Freshman English immerses students in the study of literature while deepening their awareness of the power of language. Students will read and analyze a wide variety of literary forms from different eras, such as short stories, novels, plays, and poetry. This course also exposes students to spoken and visual texts  and supportive reading strategies, adding depth to the coursework. Students are challenged to critically think about literary works and demonstrate their mastery of learned material through formative and summative assessments. Additionally, English 9 focuses on the writing process through response to literature, creative writing, informational writing and memoir.  Writing as a process is emphasized in this course through mandatory revision of essays and creative pieces. The awareness of language is promoted through the study of grammar, mechanics, and academic diction in writing and speaking. The study of vocabulary is done throughout the course through the use of nightly vocabulary homework, weekly quizzes and monthly tests. Listening and oratory skills are developed through regular discussions, Socratic seminars and presentations.

Prerequisite: English 9
This class will take students through many diverse authors, points of view and characters. Students will become acquainted with authors, writings, and cultures around the world in accordance with historical time periods. Students will explore and analyze the diversity, significance, and relevance of world literature. Emphasis is placed on making personal and social connections with the historical background and cultural context of the authors and reading. In conjunction with the literature, a continuation of previously learned writing formats and styles will be perfected. Attention will be paid to understanding the author’s purpose, tone, structure, and techniques. Students will learn to model their own writing after patterns found in published authors’ works nad find their own topic ideas from reading quality writing. Students will refine their grammar and sentence fluency skills through careful editing of their own work and that of their peers. Polishing will be the final step in every writing assignment.

Prerequisite: English 9
This course surveys predominantly British literature from the mid-late 19th century to the modern period and culminates in Shakespeare, thus coming full circle in the study of British influence. Throughout the course students will study literature and composition; reading, writing, vocabulary and grammar are embedded within each unit. Each week students are prompted to read different types of text (informative, persuasive, editorial, literary, etc.) and  respond using a variety of writing techniques. Students will be expected to express themselves orally in regular classroom discussions, Socratic Seminars, Literature Circles, persuasive speeches.

Prerequisites: English 9, British Literature
The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods.


Prerequisites: English 9, British Literature
The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.


Prerequisite: Algebra 1
The Mathematics  Department offers a two-semester, classical Euclidean-based geometry course. This geometry course integrates inductive and deductive reasoning, emphasizes visual-spatial skills as well as theory and application. Problem solving is an integral for 21st century learners , therefore, the course focuses on proofs, properties, attributes, and relationships of shapes, and applies geometric concepts across disciplines. Geometer’s SketchPad published by Key Curriculum Press is used to explore new theorems, visualize, measure, and transform figures in the plane.


Prerequisite: Algebra 1
The Mathematics Department offers a two-semester algebra II course. This course is designed to build on the skills and knowledge of concepts introduced in an algebra I and a geometry course as well as provide a thorough investigation of algebraic and graphical behavior of functions. Students will study concepts such as linear, quadratic, polynomial, rational, radical, exponential, and logarithmic functions and develop skill in manipulating functions to model and solve problems in finance, engineering, health sciences as well as physical sciences. Other topics include, but are not limited to, domain, range, transformations, composition/decomposition of functions, inequalities, complex numbers, probability, and basic trigonometry functions and identifies.


Prerequisites: Algebra 1, Geometry, Algebra II
Advanced Algebra and Trigonometry is designed to provide students who would like to take another year of mathematics as an alternative plan to Pre-Calculus. This course is intended for students who completed Algebra 2 but do not feel prepared for Trigonometry/Probability and Statistics or Pre-Calculus. Advanced Algebra and Trigonometry included standards from a number of branches of mathematics, thereby enabling students to experience connections among them. The course of study includes functions, solving systems of equations, matrices, polynomials, trigonometric functions, vectors and exponential and logarithmic functions.
The first half of the course concentrates on algebra and functions, with particular attention paid to graphing and solving linear, quadratic, polynomial, rational, exponential functions, and conics.  The Rational Root theorem and Fundamental Theorem of Algebra will be covered. Applications of the material during first semester include maxima/minima problems, roots, and a more in depth view of functions. Logarithms (with an emphasis on applications) shifts to trigonometry, with discussion of the trigonometric ratios, radian measure, the graphs of the trigonometric functions, the special angle formulas, and the laws of sines and cosines.


