Curriculum Overview

AP Art History offers students the opportunity to study extensively the history of art from ancient times to the present day.  An array of resources will be used during the course such as: texts, additional readings, technical opportunities, CD’s, videos, slides, individual and class field trips to museums, personal research and presentations.

Development of analytical skills in the description and comparison of artwork will be encouraged via discussion and writing opportunities throughout the course.

Art Foundations is designed to expose students to the fundamental components of 2-D design, 3-D design, color, and technology.  The two-dimensional components of Art Foundations include the study of painting, drawing, printmaking, and graphics. 

Three-dimensional study includes ceramics, shallow relief, and sculpture with a variety of materials.  The study of color emphasizes the theories of Joseph Albers.  The fourth component of the course is the application of technology to create art.  The elements and principles of design, composition, and observation are emphasized. 

Students study the history of art and use a variety of media with the goal of discovering their own creative voices and artistic abilities.  In addition to art supplies, materials for the course include A Primer of Visual Literacy published by MIT Press, Discovering Art History by Davis Publications, Prentice Hall's The Art Teacher's Book of Lists, The Oxford Dictionary of Art by Oxford University Press, and other books. 

Additional supplementary materials include high quality art posters, software programs, DVDs, and slides.

Prerequisite:  Art Foundations or special permission by means of a portfolio review

2-D Design is an art course designed to instruct students in the fundamental components of two-dimensional visual art, which include painting, drawing, printmaking, graphics, color, and technology. 

Elements of two-dimensional design, composition, and observation are emphasized. Students study the history of art and use a variety of media with the goal of discovering their own creative voices and artistic abilities. Students who wish to further refine their two-dimensional art skills may take 2-D Design II and 2-D Design III.  Students may take 2-D design courses for honors credit. 

Honors students begin to fulfill portfolio requirements as outlined by the College Board in preparation for Advanced Placement Art. 

In addition to art supplies, materials for the course include Point and Line to Plane published by the Solomon Guggenheim Foundation, Anatomy:  A Complete Guide for Artists from Dover publications, and other print resources. Additional supplementary materials include high quality art posters, software programs, DVDs, and slides.

Prerequisite:  Art Foundations or special permission by means of a portfolio review

3-D design is an art course designed to instruct students in the fundamental components of sculptural art.  Typical themes include form, function, composition, content, and presentation.

Students study the history of art and use a variety of media and technologies.  A portfolio of prep work and exploration of ideas is developed during the course.  A visual portfolio is formally documented in either 35mm slide format or on CD-R depending on the future educational needs and desires of individual students.

Students who wish to further refine their three-dimensional art skills may take 3-D Design II and 3-D Design III.  Students may take 3-D design courses for honors credit. 

Honors students begin to fulfill portfolio requirements as outlined by the College Board in preparation for Advanced Placement Art.  In addition to art supplies, materials for the course include Ceramics by Hoffman Press, Creating Welded Sculpture by Dover Publications, Pottery on the Wheel published by Noonday Press, and other print resources. 

Additional supplementary materials include high quality art posters, software programs, DVDs, and slides.

Prerequisite:  Honors 2-D Design or special permission by means of a portfolio review

Advanced Placement Studio Art: 2-D Design is designed for the serious art student who wishes to create a portfolio to meet the College Board requirements for the AP Studio Art: 2-D Exam. Students must create and demonstrate an in-depth investigation of all three elements of portfolio development which include quality, concentration, and breadth.

Students must select five quality images for presentation that depict mastery in concept, composition, and execution of two-dimensional design; twelve quality images that demonstrate breadth with a variety of ideas, techniques, problem solving, and a range of media; and twelve personal images that are cohesive. In addition, students must write a comprehensive statement concerning their chosen concentration.

Work created in previous art classes may be eligible for inclusion as determined by critique and in conference with the instructor. Participation in Teaching Gallery Shows is mandatory as are field trips to local museums.  Materials are determined by student need.

Prerequisite:  Honors 3-D Design or special permission by means of a portfolio review 

Advanced Placement Studio Art: 3-D Design is designed for the serious art student who wishes to create a portfolio to meet the College Board requirements for the AP Studio Art: 3-D Exam. Students must create and demonstrate an in-depth investigation of all three elements of portfolio development which include quality, concentration, and breadth.

Students must select five quality images for presentation that depict mastery in concept, composition, and execution of sculpture; twelve quality images that  demonstrate breadth with a variety of ideas, techniques, problem solving, and a range of media; and twelve personal images that are cohesive.

In addition, students must write a comprehensive statement concerning their chosen concentration. Work created in previous art classes may be eligible for inclusion as determined by critique and in conference with the instructor. Participation in Teaching Gallery Shows is mandatory as are field trips to local museums.  Materials are determined by student need.

Prerequisite:  Honors 2-D Design or special permission by means of a portfolio review

Advanced Placement Studio Art: Drawing is designed for the serious art student who wishes to create a portfolio to meet the College Board requirements for the AP Studio Art: Drawing Exam. Students must create and demonstrate an in-depth investigation of all three elements of portfolio development which include quality, concentration, and breadth.

Students must select five quality images for presentation that depict mastery in concept, composition, and execution of drawing; twelve quality images that that demonstrate breadth with a variety of ideas, techniques, problem solving, and a range of media; and twelve personal images that are cohesive. In addition, students must write a comprehensive statement concerning their chosen concentration.

Work created in previous art classes may be eligible for inclusion as determined by critique and in conference with the instructor. Participation in Teaching Gallery Shows is mandatory as are field trips to local museums.  Materials are determined by student need.

Beginning Chinese is a course designed for students with no prior instruction in the Chinese language.  The Beginning Chinese class provides a thorough background in basic Chinese grammar, vocabulary, and culture while building speaking, listening, reading, and writing skills.

Significant emphasis is placed on instructing students in the Pinyin System as they learn to pronounce the sounds of Mandarin Chinese. A foundation in vocabulary is built by learning words and expressions used in basic greetings, counting, colors, the weather, and telling time. 

In addition, words related the themes such as family, school, travel, professions, sports, and others are acquired.  Examples of grammar topics studied include the personal pronouns  wo, ni, ta; the suffix men; possessive pronouns wode, nide, tade; measure words gè, zhi, tíao, pi ; shì, you (or méiyou) sentences; and huì to ask about abilities.  In addition, students learn to form questions using a variety of syntax.

Examples of cultural topics studied include songs, food, festivals, calligraphy, and lucky and unlucky numbers. The primary text used is Ni Hao I (Traditional Character Edition) published by Cheng and Tsui.

In addition, students use Chinese Characters: A Geneology and Dictionary published by Zhongwen.com.

Prerequisite:  Beginning Chinese

Intermediate Chinese students are expected to have a basic comprehension of Chinese vocabulary and grammar and a firm grasp on Chinese pronunciation.  Students build their vocabulary base by studying words and phrases related to clothing, the calendar, homes, restaurants, telephone etiquette, and leisure activities.

Examples of grammar topics studied include using  keyi ma to seek permission; zài to find out what someone is doing; expressing location with verb zài, zenme huí shì to ask what happened; yinwèi . . .suoyi or suoyi to state a cause and its consequence; píngcháng or chángcháng to express usually or often; háishì to offer a choice; and  si to describe an extreme condition.

Examples of cultural topics studied include key tourists spots in China and Taiwan, Chinese tea, official holidays, the Chinese calendar, and formal feasts.  The primary text used is Ni Hao 2 (Traditional Character Edition) published by Cheng and Tsui.

In addition, students use Chinese Characters: A Geneology and Dictionary published by Zhongwen.com.

Prerequisite:  An average of B+ or better in Beginning Chinese

Students in Honors Intermediate Chinese are combined in class with students taking Intermediate Chinese.  In addition to the coursework in Intermediate Chinese, Honors students read and respond to independent reading assignments. Honors students are expected to read the material proficiently and independently.

