high school course descriptions grades 9– 12€¦ · students will take cornell notes on all...

2017 - 2018

YANGON INTERNATIONAL SCHOOL

HIGH SCHOOL

COURSE DESCRIPTIONS

GRADES 9– 12

School wide Learning Results

When students leave Yangon International School, we expect them to be prepared for their next educational experience by being:

Academically well prepared Students should: Reach their potential in all curricular areas. Be effective problem solvers, and critically analyze

information. Be effective communicators. Demonstrate inquisitiveness and curiosity. Be responsible, independent learners and thinkers.

Socially responsible Students should: Demonstrate honesty and integrity. Demonstrate social and environmental responsibility. Work cooperatively and collaboratively with each other

as a team. Develop habits of punctuality, accountability, and responsibility

Culturally sensitive Students should: Understand and respect cultural and individual differences. Develop a global perspective.

Personally fulfilled Students should: Be self-confident, open-minded, and adaptable. Develop healthy habits and lifestyle. Work toward their development of talents and interests. Value effort as a means to accomplish goals. Gain a better understanding of self. Display attributes of a life-long learner

Mission Statement

Yangon International School,

a private Pre-K-12 college preparatory school,

seeks to foster the development of the whole child,

who is a participating global citizen and lifelong learner.

One who is academically well prepared,

socially responsible, culturally sensitive,

and personally fulfilled.

Dear YIS Secondary School Students and Parents: Yangon International School offers a wide variety of courses based on American curriculum models, with our educa-tional/instructional materials sourced from the United States and internationally. The high school course of study options reflect a college pre-paratory school environment, with Advanced Placement (AP) courses as a cornerstone of our program—in a variety of upper level subjects. Yangon International School has a well-qualified faculty with staff from the United States, Canada, and other western countries, in addition to host-country nationals teaching in the Myanmar Studies program. Our school’s low student to teacher ratio ensures great relationship building with kids and faculty, promoting a wonderful school atmosphere. Thank you for taking the time to review our YIS course catalog, and please feel free to discuss this information with our staff, at your convenience. Sincerely, Jeff Johanson Secondary School Principal Yangon International School

GRADES 9 - 12

ADMINISTRATION AND TEACHERS

Principal Jeff Johanson

Counselor Wendy Krakauer

High School Teachers:

Language Arts William B. Costello, Lucy Hsu,

Michael McCool

Math Bruno Emond, Paul Scullion

Social Sciences Todd Brink , Scott Gillette,

Lucy Hsu

Science Natalie Brink, Kristin Brodie

Craig Taylor

Foreign Language Iris Hsu (Chinese)

Debbie Toyama (Spanish)

Library Haley Kemper

Study Hall Supervisor Antonio Fernandaz

Special Areas 9 - 12

Art Joseph Vasile

Music and Katherine Lewiston

Performing Arts

Myanmar Studies Dr. Chung Ma Ma

Myanmar Music Mya Thida

And Dance

Physical Education Brittany Albert, Jared Joiner

Health Brittany Albert, Jared Joiner

Technology Marc Bradley (Technology Coordinator)

Jonathan Gomez

Business Cole Wheeler

and Accounting

Other Electives Jason Arsenault, Todd Brink,

Katherine Lewiston

ESL Teacher Daniel Prost

MINIMUM CREDITS

REQUIRED GRADE 9

ENGLISH 4 ENGLISH 9

MATHEMATICS 3 GEOMETRY

SCIENCE 3 BIOLOGY

SOCIAL STUDIES

3 4 recommended

WORLD HISTORY 1

FOREIGN

LANGUAGE 2

MYANMAR STUDIES 1 MYANMAR STUDIES

PHYSICAL EDUCATION

1.5 P.E., 1/2 credit

ARTS 1 STUDIO ART 9 AND

PERFORMING ARTS 9

TECHNOLOGY 1 TECHNOLOGY

LITERACY 9

GUIDANCE Personal Development

0.5

ELECTIVES 6 to 8

TOTAL CREDITS: 26- 29

CHINESE I to VI or

SPANISH I to III

HEALTH 0.5 -

One year of credit is equal to a full year course. A student is required to complete a minimum

YIS High School Curriculum Chart

GRADE 10 GRADE 11 GRADE 12

ENGLISH 10 ENGLISH 11 ENGLISH 12 or AP ENG. LIT.

ALGEBRA II

PRE-CALCULUS or AP CALCULUS or STATISTICS

CHEMISTRY , PHYSICS , PHYSICAL SCIENCE, AP BIOLOGY , AP CHEMISTRY , AP PHYSICS , AP ENVIRON. SCIENCE

WORLD HISTORY II

AP WORLD HISTORY, MODERN ASIAN STUDIES, AMERICAN STUDIES, ECONOMICS, AP ECONOMICS,

AP PSYCHOLOGY , MUN

CHINESE I to VI, AP CHINESE

SPANISH I to IV

MYANMAR STUDIES ADVANCED MYANMAR STUDIES

P.E., 1.0 Credit

- HEALTH 1/2 Credit -

TECHNOLOGY ELECTIVES

- - CCP: College/ Career Planning 1/2 credit

ELECTIVES :

Any course taken beyond the number of units required in a subject area will be regarded as an elective.

ART AND PERFORMING ARTS ELECTIVES

One year of credit is equal to a full year course. A student is required to complete a minimum of 26 credits.

YIS High School Curriculum Chart

Student Courses Grades 9 – 12

Required Courses in Grade 9 :: English 9 Geometry Biology World History 1 Foreign Language (Chinese or Spanish) P.E (Physical Education) Studio Art Performing Arts IT 9 Myanmar Studies *Electives are not available for Grade 9. Required Courses in Grade 10 :: English 10 Myanmar Studies World History II Foreign Language (Chinese or Spanish) Algebra II Science (One or Two of the following Sciences) : - Physical Science - Chemistry - Physics - AP Biology Electives *

Required Courses in Grade 11 :: English 11 Health A Science Selection A Math Selection A Social Studies Selection Electives * Required Courses in Grade 12 :: English 12 or AP English College and Career Electives *

Communications Mathematics AP Calculus Statistics Science Physical Science Chemistry AP Chemistry Physics AP Physics 1 AP Physics 2 AP Environmental Science AP Biology Social Studies World History II (Grade 10) AP World History American Studies Modern Asian Studies AP Psychology Economics AP Macro AP Micro MUN (Model United Nations) Advanced MUN

Options (electives) that can be chosen include to complete obligations for the core subjects:

Foreign Electives Chinese I,II,III,IV AP Chinese Spanish I, II, III, IV Myanmar Studies Physical Education Visual and Performing Arts Music 101 Choir Advanced Art AP Art Advanced Art Digital Graphics Art Drawing and Print Making Painting Film Studies Information Technology Multimedia Yearbook Business Studies Accounting Introduction to Business Advanced Business Financial Literacy

COURSE: ENGLISH 9 Textbook : Glencoe Literature: Course 4

Supplemental texts

Assorted novels and short stories Articles from online newspapers and magazines, such as The New York Times, The New Yorker, and The Atlantic Independent novels Purpose of the Course

9th Grade Literature will focus on the introduction to genres, es-pecially novels, epics, short stories, nonfiction, poetry, and drama. The literature in class will be mostly American literature but also include British and international authors and poets. Stu-dents will write in a variety of formats and for a variety of audi-ences including analysis, poetry, argumentation, narration, de-scription, comparison and contrast, and cause/effect. With the major writing assignments,

Course Objectives

Students will be able to read and identify various styles and genres.

Students will learn to think critically, using supporting evi-dence.

Students will analyze how style affects a text. Students will build their communication skills, including

reading, writing, thinking and discussion skills. Students will gather relevant information from multiple au-

thoritative sources to support a research question.

GRADE 9

Writing

Students will keep a portfolio of all of their writing, notes, reflec-tions, and handouts.

Students will take Cornell notes on all class texts. Students will write regular quickwrite journals. Students will write and revise at least two major papers throughout

the year interpreting important themes, the language of the work, symbolism, or intertextuality. At some point in the revision process for these papers, the students will conference with the instructor about aspects of their writing that they believe could be improved.

For longer assignments, students will have opportunities for peer revision, self-revising exercises, teacher conferencing, and writing multiple drafts to complete a final paper.

For longer assignment assignments students will be exposed to a va-riety exercises and methods for each step of the writing process: thinking, planning, drafting the text, discussing, revising, editing, polishing, and completing a professional piece of writing.

Students will learn tools to help improve the vocabulary, sentence variety, logical organization, and employing effective rhetoric in their writing.

Students will identify and learn unfamiliar vocabulary in their read-ing.

Students will use The Word Within the Word program for weekly vocabulary improvement.

Students will review grammatical issues as they arise in their writ-ing.

