CT = Critical Thinking

CS = Communication Skills

KPW = Knowledge of Physical World

SK = Self Knowledge

AR = Arts

PD = Physical Development

OT = Electives

VO = Vocational

Ecology (KPW)

This course will address major ecological concepts, identify techniques used by ecologists, provide an overview of local and global environmental issues, and examine individual, group and governmental activities important for protecting natural ecosystems.  The course has been designed to provide technical information, to introduce pertinent literature, to identify problems and issues, to utilize research methodology for the study of natural ecosystems, and to consider appropriate solutions and analytical techniques.  Fieldwork will provide first-hand experience while also supporting an emphasis on discussion and understanding.  Students will form a collaborative scientific community, with classmates, to explore themes of garden ecology, winter ecology and ecology of the Great Salt Lake. Topics such as framing questions, choosing an appropriate sampling regime, describing and quantifying behavior  will prepare students to design and conduct their own studies.

Biology (KPW)

Biology focuses on the study of life. Think you can design the perfect ecosystem to sustain life?  What would you put in it?  How long could you sustain life?  What sort of interactions would you expect to see?  Would your organisms multiply?  What would they eat?  Come test yourself, with “Life in a Bottle”, just one example of the sorts of activities this class will involve, as we delve into principles of ecology, practice skills in experimental design, debate bioethical issues, demystify genetics, explore structure as it relates to function, and discuss the science behind evolution.  This course will also aim to develop scientific writing skills, promote scientific literacy and illuminate connections to other scientific disciplines.

Chemistry (KPW)

We start the year off in chemistry by learning about the structure of atoms.  Incorporated into this process, is a description of scientific communities and what role they play in experimental designs.  Building on this first unit, and continuing to view ourselves as a scientific community, we begin to work on understanding the periodic table and get some experience w/ stoicheometry.  After we are confident transferring measurements from one unit to another, we begin an analysis of chemical reactions and the ways in which different substances interact.  This process takes us through an introductory glance at quantum mechanics and forces that govern atomic interactions at an atomic scale.  Throughout the coursework, we engage each topic within the realm of a real-world application (carbon dating and its uses in the illegal ivory trade, how mining companies know where to mine, which ores are worth the most and how to extract pure copper from those ores, etc.).  Our final project of the year has us starting a soap making company as a scientific community.  Each of us has a specific role, and for the entire community to succeed, each person has to meet their responsibilities.  Those responsibilities range from formulating a recipe and actually making soap to marketing our product and presenting our business model to mock board of trustees.

Physics (KPW)

The class begins with an analysis of experimental design while stressing the importance of interacting within a scientific community.  We use a pendulum study as a vehicle to this process.  We then move on to Newton's Laws of motion, whereby we use the space race as a vehicle to understanding the implications of these laws of motion both on our planet and outside of the bulk of Earth's gravitational pull.  Next we discuss simple machines and how ancient civilizations used those simple machines to perform amazing feats such as constructing the pyramids.  As part of that unit, we will touch on momentum and work/energy and finally power.  Our next unit is a unit on waves.  We discuss waves, using the symphony as a vehicle to understand basic concepts such as waveforms and interference.  This unit culminates with us taking a trip to the symphony and getting a tour of the Abravanel hall by both the folks who run the hall as well as some of the engineers involved in building it.  At this point in the year, we move to some basics of electricity before pursuing our culminating project.  This project has us building a bike powered generator and utilizing all of the knowledge that we learned throughout the year in order to write an instruction manual and give a presentation on the ins and outs of this interesting machine.

IMP (Interactive Mathematics Program)  I (CT)

Come along as we wrap our heads around patterns, settle the American West via the Overland trail, play a game of “PIG”, cover Poe’s The Pit and the Pendulum and possibly even adventure into measuring shadows.  Doesn’t sound like math you say? Through these topics, we will actively explore open-ended situations where "Instead of going through and solving each problem, you solve and explain how you came to that answer".  This is class is not about memorization!  You will have the opportunity to discuss problems, use writing to clarify, and express complex mathematical ideas and present findings to the rest of the class. Together, you may find that there are several different and valid approaches to solving a problem.  Ultimately, IMP I will provide an introduction to problem-solving strategies, the use of variables, and the meaning and use of functions and graphs, as well as concepts from statistics, geometry, and trigonometry.