Honors students complete additional sections on their tests over the content and vocabulary from these readings. The primary text used is Ni Hao 2 (Traditional Character Edition) published by Cheng and Tsui. In addition, students use Chinese Characters:  A Geneology and Dictionary published by Zhongwen.com.

Prerequisite:  Intermediate Chinese

Advanced Chinese class brings students closer to fluency by means of continued vocabulary expansion, reading, cultural study, and grammar study. Students do short writing and article translation assignments to improve reading and writing skills. Students enhance their knowledge of vocabulary by learning words and phrases related to health, entertainment, asking for and receiving directions, modes of transportation, school subjects, and other topics. 

Examples of grammar topics studied include  using rúguo …de huà in conditional sentences;  you duó yuan to ask about distance; mei to state frequency; the use of jìù; stating degree of comparison with bijiào and gèng; the use of zhang de to describe or compare appearance; zài to state the order of actions;  kenéng to state a probability; asking rhetorical questions; and the use of question words in a negative statement. 

Examples of cultural topics studied include religious beliefs, acupuncture, dragon dance, lion dance, Peking opera, and other topics.   The primary text used is Ni Hao 3 (Traditional Character Edition) published by Cheng and Tsui. In addition, students use Chinese Primer by Princeton University Press, various phrase books, and films.

Prerequisite:  An average of B or better in Honors Intermediate Chinese.

Students in Honors Advanced Chinese are combined in class with students taking Advanced Chinese.  Honors students read and respond to several independent reading assignments and are expected to read the material proficiently and independently.

Honors students complete additional sections on their tests over the content and vocabulary from these readings. The primary text used is Ni Hao 3 (Traditional Character Edition) published by Cheng and Tsui. In addition, students use Chinese Primer by Princeton University Press, various phrase books, and films.

Prerequisite:  Advanced Chinese

Pre Advanced Placement Chinese is designed for students in their fourth year of Chinese language study or native speakers of Chinese. Students are expected to achieve a moderate degree of fluency in both spoken and written Chinese by the conclusion of the course.

Students are introduced to poetry at this level and read authentic newspaper and magazine articles. Students expand vocabulary with the study of words and phrases related to computers and the internet, diet, hospitality, environmental issues, school events and activities. 

Examples of grammar topics studied include zhe to indicate an action in progress or a continuing state; zhèngzài to indicate an action is in progress at the time of speaking or at a specific time; v + de used after a verb or an adjective to indicate a degree or a result;  suírán … dànshì …;  adj + de + bù dé liao to indicate an extreme situation; and yìdian dou bù / méi. Specific examples of cultural topics studied include quotations from Confucious, chinese idioms, Chinese names, eating family style, and eating banquet style. 

The primary text used is Ni Hao 4 (Traditional Character Edition) published by Cheng and Tsui. In addition, students use Chinese Primer by Princeton University Press, various phrase books, and films.

Prerequisite:  An average of B or better in Honors Advanced Chinese or special permission.

Students in Honors Pre Advanced Placement Chinese are combined in class with students taking Pre Advanced Placement Chinese.  Honors students read and respond to several independent reading assignments each nine week period and are expected to read the material proficiently and independently.

Honors students complete additional sections on their tests over the content and vocabulary from these readings. The primary text used is Ni Hao 4 (Traditional Character Edition) published by Cheng and Tsui. In addition, students use Chinese Primer by Princeton University Press, various phrase books, and films.

Prerequisite:  One year of experience in choir or special permission.

A Capella Choir is a performance-oriented class for upper school students in grades nine through twelve.  Advanced sight-reading and vocal techniques are stressed during rehearsal as well as correct performance of difficult literature. Participation in choir involves multiple performances, auditions, and competitions throughout the year.

Private voice instruction is suggested but not required.  Students who have completed at least one year of A Capella Choir may enroll for honors credit. 

Honors A Capella Choir students are required to audition for TPSMEA; write program notes for each of the concerts presented during the year; and attend and review one professional, community, or otherwise approved classical concert per semester.

Students use materials from selected music training books and musical scores appropriate for their skill level.  The instructor uses the Texas UIL Prescribed Music List as a guide for literature choices.

AP Music Theory, taken in the senior year, is designed to prepare students for the Advanced Placement Music Theory exam in the spring. This course is for the student who wishes to delve into the analytical side of music and is highly recommended for students considering a major in music at the university level; it is open, however, to any student with a keen interest in music. 

Topics covered include, but are not limited to, solfege, scales/modes, key signatures, sight reading, notation, candences, transposition, and nonchord tones.

In addition, students will compose a Four Part Chorale and an arrangement for orchestra that must include a minimum of eight instruments.  Primary texts for the course include Kostka and Payne’s Tonal Harmony with an Introduction to Twentieth-Century Music, 6th edition and Ottman’s Music for Sight-Singing, 7th edition.

Acting is a beginning course which provides students with the fundamentals of acting. Students learn improvisation techniques, understand and follow stage directions, and practice voice and body control. Emphasis is placed on character analysis.  

Students prepare scripted works throughout the year which they perform for friends, family, and the school community.  Acting students audition for the fall play and the spring musical. 

Students not directly involved in major Oakridge productions attend at least one performance and submit a written critique.  Scripts are selected from a variety of catalogs such as Baker's Plays, Dramatist's Play Service, and Samuel French.  

Prerequisite:  Acting

The Honors Acting course deepens the students' understanding of acting, including the principles and techniques required to create believable characters. Major acting periods and styles of theater history studied include Elizabethan, French Neoclassicism, English Restoration, and Twentieth Century Realism. 

Students complete a character analysis including research on period, playwright, and play for all monologues and scenes performed. Students study advanced improvisation, vocal control, and movement.

Honors acting students audition for the fall play and spring musical. Students not directly involved in major Oakridge productions attend at least one performance and submit a written critique. Scripts are selected from a variety of catalogs such as Baker's Plays, Dramatist's Play Service, and Samuel French.  

Theater Production introduces students to the stage production process with emphasis on such specific technical aspects as set construction, design theory, and acoustics.

Other topics of study include lighting, costume, and make-up design as well as stage and house management. Students study the principles of planning and preparation and present ideas through sketches, drafts, and models. Shop safety and proper use of tools are emphasized as students learn proper techniques of stage carpentry.

Students work on a production or running crew for at least one Oakridge production. As performances vary from year to year, Theater Production may be repeated for credit as Theater Production II.  Honors credit may be earned in Theater Production II and requires a greater evening time commitment for tech rehearsals.

Ninth Grade English is an introductory course designed to familiarize students with literary selections and rhetoric from around the globe. There is an emphasis on using and varying proper and sophisticated sentence structures in order to foster skills in close reading, rhetorical and style analysis, as well as analytical, persuasive and creative writing.

We read plays, poetry, science fiction, nonfiction, novels, speeches, op-ed pieces, and more by varied and diverse authors. In addition to our corporate reading of titles like: Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde; William Shakespeare’s Julius Caesar and/or Sophocles’ Antigone; Ray Bradbury’s Fahrenheit 451; Erich Maria Remarque’s All Quiet on the Western Front and selections from our textbook, Mirrors and Windows Level V,  every nine weeks students are given the opportunity to pick their own books from a teacher-sanctioned list to read on their own.

Students will be expected to produce their understanding of the complexities of these independent reading books in a variety of creative formats.

Ninth Grade Honors English is an introductory course designed to familiarize students with literary selections and rhetoric from around the globe. There is an emphasis on using and varying proper and sophisticated sentence structures in order to foster skills in close reading, rhetorical and style analysis, as well as analytical, persuasive and creative writing.

We read plays, poetry, science fiction, nonfiction, novels, speeches, op-ed pieces, and more by varied and diverse authors. In addition to our corporate reading of titles like, Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde; Plato’s Allegory of the Cave; William Shakespeare’s Julius Caesar and/or Sophocles’ Antigone; Ray Bradbury’s Fahrenheit 451; Erich Maria Remarque’s All Quiet on the Western Front; Khaled Hosseini’s The Kite Runner; and Jane Austen’s Pride & Prejudice, every nine weeks students are given the opportunity to pick their own books from a teacher-sanctioned list to read on their own.