Novels

The Secret Life of Bees by Susan B. Monk The Curious Incident by Mark Haddon The Necklace, by Guy de Maupassant The Rules of the Game, by Amy Tan The Scarlet Ibis, by James Hurst

Nonfiction

Historical nonfiction related to:

The Secret Life of Bees by Susan B. Monk

Romeo and Juliet by William Shakespeare

Current nonfiction articles and memoir Research on Chiang Mai Poetry

Works written by various poets, from William Shakespeare to Gary Soto. The House on Mango Street by Sandra Cisneros Drama

Nerdlandia by William Gary Soto Romeo and Juliet by William Shakespeare

COURSE: GEOMETRY (Grade 9 Mathematics)

Geometry provides students with the opportunity to review skills previously learned in Algebra I and will help develop many new skills which will enhance their mathematical understanding and prepare them for Algebra II.

In Semester 1, students will be exposed to a variety of algebraic, and geometric topics dealing with more complex themes and operations. Students will learn about Euclidean geometry and construction tools, coordinate and transforma-tion tools, inductive and deductive reasoning, mathematical proof, lines with transversal, coordinate Geometry, triangles, and congruence, proving triangle congruence, segments in triangles, and relationships in triangles, polygons, and parallelograms and finally other special quadrilaterals.

In the second Semester of Geometry, students will be exposed to the following unit of study:

similarity relationships, applying similarity, trigonometric ratios and its application, congruence transformations, patterns, and developing geo-

metric formulas, applying geometric formulas, three-dimensional figures and volume, lines and arcs in circles, angles, and segments in circles, probability, data analysis and statistic

COURSE: BIOLOGY (Grade 9 Science)

Textbook: Biology; Holt McDougal

The Biology course here at Y.I.S. has a dual purpose: to provide a challenging, in-depth study of living organisms for the average college-bound student, and to provide an extensive foundation for those students who will choose to pursue the Advanced Placement Biology course. The course will include units of study on basic biochemistry, cell structure and function, cell respiration and photosynthesis, cell division, DNA and protein synthesis, genetics and inheritance, ecosystems and communities. Circulatory, respiratory, immune, nervous and endocrine systems will be explored, comparing simple and complex organisms, while concentrating on human systems.

This course is divided into 11 units of approximately 3 weeks each. Each unit will consist of daily reading assignments from the text, one major lab activity, two short quizzes, 3- 4 Labs / classwork assignments and a unit test. At the start of each unit, students will be provided with a schedule showing reading assignments, lecture topics, classwork assignments and assessment dates. Students also will be provided a complete unit outline including vocabulary, discussion topics and a summary of main ideas for the unit.

Students will be expected to work cooperatively with a partner and a group for some activities and labs.

COURSE: WORLD HISTORY 1 (Grade 9 Social Studies)

Textbook: World History & Geography. Spielvogel, Jackson. McGraw-Hill

World History I examines the development of ancient world civiliza-tions to the inception of complete global interconnectedness dating from approximately 10000 BCE– 1400s CE, with a focus on regional and transregional interaction across the globe. Students will study and understand the course of human history by learning about such themes as how humans interacted with their environment, develop and spread their culture, structure politics through state-building, expansion, and conflict, establish and expand economic systems, and develop and understand social structures. Students will be required to demonstrate the ability to form historical arguments with evidence, recognizing continuities and change over time, and be able to com-pare and contrast historical content.

Lessons are based on thematic questions revolving around patterns of human defined by the themes above. Throughout the course, students will be challenged to develop critical thinking skills by examining and analyzing primary sources (artifacts, documents, architecture, and art). Students will find relevance in the study of history by exploring links between historical events of the past and our world today.

Major Areas of Study:

- Pre-History, Neolithic Revolution and Rise of Civilizations

- Beginnings of the Western World

- Beginnings of the Eastern World

- Beginnings of Human Interconnectedness

- Interregional Interactions Expand

COURSE: CHINESE I (Grade 9 Foreign Language)

YIS Chinese 1 is a beginner class. Students received 90 minutes class every other day for the school year. In this beginner course students will practice Chinese in three modes which are inter-personal, interpretive and presentation. In addition, they will develop Chinese language skills in five goal areas:

communication

culture,

connections,

comparisons, and

communities.

We are preparing students foreign language learning for the 21 century.

We use Chinese Link textbook one. Students start with learning the Pin Yin Chinese phonetic system. Then follow with learning about oneself, to express oneself including name, age, national-ity, family, parents occupation, and how to speak the language at school.

COURSE: SPANISH I (Grade 9 Foreign Language)

Textbook: Voces First Year Spanish Textbook and Workbook, Chapters 1-11

Students begin their introduction to Spanish with the four skills

for language learning: listening comprehension, speaking,

reading and writing. Students are introduced to common

vocabulary terms and phrases; Students learn to comprehend a

variety of grammar patterns; Students begin to produce ways of

language communication integrating a primary vocabulary and

some common grammar patterns. Students participate in simple

conversations and respond to basic conversational input;

Students learn about the culture of the Hispanic world. Students

show progress in Spanish language acquisition through quizzes,

tests, and speaking/writing activities as well as numerous inter-

active activities reinforcing vocabulary, and grammar.

COURSE: MYANMAR STUDIES 9

Textbook : Myanmar Government, Culture, History, Custom-ary Law Textbook

Myanmar Studies is a course to help students understand the culture, language, and traditions of Myanmar. Students will practice writing, reading and speak skillfully. Reading passages and using more vocabularies, grammar, and knowledge about Myanmar history and culture and the festival in Myanmar. In Grade 9 to Grade 10 students will study about Myanmar history, cultural traditions, and customs. Philosophy of Culture and Language In Myanmar Studies the students learn about their cultural heritage and reading, writing, speaking and listening.

The students will demonstrate skills on effort and showing respect toward Myanmar language and Myanmar tradition. Students will work on playing collaboratively. Students will take responsibility for their works. Students will show interest and enjoyment in reading Myanmar literature. Students will demonstrate comprehension of what they have read. Students will listen attentively and follow directions. Students will participate appropriately in discussions.

Instruments: See & Warr, Myanmar harp, bamboo xylophone, CD & Tape player and other requirements

The purpose of teaching Myanmar music and dance is to under-

stand the basic concepts of Myanmar culture, to love Myanmar

traditions and customs and to keep the essence and beauty of

Myanmar. We will start from basic theory and practice.

Myanmar traditions include singing, dancing and playing the

instruments. In Grade 6 to Grade 10 we do traditional songs

with the play (see and warr), Myanmar harp, bamboo xylophone,

piano and traditional dance, opera, and Myanmar festival dance.

The students will be tested to see how much they have achieved.

Students will receive an explanation on the Myanmar day

homage paying ceremony, special activities, and performances.

Each student will understand the traditional music and culture of

their country. Then, they can share this with the world. They will

understand the importance of the musical dances and

instruments.

COURSE: PERFORMING ARTS 9

The YIS Music Department encourages the artistic growth of its students through four pillar standards: Creating, Performing, Responding, and Connecting. The YIS Music Department courses are aligned to NCAS standards. In the music classroom, students will encounter challenges that will allow them to engage in divergent thinking, creativity, collaboration, problem-solving, and perseverance. On the performance stage, students will demonstrate their musical growth in at least two concerts a year.

In the Grade 9 music classroom, students make music in a foundation of choral repertoire. Using 4-part music as a vehicle for musical learning, students will build off prior learning to read, write, improvise music. They will also practice critical listening and analysis of music and text through choral music. There are two mandatory concerts at the end of each quarter, with an option for students to participate in other festivals throughout the year.

COURSE: STUDIO ART 9

9th Grade Art is a year long course designed to build a strong foundation of skill in art. The units of study will explore artworks from a variety of artists and art work throughout history and within cultures. We will create art in both two and three dimensional forms. Students will be challenged to study artists and their work to gain an understanding of the meanings and intent of the artists work. A deeper understanding of the formal elements and principles of design will be gained as students experiment with materials to create their own work. We will begin to practice classroom critiques to encourage students to gain an understanding of how to critically analyze a work of art using the vocabulary of art terms as their guide. We will also explore works and art movements from the modern and contemporary art worlds.

COURSE: INFORMATION TECHNOLOGY 9

The objective of the High School Information Technology courses is to establish a foundation for understanding technology and the role it plays in our lives. Grade 9 technology curriculum has been designed as a means to promote and encourage technological literacy among the students. Students will use various electronic resources while studying each unit. All projects have been designed to promote both independent and collaborative work. Each year of the program will review and build upon the foundation of knowledge developed in previous years until a mastery level has been achieved.

YIS is committed to implementing a school-wide technology integration program that uses technology to enhance learning in all content areas or multidisciplinary settings.

Effective integration of technology is achieved when in a timely matter; students analyze and synthesize information and present knowledge competently. Technology should become an integral part of how the classroom functions; a daily component of the learning process and a reliable resource readily available.

