2012-13 upper school course description book - University Liggett ...

2012-13 

UPPER SCHOOL 

COURSE DESCRIPTION BOOK

CONTENTS 

INTRODUCTION 2 

RESEARCH & DISCOVERY 

ACADEMIC RESEARCH PROGRAM 

4 

CREATIVE AND PERFORMING ARTS 5 

ENGLISH 11 

HISTORY 16 

MATHEMATICS 23 

MODERN AND CLASSICAL LANGUAGES 27 

SCIENCE 34 

PHYSICAL EDUCATION/ATHLETICS 39 

US COURSE SELECTION PROCESS 40

UPPER SCHOOL 

CURRICULUM GUIDE 

Liggett graduates are well prepared for life beyond our Cook Road campus because they take hold of 

opportunities and take ownership of all aspects of our programs. We have a dynamic community that 

expects a lot of its students through their engagement in classes, service to others, team commitment, 

leadership activities in clubs and grade level events, and performances in the arts. As scholars, athletes, 

artists, and public servants they demonstrate the kind of commitment that raises the bar for all around 

them. We have high expectations for our students and they know it; they expect to be challenged each 

day. 

The foundation of understanding is experience. Our academic program provides students with direct 

experiences designed to build this foundation. Skills and knowledge are acquired through study, 

inquiry, and demonstrations of understanding. In ninth and tenth grades the core academic program is 

enhanced by access to electives in the arts. As minimum requirements are fulfilled and areas of greater 

interest are identified, students add more electives to their schedules, finding opportunities for deeper 

exploration of subjects introduced in earlier coursework. 

For those with unique interests not available through the school’s offerings, independent study options 

and individualized programs supported by outside agencies may be arranged. All twelfth-graders 

participate in the “Senior Project” program, designed to give them an experience working in an 

organization away from school for several weeks prior to graduation. 

Minimum Graduation Requirements 

Department 

Credits 

English 4 

Math 3 

Science 3 

Language 3 or 4 

History 3 

Arts 1.5 

Year-long courses earn one credit. Semester courses earn .5 credit. 

English 

Math 

Science 

Language 

Students must take and pass four years of English courses, including English Core 

I, Core II, and at least four additional semester electives. (4) 

Students must take and pass three years of high school level math, including 

Geometry and Algebra II/Trigonometry or Algebra II. (3) 

Students must take one credit of Biology, one credit of Chemistry, one-half credit of 

Physics, and one-half credit of an elective science course. (3) 

Students must complete three or four Upper School credits of modern or classical 

language, either three credits in one language or two credits in two different 

languages. 

(3 or 4) 

1

History 

Arts 

The history sequence (World History and United States History) is required of all 

students. Students must complete one additional year-long course or two 

additional semester electives. (3) 

The total of 1.5 credits required may be accumulated by taking and passing three 

semester courses, or one year- long course and one semester course. Please note 

that each student is required to complete the distribution requirement by taking 

and passing courses in at least two different areas (drama, music, art history and 

visual art). Students who take and pass four complete years (eight consecutive 

semesters) in any one arts area are exempt from the distribution requirement. 

Research 

Beginning with the class of 2013, all ninth-graders are required to take and pass the 

& Discovery introductory course in Research and Discovery. This year-long class is worth .5 

credit. 

Other Requirements 

Credits per year 

Full-time courses 

Promotion 

Physical/ Team 

Activities 

Community 

Service 

Students are expected to complete at least five credits per year. 

Students must carry at least five courses per semester (not including Independent 

Study). 

A GPA of 1.5 is necessary for promotion to grade 10. An average of 1.75 is 

necessary for promotion to grades 11 and 12. To be eligible for graduation, a 

student must earn a total of at least 19.5 credits. 

Students are required to participate in two school-sponsored after-school activities 

per year, for all four years. These include participation in team sports, drama/ 

musical performances, and physical education activities organized by the school. 

Students must complete 25 hours of off-campus community service in no more 

than two project areas during the freshman, sophomore and junior years. Students 

must complete community service projects before entering the senior year. 

2

RESEARCH AND DISCOVERY 

Research and Discovery (9th Grade) 

Full year, 1/2 credit 

Students will engage in activities and project learning to understand how to create and evaluate 

knowledge. This course, in concert with efforts in core academic disciplines, will begin to equip students 

with the skills necessary to complete meaningful independent research and study. An interactive and 

collaborative approach will be used to improve critical thinking and study skills. This course will expose 

students to various approaches to problem solving and learning so that students can find, read, 

understand and use research in their daily work. Toward that end, the course allows students to assess 

their own learning styles with an eye toward strengthening study skills, test taking strategies and 

organization of academic assignments. Students will explore the differences between intrinsic and 

extrinsic motivations for learning and the benefits of each. Students are expected to work to the best of 

their ability and adhere to high academic standards of excellence, engagement and ethical behavior. 

These standards will be defined as they relate to each project through discussion and actions. 

ACADEMIC RESEARCH PROGRAM 

Academic Research Project Tutorial (11th Grade) 

Second semester, 1/2 credit 

Prerequisites: Demonstrated intellectual curiosity and a track record of academic achievement and 

independence. 

This semester-long elective will function as a tutorial which promotes dispositions of independent 

inquiry while developing the research and writing skills to complete an Academic Research Project 

prospectus. Throughout this course, students will research essential academic questions in multiple 

disciplines, exploring connections between them as they build the skills necessary to do advanced 

academic research and work. During the second half of the course, students will commit to deep 

exploration of one self-selected topic. By the conclusion of the course, all students will complete an 

Academic Research Project prospectus to be carried out during their senior year. 

Academic Research Project (12th Grade) 

Full year, one credit 

In this culminating phase of the Academic Research Program, students further explore art forms, use of 

language, challenging phenomena, or case studies within a chosen concentration. They will engage in 

sustained independent study, creating a journal of their research notes and findings. Students will 

present their work periodically to the Liggett community, refine their work in consultation with their 

tutor and mentor, and ultimately present and defend a thorough and insightful paper, experiment, art 

work or other project to their peers and experts within the community. 

3

CREATIVE AND PERFORMING ARTS 

We offer courses in the major disciplines in art. Our offerings deal with mastery, competency, skill 

acquisition, creative problem solving, history, heritage, criticism and discipline. The arts help build selfrespect, 

self-reliance and cooperation among our students. Curriculum in visual art, vocal and 

instrumental music, theatre and drama are based on approaching these disciplines as “language and 

symbol systems.” Like the sciences in many ways and like athletics in others, the arts possess the power 

to train and to motivate. The major goal, through required and elective courses, is to produce 

aesthetically literate students through imaginative, energetic and resourceful teaching. 

Upper School students are required to take three semester courses in the arts in at least two arts 

disciplines (drama, music, visual art or art history) or complete four full years (eight semesters) in one 

arts discipline to complete the graduation requirement. Students are required to keep portfolios, 

sketchbooks, scene tapes and audition tapes in many arts classes to assist and recognize the differences 

in the ways students and groups learn. Critical reviews will be written in each class for exhibitions, 

concerts or theatre presentations. 

Visual Art 

Visual Arts offer a wide range of experiences in two- and three-dimensional art as well as historical and 

contemporary art study. Primary emphasis is placed on understanding art and making works based on 

that understanding, as well as knowing about art and artists. Secondary emphasis is on critical thinking 

skills and the creation and support of value judgments about works explored in classes. 

Ceramics I 

First semester, 1/2 credit 

Ceramics I is an introductory course using clay as an expressive medium with emphasis on handbuilding 

and wheel throwing techniques, application of glaze materials, the understanding of form, 

color, structural relationships and a variety of kiln firing techniques. The course will develop student 

awareness of problem solving, and chemical reactions, as well as enhance insight into tools, history and 

the mechanics of art. 

Introduction to Visual Art Studio 

Grades 9-12 



This course is concerned with two-dimensional visual art concepts. Emphasis is placed on studying 

elements of design: line, color, value, shape, form, space, and texture. Students explore, experiment, 

observe, and evaluate their work and others. This course is designed to help students make informed 

visual choices and have control over the use of art elements and principals. Principles of design include 

balance, unity, contract, emphasis, pattern, movement, and rhythm. The transfer of concepts, operations, 

and values is important to other disciples: science and mathematics also deal with symbols and their 

meanings. This course is an introduction to the other visual art courses offer in the upper school. 

4

Intermediate Visual Art Studio 



This course deals with the versatility of watercolor and acrylic paint. Students will use these paints and 

learn their blending qualities. Students will learn step-by-step instructions how to develop an image and 

project it onto the painting surface. While working in watercolor, students will gain confidence in 

choosing colors and creating a full composition. Ideas explored using watercolor will transfer to using 

acrylic paint. From a traditional viewpoint, students will gain a better understanding of color and value 

as it applies to their work. 

Art Studio Advanced 


Prerequisite: Submission of a plan of work, three classes in visual art; 

including Drawing and Painting, and recommendation of department chair 

This course is an invitational studio course open to students who exhibit strong interest and ability in the 

visual arts. To be recommended for this course, students must submit a portfolio of works in drawing 

and painting and demonstrate a thorough understanding of art history. Emphasis is placed on the 

creative exploration of ideas, processes and media experimentation. In addition, students must work 

with a disciplined approach to produce the necessary works for successful completion of this course. 

Students produce a portfolio which can be submitted to the Advanced Placement Program for grading as 

an AP Studio Art Examination. Students must declare an area of concentration (Drawing, 2D-Design or 

3D-Design). The focused art student who elects Advanced Art Studio as a junior, and successfully 

completes all requirements of the course can repeat Advanced Art Studio and work on a second 

portfolio in a different area of concentration as a senior. As part of their assessment, students participate 

in an exhibition highlighting their work. 

Art Fundamentals, Theory & Practice (8th edition) ISBN 0-0697-12545-9 

by Ocvick, Stinson, Wigg, Bone, Cayton 

Photography I 



This course explores the fundamentals of black and white photography. Emphasis is placed on 

photography as a technical medium with attention given to design and compositional elements. Film 

development, printing techniques and camera operations are taught. The history of photography and its 

impact on the world will also be investigated. Students are required to have a 35 mm SLR manual 

camera, with a working light meter. 

Short Course in Photography (6th edition) ISBN 0-13-193380-9 

by Barbara London/Jim Stone 

Photography II 

Prerequisite: Photography I 


This is a continuation of the Photography I course. Time will be spent further perfecting photography 

and darkroom techniques. Aesthetic qualities and contextual considerations will be explored. Students 

will also employ digital cameras, scanners and computer software (Photoshop & Apeture) explore the 

possibilities of electronic image manipulation. In addition to making photographs, students will study 

the history of photography. Digital images may be captured with a digital camera, or through the 

processing of 35 mm images and scanning existing prints onto a thumb drive. 

5

Digital Fundamentals: Publications 

Prerequisite: Photography I 



This semester course is designed to provide a foundation for use of core technology tools in graphic 

design. Using the Adobe Create Suite as a foundation. Students will explore key software tools 

(Photoshop, Illustrator, InDesign). In addition students will explore on line media tools that support the 

development of the school yearbook. Students will be involved in all aspects of the production of this 

publication while exploring the various technology-based tools integral to its creation. An emphasis is 

placed on photographic composition, scanning, graphic design fundamentals and use of current 

program such as Adobe Photoshop. A digital camera (compact or SLF) of 4.0 mega pixels or greater is 

strongly suggested. Staff members wishing to apply for an editor’s position in their senior year should 

have at least one year prior experience in the class. 

