Curriculum & Course Catalog

English I is organized around the theme of The Examined Life. Broadly speaking, it is an exercise in metacognition: a chance for students, in some cases for the first time, to consider their own ideas and the factors that encourage them to think the way they do. As such, many of the key texts are in the bildungsroman tradition and serve as models for the examination of the self and of society. As we prepare students to engage in this sort of self-examination in their own writing, we will begin the year with an extended unit devoted to the personal essay. Here, we will establish a writing process that includes idea generation, writing to learn, drafting, and collaboration. Students will employ this writing process, and the vocabulary used to describe it, throughout their time at Thacher. Finally, in order to demonstrate the breadth of possible approaches to this sort of inquiry, we will consider a wide variety of genres, including essay, novel, memoir, drama, poetry, graphic novel, and short story. With an introduction to these essential ideas and skills, students establish a strong foundation that will allow them to exercise greater autonomy and engage in more sophisticated critical thinking in English II and beyond.

Level: 200

Open to: 9th

 

Thacher’s mission statement begins with the claim that our school “trains young people in the art of living for their own greatest good and for the greatest good of their fellow citizens in a diverse and changing world.” In English II, we will explore the concept of “the greatest good” as it relates to our personal, local, and global lives. Course readings will highlight the cultural tradition of literature throughout our “diverse and changing world” and prompt students to interpret, analyze, synthesize and develop their points of view. Students will engage in genuine dialogue, challenge the status quo, ask the “un-asked” questions, and begin to see themselves as agents of change. As writers, students will express themselves coherently in a variety of modes and genres as they examine texts and their own experiences through a clear and critical lens. Students will develop critical thinking and media literacy skills, as well as academic discipline, group cooperation, and collaboration skills.

Level: 200

Open to: 10th

 

English III is a study of voices. Using a wide-range of texts, we examine the voices that form America and American identity. More specifically, we consider the echoing of these voices—how different figures use different genres to respond to and make anew that which came before. To this end, we engage with a variety of forms of literature—poetry, novels, essays, speeches, and plays. Perhaps most importantly, English III pushes students to find, understand, and use their own voices to join the rich and varied conversations. Our focus on writing begins with the foundational moves of academic discourse before turning to the study of rhetoric and persuasive writing. By the end of the year students have a strong understanding of various American experiences, an ability to critically read about these experiences, and the confidence to enter the conversations they invite.

 

Students in English III can expect to read a major novel and various shorter-form works each trimester. Papers and projects will vary between analytical essays (4 to 5 pages), persuasive essays (2 to 3 pages), group video projects, and creative works such as poetry and memoir.

Level: 200

Open to: 11th

 

English III Honors is a study of literary analysis and criticism through the lens of the American experience. Course readings, which will include novels, poetry, narratives, and drama, will be complemented by literary scholarship and criticism. The scholarly sources we study will serve as models for the analytical and researched-based essays we will write. 

 

Students in English III Honors can expect to read one or two major novels, various short-form works, and corresponding scholarly sources each trimester. The reading load will be consistent and heavy, and students will be expected to help shape the in-class discussions that follow. Most writing assignments will focus on literary analysis, with papers ranging from 4 to 6 pages in the fall, 6 to 8 pages in the winter, and 8 to 10 pages in the spring. Students will make the use of scholarship an essential component of our study, including demonstrating advanced research skills, synthesis of multiple scholarly voices and points of view, and the ability to make arguments about literary texts in conversation with scholarly work. While English III Honors students can also anticipate creative projects or group assignments, the majority of the class will focus on analytical writing and scholarly engagement. Students in English III Honors will be expected to be motivated learners capable of managing writing assignments independently.

 

Please note that given the complexity of scheduling it will likely not be possible to move from an honors to a non-honors section of English III once the school year begins. You should only sign up for English III Honors if you are fully confident in your ability to manage the demands of the course. 

Level: 300

Open to: 11th

 

All senior-level English classes will engage students in high-level reading, discussion and writing assignments. Students will be asked to apply the knowledge gained throughout their English studies at Thacher to more complex texts and assignments, to contribute fully and frequently to discussions and to produce analytical essays in and out of class. In addition, English IV Honors classes will include lengthier reading assignments and a more sustained focus on regular engagement with scholarly sources, in particular in their writing. 

 

Seniors choose two courses: one for the fall term, one for the spring term. The spring term offerings will be published later in the year for seniors to review and select from. Fall selections are listed below.  Students should expect to remain at the same level throughout the year. In addition, students should know that those who are pursuing the honors track should expect a higher level of requirements for senior exhibition research, including the number and kind of sources they engage with.

 

 

"Things aren't great, Internet. Actually, scratch that: they're awful." As the Wired magazine staff wrote in their 2016 open letter to the World Wide Web, things are pretty messy in our digital and increasingly technocentric world. While some tech pioneers have claimed that the internet set up "a world that all may enter without privilege or prejudice accorded by race, economic power, military force, or station of birth", it feels like an understatement to say that it has failed spectacularly to live up to that promise. While we live in a world where anyone can express whatever they want to more people than ever before, we also live in the duality of the physical and digital worlds—where apathy, marginalization, alienation, and disillusionment about what constitutes fact and fiction dominate our social milieu. This senior elective seminar will explore the impact of technology on the human experience. From the assumed neutrality of a Google search algorithm to the endless scroll of catered content you supposedly “want” to the promise of solving all of our problems through newer tech, this class will be the starting point for numerous ethical and humanistic inquiries about the modern human condition and how we got here. 

Level: 200

Open to: 12th

 

In this interdisciplinary class that will also touch upon religion and politics, we will explore how the world has been shaped through the abstract and theoretical realm of philosophy. We will begin by reading foundational texts from Ancient Greece, China, and the Middle East while eventually incorporating more modern philosophy. Interspersed with the theory will be short novels, poetry, and film. The purpose of this class is to identify the many influential ideologies that make and shape our world, reflect on our own personal philosophies, and understand the power of ideas. This is a reading and research intensive class that will ask students to thoughtfully contribute to the scholarly discourse that exists on these topics by building on the work of the most influential thinkers throughout history.

Level: 300

Open to: 12th

 

This fall’s Shakespeare course will be a true survey: we’ll get to know William Shakespeare the man via, among other sources, Bill Bryson’s eminently readable biography, Shakespeare: The World as Stage, and at the same time we’ll consider some highlights of Shakespeare’s dramatic work. Our syllabus will include a sampling of the four dramatic genres in which the Bard wrote: we’ll start with Richard III (for the histories), move on to As You Like It (a comedy), follow that with Macbeth (a tragedy), and finish with The Winter’s Tale (one of the late romances). By reading these in (as best we can tell) chronological order according to when they were written, we’ll also endeavor to get a sense of Shakespeare’s evolution as a writer over the span of his career. Finally, we’ll take a look at modern productions of these plays in order to gain an understanding of the place Shakespeare’s work occupies in our contemporary cultural zeitgeist.

Level: 300

Open to: 12th

 

The Empire Strikes Back: Immigrant & Diasporic Voices in American and English Literature
 

This course will explore works of literature that have emerged from colonial and post-colonial territories during the twentieth and twenty-first centuries.  We will read works from representative English and American immigrant authors who work within the post-imperial framework, even as they assume the daunting challenge of cultural decolonization. Building on themes explored sophomore and junior year, we will consider questions such as: What effects did/does colonization have on individual identity and collective culture? How are those effects revealed in the works studied? What role does language play in the culture of imperialism? Is it significant that these authors write in the language of the colonial power? Authors and books for our possible consideration include: Junot Díaz, The Brief Wondrous Life of Oscar Wao; Chimamanda Adichie, Americanah; Jhumpa Lahiri, Unaccustomed Earth; Tommy Orange, There There; Edwige Danticat, The Farming of Bones; Celeste Ng, Everything I Never Told You; and Leslie Marmon Silko, Ceremony; Ocean Vuong, On Earth We're Briefly Gorgeous.

