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KENT DENVER SCHOOL2020–21 Curriculum Guide

• NEW ENGLISH SEMESTER SEMINARS

• NEW TRI-LEVEL MATHEMATICS SEQUENCE FOR STUDENT SUCCESS

• SPRING SEMESTER OF MARINE SCIENCE

• OFFICE OF INNOVATION: INSTITUTE, GENERAL AND PARTNER ELECTIVES

• THE KENT DENVER INNOVATION SCHOLARS PROGRAM

KENT DENVER TEACHERS

Kent Denver Faculty 2020–2021Head of SchoolRand Harrington, B.S., B.S., M.S., Ph.D.

Director of Upper SchoolEric Chandler, B.A., Ph.D.

Director of Middle School Carrie Green, B.A., M.A.

ArtsSarah Mitchell, B.A., M.A. (chair)Justin Adams, B.A., M.M.Corky Dean, B.F.A., M.A.Pete Ellis, A.B., A.B., M.S.Jon Fortmiller, B.A.Carrie Green, B.A., M.A.Margaret NeJame, B.F.A.Lee Lee Newcomb, B.A.Tommy Nolan, B.A., B.A.Kali Paguirigan, B.M., M.F.A.Taylor Pringle, B.A., M.F.A.Zakk Wooten, B.M.E.

AthleticsJeffrey Hollway, B.A., M.A. (director)Chris DeAntoni, B.A., CF-L2, USAW-L1Richard Judd, B.A., M.S.M.Stephanie Kyser, B.A., M.S.Emma MacLeod, B.A.Jack Pearman, B.A.

College CounselingJessica Raab, B.A., B.A., M.A. (director)Slade Burns, B.A. Matt Doyle, B.A.

EnglishLoni DesJardin, B.Ed., M.Ed. (chair)Danny Barocas, B.A., M.A.Logan Brown, B.A., M.A.Eric Chandler, B.A., Ph.D.Katherine Crowley, B.A., M.A.Apryl Doyle, B.A., B.A.Andrew Dranginis, B.A., M.A.T. Christina Fakharzadeh, B.A., M.A.Whitney Gaines, B.A., M.F.A.Annie Hansen, B.A., M.A., M.F.A. Aniele Hawkins, B.S., M.S.John Jessup, B.A.Sydney Lang, B.S.Nick Lefferts, B.A., M.A. Anne Moyer, B.A., M.A.Todd Schayes, B.S., M.A. Casey Selover, B.A., M.A.Eddie Young, B.A., M.A.

History & Social ScienceGinna Halverson, B.A., M.A. (chair)Wes Ballantyne, B.A., M.A. Lee Barrow, B.A., M.A.

Student Life cont.Sarah Stanford, B.A., M.Ed., M.Ed.Shreka Thomas, B.A., B.S., RN

World LanguagesEric Dawson, B.A., B.A., M.A. (chair)Sam Baumgarten, B.A. Matt Bentley, B.A., M.A., Ph.D. Allison Cain, B.A., M.Ed., M.A. Andrea Caulfield, B.A., M.A. Annick Chen, B.A., M.A. Luis Gimenez, B.A., M.A.Piedad Rodriguez, B.A., M.A., M.A. Holly Smiekel, B.Ed.Maud Sullivan, L.d’A., M.A. Virginia Tuma, B.A., M.A., Ph.D.Binbin Wei, B.A., B.A., M.A.Chamby Zepeda, B.A., M.A.

FellowsDavid Andrews, B.A. (6th grade)Bill McDonald, B.S. (speech)Kate Miller, B.A. (6th grade)Connor Mulvihill, B.A. (athletics)

Office of InnovationMichael Ehrenfried, B.S.E., M.A., M.A. (CINO)Chris Smith, B.A.

HUNT FAMILY INSTITUTE FOR ENTREPRENEURIAL EDUCATIONDemetrius Daltirus, B.S.

ROLLINS INSTITUTE FOR TECHNOLOGY AND DESIGNAlex Clement, B.A.Alainey Hellman, B.A. Katherine Schneider, B.S., M.A. (resident)

WALKER INSTITUTE FOR WELLNESSPriscilla Scobie, B.A. (director)

INNOVATION SCHOLARS PROGRAM LEAD MENTORSJeff Caulfield, B.S., Ph.D. (experimental research)Alex Clement, B.A. (technology)Demetrius Daltirus, B.S. (entrepreneurship)Alainey Hellman, B.A. (robotics)Kirsten Landry, B.A., B.S., M.S. (experimental research)Chris Smith, B.A. (design)

History & Social Science cont.Mike Bausch, B.A., M.A. Lucas Carmichael, B.A., Ph.D.James Covi, B.A., B.A., M.A.Katherine Crowley, B.A., M.A. Christina Fakharzadeh, B.A., M.A.Melanie Haas, B.A, M.A.Ian Hopkins, B.A., M.A. Phil Klein, B.A., MBAChris Michaud, B.A., M.A. Jason Mundy, B.A., M.A.L.S.Lucas Richardson, B.A., M.A.Todd Schayes, B.S., M.A.Maggie Sullivan, B.A., M.A.Jerry Walker, B.A., M.S.

MathematicsRuth Miller, B.A., M.Ed. (chair)Leah Anderson, B.S.Cheryl Askay, B.S., M.S.Laurie Chandler, B.S.Bruce Collamore, B.S., B.S.Nicole Dubler, B.S., M.A.Pete Ellis, A.B., A.B., M.S.Kim Gatti, B.A., M.A.Whitney McMurtry, B.A., M.S. Allison Schreuder, B.A. Arty Smith, B.A., M.S.T.Anne Sterry, B.S., M.Ed.Marty Wittmer, B.A., M.A.

ScienceJeff Caulfield, B.S., Ph.D. (chair)Emily Danitz, B.S., M.Ed.Deanna Detmer, B.S., M.Ed. Evan Gaffney, B.S. Kristy Garfoot, B.H.S. Ryan Gray, B.A., B.S., M.A., M.S.Rand Harrington, B.S., B.S., M.S., Ph.D. Kirsten Landry, B.A., B.S., M.S.Steve Newman, B.S., M.S. Mary Fran Park, B.S, M.S.Amaria Parker, B.A., M.S.John Saunders, A.B., M.S.Raquel Sherman, B.S. Ed.Chris Spielmann, B.A., M.A., M.Sc.

Student LifePriscilla Scobie, B.A., (director)Adrian Barnes, B.A., M.Ed.Bradley Jackson, B.A., B.A., M.Ed. Claire Mancini, B.A., M.A., AMFTSarah Pool, B.A., M.A., LPC

OUR CORE VALUES

Our Core ValuesAll members of the Kent Denver community—students, staff, parents, faculty and administrators—are encouraged to embrace the following core values together as essential elements of the Kent Denver School identity. These values function as touchstones for the community and as key objects in their own right of inquiry and contemplation.

INTEGRITYWe strive to be honest with others and ourselves. We work from a foundation of strong ethical principles, which we use, explore and develop.

RESPECTWe seek to appreciate and consider the feelings, wishes, rights, traditions and attributes of others. We work to respect ourselves, our fellow community members, the educational vision of the School, our connection to the larger world, and the human diversity among and around us.

PERSONAL GROWTHThrough mindfulness, creativity and curiosity, we strive to participate, to grow, to find our voice, and to help each other thrive.

COMMUNITYWe are actively committed to the learning fellowship of the School. With a sense of shared responsibility, empathy and compassion, we seek to understand, engage and help our diverse local, regional, national and global communities.

WISDOMWe seek the development of experience, knowledge and good judgment.