Each school year, students will also develop and enhance an Electronic Portfolio. This portfolio will be a living work that it is under constant development. The content of this portfolio will be driven by the topics studied in courses both inside and outside of technology class.

COURSE: PE 9

The YIS Physical Education program is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity. Our mission is to empower all students to sustain regular, lifelong physical activity as a foundation for a healthy, productive and fulfilling life.

The Physical Education curriculum is a sequential educational program. It is based on physical activities undertaken in an active, caring, supportive and non-threatening atmosphere in which every student is challenged and successful.

We aim to provide every student with a wide variety of physical activities and challenges that will contribute to the development and maintenance of their physical, cognitive, and affective well being. Ultimately students will be provided with the foundation for making informed decisions that will empower them to achieve and maintain a healthy lifestyle. Students participate in Invasion games such as ultimate frisbee, and angle ball. Team sports such as American Football and volleyball. Striking games such as badminton, table tennis, wiffleball, and pickleball. As well as aquatics where the 9th grade focuses on all strokes of freestyle, backstroke, breaststroke, and butterfly.

Expect for English, the courses in this section of the book

do not necessarily need to be taken in a particular grade.

They are divided into broad subject areas and an explanation

of each course, the prerequisites and the grades

that the course can be taken in are indicated.

GRADE 10, 11, 12 COURSES

English Language Arts COURSE: ENGLISH 10 This course encompasses a correlated study of reading, language development, literature, composition, listening, and speaking. The study of language arts at the tenth-grade level integrates the reading/literature skills with the study of language mechanics, writing, spelling, and vocabulary to create a well-rounded, balanced language arts program.

The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text. Skills include recognizing, understanding and analyzing the essential elements of literary works such as character, setting, theme, plot, and point-of-view. The student will also develop the fundamental and creative skills necessary to produce written language that can be read and interpreted by various audiences. The student will use the writing process to prepare different types of writing. The student will write about and discuss materials read in the course.

This course will survey selected works of literature from around the world representing the major literary elements and genres. Regions of focus include Latin America, Asia, Africa and the Middle East, and Russia. Students will analyze and evaluate these works, as well use them as the inspiration for their writing projects. English grammar, usage, and mechanics will be emphasized. Also, students will practice using Greek and Latin roots, prefixes, and suffixes. The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text. The student will write about and discuss materials read in the course.

COURSE: ENGLISH 11

Junior English is a core graduation requirement course which

emphasizes the key English aspects of reading, writing,

listening, and speaking. The summer reading assignments

involve articles from The New York Times as well as the novel

Catcher in the Rye. These readings are used to begin a year-long

study of fiction and non-fiction and the strategies necessary to

read with a critical, discerning eye. Writing assignments are

incorporated into every unit, ranging from persuasive to descrip-

tive, to narrative memoir. Also, formal and informal speaking

skills are worked on throughout the school year and culminate

with a fifteen-minute oral research presentation in May.

COURSE: ENGLISH 12

Senior English fulfills the graduation requirement for the fourth

year of high school English and is a survey course which covers

the fundamental cornerstones of reading, writing, speaking and

listening. Further, academic research is also a part of the course

as most of the students taking the course will be attending four-

year research-based universities following high school gradua-

tion. Students are exposed to many genres of reading, including

non-fiction, drama, poetry, and academic reportage beginning

with lengthy format narrative prose based on the summer read-

ing novel. Writing will be incorporated into every unit of study

and listen, and speaking skills will be both informally and for-

mally handled as well.

COURSE: AP ENGLISH

Texts : Assorted novels, poems, and short stories. Articles from online newspapers and magazines, such as The New York Times, The New Yorker, and The Atlantic

AP Literature will focus on close reading and effective writing. The literature in class will be mostly British literature but also include American and international authors and poets. The course will consist of multiple genres including, but not limited to: novels, novellas, short stories, nonfiction, poetry, satire, and literary theory. Students will write in a variety of formats and for a variety of audiences including analysis, interpretation, poetry, argumentation, free writing, narration, description, comparison and contrast, and cause/effect. With the significant writing assignments, students will learn how to use textual evidence to support their thesis.

Course Objectives:

Students will read and interpret a variety of genres, styles, and time periods.

Students will learn to think critically, from a variety of per-spectives, using supporting evidence.

Students will analyze how structure affects content. Students will build their communication skills, including

reading, writing, thinking and discussion skills. Students will prepare to complete the AP exam in Literature

Poetry

Works written by various poets throughout British history including Shakespeare, Donne, Milton, Pope, Blake, Wordsworth, Coleridge, Shelley, Keats, Tennyson, Brown-ing, and Eliot.

Students will develop close reading skills, and be able to

correctly identify and discuss possible meanings of poetic devices in short argumentative essays.

Poetic devices discussed will include, but not limited to:

syntax, diction, persona, audience, shifts, sonnets, ballads, meter, form, and allusions.

Allusions

Greek and Roman Myths Norse Myths Eastern Myths Biblical Allusions Arthurian Legends

To Kill a Mockingbird by Harper Lee

Racism Loss of innocence The heroic response to a seemingly impossible task

Hamlet by William Shakespeare

Revenge, Duty, and Morality Madness Action and Inaction

Satire

A Modest Proposal by Jonathan Swift Other contemporary satirists Students will write their own satire on a current issue

Heart of Darkness by Joseph Conrad

Postcolonial relations The duplicity of humans Symbolism of dark and light

The Metamorphosis by Franz Kafka

Isolation Unreliable narrator Family relations

The Great Gatsby by F. Scott Fitzgerald

Outsider status Dreams and ideals (The American Dream) Moral compass

The Grapes of Wrath by John Steinbeck

Modernity Ownership Transcendentalism

Man’s Search for Meaning by Viktor E. Frankl

The Holocaust (WWII) The heroic response to a seemingly impossible task Humanistic psychology

The Things They Carried by Tim O’Brien

War Memory Storytelling

First student choice novel

Students will plan, draft, complete a conference with the in-structor, and revise a paper based on either cultural/gender bias or influence of the historical period to the author’s work.

The teacher conference will focus on rhetorical devices, in-cluding smooth transitions, and having a strong, clear thesis.

Second student choice novel

Students will plan, draft, peer edit, and revise an argument on whether or not their choice book has the artistic or literary merit to be included in next year’s AP curriculum.

COURSE : COMMUNICATION (Elective)

This introductory communication course is designed to give students the opportunities to gain poise, develop personal in-terests, and share responsibilities for group projects. Students will have opportunities to acquire listening skills, to learn fun-damentals of oral presentation, to prepare and present various types of speeches, to participate in group discussions, and to develop interpersonal communications skills and poise.

COURSE : ALGEBRA II (Gr.10 Mathematics)

Course philosophy: In Algebra II, students will be provided with the opportunity to reinforce and extend their understanding of concepts learned in Algebra I and Geometry as well as to learn new essential skills. Students will learn basic skills that are important not only for future math classes but the sciences and computer programming as well. Just like learning how to read gives students access to informa-tion beyond your imagination, learning the basics of mathematics and problem solving gives students access to careers that they might never have dreamed possible. “Doing the math” is the best way to keep fu-ture options open, so get ready to work hard and to achieve success!

Content and Skills Semester 1: Students will review skills previ-ously learned in Geometry along with many new skills which will en-hance mathematical understanding and prepare students for Pre-Calculus. Students will cover Chapters 1-5. In these chapters, students will be exposed to a variety of algebraic topics to prepare them for subsequent mathematics courses dealing with more complex themes and operations. Students will learn about functions, applying linear functions, quadratic functions, and complex numbers, applying quad-ratic functions, operations with polynomials, applying polynomial functions, exponential functions and logarithms, applying exponential and logarithmic functions, rational functions, and finally radical func-tions.

Content and Skills Semester 2: Second-semester Algebra II contains very little review. It will require student attention and effort right from the beginning of the semester. Students will cover all remaining six chapters including topics. Topics include: functions and their graphs, functional relationships, probability, data analysis and statistics, col-lecting data, data distributions, exploring Arithmetic sequences and series, exploring geometric seq, sequences and series, trigonometry and angles, applying trigonometric functions, exploring trigonometric graphs, trigonometric identities, exploring conic sections, and finally applying conic sections.

Mathematics

COURSE: PRE-CALCULUS (Gr. 11 Mathematics)

Textbook: PRECALCULUS, seventh edition, by Cohen, Lee, and Sklar/ Cantgage

Graphing Calculator: A TI-NSPIRE CX CAS is required for this course.

Precalculus is taught at a level and pace to prepare students for AP Calculus AB, non AP Statistics or general calculus.