Level: 300

Open to: 12th

 

“I stood at the border; I stood at the edge and claimed it as central. I claimed it as central, and let the rest of the world move over to where I was.”  Toni Morrison

 

Toni Morrison (born Chloe Anthony Wofford, in 1931 in Lorain,Ohio), the second of four children in a black working-class family, was a precocious child who displayed an early interest in literature and the power of words. Winner of the 1993 Nobel Prize in literature, she started her literary career as a critic and editor for Random House, specializing in African-American literature. She made her debut as a novelist in 1970, and soon gained the attention of both critics and a wider audience for her "epic power, unerring ear for dialogue, and her poetically-charged and richly-expressive depictions of Black America." Morrison famously said many times that whatever we need to know about her and what she cared about can be found in her fiction. In this course we will read a range of works from both Morrison's fiction and non-fiction to consider what Carolyn C. Denard suggests might be important in our efforts to understand fully Morrison's "unrelenting passion to leave, it seems, no stone unturned in her interpretation of the large and small of Black life-– the defeats and the triumphs, the remembered and the forgotten, the myths and the music." In her introduction to the collection of Morrison's essays from which this course takes its name, Denard also writes: "What, we might ask, drives Morrison to use fiction in this kind of culturally and historically expansive way? What influences have shaped the world view she brings to her understanding of African American life and to the role the novel plays in its interpretation? What matters to her outside the novels even as it influences what goes on inside them? What, as the children ask the old woman in the story Morrison told in her Nobel Lecture 'moves at the margin' of her fiction that informs, orders, and gives intellectual energy to her life commitments and to her role as writer?"

 

Possible works for our consideration: (Fiction) The Bluest Eye, Sula, Beloved, Song of Solomon; (Non-fiction) Essays excerpted from What Moves at the Margin, Playing in the Dark, Morrison's Nobel Lecture, The Source of Self-Regard: Selected Essays, Speeches and Meditations

Level: 300

Open to: 12th

Introduction to the Arts is a year long course for all 9th grade students. The course rotates each trimester with an introduction to studio arts, performance studies, and music. The students learn various aspects of drawing, drama and playing musical instruments through various techniques and self expression. This class gives the students an introduction to some of the art electives offered in 10th grade and will help them choose a course based on their interests.

Level: 200 

 

This course is designed for those who are interested in continuing their studies of acting and performing, those who want to build more confidence speaking in public settings, and those who want to help develop Thacher’s theater program in significant ways. The students in this class will participate in extensive scene study, approaches to acting techniques, and collaborative performance projects. The actors will delve more intensely into the building and function of the ensemble, the creative self, character study, sensory awareness, releasing the natural voice, and improvisation. This course is built around a cross-cultural curriculum designed to promote transparency and equity. The performance of monologues, dialogues, and group scene work will further the experience and growth of each performer. In addition to understanding acting and performance techniques, we will focus on the process of devising and sharing new work. 

Level: 200 

Open to: 10th, 11th, 12th

 

Actors Studio is a course that builds upon the basic principles of acting through improvisation, devised work, ensemble building, character analysis, textual interpretation, voice, movement, and collaboration. Special emphasis is placed on the creation and production of monologues, open scenes, and scenes pulled from full length plays. 

 

The Actors Studio runs in conjunction with Acting I, and is open to students who’ve completed Acting I. These students will continue to build upon the fundamental skills learned in Acting I, and dive deeper into text and character analysis by taking on new challenges with heightened language and higher stakes. These students will have many opportunities to lead in class throughout the year, as outlined below: 

Level: 200 

Open to: 11th, 12th

Prerequisite: Acting I

 

This course is an exploration of the methods and materials of the art of ceramics. Students will learn a variety of hand-forming techniques including pinch, slab, and coil construction. Wheel throwing instruction is central to this course as we will focus on throwing and trimming techniques throughout the year. By the end of the year, students will be able to throw and trim cups, mugs, bowls, plates, vases, and lidded jars. Various methods of surface decoration will be explored as opportunities for greater self-expression. Glazing methods and techniques will be learned along with kiln loading. 

Level: 200 

Open to: 10th, 11th, 12th

 

This course builds upon the work done in Ceramics I with an emphasis on creating and trimming more challenging and complex forms on the wheel.  We will take a closer look at some of utilitarian ceramics' more important details and will discuss a variety of issues that potters encounter when creating utilitarian pieces. By the end of the year, students will be able to create larger wheel-thrown work including platters, large bowls, teapots, and sectional pieces. Students will learn to craft handles, lids, and spouts, and will have the opportunity to begin working with porcelain. While honing our craftsmanship will remain central, we will continue to explore new methods of surface decoration and glazing as opportunities to develop a personal voice in the medium. This class is intended for students who have at least one year of previous wheel experience and wish to further express their creativity through clay.

Level: 200 

Open to: 10th (instructor approval required), 11th, 12th

Prerequisite: Ceramics I or Instructor Approval

 

This course is for ambitious students who wish to continue their exploration of stoneware and porcelain clay after taking Ceramics II. Ceramics III - Advanced runs concurrently with Ceramics II and  is an intensive exploration of the functional and expressive aspects of clay. This course is geared towards expanding advanced technical skills and bringing narrative and personal voice to both thrown and sculptural projects. Students will apply the technique and design skills developed throughout their study in the previous ceramics courses to create more meaningful and complex pieces. Students will hone their skills through a variety of projects in the fall and will later pursue independent projects, where they will apply their knowledge of materials, tools, and techniques for a deep dive into a particular theme of their choice. This course requires a greater time investment outside of class time than the other ceramics courses. Studio maintenance (i.e. mixing glazes, loading kilns), time management, and self/group critique are essential to this course. 

Level: 400 

Open to: 11th, 12th

Prerequisite: Ceramics II and Instructor Recommendation 

 

This is a course of study in repertoire for string ensemble, and is open to students who have played violin, viola, cello, or concert bass for at least two years. We will perform a wide-range of musical styles from the Baroque era through 20th Century music, including film, Broadway, and even pop music. This ensemble will periodically collaborate with the Jazz Ensemble to perform larger works in the jazz style. On and off-campus performances will be available throughout the school year. Private lessons are recommended for musicians enrolled in this class.

Level: 200 

Open to: 9th, 10th, 11th, 12th

 

This is a course of study in repertoire for string ensemble, and is open to students who have played violin, viola, cello, or concert bass for at least two years. We will perform a wide-range of musical styles from the Baroque era through 20th Century music, including film, Broadway, and even pop music. This ensemble will periodically collaborate with the Jazz Ensemble to perform larger works in the jazz style. On and off-campus performances will be available throughout the school year. Private lessons are recommended for musicians enrolled in this class. Students receive the honors designation during and after their second year performing with the ensemble.

Level: 300 

Open to: 10th, 11th, 12th

Prerequisite: Chamber String Ensemble

 

This course is a current approach to teaching students the necessary tools and techniques to create contemporary electronic music in a variety of styles, including drum and bass, trance, house, trap, and more.  For each style, there will also be a research and analysis component, in which students learn to listen critically to selected pieces.  Students are then responsible for creating a complete piece of music for that style.  You will learn the history of electronic music with listening examples that highlight the important people, technology, and techniques associated with the style.  Students will learn the basics of synthesis through the study of analogue models. They will study synthesizer programming and the creation of new sounds, along with a discussion of MIDI and contemporary software applications, including sequencing and plug-in programs such as Reason, Cubase, Ableton Live, and others.