Design in Crafts Media 


This course is concerned with two-dimensional visual art concepts using craft materials (glass, fabric, 

polymer clay). Emphasis is placed on studying elements of design: line, color, value, shape, form, space, 

and texture. Students explore, experiment, observe, and evaluate their work and others. This course is 

designed to help students make informed visual choices and have control over the use of art elements 

and principals. Principles of design include balance, unity, contrast, emphasis, pattern, movement and 

rhythm. The transfer of concepts, operations, and values is important to other disciplines; science and 

mathematics also deal with symbols and their meanings. 

Art History 

Art History 

By recommendation of department chair & instructor 


This course is designed to promote an understanding and enjoyment of architecture, sculpture, painting 

and other art forms within historical and cultural contexts. Students will examine the major forms of 

artistic expression of the past as well as those of our time. Students will learn to look critically at works 

from a variety of cultures. The course utilizes slides, films, texts, outside readings, and is designed as a 

survey to develop an understanding of the broad aspects of art history. Upon the completion of a year 

long study, students may opt to take the AP Art History exam. 

Art Across Time - Volumes One and Two (3rd edition) ISBN-10: 0072969725 and ISBN-10: 0072969741 

by Laurie Schneider Adams 

Music 

Chorale Ensemble 


Chorale is open to anyone with an interest in singing. Chorale meets during the school day and presents 

approximately two to three concerts per term. Music of all types, from classical to popular, will be 

performed. Opportunities for solos will be frequent. Smaller ensembles, such as a jazz choir, madrigal 

groups, and separate male and female groups, will be drawn from the chorale membership. Chorale 

members will have proficiency in identifying major and minor key signatures, simple and compound 

time signatures, and be able to sight-read intervals of 2nds, 3rds, 4ths and 5ths. Students have 

performance assessments at least once per quarter which include sight-singing in four parts (soprano, 

alto, tenor and bass). 

6

Chorale Ensemble Advanced 

By recommendation of instructor/audition 


Advanced Chorale is open to students who have previously participated in Chorale and wish to further 

their experiences and responsibilities in a singing ensemble. In addition to the regular requirements of 

the Chorale, the student will be encouraged to prepare and audition for MSVMA Honors Choir. The 

student should also prepare and perform a solo at MSVMA solo and ensemble festival. Advanced 

Chorale students will assume added responsibilities which may include section leader, student 

conductor, accompanist, choreographer or music librarian. 

Keyboard Lab 


This course is open to those students new to music who are interested in learning basic music theory and 

keyboard skills. Subjects to be covered will be music notation and intermediate piano skills. Students 

will participate in group piano instruction in the electronic keyboard lab as part of the course of study. 

Students will be expected to demonstrate familiarity in the operation of a piano by leaning and playing 

music on the keyboard. 

Adult All-in-One Course isbn-10: 0882848186 

by Palmer/Manus/Lethco 

Keyboard and Synthesis 

Prerequisite: Keyboard Lab or 

recommendation of instructor 


This course is open to those students who have a background in instrumental and/or vocal music and 

have had some piano instruction. Students will work with a Macintosh computer using Digital 

Performer and Finale software. Students will learn how to arrange, transcribe, sequence, and digitally 

mix compositions using this state of the art software. Both midi and audio creations will be explored. A 

final performance project is required. Number of students enrolled in Keyboard and Synthesis is limited 

to the number of midi stations available. 

Music Theory 

By approval of department chair 



This course is open to students who are interested in music and would like to learn the basics of music 

theory, including notation, scales, key signature, time signature and chords. Ear training and techniques 

in aural musical diction will be introduced in class. 

Basic Materials in Music Theory ISBN-10: 01319310008 

by Harder/Steinke 

Instrumental Music: Ensemble 


The Instrumental Music Ensemble is open to those who can demonstrate ability on their instruments. 

The groups formed will depend upon the combination of instruments and the backgrounds of the 

individual members. The groups present two to three concerts per term. Small chamber ensembles, such 

as jazz ensemble, may be formed from the larger instrumental group. Music of all types, from classical to 

popular, will be performed. Students must be members of a performing ensemble to participate in 

MSBOA Solo and Ensemble Festivals and Honors Bands. 

7

Instrumental Music: Ensemble Advanced 



Advanced Instrumental Music is open to students who have previously participated in Instrumental 

Music and wish to further their experiences and responsibilities in an instrumental ensemble. In addition 

to the regular requirements of Instrumental Music, the student will be required to prepare and audition 

for MSBOA Honors Band. The student must also prepare and perform a solo at MSBOA Solo and 

Ensemble Festival. Advanced 

Instrumental Music students will assume added responsibilities which may include section leader, 

student conductor, music arranger or music librarian. 

Chamber Strings: Ensemble 



The Chamber Strings Ensemble is open to those who can demonstrate ability on string instruments; 

violin, viola, and cello, bass. Music of all types, from classical to popular, will be performed at various 

concerts throughout the year. Students must be members of a performing ensemble to participate 

MSBOA Solo and Ensemble Festivals and Honors Orchestras. 

Theatre-Drama 

Introduction to Theatre Performance 


This course is designed to develop performance skills in both public speaking and stage presentations. 

Students will explore the development of a message and carefully analyze existing speech and dramatic 

materials. Script and character analysis, along with the study of acting techniques, will be used to 

enhance each student’s talent and understanding of public performance. Students will develop speeches 

of demonstration and persuasion based on the study of theatre history, as well as performances from 

theatre and film. 

Audition ISBN 0-553-27295-0 

by Michael Shurtleff 

Digital Arts: Animation for Film and Gaming 


Visual and media literacy are critical keys to unlocking meaning in today’s image-driven society. This 

course will provide students a foundation for understanding the meaning behind images found in daily 

life. In addition, students will experience hands-on techniques that will build skills in digital still image 

manipulation and digital video creation, capture and editing. Finally, students will gain in-depth 

knowledge in the creation and manipulation of three dimensional computer generated animations 

employing Alias’s Maya software. 

CAD: Design in Art and Architecture 


Employing three dimensional imaging technologies, this course will explore the process of creating 

meaningful designs for buildings and theatre spaces. Students will complete all of the steps of design 

from floor plan to rendering and construction planning. Students may look beyond theatre to 

architecture and interior design for project work. This course is open to students of all computer and 

theatre skill levels. 

Stage Design: A Practical Guide ISBN 1-86126-257-4 

by Gary Thorne 

8

Directing for Stage and Screen 


This course will investigate the process of directing and managing live event film and performance 

events. Students will develop a deeper appreciation for theatrical literature as they analyze and prepare 

to direct selected scenes and materials for presentation in this class. Starting with storyboarding, and 

computer generated video, students will produce a 30-second commercial. Students will also study the 

historical development of directing and management through readings and assignments dealing with 

theatrical personalities. As a final project, students will prepare to direct a one-act play for possible 

presentation to the school community. 

Directing for the Stage ISBN 1-56608-014-2 

by Terry John Converse 

An Introduction to Film 


All art forms tell a story, but perhaps no art form inundates our senses more than film. In less than three 

hours, films transport us back in time, whisk us across the sea and boldly take us into the future. In this 

one semester class, students will engage in an introduction to film studies. Through Giannetti’s classic 

textbook, Understanding Movies, and through the viewing of several films, students will see how a 

series of film clips are arranged to deliver a comprehensive visual narrative. Students will be encouraged 

to look past the “story” of a film and discover the visual and musical art forms central to most narrative 

films. Essays, cinematic lab reports, quizzes, tests and a final exam will measure student achievement. 

Films may include The Godfather, Coppola; Citizen Kane, Welles; Rear Window, Hitchcock; and 

Crouching Tiger, Hidden Dragon, Lee. 

Course Pack provided 

PLACEMENT CRITERIA FOR ADVANCED ART STUDIO 

1. Significant work in one or more arts areas as demonstrated by strong graded in three of more 

semester, documentation (teacher comments) of excellent participation/attitude, and significant 

artistic vision on project and in art work. 

2. Submission of a proposal of study to the department chair on or before April 1 of each school 

year. 

3. Interview/portfolio presentation. Students will be expected to present a series of works in an 

interview session with member of the arts faculty and will defend their proposed course of study. 

4. Evaluation, by members of the arts faculty, of the merit and strength of proposed plan or work 

including the breadth and depth of projects to be considered and the demonstration of significant 

scholarly support (research, history, criticism). 

9

ENGLISH 

The English Department is committed to the close consideration of language in all of its forms and 

effects. Using a variety of rich texts, the English Department exposes students to the literacies that enable 

them to negotiate an increasingly complex world with clarity of thought and voice. While practicing 

intellectual generosity, we strive to cultivate students' appreciation and enthusiasm for literature and 

their skill and confidence as readers and writers. Through inquiry and collaboration, students develop 

the skills and habits that allow them to critically examine the human experience. 

Important Course Text Reminder: If you are using print editions of course texts, please purchase the 

same editions of the text listed on the MBS site. Use the ISBN listed on MBS to assure you purchase the 

correct edition when buying your books from different sources. Here is the key: we want you to have 

the same print editions of the books that the teacher is using for assignments and lessons. 

If you have access to an e-reader that you can bring to class every day, you might consider buying 

electronic editions of the course texts. Most e-texts are less costly than print editions, and older texts in 

the public domain are actually free. The search feature will allow you to quickly find the place in the text 

that the teacher is either referencing in class or assigning for homework. If you choose to use e-texts, it 

will be expected that you bring a fully charged e-reader to class with you each day. 

The Core Experience: Our Core Courses, taken in the 9th and 10th grades, pose eight fundamental 

questions that provoke students to consider major themes found in great literature. These essential 

questions inform the choice of texts, the method of instruction, and the type of assessments used in the 

Core Experience. 

English 9: Core I 


Students focus intensively on critical thinking skills to view writing as a medium of scholarly exchange. 

Elements of this study will emphasize the fundamental concepts of rhetoric that form the basis of 

reasoned discourse. Students develop textual analysis skills to achieve greater understanding of 

structure and theme. This allows students to engage four essential questions concerning independence, 

identity, conformity, and rebellion. Central texts may include: The Catcher in the Rye, Brave New World, 

The Merchant of Venice, “Resistance to Civil Government,” and several short stories and poems. 

English 10: Core II 


While building on the skills established in Core I, students will focus more intently on independent 

analysis of concepts and texts. Teachers and students analyze four essential questions that seek to 

explore the origins of moral behavior, the degree to which loss shapes one’s world view, the struggle 

between creation and destruction, and the complexity of allegiance. Readings may include: Fathers and 

Children, The Great Gatsby, Macbeth, Frankenstein, The Things They Carried, and Antigone. 

Upper Level (Junior/Senior) Courses: Upper level courses are open only to juniors and seniors unless 

special permission has been granted by the department chair. Electives offer a wide range of topics, texts, 

instructional methodologies, and assessments that allow students to cultivate specific interests. 