TABLE OF CONTENTS

Table of Contents

Kent Denver Faculty 2020–2021 . . . . . . . . . . . . . . . . . . . . . 2

Our Core Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

From the Head of School . . . . . . . . . . . . . . . . . . . . . . . . . . 6

New or Enhanced This Year . . . . . . . . . . . . . . . . . . . . . . . . 7

Course Listing Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Our 6–12 Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Kent Denver Upper School Semester Courses . . . . . . . . . . . 9

Middle School Program . . . . . . . . . . . . . . . . . . . . . . . . 12

Upper School Program . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . 12

AcademicRequirements, Credit, Grades & Summer Reading . . . 13

How to Select and Schedule Your Kent Denver Courses . . . . 14 Sample Middle School Three-Year Plan . . . . . . . . . . . . . . . . . . 14 Sample Upper School Four-Year Plan . . . . . . . . . . . . . . . . . . . . . . . 15

Advisories, Wellness and Student Support . . . . . . . . . . . . . . . . . 16

Academic and Elective Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Middle School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Upper School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Seminars for Grade 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Fall Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Spring Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

History and Social Science . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Middle School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Upper School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Yearlong Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Semester Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

TABLE OF CONTENTS

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Middle School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Upper School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Online Course Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Middle School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Upper School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Yearlong Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Semester Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Visual and Performing Arts . . . . . . . . . . . . . . . . . . . . . . . 46 Middle School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Upper School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Performing Arts: Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Performing Arts: Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

World Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Middle School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Upper School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Office of Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Institute Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 General Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Partner Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Athletics and Fitness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Middle School Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Upper School Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Athletics and Fitness Requirements . . . . . . . . . . . . . . . . . . . . . . . . . 73 Athletics Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Athletic and Fitness Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Independent Sport Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

The Kent Denver Innovation Scholars Program . . . . . . . . . . 75

Additional Offerings and Requirements . . . . . . . . . . . . . . . . . 76 Career Intern Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 College Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Service Learning and Community Service . . . . . . . . . . . . . . . . . . . . . . . . 77 Middle School Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Middle School Field Trips and Interim . . . . . . . . . . . . . . . . . . . . . . . 78 Peer Tutoring and Student Leadership . . . . . . . . . . . . . . . . . . . . . . 79 For-Credit Summer Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

FROM THE HEAD OF SCHOOL Back to Table of Contents

From the Head of School

Dear students, parents and guardians,

Welcome to Kent Denver’s 2020–21 Curriculum Guide. Inside you’ll find descriptions of more than 100 courses and electives we will offer this school year, in addition to opportunities for student-directed studies in our Innovation Scholar Program. Middle School students and parents will find an overview of our 6th-, 7th- and 8th-grade program on page 8 and a sample three-year plan on page 14.

Graduation requirements for Upper School students are on page 12. Students, I suggest you review the requirements, then download the sample four-year plan on page 15 and discuss your interests with your advisor and dean.

I have one final recommendation as well. With so many classes, athletic programs and extracurriculars to choose from, it’s tempting to want to pursue every option now. Remember, there will never be a shortage of intriguing options at Kent Denver School. Make sure you incorporate down-time into your schedule. Advisors, deans and the Student Wellness team are always available to support you as you plan your ideal school year.

On behalf of our entire faculty and staff: We look forward to having you join us for another exceptional year at Kent Denver School! Best regards,

Dr. Rand Harrington Head of School

Kent Denver’s Vision: Excellence in Scholarship and Character

Back to Table of Contents Page 7 NEW OR ENHANCED THIS YEAR

New or Enhanced This Year

New English Semester Seminars • English Then and Now • Experiments in Writing • Rhyme and Its Reasons • Waterways

New Tri-Level Mathematics Sequence for Student Success Our Mathematics curriculum is structured into three levels—Conceptual | Regular | Honors— for all students to progress at their optimal pace. See Kent Denver’s Math Sequence on page 32 for more details.

Spring Semester of Marine ScienceMarine Science is now offered in the spring semester as well as the fall semester.

Office of Innovation: Institute, General and Partner ElectivesInstitute and general electives, and partner electives through Global Online Academy and One Schoolhouse are now detailed as an academic section. Courses from the Computer Studies department are now listed in this section. See Office of Innovation on page 66 for more information.

The Kent Denver Innovation Scholar ProgramKent Denver recently developed The Kent Denver Innovation Scholar Program that empowers students in grades 6–12 to pursue self-directed exploration and learning. Learn more about The Kent Denver Innovation Scholar Program on page 75.

Course Listing Features

ALGEBRA II CONCEPTS M630A (fall) and M630B (spring); 1 credit

This course covers the same topics as Algebra II, but allows students more time for review, reflection and practice. The course is designed for students who have taken Algebra I and Geometry but need a stronger algebraic foundation before moving on to a level of Precalculus. Students are required to own a TI 84 Graphing Calculator.

Prerequisite: Algebra IA or IB and Geometry (any level).

Course Title

Course Description

Course Number(s), Credit Value & RestrictionsNote: Full-year classes have A and B numbers for fall and spring semester registration.

Prerequisite Listings

OUR 6–12 PROGRAM Back to Table of Contents

Our Program

Middle School Upper School

TH GRADEEnglish 6: Reflection History 6: Identity and Comparative World Religions Mathematics: • Math 6: Foundations and Explorations or• Pre-Algebra 6Science 6: Explore, Design, Discover Visual and Performing Arts (See Courses) World Languages: • Chinese IA• French IA• Spanish IA • Preparatory 6Athletics and Fitness

TH GRADE English 7: Identity History 7: Foundations in U.S. History and Government Mathematics: • Pre-Algebra 7 or• Algebra MA or • Algebra IB (7) Science 7: Earth and Environmental Science Visual and Performing Arts (See Courses)World Languages:• Chinese IB• French IB• Spanish IB• Preparatory 7Athletics and Fitness

TH GRADE English 8: Perspectives History 8: Foundations in Global History Mathematics: • Algebra IA or • Algebra IB (8) Science 8: Scientific Experiments in Biology Visual and Performing Arts (See Courses)World Languages:• Chinese 8• French 8• Spanish 8• Preparatory 8Athletics and Fitness

TH GRADEEnglish 9: Discovering Voice History and Social Science: Global History of the Modern WorldMathematics (See Courses)Science: Molecular and Evolutionary BiologyVisual and Performing Arts (See Courses)World Languages (See Courses)

TH GRADE English 10: Exploring VoiceHistory and Social Science:• Global Politics in the 21st Century or• Revolution and Conflict in the Modern World or• Debate Honors (with departmental approval)Mathematics (See Courses)Science: • Chemistry or • Chemistry Honors (with departmental approval)Visual and Performing Arts (See Courses)World Languages (See Courses)

TH GRADE English 11: Narratives of America—Voice, Service and CommunityHistory and Social Science: • U.S. History or AP U.S. History or• History Course (See Courses)Mathematics (See Courses) Science: • Newtonian Physics or • Physics (with departmental approval) or • Physics Honors (with departmental approval)Visual and Performing Arts (If Desired; See Courses)World Languages (See Courses)

TH GRADE English: • Two English Seminars or • AP English Literature (See Courses)History and Social Science: (If Desired; See Courses)Mathematics (See Courses) Science (If Desired; See Courses)Visual and Performing Arts (If Desired; See Courses)World Languages (If Desired; See Courses)

For information on Athletics and Fitness requirements, see page 73.

*KENT DENVER POLICY REGARDING AP CLASSES Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

6

7

8

9

10

11

12

6–12

HISTORY AND SOCIAL SCIENCE

Global History of the Modern World

Global History of the Modern World

Global Politics in the 21st Century

Global Politics in the 21st Century

Revolution and Conflict in the Modern World

Revolution and Conflict in the Modern World

Debate Honors Debate Honors

U.S. History U.S. History

AP U.S. History* AP U.S. History*

AP Economics* AP Economics*

AP European History* AP European History*

Colorado History and the Environment: The Colorado Cultural Confluence

Colorado History and the Environment: The Rise of the Western Playground

Race in Modern America Class and Gender in Modern America

MATHEMATICS

Geometry with Functions Geometry with Functions

Geometry Geometry

Geometry Honors Geometry Honors

Algebra II Concepts Algebra II Concepts

Algebra II Algebra II

Algebra II Honors Algebra II Honors

Precalculus Concepts Precalculus Concepts

Precalculus Precalculus

Precalculus Honors/Calculus A Precalculus Honors/Calculus A

Calculus Calculus

AP Calculus AB* AP Calculus AB*

Back to Table of Contents Page 9 UPPER SCHOOL SEMESTER COURSES

Kent Denver Upper School Semester Courses

ENGLISH

English 9: Discovering Voice English 9: Discovering Voice

English 10: Exploring Voice English 10: Exploring Voice

English 11: Narratives of America—Voice, Service and Community

English 11: Narratives of America—Voice, Service and Community

AP English Literature* AP English Literature*

Race in Modern America Class and Gender in Modern America

Rhyme and Its Reasons English Then and Now

Sleuthing 101: Detectives from Dupin to Dexter

Experiments in Writing

Waterways Our Worst Instincts Run Amok: Dystopian Fiction

Fall 2020 Spring 2021All Upper School courses at Kent Denver are now listed by semester. Yearlong courses of study will have a course number for the fall semester and a course number for the spring semester. Students must register for both fall and spring for every yearlong course they take.