Students will be expected to produce their understanding of the complexities of these independent reading books in a variety of creative formats.

Prerequisite:  Introduction to Literature and Rhetoric

The 10th grade Survey of British Literature and Rhetoric course is a chronological study of the major periods of British literature through the critical reading of representative writers.  Students read, discuss, and write about, for example, Lord of the Flies, William Golding; 1984, George Orwell; Frankenstein, Mary Shelley; Macbeth, William Shakespeare; and Beowulf.  

Students develop a writing style that reflects not only their ability to apply the rules of grammar and mechanics, but also indicates thoughtful word choice and sophisticated syntax. Most importantly, student writing reflects critical thinking in an individualized voice.

The editing process is central to writing instruction.  Vocabulary study comes from the context of the literature as well as SAT vocabulary preparation. Many assignments are completed digitally using blogs, Google Docs and other tools. Guest speakers are occasionally introduced to the class via Skype.  Research skills are reinforced, and the use of the MLA handbook is emphasized.

Prerequisite:  An average of B or better in Honors Introduction to Literature and Rhetoric or special permission.

The 10th grade Honors Survey of British Literature and Rhetoric curriculum emphasizes literature, writing and critical thinking skills at an elevated level.  Students are expected to read independently as well as discuss and write with sophistication so that their synthesis of the works under consideration is evident.

Honors students read, discuss, and write about, for example, A Tale of Two Cities, Charles Dickens; Othello, William Shakespeare; Macbeth, William Shakespeare; Lord of the Flies, William Golding; 1984, George Orwell; Frankenstein, Mary Shelley; and Beowulf. Students develop a writing style that reflects not only their ability to apply the rules of grammar and mechanics, but also indicates thoughtful word choice and sophisticated syntax. Most importantly, student writing reflects critical thinking in an individualized voice.

The editing process is central to writing instruction. Honors students are held to a higher level of proficiency in all areas of language expression and are expected to think on an abstract level. Vocabulary study comes from the context of the literature as well as SAT vocabulary preparation. Many assignments are completed digitally using blogs, Google Docs and other tools. Guest speakers are occasionally introduced to the class via Skype.   Research skills are reinforced, and the use of the MLA handbook is emphasized.

Survey of American Literature and Rhetoric examines representative writers, works, and themes in American literature from the time of the European settlers into the twenty-first century.  Much of the course is a chronological study in a combination of genres.  An emphasis is placed on written and oral analyses of reading assignments, which encourage independent, metacognitive thinking and improve both in-class and out-of-class writing skills.  

Students work on a variety of types of writing: a critical researched essay; journal writing, both personal and textual response; and the classic essay. Students are taught both the ACT and SAT essay format; vocabulary is taught through the use of contextual clues. Additionally, students are given the opportunity to experience the Learn 21 assignment: select a critical essay over a novel studied, read and summarize and put into nest, and then give an oral presentation, embracing the public speaking initiative.

Prerequisite:  An average of B or better in Honors Survey of British Literature and Rhetoric or special permission.

The Advanced Placement (AP) English Language and Composition course, taken in the junior year, is designed to prepare students to take the College Board AP English Language and Composition Exam in the spring. The course is equivalent to a college freshman-level English composition course.

The class refines students' analytical reading and writing skills and focuses on close reading and analysis of novels, plays, and prose. Research skills are honed, and use of the MLA handbook is emphasized. Vocabulary study comes from the context of the literature and SAT vocabulary preparation.

AP English Language students read, discuss, and write about The Scarlet Letter, Nathanial Hawthorne; Adventures of Huckleberry Finn, Mark Twain;The Great Gatsby, F. Scott Fitzgerald; Who's Afraid of Virginia Woolf, Edward Albee; and The Catcher in the Rye, J. D. Salinger. One Hundred Great Essays published by Penguin Academics is used for non-fiction prose study.  

The Language of Composition: Reading, Writing, and Rhetoric published by Bedford/St. Martin's and designed specifically to prepare students for the AP English Language exam is used extensively.

Introduction to World Literature and Rhetoric is a senior level course in which students study classical and world literature with an emphasis on critical reading and writing skills. Through class discussions and a variety of writing assignments, students develop rhetorical skills important for success in college English courses.

Students read, discuss, and write about Things Fall Apart, Chinua Achebe; Jane Eyre, Charlotte Bronte; Oedipus Rex, Sophocles; Hamlet, William Shakespeare; Death of a Salesman, Miller; and the Collected Poetry of T.S. Eliot. Vocabulary study comes from the context of the literature and SAT preparation.

Research skills continue to be reinforced, and the use of the MLA handbook is emphasized.

The Advanced Placement (AP) English Literature and Composition course, taken in the senior year, is designed to prepare students to take the College Board AP English Literature and Composition Exam in the spring. The course is equivalent to a college freshman level English literature course.

The course refines students' analytical reading and writing skills and focuses on close reading and analysis of novels, plays, and prose.  AP English Literature students read, discuss, and write about Macbeth, Shakespeare; Hamlet, Shakespeare; Waiting for Godot, Beckett; Rosencrantz and Guildenstern are Dead, Stoppard; Things Fall Apart, Achebe; Wuthering Heights, Bronte; Crime and Punishment, Dostoyevsky; Othello, Shakespeare; and The Waste Land, Eliot.

The Norton Introduction to Literature is used extensively for poetry. Poets studied include but are not limited to Byron, Donne, Jonson, Keats, Marlowe, Marvell, Raleigh, Roethke, Shelley, Shakespeare, and Yeats. Vocabulary study comes from the context of the literature and SAT preparation. Research skills are reinforced, and the use of the MLA handbook is emphasized.

Advanced Beginning French is designed as a bridge between Eighth Grade French and the intermediate level class.  Advanced Beginning French provides a thorough review of fundamental grammar topics and vocabulary while focusing on the more complex structures typically encountered at the end of the grade eight course.

Students expand their vocabulary by studying words and phrases related to such topics as transportation, restaurants, daily activities, and seasonal activities. In addition to a thorough review of adjectives and articles, Advanced Beginning French students solidify their knowledge of the present, past, and near future tenses of all regular verbs; the irregular verbs être, avoir, aller, prendre, faire, mettre, voir, croire, dire, écrire, lire, boire, devoir, recevoir; irregular -ir verbs; and reflexive verbs.

Students also study the partitive, comparisons, and negative statements.  Emphasis is placed on cultural topics throughout the course. The primary text for the course is D'accord Level 1 published by Vista Higher Learning.

Prerequisite: Advanced Beginning French or recommendation from Grade Eight French instructor

The objectives of Intermediate French are increased vocabulary and grammar acquisition to bring students closer to the goal of fluency.  Vocabulary is expanded through the study of words and phrases used in the context, for example, of telephone courtesies, healthcare, travel and transportation, etiquette and emotions, bank and money, and professions.

Examples of grammar topics studied in Intermediate French include learning to distinguish between the passé composé and the imparfait for communicating in the past tense, double object pronouns, mieux and meilleur, if clauses, and the future after quand. 

The subjunctive mood is introduced in Intermediate French and heavily emphasized.  Cultural topics are studied throughout the course. The primary text for the course is D'accord Level 2 published by Vista Higher Learning. 

Prerequisite:  Recommendation of Grade Eight or Advanced Beginning French instructor

Students in Honors Intermediate French are combined in class with students taking Intermediate French. Honors students do additional activities including oral interviews, additional written assignments, and are required to read and respond to several independent reading assignments each nine-week period.

Honors students are expected to read the material proficiently and independently. Honors students complete additional writing sections on tests based on honors assignments. The primary text for the course is D'accord Level 2 published by Vista Higher Learning. 

Prerequisite:  Intermediate French

Advanced French brings students closer to fluency by means of continued vocabulary expansion, authentic readings, cultural study, and grammar study. Considerably more emphasis is placed on reading comprehension skills in Advanced French as students read Le Petit Prince.

