Students in the upper school may arrange to take independent study projects for credit. The course must be supervised by a faculty member and arrangements must be made with the head of the upper school.
In order to graduate from the upper school, a student must successfully complete the requirements set forth below. One credit is equivalent to a year-long course.
An upper school student must have a yearly B+ average with no grade lower than a B- to be on the honor roll. The honor roll is determined at the end of each school year.
The Art Department has designed a new curriculum structure for the upper school that will give students more elective choices while providing a solid foundation in the visual arts. We have established two foundation courses – Painting and Drawing and Sculpture– each, one semester in length. Students are required to take these foundation classes before they will be able to take additional art electives. The goal of the foundation courses is to provide the background that will enhance visual thinking skills for future growth in the visual arts. During these courses, we will work with a variety of media that will focus students on particular issues necessary to succeed in the visual arts. We are also adding three elective choices in the specific art disciplines of advanced drawing/painting, digital media and ceramics for those who have successfully completed one year of foundation studies. Non foundation courses will run the full year.
Advanced Drawing and Painting will explore methods of visual communication as it is presented to us from art history. We will study the conce
pts and methods that have been developed over the centuries in order to create works relevant to our world today. Topics include color theory, visual perception, observation, expressionism, impressionism, and realism. Students will work in a variety of painting, drawing, printmaking and mixed media applications to gain mastery of the elements and principles of art. Assignments will encourage problem solving, experimentation, personal perspective and cross-curricular connections. Students will utilize these techniques and concepts in order to develop their own visual language and style to communicate their ideas effectively.
This course will provide students with a comprehensive view of the ceramic process through its multiple stages. Students will gain skills in construction, finishing and firing ceramic objects. Students will explore concepts of form and function by viewing and working with ceramics sculpturally as well as for utilitarian purposes. Assignments will focus on problem solving, visual communication and activating space three dimensionally. We will look at work historically and cross culturally in order to consider its artistic significance around the world. Students will be exposed to a variety of hand-building, wheel throwing, and decorative techniques in order to facilitate and expand their potential for self-expression.
Digital Art will explore the elements and principles of art and design using modern technology. Students will gain visual literacy using digital photography and design skills in their work through computer programs and other applications in order to create art with personal significance and purpose. As a class we will address concepts and techniques of digital photography and investigate digital media as an artform. Students will focus on experimentation considering composition, point of view and subject matter as means for self expression. Assignments will focus on art as communication, visual storytelling and graphic design.
UPPER SCHOOL PERFORMING ARTS
Performing arts play an essential role in shaping the learning experience of all students at Bosque School. As part of the core curriculum, participation in the performing arts will engage students in content and skills that will provide meaningful and successful life experiences. Bosque offers a rich variety of performing art disciplines which include drama, technical theatre, choir, string ensemble, wind ensemble, dance and guitar. All performing arts activities at Bosque lead to performance opportunities where students build self-confidence and a sense of pride in their accomplishments.
UPPER SCHOOL DRAMA
The primary goals of the upper school drama program are fourfold: 1) to provide a learning environment that is fun, safe and nurturing; 2) to help students develop strong acting skills; 3) to expose students to a broad range of international theatrical literature. 4) To present students with numerous performance opportunities. Participants will study many different acting techniques, including acting for the camera, and will learn to expand the scope of their creativity through theatre games, exercises and improvisation. Students will have the opportunity to participate in several performances and will also be required to attend performances outside of Bosque School.
This class is intended to give students a broad experience in stage design, scenery, props, lighting, sound and stage management. Students will learn the components of stage production including safety, history, lore, etiquette and protocol. Every student will learn the proper use and care of tools and equipment in each discipline. During the course of the year, production needs will be supported by the work done during class. Students will increase the depth of experience as a working member of the stage crew on at least four Bosque productions.
This class will encompass the theatre arts as a whole from pre-production to post-production. Students will learn the entire process of putting on a play including selecting a show, designing and building sets, directing, stage managing, casting, rehearsal, publicity, and performance. All aspects of theatre will be covered, and students will have the opportunity to choose an area of interest to study in greater detail. The year will culminate with a performance where students can demonstrate what they have learned.
UPPER SCHOOL CHOIR
Cantate and Treble Choir are groups that focus on healthy singing and excellent choral tone. In addition, students work each day on sight-reading music, and attention is paid to learning about and understanding all aspects of the repertoire. This includes learning the history of the music and composer, considering any cultural or political influences that shaped the music, and gaining an understanding of the structural composition of the music through basic music theory.
UPPER SCHOOL STRINGS
Upper School String Ensemble offers two courses, Intermezzo and Serenata. Both teach the students the subject of music through performance. Serenata is comprised of advanced players and moves at a much faster pace. Each level of ensemble provides a unique learning experience to strive for musical excellence and challenge the individual to grow as a confident musician. Ensemble classes cover a wide variety of subjects, including string technique, music theory, music history, form and analysis, improvisation and composition. The goal for both ensembles is to develop a lifelong appreciation for music, beginning with performance.
So much of what passes for public discourse today consists of sound bites and angry over-simplifications of deeply complex issues. Terms like liberal, conservative, Democrat, and Republican are often used in public speech as shorthand for whole sets of ideas and beliefs, shutting down discourse rather than enriching it. The goal of this course is to help students become meaningful participants in our democracy by teaching them how to ask and answer questions about real issues using the lens of economics. The course will focus primarily on macroeconomics, although we will likely take detours into areas such as personal finance and taxes, how businesses work, and interesting economic news as it happens.