Prerequisites: Algebra 1, Geometry, Algebra II
The Mathematics and Science Department offers a two-semester precalculus with trigonometry course, which combines elements of algebraic, geometric and trigonometric concepts and techniques. This course is designed to prepare students for calculus and strengthen mathematical reasoning and problem solving. Topics include, but are not limited to algebraic functions, exponential and logarithmic functions, trigonometric functions and their properties, vectors and matrices, sequences and series, parametric equations, basics of statistics and probability, and a variety of applications.


Prerequisites: Algebra 1, II, Geometry, Precalculus
Calculus focuses on three big ideas: Limits, Derivatives, and Integrals and the Fundamental Theorem of Calculus.  Students call upon their knowledge and skills developed in previous Algebra and Geometry courses to gain access to these new big ideas introduced in Calculus.  Students demonstrate knowledge of the definition and graphical interpretations of limits and learn several techniques and theorems for evaluating these limits. Students understand and use derivatives to solve problems in chemistry, physics, and economics.  Students learn various techniques and theorems for finding integrals and use those techniques to solve a variety of applications problems.


AP Statistics – Add when  you want

Prerequisites: Algebra 1, II, Geometry, Precalculus
The AP Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding


World Geography is a skills-based course. Students will be learning about the composition of the Earth as well as the cultural/political regions of the world. They will be learning basic geography skills, like how to read a map and how to find specific locations. In addition, they will also learn skills such as note-taking, research, presentation, debate, and paper writing. Students will examine questions based on culture, politics, science, and economics. Each unit will conclude with a research project that will require students to apply the skills they have been learning to delve more deeply into a topic we discussed in class.

In this survey of world history, from the birth of Christianity to Modern Times, students will focus on the key developments that shaped modern civilization. The course is organized chronologically, with an emphasis on the Middle Ages, the Birth of Islam, the Renaissance, development of Europe, Imperialism, the Birth of Islam, the Renaissance, development of Europe, Imperialism, and the Birth of Nationalism. Lessons will address developments in religion, philosophy, the arts, technology and science, and political history. The lessons will correlate to the text, Glencoe World History. Students learn how to analyze primary and secondary sources, compare and contrast treatments of the same topic in several primary and secondary sources, analyze how the structure of the texts emphasizes key points or advances an explanation or analysis, and analyze events and determine whether they caused later ones or simply preceded them. The course is designed to run concurrently with Jewish History 10, which will cover these historical themes from the Jewish perspective.

Students in this U.S. History course will study the major turning points that helped shape our country. The course will briefly cover the foundations of the U.S. government and then proceed to cover the events from the rise of industrialization to the present. By the end of this course, students should develop an understanding of the current issues faced by citizens of the United States and be able to relate them to their historical, political, and social origins.
Assignments for this course include assigned reading and note-taking from the textbook, close reading assignments, document based questions and essays, oral and powerpoint presentations on an assigned topic from the unit, and a research project that will require students delve into a topic and tie together major themes from the course. For example, students may be asked to research a female historical figure and write an essay discussing  the role women have played in shaping American society and culture. In addition, there will be unit tests, quizzes, a midterm, and final. Emphasis will be placed on developing intellectual and academic skills, including: effective analysis of primary sources (documents, maps, statistics, and pictorial and graphic evidence), clear and precise written expression, and presentation of supported arguments. Students will be encouraged to relate the major political, economic, and social themes of the course to current events.


AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S. history course. In AP U.S. History students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; making historical comparisons; utilizing reasoning about contextualization, causation, and continuity and change over time; and developing historical arguments. The course also provides seven themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and the environment; and culture and society.

Government, also known as Civics, is traditionally noe of the final college preparatory social science courses students take in high school. It is a one-semester course and is paired with Economics for all seniors. Through the years, government has evolved into a course that not only studies the origins and philosophy of our nation’s system of democracy, but now also instructs and informs students about political participation in such a system. Influences such as party politics, the media, and interest groups are discussed in addition to a traditional examination of the branches of the federal system and a study of the state of California’s governing system. Finally, a discussion of the growth and protection of civil liberties over the course of our nation’s history is covered, enabling students to become literate citizens capable of making informed decisions.


This course is an introduction to the foundations and methods of economics. Economics is the study of topics that include basic principles of decision-making, scarcity, opportunity cost and the principles of supply and demand. These principles will be examined individual, state, national and international perspectives.  This course is designed to give the students the tools to analyze their own personal decision making as well as to evaluate the decisions of an individual firm or the nation as a whole. Students will master the fundamental economic concepts, applying the tools (graphs, statistics, equations) from other subject areas to the understanding of operations and institutions of economic systems. Critical thinking skills are emphasized and developed through various approaches including discussion, cooperative learning activities and oral and written presentations.


