Courses Available

The Internet & Python

1 term, solid, 1 credits

This introductory course develops an understanding of the relationships between design, logical reasoning, and problem solving, as well as, cybersecurity. Part of the course will be teaching students about the Internet, what information is collected when they use the Internet, and how they might better protect themselves in the digital world. For the rest of the course, students will learn to manipulate Tracy the turtle, and design programs for the courses they are taking, using Python. No prior knowledge of programming is required.  

Prerequisite is the successful completion of Introductory Algebra.

Applications with Python 

1 term, non-solid, 1/2 credit

This course will build on the student’s previous Python knowledge to learn more advanced topics within the language such as data structures and using Python libraries. Companies like YouTube, Netflix, Intel, Nasa, Dropbox, Pixar, and JP Morgan Chase are just a few that use Python for web/game development, AI, statistics, and in development or accessing of databases.

Prerequisites: The Internet &Python Programming or Engineering Applications of Computer Science

Java

1 term, 1/2 credit, non-solid (Meets Monday/Thursday or Tuesday/Friday)

This course will offer a basic overview of the Java language and teach students basic computing and programming skills at the same time. Java is currently the programming language that companies like Google, eBay, and Uber rely on and is the only language that works on the Android platform. The course will be structured so that students at any grade level or computing level can find areas of challenge and progress.

Advanced Placement Computer Science Principles

3 term, solid, 3 credits

Computer science is everywhere, from our smartphones and video games to music, medicine, and much more. AP Computer Science Principles can help you understand how computing and technology influence the world around you. Learn how to creatively address real-world issues while using the same tools and processes that artists, writers, computer scientists, and engineers use to bring ideas to life. Offered again in the 2019-2020 school year. 

Advanced Placement Computer Science A

3 term, solid, 3 credits, B

This is a computer programming course. Its curriculum is based on the syllabus developed by the College Board. The major emphasis in this course is on object-oriented programming, algorithms, and fundamental data structures. Programming skills and conceptual understanding are developed through a problem solving approach. The programming language used is Java. Students prepare to take the AP Examination. Offered again in the 2020-2021 school year. 

Honors Seminar:  Computer Science

2 term, solid, 2 credits

Honors in Computer Science | Learn More

Dance Workshop I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

Students of any dance background would find  this course useful (No prior dance training is necessary). It introduces students to the basic movements of ballet, jazz, and modern dance. This is a technique class and concentrates on physical development and creative exploration of the body’s movement capabilities. Whether this be the first time stepping onto a dance floor or the student comes from a ballet/modern/jazz dance background, this class will help students with flexibility, creativity, and technique. This class meets two days per week. 

Dance Workshop II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

This course is meant to develop the basics from Dance Workshop 1 and go more in depth with ballet, jazz, and modern dance techniques. Students with any previous dance experience that want to delve into improvisation, dance composition, and technique will find this course extraordinarily useful. Pointe work is incorporated into the ballet curriculum, depending on the students’ skill and developmental level. We will explore all aspects of modern and ballet movements whether that be neo-classical ballet or contemporary. The class meets two days per week. 

Private Lesson

1 term, non-solid 1 day/week 45 minutes, 1/4 credit

This one term class is designed for the dancer with movement background who wants to have private attention to improve technique to dance en pointe or in areas that the dancer finds they are struggling in. Lessons are scheduled once a week during a free period. A student may schedule this time as often as the class schedule allows and teacher availability exists. The instructor will approve students for a private lesson who will benefit most from this time of individual work. 

Honors Dance History 

1 term, solid, 1 credit

This course explores the history of Western theatrical dance from the courts of King Louis XIV to contemporary dance artists innovating the field today. It offers an overview of key artistic movements and traces the development of major forms and genres, considering them within their social, cultural and gendered contexts. Through in-class screenings, choreographic laboratories, and written assignments, students will refine their methods of movement observation, artistic analysis, and interpretation. Students will gain a deeper awareness of the technical nuances of dance and how it relates to their own choreographic process.

Body Studies

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit, A

This course provides useful tools to the student to gain body awareness and develop a sense of longevity through reasonable goals. Students develop flexibility and proper alignment through somatic techniques that emphasize breathing and injury prevention. Stretching the body through dance exercises and movement combinations enhance coordination, balance, and muscle memory much like the Dance for Athletes course. Students will explore which somatic practices (yoga, Pilates, etc.,) work for their individual bodies while also learning to be aware of how they can prevent injuries in the future. This course meets 2 days a week.

Dance for Athletes

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A 

This course has been designed especially for young men and women involved in sport but those without a sports background looking to gain flexibility, agility, and balance are also welcome. Using a blending of basic dance forms, students experience total body awareness and alignment as well as a new sense of the body’s potential by experiencing dance technique. Improved muscle control, balance, and flexibility, along with proper stretching techniques and injury prevention are sport-specific highlights. 

Dance for Athletes II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

This course continues the work begun in Dance for Athletes.  Students work on flexibility and agility through warm up center floor and then develop muscle memory by learning dance phrases that travel through space.  A unit on ballroom dance and dancing through the decades in America adds variety and socialization to the class since working in pairs or small groups occur.  The students also create their own movement studies to develop their personal ideas about dance in small groups and finally as soloists by the end of the second term.

Honors Dance Composition

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

This course focuses more on dance composition, methodology, and theory. Dance Composition teaches the Honoring/Concentrating Dance student to create choreography and learn how to compose dance scores. Ballet, Modern, and Contemporary dance are explored along with improvisation to develop the student’s repertoire so that they are able to create their own movements for their Honors/Concentration in Dance projects. Only Honoring or Concentrating students can take Dance Composition.

History and Practice of Yoga

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit, A

Yoga is a movement-based course that focuses on breath to movement connectivity, proper alignment of the body in the yogic poses, practices of mindfulness and guided meditation. Students will learn about the foundational principles of Vinyasa Yoga and about its rich history embedded in Indian traditions and ritual experiences. The course will give students the tools to be able to ignite their breath to movement connection in order to find balance in the body. The goal for our students is that they will be able to develop their own Yoga movement sequence by the end of the term. This course follows the Culver mission of mind, body, and spirit, and engages and supports the students both mentally and physically.

Honors Seminar:  Dance

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, E

To deepen the Honoring/Concentrating student’s understanding of the art of dance and increase the ability to communicate, construct, create, and critique the choreography required for the Honors process. Our work together will increase individual performance quality through a dedicated focus on the technical elements that enhance performance. Students will maintain a process/development journal throughout the two Terms as well as notes from the book Art & Fear by David Bayles and Ted Orland. Students will also develop a group piece and/or solo piece depending on Honors/Concentration requirements. 

Honors in Dance | Learn More

Entrepreneurial Studies I: Introduction to the Practice of Innovation 

1 term, solid, 1 credit, B

Introduction to the Practice of Innovation – An in-depth study of the practice of innovation together with team-based idea generation.  The course studies The Innovator’s Way: Essential Practices for Successful Innovation by Peter J. Denning and Robert Dunham providing learners the foundational steps necessary for any community to adopt a new practice – our definition of “Innovation”.  Throughout the course, learners are encouraged to see disharmonies in their environment which lead to ideas for team-based ideas for innovations around campus.  

Entrepreneurial Studies II: Application of the Practice of Innovation

1 term, solid, 1 credit, B

Application of the Practice of Innovation – This course applies the theories studied in ES1 to proposed campus-based innovations.  Students are divided into teams and work through the process of    understanding the constituents of the market for their proposed innovation, identifying the market’s support and concerns and ultimately presenting their proposed innovation to the community for consideration. Pre-requisite:  Successful completion of Entrepreneurial Studies I.

Entrepreneurial Studies III: The Corporate Challenge

1 term, solid, 1 credit 

Corporate Challenge Course, will be based on the Harvard Business School case study method where students together with Culver Faculty/Staff mentors are assigned to teams, visit businesses, and collaborate with teammates to solve a business dilemma posed by the owner/manager. Challenges may include a proposed expansion plan, a new product line, an advertising campaign, or a marketing idea. In their deliberations, debates, and discussions, students must decide the best answer to the challenge. 
It is anticipated that each class will engage in two challenges during the term.

PLEASE NOTE THIS COURSE WILL BE OPEN TO ALL JUNIORS AND SENIORS.  

Honors Seminar: Entrepreneurial Studies

4 terms, non-solid, 1 credit 

Honors In Entrepreneurial Studies | Learn More

Economics

1 term, solid, 1 credit, B

This elective introduces students to the basic concepts of economics.  Emphasis is placed on economic systems and decision making, competition and market structures, the role of labor and government, the role of financial institutions, the national and international economy and fundamental economic problems.

Advanced Placement Micro and Macro Economics

3 terms, solid, 3 credits, C

Micro Economics gives students an understanding of economic principles that apply to individual decision-makers, both consumers and producers. The course examines the basic economic problems, the nature and function of markets, the theory of the firm, factor markets, and the role of government in promoting greater equity and efficiency in the economy.
Macro Economics introduces students to the measurement of economic performance, aggregate demand and supply, monetary and fiscal policy, and international economics. The course follows the description set forth in the Advanced Placement Course Description booklet and is intended to prepare students to take the Advanced Placement Exam in Micro and Macroeconomics.

Financial Literacy

1 term, solid,1 credit 

 The General Financial Literacy course for sophomores, juniors, and seniors encompasses standards that are essential to the development of basic financial literacy. Students will gain the information and skills to implement a life-long plan for financial success. This elective is one term solid.

ESOL

The overall goal of the English program for non-native speakers of English, or English Language Learners (ELLs), is to prepare the students to be successful in their academics at Culver Academies.  The program focuses on building and solidifying language skills, including reading, writing, listening and speaking , as well as improving the students’ accuracy and vocabulary in English.  With a particular focus on the learning of academic English, the three courses in the ESOL program prepare students not only to handle the language requirements of other courses, but also to successfully approach a variety of assignment types, including text and literary analyses, research and document-based writing, structuring of academic paragraphs and essays, and formal oral presentations.  In addition, the program will help the students develop effective study habits and understand the cultural differences and expectations in the Culver classroom.  

ESOL (English for Speakers of other Languages)

2 terms, solid, 2 credits, B

English for Speakers of Other Languages is the first of three courses in the ESOL program. ESOL will cover the basics, focusing on writing clear, correct sentences, unified and coherent paragraphs, initial skills in research, and journal writing. ESOL students will do both intensive and extensive reading of a variety of texts. During the semester the students will report on their independent reading in their journals. The grammar instruction will be purposeful with a goal of incorporating the correct grammar into the students’ overall competence. To develop speaking ability and confidence, students will be making presentations and leading class discussions.  (All students finishing ESOL move on to English 1.)

English 1

2 terms, solid, 2 credits, B

English 1 The primary focus of the course will be on developing competence in academic English.  Students will work toward writing unified and coherent paragraphs and essays.  Much of the writing will be document-based or based on research.  Students will develop skills in reading source texts, note-taking, journaling, and presenting research.  In English 1 students will read primarily non-fiction articles and short texts, but they will also work to develop skills in literary analysis as they read two novels.  The grammar instruction will be student-centered in the respect that students will work independently on grammar points according to their own difficulties in grammar.  To develop the students’ speaking ability and confidence, students will be making presentations, leading class discussions, and ‘performing’ in role play or dramatic situations in front of others.  Central to the students’ learning in this course are the goal projects during each grading period.  In these projects, students set individual short-term learning goals, usually based on areas of weakness.  The students then plan and complete projects while carefully documenting their efforts. 

English Studies

2 terms, non solid, 1 credit, A

English Studies, partners with the mainstream humanities classes and supports students in the development of the language skills needed for successful performance in all mainstream coursework. In English Studies, the students work independently to improve their skills, and instruction is personalized based on the particular needs of the students. Students work on a variety of advanced reading comprehension, vocabulary expansion, academic writing, research skills, advanced grammar and formal speaking. The bulk of the course relates directly to materials being covered in the sections of humanities in which the students are enrolled. In this regard, the class provides an ideal environment for students to ask questions related to assignment guidelines, teacher expectations, unfamiliar content, cultural issues, and language use. The secondary focus of English Studies is to help students improve their performance in standardized testing, especially TOEFL testing. A portion of each class period and some homework assignments are devoted to developing students’ overall language proficiency. Student eligibility for English Studies is based on teacher recommendations, ITP or iBT TOEFL testing, overall skill level, and performance in mainstream classes.

Basic Equine Science

4 terms, non-solid, 1 credit, B

This year-long course is for new Troopers and first-year CGA students who are evaluated and placed in classes with others of comparable riding experience. No prior riding experience is required. Lessons are conducted mounted in the "Balanced Seat." Activities include an introduction to mounted drill, Rough Riding, dressage, jumping, polo, cross-country, and trail rides. Booklet instructions include horse care, feeds, diseases, wounds, treatments, anatomy, and more. This course meets 2 days per week.

