Revised August 2018 1
Curriculum Guide-Course Catalogue
2018-2019
Pre-Kindergarten through Grade 12
Curriculum Leadership Council
Timothy Bearden
Chief Academic Officer and
Upper School Director
tbearden@dcds.edu
Jennifer Bullock Lisa Zimmerman Michael Jenkins
Lower School Director Junior School Director Middle School Director
jbullock@dcds.edu lzimmerman@dcds.edu mjenkins@dcds.edu
Denise Liberty dliberty@dcds.edu Director of Professional Development
Dean Haratsaris dharats[email protected] Education Technology
Cheri Dobbs cdobbs@dcds.edu Library Services (Literacy)
4 year term (2018-2022) 3 year term (2018-2021)
Experiential - Roz Giroux (English) Pre-Kindergarten at Large Rep. - Katie Maisonville (PreK/Experiential)
Participatory - Jennifer Caylen (Literacy) L/S at Large Rep. - Tracey Busse (Literacy/Learning Support)
Image Rich - Alyssa Marcangelo (World Language) J/S at Large Rep. - Nicole Jakubowski (Science)
Interdisciplinary - Celeste Mahabir (History) M/S at Large Rep. - Katie Geyman (P.E./Health/Participatory)
Connected - Laura Beachum (Math) U/S at Large Rep. - Harry Fried (Science/Experiential)
Learning Support - Julie Goodman U/S at Large Rep. - Matt Sadler (Writing/Interdisciplinary)
Character Development - Jane Pohl (Math/Connected) U/S at Large Rep. - Brett Salamin (Fine/Perf. Arts/Image Rich)
The Curriculum Leadership Council (CLC) was put into place to help guide the development and implementation of curriculum at
Detroit Country Day School. The CLC led the charge in curriculum mapping each course and grade level. The CLC has shifted somewhat
from “what” we teach to “how” we teach it. The acronym EPIIC (Experiential, Participatory, Image Rich, Interdisciplinary, and
Connected) has guided that movement. The EPIIC philosophy has shaped shifts in our school’s pedagogical focus, and is also the basis for
our new EPIIC Professional Growth model.
Revised August 2018 2
DETROIT COUNTRY DAY SCHOOL (Construction/Transition Year Campuses)
www.dcds.edu
LOWER SCHOOL – Grades PreK - JK
3003 West Maple Road
Bloomfield Hills, MI 48301-3468
Phone: (248) 430-2740
(248) 430-2887
Fax: (248) 433-3729
Grades K -2
3600 Bradway Blvd.
Bloomfield Hills, MI 48301-2412
JUNIOR SCHOOL – Grades 3-5
22400 Hillview Lane
Beverly Hills, MI 48025-4824
Phone: (248) 430-3655
(248) 430-1074
Fax: (248) 647-8206
MIDDLE SCHOOL – Grades 6-8
22400 Hillview Lane
Beverly Hills, MI 48025-4824
Phone: (248) 430-1677
(248) 646-7985
Fax: (248) 646-3459
UPPER SCHOOL – Grades 9-12
22305 West Thirteen Mile Road
Beverly Hills, MI 48025-4435
Phone: (248) 646-7717
Fax: (248) 646-2458
HEADMASTER AND OPERATIONAL OFFICES
(Business Office, Advancement Office, Safety, Security, and Facilities Offices)
22305 West Thirteen Mile Road
Beverly Hills, MI 48025-4435
Phone: (248) 646-7717
Fax: (248) 646-2458
Facebook
Twitter
Instagram
Revised August 2018 3
Table of Contents
(use CTRL +F to search for terms below)
Mission and Guiding Principles 5
Portrait of a DCDS student 6
Explanation Of Course Numbers 7
-Middle School
-Upper School
LOWER SCHOOL
Introduction 8
Arts – Fine and Performing
-Music
-Theatre, Dance, and Communication Arts
-Visual Arts
Computer Science
Health Education
Language Arts & Reading
Mathematics
Physical Education
Science
Social Studies
World Languages
Co-Curricular Information
-Learning Support and Tutorials
-Library Services
-After School Programs
JUNIOR SCHOOL
Introduction 20
Arts – Fine and Performing
-Music
-Theatre, Dance, and Communication Arts
-Visual Arts
Computer Science
Health Education
Language Arts & Reading
Mathematics
Physical Education
Science
Social Studies
World Languages
Co-Curricular Information
-Learning Support and Tutorials
-Library Services
-After School Programs
MIDDLE SCHOOL
Introduction 27
Arts – Fine and Performing
-Music
-Theatre, Dance, and Communication Arts
-Visual Arts
Computer Science
English
Health Education
History
Mathematics
Physical Education
Science
World Languages
Co-Curricular Information
-Learning Support and Tutorials
-Library Services
-After School Programs (Athletics)
-Clubs
UPPER SCHOOL
Introduction 47
Arts – Fine and Performing
-Music
-Theatre, Dance, and Communication Arts
-Visual Arts
Computer Science
English
Health Education
History
Interdisciplinary
Mathematics
Science
World Language
Upper School Advanced Courses of Study:
-Advanced Placement Program
-International Baccalaureate Program
-Conservatory of Fine and Performing Arts
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-Music
-Theatre, Dance, and Communication Arts
-Visual Arts
Computer Science
English
Health Education
History
Interdisciplinary
Mathematics
Science
World Languages
Upper School Advanced Courses of Study:
-Advanced Placement Program
-International Baccalaureate Program
-Conservatory of Fine and Performing Arts
* Conservatory of Dance
* Conservatory of Film Making
* Conservatory of Fine Arts
* Conservatory of Music
* Conservatory of Theatre
-Global Scholar Program
Upper School Academic and
Graduation Requirements
Co-Curricular Information
-College Counseling
-Learning Support, Tutorials, and Study Halls
-Library Services
Revised August 2018 5
MISSION
Detroit Country Day School provides a superior college
preparatory education for the scholar, athlete and artist.
GUIDING PRINCIPLES
• Detroit Country Day’s high standards are the foundation
for educational excellence.
• We promote the appreciation of lifelong learning within
an environment of excellence.
• We recognize and value the uniqueness of every student,
challenging each to fulfill his or her potential.
• We stimulate creativity and develop the problem-solving
capabilities of each student.
• We educate the whole child, helping him/her to develop
practices oriented toward lifelong physical, mental and
emotional health.
• As a family-oriented school, we believe the partnership
between family and school is the foundation for
student fulfillment and success.
• We appreciate and learn from our cultural diversity and
gender differences.
• We seek and support outstanding faculty who love young
people, life and teaching.
• Our curriculum and instructional methods keep pace with
the changing demands of our society.
• Every member of the administration, faculty and staff
accepts personal responsibility for the school’s
financial health so that we can continue to provide a
superior educational experience.
• We are role models for our students.
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Portrait of a Detroit Country Day School Student
Scholar – Athlete – Artist
(revised 01/23/12)
The Portrait of a Detroit Country Day School Student represents the core of a student’s experiences, pursuits, and commitments,
integrating essential skills within academics, athletics, arts and activities.
Collaborative & Creative
● Demonstrates ability to work effectively and
respectfully with diverse teams
● Exercises a willingness to explore creative solutions for
a common goal
● Assumes responsibility for collaborative work, and
values the individual contributions made by each team
member
Communicator
● Articulates thoughts and ideas effectively using oral,
written and nonverbal communication skills
● Listens effectively to decipher meaning, including
knowledge, values, attitudes and intentions
● Reads with understanding of meaning, both stated and
implied
● Uses communication for a range of purposes: to
inform, instruct, motivate and persuade
● Utilizes multiple media and technologies appropriately;
judges effectiveness and assesses impact
Community-Centered & Globally Aware
● Demonstrates flexibility to adjust to a changing world
● Respects others and the environment
● Contributes to the welfare of the community
● Understands and models good citizenship
Conscientious Leader
● Demonstrates integrity in decision making
● Acts responsibly with the interests of the larger
community in mind
● Inspires others to reach their very best via example and
selflessness
Critical Thinker & Creative Problem Solver
● Evaluates evidence, arguments, claims and beliefs to
create solutions
● Develops analytical skills through inquiry-based
learning
● Synthesizes and makes connections between
information and arguments
● Reflects critically on learning experiences and processes
● Solves different kinds of non-familiar problems in both
conventional and innovative ways
Health & Wellness-Oriented
● Pursues physical and mental health measures, including
proper diet and nutrition, exercise, stress reduction and
risk avoidance
● Uses available information to make appropriate health-
related decisions
● Upholds the ideals of a sound mind in a sound body
● Learns to create a healthy balance between work and
play
Independent Learner
● Monitors, defines, prioritizes and completes tasks
without direct oversight
● Sets and works to achieve short and long-term goals
● Pursues learning for learning’s sake
● Honors intrinsic motivation to channel personal
passion for life-long learning
Information Literate
● Selects and evaluates information for accuracy, validity
and point of view
● Draws conclusions and applies knowledge to make
informed decisions
● Uses technology and other information tools to
organize and display knowledge and understanding in
ways that others can view, use, and assess
● Uses information ethically and responsibly with an
understanding of legal and moral issues
Socially & Personally Responsible
● Demonstrates organizational skills
● Applies ethical considerations in decision-making
● Respects adults, peers, self and environment
● Prioritizes time to manage tasks
● Exhibits self-discipline
● Exercises sound fiscal judgment
Technologically Adept
● Demonstrates ability to use a variety of software and
hardware to communicate and create
● Troubleshoots basic problems
● Practices digital citizenship
EXPLANATION OF
COURSE NUMBERS
MIDDLE SCHOOL
All Middle School (M/S) course numbers begin with M
(representing Middle School). The next two letters in a
course number are abbreviations of the general area of
instruction (EN=English, DR=Drama, H=History, etc.).
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The first digit (6, 7 or 8) indicates the grade level. A zero
(0) indicates a multi-grade level course.
For academic classes, band and orchestra, the first letter
following the grade number indicates the level of
instruction (B=beginning, I=intermediate, R=regular,
A=advanced). For example: MBD0BT=BD: band, 0:
multi-grade levels, B: beginning, T: meets all year. For
elective courses, the letter D indicates a double-
component class and the letter Z indicates a triple-
component class. A double-component class meets all
year, rotating every half goal. A triple-component class is
made up of three different classes that each meet for one
goal. At the end of each goal, the student moves on to
the next class in the rotation.
The letter T means that the class meets all three goals of
the school year. A number indicates that the class only
meets during one goal and which goal that it will meet.
A = Advanced level course
B = Beginning level course
I = Intermediate level course
R = Regular level course
D = Double component course (changes back and forth
for extended periods through each goal)
Z = Triple component course (three different classes that
change with the goal)
T = Meets all year
AT = Advanced level class that meets all year, grade is
full weight
RT = Regular level class that meets all year, grade is full
weight
DT = Two classes that meet all year, for ½ of each goal.
Courses are graded but not averaged into GPA.
Z = One class that meets for one goal. Course is graded
but not averaged into GPA.
Z1, Z2, Z3 = Three courses, same block; students take a
different class each goal. Course is graded but not
averaged into GPA.
EXAMPLES:
MEN7AT = ENGLISH / GRADE 7 / ADVANCED
LEVEL / MEETS ALL YEAR
MEN7RT = ENGLISH / GRADE 7 / REGULAR
LEVEL / MEETS ALL YEAR
MMU6DT = MUSIC CLASS / GRADE 6 / ½ OF
DOUBLE COMPONENT CLASS / MEETS ALL
YEAR / GRADE IS NOT AVERAGED INTO GPA.
MAR6DT = ART CLASS / GRADE 6 / ½ OF
DOUBLE COMPONENT CLASS / MEETS ALL
YEAR / GRADE IS NOT AVERAGED INTO GPA.
MDR8Z = DRAMA/ GRADE 8/ TRIPLE
COMPONENT CLASS / MEETS FOR 1 GOAL /
GRADE IS NOT AVERAGED INTO GPA.
MAR8Z = ART / GRADE 8 / TRIPLE
COMPONENT CLASS / MEETS FOR 1 GOAL /
GRADE IS NOT AVERAGED INTO GPA.
MMU8Z = MUSIC / GRADE 8/ TRIPLE
COMPONENT CLASS / MEETS FOR 1 GOAL /
GRADE IS NOT AVERAGED INTO GPA.
*Grades from classes beyond the core academic subjects
while not averaged into the GPA may still affect honor
roll status.
N.B. Texts listed in the course descriptions in this
catalogue are subject to change.
UPPER SCHOOL
All Upper School (U/S) course numbers begin with U
(representing Upper School). The next two letters in a
course number are abbreviations of the general area of
instruction (EN=English, DR=Theatre, HS=History,
etc.). The first digit generally indicates the grade level
(1=Grade 9, 2=Grade 10, 3=Grade 11, 4=Grade 12) at
which the course is usually offered. A middle digit other
than 0 usually indicates a course level (1=Level I, 2=Level
II, etc.); middle digits 7, 8, and 9 have no significance
except to differentiate courses. The last digit indicates
whether the course is offered first semester (1), second
semester (2) or all year along (3). The H following certain
courses indicates an honors-level course.
Thus, UFR233H is an U/S French course (FR), usually
taken by sophomores (2); it is a third year (3) class that
meets all year long (3) at the honors level (H).
NOTE: Related Clubs, Activities, Events and
Competitions for various disciplines may vary, please see
a faculty member for current offerings.
Revised August 2018 8
LOWER SCHOOL
INTRODUCTION
In the Lower School of Detroit Country Day, academics
and enrichment activities are closely intertwined.
Academic learning is enhanced by assemblies, community
visitors, field trips, project work, guided play and hands-
on learning experiences. Because the Lower School
works with a wide span of ages, from three to eight,
during a major growth and development period,
coordination of curriculum and program is challenging
and critical.
The curriculum has a broad-based liberal arts emphasis.
Classroom teachers are responsible for instruction in
language arts, mathematics, social studies and character
development. Specialist teachers present science, French,
art, library, physical education, health education,
computer integration, vocal music, Orff instrumental,
piano keyboard (beginning in PK4) and strings (as an
elective at Kindergarten through Grade 2).
Knowledgeable, nurturing teachers are at the heart of the
Lower School life. Members of the faculty have earned
bachelor’s, master’s or doctorate degrees in addition to
other educational certification. The Lower School
administration team monitors and evaluates classroom
performance. By encouraging sound educational practices
and a variety of instructional methods, teachers are
encouraged to use their expertise to the fullest. For
example, our teachers in grades K-2 have received
professional development in the Fountas and Pinnell
Benchmark Assessment System (2010), which is
administered every fall and spring to determine each
child’s Instructional and Independent reading levels. In
the fall, the children are divided into Focus Groups
according to their demonstrated reading skills, and
instruction is provided using Instructional level text.
Teachers continue to monitor progress throughout the
school year with running records. This allows them to
slowly increase the level of text that is used for instruction
in response to the children’s growing skills. Our K-2
teachers have received professional development in the
Daily Five literacy framework (Boushey & Moser, 2014),
and use this to organize literacy instruction within each
Focus Group. All of our teachers use a balanced
approach for literacy instruction, in which authentic text
is the springboard for instruction in phonemic awareness,
phonics, spelling, writing, vocabulary, fluency, and
comprehension. They have also received professional
development in the F.A.S.T. systematic phonics program
(Tattum, 1998), which is used for supplementary phonics
and spelling instruction.
We administer a variety of diagnostic tests throughout the
Lower School, beginning with our entrance testing that
evaluates a child’s current ability to ensure proper
placement. Teacher observations and curricular
evaluations are used to monitor student achievement in
all grades.
Communication is ongoing at the Lower School. Weekly
newsletters, electronic informational portals, informal
conferences, and occasional phone calls or e-mail, along
with three scheduled parent-teacher conferences keep the
family well informed about the child and the classroom.
Report cards are provided three times a year.
A core value of the Lower School is our commitment to
interdisciplinary studies. We believe that children of this
age can best be served by relating one academic discipline
to another. Such programs as the PK4 spring project that
focuses on spring in Michigan, the JK patriotic
production, the study of farm life in Kindergarten, the
Grade One study of the continents blend art, music,
movement education, language arts and social studies.
Each grade-level participates in several field trips annually
to enrich classroom experiences. Liberal use is made of
our community resources such as the Detroit Institute of
Arts, the Marquis Theatre, and Kensington Metro Park.
Special emphasis is placed on the development of a
healthy value system within our Lower School students.
Our elementary children are encouraged to develop
strong values such as honesty, integrity, pride in
appearance, self-esteem and respect for others. Character
Development is an integral part of the daily school
experience. As part of the Responsive Classroom social
curriculum, every homeroom classroom holds a Morning
Meeting each day to set the tone for the day, set
classroom expectations and build classroom community.
All Lower School teachers have been trained on the
Responsive Classroom curriculum.
Before and after school programs include:
Early Risers – an early arrival care program for any
student from 7:00-7:45 a.m. (no fee)
P.M. Enrichment – a group of high interest classes for
Grades 1 and 2 students from 3:00-4:00 p.m. (i.e., sports,
chess, creative activities (no fee) Dance/Creative
Movement – offered to students in PK3 through Grade 2
(fee event)
Sundowners – an after-school child care program for all
Lower School children from 3:00-6:00 p.m. (an hourly
fee)
Seasonal athletic activities and scouts are also available.
We encourage children to be the best they can be. By
providing them with lifelong academic and social tools,
we develop self-confidence and an enthusiasm for
learning. There is no expression from a Lower School
child more precious than ―I can do that!
LOWER SCHOOL - MUSIC
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In music classes, a wide variety of themes and elements of
music consistent with the National Standards of Music
Education and PreK-12 Performing Arts curriculum at
Detroit Country Day School are studied. Children learn
about melody, rhythm, form, harmony, timbre,
instruments, vocal technique, expressive qualities,
movement, technology, creativity and listening in relation
to music.
Activities are based on approaches developed by Edwin
Gordon, Zolton Kodaly and Carl Orff. Improvisational
skills, playing instruments, expressive ideas, creativity,
movement, singing, music literacy and listening skills are
developed. To engage children at this level, objects and
visual aids like scarves, beanbags, puppets and colorful
pictures are often used along with unpitched percussion
instruments and Orff instruments beginning in PreK3.
Songs and activities are often presented in a playful way
so that children can begin to understand and appreciate
the music making process in a developmentally
appropriate manner.
Music classes meet twice weekly. PreK3 classes meet for
20 minute sessions for a total of 40 minutes per week.
PreK4 and JK classes meet for 25 minute sessions for a
total of 50 minutes per week. Kindergarten, First and
Second Grades classes meet for 30 minute sessions for a
total of 60 minutes per week.
Pre-Kindergarten 3
Students explore the elements of music including pitch,
dynamics, tempo, timbre, duration, form, composition
and arranging through play, movement, creative
storytelling and singing. Students share their musical
development with parents at the annual “Music
Informance”, a special event designed to showcase the
PreK3 music curriculum.
Pre-Kindergarten 4
Students continue to develop their musical skills by
exploring the elements of music including pitch,
dynamics, tempo, melody, timbre, rhythm, beat, form,
composition and arranging through play, creative
movement, storytelling, singing and playing instruments.
Students examine music opposites such as long/short,
loud/quiet, and sound/silence. Students share their
musical development with parents at the annual “PreK4
Holiday Music Informance”, a special event designed to
showcase the PreK4 music curriculum.
Junior Kindergarten
Orff instruments, African tubanos, creative movement,
storytelling, folk dancing and singing are just a few of the
ways JK students experience music together. Students
perform several cross-curricular musicals that integrate
Native American history, the American presidents and
Fairy Tales. Students learn to design their own props,
costumes, memorize script and music as they explore
stage production music making and performing as an
ensemble.
Kindergarten
Singing, improvising, composing and arranging, playing
instruments and folk dancing are some of the activities
that Kindergarten students experience as they explore the
music making process. Students present their musical
work twice per year. They participate in the “K-2 Winter
Concert” and the “Spring Sing”, a special event designed
to showcase the music curriculum and integrate the
Kindergarten agricultural science theme. Kindergarten
students may also take after school violin classes twice per
week.
Grade 1
In addition to Lower School holiday programs, students
present the Passport to the World Adventure program.
They share songs from around the world with their
parents, which are often sung in the original language.
Study of the violin is available to any First Grade student,
where they will receive group instruction twice a week.
Violin classes area available after school to interested
students twice per week.
Grade 2
Grade 2 participates in the holiday show along with the
Kindergarten and Grade 1 students. At the end of the
year, students perform in the Moving Up ceremony.
Study of the violin is available to any Second Grade
student, where they will receive group instructions twice a
week.
Piano Keyboard Instruction
(PreK4-Grade 2)
The Piano Keyboard program is offered to students in
PreK4 – Grade 2. Classes meet for 20-25 minutes, two
times per week, or once per week in Second Grade, and
each child is assigned his/her own keyboard equipment
with headphones. Classes are designed to present the
easiest possible approach to piano playing, keeping age
appropriate lessons in mind. Pre K utilizes the black keys
(Twins and Triplets) while Kindergarten and Grade 1
explore Middle C position. Grade 1 students are
introduced to Middle C position staff notation. Grade 2
students build upon prior knowledge and experiment
with performances.
Advantages of Piano Keyboard instruction:
● Facilitate reading (left to right tracking)
● Recognition of patterns
● Decoding music notation
● Fine motor exercise
● Independent work at keyboard
● Introduction to the language of music
● Insight to the structure and order of music
● Exposure to a true hands-on musical experience
Revised August 2018 10
Violin
(Kindergarten-Grade 2)
Students in Kindergarten through Grade 2 have the
opportunity to study the violin in group classes that meet
after school. Violin classes meet twice a week for 30
minutes. The Lower School students perform in two
concerts a year and “Celebrate the Arts.”
LOWER SCHOOL – THEATRE, DANCE,
AND COMMUNICATION ARTS
Students in the Lower School receive many opportunities
to perform for classmates, family and community.
Through the multitude of in-class performances,
beginning skills in public speaking, text memorization and
stage presence are introduced.
LOWER SCHOOL – VISUAL ARTS
Creating a work of art is a personal experience no matter
what your age. All people draw upon their own
individual resources to generate ideas. Engaging the
whole child in art class allows the child to feel invested in
a way that is deeper than “knowing the answer.” Our
children are the future. We must teach them to be
perceptive, flexible, creative, and able to solve problems
and to make decisions. Creative experiences such as
these enable young children to grow and connect with
one another in new ways.
The arts transform the learning environment. Making art
fulfills a child’s need for self-expression. The finished
product will not be measured by the value of the art
activity, but in the pure enjoyment and learning that takes
place along the way. The joy of creating something as a
product of their imagination is exhilarating. Once
children gain confidence and knowledge, they begin to
feel secure enough to be inventive, to express individual
ideas, and take pride and gain satisfaction in creativity. By
making creative choices in texture, color and shapes, they
are sharing a part of themselves.
The arts provide new challenges for those students
already considered successful.
Children learn the vocabulary and concepts associated
with different types of work in the visual arts. They learn
how to use various tools, processes and media. As they
move from pre-Kindergarten through the early grades,
students develop skills of observation and grow in their
ability to describe, interpret, evaluate and respond to art
in the visual world around them.
Art is scheduled as follows: JK, Kindergarten, Grades 1
and 2 meet twice weekly for 40 minute classes each for a
total of 80 minutes a week. The art program provides
opportunity for children to grow in self-esteem, creative
endeavors, cultural consciousness, and respect for their
own work and the work of others.
The objectives for JK-2: The children will explore two-
and three-dimensional art forms which will include:
printing, marker, crayon, watercolor, tempera paint,
cutting and gluing, clay, weaving, oil pastels, and mixed
media. Step-by-step drawing lessons will be given to
build on a drawing vocabulary and help enhance fine
motor skills. A SMART Board and LCD
projector/document camera are used to enhance lessons.
The document camera allows the children to see the
demonstrations and get the most out of their art
experience. Second graders receive a sketchbook to use.
This is kept in the art room until the end of the year.
Drawing will be done from observation, memory, and
imagination. Children create hands-on-activities that
focus on the elements and principles of art, establish an
encounter with people of other lands, become aware of
the relationship between art and other academic
disciplines, and are exposed to artists appropriate to their
level.
LOWER SCHOOL – COMPUTER
SCIENCE
The goal of computer applications in the Lower School is
to introduce fundamental computer skills to our students.
Technology in the Lower School includes laptops,
Chromebooks, iPads, SMART Boards and document
cameras. Curricular software is available on each device.
Additionally, age-appropriate websites are used to
supplement the curriculum.
Daily computer/iPad use is encouraged at the Lower
School. Students at all grade levels create and illustrate
stories. Math skills are reinforced web-based resources
and virtual manipulatives. Children receive regular
instruction from a computer specialist in collaboration
with the homeroom teachers. Specific computer skills are
taught and new software is introduced. Students use iPads
for visual presentations
LOWER SCHOOL – HEALTH
EDUCATION
Within the Lower School classrooms, our youngest
children are taught lessons on health and how to keep
themselves healthy. These lessons include proper hand-
washing and how to keep germs away, knowledge of
community helpers such as doctors, nurses, and dentists,
proper dental care, nutrition and healthy eating, getting
enough sleep, exercise, identification and labeling of the
human body and body systems, emotions, qualities of a
good friend, respect for others, and many more! Lessons
begin in PK3 and continue throughout second grade
building on what has been learned in previous years.
Revised August 2018 11
LOWER SCHOOL – LANGUAGE ARTS
AND READING
Pre-Kindergarten 3
The language arts curriculum in PK3 is integrated into the
child’s daily schedule. Language is the foundation of the
program, and children’s language development is
supported through storytelling, poetry, finger play, music,
dictation, and dramatic play.
Emerging literacy is supported as children engage with
text during interactive read-aloud experiences, shared
writing, Morning Message, and shared reading of
classroom charts and lists. Early literacy instruction
focuses on: phonemic awareness such as the recognition
and creation of rhyming words; print awareness, including
the introduction of letters and corresponding sounds;
concepts about print such as directionality and 1:1 match;
early writing, including first name and the first letter of
several meaningful words.
Text: The Letter People, 2000; Bridges First Steps, Alpha Tales,
2001; Sing and Read-Alphabet, 2007, various books that
accompany the themes studied in class.
Pre-Kindergarten 4
Language continues to be the foundation of the PK4
language-arts curriculum; language development is
supported through engagement in authentic language
experiences including storytelling, poetry, music, circle
time, creative dramatics, and guided play. Independent,
small group, and large group activities are designed to
allow each child to grow socially, emotionally and
cognitively.
Emerging literacy continues to be supported as children
engage with text through interactive read-aloud
experiences, shared and independent writing, Morning
Message, and shared reading of classroom charts, lists,
and books. Early literacy instruction focuses on
continuing to build phonemic awareness, letter-sound
knowledge, letter formation skills, concepts about print,
and experiences with diverse genres.
Texts: Alphabet Activities for Young Children, 1998; PM
Starters One, Rigby, 1996; Wright Group, 2001, On-Level
Readers, Scott Foresman, 2002; Newbridge Science Series,
Newbridge Communications, 1996-2001. Lakeshore read
along Literacy Packs – Vowel Focus 2008-2009, First
Steps, F.A.S.T, 2008; Educational Insights, 1990, Phonics
Readers.
Junior Kindergarten
The language arts curriculum in JK is presented in
developmentally appropriate thematic units. The
language/print-rich environment supports the emergence
of literacy through read-alouds of text from a variety of
genres, shared reading of rhymes, songs, and patterned
text, and shared writing. Literacy instruction builds upon
students’ previous knowledge, focusing on letter-sound
knowledge, concepts about print, vocabulary, and
comprehension of text. Children are provided with text at
their Instructional reading level for independent and
guided reading. Journals that include prompts and
opportunities for student free-writing are introduced and
encouraged. Tracing, drawing, cutting, pasting and writing
activities develop fine motor skills. Presentations to
parents provide opportunities for enhancing oral speaking
skills.
Texts: Story Box level E, The Wright Group, 1998; Sunshine
Reading Series, The Wright Group, 1988; CD ROM-
Sunshine Reading, the Wright Group, 1996; Foundations I,
Wright Group, 1996; Chants, Rigby, 1997; Kinder Rimes,
Rigby, 1997. * Symbols of Freedom, Heinemann Press, 2001;
SRA Reading Laboratory 1a, Don H. Parker, Ph.D. 2005.
Explode the Code, Educators Publishing service, 2004. First
Steps, F.A.S.T, 2008.
* Advanced readers
Kindergarten
The Kindergarten language arts curriculum supports
continued growth in oral and written language skills,
including reading, writing, listening, and speaking,
through read-aloud experiences, shared and independent
reading, shared and independent writing, and word
analysis/phonics. Children are assessed in the fall and
spring to determine their Independent and Instructional
reading levels, as well as letter-sound knowledge, sight
words, phonemic awareness, and ability to hear/record
sounds within words.
Reading instruction occurs in small groups with
Instructional level authentic text, and is organized using
the Daily Five literacy framework. It focuses on teaching
children to use letter-sound information, meaning, and
syntax to read, as well as self-monitor their attempts and
reread to problem solve. Children also engage in daily
independent and/or partner reading of Instructional level
books of their choice. Supplemental phonics instruction
is provided using the F.A.S.T. systematic phonics
program.
The formal reading and writing program extends into
classroom journal writing, group language experience
stories and child-created books. Students take part in a
variety of writing genres, including poetry, creative
writing, personal narrative and informational writing.
Texts: Harcourt Trophies; Harcourt, Inc. 2003; Zaner Bloser
Handwriting, 2003. F.A.S.T. Learning LLC 2007, F.A.S.T.
First Steps 2008, and Writer’s Workshop.
Grade 1
The First Grade language arts curriculum supports
continued growth in reading, writing, listening and
speaking through guided reading, independent and
partner reading, read-aloud experiences, written
responses, and word analysis/phonics. Children are
assessed in the fall and spring to determine their
Revised August 2018 12
Independent and Instructional reading levels, and are
placed in Focus Groups for reading instruction according
to their performance on the fall assessment.