Use the course listings on the following pages as a reference checklist for your 2020–21 classes.

KEY TO UPPER SCHOOL COURSES Yearlong Course of Study Fall Semester Course Spring Semester Course

AP Exam Required

UPPER SCHOOL SEMESTER COURSES Back to Table of Contents

VISUAL AND PERFORMING ARTS

Latin Ensemble Honors Latin Ensemble Honors

R&B Ensemble Honors R&B Ensemble Honors

Soul Ensemble Soul Ensemble

Performing Arts: Theater

Acting I Acting I

Acting II Acting II

Technical Theater Workshop, Level I

Technical Theater Workshop, Level I

Technical Theater Workshop, Level II

Technical Theater Workshop, Level II

Long-Form Improvisational Theatre

Devised Theatre

Practicum in Advanced Technical Theatre

Practicum in Advanced Technical Theatre

Visual Arts

Ceramics, Level I Ceramics, Level I

Ceramics, Level II Ceramics, Level II

Ceramics, Level III Ceramics, Level III

Ceramics, Level IV Ceramics, Level IV

Digital Art: Photoshop, Level I Digital Art: Graphic Design, Level I

Digital Art: Photoshop, Level II

Digital Art:Graphic Design, Level II

Digital Art: Photoshop, Level III

Digital Art: Graphic Design, Level III

Digital Art: Photoshop, Level IV

Digital Art: Graphic Design, Level IV

Drawing, Level I Painting, Level I

Drawing, Level II Painting, Level II

Drawing, Level III Painting, Level III

Drawing, Level IV Painting, Level IV

Filmmaking, Level I Filmmaking, Level I

Filmmaking, Level II Filmmaking, Level II

Filmmaking, Level III Filmmaking, Level III

Filmmaking, Level IV Filmmaking, Level IV

Metals, Level I Metals, Level I

Metals, Level II Metals, Level II

Metals, Level III Metals, Level III

Metals, Level IV Metals, Level IV

Photography, Level I Photography, Level I

Photography, Level II Photography, Level II

Kent Denver Upper School Semester Courses

MATHEMATICS

AP Calculus BC* AP Calculus BC*

Honors Multivariable Calculus Honors Multivariable Calculus

Data Analytics: An Exploration of the Sports Business

Data Analytics: An Exploration of the Sports Business

AP Statistics* AP Statistics*

AP Computer Science A* AP Computer Science A*

AP Computer Science Principles*


SCIENCE

Molecular and Evolutionary Biology


Chemisty Chemistry

Chemistry Honors Chemistry Honors

Newtonian Physics Newtonian Physics

Physics Physics

Physics Honors Physics Honors

Computer Architecture Computer Architecture

AP Biology* AP Biology*

AP Chemistry* AP Chemistry*

AP Physics C: Mechanics* AP Physics C: Mechanics*

AP Psychology* AP Psychology*

Anatomy & Physiology Biotechnology and Ethics

Colorado History and the Environment—The Colorado Cultural Confluence

Colorado History and the Environment: The Rise of the Western Playground

Engineering: Design & Build Engineering: Design & Build

Forensic Science Forensic Science

Infectious Disease & Epidemiology

Molecular Gastronomy

Marine Science Marine Science

Methods and Applications of Scientific Research

Methods and Applications of Scientific Research


Performing Arts: Music

Concert Choir Concert Choir

Guitar, Level I Guitar, Level I

Guitar, Level II Guitar, Level II

Guitar, Level III Guitar, Level III

Guitar, Level IV Guitar, Level IV

Fall 2020 Spring 2021 Fall 2020 Spring 2021

CONT.CONT.

Back to Table of Contents Page 11 UPPER SCHOOL SEMESTER COURSES


Photography, Level III Photography, Level III

Photography, Level IV Photography, Level IV

Sculpture Level I Sculpture Level I

Sculpture, Level II Sculpture, Level II

Sculpture, Level III Sculpture, Level III

Sculpture, Level IV Sculpture, Level IV

WORLD LANGUAGES

Chinese I Chinese I

Chinese II Chinese II

Chinese III Chinese III

Chinese III Honors Chinese III Honors

Chinese IV Chinese IV

Chinese IV Honors Chinese IV Honors

Chinese V Chinese V

Chinese Advanced Topics Chinese Advanced Topics

AP Chinese Language and Culture*

AP Chinese Language and Culture*

French I French I

French II French II

French III French III

French III Honors French III Honors

French IV French IV

Advanced French Conversation and Culture

Advanced French Conversation and Culture

AP French Language and Culture*

AP French Language and Culture*

Spanish I Spanish I

Spanish II Spanish II

Spanish III Spanish III

Spanish III Honors Spanish III Honors

Spanish IV Spanish IV

Spanish V Spanish V

Spanish Advanced Topics Spanish Advanced Topics

AP Spanish Language and Culture*

AP Spanish Language and Culture*

AP Spanish Literature and Culture*

AP Spanish Literature and Culture*

cont. Fall 2020 Spring 2021 Fall 2020 Spring 2021

*AP CLASS POLICY Per Kent Denver School policy, students are required to take the corresponding AP exam in the spring. There is an additional fee for the exam.

CONT. OFFICE OF INNOVATION

Hunt Family Institute for Entrepreneurial Education

Introduction to Business Management

Introduction to Business Management

Introduction to Entrepreneurial Action

Introduction to Entrepreneurial Action

Rollins Institute for Technology and Design

AP 3D Studio Art: 3D Design* AP 3D Studio Art: 3D Design*

AP Computer Science A* AP Computer Science A*



Computer Architecture Computer Architecture

Advanced Topics: Data Structures

Advanced Topics: Artificial Intelligence

Walker Institute for Wellness

Introduction to Mindfulness Science of Happiness

Principles of Digital Wellness

General Electives

The American Legal System: Mock Trial and Beyond

The American Legal System: Mock Trial and Beyond

MIDDLE & UPPER SCHOOL PROGRAMS | GRADUATION REQUIREMENTS Back to Table of Contents

Middle School ProgramThe Middle School strives to support the unique developmental needs and talents of each student. Through personalized attention and a broad curriculum specifically designed for each age level, our Middle School faculty seek to foster ethical, responsible, creative and empathetic young citizens. Middle-schoolers are expected to complete 8th grade capable of meeting new challenges and equipped with a strong academic foundation, enhanced self-esteem and a commitment to the larger community. The Middle School curriculum encompasses traditional and experiential offerings, the fine arts, service learning, class trips, a broad electives program and a robust athletics program.

Upper School ProgramTHE ACADEMIC PROGRAMStudents are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the grade-level Dean of Students and the Head of Upper School.

COURSE CHOICE AND COLLEGE COUNSELINGOur Upper School courses fulfill course requirements for admission to the most demanding U.S. colleges. Students should exercise care in selecting their courses so they satisfy both high school graduation and college admission requirements while exploring subjects and opportunities and pursuing interests and passions. Most college candidates will pursue a high school course of study that has the academic pillars of English, world languages, history, math and science while also exploring the wide array of elective courses. When in doubt, students should confer with the College Counseling team before making final decisions.

Graduation RequirementsENGLISH Four years of Upper School study.

HISTORY AND SOCIAL SCIENCE

Three years of Upper School study, including Global History of the Modern World, U.S. History or AP U.S. History and either one yearlong History and Social Sciences elective or two semester-long History and Social Sciences electives.

MATHEMATICS Four years of Upper School study, three of which must be consecutive. Program must include Algebra I, Geometry and Algebra II (which may be satisfied during Middle School).

SCIENCE Three years of Upper School study, including one year each of Biology, Chemistry and Physics.


Two years of Upper School study.

WORLD LANGUAGES

Three consecutive years of Upper School study in a single language (Chinese, French or Spanish).

ADDITIONAL COURSES

In addition to the graduation requirements for the various departments, students must complete two years of additional coursework in any subject or combination of subjects of their choice.

ATHLETICS AND FITNESS

Grades 9 and 10: two seasons of a sport or one season of a sport and one season of fitness.Grades 11 and 12: one season of a sport or two seasons of fitness.

CAREER INTERN EXPERIENCE (CIE)

Required in senior year. See page 76 for details.

COMMUNITY SERVICE

All students are required to independently complete service hours outside of school. These individual volunteer projects, completed with pre-approved organizations must total a minimum of 80 hours. Of these hours, at least 40 must be completed with a single organization. See Community Service on page 77 for details.