Intermediate Equine Science

2 terms, non-solid, 1 credit,

Intermediate Equine Science is a second year course for Equine Science Students.  The class is offered in Term 1 and Term 2 and meets two days a week.  The class focuses on Equitation and is a skill building course.  A riding test will be given at the end of term 4 in all of the Basic classes.  Students that do not pass the test will be enrolled in Intermediate Equine Science. 

Advanced Equine Science

4 terms, non-solid, 1 credit, B

This course, for returning Troopers and CGA students, provides advanced instruction in the "Balanced Seat," as well as fox hunting, dressage, pas de quatre, polo, jumping, polo crosse, cross-country, history of the horse and cavalry, breeds, conformation, age by teeth, horse identification, horse shoeing, hoof care, and more. This course meets 1 day per week.

Honors Seminar Equine Science

4 terms, non-solid, 1 credit 

Honors in Equine Science | Learn More

HUMANITIES

Culver Academy requires 15 credits in Humanities.  The United States History  is required and fulfilled through the American Studies with AP English Language and Composition or American Studies with AP US History offered in the Junior year. Also, three 12th grade humanities electives are required.

9th Grade Humanities

Western Perspectives – Greece through the Renaissance 

4 terms, solid, 4 credits, B

Humanities 9 focuses on the ancient cultures of the Mediterranean and Europe from late antiquity through the Renaissance. Students study classical cultures of Greece and Rome, the evolution of the Medieval World, and the transformation from the Middle Ages to the Renaissance. Throughout, students examine the theme of duty as it develops in the West, and they apply those understandings to their leadership work at Culver. Texts may include Homer’s The Odyssey, Sophocles’ Antigone, Virgil’s The Aeneid, religious texts of the West, Chaucer’s "Clerk’s Tale,” and Shakespeare’s Romeo and Juliet.  Art, music, and architecture are also featured elements of the curriculum.

10th Grade Humanities 

Global Perspectives – Renaissance to Modern 

4 terms, solid, 4 credits, C

Humanities 10 focuses on the modern world beginning with the early 17th century. Students study the literature, history and the arts of Europe and non-western cultures from Asia, Africa, and the Middle East.  As a result, students will gain a deeper understanding of global patterns, world history, multiple perspectives, and global citizenships. Students also focus on European colonialism and its effects, the changing role of women and work, and the evolution of the concept of human rights. Throughout, students examine the theme of justice as it applies to different places and time periods, and they apply those understandings to their leadership work at Culver. Students explore and learn to think critically about how to be just global citizens through discussions and writing in a variety of styles. Central texts may include The Merchant of Venice, Things Fall Apart, Swallows of Kabul, and White Tiger.

Global Perspectives with Advanced Placement World History

4 terms, solid, 4 credits, D

Like Humanities 10, Global Perspectives with AP World History is an interdisciplinary course focusing on globalization in the modern world.  As a result, students will gain a deeper understanding of global patterns, the world's history, multiple perspectives, and global citizenships.  Students develop critical thinking, speaking and writing skills through the study of literature, history and arts from a global perspective. The class covers the world including Europe, Asia, Africa, Latin America, the Middle East, and to a lesser extent North America.  Although the course emphasizes the time period since the Renaissance, the course also reviews earlier and ancient world history in order to prepare for the AP World History exam in May.  Preparation for the exam also includes extensive practice analyzing documents and constructing arguments in response to college-level essay questions.  Students will be expected to do most of the same readings and develop similar skills as Global Perspectives course but will also be asked to read a greater quantity of challenging readings, command a large amount of historical information, and excel on multiple choice tests.  Any student may register for this course; however, department approval is required to be officially scheduled. 

11th Grade Humanities

American Studies with Advanced Placement U.S. History 

4 terms, solid, 4 credit, E 

The principal aim of this elective course is to prepare students for the AP U.S. History exam through the development of critical thinking, reading, speaking, and writing skills. At the same time it provides a complementary survey of American literature and culture, so as to provide an interdisciplinary understanding of the relationship between these fields in shaping the American experience.  Texts include The Crucible, The Great Gatsby, and Of Mice and Men.  Any student may register for this course; however, department approval is required to be officially scheduled.

American Studies with Advanced Placement English Language & Composition 

4 terms, solid, 4 credit, C

Humanities 11 builds on the work of 9 and 10 to further develop critical thinking, reading, speaking, and writing skills through an integrated, interdisciplinary study of American literature, history, and culture. Students hone their close reading skills through rhetorical and literary analysis, and their sense of time and place through historical synthesis. An intensive writing component provides a rigorous skills-based experience for students. Throughout, students examine a variety of American identities as they change and develop over the course of the nation’s history. Texts may include The Awakening, The Declaration of Independence, The Constitution of the United States of America, Farenheit 451, Of Mice and Men, The Great Gatsby, and The Things They Carried. Access to the AP test is provided to all students, but not all students are expected to sit for the exam.

12th Grade Humanities

The Humanities 12 curriculum is designed around 3 main categories:  Text and Context, Writing Workshop and Citizenship.  Students are required to take 3 credits by selecting one course from each category.

Below is a quick referencing of the course offerings:

Text & Context	Writing Workshop	Citizenship
Middle Eastern Literature	Expository Writing	American Government
Diversity Literature: The Complicated Selves of Toni Morrison	Imaginative Writing	Comparative Government
Shakespeare	Creative Writing	Political Economics
The Monster Then and Now: Beowulf and Grendel		Racism in America
Religious Texts as Literary Sources		United States Domestic Policy
Literature of Behavorial Economics		American Conversations: Citizenship, Civility, and Shared Values
United States Domestic Policy		The Supreme Court
Character and Leadership in The American Civil War
Character and Leadership in The Great War

Text and Context Course Offerings

Select one course from the offerings listed below, or register for an AP or honors course that meets the Text and Context requirement.

Middle Eastern Literature

1 term, solid, 1 credit, B

In the post-September 11 world, understanding the Middle East is important since it figures so prominently in the politics and imagination of America. Yet despite how much we hear about the region, there is much that we don't understand about this large and diverse area that has a long and rich history.  We all have opinions or ideas about the region and the people who live there, by are they valid?  How do cultures and the people of the Middle East understand themselves and what shapes our understanding of them?  What is the role of religion in the region?  We will approach these questions through an intensive study of literature and religion in order to gain a better understanding of the cultures, economics, politics, history and current events of this region.

Diversity Literature; The Complicated Selves of Toni Morrison

1 term, solid, 1 credit, B

How much do we define our identities, and how much are we defined by what others believe about us? What happens when we want to diverge from “self” that others believe we are? In this course, students will examine the novels of Nobel and Pulitzer Prize-winning writer Toni Morrison. Her stylistically engaging books tell the stories of men and women who are pulled in different directions by what others believe about their history, their gender, and their race—and what they themselves come to believe about those pieces of their identity. Students will analyze Morrison’s novels to appreciate their artistry and to appreciate the idea of complicated identities, and they will respond to their readings through both academic and personal writing about identity.

Shakespeare

1 term, solid, 1 credit, B

Shakespeare has influenced your notions of love, family, war, and loss—whether you’ve read him or not. What makes the legacy of “the Bard” so enduring? At once a poet and a philosopher, a playwright and a politician, Shakespeare wrote sonnets and plays that have given generations the language to navigate their lives. In this course, students will undertake a sustained, in-depth study of two of Shakespeare’s iconic plays and will strengthen their capacity for high-level critical reading and thinking.  This approach to the study of Shakespeare also aims to improve students’ metacognitive ability by providing ample opportunity for reflecting on topics related to the formulation of judgments, the revision of opinions, and the nature of learning that will be of value to students in any academic enterprise in the future.  

American and British Literature: Beowulf and Grendel

1 term, solid, 1 credit, B

What do we really mean when we talk about monsters? Focusing on two central texts, the Old English epic Beowulf and American novelist John Gardner’s 1971 Grendel, this course will explore how and why we construct the concept of the monster and its roles in our attempts to make meaning of life. Dating to perhaps the 600s, Beowulf is the tale of a warrior from the land of Geats who sails to the land of the Danes to free King Hrothgar from the nightly depredations of Grendel. John Gardner uses this ancient epic as the basis of his novel, exploring the human condition from the point of view of the “monster” Grendel, humanoid but greater than humans.

In this course, students will explore questions of how identity is formed by the individual and by his community, and they will discuss the consequences of identifying the other as monstrous…or of becoming monstrous themselves.

Religious Texts as Literary Sources

1 term, solid, 1 credit, C

Have you ever considered the nature of "why" questions? A formula, theory, or law can address the "how," but the "why questions" of life often remain so elusive. As prehistoric archaeology has shown, humans have been asking "why" well before they ever knew how to write it. And over the last five thousand years of literate civilization, people have generated numerous answers. None of them developed within a vacuum; rather, they stem from rituals, traditions, stories, values, and experiences. Even in a technological revolution, the very same questions remain just as relevant today as ever. What is "faith?" Why are humans here? Why is life so messy? And what's the point of it all? In this course, students will engage the various ways people across space and time have handled such questions. And in so doing, they will grapple with the way contexts have shaped classical religious and philosophical texts, how humans have received and recycled those texts, and the forces that influence their own assumptions about being human in a big, complex world. In the end, students will acquire a new lens through which to see the world as they learn how to flourish in that new space as agents of compassion.  

Literature of Behavioral Economics

1 term, solid, 1 credit, C

This class will introduce you in a formal way to something you think you already know pretty well: yourself.  Specifically, the workings of your own mind and brain.  We will spend time talking about the nature and limitations of all kinds of things: beliefs, perceptions, feelings, judgments, choices. You will learn about how your brain works (and doesn’t work), what it’s good at (and what it isn’t good at).  By learning about the vast array of ‘automatic functions’ that our brains constantly and unconsciously perform, and by learning about the significant role that emotion plays in human cognition, we can learn to identify moments when our brains tend to mislead us in their attempts to be efficient with dealing with everything that we encounter in the world.  By learning about the brain, we can learn when we need to do the “manual override” of the automatic functions to ensure that our thinking is as strong as it can be.  

As we learn about all of the unconscious factors that affect our perceiving, thinking, believing, and deciding, we will learn how to see and identify these forces in action in ourselves and in others and this will make our thinking better and more deliberate.  In short, you will learn how to think about, evaluate and thereby improve your own thinking.  

United States Domestic Policy

2 term, solid, 2 credit, B (Text and Context and Citizenship)

When creating public policy, lawmakers must weigh a number of factors. From moral questions of fairness, to balancing considerations of costs and benefits, to feasibility challenges, to potential electoral consequences if a policy is enacted, politicians are in constant conflict with these tensions – and each other – as they try to resolve issues plaguing society.

But to what end should a policy be constructed?  What obstacles—psychological, ideological, political, social and structural—interfere with conceiving and executing a policy?  What makes a public policy a “good” one?

This two-term senior elective humanities course will investigate social contract theory and moral philosophy to understand the design behind the United States system of government, its changing politics, and the various underlying values and issues that animate and affect contemporary political discourse.  Furthermore, this course will explore some significant developments in the fields of social and behavioral psychology and economics.  These insights have resulted in new understandings of human cognition and behavior that ought to be brought to bear when making determinations about the causes of and relationship between social problems when considering new policies for addressing them.  How do our automatic intuitions and perceptions affect subsequent beliefs and judgments about the source of the problem?  What should policy-makers to do ensure that their assessments of problems are more, rather than less, accurate?   

Character and Leadership in the American Civil War

1 term, solid, 1 credit, B

This course is a historical and literary study of the American Civil War through an integration of character, leadership and the humanities.  The course will assess and apply character strengths and resilience factors to the study of leaders and organizations along with analyze and interpret the history, literature and culture of the Civil War in American life.  The course will do an in-depth reading of Michael Shaara’s The Killer Angels, the Pulitzer Prize winning classic narrative of the battle of Gettysburg. 

Character and Leadership in the Great War

1 term, solid, 1 credit, B

This course is a historical and literary study of the Great War (World War I) through an integration of character, leadership and the humanities.  The course will assess and apply character strengths and resilience factors to the study of leaders and organizations by analyzing and interpreting the history, literature and culture of the Great War in an American and global context. The course will study key characters and moments in the war through close, in-depth reading of memoirs, short-stories, poetry, film, and the central texts My Fellow Soldiers and The West Point History of Warfare. With the help of the Culver Museum, the course will also seek to uncover Culver’s own part of the World War I story and its important legacy to the school.

Writing Course Offerings

Select one course from the offerings listed below, or register for an AP or honors course that meets this requirement.

Expository Writing Workshop

1 term, solid, 1 credit, C

Expository courses explore a theme such as money, food, or protest as a way to clarify students’ understanding of effective non-fiction writing. The analysis of published articles of various types with an eye to writing technique, purpose, and audience helps students write their own versions of such pieces. Expository courses require students to review and practice correct documentation and citation as they engage in some research. Students are required to review and accurately apply correct writing conventions which are crucial to unimpeded communication. Frequent writing, peer and teacher feedback, and authentic, mindful revision serve as hallmarks of the courses. Students develop an understanding of how to use organization, sentence variety, word choice, and voice/tone in the service of their ideas.