Classroom conversations about the literature are conducted exclusively in French with rare exception to facilitate speaking and listening comprehension skills. By the conclusion of Advanced French, students will have studied all the of grammar topics in the French language.

Grammar study in Advanced French focuses heavily on the past tenses and the use of the subjunctive mood in the present and past tenses. Advanced French students also study the future, future perfect, conditional, and past perfect tenses. Relative pronouns with prepositions, faire in causative constructions, and the use of past and present infinitives are also addressed. The primary text for the course is D'accord Level 3  published by Vista Higher Learning. 

Prerequisite:  An average of B or better in Honors Intermediate French or special permission

Students in Honors Advanced French are combined in class with students taking Advanced French. Honors students do additional activities including oral interviews, additional written assignments, and are required to read and respond to several independent reading assignments each nine week period.

Honors students read the material proficiently and independently. Honors students complete additional writing sections on tests based on honors assignments. The primary text for the course is D'accord Level 3 published by Vista Higher Learning. 

Prerequisite:  Advanced French

Pre Advanced Placement French is designed for seniors who wish to continue their study of French for a fourth year but do not plan to take the Advanced Placement French Language examination. Pre Advanced Placement French students are in class with Advanced students, study and use many of the same materials, but are evaluated differently. 

Seniors, after consultation with the instructor and the college advisor, should consider taking the French Language CLEP (College-Level Examination Program) exam at the end of the course. Please refer to the course description for Advanced Placement French Language for details.

Prerequisite:  Advanced or Honors Advanced French or Pre Advanced Placement French

The Honors Survey of French Literature and Culture course is designed to be equivalent to a fourth semester college-level French literature survey course and to prepare students to successfully take the College Board AP French Language course and exam the following year. 

The course is conducted exclusively in French with rare exception.  Students continue to develop language skills that allow them to read and understand prose and poetry as well as to express themselves in grammatically correct spoken and written French.  

Materials include AP French:  Preparing for the French Language Examination and Themes- French Language and Culture by Vista Higher Learning.

Prerequisite:  Honors Advanced French, Honors Pre AP French or special permission

The Advanced Placement French Language course is equivalent to a third semester college-level French course and prepares students to take the College Board AP French Language exam in the spring. The course is conducted exclusively in French with rare exception. 

By the conclusion of the course students should be able to speak, read, write, and listen to natively spoken French with above average fluency. The course begins with a rigorous grammar review using Une fois pour toutes or En bonne forme. Students read, discuss, and write about French literature written by well-known French-speaking authors. 

Readings include Candide, La Guerre de trio n'aura pas lieu, Pierre Et Jean, and Moderato Cantabile in addition to readings from the anthology Tresors Du Temp.  Passages are analyzed for style, tone, and literary devices as well as theme and relevance to current issues and events. Formal essay writing is emphasized and practiced throughout the course. 

Additionally, students practice responding to picture series and verbal prompts to prepare for the speaking portion of the AP examination. The primary texts for the course are Une fois pour toutes, and AP French: A Guide to the French Language Examination, both published by Longman, as well as Themes- French Language and Culture by Vista Higher Learning.

The content covered in Eastern and Western Civilizations begins with the emergence of early civilizations and continues to the Modern World. Students will learn historical developments that have shaped societies all over the world, and will see how the events of the past impact the world today.

The course is designed to support the overall curriculum of The Oakridge School; in particular World Literature, US History, and Government courses. A special emphasis is also placed on historical writing methods so as to support the school’s writing initiative.

The content of Honors Eastern and Western Civilizations surveys global political, diplomatic, intellectual, cultural, social, and economic history from ancient times to the present. Significant historical interpretations and methodologies are introduced.

Note taking and critical reading and writing skills as well as research skills using both primary and secondary sources are stressed. Students enhance public speaking skills with class presentations.  A sampling of specific topics studied includes Ancient Egyptians, Hammurabi’s Law Codes, Ancient Greece, the rise and fall of the Roman Empire, the Middle Ages, Renaissance and Reformation, age of discovery, Enlightenment, French Revolution, Nationalism, Industrial Revolution, global imperialism, Marxism, World Wars, Zionism, post-colonial state building, Cold War, Computer revolution, and the Information age.

As an honors course, students also learn A.P. History Disciplinary practices, including analyzing historical evidence and argument development. Furthermore, A.P. History Reasoning Skills—contextualization, comparison, causation, and continuity and change over time—are sequentially developed throughout the study of world history. 

United States Government is a course designed to present a thorough study of the American political system and an introduction to important concepts related to political science. 

The United States Constitution is studied in detail with emphasis on how it relates to the basic foundations of the American government and the inalienable rights of American citizens. Students also learn the nature and functions of political parties, analyze voting segments and behaviors, assess public opinion polls and lobbying techniques, and study the relationship of national to state government in our federal system. 

Additionally, students study public policy and American foreign policy. Special attention is given to current events concerning the political spectrum. US Government is one semester for 12th grade students and a yearlong course for 10th grade students.

Advanced Placement United States Government is a one-semester senior level course that is equivalent to a college-level United States Government course.  One of the objectives of the course is to prepare students to take the College Board AP United States Government exam in the spring.

Students read independently as well as discuss and write with sophistication. The major themes and topics presented in the United States Government course are presented in greater depth and detail and at a more rapid pace. Topics covered include the structure of the U.S. government, Civil Liberties and Civil Rights, the bureaucracy, the impact of the media and the role citizens can play in shaping public policy.

This is the second semester compliment to sophomores who take AP Government first semester. Building upon the understanding of the U.S. government acquired in the first semester, students evaluate other global government systems.

Students study communistic and parliamentary forms of government to gain an understanding of who, and why, has power, as well as who does not. As a culminating activity, before reviewing for the AP Government exam, students identify parts of the other systems they think could integrate well into the U.S. system.

United States History is a junior level course which presents the scope of United States history from the pre-Columbian era to the modern day. Significant themes include the major political, economic, social, cultural, diplomatic, and intellectual developments during the period of time encompassed by the course.

Significant historical interpretations and methodologies are introduced. Note taking and critical reading and writing skills as well as research skills using both primary and secondary sources are stressed. Students enhance public speaking skills with class presentations. A sampling of specific topics studied includes the American Revolution, the Early Republic, the Civil War and Reconstruction, the Progressive Era, the Great Depression, American involvement in World War II, the post-World War II era, and an appreciation for the contributions of the diverse people that comprise the American nation.

This class, taught within the AP U.S. History class junior year, prepares students to think critically about the history of America while also working on their historical writing skills. The history taught is identical for both AP and honors.

The difference between the courses revolve around the skills taught. While honors students work on writing defensible, argument-based essays, they do not work on, or complete document-based questions. This is ideal for the student who wants to be challenged, but who does not want to take the AP exam.

Advanced Placement United States History is a junior level course that is equivalent to a college-level United States History course.  One of the objectives of the course is to prepare students to take the College Board AP United States History exam in the spring. Students are expected to read independently as well as discuss and write with sophistication. 

The major themes and topics presented in the United States History course from the pre-Columbian era to the modern day are presented in greater depth and detail and at a more rapid pace. AP U.S. History students also study the affluence of the United States during the post-Cold War period, the Sixties, the Triumph of Conservatism from 1969-1988, and current global relationships and conflicts.

Additionally, students work extensively with primary source documents.  The art of answering a document-based question is practiced throughout the course as well as the writing of traditional essay responses.

The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes.

Students successfully completing this course will: understand major comparative political concepts, themes, and generalizations, have knowledge of important facts pertaining to the governments and politics of several nation-states around the world, and understand typical patterns of political processes and behavior and their consequences.

As prescribed by the College Board for the Comparative Government AP Exam, there is an-depth study of the following countries related to above topics: The United Kingdom, Mexico, Russia, Nigeria, China, and Iran.