The Focus Groups, which are organized using the Daily
Five literacy framework, utilize Instructional level
authentic text. Instruction focuses on supporting
children in dealing with increasingly more complex text
features and spelling patterns within words, cross-
checking using multiple sources of information (letter-
sound, meaning, syntax), and reading with phrasing and
expression to increase fluency. Supplemental word
analysis instruction and spelling instruction are provided
using the F.A.S.T. systematic phonics program.
The handwriting program includes correct position of the
pencil and paper, mastery of correct letter formation,
spacing, legibility, punctuation, and capitalization rules. A
variety of genres including, journal writing, creative
writing and written responses to reading are used in the
writing program. In addition, the first graders are taken
through the Writers’ Workshop series while writing
narrative stories about small moments in their lives,
fiction stories, opinion pieces, and nonfiction research
reports. This curriculum emphasizes process over
product and is only edited by the teachers for
capitalization and punctuation. Students share their final
products with peers before they take their “published”
work home at the end of every Goal.
Performance of creative dramatics through readers’
theater, poetry or plays and appreciation of children’s
literature round out the total language arts program for
first graders.
Texts: F.A.S.T. Learning, LLC 2007; McGraw-Hill Reading,
McGraw-Hill 2001; Strategies To Achieve Reading Success,
Curriculum Associates, LLC 2010; Handwriting Grade 1,
Zaner-Bloser 2003; Units of Study in Opinion,
Information, and Narrative.
Grade 2
The Second Grade language arts curriculum supports
continued growth in reading, writing, listening and
speaking through guided reading, independent and
partner reading, read-aloud experiences, written
responses, and word analysis/phonics. Children are
assessed in the fall and spring to determine their
Independent and Instructional reading levels, and are
placed in Focus Groups for reading instruction according
to their performance on the fall assessment.
The Focus Groups, which are organized using the Daily
Five literacy framework, utilize Instructional level
authentic text. Instruction focuses on supporting
children in dealing with increasingly more complex text
features, comprehension of increasingly sophisticated text
ideas, and reading complex sentences with phrasing and
expression to increase fluency and comprehension.
Supplemental word analysis instruction and spelling
instruction are provided using the F.A.S.T. systematic
phonics program.
Writing instruction focuses on expressing ideas clearly
and mechanics such as capitalization, punctuation and
grammar. Writing as a process is taught through the steps
of prewriting, drafting, revising, editing and publishing.
In second grade students take ownership of revising and
editing their work. Poetry, letters, personal narratives,
journal writing, expository writing and informational
writing are undertaken at this level. Parents attend a
special day set aside for poetry presentations.
Reading comprehension strategies are modeled and
taught to foster students’ understanding of a variety of
text. Using graphic organizers, identifying the main idea
and supporting details, sequencing events, using
inference, comparing and contrasting, identifying cause
and effect and the problem and solution in a story enable
students to become independent readers and thinkers.
Listening skills are developed throughout the year.
Text: Selected stories from Reading Grade 2 – Book 1 and
2 (*Reading Grade 3 book 1) Macmillan/McGraw Hill
2001 (Reading Comprehension, is part of the series);
F.A.S.T. Boards, F.A.S.T. Tales of Mystery, 2006 Readers
and F.A.S.T. Spelling 2007; Zaner-Bloser Handwriting 2003;
Early Reading Comprehension in Varied Subject Matter 2000; A
variety of authentic texts appropriate for developing
comprehension, decoding, and fluency.
LOWER SCHOOL - MATHEMATICS
Pre-Kindergarten 3
Through a variety of developmentally appropriate hands-
on experiences, the children gain an understanding of
mathematics. These experiences include number
recognition (0-12); distinguishing concepts more and less;
recognizing a pattern; identifying shapes (circle-square-
rectangle-star-oval-triangle, diamond); sorting and
sequencing.
Math skills are incorporated into the curricular themes.
The children participate in daily calendar and weather
activities where math skills are reinforced. The students
gain an understanding of the days of the week, months of
the year as well as logical reasoning. Various technologies
are used to enhance math concepts. The children are
exposed to a variety of manipulatives and
developmentally appropriate materials.
Text: Numbers, Frog Street Press, 2001; Number Tales,
Frog Street Press, 2005.
Pre-Kindergarten 4
In PK4, children explore the concepts of mathematics.
Through a variety of concrete hands-on experiences, the
children gain an understanding of various concepts:
numbers, measurement, sorting, patterning, basic shapes,
Revised August 2018 13
sequences, cardinal numbers to 20 (recognition, counting
and number formation, ordinal numbers, 1
st
-5th).
Through discovery and play, the children learn estimating,
graphing and comparison of size. As the children
progress from concrete to abstract concepts, they
participate in mental math exercises using manipulatives
(to five and possibly 10), skip counting and simple written
math sentences. In daily group activities, children learn
and practice calendar concepts including identifying the
days, months, and year. Use of math literature extends
and enriches the math concepts. These concepts include
number sense, measurement, sorting, patterning,
identifying basic shapes, and sequencing.
Text: McGraw-Hill PreK Math Program 2002, Smart
Exchange, 2012, Smart Technologies.
Junior Kindergarten
The goal of the JK mathematics program is to develop an
understanding of, and insight into, the patterns of
mathematics by using concrete materials. The activities
are designed to help young children see relationships and
interconnections in mathematics and to enable them to
deal flexibly with ideas and concepts. The concepts are
interrelated and support one another to increase the
development of the child’s scaffolding of understanding.
Because children “think” through their hands, multiple
senses are involved to enhance the understanding of the
concepts introduced.
Emphasis is placed on using real objects that the children
can handle and manipulate to illustrate concepts in a
concrete way. Considerable emphasis is also placed on
developing the children’s ability to verbalize different
ideas. Abstract symbolization is used to label a concept
only when the children understand the concept.
Text: Bridges in Math, Donna Burk and Allyn Snider, The
Math Learning Center, 2000. Resource: Math Their Way,
Addison Wesley Inc. 1995.
Kindergarten
Children are exposed to a variety of mathematical
concepts that help develop their logical and deductive
reasoning skills. Our program provides a manipulative
rich and hands-on approach to the exciting world of
mathematics. Through relevant problem solving and
investigations, the children become engaged in
meaningful discoveries. The children are encouraged to
explore, develop, test, discuss and apply their ideas.
The math program provides a year- long set of daily
challenges that introduce and reinforce basic skills, such
as problem solving, addition and subtraction, place value,
counting, money, time, measurement, sorting, patterning
and exposure to vocabulary. Basic skills are assessed, and
concepts are built, through the use of the student
calendar notebook along with supplemental material.
The math program makes consistent and effective use of
visual models to teach mathematical concepts. Math is
also taught in integration with science, social studies and
literacy through thematic units. Children are provided a
program that is concrete and will establish the important
foundation for mathematical thinking and success.
Text: Progress in Mathematics, Sadlier Oxford 2012; Bridges in
Math, Donna Burk and Allyn Snider, The Math Learning
Center, 2000.
Grade 1
The Grade 1 mathematics curriculum builds on the
concepts developed in Kindergarten. A variety of
manipulatives and techniques are used to meet the
various stages of development in first grade. Concepts
are introduced with manipulatives. The children move
from concrete to abstract concepts.
In the fall, children are given a diagnostic mathematics
test. On the basis of scores, teacher recommendations
and class performance, groups are formed. The groups
range in performance from on-grade level to accelerated
groups that require higher level materials.
A strong emphasis is placed upon problem solving and a
variety of problem solving strategies are taught. Students
are expected to be able to justify the process they used to
solve a numerical problem. These problem solving
activities require students to use higher-level thinking and
reasoning skills. The students are exposed to multiple
ways to solve a problem such as guess and check, using
manipulatives, acting out the problem, creating charts or
tables or organized data and drawing diagrams or
pictures. The children learn how to estimate answers as a
problem solving strategy and how to write number
sentences to mathematically explain their answers to word
problems.
Further exploration of graphing, telling time to half-hour
intervals and counting money to $.99 occurs in Grade 1.
The advanced groups are further extended to minute
intervals and counting money above a dollar. Mastery of
ones and 10s place value is also strongly emphasized in
first grade. Students are exposed to place value up to the
hundreds place. The advanced groups are further
extended to the thousands place.
Geometry instruction consists of hands-on activities
involving solids, such as cubes, cones, cylinders and
spheres. Terminology is introduced dealing with solids,
planes, symmetry and congruent figures. Fractions are
also introduced through the use of manipulatives.
Students learn to recognize halves, thirds, fourths and
equal parts or “fair shares.” Measurement is explored in
both metric and standard units for length, weight, volume
and temperature.
Quick recall of basic addition and subtraction facts to 18
is developed in first grade. The vocabulary words of
Revised August 2018 14
basic mathematics are introduced and used throughout
the year. Children are encouraged to utilize math
computer games and programs in the classroom for
review or enrichment.
Texts: Progress in Mathematics, Sadlier Oxford 2009;
Mathematics Program Grade 1, Part 1 and 11; Various Math
literature and problem solving books.
Grade 2
Second grade offers students opportunities to experience
mathematics in a multifaceted approach furthering their
development and understanding of concepts. Students are
assessed and grouped in the fall and placed in a rigorous
and supportive environment.
There is heavy emphasis on problem solving and critical
thinking throughout the curriculum, as children are taught
strategies and multiple approaches to the Continental
Math League problem solving activities. All second
graders participate in the CML meets, a problem solving
“competition” among participating schools nationwide.
Topics covered in the curriculum include number sense,
where children explore number relationships to 1,000
(and are introduced to numbers as high as millions for the
more advanced group). All children learn about
expanded form, estimation, patterning, rounding, ordinal
numbers, place value, skip-counting, fractions, money and
re-grouping.
Exploration of whole numbers and computations include
basic addition and subtraction facts to 20, understanding
of fact families, estimation of sums and differences,
missing addends, associative and commutative properties,
relating addition to multiplication, and subtraction; are
introduced to arrays, basic multiplication facts and the
meaning of multiplication including properties, repeated
addition and skip counting. Division is introduced and
children explore the concepts of equal parts, remainders
and repeated subtraction.
Fractions are expanded to include comparing parts to the
division of twelfths, comparing of fractional parts of a
whole and of a set and the relationship to decimals
through use of money.
Algebra and functions are taught through the use of
graphing, patterns and sequences. Ongoing exposure of
the concept of “equal” enhances the understanding of
beginning algebra, as does the introduction of the
properties of addition and multiplication and the
relationships of numbers expressed through the symbols
=, < and >.
Measurement includes such concepts as area, capacity,
length, mass, temperature, perimeter, weight and volume.
Both standard and metric units are explored.
Geometry includes plane figures and solid figures, area,
perimeter, congruent figures, combining shapes, slides,
flips, turns, symmetry and volume.
The concept of time is further explored and includes such
things as time sense, telling time, digital and analog
clocks, elapsed time, reading a schedule and ordering
events.
Statistics, data analysis and probability are explored
through the use of graphing, range and mode, tallies,
surveys, predictions, comparing likelihoods and using
data.
Mathematical reasoning is a heavy focus of the second
grade curriculum in math, including critical thinking and
an ongoing emphasis on problem solving. Students are
taught skills for developing a sense of problem solving,
including, but not limited to, cause and effect, multi-step
problems, logical reasoning and strategies for solution of
problems at varying levels of difficulty. All students
participate in the Continental Mathematics League (CML)
competition.
A variety of supplementary materials, including
manipulatives and math games, is available for use during
free time. Literature relating to the mathematical area is
frequently used to enhance concepts. Students learn to
write about mathematical concepts using words as well as
numbers to express ideas.
This multiple-source approach implements the National
Standards of Mathematics as established by the National
Council of Teachers of Mathematics. Our textbooks are
curriculum common core compliant.
Texts: Progress in Mathematics, Sadlier Oxford, 2009; The
Best of CML Grade 2-3.
LOWER SCHOOL – PHYSICAL
EDUCATION
The school motto, Mens Sana In Corpore Sano (A Sound
Mind in a Sound Body) is the cornerstone of the Lower
School physical education program. The hallmark of this
approach is a nurturing, non-competitive learning
environment that allows students to experience the joy of
efficient movement in a non-threatening setting.
Students are able to explore a wide range of activities that
encourage the development of gross motor coordination,
visual motor coordination, muscle strength, endurance
and social skills.
The Lower School physical education curriculum is
taught using the most modern equipment and
instructional methods available. Educational gymnastics
instruction begins at age three and continues through
second grade. This program employs specialized
apparatus and provides different environments for
individual and small group problem solving. In visual-
Revised August 2018 15
motor units, each student works with his or her own
piece of modified equipment designed to reduce fear and
increase repetitions. Additionally, students are assigned
tasks and equipment that allows for different levels of
skill development and social maturation. At all levels,
children are exposed to units focused on thinking skills
that are taught through movement.
Students are evaluated on effort, behavior and maturity in
fundamental movement patterns. These movement
patterns are the foundation elements of the movements
that must be performed in sports, dance and recreational
activities. The program objective is to have all students
approaching a mature (efficient) movement pattern in
locomotor and manipulative skills. Low-organized games
are used to enhance development of manipulative skills,
problem solving and sportsmanship.
Instructional units include traveling, volleying, dribbling,
catching, kicking, throwing, striking with implements,
jumping and landing, dance, educational gymnastics and
project adventure.
PK classes meet three times per week for a total of 60
minutes of class time each week. JK thru Grade 2 meet
three times per week for a total of 75 minutes of class
time each week.
LOWER SCHOOL - SCIENCE
Lower School science is an activity-based program in
which units are spirally developed in the areas of life,
earth and physical science. Children’s literature, videos
and guest speakers enhance the program, as do field trips
to science museums, nature centers, metro parks and our
own school grounds. We capitalize on the young child’s
curiosity by providing meaningful experiences and active
learning. Lower School science is centered around
discovery, hands-on, inquiry based curriculum. Most of
the activities are teacher facilitated, encouraging the
children to work in cooperative learning groups and as
individuals to observe, describe, measure, predict,
estimate, test and record. A good scientific attitude is
foster, as is a true love of learning.
In the PreK and JK programs a basic awareness of the
world around us is incorporated A sensory approach is
used to introduce a variety of science topics from which
the children can later construct new knowledge.
Classification, careful observation, the use of
manipulatives and hands-on exploration enable the
children to build an appreciation for science.
Working together, the Lower School science teacher and
the PreK teachers plan unique activities which parallel
and supplement the curriculum. The children work
directly one day per week with the science educator in the
PreK classroom. JK works bi-weekly in the science room
as do Grade 1 and Grade 2 students. Kindergarten
students meet once per week.
Pre-Kindergarten 3
Units of study include: Seasons, Five Senses, Plant Life,
Animal Life, Physical Science, Health and Safety
Pre-Kindergarten 4
Units of study include: Plant Life Cycle, Human Body,
Health and Safety, Animals and Animal Life Cycle,
Construction, Space, Rainforest, Oceans, Dinosaurs,
Matter, Five Senses, Our Earth
Junior Kindergarten
Units of study include: Life Cycle, Health and Safety,
Signs of Fall, Birds, Properties of Water, Rainbows,
Simple Machines, Five Senses, Matter
Kindergarten
Units of study include: Living and Nonliving, Plant Life
Cycle, Animal Life Cycle, Properties of Sound, Magnets,
The Earth’s Relationship to the Sun and Moon
Grade 1
Units of study include: Seeds and Plant Life Cycle,
Forces: Friction-Gravity-Magnets, States of Matter,
Weather: Temperature-Wind-Precipitation, Human Body
Grade 2
Units of study include: Plant Reproduction, Adapting to
Seasonal Change: Habitats, Energy: Work-Simple
Machines-Sound, Landforms and Rocks, Insects and
Lifecycles
PK3, PK4, JK & Kindergarten Texts: Harcourt Science,
2003, Harcourt Inc.; Science Companion, Chicago Science,
2003; Collection of Early Science Big Books, Newbridge
Communications, 1996; Scholastic Science Place, 1997,
Scholastic Publications.
Activities from: AIMS Education Foundation (1990);
Hands on Science Activities: Tolman; Houghton Mifflin
Science: Discovery Works
LOWER SCHOOL – SOCIAL STUDIES
Pre-Kindergarten 3
The social studies program enhances an awareness of the
world in which we live. This is accomplished in a variety
of ways such as: development of self-esteem and
awareness of values; an understanding of feelings; and a
familiarity of the roles others play in our community.
The children start each day by saying the Pledge of
Allegiance and singing the Detroit Country Day School
song.
Social studies themes include: “All About Me,” family,
farm, community helpers and holidays. Various field trips
are taken to enhance our themes. In addition, the children
Revised August 2018 16
perform songs and poems for their parents several times
throughout the year.
Pre-Kindergarten 4
The PK4 social studies program is an interdisciplinary
approach, within its thematic curriculum. The goal of the
program is for children to develop a positive self-concept
and an awareness of the world in which they live.
Students are engaged in learning about family units,
different holidays, homes and communities; they become
comfortable and knowledgeable about themselves and the
world around them. With a strong emphasis on values,
manner, social skills, self-control and problem solving
abilities, the children work at becoming responsible
individuals who contribute to society.
Text: Character Education, Creative Teaching Press, 2002;
The Best I Can Be, Scholastic Press, 2005; Character
Education, Bridgestone Press, 2000
Junior Kindergarten
The social studies curriculum in JK integrates all aspects
of learning in developmentally appropriate thematic units.
Children begin to learn about themselves in relation to
their family, classmates, the community and the world.
Through the units studied, the children learn to interact
acceptably with each other in play/work situations.
They also develop socially acceptable behavior and strong
moral character though the activities and field trips that
culminate many of the themes. Social studies themes
include: The First Thanksgiving, Winter Olympics (every
four years), Parade of Presidents and Founding Mothers,
Michigan Week, Hooray for the U.S.A., Black History
Month, Martin Luther King, and fairy tales from around
the world, as well as diversity in different cultures.
Group productions, which develop cooperation,
individual and group responsibility, dependence on others
and group interaction toward a specific goal, are part of
the curriculum. Self-confidence is built through team
work and individual contributions to the productions.
Children learn to make appropriate choices as they work
in cohesive groups.
Text: Wright Group Books, 1996. Weekly Reader Living in
the USA, Weekly Reading Corporation, 2005.
Kindergarten
The social studies curriculum for Kindergarten is
designed to help children learn constructive social
behavior, develop a positive self-image and form a better
understanding of the world around them. A variety of
topics are integrated into the children’s daily activities.
The focus on social skills helps children develop greater
independence and the ability to work and play
cooperatively with others. Our Character Development
Program helps children develop character skills that will
last a lifetime. The students will demonstrate these skills
in their work and play.
Thematic units expose children to the customs, history
and geography of different cultures. Maps and globes are
used to learn about the world. The children learn about
other cultures through literature. They engage in art,
music and language arts activities, write journal entries,
compose stories and listen to guest speakers. The broad
scope of the curriculum allows teachers the flexibility to
explore the interests and needs of their students.
Text: Character Education, Creative Teaching Press, 2003;
Scholastic News, Scholastic Press, 2012.
Grade 1
The social studies curriculum follows the seven strands of
social studies: history, economics, geography, citizenship,
culture, technology and social studies skills.
The year begins with a celebration of our country during
Patriot’s Week. This unit is a good introduction into the
concepts of citizenship and our community. The children
will be introduced to citizenship where they learn about
rules and responsibilities within the community and the
laws that govern. Students learn about the Pilgrims and
the first Thanksgiving through hands-on creative
dramatic play and are exposed to various holidays around
the world.
Next, children study famous people from the past which
may include George Washington, Abraham Lincoln and
Martin Luther King, Jr. A study of economics focusing
on needs, wants, goods, services and trade completes the
year. Children work in cooperative groups to help each
other produce goods and budget money to buy supplies
and products made by other groups in each classroom.
An emphasis is placed on geography throughout the year.
To further enhance their understanding and appreciation
of different cultures around the world, children complete
independent research projects on countries and perform
in an interdisciplinary program, “Passport to World
Adventures.” Map and globe skills are taught including
directions, continents and oceans.
Text: A Child’s View, Houghton Mifflin Harcourt 2010,
Current Trade Books, Atlas of the World, and Time For Kids
Magazines, 2013.
Grade 2
The social studies curriculum begins with the study of
geography which links with and expands first grade
topics. The children learn the names and locations of the
continents and oceans. They study various land forms,
learn map and directional skills and learn how to use an
atlas.
Revised August 2018 17
The focus in the fall is the Native American Unit.
Children study Native American Culture and learn about
various tribes, the geographic regions for these tribes,
their homes, food, differing customs and ways of survival.
Children learn about Native American people’s respect
for the environment. Children research with their
homeroom class, various aspects of Native American
culture. The unit culminates with a Native American pow
wow during which children—in Native American dress—
present dances, songs and information they have learned.
In December, second graders explore holidays and
holiday customs from around the world. They learn to
appreciate ethnic and cultural diversity through the study
of Christmas, Diwali, Hanukkah, Kwanzaa and Ramadan.
In January, children listen to stories, read books and write
about the life of Martin Luther King, Jr. and other
famous African Americans.
Japan is the focus of in depth study during the winter.
Japanese musicians and native Japanese people visit
second graders and share with them the richness of the
Japanese culture. Poetry Day features parent and child
participation.
In the spring, second graders study the 50 states of the
United States. They learn about the states and their
capitals. They study different regions of the United
States, and their geographic features and natural wonders.
Again, mapping and directional skills are emphasized. A
focus is participation in a Flat Stanley Project. Children
do research on one state. They then write a letter and
exchange this with a contact in the state they have
selected for study. Upon receipt of a reply, children share
their information orally with their homeroom class.
The final unit is careers. Classroom visitors talk with
children about their professions. Basic economics is
discussed as children think about their future professions.
Children read books about career choices. Each child
conducts an interview with an adult about that person’s
career. Questions are written by each child. Children
share information about their future careers with peers
and in writing and then at the Moving Up Ceremony as
they prepare to go to the Junior School in third grade.
The social studies curriculum in second grade is an
interdisciplinary program in which the units of study are
combined with activities in reading, art and music. The
curriculum is supplemented by a variety of
interdisciplinary materials including a primary grade atlas,
video, informational books and teacher-designed activity
booklets.
Text: Junior Classroom Atlas, Rand-McNally, 2001; Primary
Atlas, Rand-McNally, 2000; The First Americans,
W. Haan, Rand-McNally, 2000, Fabulous Facts About the
50 States, 4th edition, W. S. Ross, Scholastic, 1997; We
Live Together, Unit 4; Essentials, J. A. Banks, et al.,
Macmillan/McGraw Hill, National Geographic, 2003;
Teacher developed student booklets updated yearly, trade
books for information and related literature, and internet-
based resources.
LOWER SCHOOL – WORLD LANGUAGES
World language study offers a wealth of advantages to
language learners. From gaining a deeper understanding
of one’s own native language to acquiring a broader
global awareness to future career opportunities, the skills
and discipline obtained in the world languages classroom
transfer to other subjects and increase the rate of success
in those areas.
For years, world languages have been an important part
of the academic curriculum at Detroit Country Day, from
preschool through Grade 12. As language specialists have
come to realize, learning a language in a non-immersion
situation requires years of study and review before the
learner can attain proficiency. Current studies show
young children accept language learning more readily than
any other age group. Children happily mimic the
teacher’s speech as in a game, learning correct
pronunciation and intonation at a stage in life when
experimenting with new sounds is viewed as challenging
and exciting. Children who are exposed to another
language at a young age also demonstrate improved
listening skills in all subject areas. Teaching in the target
language is crucial in these beginning years so that the
children may acquire French in a natural manner.
In the Lower School, our language specialists sing, move
and play with this age group while using props, visual
aids, puppets, stories and music. Cultural studies foster
an understanding of people of the world and develop
positive attitudes toward linguistic and lifestyle
differences. This aids students in increasing their
sensitivity and understanding of customs and traditions of
others, which in turn helps students develop a global
perspective.
Our pre-Kindergarten and Kindergarten students have
French enrichment classes twice per week. First and
second graders meet two to three times per week. French
becomes a required academic class in Grade 1 and
continues through Grade 5. Beginning in Grade 1,
teacher-generated compact discs give the students the
opportunity to practice their listening and speaking skills
outside the classroom. Written language is introduced in
Grade 2. Review is incorporated into each grade level to
extend mastery of vocabulary and to facilitate the success
of new students who enter the school each year. New
students are given additional assistance in reaching the
level of our returning students.
The Lower School French program is lively, interesting
and exciting. We provide the foundation for life-long
learning and love of world languages and cultures.
Revised August 2018 18
CO-CURRICULAR
INFORMATION
LOWER SCHOOL –
LEARNING SUPPORT AND TUTORIALS
Lower School teachers provide individualized assistance,
as needed during the day and before and after school.
LOWER SCHOOL – LIBRARY SERVICES
Our Values
We believe
…that intellectual freedom is a fundamental right for all;
…that literacy is an essential skill across all platforms and
disciplines;
…that reading for personal information and enjoyment
leads to lifelong learning;
…that respect for intellectual and creative property is
everyone’s responsibility.
Our Mission
Teach, Inspire, Explore
The Lower School Library supports the reading and
information needs of all students PK3-2 with a diverse
collection of materials in print and digital formats. In
addition, through regular instruction, students develop a
respect for materials, become comfortable with library
procedures, understand how books are organized and
begin to locate materials to investigate ideas. Age-
appropriate information literacy skills are taught at each
grade level, and students often leverage technology to
accomplish their tasks.. Children are encouraged to
check out books that support their enjoyment and
educational reading needs, and students can also check
out additional materials to support their classroom
projects. They are guided to become lovers of reading,
independent library users and life-long learners.
LOWER SCHOOL – AFTER SCHOOL
PROGRAMS
The Lower School offers the following after school
programs:
● Sundowners Program
● Junior Jackets Sports Program
● PM Enrichment Program – (Grades 1 - 5)
PM Enrichment classes are optional after school
activities offered for Grades 1 - 5, to meet the
growing interests of children beyond the normal
academic day. There are three nine-week sessions
which meet during the fall, winter, and spring,
Tuesday through Friday, from 3 - 4:00 p.m.
Registration slips are sent home one week before the
start of each session, and are honored on a first-
come, first-served basis and space availability.
Certain activities, such as art, may be limited to
participation in one session only.
An Early Risers before school program is also offered at
the Lower School
Please refer to the website (www.dcds.edu) for detailed
information.
Revised August 2018 19
JUNIOR SCHOOL
INTRODUCTION
The Junior School serves a unique intermediate age group
and provides a meaningful, vital bridge between the
elementary school years (pre-Kindergarten through Grade
2) and the middle school years (Grades 6 through 8).
Through age-appropriate curriculum and activities, the
developmental skills established in the Lower School are
reinforced and enhanced so that children can make the
transition from learning to read to reading to learn. In
Grades 3 through 5, independence and personal
responsibility are emphasized within the comfort of a
homeroom where language arts, reading, mathematics and
social studies are taught.
Specialists and homeroom teachers work cooperatively to
provide a coordinated curriculum that includes basic
instruction at all levels in language arts, reading,
mathematics, science, French, social studies, art, vocal
and instrumental music, computer applications and
physical education. Integrated activities such as the Grade
3 “Coming to America,” the Grade 4 “Magnificent
Michigan Film Festival,” and the Grade 5 “American
Beginnings” programs stress interdisciplinary cooperative
learning, spanning language arts, social studies,
mathematics, art, music and physical education.
Caring and knowledgeable teachers are at the heart of the
Junior School experience. Faculty members are selected
for their academic achievement and credentials, as well as
for their experience and aptitude for the grade levels
served in the Junior School. Many faculty members either
have a master’s degrees or are working toward it..
Professional development receives a high priority;
teachers are encouraged to visit other schools and to
attend workshops and conferences. The director and
deans, in cooperation with the headmaster, regularly
evaluate classroom performance and curriculum.
Grade-level faculty meet twice weekly for planning
purposes. Assignments and homework are communicated
to parents and students via the school’s website portal
pages. To establish good study habits and promote
individual responsibility, homework is intertwined with
the Junior School school-day curriculum. Teachers tailor
homework to the children’s maturity level: approximately
30 minutes per night in Grade 3 and 40 minutes in Grade
4 and 50 minutes in Grade 5. Student’s progress is
formally reviewed at the end of each goal period; progress
reports are sent home to parents as needed; and goal-
setting is discussed and reviewed at formally scheduled
parent-teacher conferences. Diagnostic tests, such as the
Educational Records Bureau (ERB) Comprehensive
Testing Program and the NWEA MAP online adaptive
assessment are used for placement and for monitoring the
curriculum.
Societal and moral issues, character development and
ethical concerns are regularly addressed through special
collections and assemblies that go beyond regular
classroom studies.
Because our school serves such a wide geographical area,
special emphasis has been given to creating our own
“neighborhood” by providing diversified activities that
involve our young people, their teachers and their
parents. Our Early Riser and Sundowner programs
provide before and after school services, the PM program
allows children to pursue a special interest and Boy Scout
and Girl Scout groups bring yet another dimension to the
program in our quest to develop the whole child, each to
the best of his or her ability.
N.B. Texts listed in the course descriptions in this
catalogue are subject to change.
JUNIOR SCHOOL - MUSIC
Vocal/General Music – All Grades
All Junior School students experience vocal/general
music twice weekly for 45 minutes. Overall objectives for
all grade levels are to help students:
● Understand and appreciate the various forms of artistic
expression and their relationships;
● Approach music both as an art to be enjoyed and
shared, and as a discipline that demands developing skills
and increasing knowledge;
● Expressively perform music of many different cultures,
both western and non-western;
● Be willing to contribute in a group or individually;
● Have confidence in their singing and playing abilities;
● Gain familiarity with various styles of music and begin
to develop preferences;
● Develop other academic skills through music;
● Build a repertoire of songs including the following
types: singing games, cumulative, patriotic, seasonal, folk,
call and response, songs of non-western cultures, ethnic
songs, spirituals, canons and ballads;
● Acquire knowledge and listening experience regarding
great master works and composers.