This class is limited to 7 students. 

Level: 200 

Open to: 10th, 11th 12th

 

The Chamber Singers is open by audition only. The Chamber Singers study a wide range of music from the Renaissance to the present day and in several different languages. For the past several years they have received gold medal (superior) ratings in festivals and have toured around the world. The group has many performance opportunities throughout the year. Auditions will take place during the Spring trimester.

Level: 200 

Open to: 10th, 11th, 12th

 

The Chamber Singers study a wide range of music from the Renaissance to the present day and in several different languages. For the past several years they have received gold medal (superior) ratings in festivals and have toured around the world. The group has many performance opportunities throughout the year. Students receive the honors designation during and after their second year performing with the ensemble.

Level: 300 

Open to: 11th, 12th

Prerequisite: Chamber Singers

 

This course builds upon the work done in Introduction to the Arts with emphasis on the development of drawing and painting skills. Students will work from observation and from their imaginations. The effective use of the measuring systems will be practiced along with linear and tonal studies in pencil, charcoal and paint. Students will be encouraged to be imaginative and express their originality, as well as creating works emphasizing careful observational rendering.

Level: 200 

Open to: 10th, 11th, 12th

 

Studio Art II is for students who wish to continue with drawing and painting after Studio Art I and who are considering Studio Practice - Advanced their senior year. Studio Art II will be geared towards developing painting and drawing skills and a personal voice. Students will work in a variety of media and develop their skills in drawing and painting through a variety of projects.

Level: 200 

Prerequisite: Studio Art I and/or intensive summer study at an art school.
Open to: 11th, 12th

 

Studio Practice - Advanced is an honors level class that will allow students to work independently on a series based on a theme of their choosing. They will develop a body of artwork that codifies a thesis. Through critique, development of the theme and technical revision, students will have created a body of art by year’s end that they will exhibit. Students will have the ability to create and develop a studio practice and a body of work in the medium/mediums of their choice. Students will be graded on the involvement, sophistication, development, and presentation of their work.

Level: 400 

Prerequisite: Studio Art II or teacher permission

 

This course in photography will introduce students to the art of photography. Students will learn how to use features such as the aperture, shutter speed and ISO, and how to use a light meter. The class will research methods to obtain proper exposures and creative control and composition to improve image quality. Students will be introduced to basic editing skills using Adobe Lightroom and Photoshop. Students will also spend one trimester being introduced to the art of film photography. They will work on traditional 35MM black and white film photography. Introducing them to using the darkroom, learning how to properly expose and develop their own film, use enlargers, make their own prints, and finish them on matted board. This portion teaches them to be mindful of what is in the frame, to consider the lighting and exposure, and to put more thought into each photograph. Class time will be divided between working periods, lectures, and critique. Critiquing and learning to discuss composition and intent are an important part of this class. A majority of the work is done during class time, but some projects will require work outside of class. 

Level: 200 

Open to: 10th, 11th, 12th

 

This is a performance class open to all players of woodwinds and brass, as well as rhythm section musicians (guitar, bass, piano, drums). Students meet after dinner for a double period twice per week and rehearse music ranging from big band jazz and modern jazz classics to pop-rock and film music. There are several performances scheduled throughout the year. Private lessons are recommended for musicians enrolled in this class.

Level: 200 

Corequisite: String instrumentalists must be concurrently enrolled in the Chamber String Ensemble

Open to 9th, 10th, 11th, 12th

 

This audition-based small ensemble will rehearse and perform jazz standards and modern tunes, and perhaps some originals. Musicians will be expected to do the work needed to perform, and improvise on, medium and advanced level jazz repertoire, and keep up with the rapid rehearsal pace. The class will be challenging, but a lot of fun! Private lessons are recommended for musicians enrolled in this class. Auditions will take place during the Spring trimester.

Level: 300

Corequisite: Winds and rhythm section musicians must be concurrently enrolled in the Jazz Ensemble

Corequisite: String instrumentalists must be concurrently enrolled in the Chamber String Ensemble

Open to: 9th, 10th, 11th , 12th (winds and rhythm section musicians) and 10th, 11th, 12th (string musicians)

 

This course is for guitarists, pianists, bassists and drummers interested in improving their abilities in various styles of music including jazz, rock, and pop music. Guitarists and pianists will develop chord voicings, bassists will learn how to “walk” bass lines, and drummers will improve their ability to play challenging drum patterns. We will focus on the group dynamic, learning to support each other and create a cohesive balance and feel. We will also spend time developing skills in improvisation. There will be performance opportunities throughout the year. Private lessons are recommended for musicians enrolled in this class.

Level: 200 

Corequisite: String instrumentalists must be concurrently enrolled in the Chamber String Ensemble

Open to: 9th, 10th, 11th , 12th (winds and rhythm section musicians) and 10th, 11th, 12th (string musicians)

 

With the advantage of a fully loaded professional facility, this course takes students well beyond the traditional “wood shop” class. In this art elective, you will study design theory and history, hand and computer-aided drafting, as well as traditional woodworking techniques to design and construct a unique piece of fine furniture built to the standards of a family heirloom. 

 

We begin the course with elements of design that include the use of line, space, scale, proportion, and grain orientation. Through sketching, drafting, making scale models, and sharing creative discussion, you will explore the design of your piece. As you begin construction, you will learn how to use hand and power tools safely and accurately, dimension and mill lumber, and construct accurate joints. The year culminates with a campus gallery show of your unique, handcrafted furniture. 

 

While completing a piece of fine furniture requires plenty of individual work, we foster a creative, collegial atmosphere in the class, a space where students feel welcome, supported, encouraged, and inspired.

Level: 200
Open to: 10th, 11th , 12th

 

How does music work? I’ve been playing, singing, or writing music for some time, but I don’t really understand what I am doing. What makes something sound good? What is harmony? How do chords work together? How can I better understand music in order to interpret and perform, or write my own? How do the works of composers and songwriters in the past inform music making today? Students will engage in a study of harmony and counterpoint, sight singing, ear training, score study, active listening and dictations. Application is made to classical, jazz, and contemporary popular music styles. This is intended for instrumentalists, singers and composers who want a solid foundation in their musical understanding. Don’t just play—understand the music you’re learning. 

Level: 300 

Open to: 10th, 11th, 12th grades

Prerequisites: Previous study of an instrument, voice, or previous theory study and permission of instructor  

 

This course picks up where the Music Theory Honors course left off in its theory study. We will continue to analyze music from the 19th through the 21st century. In addition, we will explore the structure of contemporary idioms such as jazz, popular music, minimalism, and serialism. Students will study the history of these developments with an emphasis on specific composers and their works and will compose a number of pieces of their own. If you plan to continue your study of music in college, this course is highly recommended and will have you well prepared.

Level: 400 

Open to: 11th, 12th

Prerequisite: Music Theory Honors

This course spans over 5,000 years of global history, from ancient civilizations to the modern era. Along the way students examine how political, religious, social, ideological, and economic transformations in Europe, Asia, Africa, and the Americas have shaped the modern world. To accomplish this, students engage with a variety of materials, including artifacts, architecture, art, advertisements, propaganda posters, and an array of primary source texts capturing the perspectives of a diverse array of historical actors to create an engaging learning experience. In order to emphasize the varying possibilities for interpretation of historical events, contextual information comes from a variety of scholarly sources including books, such as Yuval Harari’s Sapiens and Charles Mann’s 1493, journal articles,  podcasts, and more.  Ultimately the curriculum is designed around three core objectives: sharpening students’ analytical and critical thinking skills, developing strong research, writing, and presenting skills, and helping students retain a broad understanding of world events and their significance in laying the foundations of our modern world.