AP European history is a senior elective open to students who took either honors or AP U.S. History as a junior. AP Euro is year-long examination of European history that begins in the Renaissance and concludes with present day events, such as Brexit. 

Students engage in an intense study of the people, conflicts, art, philosophical ideologies, and economic movements that shaped Europe. Writing essays, DBQs, as well as analyzing primary sources are cornerstones to this course. These skills are a continuation from those developed during junior year.

Economics is a one-semester senior level course designed to present a thorough study of macroeconomic and microeconomic theory. Microeconomic topics are studied with emphasis on market structures and pricing decisions as they relate to individual firms.

Macroeconomic topics include national income analysis, fiscal policy, monetary policy, and the banking system. Special attention is given to current economic developments in the U.S. as well as those concerning the global economy.

History of World Religions is a one-semester course which is a survey of world religions. The course touches on the origins, history, and basic teachings of the worlds’ major religions. Basic concepts and terms related to religion are studied at the beginning of the course, such as polytheism, monotheism, animism…and then these are applied to the religions of emphasis.

The religions studied in-depth include Hinduism, Buddhism, Judaism, Christianity, and Islam. Other religions, such as Zoroastrianism, are given brief attention. History of World Religions is an academic study of religion – there is no attempt here make judgments on particular belief systems. The purpose of the course is to give the student a better understanding of and appreciation for the many diverse religions in the world today. The student should also have a greater appreciation for the diversity of the local religious community.

Algebra 1 is a student’s first experience with a thorough and rigorous upper level math course. Previous skills with number are expanded with discussions of set theory, counting, probability, and operations with matrices. Students write and solve complex complex equations, inequalities and systems of both. Linear, quadratic, absolute value, radical and exponential functions are explored in depth both algebraically and graphically. Negative and rational exponents are included with a study of exponents, and higher order polynomials are emphasized when factoring. Students build on their understanding of proportions with rational expressions, equations, and variation. When studying roots and radicals, students not only perform operations and solve equations, they also apply the Pythagorean theorem and explore basic trigonometric functions. The study of algebra is infused with opportunities to apply content to real-world scenarios in addition to exploring ideas using technology. 

Prerequisite:  Algebra I

Once students are introduced to geometric definitions and properties, they begin to develop logical reasoning by writing proofs while exploring concepts. Too, students analyze relationships and properties through construction practice. Students study parallel and perpendicular lines while making connections to algebra. A study of triangles includes congruence, special properties, right triangle relationships and trigonometric applications. Other topics include quadrilaterals, similarity, transformations, area, volume and circle properties. Technology helps students explore and make connections. 

Prerequisite:  Honors Algebra I or special permission

The honors course includes the content of Geometry but through a lens of SAT/ACT preparation so the problems are more challenging. Students in the honors level course also study additional topics during particular units. These topics include analyzing truth tables, using matrices to explore transformations, applying special right triangle relationships to circles, investigating trig identities, applying the Law of Sines and Law of Cosines, studying other trig functions of cosecant, secant, and cotangent, and exploring advanced probability. Problem solving contests are included in the curriculum of honors geometry. 

Prerequisite:  Geometry

The Algebra II course is designed to enhance and extend algebraic skills. Symbolic and graphic mastery of linear functions, multi-step equations, and inequalities is assumed. Students expand their knowledge base with radicals, exponents, and rational numbers, but now also explore matrices in greater detail and begin working with imaginary/complex numbers. Previous work with systems of equations is broadened to include systems of 3 equations. Absolute value, quadratic, radical, trigonometric, exponential, logarithmic, and polynomial functions are investigated symbolically and graphically. Other topics include rational expressions, rational equations, rational inequalities, sequences and series. 

Prerequisite:  Honors Geometry or special permission

Honors Algebra II students study the course content in Algebra II at a more rapid pace and with an SAT mindset. They also have the opportunity to explore additional content within various units. Within systems of equations, students solve non-linear systems using equations that represent conic functions and apply linear programming. Writing functions given certain characteristics is expected when studying systems and graphs of quadratics. Honors students also learn how to apply Pascal’s Triangle and the Binomial Theorem.

Prerequisite:  Algebra II

Precalculus emphasizes a multiple representation approach with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally while making connections among these representations. The study of functions including linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise defined functions is heavily emphasized. The study of functions includes properties and graphs of functions, the algebra of functions, and the language of functions. Students learn to graph trigonometric functions involving amplitude, period, phase shift, and vertical shift. In addition, students define and apply inverse trig functions, solve problems using trigonometry, and derive and verify fundamental trig identities. This course also reviews conic sections and discrete mathematics topics in probability. 

Prerequisite:  Honors Algebra II or special permission

Honors Pre-Calculus students study the course content in Pre-Calculus at a more rapid pace plus additional topics. The additional topics include learning to apply sum and difference trig identities and multiple angle trig identities; perform operations using vectors; use parametric functions to simulate motion; graph using a polar coordinate system, and use polar coordinates to study powers and roots of complex numbers. In addition, Honors Pre-Calculus students learn to develop standard and parametric equations for conic sections and translate and rotate the axes of conic sections. Students are introduced to the basics of calculus such as limits and their properties. 

Prerequisite:  Three years of upper school mathematics courses or special permission

Regular/Honors Statistics is designed as an introductory course that emphasizes statistical thinking. The focus will be on statistical ideas relevant in medicine, education, sports, politics and entertainment. This is a more informal course that requires students to think about data by working with data. The students will be able to analyze data, produce data, calculate the chance of events occurring, and infer from the data. This is a hands-on approach to statistics.

Prerequisite: Pre-Calculus or special permission

Advanced Placement Statistics is designed to be the equivalent of the first semester of college statistics and to prepare students to take the College Board AP Statistics exam in the spring. Students learn to read published statistics with a clear understanding of what is being communicated, increase their ability to read technical mathematics, and become familiar with at least one statistical software package. Examples of specific topics covered include standard deviation, normal distribution, z-scores, and bivariate data. Students learn the various methods of data collection and the concepts of reducing bias, sampling error, questionnaire design, and randomization and blocking. Additionally, AP Statistics students study confidence intervals, Type I and Type II errors, and inference procedures. 

Prerequisite:  Honors Precalculus or special permission

Advanced Placement Calculus AB is designed to be the equivalent of the first semester of college calculus and to prepare students to take the College Board AP Calculus AB exam in the spring. Examples of the concepts presented in this course include the study of categories of functions including linear, polynomial, rational, power, exponential, logarithmic and trigonometric as well as even and odd functions, inverse functions, and function arithmetic and composition. 

Students study limits, continuity, derivatives and applications of derivatives in depth. Each concept is examined graphically, numerically, and symbolically with illustrations connecting each of these. Although calculus students have previous experience with graphing calculators, time is spent addressing the limitations of technology including round-off error, hidden behavior examples, and other issues.

Students become proficient at using technology to graph functions in an arbitrary window, find roots and points of intersections, find numerical derivatives, and approximate definite integrals. In addition, students are provided programs for Rectangular Approximation; Trapezoidal, Newton, and Euler Methods, Slope Fields; and others. Students must demonstrate the ability to solve problems by hand in addition to using a calculator. 

Prerequisite:  Advanced Placement Calculus AB or special permission

AP Calculus BC is a rigorous college-level calculus course roughly equivalent to the first two semesters of university calculus and is based on the College Board AP Calculus BC guidelines. A deep conceptual understanding is a goal of this course. Students will engage in classroom lecture, classroom discussion, and in cooperative group work throughout the course to develop this knowledge. To aid in achieving a deep conceptual understanding, students are expected to investigate problems using many different analytical means, including graphs, tables, equations, and words, with and without a calculator. AP Calculus BC covers topics introduced in the first two semesters of calculus at a university, including limits, derivatives, integrals, and series.

Prerequisite: Introduction to Computer Science and/or Algebra or Instructor Permission

Advanced Placement Computer Science A is designed to be the equivalent of the first semester of college computer science. The course prepares students to take the Advanced Placement Computer Science exam in the spring. AP Computer Science A introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes object-oriented programming and design using the Java programming language. Students are encouraged to participate in programming contests throughout the state which give them opportunities to write code in a timed atmosphere independent of the classroom. 