Course Philosophy: Precalculus is a course designed to prepare students for general calculus, and the AP Calculus AB exam. Precalculus builds on the elements of Algebra and Trigonometry already introduced in Algebra 2 and Geometry. Students will begin with a review of basic number and coordinate systems, the algebra of functions, including polynomial, rational, exponen-tial, and logarithmic functions. The student will further study trigonometry, systems of equations and inequalities, linear and quadratic equations and inequalities, graphs of polynomials, and the binomial theorem. Students will be exposed trigonometric functions including definitions, identities, Law of Sines, Law of Cosines, and trigonometric equations, applications, as well as properties and graphs of trigonometric functions and their inverses. Other topics covered will include are the polar coordi-nates, vectors, and conic sections.

Semester One:

Chapter 1: Fundamentals Chapter 2: Equations and Inequalities Chapter 3: Functions Chapter 4: Polynomial and Rational Functions Semester Two: Chapter 5: Exponential and Logarithmic Functions Chapter 6: An Introduction to Trigonometry via Right Triangles Chapter 7: The Trigonometric Functions Chapter 8: Graphs of the Trigonometric Functions

COURSE: AP CALCULUS (Pre-requisite of Pre-Calc)?

Textbook: Calculus, Concepts and Applications – Second Edi-tion; Foerster, Paul A. Key Curriculum Press, 2010

This course is intended to prepare students for college math classes while developing their appreciation for calculus and its applications. Students are expected to complete college-level work and to be self-directed in their learning. Students will need to solve problems involving new concepts as part of their home-work. They must also come to class prepared to explain the processes used in attaining answers and what those answers mean and come to class acutely aware of the concepts they fully understand versus the concepts that need clarification. The pri-mary objective is to develop the skills that students will need in their college courses, be they in math, science, or in other areas. One of the foci of the course will be to develop a joy for the subject and application of calculus.

Major Themes:

Reading and representing functions and situations in multi-ple ways.

Being able to explain solutions and processes graphically, algebraically, in sentence format, and orally.

Using technology to help solve problems, determine and anticipate the reasonableness of their solutions, as well as to verify answers.

Using all forms of resources – texts, internet, peers, and teachers – to overcome curricular challenges.

Understanding calculus’s history and applications to fields such as physics and economics.

Improving study skills in preparation for college. Researching and anticipating the challenges of a major ex-

amination, not only developing an understanding of the top-ics covered, but also improving test-taking skills.

COURSE: STATISTICS (Elective)

Textbook: Bock, Velleman, and De Veaux. Stats Modeling the World, 2nd ed., Pearson, Addison Wesley, 2007.

An introduction to fundamental methods of data collection and analysis, and how to use these methods to conclude real-world appli-cations. Content includes exploratory data analysis, study planning, probability models, and statistical inference. This course is designed for any secondary school student who possesses sufficient mathe-matical maturity, quantitative reasoning ability, and critical thinking skills. Important considerations for the class will be the themes of exploring data, sampling, and experimentation, anticipating pat-terns, and statistical inference. Technology will be utilized in the form of computers, computer software, and graphing calculators. Students will engage in constructing their knowledge through the incorporation of lab activities, group problem-solving, student projects, and class presentations. This course should not be taken as an alternate to Precalculus.

Students are expected to have a calculator with statistical functional-ity, such as the TI-83, 84, 89, or Nspire, to use for all classwork, homework, and assessments throughout the course.

Planning units are grouped under 5 Sectional headings.

Semester One Content and Skills:

Section 1 Exploring and Understanding Data (C-1 to C-6)

Section 2 Exploring Relationships Between Variables, (C7 to C-10)

Section 3 Gathering Data (C11-13)

Semester Two Content and Skills:

Section 5 Randomness and Probability (C14-17)

Unit 5 From the Data at Hand to the World at Large (C-18 to 22)

SCIENCE

COURSE: PHYSICAL SCIENCE Textbook: Physical Science with Earth and Space Sci-ence, Holt, Rinehart, & Winston

Physical Science is a course that is designed to serve as a foundation for Physics and Chemistry courses taken later in high school. Topics covered throughout this course include chemical bonds, electricity, energy, speed, waves, atoms, force, etc. It is a laboratory-based course that incorporates inquire-base learning, processing skills, and higher-order thinking skills. The mentioned textbook is used for reference.

Unit 1: Scientific Inquiry

Unit 2: The Nature of Force and Motion

Unit 3: Conservation and Transformation of Energy

Unit 4: Mechanical and Electromagnetic Waves

Unit 5: The Structure and Property of Atoms

Unit 6: The Properties and Classification of Matter

Unit 7: Chemical reactions and Classification

COURSE: CHEMISTRY

Textbook: Chemistry Copyright 2005 Prentice Hall

Chemistry is the study of matter and its changes. Through the study of chemistry, students are given an opportunity to explore and understand the natural world and to become aware of the profound influence of chemistry in their lives in ways that will improve their own lives and life in their communities.

Introductory Chemistry consists of five units of study:

Energy and Matter in Chemical Changes The Diversity of Matter and Chemical Bonding

Forms of Matter: Gases

Matter as Solutions, Acids, and Bases

Quantitative Relationships in Chemical Changes

Attitude Outcomes

Students will be encouraged to develop positive attitudes that support the responsible acquisition and application of knowl-edge related to science and technology. The following attitude outcomes are to be developed throughout Chemistry 20, in con-junction with the specific outcomes for Knowledge; Sci-ence, Technology and Society (STS); and Skills in each unit.

Interest in Science

Students will be encouraged to:

show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields; e.g.,

appreciate how scientific problem solving and new tech-nologies are related

appreciate the usefulness of models and theories in helping explain the structure and behavior of matter

investigate careers in fields such as food science, engineer-ing, laboratory technology, environmental chemistry, agri-culture, water treatment and forensic science

develop an interest in the role of chemistry in daily life

develop a questioning attitude and a desire to understand more about matter

express interest in science and technology topics not di-rectly related to their formal studies

develop an awareness of the relationship between chemical principles and applications of chemistry

identify industrial, commercial and household processes and products and associated careers that require a knowl-edge of quantitative analysis.

Mutual Respect


appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds; e.g.,

use a multiperspective approach, considering scientific, technological, economic, cultural, political and environ-mental factors when formulating conclusions, solving prob-lems or making decisions on an STS issue

recognize that theories develop as a result of the sharing of ideas by many scientists

trace, from a historical perspective, how the observations and experimental work of many individuals led to modern understandings of matter

value traditional knowledge of common solutions and sub-stances

research the role of chemistry in the International Space Station project

investigate how early peoples developed recipes for com-mon foods, cleaners, and remedies

recognize that the scientific approach is one of many ways of viewing the universe

recognize the contributions of various peoples and cultures in advancing understanding and applications of chemistry

recognize the research contributions of both men and women

recognize the research contributions of people from all cul-tures.

Scientific Inquiry


seek and apply evidence when evaluating alternative ap-proaches to investigations, problems and issues; e.g.,

develop curiosity about the nature of chemistry tolerate the uncertainty involved in providing explanations

and theoretical definitions appreciate the limited nature of evidence when interpreting

observed phenomena appreciate that scientific evidence is the foundation for gener-

alizations and explanations about chemistry value the role of precise observation and careful experimenta-

tion in learning about chemistry.

Collaboration

Students will be encouraged to: work collaboratively in planning and carrying out investiga-

tions and in generating and evaluating ideas; e.g., assume a variety of roles within a group, as required accept responsibility for any task that helps the group com-

plete an activity evaluate the ideas of others objectively seek the points of view of others and consider a multitude of

perspectives.

Stewardship


demonstrate sensitivity and responsibility in pursuing a bal-ance between the needs of humans and a sustainable environ-ment; e.g.,

evaluate, willingly, the impact of their own choices or the choices scientists make when they carry out an investigation

remain critical-minded regarding the short- and long-term consequences of human actions

consider a variety of perspectives when addressing issues, weighing scientific, technological, economic, political and ecological factors

develop an awareness that the application of technology has risks and benefits

evaluate the contributions of technological innovations to the quality of life and care of the environment.

Safety


show concern for safety in planning, carrying out and review-ing activities, referring to the Workplace Hazardous Materials Information System (WHMIS) and consumer product label-ing information; e.g.,

treat equipment with respect and manipulate materials care-fully

value the need for safe handling and storage of chemicals

recognize the significant role that chemical researchers and the chemical industry play in identifying risks and developing guidelines for safe exposure

use minimal quantities of chemicals when performing experi-ments

keep the workstation uncluttered, with only appropriate labo-ratory materials present

assume responsibility for the safety of all those who share a common working environment

clean up after activity and dispose of materials in a safe place according to safety guidelines.

COURSE: AP CHEMISTRY (Prerequisite Chemistry)

(Pre-requisite: Chemistry with at least a B+ grade-A grade preferred)

Textbook: Chemistry by Zumdahl and Zumdahl, 7th ed. Copyright 2007 Houghton Mifflin Company

AP Chemistry is an advanced chemistry course requiring high level analytical and mathematical skills. Students should have a high level of interest in Chemistry, and be willing to study diligently to be suc-cessful in this course. Students will write the College Board Ad-vanced Placement Chemistry examination in May.

