cultural traditions, (3) promote food security, (4) create a moditional (modern and traditional) economy for their tribe, and (5) provide a model of sovereignty for other indigenous people maintaining their identities in the 21st century. Should the Makah be allowed to whale? Close Seminars Seminar | 10-12th EXPERIENCING NATURE THROUGH LITERATURE Seminars Sem. | 0.5 Credits | 10-12th EXPERIENCING NATURE THROUGH LITERATURE Faculty Facilitator: Uzwack ESSENTIAL QUESTION: Can you truly experience the outdoors solely through the written word? What is Nature? What should human's relationship to nature be? Can you truly experience the outdoors solely through the written word? These and many more questions will be answered in the context of a variety of outdoor-themed writing. Close Seminars Seminar | 10-12th FRONTIERS IN ENGINEERING: WHAT DO DIFF... Seminars Sem. | 0.5 Credits | 10-12th FRONTIERS IN ENGINEERING: WHAT DO DIFFERENT ENGINEERS DO? Faculty Facilitators: Lao & Stearns ESSENTIAL QUESTION: What careers and projects are available in the different disciplines of engineering? Coursework includes an overview of different fields in engineering – mechanical, aeronautical, civil/structural, chemical, electrical, data/computer science, and biomedical. Topics include learning about general college curriculum, job opportunities, and types of projects within each engineering discipline. Each week a different panel of engineers give talks and answer student questions. Close Seminars Seminar | 10-12th GENDER STUDIES Seminars Sem. | 0.5 Credits | 10-12th GENDER STUDIES Faculty Facilitator: Olsen ESSENTIAL QUESTION: How is gender experienced, perceived, and performed in contemporary American society? This seminar explores critical questions in the interdisciplinary field of gender studies. Discussion, video/film-viewing, and reading form the foundation of this exploration. Topics include: pop culture, gender roles, sexuality/performance, the social construction of gender, the “f” word (feminism). Students take a glance backward, remain mostly in the present, and look to the future. Close Seminars Seminar | 10-12th GEN Z ON TV Seminars Sem. | 0.5 Credits | 10-12th GEN Z ON TV Faculty Facilitator: Yates ESSENTIAL QUESTIONS: How is Gen Z portrayed in film and on television? What do those portrayals tell us about how our culture understands youth, adulthood, and intergenerational conflict? Coursework encourages students to examine the ways in which their own generation is portrayed in film and on television and to consider what those portrayals tell us about our culture's understanding of youth, aging, and intercultural conflict. Topics include engaging with hyper-dramatic and sensational shows like HBOs "Euphoria", more overtly wholesome programs like Netflix's "Never Have I Ever", and poignant, slice-of-life works like Bo Burnham's "8th Grade". The course includes student research and presentations of a contemporary cultural artifact that they feel either succeeds in representing some important aspect of Gen Z or one that entirely misses the mark. Close Seminars Seminar | 10-12th GLOBAL TRENDS 2040 Seminars Sem. | 0.5 Credits | 10-12th GLOBAL TRENDS 2040 Faculty Facilitators: Ho & Langer ESSENTIAL QUESTION: Looking through the lens of the U.S. national security apparatus, what might the world look like in the next five, ten, fifteen, twenty years? Coursework investigates the future of US national security over the next two decades. Using the Global Trends 2040 Report by the National Intelligence Council each seminar session focuses on one of the following themes: (1) renascent democracies, (2) a world adrift, (3) competitive coexistence, (4) separate silos, and (5) tragedy and mobilization. Close Seminars Seminar | 10-12th HARM REDUCTION Seminars Sem. | 0.5 Credits | 10-12th HARM REDUCTION Faculty Facilitator: Foote ESSENTIAL QUESTION: How do we understand, mitigate, and respond to a variety of high-risk behaviors in order to form healthier relationships with ourselves, our peers, and our communities? Although the Harm Reduction movement finds its roots and inspiration in upholding dignity and creating a safer and more just world for drug users, at its core, it provides the lessons and skills needed for all of us to understand and make healthier choices around high-risk behaviors. Coursework explores how harm reduction principles and techniques can be utilized across the personal, interpersonal, and community levels to make the best choices for ourselves and build safer and more caring communities. Close Seminars Seminar | 10-12th HOW THE CIVIL WAR CIVILIZED SEATTLE Seminars Sem. | 0.5 Credits | 10-12th HOW THE CIVIL WAR CIVILIZED SEATTLE Faculty Facilitator: Hagen ESSENTIAL QUESTIONS: How did Seattle’s founders and early promoters use Civil War policies to foster growth and development? How did Civil War emigrants to Seattle influence the development of the city? In