Courses
1511 French I
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: None
Special Note: This course is not open to students with prior experience in French.
In this course, students begin to develop proficiency in listening, speaking, reading, and writing. Topics revolve around the students’ immediate world,including self, family, friends, school and home communities, interests, food, professions, health, transportation, holidays, seasons, and clothes. Students build good pronunciation and listening skills, and read simple authentic texts. In addition this course seeks to develop and enhance an understanding of the diverse cultures of the francophone world.
1512 French II
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: French I and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
Students build upon the skills developed in French I (with appropriate review of previously learned material). They develop greater proficiency in listening, speaking, reading, and writing. The topical context is expanded from the students’ immediate world to the world of the target cultures. Topics may include shopping, cuisine, geography, travel, wellness, leisure time activities, and careers. Students will be required to write compositions on a regular basis.
1513 French III
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: French II and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level III, students continue to build communication skills developed in Levels I and II. Specifically, students participate actively in extended oral and written discourse, using compound and complex sentences to provide information in a coherent and fluent manner. Students narrate and describe past and present events; they predict future events. They develop critiquing skills. Students explore options in a given situation, and handle difficulties and unexpected events. They also learn to initiate and sustain a conversation, discussion, or debate. Students demonstrate these language functions in various contexts (personal, social, political, socio-economic, scientific, literary, artistic, historical and philosophical). Students keep a journal throughout the school year as a reflective process and assessment tool. During second semester students examine the social, psychological, and cultural implications of fairy tales. Reading selections include three famous French novels: Le Petit Nicolas, La Belle et la Bête, and Le Petit Prince.
French IV
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: French III and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level IV students continue to develop and refine the major skills of listening, speaking, reading and writing. They read and comprehend authentic texts that include advanced grammatical structures (i.e. passive voice, subjunctive and conditional moods, indirect discourse), and topics that are technical, scientific, philosophical and literary. Students’ writing and speaking also reflect advanced grammatical structures and an ever-expanding, sophisticated, and eloquent vocabulary. Students become more adept at comprehending the speech of native speakers, speaking at a normal rate of speed, in most situations.
Learning experience designs include:
Slice of Time--an interdisciplinary approach to the study of a selected period of history, beginning with a piece of literature, a film, a historical period, a philosophical movement, or an art movement, etc. as a focal point. Some recent learning experiences have been: Life in the Middle Ages and Renaissance; French Presence in Indochina; French Presence in Africa; Questions of the Individual, Identity, and Existentialism; Questions of Religion, War and Death, and the Loss of Innocence; etc..
Visual Thinking--based on the belief that art is essential to people’s lives and is an invaluable tool in education. This study of art involves careful observation and analysis, encourages deductive reasoning, as well as speculation about possible meaning. It also requires both interpretation and judgment (adapted from material written by Amelia Arenas, Abigail Housen, and Philip Yenawine for the Museum of Modern Art’s Education Department).
Le Septième Art—French cinéma is appreciated and renowned throughout the world. Within France, cinema is held in such high esteem that it has been called “The Seventh Art”. Students will explore a particular theme as it is developed through film. Film selections may include classics, and more recent productions, as well as films from francophone countries beyond France.
1515 French V
Grade Level: Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option,
Prerequisite: French IV and recommendation of Instructor
In Level V, students build on the skills developed in previous years of study in order to enhance all aspects of communicative and cultural competency. The goal is to acquire greater proficiency in conversation, reading, writing, and listening comprehension. Throughout the course, we examine aspects of French culture and civilization through the study of history, literature, art and especially, cinema.
1521 Spanish I
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: None
Special Note: This course is not open to students with prior experience in Spanish.
In this course, students begin to develop proficiency in listening, speaking, reading, and writing. Topics revolve around the students’ immediate world, including self, family, friends, school and home communities, interests, food, professions, health, transportation, holidays, seasons, and clothes. Students build good pronunciation and listening skills, and read simple authentic texts. In addition this course seeks to develop and enhance an understanding of the diverse cultures of the Spanish-speaking world.
1522 Spanish II
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Spanish I and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
Students build upon the skills developed in Spanish I (with appropriate review of previously learned material). They develop greater proficiency in listening, speaking, reading, and writing. The topical context is expanded from the students’ immediate world to the world of the target cultures. Topics may include shopping, cuisine, geography, travel, education, wellness, leisure time activities, careers, and the 21st century. Students will also keep a journal to improve their writing.