Topics to be Studied:

Periodic Table & Electron Structure of Elements

Chemical Reactions and Equations Stoichiometry

Chemical Bonding

Solutions

Gases

Acids & Bases

Thermochemistry

Chemical Kinetics

Chemical Equilibria

Electrochemistry

Nuclear Chemistry & Reactions

Laboratory

For the important laboratory aspect of this course, students will be completing a large selection of labs which support learning. Many labs will use Vernier Logger Pro equipment and probes.

COURSE: PHYSICS

Textbook: Holt Physics

Introductory Physics will explore descriptions of natural phe-nomena from both a conceptual and mathematical perspective. Students who take this course must have excellent algebraic problem-solving skills.

Topics to be studied:

The Science of Physics Motion in One Dimension Two Dimensional Motion and Vectors Forces and the Laws of Motion Work and Energy Momentum and Collisions Circular Motion and Gravitation Vibrations and Waves Sound

Students will learn through a variety of techniques including a large number of hands-on activities.


show concern for safety in planning, carrying out and review-ing activities, e.g.,

consider safety a decisive limiting factor in scientific and technological endeavors

read the labels on materials before using them, interpret the safety symbols and consult a

reference document if safety symbols are not understood manipulate materials carefully, being cognizant of the risks

and consequences of their actions

assume responsibility for the safety of all those who share a

common working environment, by cleaning up after activity and disposing of materials according

to safety guidelines seek assistance immediately for any first-aid concerns, such as

cuts, burns or unusual reactions keep the workstation uncluttered, ensuring that only appropri-

ate laboratory materials are present criticize a procedure, a design or materials that are not safe or

that could have a negative impact on the environment use safety and waste disposal as criteria for evaluating an ex-

periment write safety and waste-disposal precautions into a laboratory

COURSE: AP PHYSICS 1 (Pre-requisite: B+ or better in Introductory Physics)

Textbooks: Holt Physics, Physics by Giancolli

AP Physics 1 is intended for those students who may wish to pursue a career in engineering or another science discipline. Students must earn an excellent grade in Introductory Physics and have excellent mathematical and conceptualization skills.

Physics ideas are explored with conceptual and problem-solving rigor. Students are especially encouraged to understand and ex-plain common phenomena by using Physics concepts.

Students will write the College Board Advanced Placement Physics 1 Examination in May.


Kinematics Dynamics: Newton’s Laws Circular Motion and the Law of Universal Gravitation Simple Harmonic Motion: Pendulum and Spring Mass Sys-

tems Impulse, Linear Momentum, and Conservation of Linear

Momentum in Collisions Work, Energy, and Conservation of Energy Rotational Motion, Torque, Rotational Kinematics and En-

ergy, Rotational Dynamics and Conservation of Angular Momentum

Electrostatics: Electric Charge and Electric Force DC Circuits: Resistors only Mechanical Waves and Sound

Students are encouraged to work cooperatively during class ac-tivities. Laboratory exercises are done using standard lab equip-ment as well as Vernier Logger Pro equipment and probes.

COURSE: AP PHYSICS 2 (Pre-requisite: An AP Score of at least 3 in AP Physics 1)

Textbooks: Holt Physics, Physics by Giancolli

AP Physics 2 is intended for those students who may wish to pur-sue a career in engineering or another science discipline. Students must have been earned a satisfactory grade in AP Physics 1 and have excellent mathematical and conceptualization skills.

Physics ideas are explored with conceptual and problem-solving rigor. Students are especially encouraged to understand and ex-plain common phenomena by using Physics concepts.

Students will write the College Board Advanced Placement Phys-ics 2 Examination in May.


Thermodynamics: Laws of Thermodynamics, Ideal Gases, Kinetic Theory

Fluid Statics and Dynamics Electrostatics: Electric Forces, Electric Fields, Electric

Potential DC Circuits and RC Circuits (Steady State Only) Magnetism and Electromagnetic Induction Geometric and Physical Optics Quantum Physics, Atomic, and Nuclear Physics

Students are encouraged to work cooperatively during class activities. Laboratory exercises are done using standard lab equipment as well as Vernier Logger Pro equipment and probes.

COURSE: AP ENVRIRONMENTAL SCIENCE

(Prerequisite Chemistry)

Textbook: Living in the Environment (17th edition) G. Tyler Miller, Scott E. Spoolman (2012).

AP Environmental Science is a course offered to students who have completed at least one year of biology, chemistry, as well as an integrated math course. AP biology, physics, and chemis-try are recommended, but not essential for the course. Students should be willing to work outdoors, as required by many of the labs.

The overall goal of the course is to raise awareness and understanding of environmental problems, both human-made and natural, as well as the concepts, scientific values, and methodologies behind the interrelationships of the natural world. Students learn how to assess these problems, identify possible solutions, or means to prevent them. Subjects covered include ecology, biodiversity, populations, chemicals and hazardous waste, energy use water, soil, and air (as well as their related pollutants), economics, and sustainability.

Resources include labs, texts, internet games, articles, hands-on field trips, and videos.

COURSE: AP BIOLOGY (Grades 10 – 12) (Pre-requisite course—Biology)

Textbook: Biology- 2008 (8th) edition of Neil A. Campbell and Jane B. Reece

The AP Biology course usually is open to students who have demonstrated interest and ability in their previous science classes. This course is a year-long program which is designed to be equivalent to a college introductory Biology course, and students should be aware of the higher level of expectations and English language demands of this course. The primary goal of the AP Biology course is for students to gain a solid under-standing of the foundational concepts of Biology and to be able to relate and apply these concepts to real-life situations.

The Major Units studied in AP Biology are:

Cells∙ General Chemistry and Biochemistry ∙

Energy Transformations∙

Plant Structure and Function∙

Genetics∙ DNA and Protein Synthesis ∙

Evolution∙

Ecology∙

Human Systems∙

Kingdom Overviews∙

A detailed outline is provided for students to use during class lectures/discussions. Students are expected to work coopera-tively in-class activities, including peer teaching, essay writing practice and Lab work. Students will use Vernier Logger Pro equipment and digital probes in a number of the extended AP Biology Labs.

COURSE: WORLD HISTORY II (G.10 Social Studies)

Textbook: World History & Geography, Spielvogel, Jackson. McGrawHill

World History II examines the development of the modern highly globalized world starting at the 1400s and going to the present day, with a focus on regional and transregional interaction across the globe. Students will study and understand the course of human history by understanding how humans interacted with their environment, develop and spread their culture, structure politics through state-building, expansion, and conflict, establish and expand economic systems, and develop and understand social structures. Students will be required to demonstrate the ability to form historical arguments with evidence, recognize continuities and change over time, and be able to compare and contrast historical content.

Lessons will be based on thematic questions revolving around patterns of human defined by the themes above. Throughout the course, students will be challenged to develop critical thinking skills by examining and analyzing primary sources (artifacts, documents, architecture, and art). Students will find relevance in the study of history by exploring links between historical events of the past and our world today.

Major Areas of Study: Global Interconnection & Impacts

Global Conflicts & Collaboration Imperial Expansion & Practices Revolutions, Nationalism, & Reform Industrialization & New Imperialism Rapid Acceleration to 21st Century

SOCIAL STUDIES

COURSE: AP WORLD HISTORY Prerequisites: Students should have completed World History I and II in good standing and received a recommendation from a history and ELA teacher. Students should be able to comprehend a college-level textbook and write grammatically correct, complete sentences.

Textbook: Traditions and Encounters: A Global Perspective on The Past. Jerry H. Bentley and Herbert F. ZieglerMcGraw-Hill

AP World History is designed to be the equivalent of a two-semester introductory college or university world history course. In AP World History students investigate significant events, individuals, developments, and processes in six historical periods from approximately 8000 B.C.E. to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextu-alization, causation, and continuity and change over time. The course provides five themes that students explore throughout the course to make connections among historical developments in different times and places. The themes include interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures.

The course is oriented towards improving students ability to think critically, problem solve, make connections and analyze and synthesize information to create valid and supported conclusions.


Technological and Environmental Transformations (8000 BCE - 600 BCE)

Organization and Reorganization of Human Societies (600 BCE - 600 CE)

Regional and Interregional Interactions (600 CE - 1450) Global Interactions (1450 - 1750) Industrialization and Global Integration (1750 - 1900) Accelerating Global Change and Realignments (1900 to

the Present)

COURSE: AMERICAN STUDIES

Textbook: There is no assigned textbook, but students will be required to read independent sources and historical documents.

The United States has a disproportionate impact on global affairs in the early 21st century. American culture continues to be ubiquitous around the world. Yangon International School students certainly have an intuitive understanding of American culture, as their teachers since kindergarten have often been American. But what is the United States of America all about? How does one make sense of a country that many outsiders find bewildering?