AP Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.

The ninth grade Biology course is designed to continue developing the student’s skills in the scientific method, research, and analytical thinking while studying the major themes of biology: science, technology, society, interdependence in nature, science as a process, continuity and change, evolution, form fits function, regulation, and energy transfer. 

Specific topics include cell structure and function, cellular energetics, nucleic acids and protein synthesis, mitosis, meiosis, genetics and genetic engineering, evolutionary theory, taxonomic systems, five kingdom survey, ecology, and humans as a part of the ecosystem. 

Development of laboratory skills is an intricate portion of learning about the scientific method. Microscopes, models and dissections are included in the laboratory experience. The primary text for the course is Biology published by Prentice Hall.

Prerequisite:  An average of B or better in Eighth Grade Physical Science or special permission

Honors Biology students will move at a faster pace, are assigned more open-ended questions, and take topics a step beyond the expectations set for Biology students. Examples of topics Honors Biology students study in addition to those outlined in the Biology course description include, for example, learning to differentiate among acoelomates, pseudocoelomates, and coelomates or learning how to perform electrophoresis. Students use microscopes, their device and dissection to complete laboratory study.

The Honors Biology course prepares students to take the Advanced Placement Biology course. The primary text for the course is Biology published by Prentice Hall

Prerequisite:  An average of B or better in Honors Biology and Honors Chemistry or special permission

The Advanced Placement Biology course is equivalent to the first two semesters of college-level biology as taken by biology majors and to prepare students to take the College Board AP Biology exam in the spring. 

The course covers three areas of study including molecules and cells, heredity and evolution, and organisms and populations. A sampling of the specific topics covered within these areas includes cell respiration, mitosis, meiosis, RNA, DNA, viral replication, biotechnology, bacteria, protists, and angiosperms. Lab work is a critical part of the course and occasionally requires additional time beyond the allotted class time for completion. 

Labs are conducted on a variety of topics including cell structure, diffusion and osmosis, plant pigments and photosynthesis, cell respiration, genetics, Kingdom Monera, Kingdom Protista, Kingdom Fungi, and Kingdom Plantae. A fetal pig dissection allows students to have hands-on study of the nervous system, the circulatory system, and other physiological animal systems. Laboratory study includes those approved by College Board.

The primary text for the course is Biology In  Focus, AP Edition, published by Pearson Education, Inc.

Prerequisite:  Biology

The study of chemistry allows sophomore students to explore the nature, structure, and interactions of matter. Chemistry requires students to integrate algebra skills, research skills, and problem-solving while investigating both qualitatively and quantitatively the fundamental forces shaping the behavior of matter at the atomic and molecular level.

Examples of specific topics addressed in chemistry include chemical safety, matter and measurement, the mole concept and its use as a problem-solving tool, development of models of the atom and applying those to ion formation, trends in the periodic table, chemical bonding, and chemical reactions. Topics will also include molecular shape and structure, states of matter, chemical reactions and chemical thermodynamics. Conventions of chemical nomenclature will be applied to ions, compounds, and in chemical equations. 

Laboratory activities also play a significant role in the class as inquiry can be the best way to achieve enduring understanding. 

Prerequisite:  An average of B or better in Honors Biology and completion of Algebra I or special permission

Honors Chemistry students study the course material in the regular chemistry course at a faster pace and in greater depth with the inclusion of additional enrichment topics. The coursework in Honors Chemistry has a greater emphasis on quantitative problem solving and more calculational challenge than the Chemistry class as well as greater emphasis on experimental design and communication. Examples of some of the additional topics that may be explored include Organic Chemistry, Environmental Chemistry, and Nuclear Chemistry.

The Honors Chemistry course is designed to prepare students to take the Advanced Placement Chemistry course. 

Prerequisite: An average of B or better in Honors Chemistry or special permission

Advanced Placement Chemistry is the equivalent of the general chemistry course generally taken during the first college year and is designed to prepare students to take the College Board AP Chemistry exam in the spring. Substantial emphasis is placed on quantitative problem solving and chemical calculations throughout the course. The topics covered in the course follow the nine major units of included on the AP Chemistry exam: Atomic Structure and Properties, Molecular and Ionic Compound Structure and Properties, Intermolecular Forces, Chemical Reactions, Kinetics, Thermodynamics, Equilibrium, Acids and Bases, and Applications of Thermodynamics.

Lab work is an integral part of the course and involves experiments with, for example, molar volume of gas, determination of molecular formula of a hydrate, testing solubility and miscibility of various liquids and solids, quantifying acid content of popular beverages, properties of ionic and covalent compounds, and separation of simple mixtures. 

Prerequisites – Chemistry and completion of Algebra II (or special permission)

This course provides students with a modern view of the fundamental concepts of physics and teaches critical thinking and scientific problem-solving skills. The major topics covered are classical mechanics, fluids, thermodynamics, electricity, magnetism, and waves. 

Prerequisite:  An average of B or better in Honors Chemistry and completion of Algebra II or special permission

AP Physics I is a college-level physics course based on the College Board AP Physics I guidelines, which helps students become independent critical scientific thinkers. This course is intended as an introductory course and no prerequisite in physics is required. 

The course covers topics introduced in the first semester of an algebra-based introductory college-level physics course. Topics include kinematics, dynamics, energy, momentum, gravitation, rotational motion, simple harmonic motion, waves, electric charge and force, and DC circuits. Students are engaged in predominantly hands-on laboratory work, integrated throughout the course that accounts for about 25% of the class time. Students are exposed to labs designed to emphasize conceptual understanding coupled with inquiry and reasoning skills.

Since the course is intended to prepare for the AP Physics I Test, students are encouraged to take the Advanced Placement Examination in May.
 
Students taking this course as “Honors” will learn the same material as those taking it as “AP,” though the expectation for depth of understanding will be slightly less. Many assignments and exams will be different for honors and AP students. Students taking honors are not expected to take the AP exam in May. 

Prerequisite: Average of B or better in AP Physics 1 and current enrollment in AP Calculus AB or AP Calculus BC

AP Physics C is a one-year course composed of both AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. The course requires and employs a basic understanding of calculus (differentiation and integration) and requires a prior physics course. The prerequisite calculus course may be taken concurrently. 

Students are engaged in predominantly hands-on laboratory investigations, integrated throughout each course which accounts for about 20% of the class time. Students are exposed to labs designed to emphasize conceptual understanding coupled with inquiry and reasoning skills along with theoretical derivations. The course descriptions for each aspect of the course follow.

Advanced Placement Physics C: Mechanics is designed to be the equivalent of the first semester calculus-based general physics course usually taken during the first college year for engineering and physics majors. Topics such as motion in two and three dimensions, force and work, conservation of energy and momentum, rotational and angular motion, gravitation, and simple harmonic motion are presented in considerable depth.

Advanced Placement Physics C: Electricity and Magnetism is designed to be the equivalent of the second semester Calculus-based Physics course usually taken during the first college year for engineering and physics majors. Such topics as electrostatics, electric fields, electric potential, capacitance, DC circuits, magnetic fields, and electromagnetic induction are presented in considerable depth. 

Engineer Your World (EYW): Engineering Design and Analysis is a hands-on, design-based, inquiry-focused engineering course for all learners. In this course, students discover the engineering design process, make data-driven decisions, and work in multi-level teams to solve complex challenges. This course counts as a science credit and has an option for dual credit.  

Students discover the design process by creating solutions for people with disabilities. They reverse engineer a consumer product to think about how someone else designed it – and how they could do it better.

Students uncover the challenges and opportunities of working together to collect, analyze, represent, and argue from data. They use these skills to redesign a building for human safety.

Once students know how engineers design and how to make data-driven decisions, they are ready to apply these abilities, along with basic coding skills, to design more complex solutions in a systems engineering capstone challenge.