Students will explore questions such as:
What does it mean to study economics? How is it related to politics?
What is an economic system? Why capitalism? What else is there?
What happened in 2007?
How do we measure the economy? Are these measurement tools adequate?
What is money? Who has it? How did they get it?
What role does/should the government play in a market economy?
Our texts will include excerpts from Naked Economics: Undressing the Dismal Science (Charles Wheelan and Burton Malkiel), Macroeconomics in Context (Goodwin, Harris, et.al.); Principles of Economics (Gregory Mankiw), current newspaper articles, and numerous topical essays and news articles.
UPPER SCHOOL ENGLISH
NINTH GRADE ENGLISH
A literature-based course featuring themes of mythology and conscience, ninth grade English challenges students to read, think, listen, speak, and write. Class discussions require close reading, critical thinking, and respectful listening. Writing assignments include short timed in-class journal writings (focused free writes), thesis-driven analytical essays, and imaginative pieces. Peer conferences generate shared practice of revision techniques and editing skills. Each student analyzes, memorizes, and recites one or more poem in a Poetry Out Loud unit. Texts include classic and contemporary voices: Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian
, Homer’s The Odyssey
(paired with Margaret Atwood’s The Penelopiad
), Shakespeare’s Macbeth
, Charles Fuller’s A Soldier’s Play
, Toni Morrison’s Song of Solomon
, and Michael Ondaatje’s Running in the Family
. Additional short stories, essays, and poetry complement the anchor texts.
TENTH GRADE ENGLISH
This course focuses on writing about and reading great works of literature that deal with the themes of exile and alienation. The class introduces these themes in major readings, including Slaughterhouse Five by Kurt Vonnegut, Frankenstein by Mary Shelley, Catcher in the Rye by J.D. Salinger, Grendel by John Gardner, Hamlet by William Shakespeare, Maus I and Maus II by Art Spiegelman, Persepolis by Marjane Satrapi, and The Dew Breaker by Edwidge Danticat. In each semester, major readings will be supplemented with thematically related short stories, essays and poetry. This course heavily emphasizes close reading and writing skills. Students concentrate on developing sentence, paragraph and essay structure, while strengthening their vocabulary. Throughout the year, students will be asked to complete several essays that require them to direct their writing from draft form to polished essay.
ELEVENTH GRADE ENGLISH
In a phrase that seems custom-made for Junior year, Jimmy Santiago Baca writes, “I wondered...what I was looking for, why so discontent...” Eleventh grade English, loosely known as “American Lit,” explores issues of who we are and how we live in the U.S. Students will ask big questions as we read books that challenge us to think about socioeconomic status, sex, race, and power in America. Major texts will include works by F. Scott Fitzgerald, Lorraine Hansberry, Jimmy Santiago Baca, Ana Castillo, N. Scott Momaday, and Ralph Ellison. Students will also read short works by Ralph Waldo Emerson, Henry David Thoreau, James Baldwin, and a variety of other American poets, essayists, and short story writers. Students will be challenged to learn to read as writers, engaging deeply with questions of craft.
Honing research writing skills will also be a major focus of the year. Students will prepare for Senior Thesis by completing a Junior Thesis portfolio of short research assignments designed to sharpen their analytical skills and engage them in conversation with multiple thinkers.
Finally, students will develop their reading, creativity, writing, and revision skills by writing their own version of the "Great American novel." This year-long project will combine research and creative writing while engaging students in a deep exploration of "America." Eleventh grade students at Bosque will all end the year proudly referring to themselves as novelists.
TWELFTH GRADE ENGLISH
Twelfth grade English at Bosque continues to challenge students to think critically about themselves and their world, both the one they are living in as high school students and the wider one they will be encountering as they move beyond Bosque. The course centers on completing the senior thesis, a culminating project that challenges students to develop an original argument in answer to a question of their choice. Students will write a research question, a prospectus, an annotated bibliography, and numerous drafts of a twenty-plus page paper as they complete this project. They will present their research to the community in the spring. As students complete this work, they will be learning to see themselves as competent scholars, ready to take their places among the adults in their fields. In addition to the senior thesis, students will continue to interact with great literature from around the world. They will read, write, and talk about literature and the mystery of the human condition. Texts vary from year to year, but may include The Tempest by William Shakespeare, Dawn by Octavia Butler, One Hundred Years of Solitude by Gabriel Garcia Marquez, The Plague by Albert Camus, Nervous Conditions by Tsitsi Dangarembga, The Complete Persepolis by Marjane Satrapi, or novellas by Alice Munro and Heinrich von Kleist. By the end of the year, students should feel well-prepared to research in college libraries, read fiction and nonfiction critically, write extensive arguments, and participate meaningfully in both civic and scholarly discourse.
ADVANCED WRITING SEMINAR
A writing workshop, the class focuses on voice development, revising, and editing. Students write in four forms—personal essay, short play, short story, and poem—and at each quarter’s close, every student submits a piece of her choosing for publication. Using a portfolio model, students find voices, claim writing territories, and support the college application process by writing six personal essays in the first quarter. In the second quarter, students write short plays to develop dialogue, conflict, and character skills. In the third quarter, students write short fiction stories to deepen their work with imagined character-driven narratives, and in the fourth quarter, students hone word choice, editing skills and rhythm as they write poems and shape a final portfolio of their strongest work. Texts include Anne Lamott’s Bird by Bird, Roy Peter Clark’s Writing Tools, Tennessee Williams’ A Streetcar Named Desire, John Patrick Shanley’s Doubt, Robert Boswell’s The Half-Known World, Bernays & Painter’s What If? Writing Exercises for Fiction Writers, and Kim Addonizio’s Ordinary Genius.