its earliest days, Seattle was an unremarkable logging town. Hewn from the heavily forested hills above Elliot Bay in 1851, the town was rough, isolated, and wild. In its early years there was no obvious indication of Seattle’s future prominence, nor was Seattle’s meteoric rise easily predicted. By its second decade, as the Civil War raged in the East, Seattle remained small and underdeveloped. The population had grown as men moved to the area looking for employment in the lumber industry, but growth was slow and uneven, especially after the Indian War of 1856. The town, if not destined for complete collapse, seemed likely to remain small and unexceptional. But something changed dramatically in Seattle and by 1880 the city had begun to grow into an urban center in the region. Additionally, and perhaps more importantly, something changed in the town’s character during that same period. Instead of a rough-and-tumble frontier town, it became a cosmopolitan center with a university, libraries, and a weekly newspaper. The population, once almost entirely men seeking their fortunes in the logging industry, became increasingly literate, civically engaged, and familial. In a word, Seattle had become civilized. The course explores the ways in which the Civil War—while a distant conflict—had meaningful and measurable impact on the growth and development of Seattle. Close Seminars Seminar | 10-12th INDIGENOUS ISSUES IN CONTEMPORARY LATI... Seminars Sem. | 0.5 Credits | 10-12th INDIGENOUS ISSUES IN CONTEMPORARY LATIN AMERICA Faculty Facilitator: Stegeman ESSENTIAL QUESTION: How and why have indigenous populations across the Americas acted collectively to represent themselves and fight for their interests? Across the Americas, indigenous populations have challenged the formation and development of modern national states. Ethnically and culturally set apart, indigenous actors have expressed their agency by collectively supporting or opposing a host of political projects for a wide range of reasons. Meanwhile, Euro-American political actors have variously sought to exclude or selectively incorporate Indians into their projects. This seminar explores four case studies in contemporary Latin America to examine how and why Indians have acted collectively to represent themselves and fight for their interests. The result is a burgeoning awareness of the issues around which this collective action coalesced, as well as a basic understanding of how indigeneity is understood both by Indians and Euro-Americans. Close Seminars Seminar | 10-12th INTRODUCTION TO FUNCTIONAL PROGRAMMING Seminars Sem. | 0.5 Credits | 10-12th INTRODUCTION TO FUNCTIONAL PROGRAMMING Faculty Facilitator: Briggs ESSENTIAL QUESTION: How do different programming paradigms encourage us to think about problems differently? Throughout the history of programming, computer scientists have attacked design problems with different paradigms of computing. Depending on the abstraction, some problems become easier or harder. The majority of programming that students encounter will be Object Oriented in nature but there are many insights to be gained from expanding your programming repertoire. In this course, students are exposed to the functional programming paradigm which aggressively avoids relying on the current state of our program or changing the values of variables. This makes for more declarative programs and encourages looking at problems differently. It is expected that students have some experience programming in a language prior to starting this course. Students use the elixir language to explore this domain of programming. Close Seminars Seminar | 10-12th INTRODUCTION TO QUEER THEATRE Seminars Sem. | 0.5 Credits | 10-12th INTRODUCTION TO QUEER THEATRE Faculty Facilitator: Frystak ESSENTIAL QUESTION: Why is accurate LGBTQIA representation important in theatre? Coursework explores LGBTQ identity as portrayed, predominantly, in American theatre. Students consider stereotypical and groundbreaking portrayals of queer people, and analyze plays using a number of thematic lenses: homophobia, self-hatred, acceptance, AIDS, familial interaction, and the evolution of the LGBTQ rights movement in a hetero-normative society. Close Seminars Seminar | 10-12th LANGUAGE CHANGE Seminars Sem. | 0.5 Credits | 10-12th LANGUAGE CHANGE Faculty Facilitator: Yezbick ESSENTIAL QUESTION: What are some different methods and approaches to studying language change? What are some of the typical sources for new words entering a language? (sneakers, xerox, ghetto blaster, canoe.) Are there patterns to the way the meanings of words shift around? (cool, gay, literally, like.) What causes a language to undergo deep, structural changes? Knowest thou? Is texting making the language deteriorate or just evolve? Howso? Whereto? I know you can verbify a noun -- I googled it -- and get a new word, but when's the last time someone coined a new