Level: 200 

Open to: 9th

 

All 10th graders take a series of trimester-long World History II courses. 11th and 12th graders are welcome to register for these classes as well, and will be given a spot dependent on enrollment. The offerings for this year might include the following, though are subject to change.

Level: 200 

Open to 10th, 11th, 12th; 10th graders have priority

 

This course closely examines the region comprising modern-day Afghanistan and Pakistan. You will study the role the British Empire had in shaping the state of Afghanistan and tipping the balance toward the creation of the modern state of Pakistan. You will also learn how the two countries have functioned as autonomous entities and players on the world stage. Additionally, themes such as governance, education, religion, economics, geography, gender equality, and U.S. foreign policy with both countries will receive significant attention. Importantly, the course puts a strong focus on contemporary happenings through daily current events and research presentations highlighting the challenges facing the region of South Asia today.

 

This course begins with a look at 'traditional' China in terms of culture, religion/philosophy and political structures. The bulk of the class is then spent looking at the degree to which China is able to deal with the challenges posed by its involuntary interactions with the West and the subsequent “Century of Humiliation.” This thread is followed from the Opium wars, through the fall of the Qing dynasty and into the foundation of the People's Republic. The latter portion of the class looks at the rise of the Chinese Communist Party, its successes and failures, and the challenges it faces as it seeks to achieve the “Chinese Dream” under the current leadership of Xi Jinping. Students will continue to develop their analytical writing skills as well as engage in a lengthy research paper and formal presentation.

 

This two-part course will offer students an overview of the major social, political, religious and economic developments in the Middle East during the modern period, focusing on the events, intellectual trends and popular movements that have shaped the region over the past five centuries. Part I of the course will begin with the rapid growth and spread of Islam across the Middle East and North Africa, examining the scientific and cultural achievements of the Islamic world during the pre-modern period. The course will then turn to the rise of the Ottoman Empire in the fifteenth and sixteenth centuries and investigate the forces of imperialism and nationalism in the seventeenth, eighteenth and nineteenth centuries that led to its decline and ultimate collapse, giving birth to the modern Middle Eastern nation-state in the early twentieth century. Particular emphasis will be given to the history of relations between the Islamic world and the West and to the themes of modernity, globalization, nationalism, Orientalism and colonialism. The goal of the course is for students to develop the skills necessary to achieve mastery in expository writing, primary source analysis, and historical research to prepare them for advanced history courses. Students will submit regular written assignments and engage in frequent discussions and debates on Middle Eastern politics and history.

 

Part II of the course will begin with the collapse of the Ottoman Empire and the redrawing of borders after World War I, and then consider the emergence of the modern Middle Eastern nation-state in the early twentieth century before examining more recent events in the region. Students will investigate topics such as the Arab-Israeli conflict, the Iranian Revolution, OPEC and the energy crisis, the First and Second Gulf Wars, and the Arab Spring with the goal of situating contemporary geopolitical issues in the Middle East in historical context. Particular emphasis will be given to tensions between Islam and modernity and to understanding US foreign policy in the Middle East over the course of the past century. The goal of the course is for students to develop the skills necessary to achieve mastery in expository writing, primary source analysis, and historical research to prepare them for advanced history courses. Students will submit regular written assignments and engage in frequent discussions and debates on Middle Eastern politics and history. Part II of the course will give students an opportunity to engage with a topic of their choosing and develop skills in the methods of writing history as part of a major research paper.

 

This course will examine the recent history of Japan, Korea, and China, with a specific focus on contemporary foreign policy issues, including the relationship between North and South Korea, China's economic development, and the Biden Administration’s efforts to reassert the U.S.’s role in the Pacific Rim after the damaging years of the prior administration.

 

What is America? This course prompts deeper exploration of US history, current events, and the multiple voices and perspectives that continue to shape American democracy, citizenship, and belonging. In the fall term, students explore early US history from the Pre-Columbian era through the Age of Revolutions and the drafting of the Constitution in 1787. We consistently study the diverse experiences of indigenous Americans and African-descended peoples brought to the US through the transatlantic slave trade and their contributions to the creation and development of the US. In the winter term, the course traces the nineteenth century from the early US republic to the antebellum era, the Civil War, Reconstruction, the Gilded Age and the Rise of the American Century. In the spring term, the course examines the US from 1945 to the present. 

 

For this US History track, the amount of reading and expectations for research and writing will be more scaffolded to prepare students for the demands of a college-level course, with close reading of texts and other kinds of archival sources, detailed notes, in-depth and systematic analysis of primary sources, and an introduction to working with professional historiography and related scholarly literature. Students are expected to work on small original research projects throughout the year. Assessments will consist of in-class essays, presentations, multimedia projects including podcasts and digital media, and the course will conclude with a 8-10 page research paper.

Level: 200 

Open to: 11th

 

What is America? This course prompts in-depth investigation of US history, current events, and the multiple voices and perspectives that continue to shape American democracy, citizenship, and belonging. In the fall term, students explore early US history from the Pre-Columbian era through the Age of Revolutions and the drafting of the US Constitution in 1787. We consistently study the diverse experiences of indigenous Americans and African-descended peoples brought to the US through the transatlantic slave trade and their contributions to the creation and development of the US. In the winter term, the course traces the nineteenth century from the early US republic to the antebellum era, the Civil War, Reconstruction, the Gilded Age and the Rise of the American Century. In the spring term, the course examines the US from 1900 to the present.

For this honors track, the amount of reading and expectations for research and writing will be higher and more closely resemble the demands of a college-level course, with close reading of texts and other kinds of archival sources, detailed notes, in-depth and systematic analysis of primary sources, the ability to work with professional historiography and related scholarly literature, and one additional major project. Students are expected to work on original research throughout the year. Assessments will consist of in-class essays, presentations, and multimedia projects. The course will conclude with a 12-15 page research paper. 

Level: 300 

Open to: 11th

This course is an intensive introduction to economic theory. During the first half of the year, the course will focus on macroeconomics, exploring patterns and forces within the global economy. During the second half of the year, the course will turn to microeconomics, examining how markets determine—and are shaped by—the behavior of individuals and firms. Topics will include supply and demand, market failures, national income accounting, unemployment, inflation, the business cycle, fiscal and monetary policy, banks and the financial system, and consumer and producer theory. This course is not a “traditional” survey of economics. The goal of the course is to help students apply their knowledge of economic theory to the real world and broaden their understanding of the major issues individuals and policymakers face in the global economy today. Particular emphasis will be given to the themes of globalization, inequality, environmental justice, racial disparities in wealth and economic opportunity, and the ethics of capitalism. Some concepts in the course will require students to use advanced arithmetic and basic algebra. Students should have a strong background in mathematics.

Level: 300 

Open to: 12th

 

This class will provide students with an opportunity to deepen their understanding of  international relations, the history and culture of key global regions and the role of policy in shaping social, political, cultural and economic change. Each trimester will focus on a different region, including the Middle East, Africa, South American and the Pacific Rim. Following a study of the historical context of each region students will choose a topic, either domestic or international, and examine it from the perspective of an analyst, writing a policy memo and presenting findings to the class. The course will focus on research, writing and problem solving, inviting students to immerse themselves in the fields of international relations and policy and to apply a historical lens to real world issues.