IMP II (CT)

The IMP II curriculum starts with an analysis of single variable equations.  We put them in the context of real world situations and not only learn how to solve them, but also to generate them from a given story problem.  Next, we tackle a statistics unit which has us looking into standard deviation and bell curves, before learning how to calculate a chi square statistic using polling data.  We then develop our own polling scenarios and analyze them for statistical significance.  Our third unit has us analyzing triangles using Pythagorean's theorem and other trigonometric principles.  From there we look into multi-variable equations and the determination of geometric formulae.  We use the shape of a bee's honeycomb as a vehicle to these ends.  Finally, we delve into inequalities and their relationship to linear programming problems.  Throughout the IMP II curriculum, we explore graphing calculators and their role in some of the problem solving we are looking at at that moment.

IMP III (CT)

The IMP III curriculum starts with a problem analyzing the trajectory of a given function.  We are given some quadratic functions that define height and distance of this rocket as a function of time.  We take these functions and learn how to manipulate quadratic equations in different ways in order to algebraically extract relevant information from them.  In this unit, we also continue our work modeling real life situations using algebraic equations.  Next we analyze a problem requiring us to learn about geometry and solving systems of linear equations.  A major focus of this unit is being able to relate a graph, in and out table and an equation to one another.  We then develop formulas relating to circles and touch on how one can synthesize circular systems with coordinate planes.  Finally, we go back to our linear programming skills developed in year 2 of  the IMP curriculum and seek to continue our progression of knowledge using a city planning decision.  We model given constraints graphically and learn about the importance of the intersections of a number of these constraints.  Eventually, we also use matrices to solve the complex situation that develops from this scenario.  Throughout the IMP III curriculum, we explore graphing calculators and their role in some of the problem solving we are looking at at that moment.

French Level 1, 2, 3! (FL)

Whether you have beginning, intermediate, or advanced fluency in French, this class will help you build French vocabulary and your knowledge of various parts of speech using flash cards, handouts, text book activities, quizzes, midterms, and final exams.  Throughout the year, we will listen to and read lyrics of French music, ultimately producing our own CD of French music. As a class, we will also read and discuss French literature. Depending on your level, you will do so in either French or English. This year’s theme is The Count of Monte Cristo and 19th century French history.

French Tutor (FL)

Students who have completed the advanced level of French 1, 2, 3! may be eligible to enroll in the French 1, 2, 3! class as a French Tutor. FTs are responsible to create and/or lead class activities, create French study guides, assist with class work and French conversation activities, and grade some student work. FTs may read some or all of the assigned French 1, 2, 3! literature in French.

Intermediate Spanish (FL)

This class focuses on developing students' ability to speak and write in Spanish.  This  involves extensive work on Spanish grammar and vocabulary, especially on the various verb tenses and moods.  Testing is both written and oral, and classes proceed almost entirely in Spanish.  You will also have the chance to learn about Hispanic art, literature, culture and politics, including the work of authors such as Jorge Luis Borges and Pablo Neruda.

Advanced Spanish (FL)

This class includes students with skill levels equivalent to a typical Spanish III course on through students who are fluent or nearly fluent.  Students are graded in a way appropriate to their skill levels.   The class focuses on refining both students' knowledge of Spanish grammar and vocabulary and on their oral fluency.  By the end of the year they will, for example, have learned every tense and mood in the language.  They will also have participated in many long, open-ended conversations with the rest of the members of the class, and will have written various short papers and other kinds of compositions in Spanish.  They also have the chance learn about Latin American and Spanish culture through Spanish-language magazines, newspapers, poetry and fiction.

Ecolit (CS)

Interdisciplinary, Ecolit combines ecology, literature, journalism, and other subjects to explore connections between the ecosystems we are a part of and the world around us. We will make maps, write, read, keep up The Garden newsletter, and experiment with technology. Ecolit explores sustainable agriculture, international economics, industrial agribusiness, and why what you eat matters, to you and to the rest of the world.

Journalism (CS)

Interdisciplinary, Journalism combines ecology, literature, journalism, and other subjects to explore connections between the ecosystems we are a part of and the world around us. We will make maps, write, read, keep up The Garden newsletter, and experiment with technology. Journalism explores ways in which human interactions with various cultures and the environment can lead to a sustainable future.

Grammar in American Literature (CS)

We will read American literature from the 19th and 20th centuries, including authors such as Herman Melville,  Flannery O’Connor, John Steinbeck, and Ntozake Shange. We will analyze and discuss literary elements of class texts and student work. With the help of peer editing, each student will compile a writing portfolio consisting of at least one grammar lesson presented to the class, 2 essays, and several creative writing assignments. As a final project, students will write their own versions of John Steinbeck’s The Pearl, design book presentations of their work, and make guest author appearances in the class.  This class is required for all Freshmen/Sophomores and incoming students who have not previously taken an equivalent course.