10

First Semester 

The Art of Writing Plays 


The Art of Writing Plays is designed to take students through the grueling, enlightening, harsh, 

sometimes exhilarating and often depressing process of writing a play. Students will complete the class 

with a better knowledge of playwriting and strong set of critical skills necessary for good writing. We 

will study one-act plays and scenes from great and not-so-great plays and discuss what makes them 

work or not. Students will also be required to lead a discussion of at least one play of their choice. The 

class will also operate, in part, as a writers’ group in which students read each others’ plays aloud and 

critique them. This is to get at the heart of writing: being able to discern what works, what doesn’t and 

why, and learning how to articulate that not only to yourself, but to the author in a constructive way. It 

also puts writers in the position of having to defend or explain the choices they make. This will help the 

students understand and develop their voice. Grades will be based on classroom participation, writing 

exercises, vocabulary quizzes, the play discussion, a group project, and several individual works. 

Characters Behaving Badly: A Consideration of the Antihero 


This semester elective explores the advent of the postmodern hero, a protagonist who undermines the 

expectations readers typically have for the hero of a novel or film. The course begins by looking at film 

noir and the detective novel before considering more contemporary examples of the antihero 

phenomenon. The fundamental question will be to determine what historic and artistic factors 

influenced the development of this character type. Texts may include, The Maltese Falcon, Grendel, A 

Clockwork Orange, and Heart of Darkness. Films such as Unforgiven, There Will Be Blood, and L.A. 

Confidential help demonstrate how the antihero archetype is as much a part of filmic narrative as literary 

works. 

Shakespeare 


Hamlet is arguably Shakespeare’s most complex character while Henry V, the eponymous hero of 

Shakespeare’s great history play, is perhaps the most glorious. In a semester-long look at this pair, 

students will explore why these characters (and the play they inhabit) are still relevant 400 years after 

Shakespeare shaped them. In addition to the two plays, readings may include Gertrude and Claudius and 

A Man for All Seasons. Students will also study several film versions of Hamlet and Henry V. 

The Craft of Writing 


This course examines multiple genres of writing and a full range of strategies to develop students’ 

abilities and confidence. Starting with academic analysis and working through fiction, poetry, journalism 

and other forms, students practice writing and revision exercises, exposing them to a broad range of 

choices for growth. The final project entails selecting a representative piece and shaping it into an ideal 

selection for inclusion in a final collection of works. 

Vikings, Knights, & Pilgrims: 

Masterpieces of Old and Middle English 


This course will examine canonical works at the foundation of English Literature. Students will closely 

examine Beowulf, Sir Gawain and the Green Knight, and Geoffrey Chaucer’s The Canterbury Tales in modern 

translation. Through these texts, students will see the roots of English poetry and come to better 

understand the culture of these times. The changing nature of concepts such as the Hero and Honor will 

be at the center of class discussion. This class will allow students to study more recent literature through 

an enhanced historical perspective. 

11

Ideology, Imagery, and Narrative 


“Ideology, Imagery and Narrative” deals with many of the concepts of traditional literature courses, 

such as protagonist and antagonist, conflict and resolution, parallelism, theme, symbol, exposition, 

characterization, point of view, juxtaposition, etc. However, these ideas will be applied to visual media – 

political cartoons, painting, magazine covers, graphic novels, and narrative films. In these contexts, 

additional concepts such as framing, editing, pacing, soundtrack, detail, etc. will also be relevant. The 

goal of the course is to educate students about the techniques used to sell goods, ideas, and emotions to 

the general public, making them more aware of the difference between manipulative versus more 

balanced techniques. Because the course will focus primarily on visual texts, there will be less reading 

than in traditional English offerings. However, the writing component of the course will be intensive. 

Woolf and Hemingway: Contrasts in Modernism 


Virginia Woolf and Ernest Hemingway are essential Modernist writers and among the most influential 

writers of the 20 th -century. Hemingway is the legendary macho man of flat, spare language while Woolf 

voices her feminism in elegant stream-of-consciousness prose. Despite their obvious differences in 

background, point of view, and style, both writers are informed by Modernist sensibilities. Students will 

engage these two contrasting writers, then, in order to come to an enhanced understanding of the 

Modern world and its literature. Texts will include Hemingway’s short stories and his The Sun Also Rises 

along with Woolf’s masterpiece To the Lighthouse. 

Visions of the Family 


What is a family and what is one’s responsibility to it? Writers and philosophers have long seen this 

question as essential to the formation of our civil, religious, and political institutions, as well as to the 

way in which we live our lives. This course examines, through a diverse body of texts that spans four 

millennia and three continents, the role of family in human experience. The major texts will be Jane 

Austen’s Persuasion and All My Sons, by Arthur Miller. Supplemental texts will include the film Monsoon 

Wedding and selections from the Bible, Xiao Jing, Plato’s Politics, The Women’s Decameron, and Middlesex, as 

well as short stories by Nikolai Gogol, Lu Hsun, Simin Daneshvar, and Flannery O’Connor. Throughout, we 

will relate the texts we read to the current discourse of family in America. 

Short Story Writing 


Originality is possible only in relationship to tradition: such is the founding belief of this fairly readingheavy 

creative writing course, an introduction not simply to the construction of stories, but to the larger 

literary conversation. In this class, we will read creatively in support of writing creatively. In addition to 

mining autobiography, secondary research, and other sources for ideas that pique our artistic interests, 

we will practice the basic literary activities of wrestling with, criticizing, admiring, deconstructing and 

reimagining the work of others who have gone before. We’ll also discuss our own and our peers’ work 

and practice the time-honored arts of offering and accepting rigorously constructive criticism. By 

positioning our creative practice as a dialogue— within our own minds, among ourselves as a group, 

and with writers who have gone before us —we will strengthen our ability to engage a reading audience 

and enhance our capacity for real originality. 

13

Second Semester 

African American Journey 


The primary focus of this class centers on the experience of African Americans who have struggled 

against either an apathetic or hostile social landscape. The books for this class were mostly written either 

during or after the civil rights movement and often engage a journey toward a firmer sense of self and 

cultural identity. Readings will include: Alice Walker’s The Color Purple, Ralph Ellison’s Invisible Man, 

Toni Morrison’s Song of Solomon, and Charles Johnson’s Middle Passage. This seminar-based class requires 

careful reading and responsible participation. 

Contemporary Authors: Literature of Working Luminaries 


This course explores texts written by authors who have either attended or visited University Liggett 

School. Students will actively engage in psychobiographical criticism to assess how authors’ life 

experiences and personal ideologies influence their work. A highlight of the course will be to read a text 

by a working author and then meet the author to discuss the writer’s process. Texts will include: Jeffrey 

Eugenides’ The Virgin Suicides, Patrick O’Keeffe’s The Hill Road, Michael Byers’ Long for This World, Peter 

Ho Davies The Ugliest House in the World, and the non-fiction and poetry of Keith Taylor. An additional 

title will be selected once an author’s visit has been confirmed. 

Reading and Writing Poetry 


In this course, students will have the opportunity to further their experiences with poetry, both as 

students of literature and as poets themselves. As literature students, they will study a wide-ranging 

selection of contemporary international poets, analyzing their poetry for contemporary themes, as well 

as for the latest treatment of traditional forms (including sonnets and villanelles) and innovative uses of 

language in free verse. As poets, they will learn from the professional poets they have been analyzing 

and, like apprentices, practice both the creative art and the rigorous craft of making poems. Students will 

be expected to attend local poetry readings as part of this course's curriculum. 

The Craft of Writing 


This course examines multiple genres of writing and a full range of strategies to develop students’ 

abilities and confidence. Starting with academic analysis and working through fiction, poetry, journalism 

and other forms, students practice writing and revision exercises, exposing them to a broad range of 

choices for growth. The final project entails selecting a representative piece and shaping it into an ideal 

selection for inclusion in a final collection of works. 

Folklore and Oral Tradition 


This course will examine the way that oral circulation shapes various types of literature, from fairy tales 

to urban legends, jokes, and classics of written literature such as the Iliad, the Bible, and Shakespearean 

plays. These investigations will be part of a larger project that seeks to understand how ideas survive 

and evolve and how this process has been influenced by the advent of the Industrial Revolution. The 

central text for the course is The Vanishing Hitchhiker, supplemented by numerous scholarly articles and 

selections from folklore collections. Students will study and apply structural, psychological, and 

functional theories of cultural analysis to items of folk, elite, and mass culture. 

14

Survival of the Fittest: The Literature of Social Darwinism 


Students in this class will examine the theory of social Darwinism as seen through the fiction of writers 

such as H. Rider Haggard and Jack London. Students will be forced to question the theory’s validity 

and the reasons behind the popularity of these authors. Particular attention will be paid to the heroes 

of these works. What values do they display? Is their behavior praiseworthy or outdated and 

misguided? Readings will include King Solomon’s Mines, Tarzan of the Apes, The Call of the Wild, and The 

Hound of the Baskervilles. 

Anna Karenina 


Lev Tolstoy’s genius was to take all of life—all its joy, heartbreak, victories, defeats, horror, and 

exultation—and fit it between the covers of a book. In short, this novel has everything, and has rightly 

been considered since its writing one of the crowning achievements of literary art. In this course, we will 

read the novel in its entirety and in an award-winning new translation, focusing on Tolstoy’s views on 

family, faith, love, and society. Few works of literature contain as much to discuss, ponder, and reflect on 

as Anna Karenina, and we will have the opportunity to move slowly enough through it to fully appreciate 

its majesty, grace, and humanity. 

Apocalypses 


The end of the world. Nothing happens after that, right? But authors have obsessively returned to postapocalyptic 

settings, imagining what survives when the world ends. What causes disaster? Who is left to 

pick up the pieces? What hope is left when the worst occurs? And why do we love reading and writing 

about the end? And why are we so obsessed with apocalypse? Through an examination of these and 

related questions, we will work to be more careful readers and more thoughtful writers in a course that 

treats writing not as a means of recording what we think, but as a means of deepening and 

sophisticating our thinking itself. Texts will include Jim Munroe’s graphic novel Therefore Repent, Cormac 

McCarthy’s The Road, Margaret Atwood’s Oryx and Crake, and Octavia Butler’s The Parable of the Sower, as 

well as short works, excerpts, and films. 

15

HISTORY AND SOCIAL STUDIES 

The history department seeks student recognition of the value of the study of history and the social 

sciences, and an appreciation of the fact that perceptions of the present are a function of understanding 

the past. Students are encouraged to strive to achieve academic excellence and self-reliance; taking 

responsibility for one’s own learning is encouraged at all levels. 

In Upper School, the curriculum provides a thorough survey of World History and United States 

History. The elective program for juniors and seniors permits students to pursue a special interest in 

particular fields of history and social science. The full three-credit program is required for graduation. 

World History 


This course begins with the foundations of civilization and focuses upon select topics in world history 

through the Italian Renaissance, highlighting major contributions from varied societies and interactions 

around the globe. Students will be encouraged to become historians themselves as they analyze primary 

source documents, examine opposing viewpoints, and formulate their own conclusions. In addition, the 

development of research skills is emphasized through a variety of projects, simulations, and a research 

paper. 

