Division Three
Division Three is a two-year program that encompasses the ninth- and tenth-grade years. Change is the organizing theme for Division Three’s curriculum. The Division Three curriculum examines the movement to modern society through the evolutionary and revolutionary changes humans have either experienced or caused. The changes range from the areas of thought (scientific and artistic revolutions), discovery (the Theory of Evolution), politics (the American, French, and Russian Revolutions), and economics (communism, capitalism, socialism), to name just a few. In keeping with our “less is more” philosophy, the curriculum focuses on those areas of thought and periods of change that have given rise to modern society.
Particular attention is paid throughout the curriculum to the concept of causation. Links from one discipline to another—for example, how scientific thinking affected social policy or how social movements changed art—are used to help students see the pattern of cause and effect across disciplines.
Humanities
Division Three Humanities integrates literature and social science to explore generative periods of American History and Western Civilization that were important times of change. Using the lenses of economics, politics, social change, and culture, students discover how particular events have given rise to modern society and the universal themes that answer the question, “What does it mean to be human?” Literature, primary source documents, and art are employed as means to learn about Western and American civilization. Content areas in literature include plays, poetry, novels, and essays. Writing is a major concentration for Humanities classes, with both academic and creative writing expected for all students. The Division Three Humanities curriculum is a two-year rotation of American History and Western Civilization.
Humanities A:
The American Experience is a two-credit course that combines the traditional subjects of American History and American Literature. It fulfils both the credits for one year of History/Social Science and one year of English. The focus of the course is on three generative periods of American History: the American Revolution, the Industrial Revolution, and the Great Depression/World War II. Each of these periods is explored using the lenses of economics, politics, culture, and social change, giving students an in-depth understanding of not only the context but also the tools that can be utilized to investigate any historical period. May be taken for honors credit.
Humanities B:
The Western Heritage is a two-credit course that combines the traditional subjects of Western History and Western Literature. It fulfills both the credits for one year of History/Social Science and one year of English. This class is intended to give a foundational in-depth knowledge of the development of Western heritage from the Renaissance to the birth of modern Europe through four lenses: politics, economics, social change, and culture. This foundation provides an entry point to analyzing events and ideas in the world today. The study of the Western world through the Humanities curriculum helps the student gain an understanding of the roots of many of the economic, social, political, and cultural forces affecting one on a daily basis. As forces move the world toward increased globalization, it is important to understand that this movement was caused predominately through the development and diffusion of Western political, economic, and technological ideas. May be taken for honors credit.
Mathematics
The mathematics program begins the CORE Plus integrated mathematics series. The CORE Plus program has been accepted by most universities, including the University of California system, as meeting the new requirements for student achievement in mathematics. The program stresses not only theoretical understanding of advanced concepts but the use of these concepts in related fields and everyday life as well.
Students in the first year of the division study the CORE Plus Course One. Integrating algebra, geometry, and statistics, this program begins by introducing students to matrix models, patterns of location, shape, and size, and patterns of association. From there students move on to power models, network optimization, geometric form and its function, and patterns in chance.
Students in the second year of the division (and those first-year students ready to move on to more accelerated mathematics) undertake the CORE Plus Course Three. Beginning with multiple-variable models, the program uses the mathematical tools students have developed to explore ways of modeling public opinion. Students then move on to more advanced concepts in symbol sense and algebraic reasoning, shapes and geometric reasoning, and patterns in variation. The course concludes with explorations of functions and discrete models of change.
Science
The overall goals of the science program are to expand upon already developed laboratory and observational skills, develop new conceptual understandings in particular areas of science, and equip students with the tools to make sense of public debates involving scientific inquiry. As with the mathematics program, students in Division Three are divided by grade level (first year and second year) for the science program. Students go through a three-year rotation of biology, chemistry, and physics that includes courses taken in Senior Institute.
Introduction to Physics
serves as a foundational course for the high school science courses. The overall intent of the course is to provide students with an introduction to abstract concepts in science, working in a lab, problem-solving, measuring physical qualities, plus the basics of physics. The course covers the core principles of physics, including concepts of measurement and mass, mechanics, Newton’s Laws, the work of Einstein, and wave theory, and applies these concepts to such common phenomenon as electricity, light, sound, and gravity.
Chemistry
begins with units of chemical measure, density, matter, atomic structure, and the periodic table. Using these core tools, students move on to the basic concepts in chemistry, including, but not limited to, changes of state, combustion, gas laws, and rates of reactions. Students also develop skills in working with chemical equations and the reactions they represent. Concluding topics include electrochemistry, organic chemistry, and radioactivity. Lab work includes experiments involving basic reactions, acids and bases, gas laws, changes of state, combustion, and additional selected topics as well as student-designed lab experiments. May be taken for honors credit.
Biology
begins with a review of chemistry, including valence, ionic, and molecular bonds and the Periodic Table. The course then covers cell biology, genetics, evolution, and human physiology. Lab work includes learning how to use several different types of microscopes, building models of macromolecules, including DNA and RNA, studying single-celled organisms, learning to properly culture fungi, bacteria, and mold, plus several studies in genetics and heredity. May be taken for honors credit.