US Government (The US Constitution) (SK/CS)

An overview of the Constitution of the United States. We will study the philosophical ideas behind democracy, from ancient Athens to the Age of Reason, and how the Founding Fathers were able to take advantage of the ideas and circumstances of their time to create this remarkable document. We will study the Constitution as a “living document,” how it is constantly evolving, and how we are faced with its’ challenges every day. The goal of this course is to become better citizens with an understanding of how our government was created, how it works today and to apply critical thinking skills to current constitutional issues.

American Wars (SK/CS)

US History (SK/CS)

Covering colonial North America to the present century, this year long course will help students: create timelines covering events relevant to US history; read literature as a tool to investigate the past; interpret literature, maps, timelines, and other documents to formulate and defend opinions about US history; write an essay responding to a document-based question; create artwork reflecting US history; write a research essay using MLA format; conduct interviews to record an oral history; and collaborate to make an educational and fun board game.  This class is required for graduation and is highly recommended for Sophomores, Juniors, and Seniors who have not previously taken an equivalent course.

Critical Thinking and Writing (SK/CS)

In this class students learn how to think critically and to defend their own arguments and to evaluate others' in writing.  The critical thinking aspects of the course teach students, among other things,  principles of good and bad reasoning; cognitive biases and illusions that commonly distort our perceptions; sources of faulty memory; and how to distinguish genuine science, fringe science and pseudoscience.  Critical thinking concepts will be applied in various ways, most prominently in connection with medical and psychological research.  Why, for example, are intelligent people convinced that “inert”, that is, ineffective (quack) remedies are effective? There will also be extensive discussions of evidence in the legal system. The writing component of the class focuses on developing students' abilities, among other things, to provide clear and accurate reconstruction of others' arguments; to communicate their claims and supporting reasons clearly to the reader; and to employ effectively the major elements of persuasion.  The class is as much a writing class as it is a critical thinking class, but the semester will end with oral debates between two-person teams on student-chosen topics.

Literature (SK/CS)

This is a biannual class that focuses on literature and the arts.  It introduces students to fundamental concepts in literature and the arts and emphasizes projects that teach students to analyze and reflect on literature and the arts in writing and in other media.  It has, in the past, included semester-long courses on Latin American literature, Biblical literature, poetry, philosophy of art, world literature, and contemporary literature in English.  This year the course is year-long and entitled Philosophy and Literature.  It addresses philosophical questions  by directly reading philosophers such as Plato, the Stoics, Epicureans and Skeptics; Descartes and Kant; and contemporary philosophers such as Simon Blackburn and William Irvine.  It also addresses these questions through literary works by figures such as Borges, Emily Dickinson, Mark Twain, Raymond Carver, Lydia Davis, Virginia Woolf and many others.  This course involves extensive writing, above all literary analysis and persuasive essays on philosophical topics.  [Below is a course description of the Bible Literature class just to give a picture of other literary topics covered in previous years.]

Bible Literature (SK/CS)

In this class you will gain “biblical literacy.”  This involves learning, among other things, how the Hebrew Bible differs from the various Christian versions of the Bible; how the first five books of the bible, the Torah or Pentateuch, were written; what a gospel is, what an apocalypse is, what a psalm is, what a New Testament epistle is; how various Jewish and Christian traditions, as well as modern scholars, have differed in how they believe the Bible should be read; and the various bible stories.  We will focus on two guiding questions: Who wrote the Bible?; and, Who--or what communities--have read the Bible?   We will pursue these questions by way of four investigations: (1) Creation and cosmology: How have the various biblically based communities understood the Bible and themselves in relation creation, or the cosmos?; (2) Biblical interpretation: How is the Bible to be read?  When, for example, is it to be read literally?  When figuratively?; (3) Biblical religion and science: How should we think about the relation between modern science and scholarship and biblical cosmology and history?; and (4) Biblical literature: What literary forms and genres does the Bible include?

Philosophy (SK/CS)

This is also a biannual class (in rotation with Literature) that focuses over the course of the year on introducing students to the various branches of philosophy:  metaphysics/ontology, epistemology, ethics and political philosophy, aesthetics, plus questions concerning the nature of the self and how to think about “the good life.” There is a strong emphasis on addressing these topics with an eye on the quality of the reasoning in favor or against any given claim.  Consequently the class includes ongoing lessons on principles of good and bad reasoning.  In addition, we frequently turn to contemporary scientific research (for instance, in cognitive science or in clinical psychology) in addressing these questions in order to provide students with the chance to reflect on the nature of science by looking at it in philosophical contexts.  The class includes extensive writing and reading, but it also allows students opportunities to create projects in other media or in multimedia.  In the past students have done such things as organize a video presentation of a cognitive scientists' visit on the topic of her opinion on free will and a project on the aesthetics of horror that included both sculpture, video and a paper.