Ancient World History: Patterns and Interaction 

McDougal Littell Publishers 

United States History 


In this course students survey the forces, themes and events of United States history from the period of 

exploration of North America to the Cold War of the twentieth century. While dealing with traditional 

political history, the human story – the interaction of Americans of all national origins, at all levels of 

society – is also examined. This study includes textbook and primary source readings, debates, 

presentations, and essay writing. Students develop and defend a thesis in a second semester research 

paper. 

The American Pageant 

Houghton Mifflin Company 

United States History Honors 

By recommendation of department chair 


This course uses college-level materials to emphasize analysis and interpretation of critical events, 

problems and issues that have faced our nation. Readings and written exercises are more sophisticated 

and extensive than in the regular American history course. Frequent document-based essays will be 

included. Students enrolled in this course may opt to take the Advanced Placement examination in May. 

America, Past and Present 

Longman Publishers 

16

Junior & Senior Electives in History and Social Studies 

First Semester 

The 2012 Decision: The Electoral Process 


As America enters another election season this class will offer a unique perspective on the study of 

American government. By interacting with elections that changed American history, the rules and 

regulations of government elections, and closely following the campaigns of the important elections in 

our state and around the country students will gain a special understanding of the issues that motivate 

every citizen to vote for certain candidates or causes. The core content of this class will be tied into the 

political issues that shape every discussion at the family dinner table and in the workplace, the power of 

the two-party political system, and the current events that can cause drastic change in a campaign at any 

time. Throughout the semester leading up to the election, students will follow a particular race of 

interest and complete project-based assessments involving research, simulations, and facilitating group 

discussion to give the class a holistic understanding of a political scene that involves much more than the 

presidential election. 

Debates, Differences, and Divisions: The 25 Issues That Shape American Politics 

ISBN: 0-205-61764-6 

by Michael Kryzanek 

Comparative Government: Global Issues 


This semester-long course is designed to introduce students to the study of comparative government and 

politics, using six countries with distinctly different governmental and political systems as case studies: 

the United Kingdom, the Russian Federation, the People’s Republic of China, the Islamic Republic of 

Iran, the Federal Republic of Nigeria, and the United Mexican States. Students will be asked to evaluate 

news sources, interpret and critique expert opinions, and have educated discussions about the global 

issues that dominate the world around us. They will also be asked to take an active role in the selection 

of discussion topics that seem most pertinent and relevant to their world and lead the class in a direction 

that helps give them a better and more informed view of the world around them. In addition, students 

will work during the semester, through several project-based assessments, on solving an issue that 

complicates the world today. By completing research and connecting with government agencies, nonprofit 

organizations, and interest groups students will provide informed and detailed positions on how 

to fix this problem in our communities, country, and world. 

Economics 


In the global world that we live in, economics is a significant driving force behind our 

interconnectedness. Political decisions, both in the U.S. and abroad, must take economic ramifications 

into consideration. Students will learn how and why economics is significant, its major themes and 

theories within the discipline. Students will be able to explore their own areas of interest within assigned 

themes. Through project-based assignments, students will develop a firm understanding of what 

economics is and how economic systems function. Students will examine real world economies and use 

their understanding of economics to explain, analyze, and craft possible solutions to current economic 

problems. Research is a significant component of this course, as is short writing responses. Visuals and 

class presentations will also be prominent. The class’s final project will involve researching a current 

economic issue in depth and then defending that research in a public forum to peers and faculty. 

No textbook requirement 

17

Historical Persuasive Writing 


The goal of Historical Persuasive Writing is to develop the ability to write an effective history paper by 

finding and using proper evidence to support an argument. Students will examine multiple historical 

eras and explore diverse geographies and cultures within an historical context. The foundation for each 

era will be introduced by a historical film and supplemented with primary and secondary sources, 

which will be analyzed and discussed. Within each historical era, students will be empowered to explore 

their own interests and arguments. Students will then write research papers in which they incorporate 

multiple sources and mediums. Students will further their historical understanding while 

simultaneously developing their historical writing and researching skills. Typical assignments include 

writing rough drafts, peer editing, conferences with the teacher, revising, short answer reflection 

questions, and discussion of historical events and plot development. 


Post-Soviet Eurasia 


Spanning from the Carpathians in Europe to the Pacific Ocean, the largest geopolitically unified region 

on earth includes Russia, Eastern Europe, the Balkans, the Caucasus, and Central Asia. Over the past 

hundred years - and in particular the past twenty – these countries have undergone some of the most 

dramatic changes in history. Throughout the course, students will monitor English-language Russian 

news sources, first analyzing them for bias and point of view. These will range from Kremlin-controlled 

to totally “free” media. Long periods will include 20 minutes of current events analysis from these 

sources, students being required to bring in an article of interest, which will allow them to begin to see 

the results of trends being studied and to recognize the names of the major players in Russian political 

and cultural life. Students will also create a deck of “player” cards, including photos and important 

information about each of the major political players in the post-Soviet world. The final project will be a 

summit of the Commonwealth of Independent States (CIS) in which students will represent a country of 

the former Soviet Union in negotiations of economic and political policy. 

Course Pack provided 

Psychology 


This course, an overview of the broad and diverse field of psychology, is based upon three themes: 1) 

Psychology embraces the scientific method and applies it to the study of animal (human & non-human) 

behavior, 2) The study of psychology reveals how even the simplest human behavior is influenced by a 

myriad of forces, and 3) Psychology has an impact on everyday life. As such, the course will introduce 

the scientific study of human behavior, including learning, cognitions, emotions, relationships, and 

development and provide an overview of the many types of human and social problems aided by the 

study and application of psychological theory and principle. As part of the academic experience, 

students will participate in computer-assisted simulations of many well-known experiments, analyze 

primary sources, determine the validity of popular claims, design field research paradigms, and create a 

research participant consent form. 

Psychology, The Science of Behavior (7th edition) ISBN 0-205-54786-9 

by Carlson, Miller, Heth, Donahoe, & Martin 

Pearson Publishing 

18

Urban Studies 


This class examines urban America today in general and metropolitan Detroit specifically. What are the 

concerns that cities face today? The demographic, economic, political, social, and cultural atmosphere of 

the urban environment, its strengths and weaknesses, will be examined. In order to understand the city 

of Detroit, the class will first learn its history and then take a close look at it today. Much of the learning 

will come from current newspaper and periodical articles. A series of field trips to the people and places 

of interest in the city will be featured. 

Detroit Perspectives (1991) 

Wayne State University Press 

Reimagining Detroit (2010) ISBN 13: 978-0-8143-3469 

by John Gallagher 

A Painted Turtle Book 

US Women’s History 


Essential Questions: 

Why do we have courses like “women’s” history and other multicultural versions instead of just one 

History? 

Who were significant women and what were their contributions to the formation of the nation? Can 

these achievements be characterized by gender? 

This semester course will survey the role of women in United States History from the earliest settlements 

to current day. The text includes primary documents, secondary essays and main narrative originally 

conceived and written by one of the foremost scholars in US History. The students will read, lead 

discussions, research topics of specific interest and ultimately battle the paramount questions for female 

historians: Do we “ghettoize” women by teaching a separate course focusing on “their” history or does 

the discipline continue to prioritize male achievements to the neglect of equivalent accomplishments by 

women? 

Women's America: Refocusing the Past (7th edition) ISBN-10: 0195388321; ISBN-13: 978-0195388329 

by Linda Kerber, Jane Sharon DeHart and Cornelia H. Dayton 

Oxford University Press, USA 

World War I: The Great War 


The first genocide of the twentieth century. The first aerial bombing of cities. The first use of chemical 

weapons in war. The fall of four empires. The shadow of World War I (1914 – 1918) fell upon nearly 

every significant event in the twentieth century, and the conflict’s repercussions can still be felt today. 

This course will examine the political, military, economic, social, and personal impact that the “Great 

War” had and still has upon the world through literature, film, music, and other sources. Sample topics 

for the course include, but will not be limited to, the maturization of “total war,” the fall of empires and 

revolution, and political, social and cultural responses to world conflict. 

The Oxford Illustrated History of the First World War (2000) ISBN 0-19-289325-4 

Strachan, Hew editors 

Oxford University Press 

19

Second Semester 

The Byzantine Empire, 330-1453 


When the city of Rome fell to Germans in AD 476, the empire of Rome lived on in the east for another 

thousand years. Centered on the city of Constantinople, the Christian empire of Byzantium was a society 

of contrasts. It produced some of the finest art and architecture of the ancient and medieval worlds, 

while waging war more years than it was at peace. It protected and preserved ancient knowledge while 

engaging in bitter religious debates. Through a sustained analysis of primary sources and scholarly 

articles, research, and other activities, students will learn how this “lost empire” helped to shape the 

modern world. 

A History of Byzantium (2nd edition, 2010) ISBN 10: 140518471X or 13:9781405184717 

by Timothy E. Gregory 

Wiley-Blackwell Publishers 

Asian Studies 


This course will explore the part of the world likely to dominate the 21st century: the recent past, present 

and possible future of China, as well as several other countries of East and Southeast Asia including 

Japan, Korea, Myanmar, Cambodia, and Vietnam. Each will become a case study as students investigate 

its unique history, geography, economy, government and cultural dimensions. In this age of 

globalization, an underlying theme will be to see how these countries are trying to balance traditional 

values while struggling to become developed nations, successfully competing with the West. Guests in 

person and via Skype will enhance our understanding of that region of the world. 

A Short History of South-East Asia (2006) ISBN 0-4708-2181-7 

Peter Church editor 

John Wiley & Sons Publishing 

China Road (2008) ISBN 978-8129-7524-6 

by Rob Gifford 

Random House Publishers 

Comparative Government: Global Issues 


This semester-long course is designed to introduce students to the study of comparative government and 

politics, using six countries with distinctly different governmental and political systems as case studies: 

the United Kingdom, the Russian Federation, the People’s Republic of China, the Islamic Republic of 

Iran, the Federal Republic of Nigeria, and the United Mexican States. Students will be asked to evaluate 

news sources, interpret and critique expert opinions, and have educated discussions about the global 

issues that dominate the world around us. They will also be asked to take an active role in the selection 

of discussion topics that seem most pertinent and relevant to their world and lead the class in a direction 

that helps give them a better and more informed view of the world around them. In addition, students 

will work during the semester, through several project-based assessments, on solving an issue that 

complicates the world today. By completing research and connecting with government agencies, nonprofit 

organizations, and interest groups students will provide informed and detailed positions on how 

to fix this problem in our communities, country, and world. 

20

Economics 


In the global world that we live in, economics is a significant driving force behind our 

interconnectedness. Political decisions, both in the U.S. and abroad, must take economic ramifications 

into consideration. Students will learn how and why economics is significant, its major themes and 

theories within the discipline. Students will be able to explore their own areas of interest within assigned 

themes. Through project-based assignments, students will develop a firm understanding of what 

economics is and how economic systems function. Students will examine real world economies and use 

their understanding of economics to explain, analyze, and craft possible solutions to current economic 

problems. Research is a significant component of this course, as is short writing responses. Visuals and 

class presentations will also be prominent. The class’s final project will involve researching a current 

economic issue in depth and then defending that research in a public forum to peers and faculty. 