preposition? How come that seems so much harder? The seminar will take a closer look at English as it has changed over time, dictionaries, spelling and orthography, slang, and the impact of the internet and globalization. Close Seminars Seminar | 10-12th LATINX POP CULTURE Seminars Sem. | 0.5 Credits | 10-12th LATINX POP CULTURE Faculty Facilitator: Botero ESSENTIAL QUESTION: How have new digital spaces impacted the representation of Latinx culture on the media for both Latinx and non-Latinx people? This seminar course aims to shed light on Latinx cultural production as well as the Latinx presence globally in popular cultural phenomena by analyzing key figures and seminal topics in Latinx popular culture, offering a critical interpretive lens. Close Seminars Seminar | 10-12th LINGUISTICS 101: INTRODUCTION TO LINGU... Seminars Sem. | 0.5 Credits | 10-12th LINGUISTICS 101: INTRODUCTION TO LINGUISTIC SCIENCE Alumni Facilitator: Kearny Intended to be taught as an abbreviated 'Linguistics 101' college course, this seminar aims to introduce the technical building blocks of linguistic science. Students study the four core 'sub-disciplines' of Linguistics (phonetics, phonology, morphology, and syntax) as well as related areas of study (historical linguistics, sociolinguistics, language acquisition, and cognitive science). Instruction takes place via lecture and discussion, weekly readings and problem sets, and will be partially based on student interest. This seminar will be taught virtually by Christy Kearny (EPS class of 2017, UC Berkeley class of 2021, B.A. Linguistics) as she completes her master's degree in London. Close Seminars Seminar | 10-12th LITERARY TRANSLATION: GLOBAL ART Seminars Sem. | 0.5 Credits | 10-12th LITERARY TRANSLATION: GLOBAL ART Faculty Facilitators: Ferguson ESSENTIAL QUESTION: What happens to ideas and texts when they cross into another language, and how can literary translation challenge our own ideas of how language itself functions in a culture? For fiction writers, poets, and essayists, even lovers of reading, the act of translation can take your understanding of literature to new levels of inquiry. More inquiry than answers, for sure. This seminar blends theory of language and translation with hands-on examples and student translations of texts. Students are asked to find translated literature, and literature in other languages; samples are provided as well. The seminar begins with guided practice and readings, and the final two weeks are dedicated to a student translation project of choice. Close Seminars Seminar | 10-12th THE MAGICAL REALISM WORLD OF GABRIEL G... Seminars Sem. | 0.5 Credits | 10-12th THE MAGICAL REALISM WORLD OF GABRIEL GARCÍA MÁRQUEZ Faculty Facilitator: Angela Sanchez ESSENTIAL QUESTION: How can we see, feel, and breathe Latin America reality through the pen of Gabriel García Márquez , 1982 Literature Nobel Prize Winner? During this seminar, students explore the life and influence in the literary world of one of the great Latin American writers, Gabriel García Márquez. By reading one of his famous short stories, students get a closer look at the microcosms of Macondo and how he depicted Latin America through a colorful, exuberant, and unheard tropical little town. This seminar, and all written material, is in Spanish. Close Seminars Seminar | 10-12th MAKING CONCOCTION: VISUAL ART + LANGUAGE Seminars Sem. | 0.5 Credits | 10-12th MAKING CONCOCTION: VISUAL ART + LANGUAGE Faculty Facilitator: Kelly-Hedrick ESSENTIAL QUESTION: What is possible at the creative intersection of art and language? Graffiti. Concrete Poetry. Poster art. Neon installations. Rain poetry. There exists a rich and long tradition of infusing words into works of visual art and beautifully fashioning words with typography and design to enhance their visual message and meaning. Who are the people making this kind of art? What is happening in the wild and exuberant marketplace of art and design across the world today? What are the connections between graffiti and cave art or surrealism and Instagram posts? Why would anyone project giant words across the façade of a skyscraper or sew their poetry into tiny packets called fascicles and hide them in a drawer? Join this seminar exploring the vibrant intersection of art and poetry. Coursework explores great practitioners from the past and present, and the potential of creative acts in the present and future. Close Seminars Seminar | 10-12th THE MILLENNIUM PROBLEMS: MILLION DOLLA... Seminars Sem. | 0.5 Credits | 10-12th THE MILLENNIUM PROBLEMS: MILLION DOLLAR MATH PUZZLES Faculty Facilitator: Kaminsky ESSENTIAL QUESTIONS: What is math in the modern world? What are the major problems being worked on and why do we care? In May of 2000, the Clay Institute of Mathematics offered a million-dollar prize for successful proofs of any one of seven unsolved problems. The problems were chosen based upon the