College Prep (VO)

This class focuses on the seniors' college application process and on their fall standardized tests (SAT or ACT).  Some juniors are permitted to participate in order to gain familiarity with the whole process of preparing for college.  Among other things, work on choosing which colleges to apply for; register and prepare for the SAT and SAT II exams; create a timeline for due dates for the application process; prepare your forms for need-based financial aid; search for scholarship programs; choose and plan the November college trip; and much more.

Bioneers; Grow, Gather, Eat (OT)

Bioneers are biological pioneers, representing a culture of solutions, working toward preserving and supporting the future of life on Earth.  Bioneers emphasize connections with the living world to address pressing ecological and societal challenges.  “Over and over, they show how great a difference the actions of one individual can make.”  www.bioneers.org.  Using the Bioneers forum as a model and resource students will narrow the focus of this project-based class to establish connected service related goals.  The mission for Fall quarter 2009 is to incorporate the norms of a rural citizen into the lifestyle of an urban community member.  Students will focus on re-skilling categories of garden positioning, site-prep, seed-starting, composting, season extension, design, construction, food processing and storage through the pursuit of 3 distinct projects.  Garden Committee members will define and carry-out projects relating to food production.  This could include building a raised bed and incorporating a season extender such as a hoop-house.  Solar dehydrator committee members have the responsibility of refining and completing designs of the dehydrator, as well as producing dehydrated food products.  The stone oven committee will construct a solar oven.  Each committee will be responsible for creating a project outline that communicates: project vision, timeline (including step-by-step process of how the project vision will be achieved), necessary resources, plan for acquisition of resources, necessary tools, etc.  As a culminating event, students will present findings from these projects in youth plenary session at the Bioneers conference at Westminster College in November.

Nutrition; The History and Science Behind What we Eat (PD)

Ever wonder why some chocolate chip cookies turn out hard and crunchy while others have a soft consistency?  Why does a muffin recipe tell you to stir just until moistened?  Is it possible to over-stir?  The primary focus of this class is to understand the history and science behind the cooking process and specific ingredients.  We will prepare and share a variety of taste sensations, experiment with cooking techniques, follow recipes and create original recipes as well as peruse food-based literature/readings selected for historical or scientific content.

Nutrition; Grubbing in the City (PD)

The focus of this class will be on self-sufficiency.  Students will experience the process of creating phenomenal variations on the theme of stone fired pizzas, start to finish, through experimentation with pizza dough, creating varieties of sauces, handcrafting cheeses, and selecting or growing seasonal vegetable toppings.  Basic food preservation techniques will be practiced with seasonal fruits, vegetables and herbs gathered on and near campus (ie: crab apples and rosehips).  Time will be spent in the kitchen expanding the basic concepts and techniques learned along the way to test out a diverse array of recipes.

Exploring the Wasatch (PD)

Participants in this class will earn .25 PD credit for hiking, trail running, and climbing activities planned together in and around the Wasatch trails of Salt Lake City. Rain or shine, most of the class will be devoted to outdoor hiking and trail running activities; as a class we will coordinate with The Front climbing gym and/or Tiana White, Realms Outdoor Director, to find times and places for our climbing adventures. Keeping a training log will be a class requirement, and some class activities will be devoted to record keeping, training calendars, and mapping the terrain we cover.

Outdoor Program (PD)

Click here for information about our Outdoor Program, which is an integral part of the Upper School curriculum.  Each student participates in a 10-day backpacking trip focusing on community and transition into the school year, either a 5-day fall adventure (students choose from several activities such as rock climbing, kayaking, canyoneering, biking, backpacking) or a 3-day winter adventure.  The fall trips are focused on the outdoor skills for each trip as well as an academic tie-in.  At the end of the year, students participate in a spring adventure (students choose from several activities such as rock climbing, kayaking, canyoneering, biking, rafting, backpacking) where the focus is primarily reflecting upon and wrapping up the year.

Art (AR)

Participants in this class learn techniques for creating art in both the two-dimensional and three-dimensional worlds using many different types of media.

Drama (AR)

Music (AR)