Imaginative Writing Workshop

1 term, solid, 1 credit, C

Imaginative Writing courses explore a topic such as Devils and Dragons or moments of history to enable students to write related fiction effectively. The analysis of published work along with frequent short prompts builds awareness of specific and specialized writing techniques that make stories compelling. Imaginative Writing courses require students to review and practice correct documentation and citation as they engage in some research. Students are required to review and accurately apply correct writing conventions which are crucial to unimpeded communication. Frequent writing, peer and teacher feedback, and authentic, mindful revision serve as hallmarks of the courses. Students develop an understanding of how to use organization, sentence variety, word choice, and voice/tone in the service of their ideas.

Creative Writing

1 term, solid, 1 credit, C

(open to sophomores, juniors, and seniors who wish to pursue Honors in Creative Writing)
Students in this course will contribute both their own independent work and practice different techniques in and out of class in order to improve their craft.  The goal is for each to create an introductory portfolio of original work while learning the processes of drafting, rewriting, and critical and peer review, culminating in a formal presentation folder of their best work for review.  Students will be encouraged to submit work during and after class to the Quill, the Vedette and off campus publications.  Students may apply from this course for Honors in Creative Writing. 

Honors Seminar Creative Writing

4 term, non-solid, 1 credit, C

Honors in Creative Writing | Learn More

Citizenship Course Offerings

Select one course from the offerings listed below, or register for an AP or honors course that meets this requirement.

American Government

1 term, solid, 1 credit, C

In order to facilitate a personal connection and civic mindedness, this 12th-grade course focuses on the workings of our national government. The foundations of the U.S. government are laid bare by comparing the types and origins of government and by conducting an in-depth analysis of the Constitution. Political behavior focuses upon the roles played by political parties, interest groups, the voters, the electoral process, mass media, and public opinion. The course further investigates a contemporary look at the legislative, executive, and judicial branches of government. A review of civil liberties and civil rights concludes the study.

Comparative Government

1 term, solid, 1 credit, B

Comparative Government and Politics is an essential course of study for students in the twenty-first century.  Global events that impact our lives daily underscore the importance of understanding how governments and states operate differently from the United States.  This course focuses upon a theoretical framework in which to compare and contrast political systems from all parts of the world.  Students should grasp the commonalities as well as the differences among the states that are studied, and they should be able to draw conclusions about those states based upon these investigations.  The course takes a country-by-country approach with intense concentration upon conceptual comparisons.  Following the introduction of concepts and theory and the analysis used in each country, the course progresses along much of the same path for each of the core countries to be studied.  Countries that could be studied -but certainly not limited to- are Great Britain, Russia, China, Mexico, Nigeria and Iran. Students will examine the following topics:  Sovereignty, authority and power; political institutions; citizens, society and the state; political and economic change and public policy.

Political Economics

1 term, solid, 1 credit, C

This 12th-grade course focuses on the moral issues of political economy.  To study these moral issues, students will use lenses such as the justification and distribution of private property, authoritative vs. market allocation, taxation and public goods, education, discrimination, the environment, and actions of government.  In this class, students will apply economic theories and concepts to the study of political action and the formation of policy in addition to learning how economic and political forces may shape the incentives and constraints of policymakers and other political actors.  Finally, students will begin to make use of class analysis as a way to understand the moral issues of political economy listed above.  Note: This is a course grounded in the controversies or disputes over the moral issues of political economy.  Students wishing to take a more skill-driven, classical economics course should visit the Ron Rubin School for the Entrepreneur course listings.

Racism in America

1 term, solid, 1 credit, A

This elective explores, through Aguirre & Turner’s text American Ethnicity, the nature of racism and prejudice in American society and culture. Both sociology models and historical examples are used in analyzing the development and maintenance of racism on individual, institutional, and cultural levels. Emphasized are the enslavement and segregation of African-Americans, the historical treatment of Native Americans, the emergence of hate groups throughout the country, the internment of Japanese-Americans during World War II, and the role of anti-Semitism in the American response to the Holocaust.

American Conversations: Citizenship, Civility and Shared Values 

1 term, solid, 1 credit, C

How can we learn to have responsible and civil conversations about ‘hot button’ political topics of the day, and why is this important for strengthening our democracy?  What aspects of human psychology, human behavior, technology, media, and the political landscape do we need to appreciate in order to overcome some of the automatic ways that our brains will behave when confronted with difficult and often politicized issues?  How can we get over our own emotional responses to these issues to be able to trust that those who disagree with us often have the best interests of the nation in mind, just as we do?  What is the nature and what are the origins of our own beliefs, and how can we learn to make cognitive space for diverse viewpoints in order to see the wisdom in “their” position when we value our own position so much?  How can we learn to have our feelings of confidence and certainty in our own positions thrown into doubt?  How can appreciating all of this make conversation, cooperation, negotiation, and compromise in the name of building a strong America more likely?  This class will be conversation and research intensive and its primary goals are to deeply and responsibly engage in the full range of viewpoints on the raging political issues of today including.  Some topics are abortion, guns, poverty, inequality, immigration, political correctness, identity politics, and climate change.  How can we develop the capacity to think more clearly, accurately, and rationally about these topics so that we can be leaders in the nurturing of our fragile democracy?

The Supreme Court

1 term, solid, 1 credit, C

Cell phone privacy. Sports gambling.  Affirmative action.  Gay marriage. Health care.  The U.S. Supreme Court has heard cases on all of these topics in recent years, and its decisions ultimately touch the lives of all Americans.  This course will examine the U.S. Supreme Court and its place in government and American culture.  Topics include the evolution of the judiciary and its effects on the other branches of government, the influence of the Court on the incorporation of civil liberties, internal process of the Court, models of judicial decision-making, and the politics of judicial appointments.  What’s the point?  The end goal is to develop in you a greater understanding of how the U.S. Supreme Court and politics interact and to cultivate the ability to critically evaluate commentary on the American judiciary.  In summary, the course will help you become a critical consumer of information about American courts and a better-informed citizen about U.S. government.

Humanities Advanced Placement and Honors Courses

Students who complete AP and Honors courses should review the information below to determine what courses they must take in addition to their AP and/or Honors courses for graduation.

If you take this course:	You satisfy:	You still need to take:
AP Government	Writing Workshop Citizenship	Text and Context
AP European History	Text and Context Writing Workshop Citizenship	None
AP English Literature	Text and Context Writing Workshop	Citizenship
Honors in Humanities	Text and Context Writing Workshop	Citizenship
Honors  Creative Writing	Writing Workshop	Text and Context Citizenship

Advanced Placement US Government & Politics/AP Comparative Government

4 terms, solid, 4 credits, C - satisfies Writing Workshop and Citizenship.  One course selection from Text & context required.

This 12th-grade elective focuses upon the study of politics and government from three perspectives: American, Comparative, and the Art of Political Writing.  Through close contextual reading of the US Constitution and related documents, the American Government and Politics segment will include an investigation of the Constitutional underpinnings of U.S. democracy; political beliefs and behaviors; political parties, interest groups, and mass media; institutions of national government; public policy; and civil liberties and civil rights. Comparative Government and Politics includes an introduction into comparative politics; sovereignty, authority, and power; political institutions; citizens, society, and the state; political and economic change; and public policy. The nations of Great Britain, Russia, China, Nigeria, Iran, and Mexico will serve as paradigms for these topics of study. The Art of Political Writing will include various types of writing for political purposes. Writing briefing papers, free-response questions, expository essays, persuasive opinions, research analysis, and political editorials will expose students to the various types of political writing essential for effective written communication.  Any student may register for this course; however, department approval is required to be officially scheduled. 

Advanced Placement European History & Literature

4 terms, solid, 4 credits, C - Satisfies Text and Context, Writing Workshop and Citizenship requirements

This reading and writing intensive course provides a college-level introductory survey of modern European History from roughly A.D. 1300 to the present. It also prepares students for the Advanced Placement exam in European History. The goals of the course are to provide students with an overview and understanding of the themes, periods, events, and people of modern Europe; a good working knowledge of historical practice and writing; and the qualifications that will enable them to pursue upper level history, literature, political science, international relations, economics and Humanities studies in college. Students will explore the literature, art and philosophy or Europe within historical, political, economic and social contexts.  These topics also help introduce them to the foundations of modern international relations, globalization, current international problems and human rights.  Students will examine the inter-relationship between these topics, as well as their roles in the development of the identities of the individual, the state, the nation and Europe as an entity.  Students will also consider questions of cause and effect and change over time, as well as other basic elements of practicing history.   This course regularly asks for the analysis and synthesis of primary and secondary sources in written form, as well as the mastery of historical events, people, eras, and themes.  While this is an interdisciplinary Humanities class, students will be fully prepare to sit for the AP European History exam in May.  Any student may register for this course; however, department approval is required to be officially scheduled.

Advanced Placement English Literature

3 terms, solid, 3 credits, D - this course satisfies Text and Context and Writing Workshop.  One course selection from Citizenship is required.

AP English Literature offers a rigorous college-level approach to the study of literature and prepares students to take the AP English Literature exam in the spring.  Organized thematically, this course requires in-depth analysis and close reading of challenging British and American poetry, drama and novels.  Students are expected to write extensively and frequently on all texts covered in class, to understand and begin to use a number of the important critical approaches to analysis, and to participate in intense class discussion.  Any student may register for this course; however, department approval is required to be officially scheduled.

Humanities Honors - Humanities or Global Studies

2 term, solid, 2 credits, C - satisfies Text and Context and Writing Workshop requirement 

Honors Seminar allows students to pursue deep study of a topic of their choice within the expertise of our faculty and have the opportunity to graduate with Honors or a Concentration in Humanities or Global Studies. 

In the 1^st term of this course, students will select their honors topic and begin the literature review for their final product.  In addition to time for reading and research, students will master their skills at deep analysis of singular texts (primary sources and academic research) and synthesis of an argument that is based on multiple perspectives of the selected topic.  There will be interim benchmarks for honors candidates to update the Humanities Department Leadership team on their progress and metacognitive reflections.  The final product for this term is to complete the reading and research phases of the honors projects.

In the 2^nd term of the course, students will begin to write their literature review of the topic they selected from the prior term. Students will master their writing skills related to synthesis of multiple perspectives. After the completion of the literature review, students will have earned the right to write original commentary on their chosen topic. Students will demonstrate their skill at constructing an argument, synthesizing multiple ideas and perspectives, and providing evidential support. There will be interim benchmarks for honors candidates to update the Humanities Department Leadership team on their progress and metacognitive reflections. The final product for this term is to complete the literature review, the original commentary, and the reflective piece for the presentation of the Honors product in the spring.  Any student may register for this course; however, department approval is required to be officially scheduled.

Intro to Psychology

Solid, one term, 1 credit, A

Psychology is the systematic study of individual human behavior and experience. The purpose of this course is to introduce the student to the content, terminology, methodology, and application of the discipline. ... Examine the major concepts and theories of psychology. This course is not a pre-requisite for AP Psychology.

Intro to Archeology

Solid, one term, 1 credit

This course will introduce students to the cross-discipline approach embedded within the field of archaeology. Over the course of eight weeks, students will explore how archaeology reconstructs and conserves culture through the scientific recovery, analysis, and interpretation of various artifact/remains. This exploration will include the development of archaeology as a discipline, excavation techniques and methods, dating techniques, analysis/preservation techniques for artifacts.

Speech

Solid, one term, 1 credit

This course is designed to give students instruction in and exposure to the art of constructing and delivering a speech. Primary emphasis is placed on extemporaneous speaking, but oratory and interpretation are also studied. Each student gives a series of speeches that employ the techniques studied. Students are also expected to write a number of compositions.

Advanced Placement Psychology

3 terms, solid, 3 credits

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. There are no pre-requisites for this course. This course is a 12th grade elective. 

Honors in Sustainability Seminar

2 terms, solid, 2 credits, B

Honors in Sustainability | Learn More

Honors Seminar: Creative Writing

4 terms, non-solid, 1 credit

Honors in Creative Writing | Learn More

Honors Seminar: Journalism

4 terms, non-solid, 2 credits

This course offers students a workshop environment in which to study and apply the fundamentals of journalism, focused on the production of Culver’s monthly student-run newspaper The Vedette as well as a portfolio of work for Honors. Students will learn the responsibilities and expectations of ethical journalism, applying their knowledge in real time as writers and editors covering stories of campus, local, and global interest. There will be extensive opportunity to develop new stories from the ground up, with students directly involved at all levels of production – pitching concepts, research, interviews, writing, reviewing, editing, and layout. Emphasis will be placed on the importance of journalism as a cornerstone of democratic citizenship and as a record of historical events, and how these roles guide the journalist at all levels of the journalistic process. Classic and contemporary examples will be reviewed and analyzed through this lens, with an eye towards giving students the tools required to recognize and engage in high-quality, ethical journalism. By the end of the term, each Honors candidate will assemble a presentation portfolio of their work, including original stories, editorial work, and a reflective essay. The final portfolio will be submitted in partial fulfillment of the requirements for Honors in Journalism.