In all science courses, students develop a range of skills, including the use of measuring devices, use of mathematical tools in science, forming theories from data, predicting results from theories, dimensional analysis, use of graphs for analysis, and an understanding of the relationship between units and the physical reality they represent. Students also develop an appreciation for the historical progression of ideas and the use of scientific concepts in everyday life.
Spanish
Students continue the study of Spanish in Division Three. Opportunities to use the language in a variety of settings are provided. Particular focus at this level includes the translation and interpretation of Spanish language text, fluency of communication, and an awareness of issues in the Los Angeles community. For those students ready to move on to a third language (demonstrated by completing the Graduation Portfolio standards) a variety of language opportunities are provided.
Performing Arts Electives
Introduction to the Theatre
is a yearlong course that provides a background in performing arts appreciation, theatre history, acting techniques, and dramatic literature. The course emphasizes the correct use of the voice and body for stage and the use of such tools as focus, concentration, sense memory, and characterization. Plays of several historical periods are presented both for reading and scene study. Students learn the essentials of acting, directing, designing, and producing for the stage.
Jazz Ensemble
is a yearlong course that focuses on the understanding and appreciation of music, how it is made, how to listen to it, and how to participate in its creation. Students learn to communicate in the language of music by learning its elements: rhythm, melody, and harmony. They develop as musicians and in their ability to understand and perform more difficult jazz ensemble music. Students experience different forms and structures of music and expand their understand of democracy and social change in their own culture as well as the cultures of other countries. The Jazz Ensemble performs intermediate- to advanced-level literature from various selected eras of musical histories including ragtime, swing, big band, boogie-woogie, Latin jazz, modern jazz, and rock, as well as original compositions. The instructor schedules required performances for the school and community. This course may be repeated for credit.
Visual Arts Electives
Visual Arts 1:
Art Appreciation and History is a yearlong course that introduces the student to the fundamentals of visual arts. It emphasizes the necessary skills to give him or her an understanding of artistic perception, creative expression, historical and cultural contexts, aesthetic valuing, and connections and applications of visual arts. The elements of art and principles of design serve as a foundation for each unit covered. Selected historical or cultural contexts are applied with attention to analysis, interpretation, and judgment of student work as well as appreciation of artworks from other cultures and times.
Ceramics
is a one-semester course offering the visual art student the opportunity to expand upon his/her creative expression, aesthetic valuing, and personal perceptions. In addition, students master the techniques and methods specific to ceramic hand-building. Students create three-dimensional work to demonstrate their abilities through the use of a portfolio, which can be used for college entrance or employment in a visual arts career.
Drawing and Painting
is a one-semester course offering the visual art student the opportunity to expand upon his/her creative expression, aesthetic valuing, and personal perceptions. Students explore and master a variety of techniques specific to drawing and painting. They create a series of drawings and paintings that incorporate a variety of media and techniques. In addition, students utilize and develop their observations through assignments that are based on drawing from life. Students also explore their own creative identity by addressing their ideas, beliefs, and feelings in their work. Students create two-dimensional work to demonstrate their abilities through the use of a portfolio, which can be used for college entrance or employment in the visual art field.
Graphic Design
, a one-semester course, is a study of text and visual imagery used by students to communicate meaning. Students learn about the elements and principles of design through art history, discussions on aesthetics, and the process of creating work. They focus on learning how to communicate their ideas through the study and application of fonts, kerning, line spacing, paragraph structure, layout, relationships of text images, use of black and white and print, and also color design. They learn about visual literacy in the world around them through the study of art history, billboards, magazines, and the media. Students also learn about their own personal perspectives and perspectives of others through class critiques.
Sculpture
is a one-semester course that offers the serious visual art student an introduction to working in three dimensions through various media and techniques, plus a background in sculptural art history and criticism. Students expand and refine their knowledge of sculpture, creative expression, aesthetic valuing, and perceptions. Students produce four in-depth projects that focus on a specific medium, artist, and technique. Students also learn how to document three-dimensional work into a portfolio, which can be used for college entrance or employment in the visual art field.
Advisory
Advisory provides a “home” for every student within the division. Advisory serves as a place for students to become connected to school and to learning. Socratic seminars, group discussions, current events, and literature circles foster academic, social, and emotional growth. In addition, Advisory provides a place for students to work on their Gateway Portfolios, Community Involvement, and Leadership Development.
Gateway Portfolio:
At the end of Division Three, students must demonstrate their ability to do the work that will be required of them in the Senior Institute. This is demonstrated through the Division Three Gateway Portfolio. Students are given time in Advisory to assemble and review their portfolio and prepare for its presentation.
Community Involvement:
Each Advisory is paired with a social service agency for their Community Involvement activities for the year. The Advisory has a long-term relationship with this regular community-involvement site, and students will take leadership in ways to work with the site.
Leadership Development:
Through seminars, team-building activities, and outdoor education experiences, students develop leadership skills that they will take with them into the Senior Institute. The Outdoor Education program includes two trips, one at the start of each school year. These experiences will involve students more in the planning and execution of each trip than in earlier divisions.