variety of mathematical thought they represented, and the major implications a solution each problem might have on the world. Coursework investigates these seven problems. Close Seminars Seminar | 10-12th MODERN CHESS OPENINGS Seminars Sem. | 0.5 Credits | 10-12th MODERN CHESS OPENINGS Faculty Facilitator: Shaw ESSENTIAL QUESTION: How can strategic thinking lead and information processing, lead to success in a competitive environment? As in any life endeavor, chess demands logic, calculation, foresight, and pattern recognition. Chess is a timeless game that has made a popular resurgence in the post-pandemic world. It is a game of endless puzzles and logical considerations, and a common language and point of connection of a myriad of cultures. Coursework strengthens strategic thinking, and requires acknowledging another’s point of view. At its highest levels, players must innovate wisely within the bounds of existing patterns and strategic considerations. Close Seminars Seminar | 10-12th MODERN ARAB HISTORY Seminars Sem. | 0.5 Credits | 10-12th MODERN ARAB HISTORY Faculty Facilitator: Ho ESSENTIAL QUESTION: What 20th and 21st century historical forces have shaped the complex tapestry of the Arab world today? Few regions of the world rival the Arab world in terms of complexity and richness of its culture, society and history, but despite its prominence in modern geopolitics, it remains a region that is heavily misunderstood. Designed to complement the 10th Grade Modern Middle East history class, course work explores the forces that have shaped the Arab world over the 20th and 21st century, with a focus on the key players of Saudi Arabia, UAE, Syria and Egypt, to allow students to better understand developments in the region today and how they connect and affect global politics and economics. Close Seminars Seminar | 10-12th MOTIVATIONAL INTERVIEWING Seminars Sem. | 0.5 Credits | 10-12th MOTIVATIONAL INTERVIEWING Faculty Facilitator: Amy Sanchez ESSENTIAL QUESTION: What are best practices to help others, and ourselves, make meaningful changes in our lives? Motivational Interviewing is an approach to communication that has transformed the way people think about how meaningful change happens. Rather than engage in shaming, blaming, and coercing, a person trying to help someone else using a Motivational Interviewing approach collaborates with them as an active, responsible decision maker. The techniques embedded within Motivational Interviewing are widely recognized as best practice relationship and communication skills within people-oriented professional fields like counseling, medicine, and education. This is a survey course of the theory behind Motivational Interviewing with an emphasis on practical and experiential applications of techniques. Close Seminars Seminar | 10-12th MUSIC THEORY Seminars Sem. | 0.5 Credits | 10-12th MUSIC THEORY Faculty Facilitator: Ellingson ESSENTIAL QUESTION: What are the principles that guide the organization of western music? Music is organized sound. This seminar analyzes notated and performed music to develop aural, and the written skills needed to identify the formal elements of western music. Close Seminars Seminar | 10-12th NEUROSCIENCE: EMOTIONS, RELATIONSHIPS,... Seminars Sem. | 0.5 Credits | 10-12th NEUROSCIENCE: EMOTIONS, RELATIONSHIPS, AND LEARNING Faculty Facilitator: Henningsen ESSENTIAL QUESTIONS: What does brain research tell us about how we learn and how learning, in turn, shapes the architecture of the brain? How is learning connected to our emotions, our amount of sleep, our social relationships, and our mind and brain? The brain is the most complex organ in our body, and it can do incredible things. The brain is responsible for our thinking, learning, and memory. Neuroscientists and cognitive psychologists suggest that our brains change (physically and chemically) and adapt based on new experiences. This is called neuroplasticity and it is an ongoing process. Coursework draws on recent brain research to provide an overview of the neuroscience of learning through an intersection of psychology, cognitive neuroscience, brain anatomy, and education. The work of scientists and educators such as Dan Siegel, John Medina, and Matthew Lieberman, with references to and analysis of Disney-Pixar’s Inside Out. Close Seminars Seminar | 10-12th PATTERNS IN THE MIND: LANGUAGE AND HUM... Seminars Sem. | 0.5 Credits | 10-12th PATTERNS IN THE MIND: LANGUAGE AND HUMAN NATURE Faculty Facilitator: Yezbick ESSENTIAL QUESTION: How does the mind create language? Language sits at an intersection of science and culture, not to mention nature and nurture. Take this seminar and learn some of the fundamentals of linguistics, the scientific study of language. The primary text in the course is Patterns In The Mind: Language And Human by Ray Jackendoff Close Seminars Seminar | 10-12th PERFECTIONISM: IDENTIFICATION, MANIFES... Seminars