Strings - All Grades
Students in Grades 3 through 5 have the opportunity to
study the violin, viola, cello or bass. The Junior School
also offers an advanced-level string ensemble which
meets before or after school. All strings classes meet
twice a week for 35 minutes. The Junior School students
perform in two concerts a year, “Celebrate the Arts” and
have various other opportunities for solo or ensemble
performance throughout the year.
Band – Grades 4 and 5
In Junior School band, students learn the basics of
performing instrumental music in an ensemble setting.
We develop fundamental performance skills such as tone
production, articulation and note and rhythm reading, and
Revised August 2018 20
develop more advanced skills, such as sight reading, and
concert preparation. Students who return for a second
year in fifth grade act as section leaders and prepare
additional concert music. The Junior School band
performs in two concerts a year, “Celebrate the Arts” and
has various other opportunities for solo or ensemble
performance throughout the year.
Choir - Grades 4 and 5
Students meet for Choir twice each week for 90 minutes.
Children work on singing tone, breathing technique,
solfeggio and rhythmic reading, balance and blending of
voices, and singing in parts. The Choir holds
performances several times each year for school and
community audiences.
JUNIOR SCHOOL – VISUAL ARTS
The curriculum is designed to challenge and excite the
child about the world of art and develop their skills and
techniques. We expose them to a variety of art forms
such as drawing, painting, three-dimensional sculpture,
ceramics and mixed media. The student will learn art
vocabulary used to analyze and express opinions on art.
Classes meet twice weekly for 45 minutes.
Lessons are sequential and build on experience. For
example, in third grade, one-point perspective drawing is
introduced; in fourth grade we develop that skill by
exploring two-point perspective drawings of cubes;
finally, in fifth grade, the student does a challenging two-
point perspective drawing, a cityscape. The student learns
how to draw a street scene with windows, doors, bricks,
and people — down to the last detail. The same is true
for all lessons in weaving, ceramics and painting. We
proudly display our children's artwork in our hallways, at
local libraries and other public venues.
Art history has been incorporated into the curriculum in a
variety of ways. Three artists are showcased each year.
Bright, beautiful twelve-foot murals hang in the hallways.
It is like bringing the art museum to the children. All
three levels experience a tour of the artist. In the art room
they research the artists and create work inspired by that
particular artist. In the past Leonardo D’ Vinci, Claude
Monet, Vincent Van Gogh, M.C. Escher, Robert Wyland
and Jackson Pollock were featured! Art history DVDs
and websites are used to introduce many lessons. Smart
Board presentations show students examples of the
elements of arts and the principles of design. The student
learns how to compare and analyze realistic and abstract
art.
A successful interdisciplinary program results from
working and planning with the cooperation of the whole
faculty. Special units are taught to coordinate art projects
with academic subjects.
JUNIOR SCHOOL – TECHNOLOGY
The goal of computer applications in the Junior School is
to expose students to age-appropriate computer
technology. The Junior School is 1:1 with a cart of
Chrome Books for each homeroom. This program
provides a laptop to every student in the school.
In Grade 3, the focus is on the development of
keyboarding skills with emphasis on proper technique.
We use the interactive keyboarding program, Type to
Learn, which provides a mixture of lessons and games
to enhance technique, accuracy and speed. Students
in grade three are also taught the basics of word
processing using Microsoft™ Word, an introduction to
the Google
Docs Suite, and the basics of safely accessing the
Internet.
In Grade 4, the curriculum focuses on the development
of advanced program techniques as well as continued
exposure to use the Internet effectively for research
activities tied to specific projects in language arts, social
studies and mathematical problem solving.
In Grade 5, the students use their skills in keyboarding,
word processing, using computer applications, and
Internet research to enhance writing and generating
projects for all content areas.
JUNIOR SCHOOL – HEALTH
EDUCATION
The Junior School health education program is taught in
both homeroom and science classrooms. Expanding on
the lessons learned in the Lower School, students learn
components of nutrition and how to eat well-balanced
and healthy meals, how their bodies move and how
exercise keeps their bodies healthy and strong, the
importance of sleep, emotional health, and body systems.
Puberty education begins in fifth grade and continues in
the middle school.
JUNIOR SCHOOL – LANGUAGE ARTS &
READING
Grade 3 Language Arts
The third grade language arts program consists of the
writing process, spelling, grammar skills, and cursive.
Through the writing process students investigate a variety
of genres including: descriptive, expository, narrative,
persuasive, journal, and poetry writing. Assignments
include prewriting, revising, editing, and publishing.
These skills are then integrated across the curriculum.
In our spelling program, F.A.S.T. concepts are built upon
from previous grades. Continued application of spelling
rules to daily written work and the introduction of Greek
Revised August 2018 21
and Latin roots help children further their spelling
development.
Grammar is integrated through mini lessons taught within
the writing process as well as daily writing assignments.
Cursive continues to be reinforced in third grade using
Zaner-Bloser
Texts: Strategies for Writers; Zaner-Bloser, 2013;
Handwriting, Grade 3, Zaner-Bloser, Inc., 2012; F.A.S.T.
Spelling Program, F.A.S.T. Learning, LLC, 2007.
Grade 3 Reading
Using a variety of literature, the third grade curriculum
provides students with the opportunity for teacher-
directed reading and listening comprehension, sustained
silent reading, partner reading and the development of
fluency in oral reading. Students respond to literature
through whole group discussion, literature circles, journal
entries and written comprehension activities. Using
critical thinking skills, the students explore fairy tales,
historical fiction, realistic fiction, non-fiction and
biographies. Social studies concepts are integrated
throughout the program.
Reading comprehension strategies are explicitly taught to
insure that students are monitoring their understanding.
The students’ skills are constantly reinforced as they read
authentic literature. Challenging words are selected for
students to apply their newly acquired skills of finding
word meaning in context, as well as developing dictionary
skills to help them construct meaning as they read.
Further enrichment activities that enhance our reading
program are daily read aloud, D.E.A.R. (Drop Everything
and Read!), plays, Readers’ Theatre and weekly library
sessions that fosters a reading community.
Novels: Caleb’s Story by Patricia MacLachlan; Orphan of
Ellis Island by Elvira Woodruff; Time for Kids Biography -
Henry Ford by Dina El Nabli; Lemonade Wars by
Jacqueline Davies.
Texts: Third Grade Spelling Books 1 and 2, Third Grade
Teachers, Detroit Country Day School, 2010.
Grade 4 Language Arts
In language arts and reading classes students develop their
skills in reading, writing, speaking and listening.
Students are given a variety of writing experiences in
fourth grade, to meet many writing purposes. Students
organize ideas into topics and details with the help of
graphic organizers, and write multi-paragraph works.
Writers complete both creative writings and non-fictional
research papers, considering intended audience, applying
writing conventions and other elements of good writing:
word choice, voice, organization and clarity, revising and
editing before publishing. Students are guided through a
five-step writing process: prewriting, writing, revising,
proofreading and finally publishing.
Basic grammar skills, punctuation skills and structure are
taught both at this time and in separate lessons. Spelling
is taught both within the writing program and through
explicit lessons. Students do most spelling exercises at
home through written exercises. They follow the same
schedule for spelling each week, which makes homework
an expected routine and responsibility. Students also
enrich vocabulary with Greek and Latin roots, and use
these origins to develop breadth and understanding of the
origins and development of the English language. Fourth
grade students continue to improve their cursive writing
that they started in third grade.
Texts: Everyday Spelling 5, Scott Foresman, 2008; Worldly
Wise 3000 Book 5, Educator Pub. Service Inc., 2013;
Handwriting Gr. 4, Zaner-Bloser, English Workbook Plus Gr. 4,
Houghton Mifflin, 2000.
Grade 4 Reading
Students address skills used for effective reading through
authentic fiction novels, non-fiction materials, and texts.
Students apply explicitly taught comprehension skills,
such as inference and identifying author’s purpose, to
their daily reflections on literature. Student choice is
promoted during a literature circle unit in which students
choose from a teacher-guided list of novels. They then
share and analyze their chosen book with a small group of
students.
In addition to daily assignments, there are several
extension activities provided in fourth grade. Biography
Day is a “character” classroom presentation. Students
select a non-fiction novel to read independently and then
communicate their understanding orally and through
written assignments. Read-aloud is an integral part of
both the reading program and overall growth and
development, supporting reading comprehension
strategies, listening skills, character development, social
studies concepts and most importantly, the love of
reading. Children are expected to read for twenty
minutes every night and respond at least once a week in
written format to their at-home reading.
Novels: Regular Level - James and the Giant Peach by Roald
Dahl; Holes by Louis Sachar; Among the Hidden by
Margaret Peterson Haddix; The Magician’s Elephant by
Kate DiCamillo; The One and Only Ivan by Katherine
Applegate; Tuck Everlasing by Natalie Babbitt. Enriched
level - Out of My Mind by Sharon Draper; Ruby on the
Outside by Nora Ralleigh Baskin; A Long Walk to Water by
Linda Sue Park; Savy by Ingrid Law.
Text: Strategies to Achieve Reading Success, Book D,
Curriculum Associates, Inc., 2010.
Grade 5 Language Arts
Revised August 2018 22
The primary focus is to further develop and explore the
communication skills of writing, reading and speaking.
Students explore a variety of writing genres using the five-
step writing process: prewriting, rough draft, revising,
proofreading and publishing. These steps are taught as
separate lessons to make the task of writing more
meaningful and successful. The emphasis is to help
students learn to write fluently, coherently and correctly
for a variety of purposes and audiences. Writing is taught
in a noncompetitive, nurturing atmosphere of acceptance
and respect. Mini lessons are taught at the beginning of
class to help students improve their writing skills.
Grammar skills are taught within the context of writing,
along with punctuation skills and structure. Students are
given frequent opportunities for publishing and
presenting their written work.
Texts: Everyday Spelling 6, Scott Foresman, 2008; Wordly
Wise 3000 Book 5, Educators Publishing Services, 2007.
Grade 5 Reading
Students grow in literacy through rich, interactive and
successful experiences with excellent literature. The two
major, equally important outcomes of literature are the
construction of meaning and the development of positive
habits and attitudes. Students have many and sustained
opportunities to appreciate and learn from a wide range
of fiction and nonfiction literature. A variety of
approaches, including teacher read-aloud, shared reading,
cooperative reading and teacher guided reading, are used.
Extensive independent reading is also required. Skills and
strategies are taught as functional activities that will help
students construct meaning. The program integrates
essential writing and oral language activities with reading.
Rea
Novels: Hatchet by Gary Paulsen; A Family Apart by Joan
Lowery Nixon; Because of Winn-Dixie by Kate DiCamillo;
Blood on the River by Elisa Carbone; Literature Circles (a
variety of books).
JUNIOR SCHOOL - MATHEMATICS
Grade 3
The third grade math program continues to develop the
understanding of numeration and number sense begun in
the early elementary years. Students are tested in the fall
and placed into performance level groups. All students
participate in Continental Mathematics League (CML)
competitions. Concepts of place value are introduced.
Concepts of time and money are reviewed and mastered.
Basic facts for addition and subtraction are reviewed,
while multiplication and division facts are introduced. All
student use an online game-based math facts fluency
program called REFLEX by Explore Learning. Addition,
subtraction and multiplication algorithms are studied and
the ability to apply these skills in real life situations is
emphasized. Students are further encouraged to see the
connection between mathematics and the world around
them through such topics as geometry, customary and
metric measurement, data collection, and graphs as a
means of organizing information. Mental math
techniques and strategies for solving math problems are
studied throughout the year as the children are
encouraged to develop confidence in their ability to think
mathematically. Our approach and textbook are Common
Core Compliant. We encourage inquiry and
understanding as well as supporting the development of
skill mastery. The class meets five days per week for 45
minutes.
Text: Progress in Mathematics, Sadlier Oxford, 2007
Grade 4
The fourth grade math program revisits basic algorithms,
adding to the application of multiplication and
division. All student use an online game-based math facts
fluency program called REFLEX by Explore Learning.
Multiplications up to two digits and division of two and
three digit numbers are studied. Place value, metric
measurement, graphs, mental math, and problem solving
are explored. Addition and subtraction of fractions with
like and unlike denominators are studied, and decimals to
the tenths and hundredths place as well. Students are
tested in the fall and placed into performance level
groups. All students participate in Continental
Mathematics League (CML) competitions. Our
approach and textbook are Common Core
Compliant. We encourage inquiry and understanding as
well as supporting the development of skill mastery
Online practice materials and after school enrichment
opportunities are offered. Classes meet five days per
week for 45 minutes.
Text: GO Math! Grade 5, Houghton Mifflin, 2015
Grade 5
The fifth grade math program builds on the preceding
third and fourth grade programs and emphasizes a
balance between computation and problem solving.
Students are tested in the fall and placed into
performance level groups. All students participate in
Continental Mathematics League (CML) competitions
Students practice the four basic operations of addition,
subtraction, multiplication, and division with whole
numbers, fractions, and decimals. Twice per week,
classes reinforce math computation skills through timed
Mad Minutes. Students are introduced to key concepts in
geometry and measurement. The foundation of algebraic
thinking is explored through practice of variables and
expressions. Students learn the importance of applying
math knowledge to real-life situations. They explore and
use a variety of techniques and strategies for problem
solving. Students use supplementary materials, including
manipulatives and math games, to enhance their learning.
Our approach and textbook are Common Core
Compliant. We encourage inquiry and understanding as
well as supporting the development of skill mastery
Revised August 2018 23
Classes meet five days per week for 45 minutes.
Text: GO Math! Grade 6, Houghton Mifflin, 2015
JUNIOR SCHOOL – PHYSICAL
EDUCATION
The physical education program is an integral part of the
educational process of all students. In our highly
technological society in which automation, stress and
inactivity are present, the need for physical activity is
paramount in maintaining a healthy body. Our physical
education program provides our students with the
opportunity to enhance physical wellbeing and to acquire
skills, knowledge and attitudes that can be utilized
throughout life.
The physical education program at the Junior School is a
spiraling program involving four major components:
motor skills development, physical and aerobic fitness,
cognitive skills development and affective skills.
Children are allowed to progress on individual goals and
are also involved in long-term group goals on a bi-weekly
schedule of 45 minute periods. Fitness and skills testing
is minimal and subjective in nature until end-of-the-year
standardized national testing, which has been a year-long
targeted goal. Student evaluation is based on effort and
behavior.
The Junior School physical education program goals are:
● to allow children to become active within a vigorous
exercise program stressing cardiovascular fitness,
flexibility and major muscle group strengthening through
low-level exercise;
● to expose children to a variety of athletic skills and
introduce games in which those skills may be
demonstrated;
● to allow athletic self-expression and movement
discovery through open-ended programs of educational
gymnastics and creative dance;
● to develop positive attitudes towards others, stressing
sportsmanship and “teamsmanship,” as well as instilling
confidence and pride in one's self.
Grade-level activities are as follows:
Grade 3
● Movement experiences
● Body management
● Manipulative basic skills
● Introduction of sports skills and activities
● Precise fitness program
● Fitness testing
Grade 4
● Specialized sport skills
● Lead-up sports games and activities
● Precise fitness program
● Fitness testing
Grade 5
● Specialized sport skills
● Introduction to competitive games
● Precise fitness program
● Fitness testing
JUNIOR SCHOOL - SCIENCE
The Junior School science program is based on a spirally
developed curriculum that incorporates topical or
thematic units from life, physical and earth science.
Process skills are emphasized along with knowledge as
students are engaged in hands-on, minds-on activities.
The scientific method is modeled in the designing of
experiments, as well as analyzing and integrating scientific
concepts with students’ prior knowledge. A strong love
for science is nurtured.
Special programs, visiting scientists, videos, and models
enhance the students' experiences, as do field trips to
nature centers, science museums, and mini-field trips in
our own school grounds. The fourth graders spend three
days and two nights at Science Camp, immersed in
environmental education. Fifth graders attend week long
Space Camp, in Huntsville, Alabama, learning about space
and technology.
Science classes meet on a regular basis. Students in
Grades 3 and 4 meet with a science instructor three times
a week, each for forty-five minutes; Grade 5 students
meet for four forty-five minute classes. The children
work in cooperative learning groups and as individuals to
observe, describe, measure, predict, estimate, test and
record. The foundation for a good scientific attitude is
stressed. Units of study include:
Grade 3
● Living Things and Animal Classification
● Energy: Sound and Light
● Earth, Sun and Moon
Text: Sound, Delta Education, 2011; Light and Color, Delta
Education, 2011; Earth, Moon, and Sun Systems, Delta
Education, 2013
Grade 4
● Trees and Ecosystems
● Energy: Heat and Electricity
● Air and Weather
Text: Ecosystems, Delta Education, 2011; Energy, Delta
Education, 2011; Air and Water, Delta Education, 2011
Grade 5
● Rocks and Changes in the Earth’s Structure
● Human Body: Cells to Systems
Revised August 2018 24
● Flight and Living in Space
Text: Human Body Systems, Delta Education, 2011; D
Flight and Rocketry, Delta Education, 2011; The Rock Cycle,
Teacher Created Materials, 2015.
JUNIOR SCHOOL – SOCIAL STUDIES
Grade 3
The third grade curriculum explores the building of
communities, both past and present, how communities
bring people together and how the geography, climate,
resources, and government affect a community. Time
spent on social studies weekly is two to three 45 minute
sessions. While working closely with the reading
curriculum, children are introduced to landforms and
discover who and what makes up America. Our heritage,
or who we have been, is celebrated with “Coming to
America” student recitations. At the end of the year,
leadership skills are sharpened as students work creatively
as a team, making and selling a product.
Text: Our Communities, Harcourt Brace & Co., 2010;
supplemented with a variety of trade books.
Grade 4
In fourth grade, students look at the five regions of the
United States through the lens of four social sciences —
economics, geography, political science, and history.
During the second half of the year, student focus on our
home state of Michigan: geography, government, history,
economics, and culture. Michigan’s geography is the
study of basic map skills and landforms of our state.
Fourth grade then looks at government, reviewing its
levels -- national, state and local, and their organization,
which are integrated with both reading and language arts
activities. Trips to the District Court allows students to
experience government in action. From there, our fourth
graders are introduced and taken through an in-depth
look at the history of Michigan. Interdisciplinary learning
in art, French and science broaden the educational
experience and understanding of Michigan’s history. The
study of our state’s economics and its variety of industries
and lifestyles round-out the year. The month of May
brings Michigan Week and celebrating what we have
learned throughout the year in a variety of presentations,
most significantly “Magnificent Michigan Film
Festival,” an entertaining, informative and multi-
disciplinary musical which is presented on stage at the
school’s Performing Arts Center.
Text: Social Studies Alive! Regions of Our Country 2016
Grade 5
At the fifth grade level, this course serves as a study in
early American history, from the Age of Exploration
through the American Revolution. History lessons
attempt to link past and present in ways that make sense
for all students. DVDs and interactive whiteboard
activities enrich the curriculum. Through Scholastic
News, the children become familiar with current events.
An effort is made to integrate history into other subjects.
Each year, fifth grade students present “American
Beginnings,” by researching and becoming a “character”
of America’s past.
Texts: Our Nation, MacMillan/McGraw-Hill, 2005.
JUNIOR SCHOOL – WORLD
LANGUAGES
World language study has always been an important part
of the academic curriculum from Pre-Kindergarten
through Grade 12. In the elementary grades, children
study French. They may continue with French
throughout their secondary years, or may change to
another language as early as Grade 6. Junior School
students meet twice a week for 45 minutes. World
language study offers many benefits. From deeper
understanding of one’s own native language to broader
global awareness to future career opportunities, the skills
and discipline obtained in the world language classroom
transfer to other subjects and increase the rate of success
in those areas.
In the Junior School, the French language is taught using
a natural approach centered on visuals, games, songs,
stories, props, listening and video comprehension
activities, peer interactions, role-play and other hands-on
approaches to increase the comprehension of both the
spoken and written parts of the language. The class is
designed to stimulate and enhance listening, written,
spoken and cultural aspects of the French language.
Students recognize written words from their oral
vocabulary. This starts them off on the path to reading in
French. Written activities offer practice in answering
questions, organizing words into meaningful sentences,
and drawing to show comprehension. Cultural studies
foster an understanding of people of the world and
develop positive attitudes toward linguistic and lifestyle
differences. Culture and history lessons help students
increase their sensitivity to and understanding of customs
and traditions of others, and this in turn helps students
develop a global perspective. A highlight of the year is
the celebration of French Week. French PM is also
offered after school as a tutorial for students up to two
times a week.
The Junior School French program is dynamic, varied in
activities and allows students to become more aware of
world cultures and world languages.
CO-CURRICULAR
INFORMATION
JUNIOR SCHOOL –
Revised August 2018 25
LEARNING SUPPORT AND TUTORIALS
Junior School teachers tutor as needed during recess,
before school and after school, or students can sign up
for, or may be required to attend, the tutorial sessions
provided in the after school PM Program.
JUNIOR SCHOOL – LIBRARY SERVICES
Our Values
We believe
…that intellectual freedom is a fundamental right for all;
…that literacy is an essential skill across all platforms and
disciplines;
…that reading for personal information and enjoyment
leads to lifelong learning;
…that respect for intellectual and creative property is
everyone’s responsibility.
Our Mission
Teach, Inspire, Explore
A certified school librarian who meets with each class
once a week for 45 minutes staffs the library. The focus
of each class is to learn information literacy and research
skills, to develop and nurture a passion for reading and
literature, and to have an opportunity to check out any
desired materials. The children are taught and
encouraged to use the library’s computerized self-check-
out system and online catalog. Using school-provided
laptops, students also learn to use online databases in
order to do research for classroom projects during library
visits.
The library’s collection of nearly 10,000 print and digital
materials includes fiction and non-fiction to
accommodate readers of varying levels. The Junior
School Library also offers a professional collection of
books and materials for faculty and parents to check out
at any time during the school year.
The library is open to students and faculty during school
hours as well as before and after the official school day.
JUNIOR SCHOOL – AFTER SCHOOL
PROGRAMS
The Junior School offers the following after school
programs:
● Sundowners Program
● Junior Jackets Sports Program
● PM Program – (Grades 1 - 5)
PMs are optional after school activities offered for
Grades 1 - 5, to meet the growing interests of
children beyond the normal academic day. There are
three nine-week sessions which meet during the fall,
winter, and spring, Tuesday through Friday, from 3 -
4:00 p.m. Registration slips are sent home one week
before the start of each session, and are honored on
a first-come, first-served basis and space availability.
Certain activities, such as art, may be limited to
participation in one session only.
An Early Risers before school program is also offered at the
Junior School Please refer to the website (www.dcds.edu)
for detailed information.
Revised August 2018 26
MIDDLE SCHOOL
INTRODUCTION
The Middle School academic program recognizes the
unique needs of the age group while preparing students
for the Upper School curriculum. The first academic
priority is the development of thinking and writing skills.
Study skills such as organization, methods of study,
cooperative review, note taking, time management and
techniques of memorization are emphasized. These skills
are applied to the basics of computer science, English,
languages, history, mathematics, performing arts, visual
arts and science.
Advanced level courses are designed to meet the needs of
talented students so that they are appropriately challenged
in courses in art, chemistry, English, languages and
mathematics. These courses represent the foundation for
the International Baccalaureate diploma program and the
Advanced Placement program of the Upper School.
Sophomore standing in college may be available to
students who successfully pass the required number of IB
and AP examinations as high school juniors and seniors.
The Middle School offers a number of coordinated and
interdisciplinary activities that contribute importantly to a
liberal arts education, such as extended field trips to our
nation’s capital that may include Mt. Vernon, Gettysburg
or Williamsburg, a science trip to Florida, and inter-
departmental units featuring such things as a day in the
life of a Civil War soldier. Faculty also conduct local field
trips to community resources that relate to the
curriculum, such as those to drama productions at the
Meadow Brook and Hilberry Theatres. Students are
prepared for, and encouraged to, participate in area and
statewide mathematics and computer contests, science
fairs in the metropolitan area, area and statewide language
festivals, regional and state instrumental and vocal
festivals, area-wide fine arts juried exhibitions, area-wide
writing contests, the State Forensics Tournaments, and
spelling bees at the local, state and national levels. By
participating in academic experiences beyond the
classroom, students learn to think in several spheres of
knowledge and to apply a discriminating intellect to the
world beyond the classroom.
The educational process demands meaningful homework
assignments that extend and enhance the classroom
experience. Each teacher’s lesson plans or assignments
are available to students and parents as part of a planned
approach toward teaching and learning. Teachers
regularly update their plans and report grades via the
available online system to maximize communication with
students and parents. Teachers must display sound
pedagogical practices and thorough, daily classroom
preparation. Professional development is a priority at
Detroit Country Day School. Teachers are encouraged to
attend conferences, to visit other classrooms and schools,
and take advanced coursework in their field. A high level
of professionalism marks a Detroit Country Day Middle
School teacher.
For students, it is axiomatic that evaluation is an integral
part of the instructional process. Examinations require
the student to develop a course perspective and to reflect
on acquired knowledge. Middle School students are
frequently evaluated through a variety of methods to
honor different learning styles and to review specific
course content while developing thinking, application and
writing skills. Students also undertake comprehensive
final examinations that promote good study skills, content
analysis, retention of material and the
psychological/cognitive development required for the
comprehensive examinations they will encounter in upper
secondary education.
MIDDLE SCHOOL – MUSIC
Detroit Country Day School recognizes the important
role musical instruction can play in a child’s life and
commits itself to numerous opportunities for student
participation. Colleges view participation in the arts and
performing arts as a valuable experience that broadens
students’ understanding and appreciation of the
aesthetics and beauty in diverse genres of music.
Our primary goal is to provide excellent musical
experiences through performance in instrumental music
(band and orchestra) and choral music. Through its
multi-level structure, the instrumental program offers the
beginning student the opportunity to perform, while
giving the advanced players the proper environment in
which to further develop their skills and express their
musicality. The choral program is open to every student
who wishes to participate. Each ensemble offers a
unique experience for students.
All Middle School performance groups perform two
concerts each year in the Seligman Performing Arts
Center. We also participate in the Michigan School Band
and Orchestra Association (MSBOA) and the Michigan
School Vocal Music Association’s district and state
festivals with a reputation of excellence throughout the
area. In addition to the MSBOA festivals, students are
selected by blind audition to participate in the MSBOA
All-State Ensembles and perform as a part of the
Michigan Music Conference in Grand Rapids, MI.
Participation in these events allows students to enhance
their musicianship outside of the classroom.
Band Explorations and Instrument
Selection – All Grades
MBD0BT
Prerequisite: none
This class is for the absolute beginner. It is a
performance group which is open to all students who
wish to study a woodwind, brass or percussion
Revised August 2018 27
instrument. The fundamentals of reading music are
stressed as well as the proper use and care of their
prospective instrument as well as establishing a practice
regimen. Participants may perform in concerts. The
grade in this class is not averaged into the GPA but may
still affect honor roll status.
Symphony Band – All Grades
MBD0IT
Prerequisite: Placement by Audition
This performance group is open to all students who have
grasped the skills covered in the Band Explorations class.
Emphasis is placed on the mastery of daily assignments
that develop technical skills, note-reading, tone quality,
proper position and basic knowledge of music theory and
maintaining a consistent practice regimen. The group
performs two major concerts each year and participates in
school events. The grade in this class is not averaged into
the GPA but may still affect honor roll status.
Placement of students into Symphony Band or Wind
Ensemble is determined by teacher recommendation
and/or a skills assessment by the Middle School Band
Director.
Wind Ensemble – All Grades
MBD0AT
Prerequisite: Placement by Audition
This performance group is open to all students who have
mastered the skills covered in Band Explorations and
Band. Each group is exposed to music literature from
various periods of music history, as well as the study of
basic theory. Individual students participate in the
Michigan School Band and Orchestra Association Solo
and Ensemble Festival. The Band and Orchestra as
performance groups participate in the MSBOA District
and State Festivals. The group prepares two major
concerts each year and performs for school events and
various off-campus functions. The grade in this class is
not averaged into the GPA but may still affect honor roll
status.
Placement of students into Symphony Band or Wind
Ensemble is determined by teacher recommendation
and/or a skills assessment by the Middle School Band
Director.
Grade 6 - Treble Choir
MCR6RT
Prerequisite - none
This choir is an opportunity for any Grade 6 student to
explore vocal music in a classroom setting. Many
different types of music are performed throughout the
school year, covering a wide variety of styles and time
periods. The basic fundamentals of vocal technique are
studied such as breath support, posture and vowel
production. Also, elementary aspects of music theory are
introduced, such as basic notation, key signatures, rhythm
and solfege. The Treble Choir participates in all Middle
School choral concerts, as well as District Choral Festival
in March. The grade in this class is not averaged into the
GPA but may still affect honor roll status.
Grades 7 and 8 - Men’s Choir
MBC0RT
Prerequisite – none
This class meets the unique needs of the young male
voice by offering a special opportunity for boys going
through the difficult and sometimes awkward process of
the voice change. Since the class is all boys, it is geared
toward the specific needs of this type of voice. It offers a
safe and nurturing environment for young men to
discover the beauty of music. Beginning and intermediate
music theory is also covered, as well as proper vocal
technique. The choir performs in all Middle School
choral concerts in addition to participating in both
District and State Choral Festivals. A wide variety of
carefully selected repertoire is performed, adding to the
exciting experience of singing with such a group. The
grade in this class is not averaged into the GPA but may
still affect honor roll status.
Grades 7 and 8 - Women’s Choir
MGC0RT
Prerequisite – none
The needs of the young female voice are uniquely
different from the young male voice. The voice change
for girls is not as drastic as for the boys, but it does offer
very unique challenges and frustrations to young singers.