This course focuses on introducing students to historically and aesthetically important films of the 20th and 21st centuries. It starts with a historical overview of film, beginning with Edison and the Lumière Brothers. As with all historical surveys, not all important films can be included, but the crucial ones will be thoroughly examined. Students will learn basic terms and tools for analyzing movies as they look at the origin and development of cinematic storytelling techniques. In addition to getting a strong foundation in film history, students will examine the artistic and narrative possibilities of film. They will be required to “read,” discuss and write about movies in a way that critically examines both the methods of the filmmakers and the way that we look at the films. The goal is to have students see both what film is and what it can be.
UPPER SCHOOL HISTORY
Bosque’s upper school students are required to complete a four-year course of study in history: Ancient World History, Medieval World History, United States History and a culminating senior course in Modern History. The program embraces a unique approach to the study of world history. Using major events and personalities as a framework for studying ancient, medieval and modern world histories, students read enduring works of literature and study dominant philosophies, major religions, and characteristic art and architecture to understand the distinctive societies and cultures that make up the human experience. Through the close reading of original texts, class discussions, and historical research, students investigate these civilizations and seek to understand their worldviews, cultural values, religious ideas, institutions, daily life and place in world history. This program is designed to engage students’ minds, demand their active participation in learning, and challenge them to attain an in-depth knowledge and deeper understanding of humanity’s story.
Different from, but complementary to, these three civilization courses is the one-year United States course that focuses on historical method and process. Students grapple with historical cause and effect, description, and exposition as they study the major events and personalities of American history.
Because we believe a fundamental grounding in the liberal arts is essential, our history courses emphasize analytical reading, critical thinking, meaningful discussion and debate, and effective writing. To these ends, the study of primary sources is central to our upper school history curriculum.
NINTH GRADE: ANCIENT WORLD HISTORY
The first course of the upper school history program focuses on studying the ancient civilizations of Mesopotamia, Egypt, India, China, Greece and Rome. In particular, this course emphasizes the human story - the details of human life, thought, and culture - underlying the facts of history. What was life like in the ancient world? What motivated ancient peoples? What were their hopes and fears? What did they value? What beliefs shaped their lives? To answer these questions, students grapple with works such as the Epic of Gilgamesh, the Ramayana, the Analects of Confucius and the Iliad of Homer (no more) I would say something about other original texts from each civilization. And yet, the unifying theme of this course is the idea that we cannot fully understand the peoples of these civilizations unless we try to understand the society and time in which they lived. To this end, students also study the history and development of each ancient civilization in depth.
TENTH GRADE: MEDIEVAL WORLD HISTORY
In the second year, students explore life, thought, and culture in the early Islamic world, medieval Europe, classical and feudal Japan, and the West African empires of Ghana, Mali, and Songhay. Using the historical narrative as a framework for studying each civilization, we continue to concentrate on primary sources to better understand the past on its own terms. In this course, we study literary compositions (poems, prose, letters, biographies), narrative histories (chronicles, annals, histories), documentary records (laws, writs), material sources (art objects, manuscripts, archeological evidence), and architectural structures (monuments, edifices, public works). In particular, students study Arthurian Legends
, Al Qur'an, the Ten Foot Square Hut
, and the old Malian epic Sundiata
, among other works. Through close reading and the careful examination and interpretation of these primary sources, the humanity and history of medieval people come alive for us.
ELEVENTH GRADE: UNITED STATES HISTORY
The third year of study focuses on the history of the United States. This course devotes more time to historical method and process. Students explore how historians construct their stories of the past by studying the economic, political and social developments of the United States from the Pre-Columbian era to the end of the WWII. Using selected primary source documents, historical essays, and secondary sources, students answer some of the most important questions about the historical evolution of the United States such as "Who is an American and who decides?" Most of the texts for the class change yearly. This year,
students are reading Indian Uprising on the Rio Grande; A Brilliant Solution: Inventing the American Constitution; Narrative of the Life of Frederick Douglass; and Why We Can’t Wait, The Interesting Narrative of the Life of Olaudah Equiano, The Declaration of Independence and Constitution of the United States, Passing, and The Woman at Otowi Crossing. Students also improve their ability to write and think critically by doing extensive document analyses and in class essays. The most significant project they undertake is a 15- to 20-page thesis, where they conduct original research at the University of New Mexico, the Albuquerque Public Library, and the Bosque School's databases such as JSTOR. Students who put in additional time and effort in this course are prepared to take the College Board Advanced Placement U.S. History exam in May.
TWELFTH GRADE: MODERN HISTORY
In this course, students will examine the central figures, events and ideas of the modern period and write their senior thesis papers. During the modern period, the West becomes the dominant force in the world. As new meanings are assigned to what it means to be human, the question of power - how it is to be distributed socially, economically, and politically and what it means to us personally - characterizes our inquiry. With the required research project, students engage in an inquiry of their own, devising and defending an original thesis. Through this process, students develop and refine critical thinking, reading and writing skills. The project culminates in the Senior Colloquium, a presentation of their research to the entire Bosque community at the end of the year.