Back to Table of Contents Page 13 ACADEMIC REQUIREMENTS, CREDIT, GRADES & SUMMER READING

Academic Requirements, Credit, Grades and Summer ReadingATTENDANCE AND ASSIGNMENTSStudents are expected to attend classes each day. Students who are absent and unexcused are not allowed to make up missed assignments or tests. Students with excused absences must complete assignments within a reasonable number of days as determined by their teachers.

Major assignments are due on assigned dates unless an extension is granted by the teacher. For every school day an assignment is late, it will be penalized at least one third of a letter grade (e.g, from an A to an A-). After five school days, the teacher will report the tardy assignment to the student’s advisor and dean and give no grade higher than “C.”

CREDITCredit will be earned in any class by obtaining a passing grade (D- or better). Students earn one credit for successful completion of most yearlong courses of study and one-half credit for single-semester courses. Students may not drop a course after the first four weeks of the year (or the first four weeks of the semester for single-semester courses).

HOMEWORKMiddle School students are expected to prepare daily for classes and generally spend no more than 60 minutes per night in 6th grade, 75 minutes per night in 7th grade and 90 minutes per night in 8th grade.

Upper School students are expected to prepare for classes and generally spend 30 minutes per subject per class meeting. Advanced Placement students and students in Honors courses may spend up to 45 minutes per class meeting.

INDEPENDENT STUDYUpper School students may propose to do an independent study on a topic of his or her choice and receive Pass/Fail credit upon the independent study program’s completion.

Independent study proposal forms are available in the Upper School Registrar’s Office.

Proposals must include specific information about the time the independent study requires, the material to be studied, the work to be completed and the methods for evaluating that work.

Students may not do an independent study to satisfy graduation requirements or course load expectations. Students may choose to do an independent study only as an extra course, beyond academic requirements and the standard five courses per semester expectation.

Completed proposals must include all required signatures and must be submitted to the Upper School division head by the following deadlines: • Fall deadline: First Friday in May or during the first

week of school in August. • Spring deadline: Prior to the first Friday in January.

SUMMER READINGKent Denver urges students and faculty to read widely during the summer. Studies indicate a direct correlation between academic success and leisure reading. For that reason, if no other, college-bound students should read extensively.

Summer should be a time to rediscover reading for pleasure. Choice of texts forms the foundation of the shift from “what do I have to read” to “what do I want to read.” Research on the efficacy of summer reading overwhelmingly supports that students get more from summer reading when they choose their own texts, pick books at reading levels appropriate to where they really are and choose topics and genres about which they truly care.

Our summer reading program embraces rediscovering the joy of reading through choice. Please refer to “Books We Recommend” on Canvas for our searchable, student-written book reviews.

KENT DENVER’S GRADING SYSTEMDetailed information about our grading system is available to current students, parents and guardians in the Kent Denver Family Handbook. Prospective families should contact the Admission Office for details.

https://kdsweb.kentdenver.org/book-recs/https://kdsweb.kentdenver.org/book-recs/

HOW TO SELECT AND SCHEDULE YOUR KENT DENVER COURSES Back to Table of Contents

MIDDLE SCHOOLStudents in Middle School will be enrolled in a broad offering of courses across multiple disciplines. Except in special circumstances, we expect students in grades 6–8 to enroll in an offering from each of the fields. While many of the courses are required of all students, there are elements of choice for middle-schoolers in areas such as world languages, arts, athletics and electives.

New students will arrange their academic program through the Admission office and class deans. Returning Middle School students make course choices with the assistance of their advisors, teachers and class deans. When choices are available, students are asked to rank order preferences. We cannot guarantee first choices.

UPPER SCHOOLStudents consult with their teachers, advisor and class dean on course selection. Students should write out a

full program plan for graduation to be sure they haveenough credits when June of their senior year arrives. A master schedule will be created after students submit their course requests. Student preferences receive highest priority, but the School cannot fulfill every student’s request due to the limitation in periods and the wide variety of course offerings. The master schedule for each academic year is constructed to meet the needs of as many students as possible.

For students in grades 9–12, offerings are available in English, history, mathematics, science, world languages, computer studies, visual and performing arts and athletics and fitness. In grades 9–12, students begin to specialize and their programs become more varied.

Students are required to take at least five courses in a given semester. In exceptional circumstances, students may reduce their course load with the permission of the class dean and the Head of Upper School.

How to Select and Schedule Your Courses

ENGLISH HISTORY MATHEMATICS SCIENCEWORLD LANGUAGES

VISUAL ANDPERFORMING ARTS

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English 6 History 6: Identity and Comparative World Religions

Math 6: Foundations and Explorations or Pre-Algebra 6

Science 6: Explore, Design, Discover

Chinese IA, French IA, Spanish IA or Preparatory 6

Two semesters of art courses required. Additional electives options available.

ATHLETICS AND FITNESS: Non-competitive Physical Education course, sport activity or interscholastic sport required each season.

FALL WINTER SPRING

ELECTIVES

FALL SPRING

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English 7 History 7: Foundations in U.S. History and Government

Pre-Algebra 7 or Algebra MA or Algebra IB (7)

Science 7: Earth and Environmental Science

Chinese IB, French IB,Spanish IB or Preparatory 7


ATHLETICS AND FITNESSNon-competitive Physical Education course, sport activity or interscholastic sport required each season.

FALL WINTER SPRING

ELECTIVES

FALL SPRING

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English 8 History 8: Foundations in Global History

Algebra IA or Algebra IB (8)

Science 8: Scientific Experiments in Biology

Chinese 8, French 8,Spanish 8 or Preparatory 8


ATHLETICS AND FITNESSNon-competitive Physical Education course, sport activity or interscholastic sport required each season.

FALL WINTER SPRING

ELECTIVES

FALL SPRING

Sample Middle School Three-Year PlanThree years required in each subject.

Students are to choose appropriate courses of study in consultation with their teachers, advisors, class dean and parents.

Back to Table of Contents Page 15 HOW TO SELECT AND SCHEDULE YOUR KENT DENVER COURSES

Sample Upper School Four-Year Plan

ENGLISHHISTORY AND SOCIAL SCIENCE MATHEMATICS SCIENCE

WORLD LANGUAGES

VISUAL ANDPERFORMING ARTS

Four years required.

Three years required; four years advised.

Four years required, including Algebra I, Geometry and Algebra II.

Three years required; four years advised.

Three years required. Two years required.

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English 9 Global History of the Modern World

Required. Course options customized for student.


Three years of Upper School study required.

Student chooses when to complete this requirement.


FALL WINTER SPRING

Two seasons of interscholastic sports or Fitness (one season must be a sport). Student chooses when to complete this requirement.

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English 10 Global Politics or Revolution & Conflict


Chemistry or Chemistry Honors




FALL WINTER SPRING

Two seasons of interscholastic sports or Fitness (one season must be a sport). Student chooses when to complete this requirement.

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English 11 U.S. History orAP U.S. History


Newtonian Physics, Physics, or Physics Honors




FALL WINTER SPRING

One sport or two Fitness. Student chooses when to complete this requirement.

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Seminars or AP Additional courses optional (AP Economics, AP European History, etc.)


Additional courses optional.

Many students complete a fourth year of Upper School study.



FALL WINTER SPRING

One sport or two Fitness. Student chooses when to complete this requirement.

See pages 76–78 for Career Internship Experience, Community Service, and Middle School Electives, Field Trips and Interim requirements.

ADVISORIES, WELLNESS AND STUDENT SUPPORT Back to Table of Contents

Advisories, Wellness and Student SupportAdvisory ProgramThe cornerstone of Kent Denver’s advisory program is the lasting relationships developed between students, faculty and peers. Every Kent Denver student has a faculty advisor who provides guidance, support and encouragement in all aspects of school life.

CLASS DEANS

Middle School Deans: Adrian Barnes, Apryl DoyleClass of 2024: Lucas RichardsonClass of 2023: Wesley BallantyneClass of 2022: Danny BarocasClass of 2021: Priscilla Scobie

ADVISORY PROGRAMAdvisors meet regularly with their advisees, both as a group and individually. An age-appropriate advisory curriculum provides forums for deep discussions and encourages social-emotional growth. Advisors also collaborate closely with teachers, class deans and parents to monitor student well-being and academic progress.

MIDDLE SCHOOLAll Middle School students are assigned to an advisory. Advisors focus on specific discussion topics and activities appropriate to each grade level. Advisors meet with advisees after assembly, during an assigned study hall or during a specific advisory time. The advisor is the person who monitors each student’s progress at school and is the first line of communication with the student’s parents or guardians in academic and social matters.