1523 Spanish III
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Spanish II and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level III, students continue to build communication skills developed in Levels I and II. Specifically, students participate actively in extended oral and written discourse, using compound and complex sentences to provide information in a coherent and fluent manner. Students narrate and describe past and present events; they predict future events. They develop critiquing skills. Students explore options in a given situation, and handle difficulties and unexpected events. They also learn to initiate and sustain a conversation, discussion, or debate. Students demonstrate these language functions in various contexts (personal, social, political, socio-economic, scientific, literary, artistic, historical and philosophical). Students keep a journal throughout the school year as a reflective process and assessment tool. Some of the topics covered in Spanish III are music, death, family, friendship and love, politics, environment, and poetry.
1524 Spanish IV
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Spanish III and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level IV students continue to develop and refine the major skills of listening, speaking, reading and writing. They read and comprehend authentic texts that include advanced grammatical structures (i.e. passive voice, subjunctive and conditional moods, indirect discourse), and topics that are technical, scientific, philosophical and literary. Students’ writing and speaking also reflect advanced grammatical structures and an ever-expanding, sophisticated, and eloquent vocabulary. Students become more adept at comprehending the speech of native speakers, speaking at a normal rate of speed, in most situations.
Learning experience designs include:
Slice of Time--an interdisciplinary approach to the study of a selected period of history, beginning with a piece of literature, a film, a historical period, a philosophical movement, or an art movement, etc. as a focal point. Some recent learning experiences have been: Medieval Spanish Literature, The Origins of the Spanish Language, Surrealist Spanish Painting, Revolutionary Movements in Twentieth Century Latin American, and Immigration: Myths and Reality.
Visual Thinking--based on the belief that art is essential to people’s lives and is an invaluable tool in education. This study of art involves careful observation and analysis, encourages deductive reasoning, as well as speculation about possible meaning. It also requires both interpretation and judgment (adapted from material written by Amelia Arenas, Abigail Housen, and Philip Yenawine for the Museum of Modern Art’s Education Department).
Science and Ethics--designed so that students can examine a scientific problem that affects individuals and society as a whole. The choice of “problem” may vary from year to year; however, the problem must reflect an ethical dilemma. Examples of topics are: the pros and cons of nuclear energy, the effects of oil spills, genetics engineering, euthanasia, forestry management, use/misuse of the information superhighway, the political role of environmental groups, the responsibility of the scientist in society, etc..
1525 Spanish V
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Spanish IV and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level V, students build on the skills developed in previous years of study in order to enhance all aspects of communicative and cultural competency. The goal is to acquire greater proficiency in conversation, reading, writing, and listening comprehension. There is an in-depth review of grammar. Throughout the course, we examine aspects of Spanish culture and civilization through the study of history, literature, art and cinema.
1531 German I
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: None
Special Note: This course is not open to students with prior experience in German.
In this course, students begin to develop proficiency in listening, speaking, reading, and writing. Topics revolve around the students’ immediate world, including self, family, friends, school and home communities, interests, food, health, holidays, and clothes. Students build good pronunciation and listening skills, and read simple texts. In addition this course seeks to develop and enhance an understanding of the diverse cultures of the German-speaking world.
1532 German II
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: German I and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
Students build upon the skills developed in German I (with appropriate review of previously learned material). They develop greater proficiency in listening, speaking, reading, and writing. The topical context is expanded from the students’ immediate world to the world of the target cultures. Topics may include shopping, cuisine, geography, travel, wellness, leisure time activities, and careers.
1533 German III
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per year Pass/Fail option
Prerequisite: German II and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level III, students continue to build communication skills developed in Levels I and II. Specifically, students participate actively in extended oral and written discourse, using compound and complex sentences to provide information in a coherent and fluent manner. Students narrate and describe past and present events; they predict future events. They develop critiquing skills. Students explore options in a given situation, and handle difficulties and unexpected events. They also learn to initiate and sustain a conversation, discussion, or debate. Students demonstrate these language functions in various contexts (personal, social, political, socioeconomic, scientific, literary, artistic, historical and philosophical). Each semester students will be expected to complete a project that requires them to gather and process information in the target language. Students may be asked to keep a journal throughout the school year as a reflective process and assessment tool. They will read selected authentic texts (fiction and non-fiction) that will provide the impetus for discussions. Typical topics for German III include: Germany in the Middle Ages, The Age of Goethe, Environmental Issues, Contemporary Sociological Issues, From Aachen to Zwickau: Germany’s Urban Landscape, Germany’s Pop Culture, A Philatelist’s Tour Through German Culture and History.
1534 German IV
1535 German V
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: German III and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Levels IV and V students continue to develop and refine the major skills of listening, speaking, reading and writing. They read and comprehend authentic texts that include advanced grammatical structures (i.e. passive voice, subjunctive and conditional moods, indirect discourse), and topics that are technical, scientific, philosophical and literary. Students’ writing and speaking also reflect advanced grammatical structures and an ever-expanding, sophisticated, and eloquent vocabulary. Students become more adept at comprehending the speech of native speakers, speaking at a normal rate of speed, in most situations.