The Bosque Student Government class is, in part, a student-directed class that is driven by a clear mission statement and bylaws that focus its efforts on supporting the student body and the Bosque community at large. Students will plan, implement, participate in and reflect on school activities and policies, as well as make decisions which affect the overall school culture. Students will be given an opportunity to set goals, organize events, debate school policies, manage time and budgets, problem solve and develop team-building skills. In addition, students will have an opportunity to examine our nation’s political structures by studying campaigns, elections, and domestic and foreign policies. The class is designed to help students compare and contrast their involvement with Bosque School policies and culture with that of our city, state and federal governments.
INTERNATIONAL RELATIONS & AMERICAN THOUGHT
In this junior-senior elective, students will learn about issues that are international in scope, but also impact American politics, economy, society, and culture. As we study these issues, we will explore their international dimension while touching on fundamental American values and posing philosophical dilemmas. In each quarter, we will analyze one topic in depth by looking at how it affects different continents, regions, and countries around the globe, including the United States. During our exploration we will study topics through many lenses such as history, politics, sociology, medicine, and economics, to name a few.
In the 2014-15 school year, we will study in particular the following topics:
Globalization, the rise of the non-west, and ask, “What is America’s role in today’s world?”
Democracy, the rule of law, and the ways that democratic systems may differ
Global health, the spread of disease, and the manner in which the U.S. has addressed epidemics
Political and social polarization in the U.S. and abroad
What predictions, if any, can we make about the future?
UPPER SCHOOL LANGUAGES
Upper school students are required to take Spanish for two years during high school. Interested students may continue a course of study that prepares them to continue on with the language at the university level. Throughout their studies, students will improve their proficiency in the skills of listening, speaking, reading and writing Spanish. They will also acquire a command of the key vocabulary and structures necessary for personal communication, as well as an appreciation of the history and culture of the Spanish-speaking world.
SPANISH FOR HERITAGE LEARNERS 8TH AND 9TH
This course is made up of eighth and ninth grade students who have previously taken the SFHS 6th and 7th or had extensive exposure to Spanish by having been brought up in a Spanish-speaking household, having lived in a Spanish-speaking country, or having attended a dual language program during elementary school. The course will continue focusing on the specific language needs of these types of learners. Students will work to enhance their cultural background and to improve their reading, writing, listening and speaking skills through reading and discussing a variety of literature from Latin America and by listening and analyzing Latin music, oral tradition, history, and shared values. In-class activities will include small group discussions, storytelling, small performances, writing activities, art projects and music.
ESPAÑOL PARA ESTUDIANTES DE HERENCIA GRADOS 8 Y 9
Este curso se compone de estudiantes de octavo y noveno grados que han asistido previamente al curso ESPAÑOL PARA ESTUDIANTES DE HERENCIA GRADOS 6 Y 7 o han tenido una experiencia extensa con la lengua española debido a que han crecido en un hogar hispano hablante, han vivido en un país de habla española o han asistido a una escuela primaria con programa dual en inglés y español. Este curso continuará enfocándose en las necesidades especiales y únicas de este tipo de alumno. Los estudiantes trabajarán en aumentar el conocimiento sobre su herencia cultural así como en mejorar sus habilidades de escritura, lectura, comprensión y expresión mientras leen y discuten una variedad de textos de la literatura Latinoamericana y escuchan, leen y analizan la música latina, la tradición oral, la historia y los valores compartidos. Las actividades de clase incluyen discusiones en grupos pequeños, cuentacuentos, pequeñas representaciones, actividades de escritura, proyectos de arte, y música.
Upper school students who do not yet have the proficiency required for Spanish II take Spanish I. This course presents the basic structures of the language along with situations in which the students use elementary and intermediate expressions of the language and practice topical vocabulary. A variety of methods is used, and Spanish is spoken most of the time. Students learn to tell stories, describe themselves and others; express likes and dislikes; and converse about daily activities and routines, obligations and commitments, home and family, feelings, health, and the environment.
In Spanish II, we will focus our year on storytelling, “Cuéntame un cuento.” Stories will come from the Spanish-speaking world represented in the Americas and Spain. Students will also come to tell their own stories from their individual and shared experiences. “Cuéntame un cuento” will allow students to learn and use the following tenses and grammar structures: present indicative, including all regular, stem changing, reflexive and irregular forms; past tense forms of preterit (regular with some irregular forms) and imperfect, using the past tense forms together in narration; gustar and the other verbs that function similarly; direct and indirect object pronouns; and concordance between subject/verb and subject/adjective. Emphasis is given to listening, speaking, reading and writing.
SPANISH II ADVANCED
The driving theme of Spanish II Advanced is exploring ancient civilizations in the Spanish-speaking world. We will capitalize on the frameworks used in ninth grade Ancient World civilizations History and English classes to make connections with prominent civilizations that have greatly influenced our present-day world. Our focus will be on Iberia and Mexico. In addition to analyzing other cultures from the past, we will seek to understand resulting politics, economics and human development through Spanish.
Students will learn to describe activities and narrate sequential events in the present and past tenses. They will give instructions and express complex thoughts based on possibility and hypothesis. By the end of this course, students will know the following tenses and grammar structures: present, preterit (regular and irregular forms), imperfect, imperative, present perfect, present and past subjunctive, conditional, the use of direct and indirect object pronouns, and expressions with hace. Emphasis is given to speaking, listening, writing and reading.
The main objectives of Spanish III are to perfect the students’ command of the structures of the language, as well as to communicate with more ease about more complex topics orally and in writing. We will move at a comfortable pace which will allow for plenty of practice. Usage and grammar will be reviewed and practiced through a variety of fun, challenging activities that will help the students boost their proficiency in Spanish. Throughout the year, topics will be introduced through real-life situations/dialogues that will allow each student to become familiar with the intermediate expressions of the language, as well as to practice topical vocabulary. These situations/dialogues will generally be followed by activities that will extend the use of the structures and functions introduced in ways that will fit different learning styles. A wide range of evaluation techniques will monitor the students’ progress. At the end of this course, my strong hope is for the students to walk out feeling that they have had a rewarding learning experience both culturally and linguistically.