Sem. | 0.5 Credits | 10-12th PERFECTIONISM: IDENTIFICATION, MANIFESTATION, & CONNECTION Faculty Facilitator: Lorne Coursework explores self-oriented, other-oriented, and socially prescribed personality traits to understand perfectionism. Students analyze root causes that shape and encourage perfectionism and identify the ways in which it is manifested through their own lives or on a societal level. The course introduces practical tools for moderating perfectionistic tendencies and allows students to demonstrate understanding through application and group discussions. Close Seminars Seminar | 10-12th PERIODIC DINING TABLE: TOPICS IN FOOD ... Seminars Sem. | 0.5 Credits | 10-12th PERIODIC DINING TABLE: TOPICS IN FOOD SCIENCE Faculty Facilitator: Lao ESSENTIAL QUESTION: What are the scientific and mathematic principles behind everyday cooking? Coursework offers a closer look at the science and engineering principles behind techniques used in the home kitchen. Students explore topics such as the fundamentals of heat transfer, carbohydrate chemistry, fermentation, calorimetry, and solutions. A laboratory component where students prepare dishes at home and bring them in for taste tests is incorporated. Close Seminars Seminar | 10-12th PRIVACY IN THE AGE OF SOCIAL MEDIA Seminars Sem. | 0.5 Credits | 10-12th PRIVACY IN THE AGE OF SOCIAL MEDIA Faculty Facilitator: Reina ESSENTIAL QUESTIONS: With the acceptance and increased use of social media, the question of individual privacy and rights to access information have become critically important. Who owns your FaceBook data? Your medical records? The knowledge of what music you listen to? What is the value of privacy, how valuable is your personal information, and what policy guardrails should we consider as this field evolves? What are some current methods of protecting privacy, information, and messages? After an overview of topics, students select a topic for more in-depth exploration. Close Seminars Seminar | 10-12th QUEER RESISTANCE Seminars Sem. | 0.5 Credits | 10-12th QUEER RESISTANCE Faculty Facilitators: Covington & Foote ESSENTIAL QUESTION: How have LGBTQ+ writers and filmmakers used storytelling to fight back against their oppression? This seminar examines the relationship between literature, anger, and activism within the LGBTQ+ community. Because queerness is continuously under threat, coursework investigates (1) how writers and filmmakers use their craft to combat the violence perpetuated against LGBTQ+ individuals, (2) the different ways “rage” can be felt by queer identity, and (3) how literature acts as a site of activism and expression for increasing unrest. Through authors such as Audre Lorde, Ocean Vuong, and Akwaeke Emezi, students study how modern & contemporary literature reflects the policing of identities and the ongoing fight against “norms.” Close Seminars Seminar | 10-12th RACE IN THE UNITED STATES Seminars Sem. | 0.5 Credits | 10-12th RACE IN THE UNITED STATES Faculty Facilitator: McKinney ESSENTIAL QUESTIONS: How have race and racism come to shape the United States? How might we, as a country, work for change and an end to institutional racism? Coursework explores the ways racism and race have come to shape 20th and 21st American society. The anchor texts for this seminar are: James Baldwin’s A Fire Next Time (1963) and Ta-Nehisi Coates’s Between the World and Me (2015). In addition, to a series of weekly personal reflections on the readings, students produce a paper on a specific question of race. Close Seminars Seminar | 10-12th REAL-WORLD ENGINEERING: THE EV PROJECT Seminars Sem. | 0.5 Credits | 10-12th REAL-WORLD ENGINEERING: THE EV PROJECT Faculty Facilitator: Clarke ESSENTIAL QUESTION: What does it take to convert a gas powered vehicle into a fully electric powered vehicle? Coursework deep dives into certain aspects of the EPS EV project. For its inaugural run, the course looked solely at battery management and placement. Next, the course is looking at over all wiring, digital displays, CAN bus, and a lot more. Designed for hands-on engineering, students gain experience in CAD, wiring, soldering, welding and even project management. Ideally, students enrolled in this seminar have worked on the EV Project in the past, but no experience is needed. Close Seminars Seminar | 10-12th RELATIONAL DATABASES Seminars Sem. | 0.5 Credits | 10-12th RELATIONAL DATABASES Faculty Facilitator: Briggs ESSENTIAL QUESTION: How is the world's digital information organized? Behind the scenes, much of the world's information is represented in relational databases. Whether it is something as large and complex as Facebook's data or your iTunes library, you interact with relational databases every day. In fact, this online course catalog is represented in a relational database. This seminar get students to start thinking about how we represent real world relationships in such a way that computers can