UPPER SCHOOLUpper School students are assigned to grade-specific advisory groups which remain together for four years, allowing advisors to focus on the evolving opportunities and challenges of each grade level. Class retreats at the beginning of the year help encourage community in advisory groups, and regular meetings help deepen these relationships during the school year. Advisors also meet frequently with individual students to discuss academic progress and address challenges that may arise.

Student WellnessKent Denver is committed to educating the whole child—mind, body and heart. Our Health and Wellness programs provide support and help students build the social and emotional skills they need to lead happy, balanced and productive lives. At each grade level, Advisors engage students with age-appropriate activities to encourage social and emotional growth.

Additionally, 9th-graders participate in a semester Wellness Seminar* addressing unique academic, social and emotional needs of students as they transition to the Upper School.

We recognize that sometimes students need additional support to thrive. When students and families require specialized assistance to meet their academic, emotional or psychological needs, Kent Denver has a team of caring professionals ready to help:

Academic Support

Kent Denver’s full-time, on-site Learning Specialist offers academic support and resources to ensure students of all learning styles find academic success. Support provided by the learning specialist includes:

• Homework, test-taking and organizational strategies • Peer-tutoring • Referrals for testing to identify potential learning challenges

• Student support plans with appropriate accommodations based on documented learning challenges

Counseling

Kent Denver’s school counselors help meet the psychological needs of students in grades 6–12. Our counselors provide developmentally appropriate support and consultation for students, parents and faculty including:

• Short-term counseling • Crisis intervention and assessment • Referrals for mental health providers and services • Coordination with outside mental health providers • Management of student mental health support

plans with accommodations as needed

*All 9th-graders must complete the Wellness Seminar.

Back to Table of Contents Page 17 ACADEMIC AND ELECTIVE COURSES

Academic and Elective Courses

English

Page 18 ENGLISH Back to Table of Contents

PhilosophyThe Kent Denver English program encourages critical and appreciative reading, lucid and beautiful writing, logical and imaginative thinking.

Through personalized attention and a broad curriculum specifically designed for each age level, our program seeks to foster ethical, responsible, creative and empathetic behavior. By engaging in works of literature, students ponder human nature, the world around them, and their place in it. We hope to develop reverence for—and an understanding of—literature.

The study of literature also raises questions of craft and composition. To communicate their insights, ideas and questions, students need a clear sense of sentence, paragraph and essay structure; they need to be aware of the many choices available to them as writers and speakers. The department teaches a range of writing, reading and speaking skills at all levels designed to foster precision and elegance in composition and in thought.

Back to Table of Contents Page 19 ENGLISH

COURSE MAP—English

Middle School Courses

ENGLISH 6: REFLECTION

Literature in English 6 often complements the culture under study within the History 6 curriculum. The themes of the texts relate back to the 6th-grade theme: “Who Am I?” The students focus on building and understanding appreciation for cultural differences through the exploration of their own thoughts and feelings, while learning to analyze literature. Great emphasis is placed on writing in the 6th grade. They experiment with various genres, such as poetry, fiction, essays and editorials, working through all stages of the writing process. Students also examine rules of grammar and mechanics

in their writing, and they work extensively on sentence, paragraph and essay structure. Extensive time is given to oratory, library and research skills, as well as word-processing and editing techniques.

ENGLISH 7: IDENTITY

Through whole group and small group active engagement structures, this course seeks to develop students’ critical reading and thinking skills through the study of such titles as The Riverman, Long Way Down, I am Malala, Pride, Lord of the Flies and To Kill a Mockingbird. These titles, as well as additional texts, serve to explore issues of adolescence, identity and personal belief systems. Students will write often and in varied forms, including expository, creative and poetic writing. Additional course goals include developing effective study skills, improving spoken communication, understanding grammar and expanding vocabulary.

ENGLISH 8: PERSPECTIVES

This course seeks to develop students’ critical thinking, reading, writing and public speaking skills. Students learn structured analytical techniques that they apply to a variety of texts, including plays, novels, stories and poetry. They focus on how to analyze literary elements, question the author’s intent, and track character development. Students are also exposed to a wide variety of authors and voices to foster an appreciation for different perspectives and to develop an ability to recognize authors’ styles and patterns. Grammar and writing skills are taught throughout the year, and students experiment with both expository and creative writing forms. Our small, seminar-style classes encourage students to improve their ability to express themselves articulately in a supportive and positive atmosphere.

Upper School Courses

ENGLISH 9: DISCOVERING VOICEE100A (fall) and E100B (spring); 1 credit

English 9 emphasizes both literature and language while discovering the nature of justice, shifting perspectives, blind spots, truth and identity. Works range from short-story and poetry selections to full-length titles chosen by the individual instructors covering a variety of genres. Students study literary selections as contributions to our cultural heritage and as a process of discovering a variety of voices. Students continue to develop their powers of expression through speaking, reading and writing.

th Grade • English 6: Reflection

th Grade • English 7: Identity

th Grade • English 8: Perspectives

th Grade • English 9: Discovering Voice (1 credit)

th Grade • English 10: Exploring Voice (1 credit)

th Grade • English 11: Narratives of America: Voice, Service

and Community (1 credit)

th GradeYEARLONG SEMINARS (1 CREDIT)

• AP English Literature*

FALL SEMINARS (0.5 CREDIT) • Race in Modern America • Rhyme and Its Reasons • Sleuthing 101: Detectives from Dupin to Dexter • Waterways

SPRING SEMINARS (0.5 CREDIT) • Class and Gender in Modern America • English Then and Now • Experiments in Writing • Our Worst Instincts Run Amok: Dystopian Fiction

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ENGLISH Back to Table of Contents

The goals of the course include mastery of core grammar, basic writing skills and an increase of students’ vocabulary.

ENGLISH 10: EXPLORING VOICEE110A (fall) and E110B (spring); 1 credit

English 10 builds on the foundational skills and themes established in 9th grade and emphasizes the development of critical thinking. Students will continue to practice writing skills in a variety of genres with a particular focus on crafting cogent analytical arguments. Reading explores stories of creation from various cultures in order to establish a framework for understanding why we tell stories and the impact they have on individuals and societies. Core texts include Genesis, mythology, various poems, Frankenstein by Mary Shelley, Passing by Nella Larsen, and The Great Gatsby by F. Scott Fitzgerald. Vocabulary and grammar practice will be a continuous part of study.

During the fall and spring semesters, students will read texts from various genres chosen by individual instructors.

ENGLISH 11: NARRATIVES OF AMERICA—VOICE, SERVICE AND COMMUNITY E130A (fall) and E130B (spring); 1 credit

English for the 11th grade is an innovative course that explores the nature of community, service, action, empathy and voice in the context of American literature and local issues. Having completed community service projects during the junior retreat, students will explore the idea of service, learn about issues affecting nearby communities, and imagine experiences of the world other than their own. With a focus on the many diverse visions of America, we will do interdisciplinary work with U.S. history and literature. During the first semester, students will research community service possibilities: identifying, empathizing, investigating and understanding opportunities to help at-risk populations. The second semester will focus on student agency, putting first semester’s learning into action. Core texts include Sabrina & Corina by Kali Fajardo-Anstine, The Laramie Project by The Tectonic Theater Project, Watchmen, Beloved by Toni Morrison, and The Glass Castle by Jeannette Walls.

AP ENGLISH LITERATURE* E815A (fall) and E815B (spring); 1 credit

Advanced Placement English is for seniors who have a special appetite for the study of language and literature. The course asks for time, energy, effort and zest beyond the usual. Students who enroll in AP English signal that

they are eager for vigorous practice in reading, thinking, talking and writing, and for finding pleasure and purpose in doing those things. Expectations are high. Hopes are high. Texts in 2019–20 included City of Thieves, The Canterbury Tales, The Underground Railroad, The Sun Also Rises, Atonement, Daisy Miller, To The Lighthouse, and a broad spectrum of poetry.

Prerequisite: Students must be approved by the English department.

Seminars for Grade 12Seniors will select two single-semester classes during their 12th-grade year. All seniors must enroll in an English class each semester. If space allows, students may add an extra elective class to their schedules. Students in every English course will be expected to write different types of essays along with a minimum of two analytical papers per semester, complete nightly reading and/or writing assignments and participate in classroom discussions.

Most classes will read from a variety of genres—poetry, novels, short stories and plays. Seminars afford students the opportunity to study a period, author or theme in depth. Students move well beyond just theme- and characterization-study to develop an aesthetic appreciation of language—the artistry of writing—while exploring the creative possibilities of analytical thought.