This course provides advanced students with the guidance they need to continue discovering, learning and using the language in meaningful, creative and
engaging contexts. It promotes oral and written communication, as well as listening and reading comprehension, through a variety of exercises and thematic units. By the end of the year and having put forth the necessary effort, students should have greatly improved their skills in listening, reading, writing and speaking Spanish. Each unit is based on a Spanish or Latin American author, a historical or cultural subject, or a Spanish-speaking movie. Students will read excerpts from one or more of the authors’ works. With each unit, students learn advanced vocabulary and delve into the most complex structures of grammar. Spanish grammar is reviewed and the techniques of literary analysis are reinforced. In order to develop students’ writing skills, written essays are required for most unit. Every unit will require that students get closer to the mastery of Spanish by providing a context in which to share vocabulary, sophisticated grammatical formations, and ideas developed through the readings of celebrated authors.
This course exposes students to the literature, customs and current events of the Spanish-speaking world. It promotes written and oral communication, as well as listening and reading comprehension, through a variety of written and oral exercises and thematic units. The students will have the chance to acquire much vocabulary and structural expertise through the reading of literature from Argentina, Chile and Spain, watching movies from two of these three countries, discussing/debating themes from the readings and viewings, writing opinion and critical papers, and participating in a number of activities in class. Students are prepared to understand a lecture in Spanish and to engage in discussions of literary, social and historic topics in Spanish. This is a demanding course that will provide the hard-working student with the necessary tools to speak, read and write Spanish with sophistication and ease at an academic level by the end of the school year. Students who put in additional time and effort are prepared to take the College Board Advanced Placement exam in May.
SPANISH VI Advanced Spanish Seminar: Asuntos Latinoamericanos
In this course, we will be studying the history, culture and current events of Latin America. This seminar will allow students the opportunity to achieve a deep understanding of Latin American perspectives on issues of global importance. We will be researching the historical underpinnings of important issues, analyzing policy, debating different inter-and intra-country perspectives, and formulating possible solutions. Our theme will revolve around six issues: ecology, economy, human rights, indigenous cultures, narcotraffic/the guerrillas and health care. We will study and analyze these issues from their origins and history to their impact in modern society. This analysis will precede and be the focus of discussions and debate. Equally relevant will be the student’s personal experience living in Latin American countries (if applicable). We will focus on refining writing through essays, as well as position and research papers. Grammar will be polished and generated from the material collected from the students’ written work. Our culminating project will be a simulated United Nations forum. In this project, each student will present and defend topics decided upon in advance.
UPPER SCHOOL LATIN
This course provides students with a working knowledge of the Latin language. Students develop Latin grammar and vocabulary and strengthen and acquire skills in English as a result. Because Latin is primarily a literary language, the focus of the course is translation. During the progress of the course, students are taught basic grammatical forms to aid them in translation. Class activities include sight translations, prepared translations; reading aloud in Latin; grammar exercises; and memorization of noun, pronoun, verb, adjective and adverb forms. The text for this class is Ecce Romani I. The topics in Latin I include first conjugation of verbs in the six tenses, active and passive voice, and the first, second, and third declension nouns and adjectives.
This course expands on and strengthens the material learned in Latin I. The year begins with a comprehensive review of first year Latin. Class activities include sight translations, prepared translations, reading aloud in Latin, and grammar drills. The text for this class is Ecce Romani II. The topics in Latin II include the third, fourth and fifth declension nouns; participles; ablative absolute; the subjunctive mood of verbs; and sequence of tenses. The objective of this year is to prepare the students to read Latin literature.
Latin III is called “Myths and Heroes.” Students will read some of the great Greco-Roman myths in both English and Latin. The Latin myths may include the stories of Perseus, Hercules, and Ulysses. In the spring semester, students are introduced to the poetic mythology of Ovid and read selected myths from the Metamorphoses.
Latin IV is called “Vergil, Catullus, and the Meaning of Life.” The first semester focuses on the great epic story of Vergil’s Aeneid. In this advanced course in Latin literature students work on developing their ability to translate literally, to analyze, to interpret and to read Latin poetry. In the spring semester, students read selections from the lyric poetry of Catullus.
The courses in the mathematics department represent a rigorous curriculum that strives to challenge students while instilling an excitement for math. Ultimately, students are prepared for college-level mathematics. The department places an emphasis on exploring ideas from numerical, algebraic, graphical and contextual perspectives. The variety and sequence of courses, as well as the multiple entry points for the advanced courses, support our department philosophy: "Every student in the right place at the right time."