Level: 300 

Open to: 12th

 

Art History Honors offers an introduction to the study of art, architecture, and material culture, from the ancient to the modern era, and, along the way, asks serious questions about history,  culture, and the genesis of the human impulse to create. Beginning with the prehistoric era, students theorize what drove the earliest modern humans to paint images in the deepest and most remote recesses of caves. In antiquity, students investigate how beliefs about religion and power found expression in the art and architecture of societies around the world. In the course of covering more than 5,000 years of art, architecture, and material culture from around the globe, students will develop a deep understanding of how artistic traditions have been informed by, and shaped, the human experience. From Ancient Egypt, Mesopotamia, Greece, and Rome, to Europe, the Americas, Africa, Southeast Asia, China, and Japan, we will study the history of myriad cultures through their artistic traditions, discerning the connections to the religions, political, social, and ideological frameworks of the societies they derive from. 

 

Through class discussions, films, lectures, and activities, students will become conversant in the skills of visual analysis and learn how to think critically about art and architecture not just as aesthetic creations but as objects with profound social meaning. This class provides a foundation for future study of Art History at the college level. We will visit the Getty Villa in Malibu during the fall trimester and possibly plan two additional museum visits during the course of the year.

Level: 300 

Open to: 11th, 12th

This course focuses on extending students’ skills in working with mathematics analytically, graphically, and numerically and asks students to apply their algebraic reasoning to complex problems. Math II does not isolate algebra and geometry as separate branches of study, but instead teaches them in a way that shows their interconnectedness. Additionally, there is a conscious focus on integrating STEM disciplines to showcase the deep relationships between topics and across fields. Opportunities to model real world events provide an introduction for whatever path lies ahead. 

Level: 200

 

This course focuses on extending students’ skills in working with mathematics analytically, graphically, and numerically and asks students to apply their algebraic reasoning to complex problems. Math II Honors does not isolate algebra and geometry as separate branches of study, but instead teaches them in a way that shows their interconnectedness. Additionally, there is a conscious focus on integrating multiple STEM disciplines to showcase the deep relationships between topics and across fields. Embedding programming with Python into the mathematics content additionally enhances the algebra topics being studied and allows students to explore the topics more fully while gaining experience and confidence in coding. This along with using data to model real world events combine to make a comprehensive jumping off point for whatever path lies ahead. 

Level: 300

 

This course continues the study of algebraic elementary functions such as quadratics and high order polynomials. It then dives deep into the family of exponential and logarithmic functions furthering student's study of mathematical relations. Students will also investigate conic sections, series and sequences and further topics in geometry. There will be many opportunities for students to explore, discover and prove their understanding of the topics through applications and real-world modeling. 

Level: 200

Prerequisite: Math II or equivalent

 

This course continues the study of algebraic elementary functions such as quadratics and higher order polynomials. It then dives deep into the family of exponential and logarithmic functions, furthering student's study of mathematical relations. This is followed by investigations of continuity (and discontinuity) with rational and piecewise functions. Students will also investigate conic sections, sequences and series, and further topics in geometry. There will be many opportunities for students to explore, discover and prove their understanding of the topics through applications and real-world modeling. As an honors course, Math III H will move more quickly than Math III, incorporating additional unit(s), more proofs, and more independent exploration of topics.

Level: 300

Prerequisite: Math II H with teacher recommendation or equivalent experience

 

Math IV is a culminating course in the foundations of mathematics that will prepare students for further study in courses such as statistics or calculus. Math IV has a large focus on the study of trigonometry and analytic trigonometry; other precalculus topics include vectors, polar coordinates, parametric equations, sequences & series and/or matrices. The honors sections spend the last third of the year beginning Calculus with a study of limits and derivatives.

Level: 200

Prerequisite: Math III

Math IV Honors is a culminating course in the foundations of mathematics that will prepare students for further study in courses such as statistics or calculus. Math IV has a large focus on the study of trigonometry and analytic trigonometry; other pre-calculus topics include vectors, polar coordinates, and parametric equations. The honors sections spend the last third of the year beginning Calculus with a study of limits and derivatives.

Level: 300

Prerequisite: Math III H with teacher recommendation or equivalent experience

 

This course is designed for students who have successfully completed Math IV and elect to continue to an applications-based course in mathematics. Students will study exploratory data analysis, experimental design, the concept of distributions of data, probability, graphical displays and numerical summaries of data, relationships of association and correlation, confidence and inference. Student projects will involve designing data collection, gathering and analyzing different types of data, displaying their research and analysis and presenting their work to their classmates and/or to wider audiences. Throughout, students will be expected to use technology to help organize and analyze their work and create mathematical models as a part of their study. Students’ agency will be demonstrated in their selection of project goals, their initiative in collecting and analyzing data and in formulating the means of presentation to their audience. 

Level: 200

Open to: 12th

Prerequisite: Math IV

 

This course is designed for students who have successfully completed Math IV and elect to continue to an applications-based honors course in mathematics. Students will study exploratory data analysis, experimental design, the concept of distributions of data, probability, graphical displays and numerical summaries of data, relationships of association and correlation, confidence and inference. Student projects will involve designing data collection, gathering and analyzing different types of data, displaying their research and analysis and presenting their work to their classmates and/or to wider audiences. Students will ultimately conduct extensive analysis and inference in the spring, working with constituents beyond the classroom, and their projects will build on the concepts covered throughout the entirety of the academic year. Throughout, students will be expected to use technology to help organize and analyze their work and create mathematical models as a part of their study.

Level: 300

Open to: 12th

Prerequisite: Math IVH or teacher recommendation

 

This course explores the fundamental topics in calculus; limits, derivatives, integrals, and their applications. These topics are learned and explored in a less rigorous fashion than the honors level course, but students will still walk away with a deep conceptual understanding of these concepts that form the basis of all of calculus. 

Level: 200

Prerequisite: Math IV

 

This course is designed for students who have successfully completed Math IVH and elect to continue in Thacher’s mathematics program at a high level. It provides an in-depth study of limits, differential and integral calculus. Students are engaged in problem solving, reasoning, argument and communication. Emphasis is placed on exploring concepts from a numerical, graphical, and algebraic perspective.

Level: 300

Prerequisite: Math IVH with teacher recommendation 

 

The objective of Calculus I-II is to expand students’ knowledge, understanding, and

appreciation of mathematics by studying the mathematics of change and the infinitely

small. The concepts studied in this course will be explored from a graphical, numerical, analytical, and verbal standpoint. Students will learn to answer questions using each of these approaches and expand and defend their understanding through projects and traditional tests. This course supports a class atmosphere conducive to exploration, discovery, questioning, and collaboration. In addition to an in-depth study of limits, and differential and integral calculus, this course includes the calculus of parametric and polar functions, and analysis of infinite series.

Level: 300

Prerequisite: Math IV Honors with teacher recommendation 

 

This course covers introductory material related to the mathematics of vectors and the behavior of functions in three and more dimensions. Coordinatizations covered include rectangular, polar, spherical and cylindrical. Vector-valued functions form the basis of early discussions, including derivatives, integrals, surface area, arc length and curvature. Limits and continuity support a treatment of directional derivatives, differentials and gradients, leading to coverage of extreme value problems and Lagrange multipliers. Iterated integrals and multiple integration are treated with an emphasis on center of mass, moments of inertia, surface area and volume. Finally, line and surface integrals are introduced in the context of conservative vector fields to support an understanding of Green’s Theorem and, later, Stokes Theorem. This course depends on enrollment and staffing and may not be offered every year.