understand them. The seminar walks through basics of database design and students construct some of their databases to query using SQL (structured query language). Close Seminars Seminar | 10-12th REVOLUTIONS IN LATIN AMERICA: FOUR CAS... Seminars Sem. | 0.5 Credits | 10-12th REVOLUTIONS IN LATIN AMERICA: FOUR CASE STUDIES Faculty Facilitator: Stegeman ESSENTIAL QUESTIONS: What are the defining characteristics of “revolution? Under what circumstances can society be restructured? When is a revolution complete? Four case studies are examined from 20th Century Latin American history: Mexico (1910), Guatemala (1954), Cuba (1959), and Chile (1970). Each case is studied to understand: the social and political conditions that led to the emergence of revolutionary movements, the actions of revolutionary and counter-revolutionary figures during the period of transition, the consolidation of a new social, economic and political order, and the transfer of power that signaled the completion or unraveling of the attempted revolution. Key figures include Emiliano Zapata, Lazaro Cárdenas, Jacobo Árbenz, Fidel Castro, Che Guevara, Salvador Allende, and Augusto Pinochet. Close Seminars Seminar | 10-12th SEXUAL VIOLENCE PREVENTION AND SEX TRA... Seminars Sem. | 0.5 Credits | 10-12th SEXUAL VIOLENCE PREVENTION AND SEX TRAFFICKING Faculty Facilitator: Foote ESSENTIAL QUESTIONS: How safe are we in our communities and environments from sexual violence and trafficking? How do we identify potential danger? How can we alleviate this rampant social pandemic? Coursework examines important issues facing the youth of today and discusses sexual assault, sexual violence, sex trafficking, and the importance of advocating for self and others. This course is inclusive to all genders/races/ethnicities/abilities and makes the point that sexual violence does not discriminate. This open, discussion-based seminar is for students to ask important questions and learn about safety for themselves and others from sexual violence. It gives students the opportunity to learn about resources and rights as an individual to help serve themselves and the community. The course includes a community project that contributes to student volunteer hours. Coursework is meant to immerse students into the content they are learning, as well as foster empathy and civic engagement within students to become passionate and upstanding individuals in their communities. Close Seminars Seminar | 10-12th SIEGE WARFARE Seminars Sem. | 0.5 Credits | 10-12th SIEGE WARFARE Faculty Facilitator: Yezbick ESSENTIAL QUESTIONS: What should we consider in terms of tactics, psychology, and ethics when studying siege warfare and how should we weigh them in relation to one another? Nobody likes drinking broth made from boiled shoes or pacing the ramparts week in, week out on little or no sleep. It's no picnic for the besieger, either: Sun Tzu recommends that we avoid laying siege to an opponent at all costs. These are not happy times for either side. Still, push sometimes comes to shove and it's good to be prepared: gather allies, resources and get ready to outlast your opponent, or, if you're lucky, catch him with his guard down. The issues are tactical as well as psychological. Using maps, articles, video clips, and a variety of primary sources, this seminar will take a close look at the Greco-Roman sieges of Troy, Mytilene, Masada, and Alesia, as well as the more modern siege of Waco, TX. Close Seminars Seminar | 10-12th SPEAKING OF IDENTITY: CONNECTIONS OF L... Seminars Sem. | 0.5 Credits | 10-12th SPEAKING OF IDENTITY: CONNECTIONS OF LANGUAGE, IDENTITY, AND CULTURE Faculty Facilitator: Andrus ESSENTIAL QUESTION: What can we learn about ourselves and others from the words we speak, how we say them, and our reactions to others’ use of language? The way we speak communicates more about who we are than most people realize. This course studies language through a sociolinguistic lens, exploring how the words we choose and how we say them convey information about our backgrounds, identities, and the groups we belong to. It also includes examining the impacts of the linguistic assumptions at the individual and community levels. Close Seminars Seminar | 10-12th SYSTEMS PROGRAMMING: MEMORY, MULTIREAD... Seminars Sem. | 0.5 Credits | 10-12th SYSTEMS PROGRAMMING: MEMORY, MULTIREADING, AND MULTIPROCESSING? Faculty Facilitator: Lewellen ESSENTIAL QUESTIONS: How can we actually take advantage of all those cores, and how can we do so efficiently? Why does adding more cores not necessarily speed things up? A crash course in how to do low-level programming in C++ with explicit memory management, multiple threads and processes, along with synchronization of those threads and processes. Close Seminars Seminar | 10-12th SYSTEMS THINKING: AN INTRODUCTION TO E... Seminars Sem. | 0.5 Credits | 10-12th SYSTEMS THINKING: AN INTRODUCTION TO ECOLOGICAL MODELING