YEAR I (GEOMETRY/ALGEBRA II)
This course includes both geometry and intermediate algebra. Emphasis will be placed on developing and applying intuition for algebraic and geometric properties. The purpose of integrating Algebra II and geometry is to build a stronger connection between the disciplines and provide regular practice of both algebra and geometry. Students will often engage in problems that require both algebraic and geometric skills thus deepening their understanding of the material. Students will investigate geometric principles and algebraic relationships using Geogebra and Geometer’s Sketchpad, as well as compass and straightedge. Coordinate geometry will be emphasized. Topics include properties of parallel and perpendicular lines, triangles, polygons, and circle properties, transformations, linear and quadratic functions, matrices, complex numbers, arithmetic sequences, proportion, and similarity. The course includes material from Discovering Geometry published by Kendall Hunt & Algebra 2 published by McGraw-Hill Glencoe. Prerequisite: Algebra I
ADVANCED YEAR I (GEOMETRY/ALGEBRA II)
This course includes the same concepts as Year I, but with greater depth. Students will engage in more problem-solving activities and they are encouraged to participate in the math competitions. Prerequisite: Algebra I
YEAR II (GEOMETRY/ALGEBRA II)
This course extends the integration of Algebra II and geometry in Year I by emphasizing mathematical justification of algebraic and geometric properties. The content of the course is designed to create mathematically literate students who have a solid grasp of the fundamentals of sophisticated algebra and geometry. The course focuses on the following algebra topics: polynomials, inverses, radicals, exponentials, logarithms, rational functions along with some exposure to some conics concepts. Students will also discover and prove circle properties, explore the volume of various geometric shapes, and investigate similarity. The course includes material from Discovering Geometry published by Kendall Hunt & Algebra 2 published by McGraw-Hill Glencoe. Prerequisite: YEAR I (GEOMETRY/ALGEBRA II)
ADVANCED YEAR II (GEOMETRY/ALGEBRA II)
This course expands on the topics covered in Year II. Students will engage in problem-solving activities and they are encouraged to participate in all math competitions. The course includes material from Discovering Geometry by Kendall Hunt, Algebra 2 published by McGraw-Hill Glencoe along with College Algebra published by Larson Hostetler. Prerequisite: Advanced Year I (GEOMETRY/ALGEBRA II
STATISTICS AND APPLIED MATH
This cour se explores the practical application of mathematics through the study of sequences, statistics, matrices and functions. It involves gathering, organizing, simplifying, analyzing and interpreting data. Students model real-life situations through mathematical equations and develop the capacity to communicate technical information to others. Problems studied in the course arise from financial, scientific, sociological and historical perspectives. Students are expected to have a graphing calculator or other graphing utility (the various versions of the TI-83, TI-84 or TI-Nspire are preferred, although many other options are becoming available and useful), and they work with these calculators, as well as computers, to solve practical problems. The course includes material from a wide variety of sources, including the textbooks, Understandable Statistics and College Algebra, published by Houghton Mifflin. Successful completion of Year II is a prerequisite for STAM.
This course reviews, extends, and synthesizes algebraic, geometric, and graphical concepts and skills in preparation for a college-level Calculus course. The recurrent theme of the class will be functions, including linear, quadratic, polynomial, rational, radical, exponential, logarithmic, trigonometric, and inverse trigonometric functions. Students also use mathematical modeling to examine a variety of financial, social, and scientific phenomena. Moreover, this course aims to develop a student’s ability to communicate technical information and mathematical knowledge, which places a heavy focus on the processes and reasoning used to arrive at answers, as well as proper mathematical notation. The course emphasizes graphing. Thus, students are expected to have a graphing calculator or other graphing utility (the various versions of the TI-83, TI-84 or TI-Nspire are preferred, although many other options are becoming available and useful). They work with these calculators frequently to explore and discover concepts and investigate the connections among seemingly different concepts. The course includes material from a wide variety of sources, including the textbook Precalculus With Limits from Houghton Mifflin. Highly successful completion of Year II is a prerequisite for Pre-Calculus.
This course emphasizes the same concepts of pre-calculus; however, students will explore the topics in greater depth and engage in various problem-solving activities. Students in advanced courses are required to participate in math competitions. Prerequisite: Advanced Year II
Building heavily upon skills and concepts studied in previous courses, Calculus explores “the mathematics of change.” The concept of a limit is developed while working towards an understanding of instantaneous rates of change. Analytic techniques for evaluating limits lead to derivatives, which are used to analyze and graph functions, investigate rates of change, and explore optimal solutions. Reversing and expanding upon the derivative concept gives rise to definite and indefinite integrals. These are used to solve simple differential equations, find areas of irregular 2-dimensional regions, and find volumes of 3-dimensional objects. Throughout the course, students investigate applications of calculus topics in fields such as science, engineering, and economics. This course also aims to develop a student’s ability to communicate mathematical knowledge and technical information in a sophisticated yet clear manner. Graphical analysis plays a major role in the development of many concepts, and realistic applications involve complicated calculations. Thus, students are expected to have a graphing calculator or other graphing utility, which is used daily as an instructional tool (the various versions of the TI-83, TI-84 or TI-Nspire are preferred, although many other options are becoming available and useful). The course includes material from a variety of sources, including the textbooks Calculus for AP, 2nd Edition from BFW Freeman and Calculus of a Single Variable, 8th Edition from Brooks/Cole Cengage Learning. With additional effort and understanding, students in this course may be prepared to take the College Board’s Advanced Placement Calculus AB exam in May. Highly successful completion of PreCalculus is a prerequisite for Calculus.