Level: 300

Prerequisite:  Calculus I-IIH

 

In this class students will learn how to read and write well-structured computer code using a variety of control flow techniques (functions, conditionals, loops, recursion), simple data structures (1D arrays, classes, multidimensional arrays), and different forms of input/output (text, graphics, animations). Along the way a variety of interesting STEM applications will be explored. Whether you are a complete beginner or already have some programming experience, this class will help you develop a good coding style and learn how to use your computer as a tool to explore almost any subject.

Level: 200

Corequisite: Math IIIH or Math IV recommended

 

This course covers the data structures and algorithms foundational to the college-level study of computer science. Topics covered include array lists, linked lists, search & sort algorithms, efficiency analysis, stacks & queues, binary trees, and graphs. Additionally, this course explores the world of Artificial Intelligence and its impacts on the software development process and learning.  These topics are explored through a series of projects that emphasize the technical skill, while allowing the student to learn larger software development processes.  This course requires a high level of independent study and self-motivation. 

Level: 300

Open to: 10th, 11th, 12th

Prerequisite: Computer Science with teacher recommendation or equivalent experience (approved by the instructor).

 

Applied Software Development - Advanced
 

This course provides advanced computer science students the opportunity to design and develop software with a real-world application for the Thacher School. Modeled after software startup companies, this course will ask students to learn and apply design thinking principles and computer science skills to develop a new software product. Along the way, they will come to understand the processes that software engineers use, including design pitches, architecture plans, software development, quality assurance, releasing to production, marketing, and user feedback. Students will focus on a single year-long project and will be assessed on both their technical skills (software implementation, database development and management, client-server architecture, API creation and usage, production deployment) and their understanding of and ability to leverage key tactical skills, including project management, collaboration, design thinking and presentation skills at project checkpoints throughout the year. This course requires a high level of independent study and self-motivation.

Level: 400

Prerequisite: DSA with teacher recommendation. 12th grade only may co-enroll in DSA with teacher recommendation.

This course introduces students to Mandarin Chinese (the official modern language of mainland China and Taiwan, known in those places respectively as putonghua and guoyu). The class begins with pronunciation, tones, Chinese character writing, and simple vocabulary study. All fundamentals of listening, speaking, reading, and writing are constantly practiced and learned. Students learn to greet, introduce family, discuss hobbies, talk about daily school life, and how to make appointments. Basic aspects of Chinese culture are also taught as they come up in context. While this course begins with some sections in Mandarin only, many parts, including talking about pinyin and how to write characters, are started in English. As the students' vocabulary increases, Mandarin will be increasingly used as the teaching language in the classroom. The focus of this beginning Mandarin course is on listening and speaking.

Level: 200

 

With an accelerated introduction of vocabulary, grammar, and sentence patterns, this course enables students to converse, read and write in Mandarin about various real-life situations. In addition to course content, students will work on their presentation skills. The presentations will allow students to practice grammar and vocabulary while delving more deeply into Chinese culture. At this level, Mandarin is used almost exclusively in the classroom.

Level: 200

 

This course is a continuation of Mandarin II and emphasizes the development of skills in listening comprehension, speaking, reading, and writing Mandarin while enhancing cultural awareness. At this level, Mandarin is used exclusively in the classroom. By year-end, students will have covered the major grammar rules and structures of Mandarin and should be able to read and write approximately 1000 characters.

Level: 200

 

This course is designed to enable emerging advanced Chinese-learning students to further develop their overall language proficiency through intensive and extensive study of selected texts representing various aspects of Chinese culture, society, history. Using a variety of texts as well as authentic material, students learn to discuss issues related to China and the world as well as those closer to home on the Thacher campus. The class emphasizes speaking and listening as means to solidify previously learned grammar, as well as continue to broaden vocabulary and learn more advanced grammar structures.

Level: 300

 

This course is intended for advanced Chinese language students to further develop their overall language proficiency through intensive and extensive study of selected texts representing various aspects of Chinese culture, society, and history. Using a variety of texts and authentic material, including films, news and short stories, students will be exposed to formal writing, improve their oratory skills and continue to learn new language structures. This class depends on enrollment and staffing and might not be offered every year.

Level: 400

Prerequisite: Mandarin A Honors, or permission from the department 

  

An introductory-level course, French I uses the "direct" or "immersion method" (i.e. we use only French in the classroom from day one) to introduce students to the French language and francophone cultures with a view to building both oral and written proficiency in the target language. The course covers fundamental vocabulary and grammatical structures essential for rudimentary communication in the target language. At the end of the course, students will be able to communicate comfortably in French in hypothetical everyday situations, asking questions and responding in declarative sentences (both orally and in writing), accurately using both the present and past tenses.

Level: 200

 

French II resumes where French I leaves off, building on the foundations laid in the lessons covered in the first year. In addition to the present and past tenses, students study the future, present and past conditional, and present and past subjunctive tenses. In the second semester, students read selected works by Francophone authors. In order to enter the second year, students must have a firm grasp of both the formation and usage of le passé composé and l’imparfait.

Level: 200
     

In French III, students continue to develop the oral and grammatical skills emphasized in French I and II and begin to focus more carefully on improving their proficiency in reading and writing. Students in French III complete an intensive grammar review throughout the fall trimester, which provides them with the tools to take on increasingly challenging reading and writing assignments as the year progresses. The reading list is varied and extensive, ranging from magazine and newspaper articles to poetry and full-length novels. Students regularly engage in pair work to stimulate their spontaneous use of the language. Additionally, they

prepare essays on various topics, including social issues, literature, and personal experiences, to help them to refine their writing skills and aid them in developing the analytical and interpretive skills needed to form sound opinions about literature, culture and society. Required oral presentations enable students to gain confidence in expressing themselves clearly and correctly in French.

Level: 200

 

Building on the fundamentals introduced in the earlier French courses, this course reinforces the four basic language skills: listening, speaking, reading and writing. Students are encouraged to apply their critical thinking skills to the use of their second language. Students will deepen their understanding of French-speaking cultures and societies using authentic media  that illustrate multiculturalism in society.  Literary texts, classroom discussions, and other written and visual sources will complement the class.  Both oral and written assignments require students to express themselves formally in the target language and provide the opportunity for students to perfect their skills.

Level: 200

 

This course is intended for students who combine significant oral and written proficiency in French with a keen desire to master the subtler details of grammar, diction and idiom to develop both oral and written fluency. Students will explore the themes of reflection that Francophone societies hold dear. They will get acquainted with the linguistic tools and cultural codes to access various types of authentic material, such as the humanistic philosophers who shaped contemporary values, literature, newspaper articles, essays and any artistic form of expression. Audio and video recordings, as well as francophone films will be studied to discuss sociopolitical issues and to provide a range of cultural material for analysis. Students should expect frequent writing assignments in response to required readings as well as frequent oral presentations. We also include project-based learning that uses practical skills to develop language acquisition. Both oral and written assignments require students to express themselves formally in the target language. This class depends on enrollment and staffing and might not be offered every year.

Level: 300

Prerequisite: French IV or permission from the department.

 

This course is intended for students who combine significant oral and written proficiency in French with a keen desire to master the subtler details of the language to perfect both oral and written fluency. Students will need to draw on their critical thinking skills as well as their linguistic competency. Students will explore the themes of reflection that Francophone societies hold dear. They will get acquainted with the linguistic tools and cultural codes necessary to access various authentic materials: the humanistic philosophers who shaped contemporary values, literature, newspaper articles, essays and many forms of artistic expression. Audio,video recordings and francophone films will be studied to promote discussion. French B - Advanced continues to heighten the students’ understanding, listening, speaking and writing proficiency. Students should expect project-based learning assignments as well as frequent oral presentations. We also include project-based learning that uses practical skills to develop language acquisition. Both oral and written assignments require students to express themselves formally in the target language. This class depends on enrollment and staffing and might not be offered every year.