First, the course will examine the geography and different cultural areas of the country. The student will then study current American events, and the economic issues facing the United States today. The foundation of the course is rooted in the history of the United States with particular attention to the important historical context of the previous units. Students will gain an understanding of the foundations of the American Republic and its progression to a diverse yet united population. The course culminates with students gaining a stronger under-standing of American culture and its close ties with a globalized world.


Part 1 - Introduction, geography, influences on American culture

Part 2 - Successes and problems in the American experi-ment

Part 3 - American economy, wealth and poverty Part 4 - American History Part 5 - More American culture: music, movies, sports

COURSE: MODERN ASIAN STUDIES

Textbook: There is no assigned textbook, but students will be required to read independent sources and historical documents.

YIS Students will play a major role in helping shape contempo-rary Asia. But what does modern Asia mean, exactly?

This course first examines the rise of China, and how its recent history and economic growth will be the most significant global event in the 21st century. Then we study both the prosperity and new difficulties of South Korea and Japan, as well as the unique conditions that currently exist in North Korea. Our eyes will turn towards Russia, South Asia, Southeast Asia, and the Middle East. Finally, we will explore both modern and traditional Asian culture, with a special emphasis on Buddhism.

Throughout the course, we will study the historical, political, economic and cultural forces that make up modern Asia, from anime to North Korea's nuclear program, and from Confucius to K-Pop.


Part 1 - China Part 2 - Japan and the Koreas

Part 3 - Emerging States in Asia Part 4 - Modern Asian Culture

COURSE: AP PSYCHOLOGY

Textbook: Myers, D.G. (2010). Psychology for AP (1st edition) New York, NY; Worth Publishers.

Supplemental texts:Hockenbury, D.H., Hockenbury, S.E. (2013) Psychology (6th edition) New York, NY; Worth Publish-ers. Articles in online journals such as Psychology Today

The AP Psychology course is designed to introduce the students to the systematic and scientific study of the behavior and mental processes of human being and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. (Taken from the Advanced Place-ment Course Description in Psychology by the College Board.)

Psychology encourages people to see the world from a new perspective. It teaches the student to know themselves and others better. It has the potential to help students become more productive, efficient and empathetic beings in all areas of their lives.

AP Psychology is a college-level course. The course moves through material quickly, and the workload is heavy. The teacher does their utmost to help inform and prepare students for the AP exam, but students must ultimately be responsible for their education.

Course Objectives

Students will learn to think critically, developing an awareness of the objective evaluation required to accept or reject psychological theories.

Students will be able to apply psychological principles to

everyday situations.

Students will build their reading, writing, thinking and discussion skills.

Students will prepare to complete the AP exam in Psy-chology.

Course Outline

The percentages reflect the percent of the multiple choice questions on the AP exam that are dedicated to each topic.

Recognize how philosophical and physiological perspec-tives shaped the development of psychological thought.

Describe and compare different theoretical approaches in explaining behavior and recognize the strengths and limitations of apply theories to explain behavior.

Structuralism, functionalism, and behaviorism in the early years;

Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;

evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches

Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, social).

Identify significant historical figures in psychology.

COURSE: ECONOMICS

This course is dedicated to the study of economics. It is an in-depth examination of fundamental economic concepts, microeco-nomics, macroeconomics, international economics, and personal finance.

In each area, students are introduced to major concepts and themes concerning that aspect of economics. In this course students will be expected to develop the ability to think like economists, employing the Mankiw’s ten principles of economic thinking:

People face tradeoffs The cost of something is what you give up to get it Rational people think at the margin People respond to incentives Trade can make everyone better off Markets are usually a good way to organize economic

activity Governments can sometimes improve market outcomes A country’s standard of living depends on its ability to

produce goods and services Prices rise when the government prints too much money,

society faces a short-run tradeoff between inflation and unemployment.

COURSE: AP MACROECONOMICS

Macroeconomics is the study of the behavior of the economy as a whole. It examines aggregate indicators as the gross domestic product, employment, and interest rates, and price indices to un-derstand how national and global economies function. In this course students will be expected to develop the ability to think like economists, employing the Mankiw’s ten principles of eco-nomic thinking:

People face tradeoffs The cost of something is what you give up to get it Rational people think at the margin People respond to incentives Trade can make everyone better off Markets are usually a good way to organize economic

activity Governments can sometimes improve market outcomes A country’s standard of living depends on its ability to

produce goods and services Prices rise when the government prints too much money Society faces a short-run tradeoff between inflation and

unemployment

COURSE: AP MICROECONOMICS

Microeconomics is the study of how individuals, households, businesses, and government confront the problem of scarcity and make economic decisions in the context of different types of markets and economic circumstances. In this course students will be expected to develop the ability to think like economists, employing the nine principles of economic thinking:

Everything has a cost. People choose for good reasons. Incentives matter. Economic actions carry secondary effects. People gain from voluntary trade. Economic thinking is marginal thinking. The price of a good or service is affected by people’s

choices. People create economic systems to influence choices

and incentives. The test of a theory is its ability to predict.

COURSE: M U N (Model United Nations)

Textbook: There is no required textbook, but students should read all of the provided handouts carefully and devote them-selves to their research readings.

The Model United Nations course will cover a variety of sub-ject matter, from the promotion of human rights to humanitarian assistance to development to environment to international secu-rity. Students will learn about the UN system, a country’s do-mestic and foreign policy interests, and multilateral diplomacy. Through research and participation in-class activities focused on discussion, negotiation, and debate, students will de-velop plausible solutions to contemporary global problems, ex-perience and familiarity of international diplomacy, a more in-depth analysis and understanding of current issues, and confidence in their communication skills.

To cap off the course, students will participate in the local Yan-gon Model UN conference, an opportunity for students to put into practice what they learned in the class.

This is non-traditional styled course. The learning objectives are broader than simply learning about a topic and being able to take an exam or write a research paper on it. Following students' participation in the Model UN Conferences at the end of the course, students should ...

1) have a deeper understanding and appreciation of the com-plexity of the UN system 2) have a deeper understanding of a particular issue area that the international community is trying to address, 3) recognize that there are a wide range of global perspectives and points of view of other countries, 4) gain greater skill in caucusing and consensus building among actors with different interests, and 5) improve their independent re-search and persuasive speaking and writing skills.

COURSE: ADVANCED MUN

Textbook: There is no required textbook, but students should read all of the provided handouts carefully and devote them-selves to their research readings. The Advanced Model United Nations is an extension of the Model UN course, which is prerequisite for enrollment. The course will cover a variety of subject matters, including but not limited to promotion of human rights, humanitarian assistance, economic and social development, environmental issues, and international security. Students will learn a country’s domestic and foreign policy interests, and international and multilateral diplomacy strategies and norms. Through research and participation in-class activities focused on discussion, negotiation, and debate, students will develop plausible solutions to contemporary global problems, gain experience and familiarity of international diplomacy, build an in-depth analysis and understanding of current issues, and confidence in their communication skills. They will look further and refine the skills learned in the Model UN to become an experienced delegate at an international MUN conference. To cap off the course, students will participate in the Seoul

Model United Nations conference in November, an opportu-

nity for students to put into practice what they learned in the

class.

Advanced Model UN is a non-traditional styled course. The learning objectives are broader than simply learning about a topic and being able to take an exam or write a research paper on it. Following students' participation in the Seoul Model UN Confer-ence at the end of the course, students should: 1. have a deeper understanding and appreciation of the

complexity of the UN system 2. have a deeper understanding of a particular issue area that the

international community is trying to address, 3. recognize that there are a wide range of global perspectives

and points of view of other countries, 4. gain greater skill in caucusing and consensus building among

actors with different interests, and 5. improve their independent research and persuasive speaking

and writing skills.

World Languages

COURSE: CHINESE 2 (Grade 10)

Textbook:Chinese Link Text Book 2

YIS Chinese II course is an intermediate beginner class. Students received 90 minutes class every other day for the school year. In the intermediate beginner course, students will practice Chinese intensively in three modes which are interpersonal, interpretive and presentation. In addition, they will develop Chinese language skills in five goal areas: communication, culture, connections, comparisons, and com-munities. We are preparing students foreign language learning for the 21 century.

We use Chinese Link textbook two. The course content is divided into units. Units start with learning about ordering food, going shopping, inviting friends to your birthday party, describing the weather and telling travel plans.

COURSE: CHINESE 3

Textbook:Chinese Link Textbook 3

YIS Chinese III course is an intermediate beginner class. Students received 90 minutes class every other day for the school year. The intermediate course students will intensively practice Chinese in three modes which are interpersonal, interpretive and presentation. In addition, they will develop Chinese language skills in five goal areas: communication, cul-ture, connections, comparisons, and communities. Students are prepared for foreign language learning for the 21 century.