Faculty Facilitator: Loosmore ESSENTIAL QUESTION: What are systems and how can we use simulation models to better understand the dynamics of ecological and environmental systems? Why is it so difficult to solve challenges like climate change, orca (salmon) recovery, plastics in the oceans, or even poverty? Part of the issue is that people aren’t thinking in systems. They aren’t thinking about the feedback loops and structure of systems, nor are they understanding root causes. “Systems thinking” helps tease apart the important interactions affecting a variable of concern to better understand how the structure of a system impacts that system's behavior. Coursework explores which leverage points are most important for durable change. The lens of ecological and environmental problems is uses to investigate what “systems” are and what common systems patterns that exist in the world. Students learn to use models as a tool to visualize how systems work and analyze system dynamics. Close Seminars Seminar | 10-12th TAKING ACTION: CITIZENSHIP IN THE 21ST... Seminars Sem. | 0.5 Credits | 10-12th TAKING ACTION: CITIZENSHIP IN THE 21ST CENTURY Faculty Facilitator: McKinney Taking Action explores, in-depth, the ways that people and movements throughout U.S. history have organized to create real change. It includes identifying an issue to tackle and working to make change. The course includes an examination of how to effectuate change, through organizing and the democratic process. At the end of the seminar, students should not only have developed a plan of action to create change on their identified problem, but also have begun enacting the early steps of a solution. Close Seminars Seminar | 10-12th UNDERSTANDING BASEBALL THROUGH STATISTICS Seminars Sem. | 0.5 Credits | 10-12th UNDERSTANDING BASEBALL THROUGH STATISTICS Faculty Facilitator: Gummere ESSENTIAL QUESTION: Which statistics best capture the effectiveness of a baseball player and team? Baseball is a sport that revels in numbers. Through the years, numbers have become more popular in describing a baseball player but are those the right numbers? This seminar explores a variety of statistics used to summarize and analyze players and teams, and determines which of those metrics is most effective and why. Close Seminars Seminar | 10-12th UNDERSTANDING COMPUTERS FROM THE TRANS... Seminars Sem. | 0.5 Credits | 10-12th UNDERSTANDING COMPUTERS FROM THE TRANSISTOR UP Faculty Facilitator: Briggs ESSENTIAL QUESTION: How do computers work at a fundamental level? Starting with the physics of semi-conductors and proceeding through one layer of abstraction at a time students build-up to a computing device. Once students arrive at the topic of logic gates this seminar takes advantage of the NAND2Tetris Project. Close Seminars Seminar | 10-12th UNDERSTANDING GRAVITATIONAL WAVE SOURC... Seminars Sem. | 0.5 Credits | 10-12th UNDERSTANDING GRAVITATIONAL WAVE SOURCES AND DETECTION Faculty Facilitator: Scott Essential Question: What are gravitational waves and how can they be detected in the future? When humans started looking at the stars, the only information they had was in the form of light. In the last hundred years, the range of light we look at to learn more about the cosmos has expanded, from X-Rays and Radio waves. In 1915, Einstein theorized that we should also be able to detect gravitational waves from the cosmos. In 2016, the LIGO detector confirmed their existence opening up a new realm of observation in astronomy. In this seminar, students hear from college students and professors involved in this exciting new field of study. Coursework looks at what gravitational waves are, how they are created, the ways they are detected now, and the ways humans hope to detect them in the future. Close Seminars Seminar | 10-12th WELL-BEING: THE FIVE ESSENTIAL ELEMENTS Seminars Sem. | 0.5 Credits | 10-12th WELL-BEING: THE FIVE ESSENTIAL ELEMENTS Faculty Facilitator: Hagen ESSENTIAL QUESTION: How do we achieve wellbeing? Coursework explores the concept of wellbeing as defined by Gallup through decades of research. Students explore what it means to thrive in the context of five essential elements of wellbeing: (1) career wellbeing, (2) social wellbeing, (3) financial wellbeing, (4) physical wellbeing, and (5) community wellbeing, as they consider ways to maintain their own wellbeing. Close Seminars Seminar | 10-12th WORLDVIEWS, TRUTHS, AND CONSEQUENCES Seminars Sem. | 0.5 Credits | 10-12th WORLDVIEWS, TRUTHS, AND CONSEQUENCES Faculty Facilitators: Briggs & Delaney ESSENTIAL QUESTIONS: What does a well-articulated worldview look like in the 21st century, and how do I start to build my own? “If you feel overwhelmed and confused by the global predicament, you are on the right track. Global processes have become too complicated for any single person to understand. How then can you know the truth about the world, and avoid falling