Since this class is all girls, it is geared toward the specific
needs of this type of voice. It offers a safe and nurturing
environment for girls to discover the beauty of music and
offers an opportunity for self-expression. Beginning and
intermediate music theory is also covered, as well as
proper vocal technique. The choir performs in all Middle
School choral concerts in addition to participating in both
District and State Choral Festivals. A wide variety of
carefully selected repertoire is performed, adding to the
exciting experience of singing with such a group. The
grade in this class is not averaged into the GPA but may
still affect honor roll status.
Strings Exploration – All Grades
MOR0BT
Prerequisite: None
Strings Exploration class is offered for those students in
Grades 6, 7 and 8 who have not studied a string
instrument, who have had minimal training on their
instrument, or students who need review of the basic
foundations of string playing. The students have a choice
of studying the violin, viola, cello or double bass.
Emphasis is placed upon basic techniques such as
instrument hold, left hand position, bow hold, tone
production and note-reading. Each student is responsible
for renting an instrument from an area string shop for
home practice. Cello and Double bass students are
Revised August 2018 28
required to rent an instrument for home practice, but
would have the opportunity to use a school instrument
during the school day to avoid transporting such a large
instrument to and from school. The Strings Exploration
class performs two major concerts per year and
participates in school events. Placement into this class
will be determined by the Middle School Strings Director.
The grade in this class is not averaged into the GPA but
may still affect honor roll status.
String Orchestra – All Grades
MOR0IT
Prerequisite: Placement by Audition
The String Orchestra is open to all students in Grades 6,
7 and 8 who have mastered the basic foundation of string
playing as taught in Strings Exploration. Emphasis is
placed on the mastery of daily assignments that develop
technical skills, note-reading, tone quality, posture and
basic knowledge of theory. The String Orchestra
performs in two major concerts each year and participates
in school events. All students enrolled in this class are
eligible to receive honor roll credit. The grade in this
class is not averaged into the GPA but may still affect
honor roll status.
Grades 7 and 8 - Chamber Ensemble
MOR0AT
Prerequisite: Placement by Audition
The Chamber Ensemble is open to select students in
Grades 7 and 8 who have reached an advanced level of
proficiency on their respective instruments. These
students are exposed to music literature from various
periods of music history, as well as the study of basic
theory. Students enrolled in this class will have the
opportunity to participate in the Michigan School Band
and Orchestra Association Solo and Ensemble Festival.
This group also participates in the MSBOA District and
State Orchestra Festivals. The Ensemble also prepares
two major concerts each year and performs for school
events and various off-campus functions. The grade in
this class is not averaged into the GPA but may still affect
honor roll status.
MIDDLE SCHOOL – THEATRE, DANCE,
AND COMMUNICATION ARTS
The Theatre, Dance & Communication Arts Department
offers students the opportunity to explore their creativity
in a nurturing and supportive setting. Middle School
speech and drama develops performers by strengthening
physical, vocal, imaginative and collaborative expression.
Students grow in their stage presence, teamwork, oral
communication, and narrative expression. Each course
engages students in technique exploration, practical
performance opportunities and a research component
reflective of our global cultural community.
Grade 6 Dance Rotator
MDA6DT11, MDA6DT12
(Rotates with Art - MAR6DT)
(PE credit granted)
(see also PHYSICAL EDUCATION)
This middle school rotator is a fun, collaborative and
exploratory class that allows dancers of all levels to enjoy
a creative and holistic approach to dance in a non-
intimidating setting. The class covers three main topics:
1) creating and exploring improvisation and creative
movement; 2) basic technical skill development in
contemporary dance forms; 3) learning and executing
choreography to perform at our spring dance showcase.
Our goal is to provide both a physical and artistic outlet
while encouraging healthy self-esteem. All levels of
experience are welcome to join!
Grade 7 Dance Rotator
MDA7Z11, MDA7Z12, MDA7Z13
(Rotates with Expository Writing – MEX7DT)
(PE credit granted)
(see also PHYSICAL EDUCATION)
This middle school rotator is a fun, collaborative and
exploratory class that allows dancers of all levels to enjoy
a creative and holistic approach to dance in a non-
intimidating setting. The class covers three main topics:
1) creating and exploring improvisation and creative
movement; 2) basic technical skill development in
contemporary dance forms; 3) learning and executing
choreography to perform at our spring dance showcase.
Our goal is to provide both a physical and artistic outlet
while encouraging healthy self-esteem. All levels of
experience are welcome to join!
Grade 8 Dance Rotator
MDA8DT1, MDA8DT2
(Rotates with STEM – MST8DT1)
(PE credit granted)
(see also PHYSICAL EDUCATION)
This middle school rotator is a fun, collaborative and
exploratory class that allows dancers of all levels to enjoy
a creative and holistic approach to dance in a non-
intimidating setting. The class covers three main topics:
1) creating and exploring improvisation and creative
movement; 2) basic technical skill development in
contemporary dance forms; 3) learning and executing
choreography to perform at our spring dance showcase.
Our goal is to provide both a physical and artistic outlet
while encouraging healthy self-esteem. All levels of
experience are welcome to join!
Grade 6, 7 and 8 Dance
MDAORT
(PE credit granted)
(see also PHYSICAL EDUCATION)
Revised August 2018 29
Prerequisite: Audition or recommendation by dance
teacher.
The year-long ensemble is open to dancers in grades 6-8
that have a talent and desire to build upon their dance
technique as well as explore improvisational movement,
choreography and the mind/body benefits that dancing
has to offer. Dancers will gain an appreciation for
multiple styles of dance through weekly technique classes
and by working with guest artists and choreographers. In
our class, teamwork and personal accomplishments are
celebrated in a non-intimidating atmosphere. Friends
and family have an opportunity to see these young
dancers shine at our annual spring dance showcase. .
Grade 6 Speech and Theatre Rotator
MSW6DT
(Rotates with Writing Workshop – MWW6DT).
The Grade 6 Speech and Theatre Rotator guides 6
th
grade students in an exploration of playful performance,
theatre, and public speaking. Through this work,
students will develop communicative, creative,
interpretive, and interpersonal skills consistent with the
Portrait of a Country Day Student. This course is
divided into three parts. The first section is devoted to
short, skill-building projects designed to introduce
students to the performer’s tools (body voice,
imagination, and ensemble). During the second rotation
we work on individual and group projects practicing
public speaking, with a focus on overcoming stage
anxiety and connecting positively with the audience.
Finally, in Goal III, students are introduced to theatre
production and performance with small stagecraft
projects and acting scenes.
Grade 7 Speech and Theatre Rotator
MXS7DT
(Rotates with Expository Writing – MEX7DT)
The Grade 7 Speech and Theatre Rotator guides 7
th
grade
students in creating meaning through performance,
theatre, and public speaking. Through this work,
students will develop communicative, creative,
interpretive, and interpersonal skills consistent with the
Portrait of a Country Day Student. This course is divided
into three parts. The first section is devoted to short,
skill-building projects designed to introduce students to
the performer’s tools (body, voice, imagination, and
ensemble). During the second rotation we work on public
speaking and oral interpretation projects, with a focus on
developing content, clarity, and connection in impromptu
speaking. Finally, in Goal III, students are introduced to
theatre production and performance with small stagecraft
projects and acting scenes.
Grade 8 Speech and Theatre Rotator
MSF8D
(Rotates with STEM – MST8DT1)
Prerequisite: Average grade of 90 or above in any Speech
and Theatre rotator, or placement by audition.
The Grade 8 Speech and Theatre Rotator guides 8th
grade students in an exploration of story-driven
performance, theatre and public speaking. Through this
work, students will develop communicative, creative,
interpretive, and interpersonal skills consistent with the
Portrait of a Country Day Student. This course rotates
with the STEM class, and is divided into three parts. The
first section will be devoted to short, skill-building
projects designed to introduce students to the
performer’s tools (body, voice, imagination, and
ensemble). During the second rotation we will learn
about competitive forensics (speech and debate) and
work on our own public speaking projects. Finally, in
Goal III, students will be studying theatre production
and performance with small stagecraft projects and acting
scenes, as well as a unit examining a single theatrical text
in an historical and social context.
Grade 8 Honors Speech and Theatre
MDR8RT
Prerequisite: Average grade of 90 or above in any Speech
and Drama Rotator, or placement by audition.
The Advanced Speech and Theatre elective course is
designed to guide experienced 8
th
grade students in
exploring the power of narrative as they participate in
public speaking, oral interpretation, and theatre projects.
Through this work, students will develop communicative,
creative, interpretive, and interpersonal skills consistent
with the Portrait of a Country Day Student. The first half
of the year will be devoted to short, skill-building projects
designed to introduce students to the performer’s tools
(body, voice, and imagination), public speaking, oral
interpretation, and ensemble performance. Students also
compete in the MIFA Fall State Forensics Tournament.
In the second half of the year, students will participate in
in-depth studies of performance texts, stagecraft and
design projects, and a collaborative playwriting
production project culminating in a performance for our
lower grades.
Texts: There is no textbook for MDR8RT
MIDDLE SCHOOL – VISUAL ARTS
The Middle School visual arts department offers arts
instruction for all students. In 6
th
, 7
th
and 8
th
grade there
is a rotating art class offered. In either 7
th
and/or 8
th
grade there is the option to take the year-long art class.
Classes are enriched with short videos, art reproductions,
teacher demonstrations and presentations, the Scholastic
Art magazine, visiting artists, and field trips. Classes
address the National Standards for the Visual Arts as
established by the National Art Education Association.
The Middle School Art Program embodies creativity in a
collaborative, safe, approachable environment. The focus
is to create artists and this is done by instilling the eight
Revised August 2018 30
Studio Habits (Studio Thinking: The Real Benefits of Visual
Arts Education, 2007).
1. Develop Craft
2. Engage & Persist
3. Envision
4. Express
5. Observe
6. Reflect
7. Stretch & Explore
8. Understand (Arts) Community
The art classroom fosters an instructional climate where
students can express artistic talent, develop creative
thinking, and find multiple solutions to art problems.
Through varied studio experiences, the students gain the
ability to produce, read and interpret visual symbols, and
learn to evaluate their own productions as well.
While skill achievement and historic appreciation are
stressed, emphasis on the fun and enjoyment of learning
is an important element of Middle School art education.
Grade 6 Art Rotator
MAW6DT (rotates with writing workshop)
Meets: 2 or 3 days a week for six weeks – three times per
year (two or three 70 minute classes per week).
The grade 6 course includes a variety of explorations that
build upon the techniques and materials presented in
earlier art education. Projects explore the elements and
principles of art by working with a wide variety of
mediums that are created within two and three
dimensional space. This is a stress-free course designed to
be enjoyed by all students, no matter their artistic ability.
Texts: None.
Grade 7 Art Rotator
MXA7DT (rotates with Expository Writing )
Meets: 2 or 3 days a week for six weeks – three times per
year (two or three 70 minute classes per week).
The grade 7 course includes a variety of explorations that
build upon the techniques and materials presented in
earlier art education. Projects further explore the
elements and principles of art which include an
assessment of understanding, craftsmanship, creativity,
effort, and participation. In order to assist with personal
growth, students are encouraged to take risks and
required to document their progress. Throughout the
year, students participate in peer-to-peer, teacher-student,
and class critiques. This is an adaptable course for artists
at any skill level.
Texts: None.
Grade 8 Art Rotator
MSA8DT (rotates with STEM)
Meets: 2 or 3 days a week for six weeks – three times per
year (two or three 70 minute classes per week).
The grade 8 course will further explore the elements and
principles of art. Students continue to review and build
upon two and three-dimensional techniques and materials
presented in earlier art education. At this level, there is a
more in-depth assessment of understanding,
craftsmanship, creativity, effort, and participation. In
order to assist with personal growth, students are
encouraged to take risks and required to document their
progress. Throughout the year, students participate in
peer-to-peer, teacher-student, and class critiques. This is
an adaptable course for artists at any skill level.
Texts: None.
Grade 7 & 8 Year-Long Art
MAR0RT
Meets: 2 to 3 days a week (70 minute classes).
The year-long course is offered to individuals who exhibit
a special interest and the desire to grow as an artist.
Through in-depth two and three-dimensional projects,
students will practice studio habits that expand prior
knowledge from earlier art education. Assessment of
understanding, craftsmanship, creativity, effort, and
participation is held at a higher standard. In order to assist
with personal growth, students are encouraged to take
risks and required to document their progress.
Throughout the year, students participate in peer-to-peer,
teacher-student, and class critiques.
In an effort to help students further explore their own
ideas and interests, a sketchbook is maintained and is
assessed at the end of each goal. It is highly encouraged
for students taking this course to have prior practice of
the eight Studio Habits (Studio Thinking: The Real Benefits of
Visual Arts Education, 2007).
Texts: None.
MIDDLE SCHOOL - ENGLISH
“Language is the blood of the soul into which thoughts
run and out of which they grow.”
~ Oliver Wendell Holmes
The command of language is basic to thinking and
learning in all disciplines. Language enables us to form
concepts, to organize thoughts, to communicate ideas,
impressions, feelings, values and desires. Through
language we share our experiences and share in the
experiences of other people, both past and present.
Indeed, skillful use of language may be the single most
important means of realizing the ultimate goal of
education: the development of informed, thinking citizens
able to communicate and function effectively.
Revised August 2018 31
The Detroit Country Day Middle School English
program focuses primarily on the development of
reading, writing, speaking, and listening. The program
also seeks to foster the enjoyment of language, the
appreciation of literature, the expression of creativity and
the development of logical, critical thinking.
Middle school language arts teachers employ a variety of
student-centered approaches to create activities designed
to further develop students’ abstract, logical and critical
thinking skills:
● Directed independent reading projects
● Student-directed literature circles
● Emphasis on active reading, including directed reading
activities, note-taking and reader response journals
● Use of reading blogs to share thoughts about literature
● Use of Google Docs to facilitate the writing process,
particularly reader response and revision
● Presentation of textual evidence in literature paragraphs
and essays
● Combining research evidence and personal reflection to
defend a thesis
● Film study
Grade 6 English
MEN6RT
Grade 6 English seeks to build upon the foundation in
the basics of English established in the Junior School.
The main focus of the course is the development of more
thoughtful, in-depth reading, writing, and thinking skills
through the study of short stories, novels, and film.
Teachers employ a wide variety of techniques to
accomplish these objectives. Directed reading activities
help with prediction skills, drawing conclusions and
reading for meaning. Directed Independent Reading
(DIR) encourages students to read literature they truly
enjoy, fostering a lifetime reading habit. Dramatizations
encourage students to visualize, and therefore, gain more
meaning. Students also create multi-media presentations
in response to their reading.
During the course of the year, students write poetry,
essays, and an extended creative short story, utilizing the
writing process: prewriting, drafting, revising, editing and
publishing. Students are encouraged to include
descriptive language, add supportive details, and include
writing tricks.
Vocabulary study stresses proper usage of words and the
effective utilization of context clues both to convey and
to interpret meaning. Grammar study emphasizes parts
of speech, the complete sentence, capitalization and
punctuation – elements necessary for the development of
proofreading skills.
Texts: Wonder, Palacio; The Clay Marble, Ho; Locomotion,
Woodson; and El Deafo, Bell; and Words to Go! Book F
Grade 6 Writing Workshop
MWW6DT
6 weeks each goal; rotates with PE, Dance, Art, or
Speech and Drama
In the Writing Workshop class, Grade 6 students begin to
acquire the skills necessary to write thoughtfully
developed, organized prose. At the beginning of the year,
students are exposed to informational texts and practice
writing persuasive paragraphs equipped with a clear
topic/claim, evidence, and reasoning to make an
argument and prove a position. From there, students
concentrate on the development of their writing skills
through personal expressive writing, specifically a
memoir, focusing on the selection of concrete “showing”
details and the use of specific language. Finally, students
end the year by creating a fractured fairy tale after
exploring and examining other fractured fairy tales as well
as many original versions. This unit focusing on dialogue,
voice, and creativity in writing. Throughout the year,
students apply “magic tricks” and grammatical concepts,
including parts of speech and comma usage, during the
revision stages of their writing as a way to practice skills
learned in English 6.
Grade 7 English
MEN7RT, MEN7AT
(Regular or Advanced)
In Grade 7 English, students explore a wide range of
literary genres, concentrating on the short story, novel
and play. At the beginning of the year, students focus on
the basic elements of the short story as well as various
literary concepts. Students learn to recognize the
structure of the story, to make inferences, and to
formulate simple statements of theme based on the
resolution of conflict. In addition, students develop
independent reading skills, creating a multi-genre project
presentation on one of their novels for Directed
Independent Reading.
Analytic and expository writing assignments provide the
main vehicle for the development of composition skills,
although expressive writing is also explored. Writing
instruction targets the development of tighter focus, more
specific language and more sophisticated sentence
structure.
Vocabulary study stresses proper usage of words in all
their variant forms and the proper utilization of context
clues to convey and to interpret meaning. Grammar
instruction focuses on two fundamental areas:
identification of parts of speech and parts of the sentence.
More extensive reading, more analytical writing, and a
more challenging project-based Shakespeare activity are
required of students in the advanced class.
Texts: (Regular) Flipped, Van Draanen; Best of Friends; Roll
of Thunder, Hear My Cry, Taylor; Words to Go! Book G; and
Diary of Anne Frank, Goodrich & Hackett
Revised August 2018 32
(Advanced) Flipped, Van Draanen; Roll of Thunder, Hear My
Cry, Taylor; A Midsummer Night’s Dream, Shakespeare; To
Kill a Mockingbird Screenplay, Foote; and Words to Go! Book
G
Grade 7 Expository Writing
MWH7DT and MHW7DT
6 weeks each goal; rotates with PE, Dance, Art, or
Speech and Drama
In the Expository Writing class, Grade 7 students begin
to acquire the skills necessary to write thoughtfully
developed, organized essays. At the beginning of the
year, students concentrate on the development of their
writing skills through personal expressive writing,
focusing on the selection of concrete “showing” details
and the use of specific language. The students then learn
to apply these writing skills to expository paragraphs,
developing specific claims supported by evidence and
argued effectively. Once they have acquired a measure of
skill with well-focused paragraphs, students learn to adjust
the content of individual paragraphs to write an organized
essay: a “letter to the editor” assignment which includes
an introductory paragraph with a hook and a thesis
statement, two body paragraphs, and a conclusion with a
strong clincher; and a similarly structured film review of
“October Sky.”
Grade 8 English
MEN8RT, MEN8AT
(Regular or Advanced)
The primary objective of the Grade 8 English program is
to develop the reading, writing, speaking, and thinking
skills students need to succeed in the Upper School
English program. Literature selections reflect age
appropriate language, style, and conflicts, and literature
study emphasizes in-depth interpretive and analytical
reading. Students learn to analyze language, literary
structure, and point-of-view; make inferences and
interpret meaning; and formulate statements of theme.
Throughout their reading, students focus on essential
questions including “What does it mean to be truly
human and/or truly humane?” and “How do writers use
literary devices, like foreshadowing, irony, and symbolism,
to enhance the overall theme?” Each goal students
practice their independent reading skills and share
responses through writing and/or oral presentations.
Students continue to develop their creative writing skills
through poetry and short story assignments. The primary
focus, though, is on the further development of skills in
analytical and persuasive writing. In particular, students
learn to present textual evidence to support their thesis in
essays and in a research paper.
Vocabulary study continues to stress the proper usage of
words in their variant forms, not simply definitions and
synonyms. Grammar study emphasizes an understanding
of sentence structure and the development of editing
skills that students can utilize in their writing. Through
understanding clauses, students learn to create and
punctuate a variety of sentence types.
Students in the advanced course undertake more
challenging reading and do more extensive, in-depth
analytical writing.
Texts: (Regular) Snapshots, Perfection Learning; The Giver,
Lowry; The Outsiders, Hinton; Nothing But the Truth, Avi;
and Words to Go! Book H
Texts: (Advanced) The Giver, Lowry; Fahrenheit 451,
Bradbury; Nothing But the Truth, Avi; Lord of the Flies,
Golding; Wordbook 6, Bowker; and one of the following:
Bomb, Sheinkin; Hitler Youth, Bartoletti; The Nazi Hunters,
Bascomb; or Unbroken (Young Adult Adaptation), Hillenbrand
Grade 8 Media Awareness Rotator
MME8Z
12-week, Goal-long class; rotates with Service
Learning and Real Life
In Media Awareness, students are challenged to think
about the way the media and advertisers target them. In
this project-based class, students study advertising
techniques, media manipulation, as well as social media
and digital footprints. The class culminates with students
creating their own product, developing an advertising and
social media campaign for it, and then shooting a
commercial for the product.
Text: Made You Look, (chapters 1-3) Shari Graydon,
Annick Press
MIDDLE SCHOOL – HEALTH
EDUCATION
The Middle School Real Life program introduces
important health and developmental topics that will allow
students to become better informed, helping them to
make good choices and decisions which will have healthy,
positive consequences. This curriculum emphasizes
respect for self and others, becoming aware of health and
wellness, and provides coping techniques to deal with all
of the changes students go through in Middle School.
This program encourages ongoing communication
between students and parents. In Grade 6 Real Life is a
component of the Study Skills/Laptop Exploration class.
In Grade 7 Real Life is presented as a rotator that meets
during one goal in a student’s schedule. In Grade 8 Real
Life content is presented as a rotator in the C.I.A.
(Character In Action) class. Though the actual material
may vary a bit from year to year, the topics remain much
the same. Listed below are the various topics for the
current school year.
Grade 6 Real Life in Super 6 Skills
MSL6RT
Revised August 2018 33
How to Succeed in the Middle School – Developing
Study Skills
Substance Abuse (Alcoholism/Tobacco)
Human Development
Aging
Friendship
Ecology/Recycling
Grade 7 Real Life Rotator
MRL7GT
(rotates with World Religions and STEAM)
Seventh Grade Survival Tips
Coping with Serious Loss
Human Development
Personal Safety (Including Internet Safety)
Substance Abuse (Marijuana/Inhalants, alcohol, and
illegal drugs)
Peer Empathy and Peer Pressure
Teasing/Bullying
Individual Differences
Nutrition
Grade 8 Real Life Rotator
MCA8Z
(rotates with MSE8Z – Service Learning, and MME8Z -
Media Awareness, as part of the C.I.A. - Character In
Action - class.)
Nutrition and a Healthy You/Eating Disorders
Conflict Resolution
Diversity
Human Development and Sexuality
Advertising, the Media and You
Skin Care and Sun Exposure
Substance Abuse (Drinking and Driving)
The Next Step: “Upper School Here We Come!”
MIDDLE SCHOOL - HISTORY
The goal of the Middle School history department is for
students to develop a sound understanding and
appreciation for people, places and events that have
shaped the world in which they live today. The
department also focuses on building the skills that will
help prepare students for future academic successes and
civic responsibility.
The history department believes that in order to foster
and reinforce academic growth a variety of learning
techniques must be utilized. Skills strongly emphasized
and practiced throughout the history curriculum are:
technical reading, identifying main ideas, note-taking
formats, paragraph and essay writing, interpretive analysis
and oral expression. Historical information and academic
skills are explored through cooperative learning exercises,
interdisciplinary activities, computer web quests,
individual research projects, audio-visual aids and role-
playing activities. We are striving to develop students who
will be able to take factual material and apply it to
formulate thoughts, ideas and conclusions of their own.
We understand that the Middle School serves as an
important transition between elementary school and high
school. We strongly believe that through the
implementation of these varied teaching strategies
students will master the essential skills to be productive
learners and develop an appreciation for history.
Grade 6 Global Studies
MHS6RT
During the first part of the year, students are provided
with foundational knowledge and tools which enable
them to begin to think like historians, geographers,
cartographers and anthropologists. Throughout the
remainder of the year they apply that understanding to
the various regions of the world thus becoming more
empathetic, connected, 21st century global citizens.
Through studying human patterns and culture resulting
from adaptation to landforms, natural disasters, climate
and interaction with other nation-states, students begin to
see the world as an interconnected web and less as
isolated areas. One vehicle to drive their understanding
will be consistent engagement in world events; making
connections with current and relevant happenings. Their
discoveries and understanding are also applied through
experiences such as the Postcard Adventure, African
Caravan and Global Village project. The course also
focuses heavily on critical thinking, applying
understanding at a higher level and a great deal of
teamwork and collaboration. Technology and research
skills are developed in combination with tangible, real-life
experiences to give students a deeper comprehension of
the content. Students will leave Global Studies with a
greater understanding and appreciation of the continents
along with the people and cultures within them.
Text: None.
Grade 7 OurStory
MHS7RT
OurStory is a thematic journey that will cover time
periods ranging from the ancient world to modern global
hot spots. The thematic journey includes Europeanization
of the Americas, Order and Government, Revolutions,
Human Rights, and Historical Heroes and Villains.
During the year students will focus on developing
historical skills such as understanding cause and effect,
bias, and perspective. Additionally, students will continue
to develop reading, writing, note-taking and research
skills. By using the driving understanding that “every
action has a reaction,” students will come away with a
deeper appreciation of their personal connection to
history and the role they have in shaping the future."
Grade 7 World Religions
Revised August 2018 34
MHW7DT
(rotates with STEAM and Real Life)
This course will explore the world’s five major religions.
Religions to be explored will include: Judaism,
Christianity, Islam, Buddhism, and Hinduism. Students
will explore the basics of these religions through our five
keys to religious understanding: People, Beliefs, Places,
Books, and Code of Conduct. Ultimately, the students
will discover some of the similarities between religions,
and begin to develop an understanding and appreciation
of the faiths of others. The importance of this class lies in
understanding and appreciating religious diversity while
creating ways to combat indifference and intolerance.
This compliments the 7th grade World History course
because students are better able to see the religious
connection to the rise and fall of empires, the importance
spirituality plays in the lives of human beings, and the
various ways historical leaders have used religion during
their reign in leadership positions. Religion is often one
of the foundations of how a society develops and the
values it maintains. Students create a shared scrapbook
via Google Slides to showcase their learning and personal
connections they make with each religion. The end of the
course culminates in a design thinking challenge where
students answer our essential question: "How does
religious understanding reduce conflict in society?"
Grade 8 History of the United States
MHS8RT
The 8th grade American History course takes a
chronological approach to studying the history of the
United States. Starting from Pre-Revolutionary America
and ending in 1865 at the conclusion of the Civil War,
students study the physical, political, and social growth of
our nation and are challenged to find connections
between our rich past and our current status. Through
the study of the facts, students are able to see the
relationships between individuals, groups and ideologies
that have shaped the history of the United States.
However, it is also important to present concepts that
help students to understand the cause and effect of
events that have influenced the American experience.
This survey course focuses on the American Revolution,
the Constitution, Westward Expansion, and the Civil
War. The class emphasizes the theme of revolution.
Students will assess the revolutionary nature of our
nation's founding documents and principles. They
additionally explore how these principles have been
invoked to support both historical and contemporary
revolutions. The course focuses on essay writing, analysis
of primary sources, note taking strategies, analytical
writing, reading comprehension, and multiple research
projects.
Special activities for this course include: participating in
the America and Me Essay Contest; mapping the
American Revolution in Boston and a social revolution of
choice in Detroit, developing an essay and presentation
on a topic that honors one of the promises of the
constitution; partaking in the Lewis and Clark interactive
experience; and the interdisciplinary class trip to Boston.
The history department views the trip as an extension of
the classroom experience so students “feel” the history
they are learning back in the classroom.
Text: History Alive! The United States through industrialism,
2011.
Grade 8 Service Learning Rotator
MSE8Z
(rotates with MCA8Z - Real Life, and MME8Z - Media
Awareness as part of the C.I.A. - Character In Action -
class.)
Service learning is a 12-week rotator. Its mission is to
educate students about philanthropy, the nonprofit and
volunteer sector, and the importance of giving time,
talent, and treasure for the common good. Students in
this class will impact literacy by participating in a project
to create books for underprivileged students. In
addition, students will be encouraged to investigate issues
to develop a plan for their Upper School service work.
MIDDLE SCHOOL - MATHEMATICS
The Middle School Mathematics department offers a rich
variety of courses to meet students' individual needs.
Emphasis is placed on applying computational skills to
quantitative situations. Within each course, technology is
utilized to enrich the curriculum. It is our aim to present
concepts in a manner that engages students and enables
them to think critically while developing mathematical
understandings and connections. By encouraging our
students to problem solve, inquire, and reason, our
curriculum reflects the ideology of the Common Core.
Grade 6 students review and expand their computation
skills and problem solving strategies. Their course is
followed by a pre-algebra course in Grade 7. Depending
on the student's success and grasp of the pre-algebra
topics, they will be recommended for Algebra I or Grade
8 Math. At each grade level, advanced courses are offered.
For students who complete the Middle School
mathematics sequence early, Advanced Geometry and
Advanced Algebra II are offered. Students may also be
enrolled in higher level high school math courses as
needed. The department provides numerous
opportunities for students to compete in mathematics
contests at the school, regional, state, national and
international levels.
Grade 6 Mathematics
MMA6RT
The math program includes a gradual expansion of
students’ knowledge of number systems. The course
emphasizes mathematical structure, development of
equations, solutions to equations, graphing, geometry,
Revised August 2018 35
metric system, fractional numbers, decimal numbers,
percents and integers. Estimation, problem solving, and
the algebraic process are key components throughout the
course.
Text: Math: Course 2, McDougal Littell, 2007.
Grade 6 Advanced Mathematics
MMA6AT
This demanding Grade 6 course is for the students who
have not only excelled in mathematics but are able to
think critically and apply the concepts to related topics.
Students are presented new concepts in a more abstract
manner requiring the use of the algebraic process to
determine solutions. Core Grade 6 topics are integrated
throughout the course. Enrollment is determined by
recommendation based upon the departmental criteria.
Text: Math: Course 2, McDougal Littell, 2007.