Pre-requisite: Ethics: Virtues and Character Education.  Expository Writing Workshop to be taken as a co-requisite.

Living, Learning, Leading 

2 terms, solid, 2 credits, C

Through an integrated, rigorous curriculum, the Living, Learning, Leading course exposes students to current research, case studies and literature to build a foundational understanding of the Culver mission in terms of Wellness, Learning and Leadership. 
Freshmen and 4th classmen will learn about their strengths, how their brains really work, reflect upon decisions and their impact on others.  They will cultivate wellness habits and experience collaborative service.  As they explore the Culver mission, students are explicitly introduced to successful learning process skills such as note taking, reading, cooperative skills and best practices with technology.  With these essential skills, the three core strands of wellness, learning and leadership weave together to prepare students for success and well-being at Culver and beyond.

Thinking and Teaming 

1 term, non-solid, 1/2 credit, B 

Thinking and Teaming is an integrated curriculum that exposes sophomore students to critical aspects of leadership for the 21st century that include collaborative teaming, innovative thinking and responsible citizenship in a technological world.  Students will learn and explore through the process of design thinking - an interdisciplinary process of collaborative learning that cultivates team building, innovation and strategic leadership.  The workshop-based course weaves together themes of character and virtue, decision-making processes and communication skills as learners collectively develop frameworks for innovative problem solving and effective collaboration essential for successful leading in today's world.  

Ethics: Virtues and Character Education 

1 term, solid, 1 credit, B 

The Ethics course provides Juniors and 2nd Classmen with the background to be able to integrate the aspects of character and the virtues into all facets of their daily life: academic, leadership, athletic, social and religious. It introduces students to the concept of moral leadership – a balance between legitimate authority and the virtues that form the Culver Leadership culture (wisdom, courage, moderation, and justice). Coursework stresses the application of critical thinking, dilemma resolution, and ethical decision-making in the context of active leadership. The course integrates the traditional humanities disciplines – literature, history and philosophy – through readings, student writing, film analysis, and group discussions.

Service Leadership Practicum 

1 term, non-solid, 1/2 credit, B

This is a one-term non-solid course with student work continuing throughout the academic year until the chosen service project has been completed. It is designed to incorporate three general elements: service, servant leadership, and critical thinking. Servant leadership is a leadership style whereas service is an action that our society connects to volunteerism. In service, the key elements of decision-making, communication, problem-solving, and the application of virtues are all integrated under the umbrella of critical thinking. Students utilize leadership experiences, academic learning, and interests to design and execute a service project that will contribute to a community of their choosing. Students are evaluated on the application of decision-making and problem solving skills, communication, planning and reflection on all aspects of their project.  This course meets 1 day a week in Term 1.

Honors Seminar: Leadership

Term 1 non-solid, Term 2 solid, Term 3 non-solid

Honors in Leadership | Learn More

Mathematics

Culver Academies requires seven (7) credits in Math, including Introductory Algebra, Geometry, Intermediate Algebra and Statistics.

Pre-Algebra

2 terms, solid 2 credit, B

This course is for students who need strengthening in basic skills before beginning a study of algebra. It provides background needed for a successful study of algebra and promotes a mastery of math techniques. This course does not count toward fulfilling the graduation requirement and is offered when there is sufficient need.

Introductory Algebra 

2 term, solid, 2 credit, C

This introductory algebra course encourages students to develop mathematical skills, techniques, and concepts through applications, hands-on experiences, and collaborative group work. Problem-solving and critical thinking skills are developed though mathematical modeling, evidence-gathering, critical analysis, and reasoning.  Topics to be explored include basic algebraic operations; graphical representation of functions including linear, quadratic, and exponential equations; and the solving of linear, non-linear, radical, and complex equations.  

Bridge to Intermediate Algebra

2 term, non-solid, 1 credit, B 

This course is intended for the student who has completed Algebra I.  The course focuses on the strengthening of specific mathematical skills in order to more fully develop problem-solving and critical thinking skills in preparation for Intermediate Algebra.  This course is differentiated to meet the needs of the individual class makeup.  Topics may include algebraic operations; graphical representation of functions including linear, quadratic, and exponential equations; and the solving of linear, non-linear, radical, and complex equations.  

Geometry

2 terms, solid, 2 credit, C

This course builds on the Algebra I foundation. The emphasis is on the traditional topics in plane, solid, and coordinate geometry. Students are also introduced to concepts in mathematical logic and trigonometry.

Honors Geometry

2 terms, solid, 2 credit, D

This course is for students with above average math ability and background. It covers plane, solid, and coordinate geometry using deductive and inductive reasoning. Algebra skills are reviewed and trigonometry is introduced.

Intermediate Algebra

2 terms, solid, 2 credit, C

This course focuses on the conceptual understanding of traditional algebra topics. After concepts and skills of Introductory Algebra  are reviewed and extended, new topics of algebra are introduced. In particular, polynomial, trigonometric, logarithmic, and exponential functions are emphasized.

Honors Intermediate Algebra

2 terms, solid 2 credit, C

Algebra and trigonometry are integrated in this course for students with strong records in mathematics. Concepts and techniques of algebra and trigonometric, logarithmic, and exponential functions are studied.

Honors Pre-Calculus

2 terms, solid, 2 credit, D

Students in this course have studied trigonometry in Honors Intermediate Algebra Trigonometry. The course treats basic mathematical concepts – the number system, vectors, and functions (algebraic, exponential, logarithmic, and trigonometric) – from a modern point of view. Graphing calculators are used regularly. There is a substantial amount of analytic geometry.

Applications of Business Pre-Calculus

1 term, solid, 1 credit, C

Applications of Business Pre-Calculus is a one-term Solid course that investigates mathematical applications in the worlds of business and finance. This course will discuss the following topics: Uses of Polynomial, Exponential, and Logarithmic Functions; Simple and Compound Interest; Loans; Annuities; Budgeting; Taxes; Cost, Revenue, and Profit; Supply and Demand; and Analyzing Business Data. This course is a prerequisite for Business Calculus.

Pre-Calculus I: College Algebra I

1 term, solid, 1 credit, C

This course extends a student’s work in mathematics beyond the second-year algebra level to include extensive work with linear and quadratic equations and inequalities, including graphs, exponential and logarithmic functions and graphs, and analytic geometry. Extensive use of graphing calculators (TI-83 or 84) is required.

Pre-Calculus II: Trigonometry

1 term, solid, 1 credit, B

The traditional trigonometry functions, identities, and equations are studied extensively, as well as transformations and triangle applications. Again, the TI-83 or 84 calculator is required.

Pre-Calculus III: College Algebra II

1 term, solid, 1 credit, B 

The course is the sequel to Pre-Calculus I and is the third leg of the path a student would take from the Algebra II level to the Elements of Calculus level. The text is the same as Pre-Calculus I, with additional supplemental material on trigonometry. Polynomial and rational functions are studied, as well as additional work with matrices, sequences and series, the binominal theorem, math induction, probability, and limits. Vectors, complex numbers, parametric equations, and polar equations are also studied. The TI-83 or 84 calculator is used extensively.

Note: Students who complete two Pre-Calculus courses will not be prepared to enroll in Elements of Calculus, but will have a solid background in mathematics to be successful in a pre-calculus course at the college level.

Statistics

1 term, solid, 1 credit, B

This course covers topics found in an introductory college course in probability and statistics. There is an emphasis on practical applications and the appropriate handling of data. Computers and calculators are used extensively throughout the course. Prerequisite is successful completion of Intermediate Algebra or Honors Intermediate Algebra.

Statistics II

1 term, solid, 1 credit, C

The course will begin with constructing graphs and finding numerical descriptions of data and transformations of data using Fathom and Minitab software.  This will be followed by finding probabilities in the binomial and normal distributions and in combinations of normal distributions.  Finding probabilities in the sampling distributions of the sample mean and the sample proportion will then provide a transition to statistical inference.  The study of statistical inference will begin with interval estimates and significance tests for the population mean and population proportion.  More advanced inferential procedures will include interval estimates and significance tests for matched-pairs designs, two sample procedures for means and proportions, chi-square tests of significance for goodness-of-fit, independence and homogeneity of populations, and one-way Analysis of Variance.  For all procedures emphasis will be placed on conditions for inference, error analysis and power calculations, and interpretation.  Finally, an introduction to linear regression analysis will introduce basic statistical modeling along with inference for the population slope.  Traditional methods as well as modern methods such as bootstrapping will be used to draw inferences using the graphing calculator, Fathom, and Minitab.  Grading will be based on tests and a project.

Calculus

2 terms, solid, 2 credits, C 

This course is offered to students who have completed Pre-Calculus or its equivalent, but who are not ready for, or are not interested in, Advanced Placement Calculus. Coverage is reduced from that of AP Calculus, but topics are covered with similar care and rigor. Upon successful completion of this course, students will be prepared to begin the calculus sequence in college.

Business Calculus

2 terms, solid, 2 credits, C 

Business Calculus is a two-term Solid course that investigates the central ideas of Calculus within the context of applications to the business world. The focus of this course is limited to the concept of Differentiation and limited to working only with polynomial, exponential, and logarithmic functions. The major topics will include: Slope, Average and Instantaneous Rate of Change, Elementary Differentiation and Second Differentiation, Extrema Analysis, Marginal Cost and Revenue, Supply and Demand, Product Elasticity, and Optimization. The algebraic manipulation with be kept minimal so that the focus can be on these brand-new concepts and how they are used to answer useful questions in Business.

Multivariable Calculus

2 terms, solid, 2 credits, C 

Multivariable calculus is the extension of calculus in one variable to calculus with functions of several variables: the differentiation and integration of functions involving several variables, rather than just one.  Students will investigate topics such as partial derivatives, moving frame description for space curves, the analysis of critical points, double and triple integrals, line integrals, vector analysis, Lagrange multipliers, cylindrical and spherical coordinates, and Jacobian matrices.

Pre-requisite: Honors Seminar: Mathematics.

Advanced Placement Statistics

3 terms, solid, 3 credits, B

This course is designed for students who have performed well in earlier mathematics courses and want the challenge of taking a college-level AP statistics course. Students study data collection through the appropriate design of experiments and surveys. There is an emphasis on organizing, summarizing, displaying, and exploring data using descriptive statistics. Students also study and apply the basic principles of probability. In addition, the binomial, normal, t, and Chi-square probability distributions are covered. Finally, there is a strong component of inferential statistics where students draw conclusions about populations from samples. Computers and calculators are used extensively throughout the course.

Advanced Placement Calculus BC

3 terms, solid, 3 credits, D

Students enrolling in this course need to have demonstrated competence in Pre-Calculus, only a limited review is included. The syllabus includes the topics recommended for the BC Advanced Placement program of the College Entrance Examination Board, and students are expected to take either the AB or BC level A.P. examination in calculus. Some students receive credit for advanced placement when they enter college, while others enter freshman honors sections. The TI-83 or 84 calculator is used extensively.

Advanced Placement Calculus AB

3 terms, 3 credits, solid

AP Calculus AB is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.

Students are required to take the AP Calculus AB examination in May.  The TI-83 or 84 calculator is used extensively. 

Pre-requisite: Honors Pre-Calculus or Honors Elements of Calculus.

Advanced Placement Calculus AB & Advanced Placement Physics C

4 terms, solid, 4 credits, E

This is an interdisciplinary collaborative course designed to combine science and math in a seamless study over 4 terms in preparation for both the AP Physics C: Mechanics and AP Calculus AB exams in May.  AP Physics C provides a systematic introduction to the principles of classical mechanics.  Topics are equivalent to those covered during a first semester physics course, including linear motion, dynamics, energy and rotation.  AP Calculus AB covers limits and the concept, properties, applications and computations of derivatives and integrals.  A computer and the TI-83/84 calculator are used extensively to analyze and graph data, present simulations and provide content to the course.    Pre-requisite is a GPA of 3.0 or better in prior math.

Honors Seminar:  Mathematics

2 term, solid, 2 credits

Honors in Mathematics | Learn More

Chinese

Chinese I

2 terms, solid, 2 credits, B

Chinese 1 introduces students to the Chinese phonetic system of pronunciation and tones. It also gives them a brief picture of the Chinese the writing system (characters). The textbook is supplemented by a students’ workbook and an audio CD. The phonetic system pinyin is used to help students master pronunciation and learning skills. A planned sequence of basic grammatical structures is introduced and constantly reinforced and reviewed. Students are taught to read and write 300 characters by the end of the course. Frequent oral and written tests along with basic communication tasks are part of the course. Also, basic knowledge about Chinese society and culture is introduced through videos and cuisine. At the end of the semester, students should be able to carry out very basic conversations in Mandarin Chinese relating to greetings, self-introduction, family, numbers, and school.