Seminar students will also continue their study of vocabulary and grammar.

Fall Seminars

RACE IN MODERN AMERICAH713A; 0.5 credit, Grades 11–12

Modern America sits at a crossroads in terms of race. Recent controversies over the Black Lives Matter movement, a resurgence of white supremacy, immigration, and confederate monuments—to name a few—tend to ignite more division than unity. This fall semester class will analyze race in America through the contributions of different racial and ethnic groups. Texts include articles, excerpted chapters, podcasts, documentaries, television episodes, short stories and poems. Classes will include discussions, student-led projects, essays, field trips and outside speakers. This course can be taken for semester credit in either English or History.


RHYME AND ITS REASONSE409A; 0.5 credit

This course will focus on contemporary poetry, and we will divide our time equally between studying poetry and creating it. Students will follow the lead of individual “mentor” poets chosen from our anthology as they learn to appreciate matters of craft and as they seek inspiration. By the end of the semester, students will have a portfolio of poems that they have polished through the workshop process.

SLEUTHING 101: DETECTIVES FROM DUPIN TO DEXTER E407A; 0.5 credit

The detective story is a recipe that has occupied the imagination of audiences, writers and filmmakers for decades: sleuths like Sherlock Holmes and Temperance Brennan (of Bones) are household names, and crime fiction consistently ranks among the best-selling genres. But why is crime fiction consistently one of the most popular genres? What can we learn from our collective obsession with detectives? To explore these questions, this course will follow the progress of the crime fiction genre and its detectives, from the earliest days of 19th-century sleuthing to the forensics stories, procedurals

and true crime dramas that dominate pop culture today. Turning a literary lens on the genre, we will identify the conventions and cultural forces that have animated and changed it over the last 200 years to better appreciate the depth, insights and attraction of crime fiction. Texts may include short stories and novels by Poe, Arthur Conan Doyle, Agatha Christie, Dashiell Hammett, Philip K. Dick, Robert Galbraith (aka J. K. Rowling) and others.

WATERWAYSE405A; 0.5 credit

This course will take us to watery parts of the world, to borrow a phrase from Ishmael, narrator of Herman Melville’s Moby Dick, that famous novel about a whale. We will travel rivers, lakes and seas. What do bodies of water mean and do for the people who live beside them, venture on them, and imagine them from afar? Readings will likely include Joseph Conrad’s Heart of Darkness (and Chinua Achebe’s response to it), selections from Derek Walcott’s Omeros, an epic of the Caribbean, and at least portions (maybe all!) of Moby Dick. We will start with bits of Kenneth Grahame’s children’s classic, The Wind in the Willows, which makes this cheerful claim: “There’s nothing—absolutely nothing—half so much worth doing as messing about in boats.” We’ll see about that.

ENGLISH Back to Table of Contents

Spring Seminars

CLASS AND GENDER IN MODERN AMERICAH714A; 0.5 credit, Grades 11–12

Why does it take a woman 16 months to earn what a man does in 12 months? What effect does it have when the wealthiest one percent of American households own 40 percent of the country’s wealth? This spring semester class will investigate the dynamic interplay of class and gender in the American experience. Classes will include discussions, student-led projects, essays, field trips and outside speakers. We will examine modern historical events through literature, art, music and cultures. This course can be taken for semester credit in either English or History.

ENGLISH THEN AND NOWE406A; 0.5 credit

Hwaet. That’s the first word of the Anglo-Saxon epic Beowulf. It’s Old English for “Listen!” or “Attend” or merely a modest “So,” depending on the translator. This course will survey a thousand years of literature in English, sampling works from main periods in the development of the language, from Old and Middle English to the advent of the modern in Shakespeare, and on to our own time. We will read dual-language translations of the early works so we can enjoy the sights and sounds of forms of English strange to us. Our texts will supply us with vibrant language and fascinating stories. Readings will include Beowulf, Sir Gawain and the Green Knight, a play by Shakespeare, and works by modern and contemporary writers who do new things with English and write it with special zest.

EXPERIMENTS IN WRITINGE410A; 0.5 credit

The Pushcart Prize Anthology is published every year and represents the finest contemporary writing found in journals and small presses. Using this collection as our primary text and inspiration, we will study and craft a range of personal narratives, poetry and fiction. Workshop meetings and techniques will help us polish our pieces into final drafts.

OUR WORST INSTINCTS RUN AMOK: DYSTOPIAN FICTIONE408A; 0.5 credit

From The Hunger Games and Divergent series to The Handmaid’s Tale and—some would argue—Game of Thrones, over the past two decades our fascination with these portrayals of fallen worlds and powerful, oppressive regimes has been stronger than ever. But underneath the popularity of these stories lies a more sinister question: What is it that keeps our world from becoming like these dystopian societies? In each dystopian vision, the author presents a projection of our worst instincts and motivations, simultaneously critiquing the forces that shape our lives. What can we learn from these texts and the ways that they reflect the concerns of their era? In this course, we will examine major works of dystopian fiction, considering both their literary merits and the social and political commentary therein. Texts may include We by Zamyatin, 1984 by Orwell, Oryx & Crake by Atwood, The Road by McCarthy and Gulliver’s Travels by Swift.


History and Social Science

Page 24 HISTORY AND SOCIAL SCIENCE Back to Table of Contents

PhilosophyThe History Department at Kent Denver School promotes critical thinking and global citizenship through engaged, student-centered learning.

Using documents from multiple historical perspectives and a variety of hands-on activities, students learn to research, evaluate sources, collaborate, argue and understand a complex and interconnected world.

Our students leave Kent Denver as empathetic and creative thinkers, writers and speakers who can engage in civil discourse when confronting past, present and future world issues.

Students are introduced to a comparative approach to contemporary world cultures in grade 6, then continue their studies in grades 7–8 with courses that develop an understanding of American government and history and

the larger context of global history.

A primary focus of these Middle School classes is to guide students as they hone the skills and analytical framework necessary for further work in history.

Students go on to refine these skills in Global History of the Modern World in grade 9 and complete their course of study with a challenging analytic review of American history in grade 11 and an additional two semesters of history/social science coursework.

Students in grades 10 and 12 explore their interests and refine their skills through a combination of the several history and social science electives that are designed and taught to match faculty passions with student interests.

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Back to Table of Contents Page 25 HISTORY AND SOCIAL SCIENCE

COURSE MAP—History and Social Science

th Grade • History 6: Identity and Comparative

World Religions

th Grade • History 7: Foundations in U.S. History and

Government

th Grade • History 8: Foundations in Global History

th Grade • Global History of the Modern World (1 credit)

th Grade • Global Politics in the 21st Century (1 credit) • Revolution and Conflict in the Modern World (1 credit) • Debate Honorsp (1 credit)

th Grade

YEARLONG COURSES OF STUDY (1 CREDIT) • U.S. History • AP U.S. History* • Debate Honorsp

FALL SEMESTER (0.5 CREDIT) • Colorado History and the Environment: The

Colorado Cultural Confluence • Race in Modern America

SPRING SEMESTER (0.5 CREDIT) • Colorado History and the Environment: The Rise of the

Western Playground • Class and Gender in Modern America

th Grade

YEARLONG COURSES OF STUDY (1 CREDIT) • Debate Honorsp

• AP Economics* • AP European History*

REQUIRED—If no history in 11th Grade, then: • U.S. History • AP U.S. History*

FALL SEMESTER (0.5 CREDIT) • Colorado History and the Environment: The

Colorado Cultural Confluence • Race in Modern America

SPRING SEMESTER (0.5 CREDIT) • Class and Gender in Modern America • Colorado History and the Environment: The Rise of the

Western Playground

pPREREQUISITE FOR DEBATE HONORS Students must compete at a minimum of three tournaments and attend weekly practices the prior year. The Director of Speech and Debate must give authorization for entry into the course.

UPPER SCHOOL HISTORY SEQUENCEKent Denver students are required to take three years of history, though most colleges like to see four years of history on a transcript. Students must take Global History in 9th grade and U.S. or AP U.S. History in 11th or 12th grade—we highly recommend they take it in 11th. Therefore, students may choose to take their third year of history in either 10th or 12th grade, though most students do choose to take history all four years.

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Middle School Courses

HISTORY 6: IDENTITY AND COMPARATIVE WORLD RELIGIONS

The focus of 6th-grade history is to help students understand the historical and cultural roots of their personal identities and anchor their understanding of identity markers in the origins of different beliefs, values and institutions found the world around them.