Grade 7 Pre-Algebra
MMA7RT
This course emphasizes solving equations algebraically,
thereby strengthening arithmetic skills and developing the
necessary, traditional pre-algebra concepts. Work with
positive and negative rational numbers, variables and
exponents is stressed. Elementary geometry concepts are
studied, emphasizing the metric system and the
application of geometric formulas. Number theory,
graphing and word problems are also studied.
Spreadsheets and graphing data, utilizing computers, are
coordinated with the science department.
Text: Pre-Algebra, Larson, 2012
Grade 7 Advanced Pre-Algebra
MMA7AT
In the advanced course, the approach is more abstract
and theoretical than in the regular pre-algebra course.
The same traditional pre-algebra topics are presented as
in the Grade 7 Pre-Algebra course. In addition, more in-
depth emphasis is placed on number theory, graphing
equations, functions, strategies for solving word
problems, exponents, real numbers, varied base numbers,
geometry and elementary algebra. The algebraic method
is used in equation solving throughout the year.
Enrollment is determined by recommendation based
upon the departmental criteria.
Text: Pre-Algebra, Larson, 2012
Grade 8 Mathematics
MMA8TT
This is a course for those students who will benefit from
additional pre-algebra mathematics before taking Algebra
I. Emphasis is placed on strengthening arithmetic skills,
introducing geometric concepts and providing the student
with a stronger understanding of the properties of the
number system. Topics are taught so that their
relationship with algebraic concepts is stressed. Special
emphasis is placed on providing the students with
opportunities to be successful in mathematics. Topics
studied in depth include operations with integers and
rational numbers, equations, problem solving, area and
volume, and graphing. The goal of this course is to
provide a smooth path from arithmetic to algebra and
from the visual world and arithmetic to geometry.
Text: Algebra Readiness, Prentice Hall, 2010.
Algebra I
MMA8RT
(Fulfills one high school credit)
This high school level course is designed for those
students who have mastered the topics discussed in Pre-
Algebra. Both the structure of algebra and the
development of computational problem-solving skills are
stressed. The course of study includes working with real
numbers, equations and inequalities, systems of
equations, coordinate geometry, quadratic equations,
polynomials and rational equations. Throughout the
course, topics are integrated and reviewed. Graphing
calculators, supplied by the department, are used in
relation to the course work.
Text: Algebra I, McDougal Littell, 2007.
Advanced Algebra I
MMA8AT
(Fulfills one high school credit)
In this advanced course, more in-depth work is assigned
and more rigor required. The same topics covered in
Grade 8 Algebra I are studied and integrated. Additional
topics that are often just introduced in an Algebra I
course and then expanded in the Upper School
mathematics courses may also be studied. Such topics
could include probability and statistics, sequences,
permutations, combinations and others. Graphing
calculators, supplied by the department, are used in
relation to the course work. Enrollment is determined by
recommendation based upon the departmental criteria.
Text: Algebra I, McDougal Littell, 2007.
Advanced Geometry
MMA8GT
(Fulfills one high school credit)
This advanced level course is for those Middle School
students who have successfully completed the Advanced
Algebra I course. The geometry concepts are introduced
visually, analytically, inductively and deductively. The
course integrates topics from both algebra and geometry.
Revised August 2018 36
Emphasis is placed on the development of logical
reasoning with the mathematical systems studied. The
basic postulates and theorems of Euclidean geometry are
developed and the concept of formal proof is studied in
depth. In addition to the traditional topics of geometry,
basic concepts of logic, set theory, groups and graph
theory are studied.
Texts: Geometry, Moise Downs, 1991.
Advanced Algebra II
MMA0AT
(Fulfills one high school credit)
This course is for those students who have successfully
completed the Advanced Geometry course. It is a
demanding second year algebra course with emphasis on
preparing the student for the Advanced Placement
program in mathematics and/or the International
Baccalaureate syllabus. Course content includes
properties of the real number system, solving equations
and inequalities, solving systems of equations, relations
and functions, quadratic relations and systems, graphing
functions and relations, polynomials and polynomial
functions, exponential and logarithmic equations,
sequences and series, permutations, combinations and
probability, analytic geometry, basic statistics, matrices,
and the study of transformations.
Text: Algebra and Trigonometry, Pearson Addison-Wesley,
4
th
Edition 2012.
MIDDLE SCHOOL –PHYSICAL
EDUCATION
The mission, philosophy and purpose of the Detroit
Country Day Middle School physical education program
reflect the school’s motto ―Mens Sana in Corpore Sano
(a sound mind in a sound body). The Middle School
physical education program strives to develop within each
student an understanding of how to achieve and maintain
a sound mind in a strong body. The Middle School
physical education program also strives to challenge
students to achieve their individual potential, while
encouraging the attainment of lifetime skills and health
and wellness values.
Desired goals of the middle school physical education
program are:
● An appreciation of fitness as a lifetime pursuit
● The development of a diligent work ethic
● A commitment to teamwork
● The integrity to play by the rules and exhibit good
sportsmanship
● The development of a positive self-image and a respect
for others
● To build an understanding of personal responsibility
for one’s fitness and health
● The ability to win graciously and lose with dignity
● To develop and maintain a tradition of excellence
● To maintain a safe athletic environment
The physical education and athletic departments present
the “Corpore Sano: Elite Achiever” Award to Grade 6, 7
and 8 students who attain elite achievement in
interscholastic athletics and physical education. To be
eligible for the yearly award, students must meet the
criteria set forth in the areas of:
● Athletic Sport Participation – Successful completion of
more than the minimum interscholastic/on campus sport
requirement for each grade level
● Individual Fitness Testing – An average of the 85th
percentile in the Mile Run, Pacer, Shuttle Run, Pull-Ups,
Push-Ups and Sit-Up tests based on gender and age
● Written Component – Short written narrative (100
words or more) describing how Middle School
interscholastic sports and physical education have made
an impact on their lives. Students are to focus their essay
on at least one of the four tenets of the Middle School
Honor Covenant
Grade 6 Dance Rotator
MDA6DT11, MDA6DT12
(Rotates with Art - MAR6DT)
(PE credit granted)
(see also THEATRE, DANCE, AND
COMMUNICATION ARTS)
This middle school rotator is a fun, collaborative and
exploratory class that allows dancers of all levels to enjoy
a creative and holistic approach to dance in a non-
intimidating setting. The class covers three main topics:
1) creating and exploring improvisation and creative
movement; 2) basic technical skill development in
contemporary dance forms; 3) learning and executing
choreography to perform at our spring dance showcase.
Our goal is to provide both a physical and artistic outlet
while encouraging healthy self-esteem. All levels of
experience are welcome to join!
Grade 7 Dance Rotator
MDA7Z11, MDA7Z12, MDA7Z13
(Rotates with Expository Writing – MEX7DT)
(PE credit granted)
(see also THEATRE, DANCE, AND
COMMUNICATION ARTS)
This middle school rotator is a fun, collaborative and
exploratory class that allows dancers of all levels to enjoy
a creative and holistic approach to dance in a non-
intimidating setting. The class covers three main topics:
1) creating and exploring improvisation and creative
movement; 2) basic technical skill development in
contemporary dance forms; 3) learning and executing
choreography to perform at our spring dance showcase.
Our goal is to provide both a physical and artistic outlet
Revised August 2018 37
while encouraging healthy self-esteem. All levels of
experience are welcome to join!
Grade 8 Dance Rotator
MDA8DT1, MDA8DT2
(Rotates with STEM – MST8DT1)
(PE credit granted)
(see also THEATRE, DANCE, AND
COMMUNICATION ARTS)
This middle school rotator is a fun, collaborative and
exploratory class that allows dancers of all levels to enjoy
a creative and holistic approach to dance in a non-
intimidating setting. The class covers three main topics:
1) creating and exploring improvisation and creative
movement; 2) basic technical skill development in
contemporary dance forms; 3) learning and executing
choreography to perform at our spring dance showcase.
Our goal is to provide both a physical and artistic outlet
while encouraging healthy self-esteem. All levels of
experience are welcome to join!
Grade 6 and 7 Dance
MDAORT1
(PE credit granted)
(see also THEATRE, DANCE, AND
COMMUNICATION ARTS)
This year-long ensemble is open to dancers in grades 6-8
that have a talent and desire to build upon their dance
technique as well as explore improvisational movement,
choreography and the mind/body benefits that dancing
has to offer. Dancers will gain an appreciation for
multiple styles of dance through weekly technique classes
and by working with guest artists and choreographers. In
our class, teamwork and personal accomplishments are
celebrated in a non-intimidating atmosphere. Friends
and family have an opportunity to see these young
dancers shine at our annual spring dance showcase.
Grade 8 Dance
MDA8RT1
(PE credit granted)
(see also THEATRE, DANCE, AND
COMMUNICATION ARTS)
This year-long ensemble is open to dancers in grades 6-8
that have a talent and desire to build upon their dance
technique as well as explore improvisational movement,
choreography and the mind/body benefits that dancing
has to offer. Dancers will gain an appreciation for
multiple styles of dance through weekly technique classes
and by working with guest artists and choreographers. In
our class, teamwork and personal accomplishments are
celebrated in a non-intimidating atmosphere. Friends
and family have an opportunity to see these young
dancers shine at our annual spring dance showcase.
Grade 6 PE
MPE6RT
Meets three days (189 minutes) per week for the entire
year. The structured physical education curriculum
includes an in-depth fitness evaluation of each student in
the fall and retesting of each student in the spring of each
school year. Students are evaluated on their health-
related fitness levels in four test areas: cardiovascular
endurance, muscle strength, agility and flexibility. The
students complete a battery of tests that include: mile run,
pacer test, shuttle run, sit-up, pull-ups, push-ups, and sit-
and-reach flexibility tests.
A four week introduction to the Project Adventure ropes
course climbing unit emphasizing trust building, problem
solving, communication, teamwork and group
cooperative initiative activities for Grade 6 students is
well received. The Grade 6 climbing initiatives include
the tension traverse, Prusik knot climb, horizontal wall
climb, Tarzan swing, rope ladder, cargo net swing,
climbing walls one and four, and mastering proper
belaying techniques. Students are required to complete a
written self-evaluation of their climbing achievements,
industry, behavior and attitudes. They discuss their
accomplishments, goals and objectives, and fitness scores
with their parents at the mid-year “Student Led
Conferences.”
Instructional units include soccer, flag football, field
hockey, ultimate Frisbee, cross country, basketball,
gymnastics, volleyball, team handball, floor hockey, track
and field, softball and paddle tennis. Various competitive
sport units incorporate a “Sport Education Model” which
require students to participate as referees, statisticians,
photographers and writers. Participation in this “Sport
Education Model” encourages students to be successful,
enthused and committed to doing better for themselves
and their team. Scores, statistics, pictures and articles are
posted on the physical education bulletin board. Units
are grouped by skill and students are able to transfer the
skills they are learning across the curriculum.
Students do not receive a mark in Grade 6 physical
education but are evaluated on their health related fitness
scores, sport skill achievements, climbing initiatives,
behavior, attitude, industry, organizational skills and
leadership ability.
Grade 6 PE Rotator
MPE6DT
(Rotates with Art - MAR6DT)
Meets 189 minutes per week for 16 weeks
Grade 6 music performance students who cannot
experience the year round physical education class are
encouraged to participate in this course.
The structured physical education curriculum includes an
in-depth fitness evaluation of each student in the fall,
communication of the student’s fitness profile with the
student’s parents, recommended exercise programs and
retesting of each student in the spring of each school
year. Students are evaluated on their health-related fitness
Revised August 2018 38
levels in four test areas: cardiovascular endurance, muscle
strength, agility and flexibility. The students complete a
battery of tests that include: mile run, pacer test, shuttle
run, sit-up, pull-ups, push-ups, and sit-and-reach
flexibility tests.
A three week introduction to the Project Adventure ropes
course climbing unit emphasizing trust building, problem
solving, communication, teamwork and group
cooperative initiative activities for Grade 6 students is
well received. The Grade 6 climbing initiatives include
the tension traverse, Prusik knot climb, horizontal wall
climb, Tarzan swing, rope ladder, cargo net swing,
climbing walls one and four, and mastering proper
belaying techniques. Students are required to complete a
written self-evaluation of their climbing achievements,
industry, behavior and attitudes. They discuss their
accomplishments, goals and objectives and fitness scores
with their parents at the mid-year “Student Led
Conferences.”
Instructional units include flag football, field hockey,
ultimate Frisbee, basketball, volleyball, team handball,
floor hockey, track and field, and paddle tennis. Units are
grouped by skill and students are able to transfer the skills
they are learning across the curriculum.
Students do not receive a mark in Grade 6 physical
education but are evaluated on their health related fitness
scores, sport skill achievements, climbing initiatives,
behavior, attitude, industry, organizational skills and
leadership ability.
Grade 7 PE Rotator
MPE7Z
(Rotates with Art - MAR7Z and Heroes & Villains –
MHS7Z)
Meets 189 minutes per week
Grade 7 students are given an in-depth health-related
fitness evaluation similar to the fall and spring evaluations
they received in the Grade 6. Fitness testing results are
reported to both the student and the parents and
recommendations for continued good health are made.
Students are evaluated on their health-related fitness
levels in four test areas: cardiovascular endurance, muscle
strength, agility and flexibility. The students complete a
battery of tests that include: mile run, pacer test, shuttle
run, sit-up, pull-ups, push-ups, and sit-and-reach
flexibility tests. Instructional units include badminton,
ultimate Frisbee, and team handball.
The rotator curriculum is a continuation of the Project
Adventure Ropes Course Climbing Curriculum. The
Grade 7 initiatives are more advanced and conclude with
climbing on the high elements. They include climbing
walls two, three and five, the high wall, climbing into the
eagles nest, completing a blindfold climb, a 360 degree
spin to the cargo net and mastering self-belaying
techniques. Students are required to complete a written
self-evaluation of their climbing achievements, industry,
behavior and attitudes. They discuss their
accomplishments, goals and objectives and fitness scores
with their parents at the mid-year “Student Led
Conferences.”
Students do not receive a mark in Grade 7 physical
education but are evaluated on their health related fitness
scores, sport skill achievements, climbing initiatives,
behavior, attitude, industry, organizational skills and
leadership ability.
Grade 8 PE
MPE8RT
Meets three days (189 minutes) per week for the entire
year. The structured curriculum includes an entire school
year of continuous fitness activities for each student,
communication of the student’s fitness profile with the
student’s parents and recommended exercise
prescriptions for each student. Principles of
cardiovascular and strength training appropriate for
Grade 8 students are taught. Directed daily exercise,
strength training and cardiovascular programs are
conducted utilizing free weights, cybex machines and a
variety of cardiovascular machines in the Fitness Center.
Students are evaluated on their health-related fitness
levels in four test areas: cardiovascular endurance, muscle
strength, agility and flexibility. The students complete a
battery of tests that include: mile run, pacer test, shuttle
run, sit-up, pull-ups, push-ups, sit-and-reach test and
flexibility tests.
The competitive sports education curriculum includes
instructional units in various competitive games such as
ultimate Frisbee, flag football, basketball, badminton,
volleyball, softball, team handball, floor hockey and
tennis.
The second goal curriculum includes a continuation of
the Project Adventure Ropes Course Climbing
Curriculum. The Grade 8 initiatives are more advanced
and conclude with jumping from the high trapeze which
hangs from the ceiling. Additional initiatives include
climbing walls two, six and seven, the ceiling climb,
various spins into the cargo net, a single and double rope
climb, and the dangle do challenge. Students are required
to complete a written self-evaluation of their climbing
achievements, industry, behavior and attitudes. They
discuss their accomplishments, goals and objectives and
fitness scores with their parents at the mid-year “Student
Led Conferences.” Sport units are grouped by skill and
students transition from grip sports to invasion sports to
Revised August 2018 39
a tactical as they transfer the skills they are learning across
the curriculum.
Students do not receive a mark in Grade 8 physical
education but are evaluated on their health related fitness
scores, sport skill achievements, climbing initiatives,
behavior, attitude, industry, organizational skills and
leadership ability. Students may elect to receive athletic
credit for successful participation in this class.
MIDDLE SCHOOL - SCIENCE
The intent of the Middle School science curriculum is to
engage Middle School students and provide a meaningful
context for their science education at both a personal and
a global level. All classes are student-centered with an
emphasis on hands-on, minds-on activities. Cooperative
learning is used extensively in the classroom and students
are challenged to think critically as well as creatively.
Grade 6 Science
MSC6RT
The year begins with a study of the ecosystem to explore
the biotic and abiotic factors that work together to
support life. In addition, students will become citizen
scientists by using resources from the Cornell Lab of
Ornithology to study birds as bioindicators. The DCDS
natural areas will be utilized regularly as students identify
and count birds. They will submit data to an online
database, eBird, and share their information with research
scientists. Students will then begin using a project-based
learning approach to study a variety of life science topics
including simple organisms, plants, animals, ecology, and
the interdependence of life. They will conclude with a
study of watersheds and the Great Lakes, tying all of the
concepts together. Skills threaded throughout the year
include: using evidence to make inferences, qualitative
and quantitative observations, classification, data analysis,
research, and argumentation. In addition, Grade 6
students will participate in a second citizen science
experience. They will participate in the Rouge River
Education Project, taking samples of benthic
macroinvertebrates and reporting the results to the
Friends of the Rouge. The curriculum emphasis will differ
slightly during each unit and students will keep a
notebook that will provide a foundation for their studies.
The laptop will be used for various activities throughout
the year.
Grade 7 Science
MSC7RT
The unifying theme for the Grade 7 curriculum is “Our
Moving World.”Students will explore the concepts related
to forces, Newton’s Laws of Motion, and energy.
Students will learn how speed, acceleration, forces, and
energy are involved in their daily lives. Scientific
method/processes and research skills are further
developed and implemented during class activities and
projects. Each student will assemble a small pinewood car
to be used in explorations throughout the year.The 7th
grade students will participate in the Rouge River
Education Project in the spring.
The curriculum emphasis will differ slightly during each
unit and students will keep a journal that will provide a
foundation for their studies. The laptop will be used for
various activities throughout the year.
Text: Motion and Forces, McDougal Littell, 2007
Grade 8 Science
MSC8RT
The unifying theme for the Grade 8 science curriculum is
“The World Around Us,” which deals with the
movement of air, energy, pollutants, and electrons from
one place to another. Topics studied include climate
change, water quality, density, weather and the
atmosphere, static electricity, atoms and molecules, and
groundwater pollution. As these topics are studied,
current issues are discussed, with an emphasis on the
student’s role in the world and an individual’s right to
make choices that impact others. The laptop will be used
for various activities throughout the year. Eighth grade
students will participate in the Friends of the Rouge water
quality testing in the spring. The curriculum emphasis will
differ slightly during each unit and students will keep a
notebook that will provide a foundation for their studies.
Text: The Earth’s Atmosphere, McDougal Littell, 2007
Additional Text: It’s Getting Hot in Here: The Past, Present,
and Future of climate Change (Hardcover), Bridget Heos, 2016
Grade 8 Chemistry
MSC8AT
Prerequisite: Teacher recommendation
Recommended Grade 8 students may elect this option.
Chemistry involves the study of the structure, properties
and composition of substances, and the changes that
substances undergo. This course specifically studies
atomic structure, electronic structure, the periodic table,
nomenclature, chemical equations, chemical composition,
stoichiometry, gas laws, kinetic theory, and a brief
introduction to biochemistry. Lab experiments
complement the material and allow the student to collect
and analyze data to reinforce the mathematical
relationships that exist in chemistry. Emphasis is placed
on experimentation, exploration, collaboration, and
inquiry. Students are challenged to solve problems by
designing experiments and synthesizing data. Chemistry
students will participate in the Rouge River Education
Project and are encouraged to take the You Be The
Chemist Challenge.
Text: Online textbook: Chemistry: Intermediate Edition
(ck12.org)
Revised August 2018 40
Grade 7 Introduction to STEAM
MST7GT
(rotates with World Religions and Real Life)
STEAM stands for science, technology, engineering, art
and math. The objective of this course is to foster a
learning environment in which students solve problems
and create new designs using concepts and skills from
math, science, and technology. Through authentic
projects based on real-world endeavors and involving a
range of engineering disciplines, students will learn
problem-solving strategies, apply math and science
knowledge, and grow in their capacity for creativity, fun,
and hands-on learning. All seventh grade students will
attend STEAM for one goal, as a rotator combined with
World Religions and Real Life. Topics featured in
Introduction to STEAM include the engineering design
process, practical applications of physical science and
energy including roller coasters and solar cars, and
computer programming. Introduction to STEAM
concludes with a “Makerspace” experience in which
students have the opportunity to create and share design
projects of their own choosing, using a variety of new
technologies introduced in the class.
Text: No text required.
Grade 8 STEM Rotator
MST8RT
The STEM (Science, Technology, Engineering, and Math)
Rotator is an elective available to eighth grade students
and meets yearlong. This course is designed to foster a
learning environment in which students solve problems
and create new designs using concepts and skills from
math, science, and technology. Through authentic
projects based on real-world endeavors and involving a
range of engineering disciplines, students will learn
problem-solving strategies, apply math and science
knowledge, and grow in capacity for creativity, hands-on
learning, and fun. This course builds on the ideas
introduced in Introduction to STEM but involves greater
complexity and challenge than both the 7
th
grade course
and 8
th
grade STEM Rotator. The intent of 8th grade
STEM is to provide opportunities for students to explore
engineering and design with a wide variety of
technologies, ranging from 3D printing and creating
polymers to soldering electronic devices and
programming microcontrollers. With the in-depth study
enabled by a yearlong course, students will gain expertise
in design and engineering skills that will permit more
independent and individualized project development
through the course of the year, culminating in a final
design project based on each student’s interest. 8th Grade
STEM may include field trips and guest speakers as
schedules permit. We will be participating in local or
national competitions relevant to STEM based topics.
Text: No text required.
MIDDLE SCHOOL – WORLD
LANGUAGES
The majority of Middle School students study at least one
world language, providing them the opportunity to
broaden their horizons. Students benefit from a deeper
appreciation for other cultures, increased career
opportunities, more satisfying travel and developing a
better understanding of one’s own language.
All skills of language acquisition are targeted: reading,
listening, speaking and writing in conjunction with culture
by native or near-native speakers. In French and Spanish,
grammar and vocabulary are introduced in practical,
comprehensible everyday situations. In Latin, the focus is
directed towards morphology, syntax, semantics and
culture via age-appropriate readings, allowing students to
make strong and meaningful connections with English.
The learning experience goes beyond the classroom, as
we go on a variety of local excursions including the
Kelsey Museum of Archaeology and the DIA. There is
also the opportunity to join the festivities during National
Language Week, which vary from year to year. Activities
include dance performances and instruction as well as art
displays. Throughout the year, the Latin and French
Clubs provide interested students opportunities to
explore culture on a deeper level. Latin students attend
the Michigan Junior Classical League Conference. In
addition, students participate in competitive National
Exams sponsored by the American Classical League, the
American Association of Teachers of Spanish and
Portuguese and the American Association of Teachers of
French.
The language program is integrated into the curriculum
and is considered a full academic class. Successful
completion of the Middle School language program
fulfills the first year requirement in the Upper School.
*Beginning French classes may be offered, depending on
student requests.
French: 6A
MFR6IT
Prerequisite: None.
This course introduces vocabulary and structures for
communication and conversation. Students will learn
greetings, numbers, dates, time, weather, common school
objects and family. We will introduce pronouns and ER
verbs and how to form and answer questions.
Texts: Discovering French (Bleu) student textbook and
workbook, Valette & Valette, D.C. Heath & Co., 2011;
Activities Pour Tous workbook
Revised August 2018 41
French: 7AB
MFR7ABT
7th grade students who are new to Detroit Country Day
School may elect this accelerated course encompassing
material from French 6A. Emphasis is on conversation
and communication. Students will learn irregular verbs
etre and avoir, descriptive and personality adjectives, and
places in town.
Texts: Discovering French (Bleu) textbook and workbook
and Activities Pour Tous workbook.
French 7B
MFR7IT
Prerequisite: Department recommendation (based on
Grade 6 performance and assessment).
Expansion of the student’s language experience is the
primary goal of this course. Students study a wide
variety of grammatical concepts including common
prepositions, the various uses of the definite and
indefinite articles, and the common contractions with the
articles. They also learn possessive adjectives, common
adjectives, and a few irregular verbs. New vocabulary is
important as students learn the rooms of the house, the
names of places and how to give directions. The final
unit includes vocabulary for sports, musical instruments,
pets and the family. Students are encouraged to express
themselves entirely in French during class time.
Texts: Discovering French (Bleu) text and workbooks,
Valette & Valette, Holt McDougal, 2013.
French 7B Advanced
MFR7AT
Prerequisite: Department recommendation (based on
Grade 6 performance and assessment)
Expansion of the student’s language experience is the
primary goal of this course. Students study a wide
variety of grammatical concepts including common
prepositions, the various uses of the definite and
indefinite articles, and the common contractions with the
articles. They also learn possessive adjectives, common
adjectives, and a few irregular verbs. New vocabulary is
important as students learn the rooms of the house, the
names of places and how to give directions. The final
unit includes vocabulary for sports, musical instruments,
pets and the family. Students are encouraged to express
themselves entirely in French during class time.
Advanced students also read a short spy mystery entirely
in French.
Texts: Discovering French (Bleu) text and workbooks, D.C.
Holt McDougal, 2013; the reader: Destination France!,
EMC Publishing 2013.
French 8C and 8BC
MFR8IT
Prerequisite: Department recommendation (based on
Grade 7 performance and assessment, or by placement
test for a new student).
Vocabulary acquisition is extensive: clothing, shopping,
leisure-time activities and food.
Grammar points include: verbs that add an accent in
certain forms, the conjugation of –ir and –re verbs and
how to form imperatives. Students review regular
adjectives, but also learn the patterns for some irregular
adjectives as well as how to form the comparison of
adjectives. An important portion of the year is dedicated
to the past tense as students learn how to form this tense
for regular and irregular verbs and which auxiliary verb to
use. Students also read a short spy mystery entirely in
French. Throughout the year, the emphasis is on
students expressing themselves exclusively in French.
Texts: Discovering French (Bleu), text and workbooks,
Valette & Valette, Holt McDougal, 2013; reader:
Destination France!, EMC Publishing 2013.
French 8C Advanced
MFR8AT
Prerequisite: Department recommendation (based on
Grade 7 performance and assessment, or by placement
test for a new student).
Vocabulary acquisition is extensive: clothing, shopping,
leisure-time activities and food.
Grammar points include: verbs that add an accent in
certain forms, the conjugation of –ir and –re verbs and
how to form imperatives. Students review regular
adjectives, but also learn the patterns for some irregular
adjectives as well as how to form the comparison of
adjectives. An important portion of the year is dedicated
to the past tense as students learn how to form this tense
for regular and irregular verbs and which auxiliary verb to
use.
Students prepare two readers during the course of the
year. They practice retelling these stories, and perform
skits that they write themselves. Throughout the year,
the emphasis is on students expressing themselves
exclusively in French.
Texts: Discovering French (Bleu), text and workbooks,
Valette & Valette, Holt McDougal, 2013. Readers:
Aventure en Normandie, EMC Publishing 2013 and Sur la
route de la contrebande, EMC Publishing 2013.
Revised August 2018 42
Latin 6A
MLA6BT
This course introduces the formal study of Latin. The
general objective is for the student to be able to read,
write, understand and translate Latin and to recognize and
apply grammatical concepts. Part of learning Latin is to
understand the language as communication of ideas and
values of Roman culture and how it served as a
foundation of Western culture. Through word study,
students will realize the practical application of Latin, as a
significant percentage of English vocabulary originates
from Latin. Studying Latin bases, prefixes and suffixes
will increase English vocabulary skills. It will also serve as
a strong foundation for those students who wish to study
French, Italian, Spanish, Portuguese or Romanian during
their academic career.
Reading material is the source for all vocabulary.
Grammar study includes first, second and third
declensions of nouns and adjectives in all cases as well as
the indicative and imperative action of all four
conjugations of verbs in the active voice. Analytical skills
will be sharpened as Latin is a highly inflected language.
Reading material and culture are ideal vehicles for
improving the critical thinking of students of all ages
while they learn about Roman history and daily life.
Texts: Latin for Americans Level 1 and workbook,
Glencoe/McGraw-Hill, 2003.
Latin 7B and 7AB
MLA7IT
Prerequisite: Beginning Latin
This course serves as a continuation of Beginning Latin.
Objectives include reading, writing and translation
proficiency while recognizing and applying grammatical
concepts.
Reading material is the source of all vocabulary.
Grammar study includes first, second and third
declensions of nouns and adjectives in all cases and
genders and the indicative and imperative action of all
four conjugations of verbs in the active and passive voice.
Personal, demonstrative and relative pronouns as well as
adverbs are introduced. Students study various aspects of
Roman civilization: history, daily life and mythology.
Critical thinking exercises will help students analyze,
synthesize and evaluate a text and predict an outcome.
The word study portion of the class teaches students
word formation and derivation of English words from
Latin, showing the interrelationship between Latin and
English.
Texts: Latin for Americans Level 1 and workbook,
Glencoe/McGraw-Hill, 2003.
Latin 8C and 8BC
MLA8AT
Prerequisite: Intermediate Latin
This course serves as a continuation of Intermediate
Latin. The general objectives are for the student to be
able to read, write, understand and translate Latin, and to
recognize and apply grammatical concepts.
Reading material is the source of all vocabulary.
Grammar introduces students to irregular verbs in all
tenses, passive voice in all tenses, interrogative and
demonstrative pronouns, comparisons, relative clauses,
participles and the principles of word formation. The
political structure of the Roman Republic is studied and
related to modern governments. The reading material
and grammatical exercises are also used as a basis for
critical thinking activities in which students analyze,
synthesize and evaluate text and predict outcomes.
Texts: Latin for Americans Level 1 and workbook,
Glencoe/McGraw-Hill, 2003.