Middle East 


A few years ago, reporters polled State Department officials with the question: "What is the difference 

between Sunni and Shi'a Muslims?" Almost none of them, including the incoming chair of the 

Intelligence Committee, could answer correctly. This course, among other things, will help students 

ensure they you are much more informed about the Middle East than many of our public servants 

through a survey of the region's culture and politics, with the primary emphasis on current problems 

and issues such as the Arab-Israeli conflict, the war in Iraq, and the tensions with Iran. Students in the 

course will also participate in an online, interactive simulation with schools around the country, where 

they act as representatives from the various countries involved in the Arab-Israeli conflict in an attempt 

to reach a permanent settlement. 

What Every American Should Know About the Middle East (2008) ISBN 0452289599 

by Melissa Rossi 

Plume Publishing 

Political Thought in America 


Woodrow Wilson once described America as, “the only idealistic nation in the world.” The writings of 

the early Puritans, the founding fathers, Thoreau, Dewey, Dr. King and countless others have influenced 

the laws and structures that govern our nation, along with the ideals we seek to perpetuate. This class 

will explore the contributions made to our country’s political ideology by its scholars and activists. 

Political Thought in America, an Anthology ISBN 0881336882 

Michael B. Levy editor 

Post-1800 Africa 


Rudyard Kipling’s words paint an idealistic view of colonialism from a European’s perspective. 

However, Europeans’ spread of colonialism throughout the African interior only increased famine and 

sickness for those who already lived there: the African people. From the time of the Berlin Conference in 

1884 until the present the Western World has played an important role in the development of Africa. 

This class hopes to tell the story of colonialism in Africa from their perspective instead of the traditional 

European understanding of the term. Through the study of primary sources, colonial tactics, fictional 

narratives, and other diverse forms of media students will be able to develop an understanding of 

colonialism that removes Europeans as the main characters and replaces them with the African people 

oppressed by this system of domination. 

21

US Women’s History 


Essential Questions: 

Why do we have courses like “women’s” history and other multicultural versions instead of just one 

History? 

Who were significant women and what were their contributions to the formation of the nation? Can 

these achievements be characterized by gender? 

This semester course will survey the role of women in United States History from the earliest settlements 

to current day. The text includes primary documents, secondary essays and main narrative originally 

conceived and written by one of the foremost scholars in US History. The students will read, lead 

discussions, research topics of specific interest and ultimately battle the paramount questions for female 

historians: Do we “ghettoize” women by teaching a separate course focusing on “their” history or does 

the discipline continue to prioritize male achievements to the neglect of equivalent accomplishments by 

women? 

Women's America: Refocusing the Past (7th edition) ISBN-10: 0195388321; ISBN-13: 978-0195388329 

by Linda Kerber, Jane Sharon DeHart and Cornelia H. Dayton 

Oxford University Press, USA 

CRITERIA FOR HONORS UNITED STATES HISTORY 

Department recommendations are based on the following: 

• Conceptual/analytical ability 

• Writing/research ability (including excellence on research papers) 

• Interest and enthusiasm for history including class participation 

• Punctuality on assignments, daily preparation 

• Academic excellence in history courses (A- or higher) 

22

MATHEMATICS 

The mathematics department at University Liggett School provides a challenging, academic program 

through a comprehensive and developmentally appropriate curriculum. All students are encouraged to 

learn mathematical concepts and procedures with understanding, building on prior knowledge and 

experience. We offer differentiated instruction at all grade levels. Calculators are used to enhance and 

stimulate learning; however, they do not replace the need for mastery of basic computational skills. 

The Upper School focuses on preparing students with the necessary mathematical foundation for their 

future endeavors. Problem solving and critical thinking skill development are continued and the use of 

higher-ordered thinking skills is developed as more complex mathematical tasks are presented. Students 

must successfully complete two years of algebra and one year of geometry in order to fulfill the 

graduation requirement. However, most students enroll in advanced electives, recognizing that a solid 

mathematics background with good reasoning skills will enhance their opportunities and options in this 

ever-changing world. 

Algebra I 


This course is designed for students who have had minimal exposure to the topics of algebra. Emphasis 

is placed on the extension of basic algebraic concepts, and students are encouraged to apply their 

understanding to problems and systems that can be modeled mathematically. Topics of study include 

operations with polynomials, linear equations and inequalities, systems of equations and inequalities, 

polynomial expressions and equations, properties of exponents, graphs, and functions. A TI-83 or 84 

graphing calculator is required. 

Prentice Hall Mathematics: Algebra 1 (2004) ISBN 0-13-052316-X 

by Bellman, Bragg, Charles, Handlin, Kennedy 

Algebra I Accelerated 


This course is designed for students who have had an introduction to algebra. Emphasis is placed on the 

extension of basic algebraic concepts, and students are encouraged to apply their understanding to 

problems and systems that can be modeled mathematically. Topics of study include operations with 

polynomials, linear equations and inequalities, systems of equations and inequalities, polynomials, 

rational expressions and equations, radical expressions and equations, properties of exponents and 

exponential equations, graphs, and functions. A TI-83 or 84 graphing calculator is required. 



Geometry 

Prerequisite: Algebra I 


This required course introduces students to a deductive system built on the rules of logic. Understanding 

of concepts is enhanced through analytic problem solving, including coordinate geometry. Throughout 

the course, emphasis is placed on the connection between geometry and algebra. Characteristics and the 

interrelationships of geometric figures such as points, lines, planes, segments, angles, polygons, circles 

and solids are explored. Topics of study include parallel and perpendicular lines, congruence, similarity, 

basic trigonometry, area and volume. A TI-83 or 84 graphing calculator is required. 

Geometry: Reasoning, Measuring, Applying (2004) ISBN 0-618-25022-0 

by Larson, Boswell, Stiff 

McDougall Littell Publishers 

23

Geometry Accelerated 


Prerequisite: Algebra II/Trig Accelerated or departmental recommendation 

This course begins by defining points, lines, angles and distance, and expands the material using 

deductive logic. Students explore concepts such as congruence and similarity, the interrelationships of 

geometric figures, trigonometry, surface area, and volume. The course combines analytic problem 

solving and coordinate geometry with a traditional axiomatic presentation involving the construction of 

proofs. A TI-83 or TI-84 graphing calculator is required. 

Geometry: Reasoning, Measuring, Applying (2004) ISBN 0-618-25022-0 

by Larson, Boswell, Stiff 

McDougall Littell Publishers 

Algebra II/Trigonometry 

Prerequisite: Algebra I and Geometry or departmental recommendation 


In this course, more advanced topics in algebra are introduced and examined, and the topics of 

trigonometry are studied comprehensively. Major emphasis is given to the extension of number concepts 

to include complex numbers and the extension of function concepts to include polynomial, exponential, 

logarithmic and trigonometric functions. Students will explore these concepts from algebraic, numeric, 

and graphic perspectives. A TI-83 or 84 graphing calculator is required. 



Algebra II/Trigonometry Accelerated 

By departmental recommendation 


In this course, the more advanced topics of algebra are studied in depth and a thorough treatment of 

trigonometry is included. There is a strong emphasis placed on the study of functions, which is enhanced 

through the use of the required TI-83 or 84 graphing calculator. Application of skills to non-routine 

problems is stressed, and students are introduced to matrices and combinatorics. 



Precalculus 

Prerequisite: Algebra II/Trig or departmental recommendation 


The major concepts introduced in Algebra II/Trigonometry (properties of real and complex numbers; 

polynomial, logarithmic and trigonometric functions) are examined in greater depth. Conic sections, 

probability, and sequences and series are covered on a cursory level, and emphasis is placed on the 

connection of mathematical ideas to real-world situations. Students explore the concept of a limit and are 

introduced to the calculus operation of differentiation. A TI-83 or 84 graphing calculator is required. 

Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis (2000) 

ISBN-13: 978-0-618-25037-0 or ISBN-10: 0-618-25037-9 

by Richard G. Brown 

Houghton Mifflin Publishers 

24

Precalculus Accelerated 


Prerequisitie: Algebra II/Trig Accelerated or departmental recommendation 

This course includes an in-depth examination of coordinate geometry as well as polynomial, 

exponential, logarithmic and trigonometric functions. Conic sections, vectors, and polar coordinates are 

introduced and explored. In the second semester, sequences and series are studied as an introduction to 

the concept of limits, and students will complete the year with a brief look at differential calculus. 

Throughout the year, graphic solutions to non-routine problems will be explored through the use of the 

TI-83 or 84 graphing calculator. 

Advanced Mathematics: Precalculus with Discrete Mathematics and Data Analysis (2000) 

ISBN-13: 978-0-618-25037-0 or ISBN-10: 0-618-25037-9 

by Richard G. Brown 

Houghton Mifflin Publishers 

Probability and Statistics 

Prerequisite: Algebra II/Trigonometry 


The course begins with graphical methods of describing data. The concepts of mean and variance are 

introduced, as well as the normal distribution. Students will study scatter plots, correlation, and gain an 

introduction to regression analysis. Students will learn counting techniques, how to calculate an 

expectation, and how to apply these methods to basic probability models. Finally, students will be 

exposed to the topics of confidence intervals and hypothesis testing. 

Statistics: Concepts and Controversies (2006) ISBN-10 0-7167-8636-2 or ISBN-13 978-0-7167-8636-8 

by Moore and Notz 

Freeman and Company 

Calculus 

Prerequisite: Precalculus 


This course is designed to provide a solid foundation in both differential and integral calculus. Topics of 

study include limits and continuity, derivatives, techniques of differentiation, application of the 

derivative, integration, techniques of integration, and applications of integration to area and volume. 

Topics from algebra and trigonometry are reviewed where necessary. A TI-83 or 84 graphing calculator 

is required. 

Calculus: Graphical, Numerical, Algebraic (3rd edition, 2010) ISBN 0-13-368839-9 

by Finney, Demana, Waits, Kennedy 

Prentice Hall Publishers 

Calculus Accelerated 

Prerequisite: Precalculus Accelerated, or departmental recommendation 


This course follows closely the syllabus for AP Calculus as prescribed by the Advanced Placement College 

Board program. Topics of study include limits and continuity, differentiation, integration, and the 

techniques and applications thereof. Additional topics such as partial fractions and L’Hospital’s Rule will 

also be introduced, and topics from precalculus (inequalities, functions, trigonometry, and logarithms) will 

be reviewed as necessary. The course stresses the importance of critical thinking, and all problems will be 

approached from analytical, graphical, and numerical perspectives. A graphing calculator is required, and 

a TI-84 will be used for classroom demonstrations. 




25

Multivariable Calculus and Differential Equations 

Prerequisite: Calculus Accelerated, or departmental recommendation 


This course allows students to continue their study of calculus at an accelerated level. Having learned 

how to evaluate limits, derivatives, and integrals of single-variable functions, students will now study 

those same concepts in the context of vectors and multivariable functions. Students will also learn the 

many facets of sequences and series, as well as build upon their understanding of differential equations. 

A graphing calculator is required, and a TI-84 will be used for classroom demonstrations. 