Learning experiences include: Slice of Time--an interdisciplinary approach to the study of a selected period of history, beginning with a piece of literature, a film, a historical period, a philosophical movement, or an art movement, etc. as a focal point. Some recent learning experiences have been: The Weimar Republic, literary selections such as Deutschstunde and Der Richter und Sein Henker, 40 Year DDR / BRD and Politics and Contemporary Germany. Other topics include:
Visual Thinking--based on the belief that art is essential to people’s lives and is an invaluable tool in education. This study of art involves careful observation and analysis, encourages deductive reasoning, as well as speculation about possible meaning.
Science and Ethics--designed so that students can examine a scientific problem that affects individuals and society as a whole. The choice of “problem” may vary from year to year; however, the problem must reflect an ethical dilemma. Examples of topics are: the pros and cons of nuclear energy, the effects of oil spills, genetics engineering, euthanasia, forestry management, use/misuse of the information superhighway, the political role of environmental groups, the responsibility of the scientist in society, etc.
1541 Japanese I
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: None
Special Note: This course is not open to students with prior experience in Japanese.
In this course, students begin to develop proficiency in listening, speaking, reading, and writing. Topics revolve around the students’ immediate world, and include self, family, friends, school and home communities, interests, food, transportation, holidays, seasons, and clothes. Students build good pronunciation and listening skills, and learn to read and write in both katakana and hiragana (phonetic writing systems) and a small number of kanji/Chinese characters. In addition this course seeks to develop and enhance an understanding of Japanese culture.
1542 Japanese II
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Japanese I and recommendation of Instructor
Students build upon the skills developed in Japanese I (with appropriate review of previously learned material). They develop greater proficiency in listening, speaking, reading, and writing. The topical context is expanded from the students’ immediate world to the world of the target cultures. Topics may include shopping, cuisine, geography, travel, education, wellness, leisure time activities, careers, and the 21st century. Students will continue to develop their hiragana and katakana writing skills and will learn more kanji.
1543 Japanese III
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per year Pass/Fail option
Prerequisite: Japanese II and recommendation of Instructor
The overall theme for Level III is “Living in Japan”. Students imagine going to Japan as part of an exchange program, and within that context, they develop practical, real-world skills that they would need if they were to travel to Japan and live with a host family. They also learn more about the Japanese lifestyle and culture so that they can interact and speak appropriately with Japanese people. Level III continues the patterns established at Levels I and II. The main emphasis is still on spoken communication and communicative competency; however, students will be expected to do more reading and writing than at Level II. Furthermore, students will tackle some challenging ideas and grammatical structures, including the passive construction (which is significantly different from passive in English), the verbs of giving and receiving (which reveal much about Japanese society and mindset), and provisional, conditional, and potential tenses.
1551 Russian I
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: None
Special Note: This course is not open to students with prior experience in Russian.
In this course, students are expected to master the Cyrillic alphabet in order to develop proficiency in listening, speaking, reading, and writing. Students are expected to master Russian penmanship. Topics revolve around the students’ immediate world, including self, family, friends, home communities, interests, food, professions, health, transportation, holidays, and seasons. In addition this course seeks to develop and enhance an understanding of Russian culture.
1552 Russian II
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Russian I and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
Students build upon the skills developed in Russian I (with appropriate review of previously learned material). They develop greater proficiency in listening, speaking, reading, and writing. The topical context is expanded from the students’ immediate world to the world of the target cultures. Topics include cuisine, geography, education, seasons and holidays, family, and character traits. Students build good pronunciation and listening skills, and read simple authentic texts. Russian II students are required to keep a diary throughout the school year.
1553 Russian III
Grade Level: Sophomore/Junior/Senior
Length: One Year
Credit: 1.0 per Year Pass/Fail option
Prerequisite: Russian II and recommendation of Instructor or Proficiency Exam and recommendation of Instructor
In Level III students continue to build communication skills developed in Levels I and II. Students are expected to regularly demonstrate and improve the following language skills: participate actively in class conversations, discussions, and debates; use compound and complex sentences to provide information in a coherent and fluent manner; develop critiquing skills. Students will continue to regularly write in journals for the purpose of mastering reflective thinking skills and grammatical accuracy.
Reading authentic Russian literary texts is at the foundation of the Russian III curriculum. Russian III students will read short stories by Aleksander Pushkin, Anton Chekhov as well as a selection of Russian fairytales, and poetry by various 19th and 20th century Russian poets. In order to develop better reading skills, students will read abstracts and short articles from Russian newspapers and learn to summarize their content. Written assessments will include short writes, quizzes, and longer essays. Oral performance will be assessed by means of class contributions and in–class presentations.