Biology is a two-semester introductory biology and laboratory science course emphasizing analytical and problem solving skills. An objective of this course is to connect course material across disciplines with an emphasis on cell-biology, genetics, microbiology, plant biology, animal diversity, comparative animal biology, and ecology. Topics include, but are not limited to, chemistry of life, cell structure and function, cell metabolism, cell division, genetics, biotechnology, how populations evolve, taxonomy, survey of microorganisms, plant structure/function/biology, animal organization/structure/biology, behavioral/population/community ecology,and conservation of the biosphere.


The main objective of this course is for students to develop the ability to think critically about chemistry and science related subjects. Through lectures, labs, abd class discussions, students will develop a clear understanding of the atomic and molecular structure, chemical bonds, conservation of matter and stoichiometry, gases and their properties, acids and bases, solutions, chemical thermodynamics, reaction rates, chemical equilibrium, organic chemistry and biochemistry, and nuclear processes. Laboratory work will help students to develop reasoning power, apply chemical principles, and become familiar with chemical laboratory techniques.

Prerequisites: Biology, Chemistry
Students further develop and apply biology and chemistry concepts in greater depth after completing one year of biology and one of chemistry. Students refine and strengthen their understanding of chemistry by performing more advanced lab work and then applying their chemistry background to design experiments to study living systems. This course allows students to continue to develop an understanding and application of complex and abstract scientific concepts that are often quite challenging to students. Students develop their thinking and reasoning skills as they design and implement their experiments. Students develop their verbal and written communication as they work in lab teams and report their results. After completing a year of both biology and chemistry, students will develop and apply their understanding of both disciplines.  New lab skills and techniques will be introduced and practiced to carry out additional lab work and conduct experiments.Labs are designed to develop a better understanding of chemistry. Students design experiments to investigate chemistry within biological systems. Statistical methods will be introduced and applied so that students can determine the significance of their data to justify their conclusions. This course allows students to continue to develop an understanding and application of complex and abstract scientific concepts that are often quite challenging to students. Students develop their thinking and reasoning skills as they design and implement their experiments.?? Students develop their verbal and written communication as they work in lab teams and report their results.


The Science Department offers a two-semester, introductory conceptual physics and laboratory science course. This course confronts misconceptions of the natural world and emphasizes inquiry, hands-on demonstrations, and projects in physical sciences. Topics include, but are not limited to, Newtonian Mechanics (motion and forces), heat and thermodynamic, sound, waves and nuclear physics. As physics is the foundation of the sciences, the focus of this course is conceptual rather than mathematical. Lab activities and demonstrations are a major component of the course. Students will use computers for data collection, analysis and simulation. A final oral and poster or PowerPoint presentation is required to complete the course.


Prerequisite: Chemistry
The AP Chemistry course provides students with a college-level foundation to support future advanced course work in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Created by the AP Chemistry Development Committee, the course curriculum is compatible with many Chemistry courses in colleges and universities.


Prerequisite: Biology
​AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes—energy and communication, genetics, information transfer, ecology, and interactions.


Prerequisite: Biology
Human Anatomy and Physiology 1 & 2 is a senior level lab science course, designed to use analytical and practical approaches to study the structure and function of the human body, and thus providing students with skills for identifying anatomical structures and associated disorders.  It covers the basic understanding of how the body is organized, how its different parts work, how various conditions affect its operation, and what happens when the human body is injured, diseased or placed under extreme stress.  It is essential that the course assist the students in acquiring and developing higher cognitive skills in relationship to their ability to solve practical, real-life anatomy and physiology problems.  Special emphasis will be given to the physiological processes of the systems, organs, and tissues of the body.  In depth laboratory assignments to develop critical thinking skills will be offered. Expected student outcomes include the understanding of anatomical composition and function, and differential assessment between normal and abnormal form.
Anatomical studies will be enhanced and supplemented through research and technology, and the medical profession.  Guest speakers in the classroom and job shadowing at local hospitals and clinics will give students an insight into the habits, rituals, and customs that shape the strengths and weaknesses of the medical profession.  They will enlighten students as to how doctors are trained, the ethical decisions they make, and how they handle life and death situations. The State Content Standards in Science were developed so that every student would have access to a uniform quality and quantity of information in science; for this reason most State Standards have been retained in the District Course Description, and it is expected that every student will achieve mastery of the information.