26

MODERN AND CLASSICAL LANGUAGES 

The aim of the language program is to develop proficiency and mastery in a second language. In both 

modern and classical languages, students will achieve appropriate competency in their language of 

choice. 

Modern Languages: The French, Mandarin Chinese and Spanish courses emphasize the four basic 

modern language skills – listening, speaking, reading and writing, as well as culture. The modern 

language courses in the Upper School use the language lab for practice and to foster global connections. 

In addition, the target language is used as much as possible in the classroom and all papers are written 

in the target language. 

Classical Languages: The Latin courses involve the study of Latin grammar and vocabulary through 

reading and translation, along with exposure to word derivation, comparative grammar and the culture 

and history of ancient Rome. Seniors are eligible to take Ancient Greek, where students learn the 

linguistic elements necessary to appreciate vocabulary and classical texts. 

Courses are offered in French, Latin, Mandarin Chinese and Spanish from the beginning to the advanced 

level. Any ninth grader may begin at Level I in Chinese, French, Latin or Spanish. Students should feel 

prepared to take the College Board SAT Subject Test at the end of the third or fourth level. 

COURSE REQUIREMENT AND PLACEMENT 

Students must complete three or four credits of language in Upper School, either three credits in one 

language or two credits in two different languages. Four years of language study is strongly encouraged 

in Upper School. 

Students with exposure to a language in Middle School will be placed in an appropriate class by the 

department chair. After successful completion of our Middle School program, students begin 

Intermediate Mandarin Chinese or Spanish, or begin Latin I or Introductory French in the Upper School. 

To enroll in accelerated courses, students must demonstrate excellence in all of the four language skills: 

listening, speaking, reading and writing, as well as the motivation and discipline to work independently 

in an accelerated course. Department recommendation is required for all accelerated courses. 

Classical Languages 

Latin 

Latin I 


This course is an introduction to the grammar, syntax and vocabulary of Classical Latin. Knowledge of 

English grammar and vocabulary is enhanced by the careful study of basic Latin usage, verb forms and 

derivatives. Students will translate passages that stress Roman culture, politics and religion. 

Cambridge Latin Course: Unit 1 (4th Edition) ISBN – 13: 978-0-521-00434-9 

Cambridge Univ. Press 

27

Latin II 

Prerequisite: Latin I 


Students will master the more sophisticated uses of the cases in Latin and begin their study of the 

subjunctive, participial and infinitive forms of verbs. Reading assignments will fortify translation and 

composition skills. Annotated selections from numerous ancient authors will introduce the second year 

reader to Republican and Imperial Roman Life. 

Oxford Latin Course Part II (Rev. 2nd edition) ISBN 978-0-19521205-1 

Oxford Univ. Press 

Latin III 

Prerequisite: Latin II 


The work in this course is organized around a third-year text that continues and expands upon the 

syntax and vocabulary presented in Latin II. Through supplementary materials, students learn about the 

history and culture of Imperial Rome. Emphasis is placed upon careful reviewing and preparing 

students to read longer Latin passages independently and with confidence. 

Oxford Latin Course Part III (Rev. 2nd edition) ISBN 978-0-19521207-5 

Oxford Univ. Press 

Latin IV 

Prerequisite: Latin III 


Advanced Latin students in this course consider the ways in which the Romans defined their culture and 

themselves. The qualities of Latin literature that make it distinctly Roman are also examined. The 

readings for the course include selections from Caesar, Catullus, Cicero, Lucretius, Vergil, Tacitus, and 

Petronius. These authors provide the context for the discussion of the major components of Roman 

cultural life. 

Ancient Greek 

Ancient Greek 

Prerequisite: Latin III or IV 


This course is an introduction to the language of Plato, Sophocles, Euripides and the other writers of 

classical Athens. Students will learn the morphology and most of the basic syntax of Attic Greek and 

strengthen their basal knowledge with readings from both epigraphic sources and the writings of the 

philosophers and tragedians. Students will also participate in Oxford’s Ancient Lives project. After 

transcribing fragments from the Oxyrhynchus papyri, Greek students will put their skills to the test and 

translate from the papyri. Class discussion will focus on the political and cultural life of fifth century 

Athens. 

Ancient Greek Alive ISBN 798-8-080784-800-5 

by P. Saffire 

28

Modern Languages 

Mandarin Chinese 

Chinese I 


This course introduces Mandarin Chinese as a second language for non-native speakers at the high 

school level. It provides students with the opportunity to develop communicative skills in both spoken 

and written Chinese at a basic level. Pinyin phonetic system will be introduced as a bridge to the Chinese 

language. The course approaches the language through theme-based dialogues with oral and written 

practice in grammar, vocabulary, pronunciation and language usage. Various interactive activities and 

projects are included thought out the course to make language learning meaningful and to motivate 

students to broaden their cultural understanding and appreciation of the Chinese culture. By the end of 

the course, students will be able to use language skills to demonstrate basic knowledge of oral and 

written structures. 

Huanying 1 textbook ISBN 9780887276156 

Workbook 1 ISBN 9780887276163 


Cheng & Tsui Publishers 

Chinese II 


Prerequisite: Upper School Chinese I course or the equivalent in Middle School 

Developing student’s awareness and appreciation of the elements of the Chinese culture is a pervasive 

theme throughout the two intermediate courses. Building on the base of Introductory Mandarin -- 

pronunciation, vocabulary, idiomatic expressions, grammatical structures, and written characters -- 

students will be also introduced to the important field of Chinese societal relationships, examining how 

individuals interact with family members, elders, and peers, and integrate this knowledge into their 

interpersonal communications. Students are required to participate in spontaneous two-way 

interactions, such as conversing face-to-face or exchanging written correspondence activities, in order to 

develop the capacity to respond in culturally appropriate ways to understand conversations among 

native Chinese speakers. By the end of the courses, students will be able to demonstrate the ability to use 

the language in unrehearsed situations. To qualify for this course, students need to have two years of 

language learning experiences, both in speaking and writing. 




Chinese III 

Prerequisite: Chinese II 


This course is a continuation of Chinese II. Students will work as individuals, in pairs, and groups to 

present, interpret, and negotiate meanings through active communication to enforce all four core areas 

of language proficiency. By the end of the course, students will be able to demonstrate the ability to use 

the language in unrehearsed situations. 




29

Chinese IV 

Prerequisite: Chinese II and Chinese III 

One or two years, one credit per year 

Through this course, students will interpret a broad range of written and oral texts. Students will 

develop their aural proficiency through exposure to a wild variety of oral texts, ranging from the formal 

language heard in news broadcasts to informal language found in movies, pop songs, and television 

dramas. They will also develop the speaking proficiency to be able to create a level-appropriate speech 

or report, produce a video, and narrate personal experiences and current events in a coherent fashion 

with comprehensible pronunciation and intonation. By the end of the course, students will have the basic 

fluency in the target language and be able to demonstrate level-appropriate skills in course work and 

communications. 





Civilization and Culture 

Prerequisite: Advanced 


This course is designed for upper level students who have completed Chinese through the Advanced 

level. To qualify for this course, students need have a solid foundation in the Chinese language both in 

speaking and writing. Students will adjust to expression differences between the colloquial and literacy, 

between the classical and idiomatic, and between different social levels and educational backgrounds. 

Grammar is studied in context and readings that are relevant to cultural exploration. Upon completion 

of this course, students will build their linguistic proficiency through discussions of Chinese culture, not 

only elite culture, but also folk culture, to further their understanding of the Chinese language and life 

with different angles and viewpoints. 

Integrated Chinese textbook (3rd edition) ISBN 9780887276798 

Workbook ISBN 9780887276835 


French 

Introductory 


This course introduces students to the fundamentals of French: speaking, listening, culture, reading, 

writing and grammar. The vocabulary studied will be relevant to communicating while in a 

Francophone country. Students study the culture of French speaking countries through cultural projects, 

interactive videos and through regular communication with correspondents in French-speaking 

countries. Upon completion of the course, students will be able to speak in a clear manner with a good 

pronunciation in the basic present, future and past. 

30

Intermediate 


This course teaches students the grammar and vocabulary to communicate adequately in many 

situations in French-speaking countries. Students are expected to understand and speak French in the 

class at all times. Students are expected to be comfortable writing in French at a basic level and will work 

to develop greater fluency in writing. Readings will include articles and newspapers—all chosen to help 

students understand the culture of Francophone countries. Cultural projects are done to further their 

exploration of these countries. There is an expanded emphasis on listening comprehension and correct 

pronunciation in this level. Upon completion of this intermediate course, students should be able to 

understand most of the French spoken in a real context and speak well enough to be understood. 

Advanced Accelerated 


To qualify for this course, students should have a solid background in both speaking and writing French 

so that the course can move quickly through the grammar and vocabulary review. At this level, students 

gain a more complete understanding of French grammar, speak more fluently in French, and understand 

spoken and written French in many cultural settings. Students are exposed to a variety of readings: 

poetry, short novels and articles, and write critical short essays on these works. There will be regular oral 

presentations as well. Students continue to expand their communication skills with ePals in Frenchspeaking 

countries and work to understand the cultural nuances of communicating with Frenchspeaking 

people. In addition, students study the history and culture of many Francophone countries and 

study some French history and literature. Upon completion of this course, students should have basic 

proficiency in French: be able to communicate in a variety of settings in French speaking countries. 

Civilization and Literature 


Students should have completed through the Advanced level to qualify for this course. Students read 

Francophone literature and have discussions in French about the works. They write essays and keep 

journals about their critical observations and work to develop their own style in their writing. During 

class, students make class presentations about relevant cultural and historical information. The class will 

be discussion-based, although there is also a complete and thorough review of French grammar. 

Students choose a year-long cultural project which is designed to broaden their understanding of the 

culture and history of a French-speaking country. Students enrolled in this course may opt to take the 

Advanced Placement exam in May. 

Conversation and Civilization 


This course is designed for upper level students who wish to improve their speaking and comprehension 

of French. Students expand their communicative vocabulary and work on developing appropriate 

vocabulary in many different settings. Grammar is studied in context and readings are relevant to 

cultural exploration. Students study the nuances of French dialogue and argumentation through the 

study of film and interviews. In addition, recording technology is used to perfect pronunciation. 

Students choose a year-long cultural project which is designed to broaden their understanding of the 

culture and history of a French-speaking country. 

31

Spanish 

Introductory 


This course introduces students to the fundamentals of Spanish: speaking, listening, culture, reading, 

writing and grammar. The vocabulary studied will be relevant to communicating while in a Spanish 

speaking country. Students study the culture of Spain and Latin American countries through cultural 

projects, interactive videos and through regular communication with correspondents in Spanishspeaking 

countries. Upon completion of the course, students will be able to speak in a clear manner with 

good pronunciation in the basic present, present progressive, immediate future and simple past. 

Intermediate 


This two-year foundation course teaches students the grammar and vocabulary to communicate 

adequately in many situations in Spanish-speaking countries. Students with strong skills and language 

proficiency may complete the requirements for this course in one year. Students are expected to 

understand and speak Spanish in the class at all times. Students will work to develop greater fluency in 

writing. Readings will include articles and newspapers – all chosen to help students understand the 

culture of Spanish-speaking countries. Cultural projects are done to further their exploration of these 

countries. There is an expanded emphasis on listening comprehension and correct pronunciation in the 

level. Upon completion of this intermediate course, students should be able to understand most of the 

Spanish spoken in a real context and speak well enough to be understood. 