Spanish 6A
MSP6BT
This course is an introduction to the Spanish language
and culture of Spanish-speaking people around the world.
The emphasis is on conversation, pronunciation, reading
and writing for communicative purposes. Students begin
to acquire the knowledge of basic grammatical structures
as they study vocabulary associated with age-appropriate
everyday topics. These include, but are not limited to,
greetings and introductions, the weather, school materials
and subjects, likes and dislikes, and physical/personality
descriptions. Students who begin Spanish study in the
Grade 6 will have the opportunity for in-depth study of
the language and culture over three years, promoting
long-term mastery of Spanish language skills. Providing
they continue successfully through three years of Middle
School study, they will be prepared for second-year
language study in the Upper School.
Texts: Avancemos I, Houghton Mifflin & Harcourt, 2013
and workbooks
Spanish 7AB
MSP7BT
Prerequisite: Must be in Grade 7
Students begin to speak, read, write and comprehend the
Spanish language on a fundamental level.
Communication of relevant ideas and meanings in real life
situations allows for students to understand grammar
inductively. As the year progresses, previously introduced
concepts reappear, allowing for repetition and
enhancement of student learning. Native pronunciation
is stressed as well as different regional dialects.
Vocabulary emphasis: greetings, telling time, weather,
numbers, parts of the body, classroom objects, the
Revised August 2018 43
calendar, hobbies, descriptive adjectives, -ar,-er, and –ir
verbs in the present tense, location and food. Students
learn to communicate as they participate in paired and
small group activities, write short essays and role play real
life situations. Special activities such as presentations and
World Language Week enhance their understanding of
culture.
Grammar focus: Subject pronouns including tú and Usted
and vosotros vs. Ustedes, gender and number, definite
and indefinite articles, the present tense of regular and
irregular verbs such as ser, hacer, tener and ir, direct
object pronouns, noun and adjective agreement, definite
and indefinite articles.
Texts: Avancemos I, Houghton Mifflin & Harcourt, 2013
and workbooks
Spanish 7B Regular and Advanced
MSP7IT
Prerequisite: Beginning Grade 6 Spanish
This class is a continuation of Beginning Spanish from
Grade 6. Continued emphasis is placed on culture as well
as the Spanish language. Intense review is offered along
with the introduction of new material. Vocabulary and
grammatical themes include: food, utensils, -er and –ir
verbs, ser, tener, hacer, possessive adjectives, locations in
the community, activities, family and pronunciation of
consonants. Additionally, students explore cultural
aspects such as the quinceañera celebration and Day of
the Dead.
Texts: Avancemos I, Houghton Mifflin & Harcourt, 2013
and workbooks
Spanish 8C
MSP8BT
Prerequisite: Beginning Spanish and must be in Grade 8
Continuing Spanish is a course designed for those who
have successfully completed Grade 7 Beginning Spanish.
Students continue to develop their skills by revisiting
previously learned concepts while learning new and more
complex grammatical structures. Students also prepare
dialogues for oral classroom presentations. Vocabulary
emphasis: family, food, home, shopping, clothing,
vacation, television terminology.
Grammar focuses on all information from Beginning
Spanish. Additionally, students conjugate stem-changing
verbs in the present tense such as tener. Other concepts:
demonstrative and possessive adjectives, idiomatic
expressions, the personal a, indirect object pronouns,
preterit tense of regular -ar, -er and -ir verbs, comparative
and superlative constructions, ser vs. estar.
Texts: Avancemos I, Houghton Mifflin Harcourt, 2008.
CO-CURRICULAR
INFORMATION
MIDDLE SCHOOL –
LEARNING SUPPORT AND TUTORIALS
Middle School has a Regular Tutorial Support specialist
and academic teachers who will meet with designated
students on a regular basis as prescribed by each student’s
needs. In addition, many tutorials are offered after school
on a regular basis; days will be announced in the Daily
Bulletin. Tutorials with specific teachers can be set by
appointment either just before or just after school.
Homework supervision will be assigned after school as
needed. Students may also see a teacher or be assigned to
study skills assistance during a common unscheduled
period or selected FLEX (Featured Learning Experience)
periods.
Grade 6 Super 6 Skills Study
Skills/Laptop Explorations & Real
Life
MSL6RT
In this course, students focus on organization, reading
skills, information literacy, computer skills and general
study skills. The lessons and resources are designed to
give the students learning strategies that can directly relate
to many of the lessons in other classes. Study skills
include organization and time management, reading and
listening skills, context clues, as well as strategies geared
toward specific learning styles. The computer lessons
teach the information needed to use Windows and
operate the Office 2010 suite, including Word, Excel,
Outlook and PowerPoint. Students also use the graphic
organizer Inspiration as well as improve keyboarding
skills using Type to Learn. Internet and email etiquette as
well as library and online research skills are stressed. This
course teaches the students to access our network
resources, including software and printers. A daily
planner is required.
MIDDLE SCHOOL – LIBRARY SERVICES
Our Values
We believe
…that intellectual freedom is a fundamental right for all;
…that literacy is an essential skill across all platforms and
disciplines;
…that reading for personal information and enjoyment
leads to lifelong learning;
…that respect for intellectual and creative property is
everyone’s responsibility.
Our Mission
Revised August 2018 44
Teach, Inspire, Explore
From students conducting research or quietly reading to
faculty members working collaboratively with the
librarian, , the Library is a hub of activity in the Middle
School. The Library is staffed by a professional librarian,
and it is open to all students throughout the day and after
school. Students draw from a continually growing
collection of print, digital, , and multimedia items, and
wireless networking provides access to the DCDS
network and the internet. Destiny Library Catalog gives
online access to the library’s print collection as well as to
e-books, and the Middle School Library website provides
access to online reference databases from , Scholastic,
EBSCO and Gale and others. Additionally, the Library
website is an extensive resource for students, faculty and
parents who are looking for information or something to
read.
A crucial mission of the Library program is to collaborate
with each department to support the curriculum.
Students are given “just-in-time” instruction to meet their
academic needs. Instruction focuses on several areas:
Reading – Through book talks, displays, reading lists,
emails about new books and special programs, students
frequently hear about and see books that may be of
interest to them.
Research skills and information literacy – Students are
taught how to use print and digital resources effectively
and how to decide which resources best meet their needs.
Responsible use of resources – Students receive
instruction on the importance of giving credit to their
research sources, how to create a list of works cited, how
to avoid plagiarism, and how to use technology and all
resources responsibility.
For parents and faculty, the Library offers a Parent-
Teacher collection of books that may be checked out at
any time. The librarian also provides professional
development on the use of new resources and technology
and speaks to parents about technology and teens.
MIDDLE SCHOOL – AFTER SCHOOL
PROGRAMS (ATHLETICS)
Students in Grade 7 are required to successfully complete
one season of athletic participation each year. Students in
Grade 8 are required to successfully complete two
seasons of athletic participation each year. One of the
athletic sport activities must be an on-campus
interscholastic sport. The second sport requirement may
be satisfied by participating in an intramural or non-team
sport or physical education class.
The Middle School athletic program is designed to
provide every student an opportunity to participate at
his/her appropriate level, offering competitive and
intramural options.
Please refer to the website (www.dcds.edu) for current
sports offerings
MIDDLE SCHOOL - CLUBS
The Clubs program is designed to offer socialization, as
well as to allow students to explore interests, discover
passions, and develop responsibility. Students may select
from among competitive, academic, athletic, craft, artistic,
hobby, performance and service options.
Please refer to the website (www.dcds.edu) for detailed
information.
Revised August 2018 45
UPPER SCHOOL
INTRODUCTION
Detroit Country Day School offers academic programs
that contribute to the liberal arts education of students.
Symposia and assemblies on current societal issues, and
theatre, art and musical enrichment programs serve to
stimulate the mind and provide a variety of experiences in
the educational process. By designing additional
intellectual, ethical, aesthetic, and social activities beyond
the classroom, students learn to think in several arenas of
knowledge and to apply a tough, discriminating intellect
to the information they obtain.
The educational process demands meaningful homework
assignments that are corrected, graded, reviewed, and
returned to the students. Each teacher must post
assignment sheets electronically for students as part of a
planned approach toward teaching and learning. Teachers
must display sound pedagogical practices and evidence
classroom preparation.
For students, it is axiomatic that assessment is an integral
part of the instructional process. Assessment may take
many forms, including project based assessment, research,
written work, collaborative work, in-class oral
examinations, and written examinations. Examinations
require students to develop a course perspective and to
reflect on acquired knowledge. Students regularly prepare
for hourly examinations, as well as for two-hour midyear
and final examinations; this comprehensive assessment is
necessary for a proper education as well as preparation
for college/university practices.
Detroit Country Day School is also committed to the
psychological, social, athletic, and aesthetic development
of the student. To this end, students are required to earn
White Points for service to others, Gold Points for
activities, Blue Points for athletics and for fine and
performing arts credit. The point system ensures student
involvement and self-growth. The school believes that
this goal of total involvement leads to the complete
realization of individual potential.
UPPER SCHOOL - MUSIC
The ancient Greek philosopher, Plato, extolled the
benefits of music on the human being. He said:
“Education in music is most sovereign because more than
anything else rhythm and harmony find their way to the
inmost soul and take strongest hold upon them, bringing
with them and imparting grace if one is rightly trained.”
Detroit Country Day School values music as an important
part of a young person’s development. Musical
involvement has been shown to improve a student’s self-
discipline, dexterity, coordination, self-esteem, thinking
skills, listening skills, creative ability, and personal
expression. In addition, many colleges view participation
in the arts and music as a valuable experience that
broadens students’ understanding and appreciation of the
world around them. Detroit Country Day School
recognizes the important role musical instruction can play
in a student’s life and commits to numerous opportunities
for student participation.
Our primary goal is to provide excellent musical
experiences through performance in instrumental
(orchestra and band) and choral music. These groups
participate in the Michigan School Vocal Music
Association and Michigan School Band and Orchestra
Association festivals. We also emphasize individual
growth by encouraging additional private study and
participation in solo and ensemble festivals. Students are
encouraged to continue their study of music through
music history and theory classes. We provide our students
with knowledge of our musical past, music of other
cultures, and the mechanics and form of music. Emphasis
is on performance, as well as the study of the intellectual,
aesthetic, historical, and emotional aspects of music.
Fundamentals of Music Theory
UMU311, UMU312 ½ credit
Prerequisite: none
Students will learn how to read notes in multiple clefs,
read rhythms in both simple and compound meters,
sight-sing using solfege, and how to build triads and
seventh chords. Students will be graded based on in class
assignments, homework, quizzes and tests.
AP Music Theory (Honors)
UMU413H (AP/IB) 1 credit
Prerequisite: Fundamentals of music theory OR music
theory placement test
Students will gain an in-depth understanding of standard
chord progressions, voice leading, harmony, form and
counterpoint. Students will explore solfege and it’s
relation to harmony and 18
th
and 19
th
century
counterpoint. Other topics covered include melodic,
harmonic and rhythmic dictation, sight-singing, and
figured bass analysis.
Concert Band
UBD413 1 credit
Prerequisite: At least 1 year instruction on a musical
instrument.
The Concert Band plays three major concerts a year,
performs at all home football games, at the
commencement ceremony, and participates in the
Michigan School Band and Orchestra Association
festivals. Members are graded on class participation, daily
preparation, concert performance, Smart Music
assignments, and in-class playing tests. Students will
develop the fundamental skills on their instrument
Revised August 2018 46
necessary to perform the highest level literature available
to a young high school band.
Text: The Artistry of Fundamentals, Frank Erickson
Concert Choir
UCR413 1 credit
Prerequisite: Tone-matching and voice placement
audition
Concert Choir is a mixed choir of up to 65 students who
enjoy singing and can pass a simple tone matching and
voice placement audition. Three major concerts are given
during the year, with occasional off-campus appearances
and collaborative performances with local professional
groups. This choir performs mostly collegiate level choral
literature. Members of Bella Voce, a 16 voice advanced
mixed ensemble, are chosen from choir annually by
audition. Detroit Country Day School choirs participate
in all Michigan School Vocal Music Association
(MSVMA) Choral and Solo & Ensemble Festivals.
Orchestra
UOR413 1 credit
Prerequisite: Play string instrument
Orchestra is offered to all violin, viola, cello, and bass
students. The orchestra plays two major concerts a year,
the commencement ceremony, performs at Celebrate the
Arts, and participates in the Michigan School Band and
Orchestra and Solo and Ensemble festivals. Members of
the orchestra are graded on in class participation, weekly
practice assignments requiring 100 minutes of practice
per week, in-class playing tests, and concert
performance. Members may also perform in the
Symphony Orchestra (a collaboration of selected
members of Orchestra and Concert Band).
Advanced Music Practicum
UMU421, UMU422 ½ credit
Prerequisite: Instructor approval
Students have the opportunity to work with the
instructor to create personal music goals to achieve each
semester in an independent study environment. This
class is intended for those that wish to deepen their
musical knowledge in a particular area i.e. musical
composition, song writing, instrumental or vocal
techniques, or even to prepare for recitals and college
auditions.
Honors Symphonic Orchestra
UOR423H (AP/IB) 1 credit
Prerequisite: Audition for Directors
The Honors Symphonic Orchestra is an audition based
ensemble consisting of the finest string, wind and
percussionists at the Upper School. The orchestra
performs the highest level repertoire available including
many professional level works. This course is an honors
level class and the workload is comparable to any other
honors level class at the Upper School. Within the
Honors Symphonic Orchestra we have formed five
chamber groups within the class as a whole. Chamber
ensembles provide the students with the following
benefits: students have some control over what they
perform, and learn how to work together both on a
musical and a personal level. The very best instrumental
music programs across the state of Michigan all have
numerous chamber ensembles. We do not feel that is a
coincidence and as we strive to become the top music
program in the state we see a clear need to include
chamber ensembles as part of our instrumental music
curriculum. The Honors Symphonic Orchestra is one of
the top five full orchestras in the state of Michigan and in
District 4 the HSO is in the top three in the district. Our
groups within the ensemble are and are not limited to:
DCDS String Quartet which meets before school on
Wednesday and Friday mornings and when they are
preparing for fundraisers and parties during class.
Saxophone Quartet meets exclusively during Honors
Symphonic Orchestra. Percussion Ensemble meets
exclusively during the Honors Symphonic class period.
Text: Repertoire as decided by the directors
UPPER SCHOOL – THEATRE, DANCE &
COMMUNICATION ARTS
The Theatre, Dance & Communication Arts Department
offers students the opportunity to explore their creativity
in a nurturing and supportive setting. Each course
engages students in technique exploration, practical
performance opportunities and a research component
reflective of our global cultural community.
Dance Foundational Movement
UDN 211/212 1 credit
Foundational movement studies is a semester-long course
in which both experienced and non-experienced explore
movement patterns and basic skill development, as well as
choreography and improvisational movement. Emphasis
is placed on individuals experiencing the positive effects
of mind body connections made through movement.
The semester culminates in an in depth project in which
the dancers are asked to inform, create and reflect upon a
topic of their choice.
Dance Performance Studies
UDN 221/222 1 credit
Performance studies is a semester-long course in which
students will have the opportunity to build on technical
dance skills, work with guest artists and learn
choreography to be performed at our spring dance
showcase. Although dance experience is not required, a
disciplined approach to learning material is expected. A
strong emphasis is placed on goal setting, both
Revised August 2018 47
individually and as a group and accomplishments are
celebrated.
Dance Repertory Ensemble
UDN413 1 credit
Prerequisite: Audition or faculty approval.
The disciplined dance student may elect to audition for
the Repertory Dance Ensemble, a year-long course in
which students further strengthen their skills in
contemporary dance forms through developing and
performing repertoire of a variety of dance idioms. In
addition to working with guest choreographers, students
are encouraged to experience and analyze choreographic
elements and work collaboratively and/or individually on
work that is presented at our annual spring dance
showcase. Dancers may also be invited to perform at
multiple events throughout the year.
Foundations of Film Making
UFM 211/212 ½ credit
This semester course introduces and develops an
appreciation for the science and art of filmmaking, and
the skills and techniques necessary to produce film
products.
Intermediate Filmmaking
UFM 221/222 ½ credit
Prerequisite: Students Foundations of Filmmaking –
UFM 211/212
This semester course is designed to enhance appreciation
for the science and art of filmmaking, as well as introduce
new skills and techniques necessary to produce stronger
student film projects.
Film Studio Productions
UFM 323 1 credit
Prerequisite: Faculty approval.
This full year course is designed to prepare students for
college-level film studies. Students will be immersed in
technique building exercises and projects that not only
inspire creativity but also require problem-solving skills.
Students will be required to create art films, narratives,
news broadcasts and much more.
Communications In A Digital World
UCM201, UEN202 ½ credit
Prerequisite: none
The course objective is to train the student in practical
methods for development and delivery of the informative
and persuasive public speech, including theoretical bases
for speech development, composition and delivery.
Exercises and applications include extemporaneous and
impromptu speaking; information, persuasion, and
introduction speeches; and speeches with visual aids.
Students will be evaluated by the instructor as well as by
other students. Discussions cover topics such as
listening, contemporary speech makers, and proper
audience behavior. Skills required for development of the
public speech, such as expository writing style and
research methods, have cross applications to other core
courses. In addition, speaking before an audience
prepares the student for collegiate and business
presentations.
Text: Generated by the instructor.
Forensics
UCM221 ½ credit
Prerequisite: none
This course may be used to fulfill the sophomore speech
graduation requirement. The course objective is to
provide students with the skills necessary to express ideas
through public speaking and literary performances. The
course will be modeled after the competitive forensic
activity but students are not required to compete as a part
of the course. Students will have the opportunity to learn
the skills of informative and persuasive speaking
including both composition and delivery of presentations.
Students will also learn the skills involved in the oral
interpretation of literature. The focus of interpretation
skills will be on proper choice of literature, interpretation
of author’s intent along with physical and vocal
performance of literature. In addition, performing before
an audience provides students with skills and confidence
that are necessary outside of the classroom.
Text: Generated by the instructor.
Debate
UCM222 ½ credit
Prerequisite: none
This course may be used to fulfill the sophomore speech
graduation requirement. The course objective is to
provide students with the skills necessary to express ideas
through analytical debate and argumentation. Although
the course will teach some of the aspects of competitive
academic debate, students are not required to compete as
a part of the course. Students will have the opportunity
to learn how to analytically approach the subject of
communication through constructive argument.
Assignments will focus on the oral presentation of a
variety of argumentative forms including political debates,
academic debates, Lincoln-Douglas style debates and
other forms of persuasive argument. The skills students
will learn include persuasion, persuasive language use,
argument structure/presentation, critical analysis of
argument and audience, research, logical thought and
fallacies of reasoning. Students will also learn the skills
necessary to persuasively present their argument before
an audience. This course will provide the students with
skills that will help them prepare for collegiate courses
and the business world.
Text: Generated by the instructor.
Revised August 2018 48
Theatre Production I: Stagecraft
UTH311, UTH312 ½ credit
Prerequisite: none
This course will cover most of the fundamental aspects of
theatre production. Students will learn scenery
construction and painting techniques as well as how to
operate lighting and sound equipment. While students
learn the basics in theatre production, they will become
knowledgeable of the important safety requirements
involved within the theatre. In addition to classroom
work, students will have a chance to apply their
knowledge to several hands-on projects in the theatre and
scene shop.
Text: Theatrical Design and Production Sixth Edition, J.
Michael Gillette. Scripts as assigned.
Theatre Production II: Theatrical
Design
UTH321, UTH322 ½ credit
Prerequisite: UTH311/312 or Instructor Approval
This course takes students beyond the practical aspects of
theatre production and focuses on the process of
designing the different elements of a show. The students
will begin to learn how to read and analyze a script;
collaborate on a design concept; research costumes,
lighting, sound and scenery within the concept; and the
various ways of presenting their ideas to the design team.
The students will apply these lessons to two projects
during the semester, where they will read a script,
determine a concept and make a final presentation to the
class.
Text: Theatrical Design and Production Sixth Edition, J.
Michael Gillette. Scripts as assigned.
Technical Theatre Studio
UTH323 1 credit
Prerequisite: UTH311/312, UTH321/322, or Instructor
Approval
This course is designed to be an intensive course in
Theatrical Design with an emphasis on teaching the
students all aspects of creating and implementing a
Design for the stage. The students will explore the art of
Design through readings, classroom projects, classroom
discussions, and journaling, which will help build the
foundational skills necessary to become a Theatrical
Designer. In addition to the classroom work, students will
have an opportunity to choose an area of design to focus
on and create and execute their design for 2 Theatre
Showcases (one per semester) in conjunction with the
Acting Studio classes, thus giving them the chance to
apply what they've learned in a practical setting with the
guidance of their instructor.
Text: Scripts as assigned. Any additional materials to be
provided by the instructor.
Theatre I: Performance Foundations
UTH411, UTH412 ½ credit
Prerequisite: none
Providing a thorough overview of the theatre from both
theoretical and practical perspectives, this semester course
provides student experiences as actors, directors, and
researchers. Curricular experiences include
improvisational training, acting technique comparisons,
script analysis and world theatre investigations.
Evaluation of students is based on classroom
participation, prepared classroom presentations and
written materials developed through research. This is a
pre-requisite course in the theatre curriculum.
Studio Theatre Ensemble
TH413 1 credit
Prerequisite: Audition or faculty approval.
This year- long course immerses students in the art of
producing and presenting theatre from an acting,
directing and design perspective. Students chronicle their
journey in the craft through journaling and development
of a portfolio of their experiences. IB students will
undertake all four of the Standard Level elements of
study. The four elements of the Standard Level are
Performance Skills, World Theatre Studies, Practical Play
Analysis and Theatre Production. Students seeking IB
credit for Theatre Arts must comply with submittal
requirements for evaluation as outlined in the IB Theatre
Arts guidelines. Limited to juniors and seniors.
Enrollment by permission of department head.
Theatre II: Performance Studies
UTH421, UTH422 ½ credit
Prerequisite: Theatre I: Performance Foundations
In this course focusing on scene studies from a wide
range of theatrical material students will analyze, rehearse
and present scenes in the classroom setting.
Contemporary and classic playwrights will be used to
explore various acting styles that have developed
throughout the ages. Evaluation of students is based on
preparedness for daily work, artistic growth over the
semester and commitment to the process. Memorization
of multiple scripts will be required. Recommended for
sophomores and juniors who have completed 411.
UPPER SCHOOL – VISUAL ARTS
The Upper School fine arts department offers instruction
for all students in grades nine through twelve. A
sequential program with a gradually expanding knowledge
base and skill development is presented. Class study
includes four major components:
1. Aesthetic perception
2. Creative expression and production
3. Art History
4. Critical analysis
.
Revised August 2018 49
In presenting art education, we look at the experience in
its broadest context. We introduce the student to the
historical foundations of the art form. We study art as an
experience of creation through an artist’s eyes and as a
link to culture. Students become familiar with the critical
study of the art form itself and learn to critique their own
productions as well. Studio time allows the students
hands-on experiences with art principles and elements,
techniques, and media. Through varied experiences, the
student develops a rich understanding of the background
in visual arts.
Friends of the Arts sponsor the Celebrate the Arts
Festival and numerous other unique events that extend
and enrich student experiences in the fine and performing
arts.
Foundations of Studio Art
UAR101, UAR102 ½ credit
This semester course will prepare students for all studio
art classes offered at DCDS: Painting, Drawing,
Ceramics, Sculpture, Photography, Computer-Graphics,
Mixed Media Exploration, Jewelry, Metals, Fibers and
Textiles. The course is based on a college level foundation
course with an emphasis on the Elements and Principles
of Art and Visual Design. It is a project based class with a
cultural and historical framework that will provide
students with a better understanding of the building
blocks of art.
This course will be a requirement for all students new to
DCDS, and any student coming from the Middle school
who has not taken the full year Fine Arts course either in
7
th
or 8
th
grade.
If an incoming freshman from our middle school has
completed the full year of Fine Art, they may register for
any introductory studio course offered. Painting,
Drawing, Fashion Research and Design, Ceramics,
Sculpture, Photography, Computer Graphics, Jewelry.
Introduction to Drawing
UAR111, UAR112 ½ credit
Prerequisite: UAR101 or UAR102
Drawing becomes a form of exercise to strengthen artistic
ability, curiosity, and problem solving. Students will
create drawings so that they learn to see and understand
how to express ideas, feelings, and imagination. Students
will be able to evaluate drawings in relation to their
expressive qualities. They will be able to discuss the
mediums and techniques used. Group critiques and artist
statements as well as experimental approaches to drawing
will augment studio work.
Advanced Drawing
UAR211, UAR212 ½ credit
Prerequisite: UAR111 or UAR112
This course is a progressive journey from the
introduction of basic formal vocabulary, materials, and
perceptual awareness, to developing, reacting, and
addressing personal issues and interests. It is continuing
the discovery of individual passions through diverse
experiences and responses from faculty and fellow
students. Emphasis is placed on exploring the
development of ideas and risk-taking. What happens in
the struggle gives way to surprise, invention, and
discovery. Critiques remain fundamental as a guide to
student growth.
Introduction to Painting
UAR171, UAR172 ½ credit
Prerequisite: UAR101 or UAR102
Painting becomes a form of exercise to strengthen artistic
ability and curiosity. Students will learn to see and
understand the media associated with paint while
expressing ideas, feelings, and imagination. Students will
be able to evaluate their paintings in relation to their
expressive qualities, and to understand terms for
discussing the techniques used towards completion.
Group critiques are required for each completed project.
Sketchbooks are an integral part of the course for the
gathering, formatting, and research of ideas, techniques,
and class notes.
Advanced Painting
UAR271, UAR272 ½ credit
Prerequisite: UAR171 or UAR172
This course is a progressive journey from the
introduction of basic formal vocabulary, materials, and
perceptual awareness, to developing, reacting, and
addressing personal issues and interests in painting
through experimental and different uses of paint. It is
continuing the discovery of individual passions through
diverse experiences and responses from faculty and fellow
students. Emphasis is placed on exploring the
development of ideas and risk taking. What happens in
the struggle gives way to surprise, invention, and
discovery. Critiques remain fundamental as a guide to
student growth. Computer research is encouraged for
current trends.
Mixed Media Exploration
UAR321, UAR322 ½ credit
Prerequisites: AR 141/142 (Intro to Photo) or
AR161/162 (Intro to Computer Graphics)
This semester course will introduce alternative materials
to explore varied approaches to photography. Beginning
with exercises to introduce fluid media into photography,
the class will advance into methods for incorporating
drawing materials, collage and stencils into drawn and
photographic compositions. Issues of craftsmanship as
well as narrative and formal content will be addressed. In
addition, the class will engage in group discussions of
current mixed-media trends in contemporary art.
Revised August 2018 50
Introduction to Computer Graphics
and Digital Photography
UAR161, UAR162 ½ credit
Prerequisite: UAR101 or UAR102
The course introduces the computer and digital camera as
tools and new media in fine art. Students unite creativity
and technology while developing their drawing, painting,
and illustration skills on the computer. The course uses
Adobe Photoshop program, drawing, and painting
programs, computer scanners and photo manipulation
programs to execute art and illustration in the form of
personal logos, comics, abstract paintings, portraits,
collage, and book designs. Students will view works
created by contemporary computer artists. The course is
recommended for any student interested in art or
computers.
Advanced Computer Graphics and
Digital Photography
UAR261, UAR262 ½ credit
Prerequisite: UAR161 or UAR162
This course is designed to expose students to a real life
design studio environment. Students work on design
challenges utilizing the technology experience gained in
Beginning Computer Graphics and Digital Photography.
Design challenges include corporate identity, poster
design, package design, and an introduction to computer
animation.
Introduction to Ceramics
UAR121, UAR122 ½ credit
Prerequisite: UAR101 or UAR102
Students are introduced to clay from the process of
construction through the completion of finished pieces.
Students will build both functional and non-functional
forms using basic hand-building techniques and the
potter’s wheel. Drawing and painting on the clay surface
both before and after firing will be emphasized with the
use of color, texture and glazes. High fine/low fine and
raku are introduced.
Advanced Ceramics
UAR221, UAR222 ½ credit
Prerequisite: UAR121 or UAR122
The course continues the work from Beginning Ceramics
involving hand-building and wheel techniques to explore
both functional and sculptural forms. Students will be
introduced to various methods of kiln firing, gas and
electric. Oxidation and reduction with concentration on
low fire temperatures will be emphasized.
Project possibilities will cover: glaze calculation, colorants
in glaze bases, colored porcelain, luster, under glazes,
raku, earthenware, and some stoneware glazes. Slip
casting and salt firing pottery projects in this section will
be form and function based. Pit firing and raku are also
included.
Introduction to Sculpture
UAR131, UAR132 ½ credit
Prerequisite: UAR101 or UAR102
Students are introduced to traditional and modern
sculpture through slide lectures, demonstrations, and
hands-on material work. There will be six projects
throughout the semester. Each project will touch on
some history of sculpture pertaining to that specific style.
The course will emphasize aesthetics and learning about
materials to produce sculptures safely with hand and
power tools. There will be critiques four times a semester
to evaluate work, and two multiple choice tests. Students
will be responsible for all information covered in the
course including the history of sculpture, digital images,
and art vocabulary.
Advanced Sculpture
UAR231, UAR232 ½ credit
Prerequisite: UAR131 or UAR 132
Students will work with the instructor’s guidance in
individually directed assignments based on student skill,
technique level, and personal interest.
Introduction to Photography
UAR141, UAR142 ½ credit
Prerequisite: UAR101 or UAR102
A practical introductory course emphasizes 35mm camera
operation, film exposure and darkroom procedures for
black and white photography. Individual darkroom time
is programmed into the course work and access to a
35mm camera is required. Students will study the history
of photography through videos and lectures and learn the
basic crossover from the science to the art of
photography.