victim to propaganda and misinformation?” A contemporary thinker, and lecturer on world history, Yuval Harari, continues to have a significant impact on myriad issues facing the world today. Coursework in this seminar examines a number of his 21 Lessons for the 21st Century, including: WORK; TECHNOLOGY; TRUTH (Ignorance, Justice, Post-Truth, Science Fiction); LIBERTY; EQUALITY; COMMUNITY; RESILIENCE (Education, Meaning and Meditation); ECONOMY; and ENVIRONMENT. Each student in this seminar constructs a draft of their current worldview/stance. Close INDEPENDENT STUDIES PHILOSOPHY & REQUIREMENTS INDEPENDENT STUDIES PHILOSOPHY & REQUIREMENTS Available to Junior Spring and Senior Year These courses are a hallmark of EPS’s most engaged and self-motivated students. One of the most exciting and challenging options offered at EPS, independent studies provide juniors (in spring term only) and seniors the opportunity to extend their academic exploration into topics that are not currently covered in the EPS course offerings. These efforts also give students practice working one-on-one with faculty members, similar to collaboration that will be expected by many of their professors in the college setting. Interested students identify a topic or subject area that they would like to examine; find a faculty mentor to work with; and construct a ten-week curriculum including weekly meetings with their faculty mentor. A text of appropriate complexity is required for all independent studies. Close Independent Studies Trimester | 11-12th INDEPENDENT STUDY | INDEPENDENT PROJEC... Independent Studies Trimester | 1.0 Credits | 11-12th INDEPENDENT STUDY | INDEPENDENT PROJECT (23-24 PILOT) Available to Juniors (in Spring term only) and Seniors INDEPENDENT STUDY (All Academic Disciplines including Interdisciplinary) 70% Academic Research | 30% Production (approximate) One of the most exciting and challenging options offered at EPS, independent studies provide juniors (spring term only) and seniors the opportunity to extend their academic exploration into topics that are not currently covered in the EPS course offerings. These efforts also give students practice working one-on-one with faculty members, similar to the collaboration that will be expected by many of their professors in the college setting. Interested students identify a topic or subject area that they would like to examine; are assigned a faculty mentor by the Office of Academic Design; and construct a ten-week curriculum including weekly meetings with their faculty mentor. A text of appropriate complexity is required for all independent studies. INDEPENDENT PROJECT (Technology/Computer Science | Arts) This is a prototype/pilot offering for the 2023-24 academic year 70% Construction | 30% Academic Research (approximate) Independent projects provide juniors (spring term only) and seniors, the opportunity to engage in the design and construction of a substantive product, that is not included in the experience of current EPS courses. Project work gives students the opportunity to practice project management: (1) designing and developing project plans including: build requirements and resource lists; proofs of concept evidencing that a project is doable, and its outcomes are obtainable (2) executing and managing an independent workflow including progress reflections and updates Project work is designed to be similar to project-based work expected by future college professors and/or the world beyond EPS and college Interested students identify a sphere of interest and a potential product; are assigned a faculty mentor by the Office of Academic Design; and construct a 10-week project plan including structured check-ins with their faculty mentor. Close Independent Studies Trimester | 12th SENIOR THESIS Independent Studies Trimester | 1.0 Credits | 12th SENIOR THESIS Requirements: (a) minimum of one Independent Study of exceptional quality (Grade 11 - Spring Term | Grade 12 – Fall Term); (b) an Independent Study with intent to complete a Senior Thesis (Grade 12 - Winter Term), and (c) a Senior Thesis (Grade 12 – Spring Term). The Senior Thesis is the most rigorous research opportunity in the EPS academic program, providing students time and support to build on the work of previous Independent Study work to produce a substantive research product. The thesis is designed to be both a culmination of work in an individual academic discipline (or an inter-disciplinary domain), and preparation for intensive research as an undergraduate. For the Senior Thesis, students may: (1) expand the scope of research from a previous Independent Study; (2) engage in new, original research; or (3) combine elements 1 & 2. The Senior Thesis is a two-part offering: Part 1 | Research and Methods Independent Study with Intent to Complete a Senior Thesis (Grade 12 - Winter Term) Part 2 | Thesis Construction Senior Thesis (Grade 12 – Spring Term) Close