Chinese II

2 terms, solid, 2 credits, A

In Chinese II, more grammatical structures are taught as students continue to learn the structure and background of Chinese characters. Students will be introduced to the Chinese keyboard. At the end of the course, students should be able to type Chinese with their computer and carry out simple daily conversations concerning age, zodiac, animals, food, clothes, vehicles, colors, shopping, locations, and time in Mandarin Chinese. Students will continue to explore Chinese culture through current news, films, and other media. Members of the class will also engage with current Chinese high school students through our partnership with Shanghai Foreign Language School.

Pre AP Chinese II 

2 terms, solid, 2 credits, B

This course is designed to build the foundation for pre-AP Chinese III.  Along with grammatical structures, more vocabulary is introduced as students further examine Chinese characters in terms of their structures and backgrounds.  Students are expected to practice the four language skills (Speaking, Listening, Reading and Writing) on a daily basis.  Chinese cultural highlights will be addressed in each lesson learned.  At the end of the course, students will be able to carry out simple daily conversations concerning age, zodiac, animals, food, clothes, vehicles, colors, shopping, locations, and time in Mandarin Chinese.  This also introduces students to AP reading and writing skills.

Chinese III

2 terms, solid, 2 credits, C

In Chinese III, students will learn to read and write more characters and will begin to produce more complex spoken Chinese in a variety of classroom activities.  By the end of the course, students will be able to carry out simple conversations on everyday topics in Mandarin Chinese.  Members of the class will also play a leadership role in welcoming and engaging with our annual visitors from Shanghai Foreign Language School.  Through this partnership, they will have the invaluable opportunity to reach beyond the textbook and learn about the daily life of a Chinese high school student.

Pre AP Chinese III

2 terms, solid, 2 credits, B

The course focuses on pre-AP language skills training and practice.  Students will continue to enhance their vocabulary on a daily basis and display their knowledge of the spoken language in a variety of classroom activities.  More key grammatical structures will be introduced, along with further education of Chinese society and culture.  By the end of the course, students will be able to demonstrate conversational and presentational skills on everyday topics such as travel and transportation, shopping for food and clothes, weather and seasons, and festival celebrations in Mandarin Chinese.  They will also be able to write a focused narrative in the AP style using major grammatical structures.

Advanced Chinese Composition 

2 terms, solid, 1 credit

The emphasis in this course is on writing the Chinese language at an advanced level.  Through models of style, related grammar, examples of usage and exercises for writing practice, students will develop a feel for the structure needed to write correctly in Chinese.  It is also a training class for Chinese key board skill - typing Chinese in a prompt and efficient way.  The reading references cover a variety of authentic works and articles, including some pieces which are similar to AP Chinese readings.  This is a one term course, open to students who have successfully completed Chinese III.

AP Chinese Language and Culture 

3 terms, solid, 3 credits, A

A continuation of Chinese III, this course begins with a review of previously studied concepts. More key grammatical structures and an additional 400 characters are taught. Students go deeper with the Chinese way of thought in both language and culture. Short, type-written essays in Chinese are required on regular basis. By the end of the course, students should be able to carry on conversations concerning Chinese language, culture, art, music, and songs and are required to take the AP Chinese Language and Culture exam in May.

French

Discovering French 1 

2 terms, solid, 2 credits, B

The journey toward proficiency in French begins as students cultivate their communicative abilities, while exploring cultural components of this diverse language.   Students in French I will gain middle to high novice proficiency in all three communicative modes: interpretive, interpersonal, and presentational as well as a deeper understanding of the important roles French plays in our global community.  Students will build skills to interact more confidently in the target language through the extensive use of authentic sources and tasks.

Exploring French 2 

2 terms, solid, 2 credits, A

The voyage toward proficiency in French continues as students perfect their communicative abilities, while exploring cultural components of this diverse language.   Students in French II will gain low to middle intermediate proficiency in all three communicative modes: interpretive, interpersonal, and presentational as well as a deeper understanding of the important roles French plays in our global community.  Students will build skills to interact more confidently in the target language through the extensive use of authentic sources and tasks.

Living French 3 

2 terms, solid, 2 credits, B 

Having successfully navigated the first two levels of French study, students are now prepared to live the language in an authentic manner.  Just as a native Quebecoise, Algerien, Senegalais or Francaise might do, students will read authentic sources such as letters or magazine articles, listen to authentic sources such as podcasts, write professional emails and persuasive essays, and make oral presentations comparing different cultures. 

French 4 (Choose from four one-term courses)

Advanced French Cinema 

1 term, solid, 1 credit, B 

Students will study Francophone films covering a variety of directors, genres and time periods.  Examples from recent years include Truffaut's Jules et Jim, Nuyetten's Camille Claudel and Kassovitz's La Haine.  At the end of the course, students will have an understanding of French film history and be able to make intelligent contributions to discussions about French cinema. 

Advanced French Cuisine

1 term, solid, 1 credit, A

Students will study the culture of various francophone regions through the lens of food.  They will have the opportunity to hone all of their French skills while learning about the cuisine of France, Senegal, Quebec, and the like.  This student-centered, project-based class also affords students the opportunity to prepare their own francophone dishes while discovering the rich culture of food in the French speaking world. 

Advanced French Culture

1 term, solid, 1 credit, B

With the study of francophone cultures and histories as the context, students will increase their knowledge of and familiarity with topics of interest relevant to college level French. This course is an introduction to cultural literacy of the francophone world. Student input will help to determine the themes explored.

AP French Language and Culture 

3 terms, solid, 3 credits, B

The AP French Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students' awareness and appreciation of cultural products, both tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions); practices (patterns of social interaction within a culture); and perspectives. When communicating, students in the AP French Language and Culture course demonstrate an understanding of the cultures(s), incorporate interdisciplinary topics, make comparisons between the native language and the target language and between cultures, and use the target language in real-life settings. The three modes of communication (Interpersonal, Interpretive and Presentational) are foundational to the AP French Language and Culture course. Course work provides students with opportunities to demonstrate their proficiency in each of the three modes in the Intermediate to Pre-Advanced range. Students enrolled in the course are expected to take the Advanced Placement French Language and Culture Exam in May.

Latin

Latin I

2 terms, solid, 2 credits, A

Spoken Latin will be the primary input method for Latin students, so that they can learn Latin as the Romans did. Students enrolled in Latin I will hear Latin every day as well as read authentic pieces in Latin. Students will also be immersed in the culture and people of Ancient Rome, giving an explicit historical and cultural focus to their vocabulary acquisition and spoken and written Latin.  By the end of Latin I, students will demonstrate novice middle to novice high proficiency in the three communicative modes: interpretive, interpersonal, and presentational. Through assessment in these communicative modes, Latin I students will demonstrate the language acquisition that has taken place, which will follow them as they matriculate into Latin II.

Latin II 

2 terms, solid, 2 credits, B 

Latin II students will continue to engage with Roman culture through reading and listening to authentic Latin. Spoken Latin will continue to be the vehicle for language acquisition for students. Julius Caesar’s Commentaries will form the basis of a varied collection of authentic readings in Latin.  Continued exposure to authentic written Latin will bring students into closer contact with the Roman world as well as develop a higher reading proficiency. By the end of Latin II, students will demonstrate novice high to intermediate low proficiency in the three communicative modes: interpretive, interpersonal, and presentational. Through assessment in these communicative modes, Latin II students will continue to demonstrate the language acquisition that has taken place in the course. Latin II students will also have the option of earning an honors distinction on their transcripts through completing additional work in each of the communicative modes.

Latin III 

2 terms, solid, 2 credits, B

Latin III students will continue to engage with Roman culture through reading and listening to authentic Latin. Spoken Latin will continue to be the vehicle for language acquisition for the students, but there will also be room at this level to delve into in-depth cultural discussions in both English and Latin. As a bridge from Latin II to Latin III, the writings of Julius Caesar will again feature as important primary texts for the study of Ancient Roman culture in Latin III. In addition, Latin III students will read Vergil alongside auxiliary authors to develop further reading proficiency and situate Vergil’s works within a broader cultural context.  By the end of Latin III, students will demonstrate novice high to intermediate middle proficiency in the three communicative modes: interpretive, interpersonal, and presentational. Through assessment in these communicative modes, Latin III students will continue to illustrate the language acquisition that has taken place in the course. Latin III students will also have two options of how they might earn an honors distinction on their transcripts. The Proficiency Honors track is for those students who wish to earn the honors distinction through completing additional work in each of the communicative modes. The Pre-AP Honors track is for those students who are already in a place to make a commitment to taking AP Latin and want to spend additional time in their Latin III class to completing work that is conducive to preparing for the AP Latin curriculum; students who do not complete the Pre-AP Honors track are not excluded from continuing into AP Latin

Latin IV

2 term, solid, 2 credit

Students enrolled in Latin IV are students who want to demonstrate their growth in language to others. They will engage with Roman culture through reading and listening to authentic Latin and Spoken Latin will continue to be the vehicle for language acquisition for the students. As in Latin III, there will also be room at this level to delve into in-depth culture discussions in both English and Latin. Culture learned from the readings and discussions will play an integral role in the interpretations and discussions that will form the basis for the Latin IV curriculum. So as to continue developing their reading proficiency, Latin III students will read Vergil alongside auxiliary authors in order to further illustrate the complexity of Vergil’s own works. By the end of Latin IV, students will demonstrate intermediate low to intermediate middle proficiency in the three communicative modes: interpretive, interpersonal, and presentational. Through assessment in these communicative modes, Latin IV students will continue to illustrate the language acquisition that has taken place in the course. Latin IV students will also have two options of how they might earn an honors distinction on their transcripts. The Proficiency Honors track is for those students who wish to earn the honors distinction through completing additional work in each of the communicative modes. The Pre-AP Honors track is for those students who are already in a place to make a commitment to taking AP Latin and want to spend additional time in their Latin IV class to completing work that is conducive to preparing for the AP Latin curriculum; students who do not complete the Pre-AP Honors track are not excluded from continuing into AP Latin.

Advanced Latin: Vulgate to Christian Authors

1 term, solid, 1 credit, B

Students will delve into The Vulgate and selections from other Early Christian writers to hone their reading and listening abilities in Ecclesiastic Latin. The Vulgate, from the Latin “editio vulgata,” is the Latin Bible used by the Roman Catholic Church. Pope Damacsus commissioned a consolidated and uniform Latin version of the Bible from the other external sources and books. For this undertaking, Pope Damascus primarily relied on St. Jerome, a biblical scholar to do this work from 382 A.D. to 405 A.D. Around this same time, other female Christian figures such as St. Perpetua and Egeria were writing their own works regarding their experiences of martyrdom and pilgrimages. Students enrolled in this course will read works from these sources which were written for the layman’s understanding and therefore model the word order in today’s English. While this course will continue to improve a Latin student’s interpretive reading skills, there will also be many cultural readings and discussions to adequately give these texts and authors the deep dives necessary to fully engage with the time period. 

Advanced Latin: History of Rome through Film

1 term, solid, 1 credit, B

The history and cultural practices of the Ancient Romans have inspired countless films from numerous movie houses around the world. However, how accurate are these films regarding the history from which they claim to derived? Students enrolled in the course will consult meaning-based Latin texts regarding the historical accounts of Roman figures and history that are also viewed on the big screen. Students will engage in both discussion-based reflection as well as written arguments concerning the following Essential Questions: What motivation(s) would a director/producer have in purposefully portraying historical inaccuracies? and How does one judge historical accuracy when only the sources, not the authors, are available for consultation? This course will continue to build a Latin student’s interpretive reading proficiency as well as presentational writing, as students will be expected to display their knowledge through both methods of communication.

Spanish

Spanish I

2 terms, solid, 2 credits, A

This is the first in a three-year sequence designed to develop communicative competency. This course focuses on basic, high-frequency language functions, and subsequent lessons include cultural briefs and address a unique set of clearly identified language performances. Active participation is encouraged through student-centered activities. Grammar is introduced lexically and then reinforced through a formal explanation of structure. Continual reinforcement of key concepts encourages mastery. Audio files, sound recordings, authentic texts, and written exercises ensure ample practice in all four language skills.

Spanish II 

2 terms, solid, 2 credits, B

This course continues the development of the four language skills begun in the first year. It offers rich and varied ancillaries to guide the student toward proficiency in speaking, listening, reading, and writing. Culture is incorporated into each lesson, focusing on peninsular as well as Latin American customs and history. In addition to cultural prologues accompanying each lesson, the text includes contemporary active vocabulary in dialogue and narrative style. Grammar exercises and creative vocabulary drills are recorded for classroom use.

Honors Spanish II

2 terms, solid, 2 credits, B

This course offers the motivated student an in-depth study of Spanish grammar, presented in 14 lessons in which vocabulary and structure are introduced through pictures, dialogues, and reading selections. While understanding and speaking are important goals, increased emphasis is given to broadening the vocabulary base and developing reading and writing skills. Students achieving the course objectives will express themselves with some oral fluency, understand a moderate rate of spoken Spanish, read with comprehension material within their range of interest, and write with a reasonable degree of accuracy.