Advanced Photography
UAR241, UAR242 ½ credit
Prerequisite: UAR141 or UAR142
The Advanced Photography class builds on the
foundation learned from the Introduction to
Photography. Students will continue to develop their
photography skills as they concentrate on a more
conceptual and technical approach. Projects are designed
to build further understanding of photographic problem
solving. They will become comfortable with digital
cameras and photo-based media. In addition they will
apply refined editing techniques in photoshop. Class
critiques will address the technical and aesthetic
challenges encountered as they use their
cameras. Assignments are tailored to individual interests.
Introduction to Jewelry and Metals
UAR151, UAR152 ½ credit
Revised August 2018 51
Prerequisite: UAR101 or UAR102
This course will introduce to the students, through a
series of lectures, demonstrations and assigned projects,
the basic metal working techniques utilized in the
fabrication of jewelry. This course will also deal with
some of the unique design challenges inherent to jewelry
when trying to strike a balance between form, function
and imagery.
Advanced Jewelry and Metals
UAR251, UAR252 ½ credit
Prerequisite: UAR151 or UAR152
This course builds upon the set of techniques learned in
Introduction to Jewelry and Metals and adds the
processes of Lost Wax Casting, Carbon Casting, 3-D
printing and CAD. The techniques are introduced
through a series of lectures, demonstrations and assigned
projects. Casting is one of the oldest processes for
making jewelry and dates back thousands of years. This
course will also deal with some of the unique design
challenges inherent to jewelry when trying to strike a
balance between form, function and imagery.
Fashion Research and Design
UAR311 ½ credit
Prerequisite: Art and Design
Fashion Research and Design will lead the student
through the essential stages of research and transition
into Fibers and Textiles. Research is vital to any design
process and should be experimental, investigative and
support a particular idea. This course will provide
inspiration, information and creative direction toward a
collection. The course will help bridge the gap between
research, early design techniques through visual
communication and rendering.
Fibers and Textiles
UAR341, UAR342 ½ credit
Prerequisite: AR101
This one semester course is an introduction to traditional
and experimental fibers and textiles through clothing and
fashion trends. Students are required to produce a
journal with photos, sketches and samples of designs,
accessories, and sewing techniques. This course presents
student artists with unique opportunities to explore
fabrics and surface designs as well as challenge them to
express their unique style and creative ideas in fashion.
The class addresses the expressive and conceptual
potential of fibers and textiles as well as related materials
and techniques. Field trips encourage growth and
provide challenging new insights and material for their
projects.
Directed Study Intro and Advanced
UAR411, UAR412 ½ credit
Students must have enrolled previously in at least one
year of studio art. This is designed to be a course of
exploration through medium, media, style or subject. This
experimentation allows the student the freedom to
discover a new way of thinking or conceptualizing.
Projects must be challenge based to solve a specific
problem or test a new process. These works may be
completed in several weeks or may require an entire
semester. All areas of art are available for Directed Study.
Portfolio Development (Directed
Study)
UAR441, UAR442 ½ credit
Students begin to build their portfolios based on their
choice of theme, media/medium, technique or style. The
completion of a minimum of three projects is
recommended by the end of the semester. Emphasis is
placed on computer research, visiting galleries, museums
and communication through digital media with other
artists.
AP/IB Studio Art
UAR443H 1 credit
The AP program in studio art enables highly motivated
art students an opportunity to create a portfolio of
college-level work. The course is intended to develop
three aspects of the AP exam: Quality, Concentration and
Breadth. The development of the AP Studio portfolio
involves significantly more time than a typical high school
art course and is not for those who are casually interested.
The quest for uniqueness of both production and
experimentation makes active demands on students and
teachers. Students will be required to complete eight
pieces by January to submit digitally to the Scholastic Art
and Writing Awards for judging.
AP Art History
UAR463H 1 credit
Prerequisite: Open to juniors or seniors or with
department head approval or UAR101/102 Art &
Design. This course does not fulfill a history department
graduation requirement.
AP Art History is a year-long course and covers the
history of visual art and artifacts from the dawn of
civilization to the present day, including the art of several
non-Western cultures. Art has never existed within a
vacuum. Art and its societies and cultures have always
been closely intertwined. Art will be examined as a
reflection of the societies within which they existed.
What was the political climate like? What forms of art-
making benefited from the rise of new technologies?
What was the significance of certain forms of art to the
daily lives of people? By analyzing art in terms of the
historical, political, and economic context from which it
came, it is possible to better understand that period of
history. The content of the course is intended to cover
Revised August 2018 52
the information that will be tested on the Advanced
Placement exam in the spring, and is designed to be an
equivalent to a college level introductory course.
UPPER SCHOOL – COMPUTER SCIENCE
The computer science curriculum serves several groups of
students. For students new to DCDS, we have an
interdisciplinary orientation course, which includes
lessons on making good use of their laptop computers,
our network, and available technologies. Students in our
introductory classes create multimedia and web projects.
For our most interested students, the computer science
curriculum continues with Intermediate Programming &
Data Structures, followed by Advanced Computer
Science A (AP)
The Computer Science Department helps support
computing technology across the Upper School
curriculum. Technology is an integral part of teaching,
communication, and administration for students, faculty,
and staff. Hardware, software, professional development
and technical support are key components of our
program.
Every student is expected to bring a laptop or similar
device to school on a daily basis. With both wired and
wireless networking throughout the campus, students
may learn anytime, anywhere.
Faculty and students use a wide array of technology,
including Microsoft™ Office programs, and online
library databases to conduct research for their classes.
Classes and clubs, such as computer graphics,
yearbook, newspaper, art magazine, and film club, use
and explore digital media in our computer labs.
Programming & Design for the Web
UCS221, UCS222 ½ credit
Prerequisite: none
This course includes the design and development of
World Wide Web pages using HTML (HyperText
Markup Language) and CSS (Cascading Style Sheets).
Students will learn HTML tags for text, images, links,
lists, simple layouts, complex layouts, tables, frames,
styles, internal style sheets, and external style sheets.
JavaScript used to make web pages interactive will also be
covered.
Goals for this class include preparing students to write
their own web pages to include at least html (hypertext
markup language), CSS (cascading style sheets) and
JavaScript.
Text: Visual Quickstart Guide: HTML5 and CSS3 (7th
edition) by Elizabeth Castro and Bruce Hyslop. ISBN -
13-978-0-321-71961-4.
Introduction to C
UCS231, UCS232 ½ credit
Prerequisite: Algebra 2
This course is a one-semester course. Students in this
course learn the basic syntax of C including data types,
expressions, and control statements. The course begins
with an overview of the C programming language and an
introduction to compiling and running C programs. Next,
students learn how to use the assignment operator with
variables of integer and Boolean data types. The course
then covers basic control statements such as if
statements, if/else statements, switch statements, and for
statements. Students learn how computer hardware is
organized to help them understand the behavior of
computer programs.
The Goal for this course is to prepare students to be able
to write, compile and understand C programming.
Text: Computer Science, A Structured Programming Approach
Using C, by Forouzan and Gilberg ISBN -10: 0534491324
Edition: 3
Introduction to Game Development
Using Python and Pygame
UCS241/242 ½ credit
Prerequisite: None
This is an introductory programming course that will
motivate programming through the creation of video
games using Pygame framework (also called the Pygame
library) in the Python programming language. Students
will learn the basics of programming in Python and then
quickly move to creating games with 2D graphics. New
programming concepts will be introduced as a means to
further game creation. Basic concepts in video game
design such as setting up a graphical display and handling
events, skills that are essential for any game will also be
introduced. This is a project-based course and students
are expected to demonstrate the techniques taught in
class through their projects. The class combines lecture
and short projects. No previous programming experience
is required.
Text: None. Materials will be available online.
Intermediate Programming & Data
Structures
UCS321, UCS322 ½ credit
Prerequisite: UCS221 or UCS222
This course logically follows either of the 200-level
courses (Programming and Design for the Web 1,
CS221/222.) This course builds on pieces of
programming learned in the prerequisite courses. Juniors
and seniors with interest and ability in the physical
sciences and/or mathematics may take this course as their
first computer science course.
Revised August 2018 53
Intermediate Programming and Data Structure is an
integral part of the advanced placement computer science
sequence, covering the first few chapters of the Computer
Science AP textbook. Many students choose to continue
with that course (CS433H). This course includes
algorithms, general computing, object-oriented
programming, and structured programming (including
control structures and methods) concepts. The course
currently uses the Java programming language.
Text: Java: How to Program, 9th Edition Prentice Hall,
ISBN-13: 9780132940948 Paul Deitel & Harvey Deitel
Computer Science A
UCS433H (AP) 1 credit
Prerequisite: UCS321, UCS322
This class, an honors level Advanced Placement class,
logically follows Intermediate Programming and Data
Structures (CS321/322) and builds on the programming
concepts, data structures, and language of that class. The
goals of the class are comparable to beginning college
level courses in computer science and computer
engineering.
The course outline includes object-oriented program
design, program implementation, program analysis,
standard data structures, standard algorithms, and
computing in context (software and hardware
components, and ethical and social implications).
Programming applications are used to develop student
awareness of particular algorithms and data structures.
This course provides a comprehensive background in
computer science; we especially recommend it for
students wishing to pursue careers or degrees in computer
science, engineering, physical sciences, or mathematics.
The course uses the Java language.
A goal for this class is to prepare students to get a passing
grade or better on the Advanced Placement AB
examination in May.
Text: Java: How to Program, 9th Edition Prentice Hall,
ISBN-13: 9780132940948 Paul Deitel & Harvey Deitel
Advanced Topics in C++
UCS441/UCS442 ½ credit
Prerequisite: UCS231, UCS232, UCS433H
This class covers the more advanced aspects of object-
oriented programming and the C++ programming
language. Techniques including subjects such as file
access, abstract data structures, class inheritance, and
other advanced techniques. The following C++
programming topics are covered: classes, objects,
function and operator overloading, inheritance and
dynamic polymorphism, templates, exception handling,
standard template library, data structures, complex
input/output standard and file handling techniques,
program documentation, bit manipulation and other
advanced C++ techniques
The Goal for this course is to prepare students to be able
to use void functions classes, subclasses, friend functions,
operator overloading, polymorphism, inheritance, and
object-oriented programming concepts and techniques
Text: C++: How to Program, 8th Edition Prentice Hall,
ISBN-13: 9780132662369 Paul Deitel & Harvey Deitel
UPPER SCHOOL - ENGLISH
“Almost all education is language education.” - Neil
Postman (1931-2003)
Language skills empower intellectual, personal, and social
growth. Recognizing this essential feature for individual
development, our English faculty engages students in
both formal and personal thought and expression to
instill in them an awareness of the self-responsibility and
social implications of speaking and writing.
Our teachers of language further recognize their own
arduous responsibility in meeting objectives in relation to
individual learning strengths. To that end, we establish a
foundation in vocabulary and grammar to promote active
reading skills and thoughtful expression in speaking and
writing. We offer a variety of compositions—analytical,
expository, responsive, and creative—with the emphasis
on guiding the young writer to find his/her voice.
By varying classroom practice to include student-centered
as well as lecture-based or teacher-directed activities, we
further the student’s rhetorical abilities through daily
discussion, group work, debates, and oral presentations.
By assigning homework on a nightly basis, we encourage
the continual involvement in language, literature, and
ideas, emphasizing active reading practices such as
highlighting, note-taking, and reading journals. Classroom
lessons foster critical thinking through various
interpretive approaches from personal response to formal
analysis. In electives, we offer critical studies ranging from
New Criticism to feminism to postmodernism.
As instructors of young writers, we devote ourselves daily
to their exploration of avenues of expression. We
particularly pride ourselves in providing individual writing
tutorials in:
● Developing a specific and debatable thesis
● Structuring the rhetoric of a valid argument
● Organizing smooth transitions in composition
● Considering the appropriate choice of language
● Integrating research and/or reflections from experience
● Contextualizing quotations as supportive evidence
● Compiling a Works Cited page in the proper Modern
Language Association (MLA) format
Revised August 2018 54
Literature, Speech, Composition &
Grammar (Freshmen English)
UEN113, UEN113H 1 credit
Prerequisite: none
This course in literature, speech and composition
emphasizes methods of effective writing — paragraph
development, syntax, organization, and vocabulary
building — all leading toward analytical, expository,
responsive and creative composition. The course
integrates grammar and language studies in order to
increase the effective development of the student’s
individual voice in speaking and writing. The literature
program introduces the genres — fiction, non-fiction,
oration, poetry, epic, and drama — and teaches the active
reading skills necessary for an in-depth enjoyment of
literature. More extensive writing and comprehensive
study are required of students in the honors section,
which prepares the students for the IB and/or AP
programs.
Text: The Language of Literature, McDougal Littell Inc,
2000; English Workshop, Fifth Course, Holt, Rinehart &
Winston , 1986; The Glass Menagerie, Dramatist Play
Service, Inc. 1975; Catcher in the Rye, Little, Brown and
Co., To Kill a Mockingbird, Warner Books, 1960, The
Odyssey, Farrar, Straus, and Giroux, 1998.
Additional texts for Honors: Sophie’s World
American Themes in Literature
UEN203 (Sophomore English) 1
credit
Prerequisite: Freshman English and Teacher
Recommendation
Students explore themes found in American literature
from colonial to modern times and consider their
relevance to contemporary life. In this way, students
achieve a general knowledge of their literary heritage and
make meaningful connections to their lives. Increased
emphasis is placed on composition, building upon the
skills learned in Grade 9 so that the student functions
proficiently in three areas of writing: argumentation,
analysis, and personal response. Vocabulary building is
continued. UEN203 students will continue to develop
close reading, language and composition skills using
research based instructional strategies.
Texts: Elements of Literature, Holt, Rinehart & Winston,
2000; Adventures of Huck Finn, Penguin, 1986; The Crucible,
Penguin. The House On Mango Street, Vintage, 1991;
Their Eyes Were Watching God, Harper Collins, 2006.
American Literature, Grammar and
Composition (Sophomore English)
UEN213, UEN213H 1 credit
Prerequisite: Freshman English
Students survey major periods and authors in American
literature from colonial to modern times. In this way,
students achieve a general knowledge of their literary
heritage. Increased emphasis is placed on composition,
building upon the skills learned in Grade 9 so that the
student functions proficiently in three areas of writing:
argumentation, analysis, and personal response.
Vocabulary building is continued. More extensive writing
and in-depth study are required of students in the honors
section, which prepares the students for the IB and/or
AP programs.
Texts: Elements of Literature, Holt, Rinehart & Winston,
2000; English Workshop Complete Course, Holt, Rinehart &
Winston, 1982; The Scarlet Letter, Barnes and Noble, 2003;
Adventures of Huck Finn, Penguin, 1986; The Crucible,
Penguin;
Additional texts for Honors: Norton Anthology of American
Literature, W.W. Norton & Company
World Literature
UEN313 1 credit
Prerequisite: Sophomore English
This course will sample some twentieth- and twenty-first-
century novels, stories, and poems (in translation) by
authors from mostly non-English speaking countries.
Areas of specific focus will be Africa, Iran, Korea, and
South/Central America, but the stories and poems in our
anthology take us to Japan, Pakistan, Iraq, Algeria,
Australia, China, New Zealand, Italy, Russia, and many
other countries and cultures. Reading and writing about
these texts will allow us to consider how writers perceive
their cultural identity in relation to religion, politics,
geography, and colonialism and also to focus on the
specific themes of coming of age and maintaining
humanity in a repressive society. Daily classes will be run
mostly as discussion. Students will be expected to
complete regular daily reading and writing homework
about the literature and the countries and cultures from
which the texts originate; evaluation will also rest on
papers, presentations, quizzes (over literature and
vocabulary) and exams.
Texts may include: Chinua Achebe, Things Fall Apart,
Anchor, 1959; Joseph Conrad, Heart of Darkness, Dover,
1902; Lloyd Jones, Mister Pip, Dial Press, 2008; Richard
Kim, Lost Names, University of California Press, 1970;
Marjane Satrapi, Persepolis, Pantheon, 2003; Modern World
Literature anthology, Nextext, Houghton Mifflin, 2001,
including short stories and poetry from throughout the
20
th
century including Garcia Marquez, Borges, Mahfouz,
Naipaul, Kincaid, Gordimer, and other writers from
throughout the world. The House On Mango Street,
Vintage, 1991; Their Eyes Were Watching God, Harper
Collins, 2006.
Revised August 2018 55
Literature & Composition
World Literature (Honors)
UEN313H (AP/IB) 1 credit
Prerequisite: department recommendation
Honors world literature students pursuing the
International Baccalaureate or Advanced Placement
program will refine their applications of formal literary
concepts as well as initiate explorations of various other
critical theories, with an emphasis on cultural and
personal contexts. By doing so, students will work to
discover meaning in their readings and to justify their
interpretations. Assigned texts include novels and dramas
representing the canon of western literature as well as
various works by modern authors from around the world.
In this course, students will compose many analytical
essays, including extemporaneous pieces; compose
creative writings; undertake research for and engage in
several oral presentations; study textual, literary, and
collegiate-level vocabulary; and select for supplemental
study poems and short stories from international sources.
Text: Achebe, Chinua. Things Fall Apart. Anchor Books,
1994; Asturias, Miguel Ángel. The President. Trans.
Frances Partridge. Waveland Press, 1997; Beckett,
Samuel. Waiting for Godot. Grove, 1982; Camus, Albert.
The Stranger. Trans. Matthew Ward. Vintage, 1989; Culler,
Jonathan. Literary Theory: a Very Short Introduction. Oxford
University Press, 2011; Márquez, Gabriel García. Chronicle
of a Death Foretold. Trans. Gregory Rabassa. Ballantine,
1982; Moliere, Tartuffe. Trans. Richard Wilbur. Mariner
Books, 1968 (summer reading); Satrapi, Marjane.
Persepolis. Pantheon, 2003; Sophocles. The Three Theban
Plays. Trans. Robert Fagles. Penguin Books, 1984
Narrative Techniques in Literature
and Film
UEN323 1 credit
Prerequisite: Any junior English elective
Each day we encounter a staggering amount of texts, and
not all of them are literary. Many are visual; and if we are
not trained to see meaning and motive in visual
representations—be it film, television, Internet, comics,
or advertising—then we run the risk of being
manipulated, being deceived, or at the very least
remaining ignorant of the signs that cry out for
interpretation by critical thinkers. This course will give
you a working vocabulary and context for both literary
and film analysis (excerpted from Understanding Movies,
Seventh Edition, by Louis Giannetti)—that is, it will help
you to be conscious of how and why a story is told in a
particular medium, how to pick up on the tricks and
subtleties of good writers and directors, and how to read
the text of books and films and peel away the layers of
discovery, empowering you as a critical decoder of
cultural signs.
Text: The Vintage Book of Contemporary American Short
Stories, ed. Tobias Wolff, Vintage, 1994; The Metamorphosis
and Other Stories, Franz Kafka, Dover, 1996; Slaughterhouse-
five, Kurt Vonnegut, Dial Press, 2005; Into the Wild, Jon
Krakauer, Anchor, 1997; The Kreutzer Sonoata and Other
Short Stories, Leo Tolstoy, Dover, 1993; The Namesake,
Jhumpa Lahiri, Mariner, 2004; The Elements of Style,
William Strunk, Jr. and E.B.White, Macmillan, 1959.
Films: Citizen Kane, Orson Wells, 1941; Slumdog
Millionaire, Danny Boyle, 2008; Donnie Darko, Richard
Kelly, 2001; The Fog of War, Errol Morris, 2003; Rocky,
John G Avildsen, 1976; Rocky IV, Sylvester Stallone,
1985; The Namesake, Mira Nair, 2006.
Composition and Literary Form
UEN333 1 credit
Prerequisite: department recommendation
An anthology of essay models comprises the literary
focus of this course in which the primary goal is to
improve students’ analytical writing abilities. Through the
study of models, students will practice the techniques of
expository writing and will learn to recognize specific
organizational structures in their reading. Most
compositions will allow students freedom to express their
views as they work with specific forms of exposition such
as argument, description, comparison and contrast, and
narration. Revisions of papers and revision exercises will
serve as the basis for the study of the conventions of
English, which depend on both the knowledge of
grammar and its practice.Regular vocabulary units and
study skills are included throughout the course.
Texts: The Moment: Wild, Poignant, Life-Changing Stories
from 125 Writers and Artists Famous & Obscure, Harper
Perennial, 2012; Tuesdays With Morrie, Broadway Books,
2002.
Humanities
UEN343 1 credit
Prerequisite: Sophomore English
In this course, students learn how art, architecture,
history, literature, philosophy, and music provide ideas,
specifics, and details that cut through the artificial barriers
that separate people. The course deals with the basic
questions raised in humanities: “Who am I?” “What is the
purpose of life?” “Why do I act as I do?” “Why do I
think the way I do?” Three time periods are studied in
depth through representative art and literature, history,
and language: Greek, Medieval and Renaissance, and
Modern. Extensive research, oral reports, team teaching,
projects, and analytical papers will be the format of the
course.
Text: The Elephant Man, Macbeth, Oedipus the King, A Man
For All Seasons, Dante’s Inferno, The Odyssey, Edith Hamilton’s
Mythology, All the King’s Men
Revised August 2018 56
Love, Money, and the Pursuit of the
American Dream in 20
th
Century
American Literature
UEN353 1 credit
Prerequisite: Sophomore English
This course will explore the characters, plots, and themes
of several important novels, poems, plays and short
stories of the 20
th
Century that deal with wealth, poverty,
and the nature of success and failure in America. This
exploration will move from the turn of the 20th century
into progressively more contemporary surroundings and
will reflect increasingly diverse voices. Students will be
expected to complete daily reading and/or writing
assignments. The class will largely be discussion based,
and students will be evaluated using a variety of
assessments, including both impromptu and prepared
essays, presentations, quizzes, and exams. The course
will cover works by F. Scott Fitzgerald, Ernest
Hemingway, Arthur Miller, Richard Yates, Sam Shepard,
Stephen Crane, Edward Albee, Joyce Carol Oates, and
others.
American Diversity, American
Identity
UEN373 1 credit
Prerequisite: Sophomore English
American Diversity/American Identity is an
interdisciplinary course that provides an opportunity for
students to explore diversity and examine the forms of
oppression that impact our social systems and their own
lives. The study of contemporary fiction by American
authors from various cultural and ethnic backgrounds will
provide an important lens through which we examine
realities across the spectrum of American experiences.
Students will be expected to analyze a variety of texts, and
to engage in self-assessment with an eye toward making
more conscious choices about how they utilize the
influence they have on the communities in which they
live. Thematic questions that we will consider
include: What are the promises of America? What is the
“American Dream”? Is there a contrast between the
rhetoric of America’s promises and the reality faced by
various groups of Americans? Who or what determines
the identity of an individual, group or society? How can
individuals and groups act as agents of change in the
pursuit of social justice? We will explore these questions
in addition to the ones that are raised through our critical
thinking, reading, writing, and discussion.
Text: The following authors and/or works may be
among those included: Interpreter of Maladies by Jhumpa
Lahiri, How the Garcia Girls Lost Their Accent by Julia
Alvarez, China Men by Maxine Hong Kingston, The
Laramie Project by Moises Kaufman, Song of Solomon by
Toni Morrison, and The Color of Water by James McBride.
Various short stories, poems and articles that will be
provided.
The Margins of Literature
UEN363 1 credit
Prerequisite: Sophomore English
The Margins of Literature is a course that surveys a
number of genres that are usually slighted by traditional
literature courses, including letters, profiles and other
essays, the graphic novel, journalism, literary criticism and
works of philosophy. Along the way we also look at
songs, stories, poems and film. Our concern will be to
understand the primary characteristics of each genre, but
also to come to an understanding of the texts we read in
their own right. The readings in this course are extremely
diverse and are chosen to appeal to a wide range of
interests. Authors will include Michael Eric Dyson, Art
Spiegelman, Barbara Kingsolver, Martin Buber, Virginia
Woolf, James Agee and Plato. That said, this is also a
writing course, and it is my first goal to help you develop
the sophistication of your written voice. To that end, we
will write a great deal, including writing in the genres that
we read.
Contemporary Multicultural Voices
UEN383 1 credit
Prerequisite: Sophomore English
As time progresses and literature evolves, more
contemporary, globally diverse literary voices have
emerged. This course will explore these modern literary
voices in a multitude of genres—both fiction and non-
fiction—from globally framed contexts and perspectives.
Synthesizing a myriad of contemporary voices which
speak to some of the world’s most pressing issues and
themes, students will develop their skills as critical and
mature readers, writers, and thinkers. In addition, the
course will challenge students to consider their roles as
global citizens. By means of these powerful
contemporary literary voices, students will work to
develop their cultural competency, insight, and empathy.
The course will encourage students to analyze and
evaluate the extent to which the voices presented in the
contemporary works of literature represent the diversity,
complexity, and universality of the human condition.
Texts: The Absolutely True Diary of a Part Time Indian by
Sherman Alexie, A Thousand Splendid Suns by Khaled
Hosseini,, Hope and Other Dangerous Pursuits by Laila
Lalami, Stolen Voices: Young People's War Diaries, from World
War I to Iraq by Zlata Filipovic and Melanie Challenger.
(Excerpts from the publication World Literature Today—a
contemporary world literature magazine—will be
provided and integrated as part of the course.)
British and American Fiction
Revised August 2018 57
UEN393 1 credit
Prerequisite: Sophomore English
This course, in which a selection of British and American
novels, short stories, and plays is studied, takes no single
theme as its focal point, but instead undertakes a broad
investigation of the variety and complexity of the
problems addressed by writers of different centuries.
Students prepare a number of analytical papers in
addition to in-class writing assignments. The course will
consist of assigned readings of the different texts,
vocabulary study, analytical and creative writing, and
reading quizzes.
Text: The following authors and/or works may be among
those included: Shakespeare’s Hamlet and Macbeth,
Austen’s Pride and Prejudice, J.D. Salinger’s Nine Stories,
John Steinbeck’s The Grapes of Wrath, Ernest Hemingway’s
A Farewell to Arms, William Golding’s Lord of the Flies, and
Maya Angelou’s I Know Why the Caged Bird Sings.
Survey of English Literature
UEN413 1 credit
Prerequisite: Sophomore English
This course is designed to introduce students to
representative texts of English literature from medieval to
modern times. In addition, students study seminal literary
and cultural theories as a means of investigating both the
stylistic features and social contexts of the English literary
canon.
Text: The following authors and/or works will be among
those included: Chaucer’s Canterbury Tales, Shakespeare’s
Othello, Lewis’s The Monk, selections of Romantic and
Victorian poetry, and the works of Post-Colonial writers
such as Derek Walcott, Salman Rushdie and Anita Desai.
Literature & Compostion
Survey of English Literature (Honors)
UEN413H (AP/IB) 1 credit
Prerequisite: Junior English (department recommendation
for honors)
The course is designed to introduce students to the
breadth and depth of English literature. Students study
major writers of various periods and discuss significant
narrative elements, social patterns and ideological
movements that influenced the writers of each age.
Analytic papers and presentations require a working
comprehension and application of critical assumptions
and methods of New Criticism, New Historicism, Reader
Response, Feminism, and Marxism. The authors and texts
studied may include: Beowulf, selections from Chaucer’s
Canterbury Tales, Marlowe’s Dr. Faustus, Shakespeare’s King
Lear, key passages from Milton’s Paradise Lost, Bronte’s
Wuthering Heights, Wilde’s The Importance of Being Earnest
and the poetry of Donne, Blake, Wordsworth, Coleridge,
Shelley, Keats, Tennyson, Barrett-Browning and W. B.
Yeats.
Text: Norton’s Anthology of English Literature, 9th Ed., The
Major Authors, W. W. Norton, 2013
Literature & Composition
Shakespeare/Drama (Honors)
UEN423H (AP) 1 credit
Prerequisite: department recommendation
This course is a study of drama, with the primary focus
on the study of some of the greatest Shakespearean plays
and moving toward modern drama, watching how the
genre has evolved and continues to evolve. We will begin
by examining two of Shakespeare’s most famous
tragedies, a beloved comedy, and a history that shares
elements from both genres. We will move in a roughly
chronological order, moving from Shakespeare to the
development of modern drama and ending with late 20
th
century drama and the Theatre of the Absurd. During
the year, students will also study poetry, beginning with
Renaissance poetry and progressing to modern poetry
throughout the year. Students will write a variety of
essays, including analytical, reader response, and
impromptu essays. Students will also periodically answer
Advanced Placement English test essay questions as
composition assignments. In addition, students will read
selections from critical theory texts and apply the ideas
presented to the texts that we study. Class will be run
primarily as discussion. Students will be expected to
complete regular daily reading and writing homework.
Text: The following authors and/or works may be
among those included: Shakespeare’s Othello, Much Ado
About Nothing, Henry IV, Part I, Twelfth Night, and Hamlet
as well as Heinrich Ibsen’s A Doll’s House, George
Bernard Shaw’s Pygmalion, Anton Chekov’s The Cherry
Orchard, Tennessee Williams’ A Streetcar Named Desire,
Arthur Miller’s Death of a Salesman, Eugene O’Neill’s The
Iceman Cometh, Tom Stoppard’s Rosencrantz and Guildenstern
Are Dead, Thornton Wilder’s Our Town, and Wendy
Wasserstein’s The Heidi Chronicles.
The American Novel
UEN443 1 credit
Prerequisite: Sophomore English
The American novel has been one of our most popular
and meaningful literary modes. Some offer entertainment;
others illuminate the human experience. This course gives
students the opportunity to examine the individual visions
of many great American novelists. Students study each
writer’s view of reality, use of character, point of view,
plot, theme, and style. This course includes an
examination of the historical context and significant
literary movements that shaped the novelists and their
world. The creative and expository essay will form an
important part of the course.
Revised August 2018 58
Text: Ordinary People, Ballantine Books; Pat Conroy’s Lords
of Discipline and The Great Santini, Bantam Books; The Sun
Also Rises; The Great Gatsby, Macmillan; Cold Sassy Tree,
Dell; The Red Badge of Courage, Bantam Books; My Antonia;
I Know why the Caged Bird Sings.