This course continues where Calculus leaves off. Students quickly review topics from the first course but at a deeper and more theoretical level. The course then studies further applications of integrals, more sophisticated integration techniques, improper integrals, and numerical approximation techniques for solutions of differential equations. A significant portion of the course examines sequences and series, eventually leading to the creation of Maclaurin and Taylor series for elementary functions. Students also study parametric equations, polar coordinates, vectors, and two-dimensional motion. Calculus 2 is for exceptionally advanced students in mathematics. As such, the course emphasizes theoretical perspectives, accurate mathematical notation, and an increasing understanding of and facility with proofs. Also, Calculus 2 does not meet daily, so students must accept a larger role in their own learning. Graphical analysis plays a major role in the development of many concepts, and realistic applications involve complicated calculations. Thus, students are expected to have a graphing calculator or other graphing utility, which is used frequently as an instructional tool (the various versions of the TI-83, TI-84 or TI-Nspire are preferred, although many other options are becoming available and useful). The course includes material from a variety of sources, including the textbooks Calculus for AP, 2nd Edition from BFW Freeman and Calculus of a Single Variable, 8th Edition from Brooks/Cole Cengage Learning. With additional effort and understanding, students in this course may be prepared to take the College Board’s Advanced Placement Calculus BC exam in May. Highly successful completion of a Calculus course that includes the topics listed above (Calculus) is a prerequisite for Calculus 2.
COMPUTER PROGRAMMING FUNDAMENTALS
The course utilizes the C and Python programming languages to cover fundamental programming concepts, including consideration of abstract machine models with emphasis on the memory hierarchy, basic programming constructs, functions, parameter passing, and pointers and arrays. If time permits, extra topics such as file I/O, bit-level operations, interfacing to external devices (robot control), three-dimensional graphics, and game design may be included. Resources include the text Programming in C by Stephen Kochan and the online resource Invent with Python (http://www.inventwithpython.org).
UPPER SCHOOL PHYSICAL EDUCATION
The upper school physical education program is directed by three essential goals for each student: 1) attaining a level of personal fitness; 2) using technology to design and implement a personal fitness program based on scientific principles; and, 3) developing proficiency in selected motor skill activities for personal satisfaction and continued activity commitment. These goals are crucial to lifetime wellness. Participation in upper school athletics will be counted as physical education credits.
UPPER SCHOOL SCIENCE
The upper school science program strives to inculcate scientific literacy by having students obtain a thorough understanding of basic scientific principles and developing the realization that science - the search for objective truths - is a uniquely human process. Our methodology focuses around the notion that students develop a sharper understanding of their world when they are actively engaged in scientific inquiry. Therefore, laboratory work and experimentation are central to every course, whereby students have opportunities to observe, question, predict, collect data, measure, analyze, evaluate, and express their ideas both verbally and in writing. The upper school program consists of coursework that is consistent with the benchmarks as stated in the National Research Council’s Science Education Standards. The program is comprised of a more traditional sequence of academically challenging coursework— conceptual physicals (ninth grade), biology (tenth grade), and chemistry (eleventh grade) are required for graduation. In eleventh and twelfth grades, students have the option to enroll in physics, advanced physics, advanced chemistry, advanced biology, or studies and research in wildlife biology and conservation. All science courses are full-year (two-semester) courses that stress exploring concepts in greater depth and complexity. Although possessing a solid foundation in science is one program goal, more importantly, we realize that our students’ success depends less on factual knowledge, but more so on their ability to raise questions, think and learn independently, solve problems, and express their knowledge well.
NINTH GRADE CONCEPTUAL PHYSICS
This course is designed to provide students with a full-year physics program (including topics such as mechanics, properties of matter, heat, sound and light, electricity and magnetism, and atomic and nuclear physics). The program takes advantage of students’ everyday world and language in addressing and understanding core principles in physics. Lectures, demonstrations, discussions, and laboratory activities are used to explore everyday problems and experiences, develop an understanding of key concepts, and apply an understanding to answer questions and solve problems. Students are expected to have successfully completed Algebra 1 or be enrolled in Algebra 1.
This course investigates the topic of biology through independent and group projects, lecture, and laboratory work. The course is dedicated to the investigation of the biological composition, structure and function of natural systems. Topics covered are biochemistry, cell structure and function, genetics, evolution, and human physiology. The primary textbook used in this course is Biology: the Dynamics of Life
by Glencoe. This is supplemented with various readings from outside sources.
Chemistry is the science that deals with the materials of the universe and the changes that these materials undergo. It lies at the heart of our efforts to produce materials that greatly influence our lives. The lab-intensive chemistry course is designed to help students gain a better understanding of the composition and properties of matter and how chemical substances undergo changes. Basic chemical concepts, as well as the fundamental skills of chemical calculation, will be emphasized and form the basis for numerous applications throughout the course. Through lab investigations, students search for patterns, exploring the behavior of many substances common in our world. Students are expected to have mastered the basic algebraic skills of solving equations and using a scientific calculator. The text for the course is World of Chemistry
by Steven S. Zumdahl (McDougal Littell Publishing Company, 2011).
Advanced biology is an elective course for seniors. In this course we build on the biological foundations from tenth grade biology and on a number of the concepts from eleventh grade chemistry. In addition to class lectures and discussions, students explore different topics, including cellular metabolism, gene regulation and expression, biotechnology, evolution, behavioral ecology, and island biogeography, through individual and group work in the classroom and through the frequent use of basic and advanced laboratory techniques. During the course of the year we emphasize the unifying themes of evolution, form fits function, unity in diversity, and science as a human process. The successful completion of labs, the productivity of group assignments, and the quality of class discussion are dependent upon the commitment and participation of all members of the class. Prerequisites for the course are ninth grade conceptual physics, tenth grade biology and eleventh grade chemistry.