Spanish III 

2 terms, solid, 2 credits, C

This course includes an interactive, conversationally oriented review focusing on basic, high-frequency vocabulary and structures followed by new vocabulary and more sophisticated grammar structures. Culture is incorporated into each lesson, as is longer narrative material. The student works toward a better command of the spoken language and an improvement in writing skills.

Honors Spanish III 

2 terms, solid, 2 credits, A

This course is a flexible, innovative Spanish program designed for students who have mastered the fundamentals and are ready to apply their abilities. The text includes standard vocabulary as well as colloquial Spanish that students may use for writing about and discussing issues having to do with education, ecology, dating, the media, stereotypes, sports, and the cinema, among others. Some of the more troublesome and complex points of Spanish grammar are featured in each lesson. Students achieving the course objectives will be able to speak and write confidently and with a high degree of accuracy about a variety of topics.

Spanish 4 (Choose from four one-term courses)

Advanced Spanish Conversation 

1 term, solid, 1 credit, B 

This course will provide students with on-going oral practice intended to strengthen their verbal skills. Topics for this course may include current events in the Spanish-speaking world, art, music, and other topics that serve to broaden the students’ vocabulary base and cultural awareness. This one-term course, conducted entirely in Spanish, is open to students who have successfully completed Spanish 3, 3H, 4, or AP, but enrollment is subject to departmental approval.

Advanced Hispanic Language and Culture 

1 term, solid, 1 credit

Hispanic Language and Culture is an explorative, fourth-year elective course, taught exclusively in Spanish. Through exposure to the art, literature, film and/or music of the Spanish-speaking world, students will increase their proficiency across the three modes of communication: Interpretive, Interpersonal and Presentational.  This course is designed to help students understand the language through knowledge of culture, while deepening their cultural understanding.

Students will communicate using intermediate vocabulary and review essential linguistic structures to develop their proficiency. The specific cultural focus of the class will be determined by individual teacher expertise, be it the  Camino de Santiago de Compostela in Spain or La bestia of Central America. With the instructor as a guide, culture and language will heighten student understanding of the diverse Hispanic world through reading, writing, listening, and speaking Spanish.

Advanced Spanish Culture and Cuisine 

1 term, solid, 1 credit

This course will explore the histories and resources of Spain and the New World to discover how different Hispanic cuisines have evolved, how these cuisines affect daily life and traditions, their effect on the social structures and economies of these countries and how other cuisines influenced the modern version of “Typical” dishes and menus.

The culminating project will include the development of a menu based on native products from the Americas, planning a small buffet for the Class which will be presented by the class and critiqued by the Spanish Department and the GSI. All instruction and resources used will be in Spanish so a proficiency level in the 4 skills as outlined by the ACTFL is required. A Guest Lecturer, short films and a field trip to the Pilsen Neighbourhood in Chicago are included in this course. 

This one-term course is open to students who have successfully completed Spanish 3, 3H, 4, or AP, but enrollment is subject to departmental approval.

AP Spanish Language and Culture

3 terms, solid, 3 credits, B

This course will develop proficiency in Spanish with no specific emphasis on literary analysis. The focus is the development of listening, speaking, reading, and writing skills with the following objectives: the ability to comprehend formal and informal spoken Spanish; the acquisition of vocabulary and a grasp of structure to allow the easy, accurate reading of a wide range of written material; the ability to compose expository passages; and the ability to express ideas orally with accuracy and fluency. Students enrolled in the course are expected to take the Advanced Placement Spanish Language and Culture Exam in May.

Honors Seminar - World Languages & Cultures

2 terms, solid, 2 credits, B

The Honors Seminar in World Languages and Cultures is a solid 2-term course in which a self-directed student pursues an individual interest that culminates in an academic research paper or a social initiative in a community of the target language. In order to be considered for the World Languages and Cultures Honors Seminar, a student must provide to the department a portfolio of past work that displays at least intermediate-high competency and proficiency. Upon admission, a student will choose either track and design their own topic and project within that track’s requirements. The social initiative track is based on the Design Thinking model, in which a student identifies a need in a community and works through research, surveys, and personal interviews to design a product that ultimately addresses that need. The academic research track is one in which a student proposes and designs a thesis and then completes research to produce a 18-20 pages academic paper in support of that thesis. The student will complete all of the work in the target language regardless of their choice in track. Outside of the Honors Seminar teacher, who will facilitate their independent learning process, each student will have a Language Mentor in their target language so as to provide added and language-specific support. At the end of the seminar, the student will defend their project in the target language in a presentation before a committee from the Department of World Languages and Cultures.

Private Music Lessons

1 - 4 terms, non-solid 1 day/week 45 minutes, 1/4 credit per term

Culver students may enroll in private music lessons in piano, guitar, voice, band and orchestra instruments, carillon, harp, organ, jazz improvisation and composition. This is an opportunity for those who wish to seriously explore their musical studies, or for those who just want to try something new. Private lessons are given once per week, and students are expected to practice a minimum of two hours per week for beginning students and three hours per week for more advanced players. Full time faculty or adjunct instructors who are experts in their field of study provide the weekly instruction.

A fee is charged for lessons, but musicians who contribute to the school by being enrolled in choir, band, or orchestra may be eligible for a fee reduction. As well, students may be eligible for a reduction based on the amount of financial assistance they receive.

Beginning Guitar

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, 1/2 credit, A

Have you ever wanted to learn how to play the guitar? Have you already tried online videos, books, and the help of your friends? Do your fingers hurt quickly, or do you get confused with all the lines, dots, note names, and numbers? Worry no more! Guitar for Beginners is designed for anyone who has wanted to learn how to play guitar; No previous playing experience is needed. Students can look forward to learning the note names, notation, warm-up exercises, chord names and finger choices, performance techniques, and more. Optional performance opportunities will be made available through the term. (Guitars are not provided.)

Musical Consciousness: A Beginners Guide to the World of Music 

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

Music surrounds us and plays a significant role in our daily lives. Whether you are listening to Spotify while studying, attending a recital or going for a walk while being serenaded by nature, music can be found everywhere.  This course will provide you the tools to become a more active participant in the listening experience and achieve an elevated level of musical consciousness.  The introduction of music theory, historical overviews of different genres and a concentrated effort to become more aware of how we listen are but just a few of the topics that will be covered. This course is open to ALL students who have a love of music and a passion to increase their understanding of this universal language. 

History of Rock and Roll

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit

The goals and objectives of this course are to take an in-depth look at special topics in music, to provide musical experiences through a variety of media, including live artists, introduce students to the vocabulary and language necessary to discuss with a basic degree of music literacy, performances, performers and their technique, as well as relate it meaningfully to a larger context.  This course will take an in-depth look at the musical development of Rock and Roll from the early 1950's to the late 1960's.  Ultimately, students will be able to formulate intelligent, literate critiques within the topic, and express those to themselves and others via writing and speaking. Offered in the even graduating years. 

Development of Jazz Styles 

1 term, 2 days/week (Mon&Thurs or Tues&Fri), .5 credit, B

Jazz is a uniquely American art form that has been exported to the world. The exact mixture of cultures, musical concepts and life experience that happened in the United States led to the birth of this music that captures the American spirit. Dr. Martin Luther King said:

"Jazz speaks to life; and if you think for a moment, you will realize that they (musicians) take the hardest realities of life and put them to music, only to come out with some hope. This is triumphant music." 

This course will explore that sentiment by the study of the development of Jazz over the years, its most important composers and performers and a study of the historical context in which the music was created, grew and continues to grow today. Listening will be key as we dig into this music to achieve a deeper appreciation. This course is open to all students. Offered in the even graduating years. 

Composer Forum

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit

Open to all students, this class dares to ask the who, what, when, where, and why influenced the writings of your selected composers, including historic reference, colleagues, family, church, and governments. Dig deep and bring your composers to life in the classroom!   This course is open to all students, no prior music experience required. This course meets 2 times per week. Offered again in the 2021-22 school year. 

History of African American Music

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit

This course will be a journey of celebration to discover the many types of music in the African American community. This style of music has played a role in American history over the past 300 plus years. From field hollers to Motown, Ragtime and R&B, and everything in between, students will have the opportunity to listen and learn about these different styles and the impact they had on evolution of music in the United States. Musicians, stylistic differences/similarities and historical context will be explored. Listening skills and genre recognition will be also be emphasized. This course is opened to all students. Offered in the odd graduating years. 

Advanced Music Seminar
1 term, solid, 1 credit

Advanced Music Seminar is a class for students with highly developed musical skills.  It is a survey of Western music, it's history and music theory.  While mainly exploring the composers of the Common Practice Period (1600 - 1900), the class covers 20th century music as well.  It also analyzes theoretical aspects, such as melody, harmony and rhythm.  Honors in Music students will have the opportunity to work on the oral presentation portion of their jury.

Advanced Placement Music Theory

3 terms, solid, 3 credits

This course is to simulate an introductory college level course for advanced music students. Music fundamentals such as scales, intervals, melody, harmony, rhythm, analysis, and elementary composition will be covered in depth. Listening skills, sight singing, basic keyboard skills and musical dictation will also be developed throughout the course. Students should have the ability to read and write musical notation and should have basic performance skills in voice or an instrument. 

Concert Band

4 terms, non-solid 3 days/week (Tues, Wed, Fri), 2 credit, B

Concert Band is open to any CGA or CMA musician who plays a traditional band instrument. The Concert Band maintains a busy performance schedule and plays a wide variety of symphonic band and wind ensemble repertoire. Musicians in the Concert Band also perform in chamber ensembles and combine with the string players when the literature calls for a full orchestra.

Field Percussion

4 terms, non-solid non-solid 3 days/week (Mon, Wed, Thurs), 2 credit, A

Percussion Ensemble is open to any CMA or CGA percussionist. Members of the Percussion Ensemble learn fundamentals on all percussion instruments. They perform several concerts per year on their own and some members will have the opportunity to serve as the percussion section of the Concert Band, Orchestra and choir when it is appropriate, as well as in various chamber ensembles. Only open to cadets living in the Band Unit. 

Jazz Ensemble

4 terms, non-solid non-solid 3 days/week (Tues, Wed, Fri), 2 credit, A

Jazz Ensemble is a class that studies the great American art form of Jazz through practice and performance. The students will become familiar with the many different styles of jazz that have developed over the 100 plus year history of the genre. Listening, ensemble playing concepts and improvision will be focused on throughout the year. The group maintains a busy performance schedule on and off campus in large and small group settings. Jazz Ensemble is open to CGA and CMA musicians who are determined capable players by the director. 

Field Music

4 terms, non-solid 3 days/week (Mon, Wed, Thurs), 2 credit, B

Field Music is open to members of the CMA Band Company who are beginners on their marching instruments and are in need of passing their Level 1 Proficiency. Listening, sound concepts, basic technique and ensemble playing are focused on in this class. The ensemble will explore the musical requirements of the Regimental Band of the Corps of Cadets and the role of music in the military as a whole. The class meets on Tuesday and Friday only, with the Wednesday drill period taking the place in class on that day. 

Choir

4 terms, non-solid 3 days/week (Mon, Wed, Thurs), 2 credit, A 

Choir invites all students to improve their personal vocal skills, sing as a member of an ensemble, and experience all genres of music. Music skills, sight singing, and vocal and performance techniques are developed in choir. The curriculum provides students the opportunity to collaborate with visiting and area choirs, work with distinguished guest artists, and sing in various performances on and off campus.  This course meets 3 days a week.

Orchestra

4 terms, non-solid non-solid 3 days/week (Tues, Wed, Fri), 2 credit, A

The string orchestra is open to all CMA and CGA musicians who play violin, viola, cello and string bass. The orchestra maintains a busy performance schedule and performs on and off campus several times a year. The members also perform in chamber ensembles and combine with some members of the Concert Band when the literature calls for a full orchestra.

Science

To realize the Science Department mission - develop scientifically literate citizens - and Science Department understandings, a student must complete at least six terms of science. Students must enroll in each core discipline of Physics, Chemistry and Life Sciences.

Physics

2 terms, solid, 2 credits, B

How do things move and why do they move that way? If energy is conserved, why do we have to conserve energy?   How is the world different at its extremes? How do we know what we know?  These four questions guide the course, which emphasizes a conceptual understanding of physics while studying the causes and effects of motion, conservation of energy and momentum, the nature of matter, and the origin and nature of waves. Hands-on activities such as measuring the strength of nuclear radiation of different sources or exploring the relationship between the temperature of an object and the rate at which it cools play a significant role in our learning process. Students will have the option to pursue honors in this course by successfully completing several alternative activities and assessments. 

Prerequisite: Successful completion of Pre-Algebra

Chemistry 

2 terms, solid, 2 credits, B

Understanding fundamental chemistry concepts to improve your scientific literacy is the core of Chemistry. In this course, students will explore various types of chemical reactions and what is happening with them at the nanoscale. There are many exciting and rigorous lab activities that include applications to the real world and cooperative team work. The course introduces topics and examines relationships in the following areas: atomic structure, periodicity, bonding, formula writing and nomenclature, chemical reactions and equation writing, mole concept, stoichiometry, energy, states of matter, and solutions. Students will have the option to pursue honors in this course by successfully completing several alternative activities and assessments.