Prerequisite:  Biology and Chemistry

Anatomy and Physiology students will move at a faster pace, are assigned more open-ended questions, and take topics a step beyond the expectations set for Anatomy and Physiology students. Examples of topics Honors Anatomy and Physiology students study in addition to those outlined in the Anatomy and Physiology course description include: the particular aspects of protein synthesis, identifying additional bones of the skull, identifying major blood vessels in the cardiovascular system, identifying major muscles/muscle groups in the muscular system. 

Honors students are also required to do additional projects outside of the Anatomy and Physiology curriculum. The Honors Anatomy and Physiology course broadens the students' abilities in the scientific method, research, and analytical thinking while studying about the human body. 

The course concentrates on the structure and function of the ten major body systems with emphasis on the interrelationship of these systems. Students review cell structure, cell function, and biochemical fundamentals as well as study metabolic pathways. 

Labs coincide with reading and lecture content. Students dissect a representative mammal and representative organs to examine structure. Models and calculator-based laboratory (CBL) probes are also used. Computer-based labs and the internet are used to reinforce topics discussed in class. The college-level text for the course is Essentials of Anatomy and Physiology  with the accompanying lab book published by Pearson Education, Inc.

Prerequisite:  Biology and Chemistry

Honors Anatomy and Physiology students will move at a faster pace, are assigned more open-ended questions, and take topics a step beyond the expectations set for Anatomy and Physiology students. Examples of topics Honors Anatomy and Physiology students study in addition to those outlined in the Anatomy and Physiology course description include: the particular aspects of protein synthesis, identifying additional bones of the skull, identifying major blood vessels in the cardiovascular system, identifying major muscles/muscle groups in the muscular system. 

Honors students are also required to do additional projects outside of the Anatomy and Physiology curriculum. The Honors Anatomy and Physiology course broadens the students' abilities in the scientific method, research, and analytical thinking while studying about the human body. 

The course concentrates on the structure and function of the ten major body systems with emphasis on the interrelationship of these systems. Students review cell structure, cell function, and biochemical fundamentals as well as study metabolic pathways. Labs coincide with reading and lecture content. Students dissect a representative mammal and representative organs to examine structure. 

Models and calculator-based laboratory (CBL) probes are also used.  Computer based labs and the internet are used to reinforce topics discussed in class. The college-level text for the course is Essentials of Anatomy and Physiology  with the accompanying lab book published by Pearson Education, Inc.

In Forensic Science, students will explore how a diverse range of scientific disciplines are applied to the law. Students will learn specific methodologies and applications that are applied in forensics.

Students will learn how to examine physical evidence through a diverse range of topics that include law, chemical analysis, DNA, serology, ballistics, identification of remains, fingerprints, entomology and drug analysis. 

Beginning Spanish is a course designed for students with no prior instruction in Spanish - typically those new to The Oakridge School or those switching from French into Spanish. The Beginning Spanish class provides a thorough background in basic Spanish grammar, vocabulary, and culture while building speaking, listening, reading and writing skills. 

Students build a vocabulary base by learning words and expressions used in basic greetings, counting, colors, the weather, and telling time.  In addition, students acquire words related to themes such as family, school, travel, professions, sports, and others. Foundational grammar structures such as present tense verb conjugations of both regular and irregular verbs, adjective placement and agreement, and the correct use of ser and estar are addressed.

Students typically enroll in Advanced Beginning Spanish following this course. The primary text used is Realidades Level I published by Prentice Hall. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Prerequisite:  Eighth Grade Spanish or Beginning Spanish

Advanced Beginning Spanish is designed as a bridge between either Eighth Grade Spanish or Beginning Spanish and the intermediate level class. Advanced Beginning Spanish provides a thorough review of fundamental grammar topics and vocabulary while focusing on the more complex structures. 

After a thorough study of regular and irregular preterite verbs, students learn the imperfect tense and how to distinguish when to use the preterite as opposed to the imperfect to communicate in the past tense. Additional tenses studied include the future and conditional tenses with both regular and irregular verbs. Students learn the use of por and para in the correct contexts, the use of past participles after estar, and the use of demonstrative adjectives.

Emphasis is placed on culture throughout the course. Students who complete Advanced Beginning Spanish are prepared to enter Intermediate Spanish. The primary text used is Realidades Level I published by Prentice Hall. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Prerequisite:  An average of B or better in Eighth Grade Spanish or Advanced Beginning Spanish

Intermediate Spanish students increase their vocabulary and understanding of grammar, bringing them closer to the goal of fluency. Students expand their vocabulary through the study of words and phrases used in the context of telephone courtesies, healthcare, asking for and receiving directions, travel and transportation, banking, leisure activities, and daily routines and chores.

In addition to a thorough review of the uses of por and para and the preterite and imperfect tenses, Intermediate Spanish students study comparisons and superlatives, imperatives, uses of the progressive and perfect tenses, and direct and indirect object pronouns. Students are introduced to the subjunctive mood at this level. 

Emphasis is placed on cultural topics throughout the course. The primary text used is Realidades Level II published by Prentice Hall. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Prerequisite:  An average of A- or better in Eighth Grade Spanish or special permission

Students in Honors Intermediate Spanish are combined in class with students taking Intermediate Spanish. In addition to the Intermediate Spanish course content, honors students read and respond to a minimum of three independent reading assignments each nine-week period.

Honors students read the material independently and complete additional sections on their tests over the content and vocabulary from these readings. In addition to Realidades Level II, Honors Intermediate Students use Diálogos Simpáticos published by Glencoe/McGraw Hill for their reading assignments. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Prerequisite:  Intermediate Spanish

Advanced Spanish is designed to bring students closer to fluency by means of continued vocabulary expansion, authentic readings, cultural study, and grammar study. Considerably more emphasis is placed on reading comprehension skills in Advanced Spanish and classroom conversations about the literature and current event articles are conducted entirely in Spanish to facilitate speaking and listening comprehension skills. 

Vocabulary is tested at this level by means Spanish to Spanish synonyms and contextual use to eliminate English altogether on tests and quizzes. By the conclusion of Advanced Spanish, students will have studied all of the grammar topics in the Spanish language. Grammar study in Advanced Spanish focuses heavily on the use of the subjunctive mood in the present and past tenses. 

All of the perfect tenses are studied, including:

• Present
• Imperfect 
• Future 
• Conditional 
• Present perfect subjunctive
• Pluperfect subjunctive 

Such additional topics as the use of the future and conditional tenses to communicate probability and the passive voice are also addressed. The primary texts for the course are Realidades Level III (Prentice Hall) and Cuentitos Simpáticos (National Textbook Co.).  The texts are supplemented with Spanish-language newspaper articles and authentic reading material. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Prerequisite:  An average of B or better in Honors Intermediate Spanish or special permission

Students in Honors Advanced Spanish are combined in class with students taking Advanced Spanish. In addition to the Advanced Spanish course content honors students read and respond to a minimum of three independent reading assignments each nine-week period and complete additional sections on their tests over the content and vocabulary from these readings.

In addition to Realidades Level III, Honors Advanced Students use Cuentos Simpáticos (Glencoe/McGraw Hill) for their reading assignments. Students use the University of Chicago Spanish-English, English-Spanish Dictionary (University of Chicago Press).

Prerequisite:  Advanced Spanish

Pre Advanced Placement Spanish is designed to assist students in progressing to above average accuracy and fluency in both oral and written communication. The course is conducted exclusively in Spanish with rare exception. 

Reading comprehension is strengthened by means of short stories, plays, and poems written by well-known Spanish-speaking authors. Students refine writing skills through personal and expository essay assignments.  A thorough grammar review is interwoven throughout the course. 

The primary literature text for the course is Abriendo Paso: Literatura (Prentice Hall).  For grammar review students use Breaking the Spanish Barrier (Breaking the Barrier, Inc.).  The texts are supplemented with Spanish language newspaper articles and authentic reading material. Students use the University of Chicago Spanish-English, English-Spanish Dictionary (University of Chicago Press).