Level: 400

Prerequisite: French A Honors or permission from the department.

 

The first-year program emphasizes the development of a strong foundation in Spanish in a language immersion classroom and the mastery of the study skills required for language learning. Students are introduced to pronunciation as well as basic grammatical structures, vocabulary, culture, and language-study techniques. This course develops introductory communicative oral and written skills in order to enable students to interact in simple situations, incorporating themes of identity, current events, environmental concerns, and other cultural competencies. To progress beyond the first level, new students need to demonstrate a solid mastery of fundamental language skills across three modes of communication: interpretive (reading and listening comprehension), presentational (speaking and writing for an audience), and interpersonal (informal conversation and written communication).

Level: 200

 

Building upon the base established in Spanish I, this course focuses on the improvement of the students' skills within the three modes of communication: interpretive (reading and listening comprehension), presentational (speaking and writing for an audience), and interpersonal (informal conversation and written communication). While continuing the same skills-oriented approach as the first-year program, teachers place increasing emphasis on vocabulary-building, mastery of complex points of grammar, and on free conversation, discussion, writing, and reading. The students will continue to build upon the themes they began to study in first-year Spanish: identity, current events, environmental concerns, and other cultural competencies. By the year's end, students will be able to express ideas using the past and the present tenses.

Level: 200

 

Building upon the work completed in Spanish II, this course focuses on the improvement of the students' skills within the three modes of communication: interpretive (reading and listening comprehension), presentational (speaking and writing for an audience), and interpersonal (informal conversation and written communication). While continuing the same skills-oriented approach, teachers place increasing emphasis on vocabulary-building, mastery of complex points of grammar, and on free conversation, discussion, writing, and reading. The students will continue to build upon the themes they have studied since first-year Spanish: identity, current events, environmental concerns, cultural etiquette, and other social competencies. By the year's end, students will be able to express opinions, give recommendations, and navigate everyday situations appropriately.

Level: 200

 

This class is designed for those students who wish to continue their study of Latin American and Hispanic culture but are not ready to go on to Spanish A Honors. Spanish IV is a transitional course that provides a platform for the students to dig deeper into current events and topics relevant to the Spanish-speaking world. Unlike the foundational courses (Spanish I, II, and III), this course focuses on discussing social, cultural, and environmental themes in Spanish-speaking countries. Students will engage with authentic material that allows them to reflect upon their role in the world. There is an emphasis on informal discussion, and projects (written and oral) are assigned each trimester. The students study films that address the sociopolitical issues of Spanish-speaking countries and read short stories and articles to stimulate class discussions. 

Level: 200

 

Spanish A Honors uses practical skills to develop language acquisition. Students will be asked to draw on their critical thinking skills and linguistic competency. They will access all sorts of authentic material; short stories, newspaper articles, essays or literature excerpts, and any artistic form of expression. They will get acquainted with the linguistic tools and cultural codes to interpret them. This class fosters conversation practice, vocabulary acquisition, and advanced-level reading and writing.  Both oral and written assignments require students to express themselves formally in the target language and perfect their skills.  This class is based on quizzes, tests, projects, and presentations, and oral participation is paramount. This course is taught entirely in Spanish, with all work in Spanish outside of class (reading and writing). All three modes of communication (interpretive, interpersonal, and presentational) will be assessed, formally and informally, for each unit in this class. This class depends on enrollment and staffing and might not be offered every year.

Level: 300

Prerequisite: Spanish IV, or Spanish III with teacher recommendation

This course is designed to provide advanced-level students with the chance to study works of literature from across various genres and time periods. The curriculum includes works from both the literary canon and the margins, covering poetry, short stories, plays and non-fiction about contemporary social issues. Additionally, the course sometimes incorporates films to offer unique perspectives on the texts studied. Throughout the course, students are expected to read, write papers, conduct research, complete projects, and make presentations entirely in Spanish. This class depends on enrollment and staffing and might not be offered every year.

Level: 400

Prerequisite: Spanish A Honors, or permission from the department

As the first science class students take at Thacher, this course introduces students to scientific exploration of the physical phenomena that shape their world and their daily experiences and the fundamental building blocks of matter and the chemical reactions that occur between them. This course will also develop their skills in logic, formal analytical thought, quantitative measurement, data analysis, and experimental design. The first two trimesters will focus on physics concepts beginning with a discussion of data collection, data reduction and error analysis, and continuing with the study of kinematics, Newton’s laws, momentum, energy, gravity, vibrations and waves. In the spring trimester, we will shift our focus to an examination of chemistry topics such as atomic structure, nuclear chemistry, electron configurations, the periodic table, chemical bonding, molecular shape and polarity, and chemical reactions and equations. Student performance is assessed through daily class participation, frequent quizzes, exploratory laboratory work that utilizes computerized data collection, group and individual projects, and several unit tests.

Level: 200

This second year of fundamental science utilizes and further develops the measurement and quantitative skills introduced and practiced in the Integrated Science I course. The first trimester will focus on chemistry concepts including: reaction stoichiometry, gas laws, condensed states of matter, phase diagrams, changes of state, solutions, and solubility-precipitation concepts. Chemical principles are discussed in the context of industrial applications along with environmental and social issues. In the final two trimesters of the foundational coursework, we will shift our focus to an examination of the biological world, which will include topics such as biological molecules, cell structure, DNA, protein synthesis, photosynthesis, cellular respiration, cell division, genetics, human anatomy, botany, and evolution. Student performance is assessed through quizzes, exploratory laboratory work including computerized data collection, group and individual projects, and several unit tests. Completion of the Integrated Science I and Integrated Science II courses will provide students the foundational knowledge and skills upon which further understanding, and more in-depth exploration can be built in advanced courses in the sciences.
Level: 200

Prerequisite: Integrated Science I for returning 10th graders

Year-long Science Electives

All upper level year long science electives are open to 11th and 12th, and require IS1 and IS2. Exceptions are noted below course descriptions.

 

This course is designed for students who have successfully completed the introductory science sequence and elect to continue at the most accelerated pace in Thacher’s science program, with a concentration in the biological sciences. The course will take advantage of the access we have to a variety of natural systems, connecting the unique location of the Thacher campus to the core topics in biology. The specific topics and projects will adjust to what is available each year. In the past, students have participated in citizen science projects including the LiMPETS program and the California Bumble Bee Atlas. Students will be engaged in individual, group, and class-wide understanding of the topics before engaging in independent research that will help to solidify their understanding of the topics. Emphasis will be placed on scientific research, experimental design, project completion, data analysis, and the format of scientific papers/research. Students will be given tremendous latitude to design their experiments and research projects as they apply them to particular topics from the course. Results of these research projects will be designed to share with not only their peers in the class but also contribute to the research goals of the projects to monitor and conserve local species.