The course content is divided into units. The course begins with Describing events, asking and giving directions. Students are required to make presentations, give reports and express personal opinions. Students are required to make travel plans, discuss the plans and book a plane ticket.

COURSE: CHINESE 4

Textbook:Chinese Link Text book 4

YIS Chinese IV course is an intermediate class. Students received 90 minutes class every other day for the school year. The intermediate course students will intensively practice Chinese in three modes which are interpersonal, interpretive and presentation. In addition, they will develop Chinese language skills in the five goal areas: communication, culture, connections, comparisons, and communities. We are preparing students foreign language learning for the 21 century.

Students’ use Chinese Link Textbook Four. The course content is divided into units. Students start with learning how to express one's concern for others, express appreciation, and form an apology. Students also learn how to seek and provide advice request and respond to favors. The students complete the course with learning how to write a resume in Chinese and how to complete a job interview.

COURSE: AP CHINESE

Students received 90 minutes class every other day for the school year. This AP Chinese course designed matches the level of a Fourth-semester or equivalent college course in Mandarin Chinese. The AP Chinese course students will practice Chinese in three modes which are interpersonal, interpretive and presentation. In addition, students will develop Chinese language skills in the five goal areas: communication, culture, connections, comparisons, and communities. The student begins each class telling about current events. Students also study Chinese language and culture. Following with reading the sign, response to the signed questions and end with writing composition.

A variety of materials are utilized including Chinese Link book four, Reading into a New China and other texts. Students start with learning about the Chinese environment then expand out to the Chinese community issues and global issues. This course prepares students for AP test.

COURSE: SPANISH 2


Students continue their introduction to Spanish with the four

skills for language learning: listening comprehension, speaking,

reading and writing. Students build on their foundation from

Spanish I as they expand their vocabulary, grammar, and phrases.

Students’ comprehension of spoken and written material also

grows, and students can initiate conversations and give more

extensive answers to questions. Students continue to learn about

the culture of the Hispanic world through integration of cultural

activities in the classroom. Students show progress in Spanish

language acquisition through quizzes, tests, and speaking/writing

activities as well as numerous interactive activities reinforcing

vocabulary and grammar.

COURSE: SPANISH 4














COURSE: SPANISH 5














COURSE: MYANMAR STUDIES ADV. II Textbook: Government, Culture, History, and Customary Law of Myanmar Textbook ( Grade 10 and Collage level text-books )

Myanmar college textbooks Linguistics textbooks Classic novel books are included in these levels of study Myanmar Studies is a course to help students understand the culture, language, and traditions of Myanmar. Students practice writing, reading and speaking skillfully.

MALS (Myanmar Advanced level Studies) Grade 11 and 12 can take as optional courses. These levels are relevant to the college and university level of learning Myanmar Studies.

The students learn about their cultural heritage and reading, writing, speaking and listening. The students will demonstrate skills on effort and showing respect toward Myanmar language and Myanmar Culture. Students will work on playing collabora-tively or individually. Students take responsibility for their actions. Students will show interest and enjoyment in reading Myanmar Novels. They will demonstrate and understand what has been read. Students will listen attentively and follow directions. Students will participate appropriately in discussions.

COURSE: MYANMAR MUSIC AND DANCE

Instruments: See & Warr, Myanmar harp, bamboo xylophone, CD & Tape player and other requirements

The purpose of teaching Myanmar music and dance is to under-

stand the basic concepts of Myanmar culture, to love Myanmar

traditions and customs and to keep the essence and beauty of

Myanmar. We will start from basic theory and practice.

Myanmar traditions include singing, dancing and playing the

instruments. In Grade 6 to Grade 10 we do traditional songs with

the play (see and warr), Myanmar harp, bamboo xylophone, piano

and traditional dance, opera, and Myanmar festival dance. The

students will be tested to see how much they have achieved.

Students will receive an explanation on the Myanmar day

homage paying ceremony, special activities, and performances.

Each student will understand the traditional music and culture of

their country. Then, they can share this with the world. They will

understand the importance of the musical dances and Instruments.

Physical Education and Health

COURSE: HEALTH (Grade 11) During this one-semester graduation requirement course, stu-dents will comprehend concepts related to health promotion and disease prevention. They will demonstrate the ability to access valid health information and health-promoting products and services; demonstrate the ability to practice health-enhancing behaviors and reduce health-related risks; analyze the influence of culture, media, technology, and other factors on health. Further, students will demonstrate the ability to use interpersonal communication skills to enhance health; and demonstrate the ability to advocate for personal, family, and community health. Students are strongly encouraged to discuss the course content and work with their families for the duration of this course.

COURSE: PHYSICAL EDUCATION (Grades10,11,12)

The YIS Physical Education program is based upon the

acquisition of knowledge and skills that are the foundation for

engaging in physical activity. Our mission is to empower all

students to sustain regular, lifelong physical activity as a

foundation for a healthy, productive and fulfilling life. The

Physical Education curriculum is a sequential educational pro-

gram. It is based on physical activities undertaken in an active,

caring, supportive and non-threatening atmosphere in which

every student is challenged and successful. We aim to provide

every student with a wide variety of physical activities and chal-

lenges that will contribute to the development and maintenance

of their physical, cognitive, and active well being. Ultimately

students will be provided with the foundation for making in-

formed decisions that will empower them to achieve and main-

tain a healthy lifestyle. The course is one-semester; each unit is

repeated in semester two. In quarter 1, students will participate

in physical fitness testing, aquatics, and team sports. At the con-

clusion of quarter 1 (or quarter 3) the students will complete the

Net games, invasion games, outdoor pursuits, and the remainder

of the units.

Visual and Performing Arts

COURSE : ADVANCED ART

Advanced Art is a course for 10 through 12 grade students de-signed to build a strong foundation of knowledge and skill in the Arts as well as prepare students who plan to take Advanced Placement Art. Units of study involve observing art from a variety of artists, periods, cultures, and creating original works in both two and three-dimensional media. A deeper understand-ing of the formal elements and principles of design will be gained as students experiment with materials to create their work.

This course will change students to deepen their understanding and experience of Art as they continue to build conceptual and excessive skills. We will create works of art in response to fundamental visual problems as well as a wide range of ideas in the Arts.

Students will research an artist and art period style and present a written and oral report to the class. They will be encouraged to acknowledge Art influences and learn to articulate this in written exercises and personal statements. We will hold classroom critiques to motivate students to gain an understand-ing of how to clinically analyze a work of art using the vocabulary of terms as their guide. Classroom critiques will also give students the ability to communicate personal ideas and intentions with greater confidence.

Any works students create in this course may be considered for inclusion in the AP Studio Art portfolios.

COURSE : AP STUDIO ART

Advanced Placement Art is designed at the college level for those students who intend to further their studies in art at a post-secondary education institution. Students will prepare a portfolio to be sent to the College Board to be assessed. A passing score can earn credit in many Universities and Colleges in the United States. A passing score is not a given with a portfolio submission. Students will receive a separate grade and credit for the year-long AP Art course at YIS.

AP Studio Art students are expected to emphasize research, ex-perimentation, discovery, inventive thinking and art-making, critical analysis, and problem-solving in their work.

Students will work on a variety of mediums, and demonstrate skill conceptually as well as technically. You must choose a port-folio in either Drawing, 2D Design, or 3D Design, and produce work that best fits the requirements of that portfolio.

Students work toward submission of a portfolio exam for one of these portfolios. A variety of visual ideas must be addressed in work, and a “Concentration” must be developed by the student. The Concentration is a series of works on a related theme and visual idea.

Students will work on a variety of mediums and demonstrate skill conceptually as well as technically to create a portfolio of college-level work. Each portfolio has the same three sections:

Section 1: Quality - One-third of total score (selected five works shipped to the College Board that demonstrate an understanding of either drawing or 2-D design in concept, composition, and execution).

Section 2: Concentration – One-third of the total score. 12 digi-tal images; some may be details, of Sustained Investigation (works describing an in-depth exploration of particular con-cern).

Section 3: Breadth – One-third of the total score. 12 digital images; one image each of 12 different works, that are of a range of approaches demonstrating an understanding of either drawing or 2-D design.

After works are completed, the art is photographed for submis-sion electronically, and several original works are also shipped in a portfolio provided by the College Board in early spring. (Students may use artwork produced in previous courses that meets the requirements of AP standards in addition to the new work created this year.)

To succeed in this AP Art course, a high level of skill, motivation, and willingness to research in conjunction with the creation of the artwork is necessary. Students not meeting these requirements will not have portfolios submitted to the College Board

COURSE : DRAWING AND PRINT MAKING

The Drawing and printmaking course is an Art elective course for High School students that fulfills one-half credit towards the High School graduation requirements.