Prerequisites: Successful completion of Introductory Algebra and Physics 

Biology

1 term, solid, 1 credit, C

This lab-centered introductory course clarifies and broadens biological concepts and stresses unifying science principles. Major themes include biochemistry, cellular structure and function, genetics, evolution, ecology, and kingdom diversity. Content is strengthened with guided or independent experiments, and multimedia computers are used both as learning aids and as the medium for creative projects. Local field trips strengthen the lessons centered on ecological and environmental applications. Students should leave with a greater understanding and appreciation for life, a solid understanding of scientific methodology, and the ability to apply what they have learned to global issues.  Students will have the option to pursue honors in this course by successfully completing several alternative activities and assessments.  

Prerequisite:  Successful completion of Chemistry

Human Anatomy & Physiology: Structure

1 term, solid, 1 credit, B

This introductory course emphasizes nomenclature and location of body structures and the physiological functions of body parts. Students discover the scientific process through a study of body systems whose primary responsibility is support and protection. Units covered include basic chemistry, genetics, cell structure and metabolism, tissues, integumentary system, skeletal system, muscular system, and nervous system.

Prerequisite: Successful completion of Chemistry and Biology

Human Anatomy & Physiology: Transportation

1 term, solid, 1 credit, B

This introductory anatomy course is similar to the previous course, but with an emphasis on the study of the body systems whose primary responsibility is transportation. Units covered include cell structure and metabolism, tissues, digestion and nutrition, respiratory system, blood and blood cells, cardiovascular system, and urinary system.

Prerequisite: Successful completion of Chemistry and Biology

Molecular Biology

1 term, solid, 1 credit, B

Molecular biology is one of the fastest growing fields in biology.  This course will introduce students to molecular biology concepts, and have them apply molecular biology laboratory skills to achieve a variety of results.  The course will begin with an introduction to DNA's chemical structure and the central role it plays in protein production.  Students will then participate in a series of laboratory activities where they will learn to transfer genetic material from eukaryotic organisms to prokaryotic organisms, and make sure that the transferred genes are fully functional.  Student will use RNAi (interference RNA) to manipulate the expression of genes in C. elegans worms and use more recent techniques of gene manipulation, such as CRISPR.  Finally, students will end the course with an exploration of ethical questions and issues related to the development and utilization of molecular biology techniques.

In addition to performing numerous laboratory activities, students will explore the conceptual framework about what is happening at a molecular level and how various molecular biology techniques are used to manipulate genomes.

Prerequisite: Successful completion of Chemistry and Biology

Introduction to Organic Chemistry

1 term, solid, 1 credit

This course is a one-term course that is lab-based. Students will be introduced to some of the fundamental principles of organic chemistry such as nomenclature, isomerism, mechanisms and reactions, via lab work and theoretical discussions. The content will be illustrated with common, example molecules such as those found in pharmaceuticals, food chemistry and industrial applications. Reading and instruction will emphasize and the application of organic chemistry to everyday life.

Prerequisite: Successful completion of Chemistry and Biology

Equine Veterinary Science

1 term, solid, 1 credit

This course is designed for students with an interest in horses.  Students will study the principles and practical application of feeding and nutrition, reproduction, genetics, wellness, lameness, farrier science, equine behavior, facility design and management.  Practical application is emphasized with live animal evaluation. 

Prerequisite: Successful completion of Chemistry and Biology

Explorations in Engineering

1 term, solid, 1 credit, C

“It is not enough that we build products that function, that are understandable and usable, we also need to build products that bring joy and excitement, pleasure and fun, and, yes, beauty to people’s lives.” –Don Norman

In essence, this quote exemplifies the overarching idea of what students will learn and implement in Explorations in Engineering. This course will guide students through the engineering design process and allow them to express their creativity through various projects in four engineering disciplines: Environmental, Aeronautical, Biomedical, and Mechatronics.  Students will combine science and math skills to design and build a custom windmill, a prototype heart valve, and a robot that can navigate on its own, as well as compete in a balsa wood glider competition. Students will learn how to distinguish good designs from poor designs and be able to evaluate information for relevancy to their project.

Prerequisite: Successful completion of Chemistry and Biology 

Engineer Your World

4 terms, 4 credits, solid

Engineers make the world a better place by designing solutions to authentic problems.  In this year-long experience, students will spend the first part of the year learning the engineering design process through project-based challenges. Students will be exposed to the fields of civil, mechanical, chemical, electrical, and aerospace engineering.  During the second half of the year, students will apply their engineering experiences to projects centered on mechanical, electrical, and biomedical engineering. Additionally, students will be introduced to programming and computational thinking while solving these human-centered, technically challenging projects at the intersection of engineering and computer science.  This course is designed specifically with girls in mind, and offered only to CGA students with the goal of sparking a passion for engineering, computational thinking, and problem-solving that will serve all students no matter what their future career goals may be.  Students enrolled in this course may apply for the opportunity to earn college credits from the University of Texas Cockrell School of Engineering. 

Prerequisite: Successful completion of Physics, Chemistry and Biology

The Biology and Chemistry of the Martian

1 term, solid, 1 credit, B

"For the record… I didn't die on Sol 6.  Certainly the rest of the crew thought I did, and I can't blame them." - Astronaut Mark Watney 

In Andy Weir's The Martian, astronaut Mark Watney is left alone on Mars for 560 days.  As a scientist, he uses his knowledge, skills, and creativity to survive.  Could you?  In this project-based course, students will build their understanding of biology, chemistry and engineering concepts and apply their knowledge, skills and creativity to meet similar challenges to those faced by Astronaut Watney. Students will be given an inventory of supplies with which to address 3 challenges:  How will they get food?  How will they get water?  How will they call for help?  In this lab intensive course, the content students will explore is approximately 50% biology and 50% chemistry.

Prerequisite: Successful completion of Chemistry and Biology

Frontiers of Our Universe: The Physics and Biology of Deep Sea and Deep Space

1 term, solid, 1 credit

Fron·tier:  /frənˈtir/ noun : the farthermost limits of knowledge or achievement in a particular subject

Have you ever looked up at the night sky and wondered, "What's out there?"  Have you ever swam in the ocean and wondered, "What's down there?"   How do we answer these questions when we cannot visit frontiers such as black holes and hydrothermal vents?   Arriving at answers takes imagination, creativity, and a fundamental understanding of physics, chemistry and biology.  Students will learn about the physical environments of deep space and the deep sea and explore the tools available to investigate these remote frontiers.  Through experimentation and observation, students will gain an understanding of the underlying models and science of the big questions that guide cutting-edge research.  In this lab intensive course, the content students will explore is approximately 45% biology, 45% physics and 10% chemistry.

Prerequisite: Successful completion of Chemistry and Biology

Environmental Chemistry

1 term, solid, 1 credit, B Not Offered in 21-22 

"Change is the only constant in life." -Heraclitus, a Greek philosopher

Does human activity impact the Earth's climate? The earth is an amazingly complex system of atmospheric, geologic and hydrologic ecosystems, each of which is undergoing constant change. Environmental chemistry places at its focus the study of how humans have impacted the environment we inhabit, with a focus on energy generation and consequences of pollution from a mixture of physical, chemical and biological perspectives. Students will build understanding and skills through an intensive schedule of chemistry lab experiences.

Prerequisite: Successful completion of Chemistry and Biology

Honors Seminar: Science Research

2 terms, solid, 2 credits, C

This laboratory science course provides the competency to plan and execute a self-directed scientific research project to fulfill requirements for graduating with Honors in Science. Research projects that qualify for local, state, national, or international competitions will be submitted. It is anticipated that as a student proceeds through and reflects upon the research phase of this course, the student will increase his/her appreciation for science and developed a working awareness of the interrelationship of science, technology, and society.

Advanced Placement Biology

3 terms, solid, 3 credits, D

Prerequisite:  Successful Completion of Biology

Advanced Placement Biology engages students in the rigorous study of biological concepts in preparation for the AP Exam and possible advanced standing in their freshman year at college. Accompanied by in-depth laboratory experiments, this course provides a thorough background in methods used by biologists in solving research problems and biological principles including ecology, biochemistry, Mendelian genetics, evolution, genetic biotechnology, cellular structure and physiology, animal/plant structure and physiology, and animal behavior. Emphasis is placed on the integration of biological principles and other science disciplines. Students enrolled in the course are expected to take the Advanced Placement Biology Exam in May.

Advanced Placement Chemistry

3 terms, solid, 3 credits, B 

Prerequisite:  Successful completion of Chemistry

Advanced Placement Chemistry is the equivalent of a rigorous freshmen college course in general chemistry. Emphasis is placed on the theoretical aspects of chemistry and how these principles apply to the real world. Quantum theory of atomic structure is dealt with, as are modern theories of chemical bonding. In addition, the elements of physical chemistry, including stoichiometry, thermodynamics, chemical equilibrium, chemical kinetics, and electrochemistry are studied. Much effort is made to follow the Recommended Laboratory Program for Advanced Placement Chemistry from the College Board. Additional topics include some basics of inorganic and organic chemistry, as well of biochemistry. Students enrolled in the course are expected to take the Advanced Placement Chemistry Exam in May.

Advanced Placement Environmental Science

3 terms, solid, 3 credits, C

The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Using our environment as a living laboratory, students in AP Environmental Science will discover the interconnectedness of the Earth, nature, and society. Students will build upon understandings from previous science courses to examine the natural environment and explore the complexities behind the global and local decisions we make as humans and how these decisions impact the environment and the life it supports. Connections will be made to economics, politics, and sociology as students address environmental issues involving sustainability, resource management, and global changes. Students will participate in a class research project which will require excursions outside the normal class day. Students enrolled in the course are expected to take the Advanced Placement Exam in Environmental Science in May.

Advanced Placement Physics C: Mechanics

2 terms, solid, 2 credits, C

Advanced Placement Physics C provides a systematic introduction to the principles of classical mechanics and emphasizes problem-solving. Topics are limited to those covered during a first semester physics course taken by science majors in college. Mathematics is used to understand the physics of the topics, and calculus will be used to derive equations and solve problems. Computers are used extensively to analyze and graph data, present simulations, and provide content. If the student has not yet completed Calculus, enrollment in a Calculus course in Terms 1 and 2 is required.  Advanced Placement Physics C: Mechanics is only offered in Term 3 and 4.  Students enrolled in the course are expected to take the Mechanics section of the Advanced Placement Physics C test in May. 

Prerequisites: GPA of 3.0 or better in prior math courses 

Advanced Placement Physics 1

2 terms, solid, 3 credits, C

Advanced Placement Physics 1 provides the opportunity for an in-depth, student-led inquiry of topics, as 25% of course time will be devoted to laboratory work, but it also maintains a strong emphasis on problem-solving using skills from algebra and geometry courses.  Topics in AP Physics 1 include motion, forces, momentum, energy, rotational motion, sound and simple circuits.  Students enrolled in the course are expected to take the Advanced Placement Physics 1 Exam in May.

Introduction to Theatre

1 term, solid,1 credit, B

A basic understanding of the history of theatre and the recognition of the duties and responsibilities of the personnel involved in producing live theatre will allow students to become more critical in their own theatre experiences. The course emphasizes appreciation of theatre as one of living arts, surveys theatre history and dramatic theory from the Greeks to present Broadway, and includes introduction to basic fundamentals of stagecraft in scenery, lighting, costumes, and other technical areas as well as the actor's role in the theatre. It includes lectures, films, and discussions on the practitioners and work. Attendance at live theatre productions on campus is required. This course will be offered in 2021-2022. 

Film Studies

1 term, solid, 1 credit, B

This course, open to 11th- and 12th-graders explores one specific genre of film at a time, using pairs of films for comparison. Students analyze and critique film as both an art form and in comparison with other written and oral histories. The class identifies when the director may have altered historical fact and possible motives for the change. It also explores genres such as science fiction, taking into account the time period when the film was produced, the historical context of the filmmaker's argument, and why he has placed it in a different time and place.

Theatre Tech Workshop

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit, A

This class will address the world of theatre technology, including lighting, sound, costumes, props and sets.  Each term, the focus will concentrate on one or two aspects so that an interested student can take the class for four years and not repeat the content.  No prerequisites.  Open to anyone interested in learning about technical theatre.  This course meets 2 days a week.

Acting I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A 

Meeting twice per week, Acting I is an introduction to the development of the physical and intellectual tools the actor needs on stage. The course begins with basic stage movement and pantomime and continues through beginning monologue and scene work.  This course meets 2 days a week.

Acting Workshop

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit, A

The Acting Workshop deals with a different challenge in the acting process each term that it offered. Students can take as many of Acting Workshop classes as their schedule permits. Examples of past workshops are: Shakespeare, Restoration Comedy, Viewpoints, Auditioning, and Comedies.  This course meets 2 days a week.