WILDLIFE AND CONSERVATION BIOLOGY
Wildlife and Conservation Biology (WCB) is a field-based, college preparatory course devoted to student participation in actual wildlife research and
conservation projects. Through those activities, and supported by supplemental readings, students gain a broad understanding of the fields of wildlife and conservation biology, as well as an understanding of each studied species’ natural history, its landscape and ecological context, as well as its relationship with humans. Students select one of the WCB research projects to take primary responsibility for managing and analyzing its data and preparing its annual technical report. Furthermore, during each semester, students participate in a substantial outreach activity related to a WCB research or conservation project with groups beyond the Bosque School community. Each quarter WCB students provide leadership and environmental education programs to younger students on several wildlife and conservation projects. Key areas of study in WCB projects include: the ethical and moral implications of live animal research; safety; wildlife management techniques and procedures; field research design and execution; data management; statistical analysis; and the preparation of technical reports. WCB is an elective science class open to juniors and seniors and can be used to meet the seventh credit of science/math that a student must complete to graduate. Furthermore, students enrolled in WBC can also enroll concurrently with NM State University’s online wildlife biology class “WLSC 110: Introduction to Natural Resource Management.”
WILDLIFE RESEARCH SEMINAR
Wildlife Research Seminar (WRS) builds upon the coursework in Wildlife and Conservation Biology (WCB). WBC is a prerequisite for WRS. After having had a broad exposure to research techniques, wildlife biology, and conservation issues in WCB, students in WRS focus in on a particular wildlife biology research topic. Students, either alone or with a partner, design, execute and prepare for scientific publication and/or professional presentation of a wildlife research project or comparable project. Each student, in addition to Bosque School’s WRS teacher, often works with an additional mentor who has specific research experience in the studied topic. Supporting coursework and activities are based upon the selected research topic and vary from one student to the next, though principles of research design, data analysis, and ethical live animal research are components of all WRS projects. Furthermore, students enrolled in WRS can also enroll concurrently with NM State University’s online wildlife biology class “WLSC 110: Introduction to Natural Resource Management.”
Physics is the science that studies how the known universe works. In an inquiry-based, lab-intensive approach, students draw conclusions about the natural world based on the results of experiments. Students must have completed Algebra II in good standing to take this course. Topics include motion, force, work, energy, relativity and astronomy. At the completion of the course, students should possess a greater understanding of the natural world; an ability to solve problems and draw conclusions from experimental data; and the ability to succeed in a college-level physics class. If taken junior year, students have an opportunity to take the second year of physics their senior year.
In the advanced chemistry course, students build on their general chemistry experience from their junior year, as well as their increasing sophistication in science and math, to explore fundamental concepts not covered in the general chemistry course - thermochemistry, thermodynamics and equilibrium, electrochemistry, modern atomic theory, organic and nuclear chemistry - all of which are central to acquiring a deeper understanding and application of chemistry. The course is highly quantitative with an emphasis on chemical calculations and mathematical formulation and is focused around a substantial college-level laboratory component. The course will contribute to the development of the students’ abilities to solve problems, work effectively in both independent and cooperative settings, think clearly, and to express their ideas orally and in writing, with clarity and logic. The course intends to meet the needs of students with career interests requiring a strong chemistry background, such as science, mathematics, engineering and the health professions. Although the concepts and labs that form the foundation of this course are included in the College Board’s AP Chemistry curriculum, the goal of this class is not to prepare students to take the AP chemistry exam, but to give the students the opportunity to do advanced work in chemistry. Prerequisite: B average in General Chemistry
Advanced Physics is a continuation of Physics I and looks at topics not covered in the first-year course. Topics that are addressed in the second-year course are thermodynamics, waves and sound, electricity and magnetism, and relativity. Advanced Physics has the same prerequisites as Physics I with the additional requirement of attaining a grade of C- or better in Physics I. Students in this course will extensively use their previous physics and algebra backgrounds as Advanced Physics is the capstone of the curriculum. The design of this course is to realistically simulate what students can expect out of a collegiate level physics class.
SCIENTIFIC RESEARCH METHODS
This course is aimed at providing advanced students in the physical sciences an opportunity for independent research and deep investigation into issues within the physical sciences. The course will cover several critical skills necessary for success in scientific endeavors, including technical writing, speaking and formal presentation, data set acquisition, maintenance, and modeling, and the philosophy of science.
Service Learning takes students from the classroom into community settings and combines academic learning with meeting real community needs. At Bosque School, we believe integrating volunteering with instruction and reflection fosters civic responsibility, as well as a deeper understanding of diverse issues affecting the world in which we live – at local, national and global levels.
The goals of the program are to increase students' awareness of social, cultural, economic and environmental issues; learn about how organizations and individuals can help address and impact these issues; experience and understand the value of volunteering time and talent to be part of the solution; and develop an authentic sense of empathy and ethic of service to others.
UPPER SCHOOL OVERVIEW
Participation in Service Learning is a requirement of 9th through 11th graders, but the program gives students considerable independence by offering approximately one dozen groups from which to choose. Bosque’s Upper School Service Learning program encourages student involvement in the community in a way that compliments individual interests, with the long-term hope that service becomes a permanent part of students’ lives well beyond graduation. The program model allows students to join a group that addresses a community issue they care about. Throughout the year, they learn about that issue and take action through outreach projects, special events and awareness campaigns; depending on the selected group, volunteering occurs during the school day, after-school and/or during weekends. Students who are motivated to pursue their own service project can initiate an independent study by submitting a proposal and learning goals for approval. All students are supported by faculty sponsors and exposed to up-to-date content through expert guests, articles, films and other resources. 12th graders participate in the Senior Service Symposium, a three-day culminating immersive event prior to graduation; they are not required to choose a group during their senior year.