Students delve into such concepts through a variety of primary, secondary and tertiary sources, as well as through experiential opportunities such as visits to local houses of worship and traveling exhibits at local museums. Students are encouraged to think critically about concepts, learning how to read, write and present through an analytical lens.

HISTORY 7: FOUNDATIONS IN U.S. HISTORY AND GOVERNMENT

The primary goal of this course is to help students develop a fundamental understanding of the origins, development and growth of the United States. Students study the country’s beginnings from the Colonial period through the Civil War and into the 20th century with a focus on the Constitution, civics and civil rights.

Resources include secondary and primary source handouts, multimedia and current events. Critical thinking, analytical reading, oral and written expression, solid study habits, and basic research techniques are assessed using tests, presentations, debates and writing assignments throughout the year. A research project assigned in the second semester offers students an opportunity to pursue their own course of study while integrating new skills.

HISTORY 8: FOUNDATIONS IN GLOBAL HISTORY

In 8th-grade history, students explore the origins of our world today and develop an understanding of the larger patterns of human history: increasing complexity and interconnectivity, interaction and exchange. Beginning with human prehistory and ending with our own modern era, students examine the factors that transformed—and continue to transform—human societies and laid the foundations for the globalized modern world. Throughout the year, students develop their analytical reading, writing and thinking skills as they investigate humanity’s journey from nomadic foragers to sedentary farmers to civilizations, empires and eventually modern industrialized societies. Research, critical thinking, collaboration and discussion are emphasized as students

learn to make strong historical arguments and support them with reason and evidence.

Upper School Courses

GRADE 9: GLOBAL HISTORY OF THE MODERN WORLD H190A (fall) and H190B (spring); 1 credit—Required

The Global History course introduces all 9th-graders to the study of historical processes, interconnecting nations, regions and civilizations across space and time. Students engage with several key themes: historical roots of modern civilizations, ocean worlds, revolutions, empire and identity, and modern world ideologies.

This course emphasizes critical thinking, analytical writing and effective public speaking. Student-centered lessons and activities are designed to foster collaboration, stimulate creativity and encourage intellectual risk-taking. Throughout the course, students will hone their writing skills in a variety of contexts, culminating in an extensive research project that compels students to direct their own learning and demonstrate responsible historical inquiry. Most importantly, the classroom dynamic nurtures the development of students’ nuanced and flexible understanding of the world in which we live.

U.S. HISTORY H130A (fall) and H130B (spring); 1 credit; Grade 11 or 12

This course offers students a challenging analytical examination of the role of political, social and economic factors in United States history from the Colonial period to the present. Instruction emphasizes in-depth research using primary and secondary sources, a variety of oral and written assignments, and opportunities for more open discussion. Students are encouraged to develop their ability to interpret sources and to form an individual understanding, while tests and analytical essays ensure the development of a fundamental appreciation of issues in American history.

A major research project, assigned in the second semester, offers students a formal opportunity to pursue their own course of study while demonstrating mastery of the skills necessary to conduct independent historical research and produce a written historical argument.

STUDENTS IN GRADE 11 OR 12 Either U.S. History or AP U.S. History are required during your junior or senior year. Descriptions of both courses follow.


AP U.S. HISTORY*H835A (fall) and H835B (spring); 1 credit; Grade 11 or 12

This course is offered to students who have a keen interest and strong ability in the reading and writing of history. The course moves at a fast pace in an environment that fosters collaboration, engagement and student-led inquiry. Students analyze and interpret social, economic, political and cultural events in American history. Teachers emphasize students’ ability to understand multiple interpretations of primary and secondary documents throughout the year.

A major research project assigned in the second semester offers students a formal opportunity to pursue their own course of study while demonstrating mastery of the skills necessary to conduct independent historical research, interpret historiography, and produce a written historical argument. Upon completion of this course, students are well-prepared for college-level history seminars. Prerequisite: A recommendation from the current history teacher and an A- or above in current history class are required for admission.

Yearlong Electives

GLOBAL POLITICS IN THE 21ST CENTURY H270A (fall) and H270B (spring); 1 credit, Grade 10

This elective for sophomores offers students the opportunity to analyze and create foreign policy to address issues currently under deliberation by states and major international organizations, providing them with insight into the real-world practice of international relations. Students study the history, structure and function of the international system, including sovereign states, disputed territories, the United Nations, and humanitarian aid and human rights organizations. Major topics of study include the UN’s 2030 Sustainable Development Goals, international relations theory, the role of international law, political and economic ideologies, and ongoing global conflicts. Using current events and contemporary case studies, students evaluate the actions of states and international

organizations, taking on a variety of roles and perspectives and working with others to draft resolutions offering collaborative solutions. Through projects, papers, and exams, the course focuses on developing and strengthening critical reading and thinking skills and on the improvement of analytical writing.

REVOLUTION AND CONFLICT IN THE MODERN WORLD H110A (fall) and H110B (spring); 1 credit, Grade 10

This history elective for sophomores examines the causes of modern conflicts and how, when, and why the U.S. and the world intervenes. The course is structured around a series of intensive case studies in the non-Western world. In particular, students will examine human rights issues, including genocide.

Areas of study include the following: Vietnam, Rwanda, and the Middle East. Students read a variety of primary and secondary sources and examine literature, autobiographies and films that pertain to each unit.

The course also focuses on developing and strengthening critical reading and thinking skills and on the improvement of analytical writing.

DEBATE HONORSp

H210A (fall) and H210B (spring); 1 credit, Grades 10–12

Students in the Debate Honors course practice public speaking, research, writing and analytic thinking skills. Students engage in advanced research that covers global politics, economics, philosophy, government and current events. Students practice listening to, and critiquing, the speeches of other students. Students are required to attend a minimum of six debate tournaments throughout the school year. Students may take the class multiple years, either in a row or non-consecutively. This course is worth one credit; only a student’s first year in Debate Honors counts toward the three History classes required for graduation.

HISTORY AND SOCIAL SCIENCE ELECTIVES REQUIREMENT One (1) elective credit is required to graduate. Descriptions of all elective courses follow, listed first by duration (yearlong; single-semester), then by the grade(s) during which students may enroll. They are not listed alphabetically.

pPREREQUISITE FOR DEBATE HONORS Students must compete at a minimum of three tournaments and attend weekly practices the prior year. The Director of Speech and Debate must give authorization for entry into the course.

HISTORY AND SOCIAL SCIENCE Back to Table of Contents

AP EUROPEAN HISTORY* H840A (fall) and H840B (spring); 1 credit, Grades 11–12

This course examines key events and themes that have shaped the core values of Europe and the United States today. Students explore how epochs such as the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the French Revolution fundamentally challenged the nature of “truth” in Europe, thereby launching Europe into a modern history and power struggle that has created the world we live in today. Particular emphasis is placed on the extensive reading and analysis of primary and secondary source documents. Students showcase their learning in projects, discussions and critical essay writing that emphasizes the development of history from multiple points of view.

Prerequisite: A recommendation from the current history teacher is required for admission to the course.

AP ECONOMICS* H865A (fall) and H865B (spring); 1 credit, Grade 12

AP Economics blends an exploration of economic theory with application to real world microeconomic and macroeconomic scenarios. The course is divided into a semester of Microeconomics in the fall and Macroeconomics in the spring. Foundational microeconomic concepts include the supply and demand model, utility maximization, market structures and market failures. The exciting Breakfast Wars simulation allows students to test their knowledge of the economic theory while experimenting with their burgeoning business skills. Key macroeconomic concepts include measurements of national economic performance, stabilization policies, economic growth and international trade. Students build on their understanding of these concepts through a research project on the current economic health of a foreign country. In addition to the economic theories, the course builds students’ small group and presentation skills. The course culminates with a self-directed individual presentation, followed by the AP Microeconomic and AP Macroeconomic exams in May.

Prerequisites: U.S. History, Pre-Calculus. In addition, students with A- or better grades in their junior year of math and history, or B+ or better grades in AP or Honors courses in their junior year of math and history, will receive priority admission to the course.

Semester Electives

RACE IN MODERN AMERICA H713A (fall); 0.5 credit, Grades 11–12

Modern America sits at a crossroads in terms of race. Recent controversies over the Black Lives Matter movement, a resurgence of white supremacy, immigration, and confederate monuments—to name a few—tend to ignite more division than unity. This fall semester class will analyze race in America through the contributions of different racial and ethnic groups. Classes will include discussions, student-led projects, essays, field trips and outside speakers. We will examine modern historical events through literature, art, music and cultures. This course can be taken for semester credit in either English or History.