Students can expect to gain a strong foundation in drawing and printmaking in this beginning level class. Composition, the visual elements, the principles of design, and the primary techniques and concepts of both drawing and printmaking will be covered. The end goals are to increase artistic self-confidence, increase one’s understanding of the basics of drawing and painting and to pro-duce successful works.

Students will exhibit knowledge of art forms, artists, and art his-tory and will be asked to reflect on this knowledge (i.e., notes in a sketchbook, creation of artwork, written review, etc.). Students will effectively articulate artistic influences in their works of art. Through exploration of drawing and printmaking making experi-ences, they will invent ways to communicate an idea through a work of art. Through a variety of resources, students will expand their repertoire of knowledge of how and why art was and is cre-ated.

COURSE : PAINTING

The Painting course is an Art Elective for High School Students, that fulfills one-half credits towards the High School graduation requirements.

Students can expect to gain a strong foundation in painting to develop their skill and exploration in painting. Composition, the visual elements, the principles of design, and the primary techniques and concepts of the painting are covered. The end goals are to increase artistic self-confidence, improve one’s understanding of the basic techniques and styles of painting and to produce successful works.

Students will exhibit knowledge of art forms, artists, and art his-tory and will be asked to reflect on this knowledge (i.e.; notes in a sketch book, the creation of artwork written review, etc.)

Any works students create in this course may be considered for inclusion in the AP Student Art Portfolios.

COURSE: CHOIR


In the High School Choir classroom, students make music in a foundation of choral repertoire. Choir is an elective course and is designed to take students' music making a step further than their Grade 9 course. Using challenging 4- and 5-part music as a vehicle for musical learning, students, will build off prior learning to read, write, improvise music. They will also practice critical listening and analysis of music and text through choral music. There are two mandatory concerts at the end of each quarter, with an option for students to participate in other festivals throughout the year.

COURSE: FILM STUDIES Film Studies is a single semester elective course where students strengthen their visual literacy through an in-depth study of the language of film. This course explores a variety of genres, narrative structures and cinematic techniques from early film history to the modern day. Students develop the skills to recognize, analyze and enjoy film as an art form.

COURSE: MUSIC 101


Music 101 is a unique course in the YIS Music Department in that it is built, year after year, by the students' musical strengths and interests. The course is divided into three major sections: a group music theory/composition lesson, individual studies that are student-led, and a group performance ensem-ble. Students maintain a great deal of choice in their musical path in this course, with the expectation being that each stu-dent will choose an area for growth and will demonstrate that musical growth over time. Students in this class have many opportunities to perform and showcase their skills: 2 required concerts at the end of each semester, several in-class recitals, coffee house events, and YIS LIVE.

Information Technology

COURSE: MULTIMEDIA

The Multimedia course is designed for students interested in careers in the Media and Design Arts Pathway, in the Arts, Media and Entertainment industry sector. Students are introduced to industry-standard tools, skills, and materials that they can manipulate as the primary means of creative expression. Students explore necessary applications of various multimedia tools to create visual, aural, and written projects in both digital and print format.

Major Objectives:

The student will develop skill and ability to properly operate computers, including proper use of file compres-sion, CDs, flash drives, and network folders.

The student will learn to correctly format technical documents such as flyers, programs, brochures, newslet-ters and business cards.

The student will learn to operate digital cameras and video camcorders, sound, and lighting equipment and to extract digital recordings (digital images, video footage, audio tracks, etc.).

The students will develop an understanding of media literacy, including web ethics, copyright and fair use (creative commons), and Internet safety concepts.

The students will develop an understanding of multime-dia software applications and operate these programs on the computer (PC and Mac).

COURSE : DIGITAL GRAPHICS ARTS

Digital Graphic Arts is a single semester elective course in which students will learn the principles of graphic design and gain a working understanding of Adobe Photoshop and Adobe Illustrator. Students develop critical thinking, analysis and an understanding of the design cycle in a collaborative classroom environment. Assignments may include image compositing, logo design, typography, illustration, layout and digital photography. In the second quarter of the class, students will leverage their new skills in large-scale collaborative projects or deep self-studies. Students are encouraged to incorporate their interests and passions, explore areas of design that interest them and relate their work to the real world.

COURSE : YEARBOOK

Yearbook is an elective course that gives students marketable experience in print media publishing. This course solely works toward the completion and selling of a large finished product, Yangon International School’s yearbook.

In class, students compose, construct, and edit all elements of computerized text layout, graphic art, and digital photography. Students work on many clerical operations, make announce-ments, maintain signs, conduct student polls, take photos, and write articles. The course, in turn, covers many of the content standards and objectives encountered in English courses, as does it also for purposes of art, business, and computer technol-ogy courses.

Because Yearbook is a monetary business, students must coop-eratively work with others, must be hardworking, and be eager to be creative. Out of class and after school, students will shoot digital photos, sell and design advertising, and distribute year-book order forms.

Business Studies

COURSE: ACCOUNTING

In our introductory 1⁄2 credit (one semester) Accounting course, students will learn the basics of double-entry accounting. This will include the Basic Accounting Cycle for a Sole Proprietorship and a Merchandising Corporation. Students will also expect to learn the Generally Accepted Accounting Principles or GAAP and how it relates to their daily lives. The class will explore the variety of recordings including but not limited to: auditing, calculating net worth, balance sheets, the T-Chart, payroll, insurance, and taxes. The course uses a combination of U.S. and Internationally accepted accounting methods that are put into practice daily in the business world.

COURSE: FINANCIAL LITERACY

Financial Literacy is a relatively new course to Yangon Interna-tional School and the first of its kind to be taught in Yangon at the secondary school level. Students learn financial management and how the banking system works. Students will learn how to maintain their finances, learn about the different types of bank-ing, understand the difference between credit and loans, and the importance of saving. Students also will learn about stocks, bonds, and annuities before they enter adulthood. The goal of this course is for the students to become financially literate them-selves and be better prepared for adulthood.

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COURSE: INTRODUCTION TO BUSINESS

Introduction to Business introduces the different forms of business ownership, including sole proprietorships, partnerships, and corporations. Students will explore the rights and wrongs of common business practices prevalent today and will identify the roles, activities and impacts the government, the legal system and organized labor have on businesses. Students will learn the importance of ethical decision- making and the effects decisions have on organizations, consumers, and employees. The students will learn about conflict resolution, technology and computer safety in the workplace, and the importance and benefits of a multicultural workplace. They will investigate the impact of international business, imports, and exports on the U.S. economy and learn about trade and exchange rates.

COURSE: ADVANCED BUSINESS

Advanced Business is the second half of the Yangon Interna-tional School business program. Students are required to complete the Introduction to a Business course to progress into the Advanced. This course will cover the various methods of cre-ating and successfully operating a business. Students will work both alone and in groups to draft business plans, develop a prod-uct of their design, practice sales strategies, implement market-ing, and understand what it means to learn from your failures. Students will also evaluate social media and the role it plays in the 2nd-century business model. The course will conclude with a project that requires the class to come together as a whole and develop itself into a business with the goal of successfully developing and producing a product for the betterment of the community.

Counseling

This mandatory senior course is designed to assist students in planning for life after graduation from high school. During the first semester, the focus is on applying to college outside of Myanmar. Students are introduced to the vocabulary that will help them better understand the college search, application and enrollment process, as well as learning about factors involved in finding colleges that are a good match for individ-ual students. Students will learn about in-school and online resources that enable them to evaluate different schools, majors and various campus cultures and everything else that influences their choices. Laptop computers will be used in class frequently to work on the college search and application process.

Students will work on their college application essay as a

separate unit in their 12th grade English class, but will also be

sharing their essay with the counselor as part of the

first-semester college and career class. Some students who are

further along or more certain in deciding where they want to

attend college will have their college applications ready for

the Nov. 1 Early Action and Early Decision deadlines. By the

end of the first semester, it is expected that all students will

have their college applications completed and ready to submit.

During the year, especially first semester, students are encour-

aged to attend presentations by college admissions officers

who visit YIS. Presentations are scheduled during the College

and Career Class when that works with the schedule of the

visiting colleges. Other visits are typically at lunchtime. As

needed, the counselor will arrange meetings to answer parent

questions about the college search and application process and

to help with filling out financial forms.

At least one College Fair is scheduled at YIS during the school day in September or early October. Around 15-20 college representatives typically participate in each College Fair and are available to talk with students in all grades, but especially students in grade 12.

During the second semester, some students continue the appli-cation process for schools that have later due dates. The entire class will also spend time researching prospective career options, as well as learning about possible college majors that are related to those career options. They will interview adults who work in the fields in which they are interested, prepare a PowerPoint including the information researched and present their PowerPoint to the class. Students will additionally learn about life in colleges outside of Myanmar, including budgeting, banking in the west, dorm life, study skills, time management, and other topics to prepare them to be successful in the next stage of their life.

high school course descriptions grades 9– 12€¦ · students will take cornell notes on all...

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