Conversation 


Students should have completed through the Intermediate level to qualify for this course. This course is 

designed to improve students’ speaking and comprehension of Spanish. Students expand their 

communicative vocabulary and work on developing appropriate vocabulary in many different settings. 

Grammar is studied in context and readings are relevant to cultural exploration. Students study the 

nuances of Spanish dialogue and argumentation through the study of film and interviews. In addition, 

recording technology is used to perfect pronunciation. Students choose a year-long cultural project 

which is designed to broaden their understanding of the culture and history of a Spanish-speaking 

country. 

Doble Via: Conversación en Español (1st edition) ISBN 9780495915096 

by Ronald J. Friis & Tatiana Seeligman 

Spanish III Accelerated 

Prerequisite: Intermediate Spanish 


This course offers the study of Spanish at a more complex and intensive level and the use of the target 

language is exclusive. Students work through a layered curriculum that expects independent work and 

strong accountability. This course integrates the four language skills: listening, speaking, reading and 

writing through the use of technology, extensive readings, conversation, recordings and presentations. 

Descubre-Nivel 3 (2008) ISBN 1600073069 

Vista Higher Learning 

32

Spanish IV Accelerated 


Prerequisite: Spanish III Accelerated and recommendation of department chair 

Spanish IV Accelerated provides advanced students with the guidance they need to continue 

discovering, learning and using Spanish in meaningful, creative and engaging contexts. Students use 

two texts: the literature book contains readings that are designed to develop students’ proficiency in the 

four skills: reading, writing, listening and speaking. The grammar book is used to develop structure by 

employing exercises as a form of communication rather than making grammar an end in itself. Students 

will also learn about Spanish and Hispanic culture through a variety of methods, including: film, guest 

speakers, dramatizations, critiques and internet exploration. Through the combination of literature and 

grammar, students will become more confident and proficient in communication skills, and will be well 

prepared for intermediate level Spanish in college. 

Una Vez Más (2009) ISBN 0133611264 

Facetas: Nivel Intermediate (2nd edition) ISBN 1600072232 

Cuentos de Eva Luna (1989) ISBN 0060951311 

Lecturas Avanzadas: Spanish AP Reader (2002) ISBN 1567654835 

Immersionplus Spanish Complete: The Final Step to Fluency! (2002) ISBN 159125227X 

Spanish V Accelerated 


Prerequisite: Spanish IV Accelerated and recommendation of department chair 

This advanced course focuses on developing and increasing skill levels of proficiency in the areas of 

aural comprehension, speaking, reading and writing. Students refine their competence in Spanish by 

increasing their understanding of formal and informal spoken Spanish, and express their ideas and 

beliefs through improved accuracy and fluency. Students continue to improve their writing ability 

through frequent compositions based on readings and class discussions. The main components of the 

course are communicative refinement, consistent study of complex grammar, vocabulary expansion, and 

literary reading comprehension. Continued cultural studies, short stories, poetry and drama from Spain 

and Latin America are explored and discussed in the target language. Students enrolled in this course 

may opt to take the Advanced Placement exam in May. 

La Casa en Mango Street (25th edition, 2009) ISBN 978-0-679-75526-5 

by Sandra Cisneros 

Vintage Publishers 

The following books will be provided by the school free of charge: 

Abriendo Paso Lectura ISBN 9780131 660977 

Abriendo Paso Gramatica ISBN 9780131 660984 

Heinle & Heinle Publishers 

33

SCIENCE 

The University Liggett School science department offers a comprehensive pre-kindergarten to grade 12 

program with age-appropriate experiences throughout the curriculum. The faculty emphasizes 

individual exploration and understanding through hands-on, laboratory activities. Technology has 

become increasingly present in the classrooms, while the philosophy of the department remains processbased. 

Enthusiasm for science as well as concept mastery is maintained through a dynamic program and 

adaptable, innovative staff. 

In Upper School, the science department stresses the importance of doing and experiencing at all grade 

levels and in each discipline. Students learn methods of study and research as well as content. Through 

their courses, students see science both as a process and as a body of knowledge. The study of science is 

viewed as a vital step in the development of intellectual curiosity and analytical thinking. The 

preparation of students as functioning and understanding citizens in a science-oriented world, as well as 

the preparation of those students interested in future scientific careers, is the objective of the science 

program. 

Three credits of upper school science are required and must include one credit of Biology, one credit of 

Chemistry, one-half credit of Physics (or any physics content course) and one-half credit of an elective 

science course. 

The recommendation of the department chair is required for enrollment in Honors. Students who enroll 

in the Honors program are expected to complete the entire sequence of Honors Chemistry and Honors 

Physics. 

Biology 


Students enrolled in this course will study cell biology, biochemistry, genetics, evolutionary theory, and 

anatomy. Although focusing on human life, students will be introduced to other organisms that share 

our planet. The structure of the course is organized by biological systems to provide students with the 

opportunity to make connections between micro and macro-biology. Additionally, students are 

introduced to upper level science lab techniques. The course is taught using the active learning model 

which focuses on individual responsibility and collaboration to maximize engagement. 

Chemistry 

Prerequisite: Biology 


This course is designed to give students a firm foundation for the concepts taught in most freshman 

college chemistry courses. Students will begin the year understanding mathematical concepts such as 

scientific notation and Avogadro’s number. Throughout the year students will move to larger ideas 

about the world around them. The progression of topics covered will be the atom, compounds, states of 

matter, types of reactions, introduction to thermodynamics, introduction to equilibrium, and nuclear 

chemistry. Each topic will be supplemented with lab experience and demonstrations to enhance 

understanding of the topic. 

34

Chemistry Honors 

Prerequisite: Biology and recommendation of department chair 


This course is offered primarily to sophomores who have taken Biology and who are seriously 

considering pursuing a science-related major in college. Topics covered include: the kinetic theory of 

gases, chemical formulas and stoichiometry, energy, the Periodic Table, molecular structure and 

bonding, solutions and colloids, chemical equilibrium, acids and bases, oxidation-reduction and an 

introduction to chemical thermodynamics. Laboratory investigations will be performed to enhance 

understanding of the above topics. This course is strongly recommended for students who are planning 

to take Physics Honors and/or chemistry electives. 

Electives 

Upper Level Courses: Upper level courses are open only to juniors and seniors unless special permission 

has been granted by the department chair. Electives offer a wide range of topics, texts, instructional 

methodologies, and assessments that allow students to cultivate specific interests. 

Astronomy 


Astronomy is the scientific exploration of the human place in the universe. Students enrolled in this 

course will study the origin of the Universe, the formation of the solar system, and compare the Earth's 

properties with those of the other planets while exploring how the heavens have influenced human 

thought and action. This course includes the study of the properties of light and matter and the tools 

astronomers use to measure radiation from celestial sources. It will also cover exciting contemporary 

topics such as black holes, the expansion of the universe, and the search for extraterrestrial life. 

Laboratory investigations, computer simulations, and direct observation will be used to support class 

material 

Biology: Genetics 



The key ideas and modern applications of genetics will be addressed in this elective class. Our aim is to 

provide students with the scientific basis for understanding issues relating to genetic engineering - 

including gene manipulation, gene cloning, recombinant DNA technology, gene therapy and genetic 

modification. Students may explore topics such as human development, cloning, stem cell research, 

DNA fingerprinting, genetic basis of disease, agricultural crop breeding, reproductive technologies, and 

the conservation of genetic diversity in nature. 

Biology: Anatomy and Physiology 



This elective course in anatomy and physiology examines the structure and function of the human body 

and mechanisms for maintaining homeostasis within it. Students will explore body systems, such as the 

cardiovascular, respiratory, nervous, digestive, muscular, skeletal and reproductive. Emphasis is placed 

on the integration of systems as they relate to health issues. Extensive laboratory exercises provide firsthand 

experience with the structures and processes. 

35

Chemistry: Thermodynamics and Kinetics 


Prerequisites: Chemistry Honors and recommendation of department chair 

Students will investigate the relationship between energy and chemical reactions, as well as what 

dictates the speed of those reactions. The students will discuss the three Laws of Thermodynamics, as 

well as how Gibbs Energy relates to the formation of different compounds. We will construct 

calorimeters and begin the understanding of how energy is transferred between objects as well as how 

energy is transferred between a reaction and objects surrounding the object. Students will calculate rate 

constants and rate laws. Students will also look at how the rate constant can be changed through 

different methods and how elementary steps of a reaction lead to an overall rate law. 

Chemistry: Equilibrium and Electrochemistry 


Prerequisites: Chemistry Honors and recommendation of department chair 

Students will investigate equilibrium constants and Le Chatlier’s principle. Students will see how 

changing different characteristics of a reaction can affect how equilibrium can determine that amount of 

products formed. Students will look at how Gibbs Energy affects the equilibrium of a reaction as well as 

how equilibrium affects the behavior of acids and bases in solution. Students will be able to tell the 

difference between K a and K b and understand how this value affects the pH of a solution. The final 

portion of the equilibrium section will focus on molar solubility of compounds and how that can be 

affected by either pH or the formation of complex ions. During the electrochemistry portion of the class, 

students will look at how reduction/oxidation reactions can be harnessed as electrical power. The 

students will investigate concentration cells as well as different types of batteries, including dry cell, lead 

storage, and fuel cells. 

Engineering: Design Process 


During this semester long, lab-based course, students will explore the engineering design process and 

practice the steps discussed through several mini-projects. Emphasis will be on forward planning, 

including researching problems, brainstorming solutions, and using CAD/engineering drawings to 

communicate and evaluate feasibility of ideas. This is an elective course open to juniors and seniors who 

have a solid understanding of basic physics concepts. As is required for physics, students should have a 

solid understanding of algebra prior to enrolling in this course. 

Engineering: Applications and Development 


Students taking this semester long, lab-based course will work in teams and focus on applying scientific 

skills to build, test, evaluate, and redesign projects. They will learn to effectively manage team dynamics 

and delegation of responsibility within an engineering team. Mechanical skills such as use of tools for 

construction, and basic electrical circuits will be developed. Students will be expected to apply their 

acquired skills to complete projects within specified time constraints. This is an elective course open to 

juniors and seniors who have a solid understanding of basic physics concepts. As is required for physics, 

students should have a solid understanding of algebra prior to enrolling in this course. 

36

Physics: Calculus Based Mechanics 


Prerequisites: Physics Honors or Classical Mechanics and recommendation from department chair 

Students should have taken or be concurrently enrolled in Calculus 

Calculus Based Mechanics more fully develops the concepts covered in Classical Mechanics and the first 

semester of Physics Honors. The pace is fast, and the use of calculus is integral. The course will be 

devoted to the mechanics concepts of one and two-dimensional motion, Newton’s Laws of motion, 

Mechanical Energy, Momentum, Rotational Motion, Rotational Kinematics and Simple Harmonic 

Motion. 