Level: 400

 

This course provides students who have completed their introductory study of physics, chemistry, and biology in the Integrated Science I and Integrated Science II courses at Thacher with additional exposure to more advanced principles and topics in chemistry (including radiometric dating, stoichiometry, solutions, solubility & precipitation, oxidation-reduction reactions, kinetics, acids & bases, chemical equilibrium, thermodynamics and molecular structure & spectroscopy) as they apply to the production, analysis, historical understanding, restoration, conservation, and authentication of works of art and cultural heritage. Seven broad and overlapping units will be covered:

1)    Painting: Pigments, Binders, Surfaces, & Analysis

2)    Pottery & Ceramics

3)    Metallic Artifacts

4)    Glasses

5)    Methods of Scientific Analysis

6)    Principles of Art Restoration & Conservation

7)    Scientific Verification of Provenance and Forgery Detection

Laboratory work will have students conduct hands-on, quantitative chemistry experiments as they create their own artistic materials and projects. Students will be introduced to primary source scientific publications by reading and critically evaluating work in the fields of archaeometry, art restoration, and conservation science using a 'case-studies' approach. Multiple forms of assessment will be utilized to gauge each student's synthesis and understanding of the material, including: quizzes, tests, laboratory reports, oral presentations, scientific posters, infographics, student-generated videos, student-generated works of art, formal papers, and 'real-world' document-based queries.

Level: 400

 

Environmental Science
 

Environmental Science  is an interdisciplinary course that uses the principles of biology, ecology, ocean and atmospheric science, chemistry, geology, physics, geography, economics, political science, and ethics to understand and propose solutions for complex environmental issues. The course will largely focus on natural resources in the Southwest, throughout the US, and internationally. The course will be organized into four units - earth, air, fire, and water - and the intersections of these topics. The goals of the course are to (1) provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships in the natural world, (2) identify and analyze environmental problems or challenges, (3) to evaluate the relative risks associated with these problems, (4) to examine alternative solutions for resolving and/or preventing these problems, and (5) develop the habits and skills which support student agency with respect to independent learning, resilience, and accountability.

Level: 200

 

This course is a rigorous, upper-level physical science course designed to deepen one’s appreciation for, and understanding of physics through the broad lens of astronomy and astrophysics. Traditional physics topics such as rotational kinematics and dynamics, angular momentum, energy, gravitation, and oscillations will be integrated with topics of radiation, optics, physical chemistry, and thermodynamics to address the diverse phenomena in the cosmos. Quantitative reasoning skills, such as order of magnitude estimation, will be solidified through meaningful applications, and modern statistical techniques and scientific computing will be introduced and used throughout the year. Students will learn how to use the Thacher Observatory, gain experience working collaboratively, deepen their capacity to give and receive constructive feedback, develop scientific communication skills in both written and oral form, and build fluency employing the foundational elements of scientific inquiry. 

Level: 300

Prerequisites: Math IVH or permission from the science department.

 

Psychology is the scientific study of mental processes and observable behavior. More practically, it is a social science that helps us understand what we do and why we do it. This course provides students with a broad view of psychology using studies, experiments, psychological phenomena, and both historical and current events as reference points and frameworks for better understanding ourselves and others. 

 

Considering human behavior from a variety of perspectives, students will learn about development, learning, memory, sensation and perception, motivation and emotion, sleep, stress, personality, sexuality, identity, social influence, psychological disorders, and therapies. They will analyze real-world situations through various psychological lenses, and they will apply concepts to their own identity through a variety of reflective exercises, writing opportunities, and projects. 

 

A key emphasis of the course will be on understanding psychology from the point of view of personal growth and increasing awareness and empathy of others within the context of a socially and culturally complex world. A key method of learning in this course includes project-based learning. 

Level: 300 

 

This class provides students with a unique opportunity to engage in meaningful astronomical research and to interact with the professional community through international collaborations and conferences. Our studies leverage Thacher’s research-grade observatory and its fully automated capabilities to produce timely images and measurements that help to advance the world community’s understanding of the cosmos in which we live. There is a research legacy in several distinct areas: the detection and characterization of eclipsing binary stars and transiting exoplanets, the nightly monitoring of interesting targets such as Boyajian’s Star and active galactic nuclei, searches for nearby supernovae and other transient astronomical events, and the development of customized software for our observatory. However, there is always the possibility of creating new research paths for the school. This is a demanding course that operates less like a typical high school class and more like a typical research group at the university level and requires a high level of independent study and self-motivation.

Level: 400 

Prerequisites: Physics Honors and teacher recommendation

This interdisciplinary course will use principles of sustainability and systems thinking as a framework to envision and help design communities that are more sustainable, resilient, and socially and environmentally equitable. The course will begin with an intensive focus on systems thinking and the intersections between sustainability and a host of other disciplines, including environmental studies, public policy, economics and more. Students will then turn their attention to the local Ventura County area and partner with community organizations to help co-design sustainable solutions for issues the organization or its constituents are facing.The students will work closely with local organizations to put into practice what they learn in the classroom and gain real-world experience in fields such as urban planning, circular economy, wildlife and land conservation, regenerative agriculture, sustainable business, environmental health, and social and environmental justice. The course aims to immerse students in the work of building a more just, sustainable world. Reading, writing, field work, and design are highlighted throughout the year to provide a well-rounded understanding of what it means to live sustainably.

Level: 200 

 

Natural History & Ecology Honors (formerly Field Biology and Conservation) is a course that introduces students to the basic principles of ecology, conservation, taxonomy, and biological research. Throughout the year, the course moves through a progression of several focused units, each containing a general ecological theme paired with a specific type of animal or habitat. Some general themes include California and Southwest ecosystems, local and global impacts of climate change, oceanic and atmospheric science, marine biology, and local plants and animals, among others. Additionally, students have the opportunity to spend time learning about, and researching, tortoises and turtles at the Turtle Conservancy. The course culminates in a month-long student-led research project. Each unit contains both a classroom and field-based component. Students should expect to spend a considerable amount of time outdoors.  The goals of the course are to (1) provide students with an understanding of the scientific principles, concepts, and methodologies required to understand the interrelationships in the natural world, (2) introduce students to biological research (3) develop an understanding of and relationship with the natural world, particularly the environment local to Ojai (5) develop the habits and skills which support student agency with respect to independent learning, resilience, and accountability.

Level: 300 

 

Field Biology & Conservation - Advanced is a course focused on the intersection of ecology, biology, and field science with a conservation focus.  Students will engage with topics such as geology, botany, parasitology, spacial ecology, natural resource and animal conservation, among others. Additionally, the curriculum will build on various themes covered in Field Biology and Conservation. Along with lecture and experiential classes, there will be a long-term research project component, culminating in a distillation of data and writing of a full scientific paper. Students should expect to spend a considerable amount of time outdoors, as well as go on multiple overnight camping field trips to various locations throughout California during the year. The goals of the course are to (1) build on students understanding of the scientific principles, concepts, and methodologies required to understand the interrelationships in the natural world, (2) provide students with the opportunity to undertake real biological research projects, analyze their data, and write a full scientific paper (3) to develop a deeper relationship with, and understanding of, the world around them (5) develop the habits and skills which support student agency with respect to independent learning, resilience, and accountability.

Level: 400 

Prerequisites: Natural History & Ecology Honors, Environmental Science, or Biology - Advanced

 

Geology Honors is a year-long, laboratory- and field-based survey course in physical geology that provides students with the theoretical and observational foundation for understanding and interpreting the minerals, rocks, and landforms they will encounter throughout their lives spent traveling the globe. Specific topics to be covered include: 1) Earth's materials: minerals, rocks and the rock cycle, 2) Earth's surface: weathering, mass wasting (landslides), running water, groundwater, coastal features, glaciers, winds and deserts, 3) Earth's interior: plate tectonics, earthquakes, volcanoes, igneous activity, structural geology, mountain building and Earth's layered internal structure, and 4) Earth's history: Earth's evolution and the geologic timescale. Required field excursions, laboratory activities, and classroom practices emphasize making careful observations, asking prudent questions, and understanding our planet and the physical and chemical processes that shape it. Student performance is assessed through laboratory activities, field excursions, chapter quizzes, journal reflections, and midterm tests.

Level: 300