Honors Seminar - Acting 

1 term, solid, 2 credit

The Honors Seminar in Acting is a requirement for 12th graders who are pursuing Honors in Acting.  The class covers the actual performance project that is the culmination of the Honors Concentration.  Students will choose a variety of scenes that will allow them to explore and develop various characters.  They will rehearse with fellow acting students and organize all production aspect of their scenes.  They will follow a designated schedule of preparation before their pieces are performed in front of faculty and friends.  

Visual Arts Foundation

1 term, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1/2 credit, A

This course is a pre-requisite for students in grades 9, 10, and 11 who wish to enroll in subsequent Visual Arts courses (requirement may be waived with portfolio review).  Through hands-on application of visual elements and foundational principles, students in this studio course will acquire essential knowledge and art-making skills that will help them succeed in all subsequent Visual Arts courses.  Learning objectives in this entry-level course include exploration of two- and three-dimensional design concepts involving various media.  The introduction of exemplary works of art from various historical periods will support students’ art-making experience.

Drawing I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

Students in this course learn fundamental concepts, methods, and techniques of perceptual drawing, using line and tone in varying combinations to represent form and space.  Subject matter includes still life, landscape, copies of works from old and modern masters, historic plaster casts, and the live model.  Through various studies and exercises using pencil, charcoal, and pen and ink, students acquire the skills and knowledge necessary for increasingly challenging assignments and subsequent courses in drawing, painting, and sculpture. The lives and works of major artists and significant historical developments in the visual arts complement this study. Student will be responsible for purchasing their own supplies.

Drawing II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

This course focuses on the representation and anatomical structure of the human head and figure, providing students with the opportunity to draw from the work of old and modern masters, historic plaster casts, and the live model.  Using various drawing materials such as pencil, charcoal, and Conté crayon, students develop their understanding of skeletal and muscular anatomy, learn techniques and methods for representing the head and figure, and deepen their experience of drawing as a means of visual communication.  The lives and works of major artists and significant historical developments in the visual arts complement this study. Student will be responsible for purchasing their own supplies.

Painting I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

From preparatory drawings to the finished canvas, this course introduces students to fundamental concepts, methods, and techniques of perceptual painting.  Using acrylic paint, students work from still life, landscape, historic plaster casts, and the live model.  Topics for this course include tonal and color relationships, the representation of form and space, and aspects of pictorial structure such as rhythm and balance.  The lives and works of major artists and significant historical developments in the visual arts complement this study. Student will be responsible for purchasing their own supplies.

Painting II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

Painting Advanced is designed for the student who would like to build upon skills and knowledge gained in Painting by pursuing longer, more challenging assignments and by using linseed oil as a medium.  Applying the all-at-once and layered method of oil painting, students work from still life, landscape, historic plaster casts, and the live model.  Traditional oil painting techniques such as glazing and the like offer students nearly unlimited means of interpreting the visual world within the picture plane.  Topics for this course include major aspects of pictorial structure as well as technical matters such as preparing canvases and mixing dry pigments with oil to make paint of superior quality.  The lives and works of major artists and significant historical developments in the visual arts complement this study. Student will be responsible for purchasing their own supplies.

Ceramics Hand Built Forms I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

Students in Ceramics-Hand Built Forms I will be introduced to building with clay and it’s properties to create both functional and sculptural pieces. The focus will be on the techniques of pinch, coil, slab, and mold, as well as sculptural applications. Various glaze and surface decoration techniques for finishing work will be introduced and explored along with firing methods. Participation in critiques, regular use of sketchbook planning and preparation, as well as a study of traditional and contemporary ceramics will complement this course.  Prerequisite: Visual Art Foundation 

Ceramics Hand Built Forms II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

Students in Ceramics-Hand Built Forms II will be engaged and challenged in more advanced hand building techniques and projects. Students will use, develop, and enhance skills learned in Ceramics-Hand Built Forms I, while exploring new construction techniques, firing methods, and surface decoration applications to create both functional and sculptural clay forms. Emphasis will be placed on the student developing a personal style in design to create a body of work that demonstrates independent thinking, problem solving, and craftsmanship. Participation in critiques, regular use of sketchbook planning and preparation, as well as a study of traditional and contemporary ceramics will complement this course.  Prerequisite: Ceramics Hand Built Forms I 

Ceramics Wheel Thrown Forms I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

Students in Ceramics-Wheel Thrown Forms I will be introduced to basic throwing techniques on the potter’s wheel. Skills will be developed in the creation of both functional and sculptural clay pieces such as mugs, bowls, plates and combined forms. In addition to learning a variety of throwing techniques, students will learn about proper glazing and surface decoration, as well as firing practices. Participation in critiques, regular use of sketchbook planning and preparation, as well as a study of traditional and contemporary ceramics will complement this course.  Prerequisite: Visual Art Foundation 

Ceramics Wheel Thrown Forms II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

Students in Ceramics-Wheel Thrown Forms II will be engaged and challenged in more advanced wheel thrown techniques and projects. Students will use, develop, and enhance skills learned in Ceramics-Wheel Thrown Forms I, while exploring new construction techniques, firing methods, and surface decoration applications to create both functional and sculptural clay forms. Emphasis will be placed on the student developing a personal style in design to create a body of work that demonstrates independent thinking, problem solving, and craftsmanship. Participation in critiques, regular use of sketchbook planning and preparation, as well as a study of traditional and contemporary ceramics will complement this course.  Prerequisite: Ceramics-Wheel Thrown Forms I

Equine Sculpture

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

Working from live horses and from an actual equine skeleton, students in this course develop drawing skills that promote sound sculptural practice, construct a wire armature, and apply oil-based clay to model the equine form.  Concurrent studies of the skeletal and muscular structures of the horse promote success by revealing to the student the essential bony landmarks and fleshy masses that define the surface of the horse.  The objective is to complete an equine sculpture in correct proportion and lively gesture through anatomical study and direct observation, thereby emulating masters of art and science such as Leonardo da Vinci.  The lives and works of major artists and significant historical developments in the visual arts complement this study. 

Sculptural Form

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit

This course follows the European figurative tradition, offering students the opportunity to experience portrait and figure sculpture using oil-based clay.  Working from historic plaster casts and the live figure, students develop drawing skills that promote sound sculptural practice, construct a wire armature, and model the form of the figure in action through the balance and rhythm of masses. Concurrent studies of the skeletal and muscular structures of the human figure promote success by revealing to the student the essential bony landmarks and fleshy masses that define the surface of the human form.  The lives and works of major artists and significant historical developments in the visual arts complement this study. 

2-D Digital Design

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit 

Students in 2-D Digital Design will create print media utilizing graphic design, typography, illustration, and image creation with digital tools and computer technology. The initial focus of this course is gaining fundamental skills working with Adobe CC programs (InDesign, Photoshop, and Illustrator) to become proficient in tools, layout, and design principles.  Students will reflect upon and refine their work, as well as the work of others, in the form of critiques and sketchbook entries. Performance based assessments in this course include: magazine advertisements, book covers, posters, infographics, and illustrations to name a few.  Prerequisite: Visual Art Foundation 

3-D Digital Design

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit 

This course explores three-dimensional design, using digital mediums. Students will gain proficiency in virtual 3D modeling and 3D printing, which they will achieve by learning Autodesk Maya, TinkerCAD, and Makerbot. 

Students will design and animate virtual objects. Students will also virtually design objects which they then translate into practical objects via 3D printing. Class time will be spent largely on practice and continuous skill development. Projects require creativity and ingenuity from students. 

Prerequisite: Visual Arts Foundation

Photography: Black & White I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, B 

Basic Black and White Photography is a film chemistry-based class that introduces the student to camera and darkroom techniques from film to final print. Photographic composition, film development, and basic black and white processing are the foundation of the course. The lives of photographers, significant historical developments in the medium, and an introduction to aesthetic critical methods will complement this study.   Students are required to provide and maintain a personal 35mm Manual SLR film camera.

Photography: Black & White II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, B 

This course will deepen the students understanding of the photographic process. Alternative methods, advanced composition, and creative print applications will be explored. The lives of photographers, significant historical developments in the medium and an attention to aesthetic critical methods will complement this study.   Students are required to provide and maintain a personal 35mm Manual SLR film camera. 

Pre-requisite: Basic Black & White Photography

Photography: Digital Still I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, A

This course explores the world of fine photography using the digital SLR format.  Photographic composition, color theory, and the processing of RAW data files using Photoshop CS5 are the foundation of this course.  The lives of contemporary photographers, significant developments in the history of photography, and an introduction to aesthetic critical methods will complement this study.  Students are required to provide and maintain a personal digital SLR camera.  

Pre-requisite: Basic Black & White Photography

Photography: Digital Still II

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, B

Advanced Digital Photography will take students through advanced mechanics of their DSLR cameras and Adobe Photoshop techniques, building from their Basic Digital Photography course. This course will focus on developing the necessary mechanical and technical framework through design processes, creative engineering, and integrated projects dedicated to deepening the student’s experience with creative conceptual design.

Prerequisite: Basic Digital Photography

Video Making I

2 terms, non-solid 2 days/week (Mon&Thurs or Tues&Fri), 1 credit, D

Basic Videography introduces the student to the use of video as an artistic medium.  Photographic composition, narrative sequencing, and basic digital processing are the foundation of the course.  Students are expected to supply their own DSLR camera capable of shooting HD video with a 32 GB SD card.  Video production and editing will be complimented by examining signification historical developments in the medium and the application of aesthetic critical methods. Offered again in the 2020-2021 school year.

Advanced Placement Art History

3 terms, solid, 3 credits

The AP Art History course explores such topics as the nature of art, its uses, its meanings, art making, and responses to art. Through investigation of diverse artistic traditions of cultures from prehistory to the present, the course fosters in-depth and holistic understanding of the history of art from a global perspective. Students learn and apply skills of visual, contextual, and comparative analysis to engage with a variety of art forms, constructing understanding of individual works and interconnections of art-making processes and products throughout history. 

Honors Seminar: Visual Art Portfolio

4 terms, non-solid 3 days/week (Tues, Wed, Fri), 2 credit, C

Honors in Visual Arts | Learn More

Wellness

Culver Academy requires Wellness courses for every student each year.  

Living, Learning, Leading 

2 terms, solid, 2 credits, C

Freshmen and 4th classmen will learn about their strengths, how their brains really work, reflect upon decisions and their impact on others.  They will cultivate wellness habits and experience collaborative service.  As they explore the Culver mission, students are explicitly introduced to successful learning process skills such as note taking, reading, cooperative skills and best practices with technology.  With these essential skills, the three core strands of wellness, learning and leadership weave together to prepare students for success and well-being at Culver and beyond.

Foundations of Health Behavior

2 terms, solid, 2 credit, B

This 10th-grade course focuses on the influence of the physical, emotional, mental, moral, social, and spiritual dimensions of health knowledge, attitudes, and behavior. Students examine the health of the whole person through a variety of classroom and movement settings. They will demonstrate an understanding of the health dimensions and their relationship to various health topics.

Principles of Lifetime Fitness

1 term, non-solid, 1/2 credit, B

An 11th-grade course, each student will receive instruction in First Aid/CPR and will have the opportunity to be certified by the American Red Cross. Students will also examine the importance of developing healthy fitness activities and will learn the rules, skills, attitudes, and behaviors of two lifetime sports.  This course meets 2 days per week.

Life-Guarding

1 term, non-solid, 1/2 credit, A

Each student will receive instruction in First Aid, CPR, and life guarding, working toward certification by the American Red Cross. The course will be taught by an ARC certified instructor. This course will suffice for the 11th-grade Wellness Education credit. Interested students must pass a swim test to qualify for the course. This course meets 2 days a week. 

Health Issues

1 term, solid, 1 credit, B

This 12th-grade course will provide students with opportunities to acquire a deep understanding of personal, community, and world health issues. Students will engage in student-centered discussions, group work, report writing, and survey/investigations. The emphasis will be on critical thinking and a moral interpretation of health information and health behavior. Students will examine biochemical, sociological, and psychological concepts that relate to happiness, addiction, the well-being of others, and the basic human desires. Discussion topics include decision-making, stress and time management, nutrition, disease prevention, college issues, and life span/aging issues.

Health Care Experiences/Medical Science

1 term, solid, 1 credit

This would be a Project Based Learning course that would expose students to various aspects of the Health Care profession such as: Nursing, PA, NP, medical sales, bio-engineering, anesthesiology as well as possible other programs.  

Pre-requisites: 1 Term of Anatomy and Physiology

Honors Seminar: Wellness

2 terms, solid & non-solid, 1.5 credits, C

The Honors Seminar in Wellness is for the Senior or 1st Classman who has demonstrated a high level of achievement and interest in personal and community wellness.  The student must be willing to pursue independent study of a proposed topic under the guidance of a faculty advisor.
Students will select topics to study in depth, to be approved by the Honors Board of three Wellness Department instructors.  Each student will complete a written project according to the original proposal, successfully complete an oral defense of the project and make a formal presentation to select members of the Wellness faculty.