Prerequisite:  An average of B or better in Honors Advanced Spanish or special permission

Students in Honors Pre Advanced Placement Spanish are combined in class with students taking Pre Advanced Placement Spanish. In addition to the Pre Advanced Placement Spanish coursework, honors students read and respond to a minimum of three independent reading assignments each nine-week period and complete additional sections on their tests over the content and vocabulary from these readings.

The primary literature text for the course is Abriendo Paso: Literatura (International Thompson Publishing).  For grammar review, students use Breaking the Spanish Barrier (Breaking the Barrier, Inc.).  The texts are supplemented with Spanish-language newspaper articles and authentic reading material. Students use the University of Chicago Spanish-English, English-Spanish Dictionary (University of Chicago Press).

Prerequisite:  An average of B or better in Honors Pre Advanced Placement Spanish, an average of A- or better in Honors Advanced Spanish or special permission

The Advanced Placement Spanish Language course is designed to be equivalent to a third semester college-level Spanish course and to prepare students to take the College Board AP Spanish Language exam in the spring. The course is conducted exclusively in Spanish with rare exception.  By the conclusion of the course students should be able to speak, read, write, and listen to natively spoken Spanish with above average fluency.

The course begins with a rigorous grammar review using Una vez más published by Longman. Students read, discuss, and write about authentic Spanish literature written by such well-known Spanish-speaking authors as Miguel de Unamuno, Ana María Matute, Isabel Allende, Gabriel García Márquez, and others. 

Passages are closely analyzed for style, tone, and literary devices as well as theme and relevance to current issues and events. The primary literature text for the course is the anthology Tesoro Literario published by Glencoe/McGraw-Hill.  Formal essay writing is emphasized and practiced throughout the course. 

Additionally, students practice responding to verbal prompts to prepare for the speaking portion of the AP examination.  Speaking practice is supported with the text Conversar sin parar from Newbury House Publishers. Students also use Advanced Spanish AP Language Preparation Workbook published by Holt, Rinehart and Winston. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Prerequisite:  Advanced Placement Spanish Language

The Advanced Placement Spanish Literature course is designed to be equivalent to a fourth semester college level Spanish literature course and to prepare students to take the College Board AP Spanish Literature exam in the spring. The course is conducted exclusively in Spanish with rare exception. 

Students continue to develop language skills that allow them to read and understand prose and poetry as well as to express themselves in correctly spoken and written Spanish. Students critically read, analyze, and discuss works representative of Peninsular and Latin American literature and discuss the various themes therein while understanding the socio-economic, cultural, and historic perspectives of the authors. 

Readings are discussed in the context of three major time periods: the Medieval and Golden Age, the Eighteenth and Nineteenth Centuries, and the Twentieth Century. The works within each era are further divided by prose, poetry, and drama. In addition to the authors studied in AP Spanish Language, students also read works by such authors as Martí, Béquer, Dario, Palma, Machado, Neruda, Fuentes, García Lorca, and others.

Due to the extensive reading list, the vast majority of reading is done outside of class to ensure that class time is used for discussion and critical analysis. Students are also instructed in the finer points of writing literary analysis. The primary text used for the course is Abriendo puertas:  Antología de literatura en español Tomo I y Tomo II published by McDougal Littell. Students use the University of Chicago Spanish-English, English-Spanish Dictionary published by the University of Chicago Press.

Students in grades 9 through 12 may choose to continue their study of strings in the Regular and Honors String Orchestra courses. These classes are designed to meet the needs of violin, viola, cello or bass students with (ideally) several years of experience. 

The curriculum is designed to further develop students’ existing techniques such as finger dexterity, ear training, shifting and vibrato.  Additionally, it is designed to bring depth and maturity to the sound of the group through scales, exercises, and music selections of varying styles. The orchestra usually performs at least six times per school year.   

Sources for the course include Essentials for Strings Scale Book, Essential Technique 2000 Book 3, Advanced Technique, and advanced string orchestra pieces from the orchestra literature.

Honors Cinematography is designed for students that show an interest and aptitude in film and video and have taken both Integrated Media and Honors Integrated Media.

Students in this course will focus on Premiere, After Effects, audio engineering, and cinematography, as they develop a portfolio.

Additionally, these students will focus on client-work, for both The Oakridge School and outside business across the Dallas-Fort Worth region and beyond. They will produce audio, video, and social media content for clients relative to their requests.

Honors Engineering is designed to offer students who have an interest in engineering the opportunity to have hands-on experience. Students are given the training and skills needed to become entrepreneurs, designers, and innovators.  Students will experience the engineering process from start to finish, from initial idea proposals to building prototypes and finally building structures.

Honors Graphic Design is designed for students that show an interest and aptitude in graphic design and have taken both Integrated Media and Honors Integrated Media.

Students in this course will focus on Photoshop, Illustrator, InDesign, and photography as they develop a portfolio.

Additionally, these students will focus on client-work, for both The Oakridge School and outside business across the Dallas-Fort Worth area and beyond. They will produce logos, websites, social media graphics and content for clients relative to their requests.

The Integrated Media course is an elective designed to enhance the skills of students, who have already taken the Integrated Media course, in the basics of graphic design and film-making. Students utilize Mac computers, DSLR cameras, and the Adobe Creative Cloud Suite to learn elements of photography, photo manipulation, web design, film-making, and graphic design.

Camera basics, Photoshop, InDesign, Illustrator, Premier, After Effects are the primary tools utilized in the course. Additionally, students in year two of the course have the opportunity to do client-based work for The Oakridge School or outside companies.

The Honors Integrated Media II course is an elective designed to enhance the skills of students, who have already taken the Integrated Media course as well as the Honors Integrated Media course, in the basics of graphic design and film-making.

Students utilize Mac computers, DSLR cameras, and the Adobe Creative Cloud Suite to learn elements of photography, photo manipulation, web design, film-making, and graphic design. Camera basics, Photoshop, InDesign, Illustrator, Premier, After Effects are the primary tools utilized in the course. Additionally, students in year two of the course have the opportunity to do client-based work for The Oakridge School or outside companies.

Prerequisite: Pre Advanced Placement Computer Science

Advanced Placement Computer Science is designed to be the equivalent of the second semester of college computer science and to prepare students to take the College Board Advanced Placement Computer Science exam in the spring.

Examples of the concepts presented in this course include the programming of two dimensional arrays, stacks, queues, recursion, linked lists using ListNode Class, Java LinkedList class and Trees.  Additionally, students study hashing, sets, and maps; and revisit the GridWorld Case Study.

Students are encouraged to participate in programming contests throughout the state which give them opportunities to write code in a timed atmosphere independent of the classroom. The primary text for the course is Big Java published by Wiley.

The Integrated Media course is an elective designed to teach students the basics of graphic design and film-making. Students utilize Mac computers, DSLR cameras, and the Adobe Creative Cloud Suite to learn elements of photography, photo manipulation, web design, film-making, and graphic design. Camera basics, Photoshop, InDesign, Illustrator, Premier, After Effects are the primary tools utilized in the course.

Students in Honors Broadcasting learn the basics of:

• Radio reporting;
• Anchoring, and
• Interviewing through KOWL 1670 A-M, the official radio station of The Oakridge School. 

The content is broadcast on-air and via internet radio. 

Prerequisite:  Recommendation from English instructor and interview with yearbook instructor

Students in Yearbook class will complete a myriad of tasks to create a quality yearbook that reflects the pictorial history of the present school year. Students will develop a theme for the book and then design a  cover, end sheets, and a title page that reflect the chosen theme. In addition, students will create master designs for each section, set up type specs and graphic elements for each section, and determine story and photo ideas. 

Writing, editing, and meeting deadlines are all significant skills used in this course. Students will also sell advertising and organize the distribution of the book. Computer programs such as Adobe InDesign, Adobe Photoshop, and various software programs provided by Jostens are utilized extensively by students.