CLASS AND GENDER IN MODERN AMERICA H714A (spring); 0.5 credit, Grades 11–12

Why does it take a woman 16 months to earn what a man does in 12 months? What effect does it have when the wealthiest one percent of American households own 40 percent of the country’s wealth? This spring semester class will investigate the dynamic interplay of class and gender in the American experience. Classes will include discussions, student-led projects, essays, field trips and outside speakers. We will examine modern historical events through literature, art, music and cultures. This course can be taken for semester credit in either English or History.

COLORADO HISTORY AND THE ENVIRONMENT | Note: Students may take one semester or both. |

THE COLORADO CULTURAL CONFLUENCE H327A (fall); 0.5 credit, Grades 11–12

THE RISE OF THE WESTERN PLAYGROUNDH328A (spring); 0.5 credit, Grades 11–12

Whether you consider yourself a “native” or a recent transplant, living in Colorado brings with it a sense of pride. But what does it mean to be a “Coloradan?” Using a place-based model for education, the Colorado History and the Environment courses seek to have students understand the interdependent relationships that exist throughout this state and beyond in order to better understand what it means to live in Colorado.

Using a thematic approach to a survey of Colorado history, students will learn about early migration to Colorado, the resources that allowed the state of Colorado to grow, and the conflict that arose as cultures clashed. The second semester will highlight the forces that challenged Colorado’s relationship with the environment through study of the Dust Bowl. Finally, students will examine how recreational opportunities (such as those that grew from the 10th Mountain Division) created a destination for lovers of the outdoors to visit and, for many, call home.

Most importantly, this course will bring students off campus and into different parts of their city and state. Additionally, several guest lecturers will visit the classroom to offer their informed perspectives on current and historical issues in Colorado.


Mathematics

Page 30 MATHEMATICS Back to Table of Contents

PhilosophyA Kent Denver mathematics education prepares students to confidently use and appreciate mathematics as both an Art and a Science: in the present, at the college level and beyond. We believe that all students are capable of success in mathematics, and our flexible course sequencing allows our students to select appropriate levels of challenge to meet their developmental needs at each stage of the curriculum.

We seek to provide a solid foundation for students to develop mathematical skills and analytical tools while inspiring curiosity, tenacity and imagination in them as problem solvers, collaborators and creative thinkers. Our students gain the confidence needed to thrive in today’s world by engaging with both conventional and novel problems, by participating in mathematical conversations, and by working within classroom cultures that encourage an individual growth mindset, and resilience within the context of appropriate challenge.

The goal of teachers in the mathematics departmentis to help students to see themselves as mathematical

thinkers, to appreciate the broad history of the subject and its connected nature, both within the discipline and as it relates across the curriculum, and to develop the ability to think both intellectually and specifically about the ideas and facts that they encounter in their studies.

At graduation, Kent Denver students have a firm foundation in mathematical concepts and are persistent problem-solvers; with skills and competencies that have prepared them not just for admission to an appropriate college, but for success in college level mathematics, regardless of their choice of program. Students are able to use multiple types of technology, including hand-held calculators as well as computer-based programs and applications, and are able to understand and effectively communicate about mathematical concepts analytically, numerically and graphically.

It is the privilege of the math teachers at Kent Denver School to share their passion and love of the subject with their students.

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Back to Table of Contents Page 31 MATHEMATICS

COURSE MAP—Mathematics

th Grade • Math 6: Foundations and Explorations • Pre-Algebra 6

th Grade • Pre-Algebra 7 • Algebra MA • Algebra IB

th Grade • Algebra IA • Algebra IB

SAMPLE TRAJECTORIES THROUGH UPPER SCHOOL MATHEMATICS

8 Algebra IA Algebra IB Geometry Honors9 Geometry with Functions Geometry Geometry Honors Algebra II Algebra II Honors

10 Algebra II Concepts Algebra II Algebra II Algebra II Honors Precalculus Precalculus Honors/Calculus A

11 Precalculus Concepts Precalculus Precalculus Precalculus Honors/Calculus A

AP Calculus AB AP Calculus BC

12 Calculus/Data Analytics/AP Statistics/AP Computer Science

Principles/AP Computer Science A

AP Calculus AB

Calculus/Data Analytics/AP Calculus AB/AP

Statistics/AP Computer Science Principles/AP Computer Science A

AP Calculus BC

AP Calculus BC/AP Statistics/AP Calculus

BC/AP Computer Science Principles/AP Computer

Science A/Data Analytics

Honors Multivariable

Calculus

6

7

8

9–12

SAMPLE PATHWAYS THROUGH MIDDLE SCHOOL MATHEMATICS

6 Math 6 Math 6 Math 6 Pre-Algebra 6 Pre-Algebra 6 Pre-Algebra 67 Pre-Algebra 7 Pre-Algebra 7 Algebra MA Pre-Algebra 7 Algebra IA Algebra IB

8 Algebra IA Algebra IB Algebra IB Algebra IA Algebra IB Geometry Honors9 Geometry with

Functions

Geometry Geometry Geometry with

Functions

Geometry Algebra II or Algebra II Honors

Upper School

GEOMETRY COURSES • Geometry with Functions (conceptual) • Geometry • Geometry Honors

ALGEBRA COURSES • Algebra II Concepts • Algebra II • Algebra II Honors

ADVANCED ALGEBRA AND TRIGONOMETRY COURSES • Precalculus Concepts • Precalculus • Precalculus Honors/Calculus A

CALCULUS COURSES • Calculus • AP Calculus AB* • AP Calculus BC* • Honors Multivariable Calculus

STATISTICS COURSES • Data Analytics: An Exploration of the Sports Business • AP Statistics*

COMPUTER COURSES • AP Computer Science Principles* • AP Computer Science A*

MATHEMATICS Back to Table of Contents

KENT DENVER’S MATH SEQUENCEKent Denver students choose from a wide variety of courses offered at a variety of levels. Upon admission to Kent Denver, families work with the Math Department Chair to place students appropriately in the course that will best serve the student’s needs. The course sequences are designed so that by the end of Middle School, students should have completed a standard, Upper School level Algebra I course, and that students will have had the chance to take at least one college level (AP) course by the time they graduate. Placements are flexible from year-to-year, and students who seek to move through the curriculum at a more- or less-deliberate pace are encouraged to speak with their teachers and the Math Department Chair.

In order to meet KDS graduation requirements, students must complete four math credits while in the Upper School. Three of these credits must be successive, and one may be taken concurrent to another math course. In addition, students must have completed a sequence of Algebra I/ Geometry/ Algebra II, (though part or all of this sequence may be completed in Middle School and/or before a student’s admission to KDS). Once placed within this sequence, students must complete it on campus, during the regular school year. This is the foundational sequence for what comes afterwards: It is the prerequisite to the work that follows.

We offer three levels of instruction for this foundational sequence.

Conceptual | Regular | Honors in Algebra I/Geometry/Algebra II• These are levels of pacing and depth, not of material.• In general, the Conceptual level is meant to reinforce topics learned in the previous course while covering the

new material. Attention is focused on how the new skills and ideas build from the previous work, and there is time to review extensively as needed. Work at this pace builds toward the AP or college level by the senior year (in AP Statistics or AP Computer Science).

• In general, the Regular level is meant to proceed with new material at a pace that builds toward the AP or college level by the senior year (in AP Calculus AB). There is time, early in the sequence, for classes to review appropriately as needed.

• In general, the Honors level is meant to proceed with new material at a pace that builds toward the AP or college level by the junior year (in Pre-Calculus Honors/Calculus A). There is little time for review within the confines of the class, though teachers are supportive of students with questions during office hours. To be successful at this pace, students need to be able to work independently, to be willing to ask questions both in and out of class, and to have an interest in why the mathematics unfolds as it does.

For students new to Kent Denver, placement is based on objective data, teacher recommendation and student interest; and is determined by the Chair of the Math Department, in consultation with incoming families. All students entering Kent Denver School in grades 6–8 are asked to take a placement test; students entering Kent Denver in grades 9–12 receive credit for coursework successfully completed at accredited schools, and may be asked to take a placement test to determine the appropriate level of study.

Once placed, there is no set course trajectory throughout a student’s mathematical career; pathways through the curriculum vary greatly based upon student goals, maturity, interest and commitment. Upon graduat

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