Physics: Classical Mechanics 

Prerequisite: Chemistry and recommendation of department chair 


This physics course introduces the fundamental concepts of forces and motion, including the study of 

one and two-dimensional motion, Newton’s Laws, momentum, mechanical energy, and oscillation. The 

laboratory is used to develop the critical ability needed to gain an understanding of the physical world 

and relate that understanding to the theories discussed in class. Students should have a working 

knowledge of algebra, specifically rearranging equations to solve for an unknown variable, solving 

systems of two unknowns and two equations, geometry and right triangle trigonometry. 

Physics: Light, Sound and Waves 

Prerequisite: Chemistry and recommendation of department chair 


The Light, Sound and Waves course will be a laboratory-based course that will cover the mechanics of 

traveling waves through a medium, geometric optics, and the unique characteristics of light. 

Experiments and discussions in this class will cover topics such as frequency and wavelength, reflection, 

refraction, diffraction, thin and thick lenses, mirrors, optical systems, coherence, polarization and ray 

tracing. The experiments in this class are designed to give the students hands-on knowledge of the topics 

covered during class so that they may relate the topics covered in class to the real world. Among other 

things, students will be making magnifiers, measuring focal lengths, measuring indices of refraction, 

measuring the speed of sound, and making holograms. Students in this class should have a 

working knowledge of algebra, including rearranging equations and working with fractions. Students 

should also be familiar with the sine, cosine and tangent functions. 

Physics: Electricity and Magnetism 


Prerequisites: Physics Honors and recommendation from department chair 

This course will introduce and elaborate on concepts in electricity and magnetism. The concepts include 

Coulomb’s Law, Gauss’ Law, electric potential and electric potential energy, capacitance, simple, RC and 

RL circuits, magnetic fields, and induction. This course will be algebra-based, but will require significant 

use of trigonometry and complex algebraic problem solving techniques. 

Physics Honors 


Prerequisite: Chemistry, Precalculus and recommendation of department chair 

Precalculus may be taken concurrently 

This course offers a study of fundamental physical concepts such as mechanics, kinematics, oscillatory 

motion, electricity and magnetism in greater depth than that presented in the regular physics course. It is 

intended for students who are very able in mathematics, and who have demonstrated outstanding 

ability in science courses at Liggett. Laboratory work and mathematical problem solving are both 

essential for success in the course. 

37

Environmental Science: Ecology 


Students will work to develop critical thinking skills by exploring the dynamics of natural ecological 

systems. The class will use a systems approach to the analysis of material and energy flows, including 

both the physical and biological aspects of the environmental systems and their functional 

interconnections. Emphasis will be given to modeling and simulating environmental concepts. This 

course will focus heavily on field work and will utilize both Liggett and The Ford House properties for 

case studies. Topics for this semester include: land and aquatic ecosystems, energy transfer, biodiversity, 

natural population dynamics, and nutrient and matter cycling. 

Environmental Science: Sustainability 


Students will explore how human interactions with the environment have altered and shaped the world 

around us. This course focuses on understanding the science behind current environmental issues and 

applying that understanding to the development of viable, attainable solutions. Emphasis will be given 

to modeling and simulating environmental concepts. Additionally, students will be given a brief 

overview of environmental science-historical perspectives, philosophies, and definitions. Topics for this 

semester include: principles of sustainability, renewable energy, sustainable food systems, global climate 

change, waste management, land use/planning, and sustainable cities. 

CRITERIA FOR HONORS SCIENCE 

The Science Department considers the following criteria: 

• Excellence (an average of A or above) in a biological course which includes extensive laboratory 

experience. 

• An average of B+ or above in math (advanced math advantageous, but not required). 

• Methodology: including attitude, independence, interest and initiative. 

• Recommendation of science teacher. 

Recommendations are contingent upon the maintenance of grades and other placement standards 

through the end of the year. 

Students who enroll in the honors program are expected to complete the entire sequence of Chemistry 

Honors and Physics Honors. Students who excel in upper school science classes and also have excellent 

math grades may request admission to the honors program at any point in the sequence. Continued 

enrollment in the Honors science program is dependent upon maintaining a minimum overall average 

of B- in the current honors science course and a minimum overall average of B- in the current math 

course. It is also expected that the student will continue to exhibit a methodology consistent with the 

entrance criteria. Failure to meet these standards will result in a review by the science department chair 

and may result in removal from the honors program. 

38

UPPER SCHOOL 

Physical Education 

Extra-Curricular Requirements 

Extra-curricular activities at University Liggett School are an integral part of the total educational 

experience. The programs provide students with opportunities for personal growth in a number of areas 

including: leadership, commitment, responsibility, self-discipline, teamwork and sportsmanship. 

In 2012-13, all upper school students are required to participate in an extracurricular activity two seasons 

per school year. 

Activities which fulfill the two season requirement include participation in school sponsored: 

• Athletic teams 

• Theatrical performances (credit for participation is determined by the of Creative & Performing 

Arts department chair) 

• Conditioning class – offered after school during the winter and spring seasons (may fulfill the 

requirement for one season each school year) 

• Team related activities: manager, videographer, scorekeeper and statistician (may fulfill the 

requirement for one season each school year with approval of the Athletic Director) 

• Robotics (winter season only) 

Interscholastic Athletics 

Liggett students have many opportunities to be involved in athletics. Students are strongly encouraged 

to broaden their education experiences beyond the walls of the classroom by participating on an athletic 

team. Through their participation, it is hoped that students will develop and strengthen various skills 

including: commitment, leadership, responsibility and teamwork. Upper school offerings include: 

Season Girls Boys 

FALL Cross Country Cross Country 

Field Hockey 

Football 

Volleyball 

Soccer 

Tennis 

WINTER Basketball Basketball 

Ice Hockey 

Ice Hockey 

Swimming 

Swimming 

Cheer 

SPRING Lacrosse Baseball 

Soccer 

Golf 

Softball 

Lacrosse 

Tennis 

Track 

Track 

39

Upper School Course Selection Process 

Students should begin this process by looking through the course descriptions and requirements found 

online with a parent, teacher, or advisor. Read about any course that you know you will take or that you 

might be interested in taking, paying special attention to any prerequisites. Be sure that you are on track for 

meeting your graduation requirements and that you are not postponing too many requirements (especially 

in the arts) for too long. 

By talking with your parents, teachers, and advisors about the course requirements and recommendations 

you will be able to build a list of courses you are interested in for next year. Upper school students are 

required to take five classes each semester. All upper school students may elect to take six courses: five core 

courses and one elective. 

After reading and discussing the course descriptions and options, fill in the course selection sheet with 

your required and elective classes. Include your first and second choices for electives. We can 

accommodate your required classes in scheduling and we will do our very best to get you into the elective 

courses which interest you. 

To be complete, your registration form must be signed by your parents, your advisor and you. 

Conversation and consultation with these adults is an important part of the process for each student. 

Course priorities, points of inquiry, and areas of focus will emerge through these discussions, leading to the 

best course options for each student. Advisors will hand in completed forms to grade deans on or before 

the registration deadline. March 9 is the deadline for completing registration for grades 10-12. 

Unlike colleges and public schools where the student must fit into a predetermined schedule, we design the 

schedule around student requests and needs. Our method takes a lot more time, but we think it is 

worthwhile. Our goal is to give each student the best possible schedule to allow each to find and pursue 

their interests and concentrations. 

Dropping/Adding a Course 

In the first and second semester, courses may be dropped or added within two weeks of the start of the 

year. After that time students may withdraw, but the grade at the time of withdrawal is recorded on the 

student’s transcript, and no credit is awarded for the course. Permission from the head of upper school 

must be obtained to drop a course or to change any course. The student must also obtain permission 

from his or her parents. In the case of seniors, a course change may have college admission implications, 

even if the student has already been accepted. It is the student’s responsibility to review any course 

change with prospective colleges. The College Guidance Office will note any change on the mid-year 

report, sent to colleges in mid-January, and on the final transcript sent in June. 

Deadlines for dropping/adding courses 

First semester: September 21 

Second semester: January 18 (for second semester courses only) 

In exceptional circumstances, students may leave a course after more than two full weeks of classes and 

enter another course in the same subject area. Such a change requires the permission of the head of 

upper school and the recommendation of the department chair. 

40

Course Placement 

University Liggett School faculty will often make recommendations regarding the appropriate courses 

for students. The guiding principle in making these recommendations will be the student’s interest in the 

subject, academic achievement and the teachers’ and department chair’s knowledge of the individual 

student. 

The school offers honors and accelerated courses in some departments. These courses are developed for 

students with strong interest and outstanding abilities in a particular subject; recommended students 

will have demonstrated excellence in preparatory classes. 

• Students who have not been recommended for such a course but would like to be considered 

should fill out a petition form (available in the upper school office) and return it with the 

registration sheet. You will not be assigned to such a course without the recommendation of the 

department chair. 

• Students enrolled in courses who wish to take the Advanced Placement Exam may make 

arrangements with the College Guidance Office. . 

Scheduling 

Because of the number of courses we offer, it may not be possible for all students to be scheduled for 

precisely what they requested. Students are asked to give three choices for electives and should give 

careful consideration to second and third choices. If there is insufficient enrollment in any course or 

activity listed, it may not be possible to offer that course in a given year. Based on staffing, enrollment 

and other considerations, the school reserves the right to cancel courses listed in this book. 

Independent Study 

In an effort to encourage academic curiosity and exploration, the curriculum committee endorses 

independent study projects of one semester duration which meet the following guidelines: 

1. All proposals must be approved by the appropriate department chair and by the head of the 

upper school. 

2. Student proposals should include a course outline which sets specific goals and deadlines and 

details the planned product of the course. Research projects, portfolios, recitals, lectures and 

curricular guides are some of the possible presentations for project evaluation. Students must 

secure the support of a faculty sponsor before requesting approval. The school will support these 

projects whenever faculty resources to do so are available, but if a teacher is unable to serve as 

sponsor, the school will not be required to provide one. 

3. Students will have at least three scheduled meetings per week with the faculty sponsor. 

4. Independent study may not be substituted for a required course; independent study supplements 

the existing curriculum and may not be used to satisfy graduation requirements. 

41

5. After an independent study proposal is approved, a copy of the proposal and a contract signed 

by the student, his/her parent, the department chair, and the faculty sponsor will be filed with 

the head of upper school. Each student will be held accountable for the successful completion of 

his/her project. All of the policies that apply to departmental courses apply equally to 

independent study. 

6. Upon successful completion, .25 credit and the grade earned will be awarded. 

College Entrance Considerations 

Colleges look most favorably on students whose programs include four years of course work in each 

discipline. Such a program is considered important not only in preparation for college level work, but 

also as a factor in a student’s readiness to score satisfactorily on the SAT, ACT and SAT Subject tests. 

Colleges look closely at the courses a student chooses and are interested in candidates who have 

challenged themselves. 

Senior Project 

In order to encourage responsibility, independence, and self-reliance in our graduates, University 

Liggett School requires that seniors complete an independent study or an internship. All projects are 

four weeks in length and involve a 30-hour workweek. The dean of the senior class and an on-site 

supervisor evaluate each senior’s project. We believe that the exposure to the world of work outside the 

classroom is an appropriate culmination to a student’s days at Liggett and a valuable transition to more 

independent work. 

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2012-13 upper school course description book - University Liggett ...

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