British Literature – Novels and
Drama
UEN473 1 credit
Prerequisite: Sophomore English
This course is designed to expand and enrich the
students’ reading experience by exploring eight novels
and two plays of the masterpieces and the milestones.
Selections cover four centuries and explore ten different
impressions of reality. Books and plays are read and their
ideas discussed in depth through both class discussion
and critical writing assignments varying from several-
question quizzes to a seven-page typed discussion of a
particular theme topic. The course fosters the students’
ability to understand the basic elements of the selections
read, analyze techniques and effects used by the authors,
and evaluate what they have read.
Text: The following authors and/or works may be among
those included: Bunyan’s The Pilgrim’s Progress, Austen’s
Pride and Prejudice, Bronte’s Wuthering Heights, Hardy’s Tess
of the D’Urbervilles, Conrad’s Heart of Darkness, Lawrence’s
Sons and Lovers, Joyce’s A Portrait of the Artist as a Young
Man, Golding’s Lord of the Flies, Shakespeare’s Julius Caesar
and Shaw’s Man and Superman.
Victorian Literature and Culture
UEN493 1 credit
Prerequisite: Sophomore English
This course will focus on the literature of the Victorian
period in Britain (1832–1901). During the years of Queen
Victoria’s reign, Britain was the undisputed industrial,
economic, and cultural leader of the world. This course
approaches the study of this rich and dynamic period by
exploring some of its poetry, novels, and non-fiction
prose works. We will consider what these works tell us
about the Victorians’ view of art, science, gender,
education, religion, and the British Empire (including, at
that time, India), and, in contrast, what they help us reveal
about our own 21
st
century American views of these same
issues.
Text: Major texts will include poetry by Elizabeth Barrett
Browning, Robert Browning, Dante Gabriel Rossetti, and
Alfred Lord Tennyson. The New Oxford Book of Victorian
Verse, Oxford University Press, 1987; novels by Charlotte
Bronte Jane Eyre, Penguin, 1986; Charles Dickens; Hard
Time, Dent, 1994; Rudyard Kipling Kim, and the cultural
criticism of Thomas Carlyle (on industrialism), Thomas
Henry Huxley (on science), John Stuart Mill “The
Subjugation of Women”, John Ruskin and Walter Pater (on
art and architecture), and John Henry Newman (on
education), Prose of the Victorian Period, Riverside, 1958.
Literature and Law
UEN513 1 credit
Prerequisite: Sophomore English
Almost half the law schools in America offer courses on
law and literature. It seems that law professors detect a
similarity between the work that lawyers and judges do
and the work that novelists, poets, and literary critics do.
In this course we will find out for ourselves what the
similarities might be. We will consider literature that takes
the law as its subject (Sophocles’ Antigone, Susan
Glaspell’s Trifles, Franz Kafka’s The Trial, etc.), but we
will also explore the powerful influence that
contemporary literary theory has had upon the study of
the law. For instance, lawyers arguing cases and judges
writing opinions are mostly telling stories, and literary
theory has a lot to say about how and why we tell the
kinds of stories we do. Throughout the course, we will
keep in mind that law has always been a matter of some
people writing rules for other people, and we’ll pay close
attention to stories, factual and fictional, where the
smooth operation of such a system has been challenged.
Our texts and topics will range as far back as law goes, to
the Code of Hammurabi, and on to Plato, the Bible, the
Salem witch trials, even the O.J. Simpson trial. We will
also do a good deal of fascinating reading in American
constitutional law.
Text: Antigone, Sophocles; Billy Budd and Other Short Stories,
Herman Melville; The Trial, Franz Kafka; Trifles, Susan,
Glaspell; Interpreting Law and Literature: A Hermeneutic
Reader, Sanford Levinson and Stephen Mailloux.
Mythology in Contemporary
Literature: The Hero’s Journey
UEN523 1 credit
Prerequisite: None
In 1949, author Joseph Campbell published a work that
would change the study of comparative mythology as the
world knew it. Through his exploration of the
“monomyth,” Campbell studied, analyzed, and argued
that all mythic narratives are ultimately the same innate
story. Today, we commonly refer to Campbell’s model as
simply, “the hero’s journey.” This course will explore
literary depictions of expeditions as both external and
internal events. Whether it is an inward journey, an
adventurous quest, a homeward voyage, or an imposed
exile, each path provides a traveler with challenges that
test, shape, and ultimately reveal one’s true character.
Through a sweeping lens that ventures across
generations, genders, and genres the course will explore
how an ever-changing landscape can affect our humanity.
Texts may include: The Light Between Oceans by M. L.
Stedmen; The Perks of Being a Wallflower by Stephen
Chobsky; The Girl Who Fell From The Sky by Heidi W.
Revised August 2018 59
Durrow; Cold Mountain by Charles Frazier; The Fault in our
Stars by John Green; The Road by Cormac McCarthy; The
Yellow Birds by Kevin Powers; Wild by Cheryl Strayed;
Man Gone Down by Michael Thomas.
Success and Prosperity, Past and
Present: East Asian Literature
(Honors)
UEN533H 1 credit
In this course students will study modern literature from
China, Japan, and Korea in part by examining how writers
borrow from traditional culture as they explore universal
themes like family, education, individual and community,
power, and gender. Historically in East Asian countries,
education in the classics was the key to getting a good job
and achieving success and prosperity. Although their
countries’ educational systems were revised in the
nineteenth and twentieth centuries, modern Chinese,
Japanese, and Korean writers remain influenced by
ancient and traditional texts and beliefs – the Confucian,
Daoist, and Buddhist themes apparent in classical
literature and folklore. Modern literature also reveals
writers borrowing from each other’s’ national traditions
and from the West as they represent their countries’
historical and cultural challenges, including the imposition
of Western culture, the Sino-Japanese wars (and WWII),
and the Cultural Revolution in China and its aftermath,
the separation of North and South Korea, and the
exponential growth in the economic, political and cultural
powers (K-Pop!) of these countries in the last 50 years.
The readings will be drawn from these texts and sources:
Traditional texts:
China:
Confucius’ The Analects, from Sources of Chinese Tradition
(Columbia UP, 1999); Chuang-Tzu, from Sources of Chinese
Tradition (Columbia UP, 1999); Monkey: A Folk Novel
From China, trans. by Arthur Waley. (Grove, 2007)
Poetry by Li Po, Du Fu, Wange Wei and others, from
The Columbia Anthology of Traditional Chinese Literature.
(Columbia UP, 1994)
Japan:
The Tale of Genji, from Traditional Japanese Literature
(Columbia UP, 2008); The Tale of Heike (Penguin, 2008);
The Pillow Book of Sei Shonagon from Traditional Japanese
Literature (Columbia UP, 2008)
Korea:
Sijo poetry from Early Korean Literature: Selections and
Introductions (Columbia UP, 2000)
“The Tale of Hong Kiltong,” from Anthology of Korean
Literature: From Early Times to the Nineteenth Century (U of
Hawaii Press, 1981)
Modern Texts:
Kim, Richard. Lost Names: Scenes From a Korean Boyhood
(U of California P, 1998); Murakami, Haruki. Norwegian
Wood. (Vintage, 2000); Natsume, Soseki. Kokoro.
(Penguin 2010); Sijie, Dai. Balzac and the Little Chinese
Seamstress. (Anchor, 2002); Yoshimoto, Banana. Kitchen.
(Grove, 2006). A variety of short stories.
Short Fiction
UEN543 1 credit
Prerequisite: Sophomore English
Each semester of this course will examine the
development of the short story and novella from
conventional story to experimental tale. Students will
respond to the works of writers from various cultures
whose works explore important themes of the modern
world. Through research and class discussion, students
will develop the skills necessary for literary analysis and
apply these skills in both subjective and objective critical
approaches. Analytical essays, oral presentations, and
original creations and presentations will articulate their
understanding of the human condition, as well as their
own values and belief system. Supplemental study of
critical and general vocabulary, the writing process, and
the philosophy and psychology of modern and
postmodern movements will broaden student expression.
Ultimately, the goal of the course is to foster appreciation
for the precision of short fiction so that students may
independently enjoy this genre of literature.
Text: Short Novels of the Masters, Carroll & Graf; The Art of
the Tale, Penguin Books
Introduction to Literary Criticism and
Theory (Honors)
UEN553H 1 credit
Prerequisite: Sophomore English
This course is designed to introduce students to the
various modes of literary study they are likely to
encounter in the college classroom. Among these modes
we must include the conventional formalist approach, but
we will also explore several fields of critical theory, such
as feminism, psychoanalysis, structuralism and post-
structuralism, Marxism, and new historicism. We will also
make forays into fields influenced by literary theory, such
as cultural studies and critical legal studies. Throughout
the course we will apply the methods we study to a
diverse array of literature.
The goal of the course is twofold: to familiarize students
with the basic theoretical concepts and vocabulary they
are bound to encounter in their college literature courses
and to deepen their understanding of the complexity of
language. Class time will consist primarily of discussion,
with some lecturing where needed. We will also
investigate the applicability of the theories we study to
other media, including movies, TV shows, Supreme Court
cases, music, and advertisements. Moreover, we will
utilize laptop computers to conduct theoretically-
informed “readings” of the Internet. For the most part,
though, we will read and puzzle over difficult texts. Most
students will find one or more of these provocative texts
Revised August 2018 60
appealing, and individual exploration and projects will be
encouraged.
Text: The readings for the course, primarily in the form
of handouts, will consist of seminal texts by authors who
changed the way we understand language and writing
(Nietzsche, Marx, Saussure, Freud) and representative
works of modern and post-modern thought (Eliot,
Barthes, Benjamin, Jameson, and Kristeva). We will
devote several weeks to various theories of feminism and
will read such important feminist theorist as Woolf,
Beauvoir, Gilbert and Gubar, and Cixous. Finally, we will
read all this theory against a background of literature no
less demanding or exciting, including works by Morrison,
Shakespeare, Poe, Dickinson, Stein, Brecht, Borges, and
Beckett.
Women’s Literature: Her Story in
History (Honors)
UEN563H 1 credit
Prerequisite: Sophomore English and Teacher
recommendation
In this course students will survey literature by women,
often about women, but not for women alone. In reading
a wide range of women's literature, including critical
articles, prose, drama, and poetry, we will explore the
unique impact of gender on literature. Students will study
the social, economic, political, and historical forces that
have shaped these writers and women's lives in society.
The course will be taught primarily from a feminist
perspective, but students should be open to a variety of
interpretive frameworks for discussing texts.
Texts may include: Women’s America: Refocusing the Past
edited by Linda Kerber, et al; A Room of One’s Own by
Virginia Woolf; Antigone by Sophocles; Snow Flower and the
Secret Fan by Lisa See; A Doll's House by Henrik Ibsen;
The Awakening by Kate Chopin; Sula by Toni Morrison;
The Color Purple by Alice Walker; Various critical essays
and short works that will be provided.
Rhetoric, Composition, Innovation
and Creativity
UEN573H 1 credit
ENG573H is an Honor's course in rhetoric geared
toward writers. Students will learn an advanced style of
rhetorical analysis and look at a variety of textual styles.
In examining and analyzing a variety of textual styles,
students will be able to identify rhetorical strategies and
fallacies, analyze the efficacy of an argument, examine the
strengths and weaknesses of various rhetorical strategies
and styles, and apply these valuable lessons to their own
writing. The course will divided into units based on a
particular sub-genre of non-fiction writing. Each unit will
encourage students to study the sub-genre via textual
readings and complete analytical writing assignments in
the style of rhetorical analysis. Students will then produce
a creative piece of writing in the sub-genre they are
studying in the style of a peer edited creative writing
course. The sub-genres include: memoir, investigative
journalism, vivid description, "lyric essay", personality
profile/biography, satire, short-form argument,
researched argument, popular review, long-form criticism,
advertising, visual argumentation, speeches, documentary
and blogging. Through study and use of the various
styles of non-fiction writing, students will gain an
understanding of the nuanced and complex forces
language and logic are capable of achieving.
Books: Best American Non-required Reading 2014, ed. by
Dave Eggers; Best American Magazine Writing 2014;
(Anthology of Creative Non-fiction, TBD, possibly The
Nonfictionist's Guide, ed. by Robert Root); Outliers,
Malcolm Gladwell; Everything Bad is Good For You,
Steven Johnson; Wild, Cheryl Strayed; Nickel and Dimed,
Barbara Ehrenreich; Bird by Bird, Anne LaMott;
Essays: "This Old Man" Roger Angell; The Gettysburg
Address; "Mother Tongue" Amy Tan; "High Tide in
Tucson" Barbara Kingsolver; "The Things They Carried"
Tim O'Brien; "Armageddon in Retrospect" Kurt
Vonnegut; "My Life's Sentences" Jhumpa Lahiri; "Where
I Slept" Stephen Elliott; "Suicide Catcher" Michael
Paterniti; "Introduction" Sufjan Stevens; "Ghost
Children" D. Winston Brown; "Roger Ebert" Chris Jones;
"For us to Surrender is Out of the Question" Mac
McClellen; "The Game of her Life" Tim Crothers;
"Mid-life Cowboy" James Spring; other essays from
Sherman Alexie, Joan Didion, George Orwell, James
Baldwin, Christopher Hitchens, Eula Biss, George
Saunders, David Sedaris, Truman Capote, Eric Schlosser,
Joyce Carol Oates, Charlie LeDuff, Rachel Carson and
David Foster Wallace.
Websites: The New Yorker, The Atlantic Monthly, The
Guardian, Open Letters Monthly, Scholastic Writing
Awards National Medalist page.
Films: Exit Through the Gift Shop, dir. by Banksy;
Sicko, dir. by Michael Moore; The Fog of War, dir. by
Errol Morris; Man on Wire, dir. by James Marsh.
Introduction to Theory of Knowledge
UEN583H 1 credit
Prerequisite: Admission to either Theory of Knowledge
(TOK) course is, as with all honors courses in the English
department, subject to the purview of the Learning
Consultant, the English faculty, the DP Coordinator and
the TOK instructor.
The Introduction to the Theory of Knowledge
accentuates critical inquiry in the study of Ways of
Knowing, pursuing such questions as, “What counts as
knowledge? . . . What are its limits? Who owns
knowledge? What is the value of knowledge? What are
the implications of having, or not having, knowledge? . . .
What makes [Intro to] TOK distinctively different from
standard academic disciplines is its process. At the center
of the course is the student as knower, articulating
perspectives such as “What do I claim to know [about x]?
Revised August 2018 61
Am I justified in doing so [how]?” in conjunction with
their own experience and “their understanding of
knowledge as a human construction” (TOK Guide,
March 2006, IBO).
The Introduction to TOK explores the axiomatic
assumptions and fundamental concepts underlying the
scientific method and historiography. Concentrating on
science’s domination of nature and the pervasive
influence of politics, students reflect upon the role of
psychotechnology in their lives while investigating the
theme of dystopia in canonical science fiction. Readings
include an IBO-approved primer for Theory of
Knowledge plus Books 5-6 from Plato’s Republic, Huxley’s
Brave New World, Orwell’s 1984, and Philip K Dick’s
Confessions of a Crap Artist plus articles and essays pertinent
to contemporary intercultural perspectives and events.
Students compose brief responses to directed questions
concerning various ways of knowing and areas of
knowledge. Unit papers integrate reflective research and
response theory in order to encourage students to link
their personal justifications with their understanding of
existing knowledge claims, counter claims, and alternative
justifications.
EN583H, open to non-IB juniors and non-IB seniors as
English credit, is a required course for candidates enrolled
in the International Baccalaureate Diploma Programme.
Seminar in Theory of Knowledge
UEN593H 1 credit
Prerequisite: Admission to the Seminar in Theory of
Knowledge (TOK) is reserved for seniors pursuing the
International Baccalaureate Diploma Programme.
The Seminar in the Theory of Knowledge extends upon
the introduction to the course in fulfillment of the
assessment criteria of the IB DP. Students develop
individualized articulations of their own theory of
knowledge, draft position papers in response to IBO
“Prescribed Titles” (Topics), and deliver presentations
(the Internal Assessment) as a self-evaluation and
extended analysis of their studies in epistemology (i.e.,
TOK). The seminar entails an in-depth examination into
meta-ethics (i.e., derivations of the moral good) and
aesthetics and includes guidelines and class time for the
IB candidate to make progress on the Diploma
Programme’s required Extended Essay (E/E).
Readings include IBO-approved TOK textbook plus the
collegiate text About Philosophy plus articles and essays
pertinent to contemporary intercultural perspectives and
events.
Literary and Cultural Perspectives on
Sports
UEN613 1 credit
Prerequisite: Sophomore English
Contemporary culture places extraordinary value on
sports: we devote a great deal of energy, money, emotion
and other resources to sports. Through a series of literary
pieces – epic, drama, novel, short story and poetry – this
course will examine sports as a metaphor for meaningful
relationships and values passed down through
generations, from Homer to August Wilson. Papers,
projects, tests and quizzes will provide students with
opportunities to hone their skills relative to formal
analysis, reader response, research, and oral presentation.
Text: Homer. The Iliad, Book 23. Trans. Robert Fagles.
Penguin Classics, 1990. “The Funeral Games for Patroclus”
(course pack)
Homer. The Odyssey, Books 8 and 21. Trans. Robert
Fagles. Penguin Classis. “A Day for Songs and Contests” and
“Odysseus Strings His Bow” (course pack)
Bernard Malamud. The Natural. Farr, Strauss, Giroux.
2003. Baseball fiction- mythic modernism, tragedy
August Wilson. Fences. Samuel French, Inc. 2010. Drama-
former Negro-league baseball player
Don DeLillo. End Zone. New York: Penguin, 1986.
Fiction – college football, identity & nuclear war
Madeline Blais. In These Girls Hope Is a Muscle. Grand
Central, 1996. Amherst, MA girls HS hoops
Supplemental Readings - Poetry & Other Texts (course
pack):
● William Blake. “The Echoing Green”:
http://www.portablepoetry.com/poems/william_blake/t
he_echoing_green.html
● A.E. Housman. “To an Athlete Dying Young”:
http://www.poets.org/viewmedia.php/prmMID/19373
● James Dickey. “In the Pocket” poem – football = warfare
● James Wright. “Autumn Begins in Martin’s Ferry, Ohio”
http://www.poets.org/viewmedia.php/prmMID/15590
● Ernest Thayer. “Casey at the Bat”: http://www.baseball-
almanac.com/poetry/po_case.shtml
● Grantland Rice. “Alumnus Football”:
http://runalot.blogspot.com/2007/12/alumnus-football-
by-grantland-rice.html & “The Four Horsemen” :
http://runalot.blogspot.com/2007/12/alumnus-football-
by-grantland-rice.html
● Lou Abbott and Bud Costello. “Who’s on First?” excerpt
from The Naughty Nineties
● George Carlin. “Baseball and Football”
http://www.baseball-almanac.com.
● Murray Ross. “Football Red and Baseball Green”. 75
Readings Plus, 2
nd
Edition. McGraw-Hill, 1994
● A. Bartlett Giamatti. “The Green Fields of the
Mind”: http://mason.gmu.edu/~rmatz/giamatti.html
Revised August 2018 62
● Arthur Krentz, “Play and Education in Plato’s
Republic”: http://www.bu.edu/wcp/Papers/Educ/Educ
Kren.htm
● Heather Reid, “Sport, Education, and the Meaning of
Victory”
http://www.bu.edu/wcp/Papers/Spor/SporReid.htm
● Homer, translated by Robert Fagles, Book 8 of
Odyssey, “A Day for Songs and Contests” and Book 21,
“Odysseys Strings His Bow”.
● Homer, translated by Robert Fagles, Book 23 of Iliad,
“Funeral Games for Patroclus”.
UPPER SCHOOL – HEALTH
EDUCATION
The U/S Health class is a one-semester class required for
graduation that is taught in 9
th
grade. Units included in
the course include substance abuse education and
prevention, emotional health, physical fitness, nutrition,
first aid and CPR, and human sexuality/reproductive
health. Emphasis is placed on comprehensive knowledge
of all subjects taught.
Science classes also teach aspects of health education
within that curriculum. Courses that cover health are
biology, life science, anatomy and physiology, and
biopsychology.
In the U/S, all students have access to a nurse, counselor,
and athletic trainer at all times. They all provide
individualized health education as needed.
Health Education
UHE131, UHE132 ½ credit
Prerequisite: none
One semester of Health Education is required for
graduation. The course is designed to assist students in
making healthy choices. There are four content areas
which are covered in the course: cardio pulmonary
resuscitation (CPR); nutrition and fitness and their effect
on acute and chronic illness; drug education and
substance abuse prevention; and reproductive health and
issues related to sexuality. The course emphasizes the
importance of well-being and making informed choices
for optimal health.
Text: Health: Making Life Choices, Webb, Frances &
DeBruyne, Linda, Glencoe/McGraw-Hill, 2010; American
Red Cross Community First Aid and Safety, Mosby Glencoe,
1993.
UPPER SCHOOL - HISTORY
The history department creates an environment and a
selection of courses that promote active student interest
and involvement in history. Students come to understand
the approaches, methods, and process of historical
inquiry. Through the utilization of primary and secondary
evidence, students learn how to evaluate issues and
defend them verbally and in writing from a historical
perspective. Honors course at all levels study in more
depth a greater variety of topics at a faster pace. The past
is viewed as a tool to make judgments on contemporary
issues and to assess the future. The history curriculum
affords opportunity to those seeking Advanced
Placement college status, and to all desiring a broadly
based liberal education.
The required Grade 9 course, Ancient and Non-Western
studies, creates an awareness and appreciation of the
significant civilizations and cultures of the past and the
origins of the world’s great religions. Required Grade 10
Western Civilization emphasizes the ideologies, forces,
and trends in history, and the relationship of geography
to history. Juniors may select from a menu of focused
courses to fulfill their American History requirement. For
seniors, one semester of American Government is
mandatory and complemented by an extensive elective
system of second semester non-honors courses based on
strengths of department members and student demand.
Honors courses at these levels cover in more depth a
greater variety of topics at a faster pace. Advanced
Placement sections are available to students.
Research and writing skills are emphasized; essay writing
and papers are required each semester.
Numerous field trips, such as the DIA, Ford Rouge Plant,
Wayne County Circuit Court, The Detroit Economic
Club, and the Motown Museum, complement visiting
speakers and classroom instruction. Extracurricular
opportunities exist for summer government- and
economic-seminar programs through the college
counseling office and related club activities.
Ancient and Non-Western World
UHS113 1 credit
Prerequisite: none
After establishing a foundational understanding of the
concepts of culture and civilization, this survey of the
Ancient and Non-Western world seeks to develop an
appreciation of the cultural traditions, geo-political
structures and the religious worldwide views that have
shaped the modern experience. This course begins with a
study of Mesopotamia and includes analysis of Egyptian,
Indus, Greco-Roman, Middle Eastern, Chinese, and
Medieval European societies.
Employing our laptop technology, students also learn
effective research techniques and develop the ability to
evaluate primary and secondary sources both online and
in print.
Text: Ancient World History: Patterns of Interaction,
McDougall-Littell, 2012.
Revised August 2018 63
Ancient and Non-Western World
UHS113H 1 credit
Prerequisite: department recommendation.
After establishing a foundational understanding of the
concepts of culture and civilization, this survey of the
Ancient and Non-Western world seeks to develop an
appreciation of the cultural traditions, geo-political
structures and the religious worldwide views that have
shaped the modern experience. This course begins with a
study of Mesopotamia and includes analysis of Egyptian,
Indus, Greco-Roman, Middle Eastern, Chinese, and
Medieval European societies.
Employing our laptop technology, students also learn
effective research techniques and develop the ability to
evaluate primary and secondary sources both online and
in print.
Text: World Civilizations, Volume I, 7
th
Edition Phillip
Adler, 2015
Modern World History
UHS223 1 credit
Prerequisite: None.
This class is designed to deepen understanding of the
values and institutions characteristic of Western
civilization and the contemporary world, and to analyze
the accomplishments and failures of the various
European societies and other nations of the world that
are impacted by their imperialist advances. The course
commences with the Age of Enlightenment and its
challenges to Absolutism. We explore revolutions that
spring out of the Enlightenment, the Age of
Industrialization and its impacts, the Age of Imperialism,
World War I, how the Great Depression and times of
chaos led to the rise of dictators, World War II, the Cold
War, and the course finishes with modern studies of
several key regions of the world. Through our studies,
students endeavor to develop the skills necessary to be
lifelong learners. They practice critical thinking, enhance
reading comprehension, develop research skills and
practice analytical thinking through oral and written
expression. Students practice effective research using the
Internet, databases, and traditional methods. Students
also participate in projects that utilize the creation of web
pages and PowerPoint presentations.
Text: World History: Modern Era, Prentice Hall, 2011.
Modern World History (Honors)
UHS223H 1 credit
Prerequisite: None
This advanced course is designed to deepen
understanding of the process and events that led to the
development of the values and institutions characteristics
of the contemporary world. The content is similar to that
of UHS223, but this course features about 50% more
reading as the text will be heavily supplemented. Students
choosing this course should be active learners as the
course emphasizes experiential and project-based learning
activities. While students will practice study techniques,
critical thinking, and research skills, the emphasis will be
on critical reading of sources and analytical essay writing.
Text: Heritage of World Civilization, Vol 2, Albert Craig, 10th
Ed, 2016
AMERICAN STUDIES
United States History: 1861-1940
UHS311 ½ credit
Prerequisite: None.
Through this course we will be recounting important
stories of events and people who can serve as models of
who to be and not to be, what to be involved with and
what to avoid and can serve as the basis of decision-
making all our lives. Class discussions and readings will
focus on historical issues that challenge every student to
think independently and to articulate ideas in a clear and
well-supported fashion. “Why?” or “what do you think?”
questions are more central to the history classroom than
“what happened?” As in class discussions, writing
assignments focus on helping students develop clarity and
sophistication with an emphasis on exposition and
analysis. An emphasis will be given to economic and
social changes of the late nineteenth century and the
emergence of the United States as a world power.
Important themes include the transformation of the
United States into an urban industrial society, the
dilemma of race, the changing role of women, the Great
Depression, and the political and social response to these
issues.
Text: America’s History since 1865, Vol. 2/Edition 8 by
James A. Henretta, Lynn Dumenil, David Brody, Susan
Ware, 2014
United States History- 1941 to Present
UHS312 ½ credit
Prerequisite: None
What were the major events and trends that helped shape
American society throughout the twentieth century? This
course is a chronological survey attentive to the political,
economic, cultural, social, and constitutional
developments by which the United States grew. All
students should enter the course with a thorough
grounding in the foundation skills for historical study,
including critical reading skill, the ability to analyze
difficult primary and secondary sources, and writing
sophisticated argumentative essays. Participation is
particularly important in this course, and so students
should be prepared to engage regularly in spirited but civil
class discussions. This second semester course begins
with U.S. involvement in World War II. Emphasis is
given to the Cold War and rising global involvement of
Revised August 2018 64
the United States. Other topics include the Civil Rights
movement, the social and political turmoil of the 1960s,
the “War at Home,” the Nixon years and the Reagan
Revolution. The course will conclude with the analysis of
the United States position in the twenty-first century as
the lone Superpower.
Text: America’s History since 1865, Vol.2/Edition 8 by
James A. Henretta, Lynn Dumenil, David Brody, Susan
Ware, 2014
United States History AP (Honors)
UHS313H (AP) 1 credit
Prerequisite: Department recommendation
United States History AP is designed to be the equivalent
of an introductory college course. This year long class
does prepare students for the Advanced Placement exam
in the spring. The course traces the basic themes in
American history from the colonial era through the
1980’s. After an initial examination of the dynamics of
the slavery issue in early America, the nature of the
American Revolution, the development of the
Constitution and the emergence of political parties in the
new republic, America’s nationalism and expansionism as
well as the rise of sectional discord are surveyed. The
early economic development of the nation and the rise
and impact of the industrial age are explored. Reform
movements like Jacksonian democracy, Popularism,
progressivism and the New Deal are examined and
related to similar efforts made in the 1960’s and 1970’s.
Special attention is given to the challenges and progress
of women and minorities. Students are expected to read
assignments independently and spend class time exploring
historical perspectives, working with primary source
material and engaging in investigative web activities.
Text: American Pageant, David Kennedy, 16
th
edition,
2016
The Real American Revolution
UHS321 ½ credit
Prerequisite: None
Every nation, David Potter wrote, needs “cultural
nourishment” that comes from both its folklore and its
history. This course in the origins of the American
Revolution attempts to introduce the students to the
events and people that divided the colonists from one
another and the issues that united them in rebellion;
included in course will be the incidents and ideology that
convinced colonists that the British king, parliament, and
people were conspiring to deprive them of their liberty,
the reasons that some Americans remained loyalists while
others became rebels; the consequences of the Revolution
for women, African Americans, and Native Americans
will also be examined. In the early 1770’s towns
throughout the colonies were scenes of actions, decisions
and ideas that ignited a war with the crown. The real
rebels and patriots are not the marbleized icons of the
1789 ratified Constitution, but rather the unknown and
forgotten political organizers of Worcester, Springfield,
Charleston and Richmond. These real radicals, rebels,
patriots and levelers were the small farmers, the artisans,
the laborers and a multitude of women rarely mentioned
today; they gathered at meetinghouses, taverns and village
greens to oppose the crown and to drive towards self-
governance. The American Revolution established a
government that was at its core based upon the will of the
people; this semester is about those common people
whose will shaped the American narrative.
Students will be required to read extensively and to
submit one research paper and one primary source
project. Tests and quiz assessments will also be required.
Texts: Revolutionary Founders, Ray Raphael, 2011
Abraham Lincoln & the Forging of
America
UHS322 ½ credit
Prerequisite: None
This course will explore both the public and private
Lincoln and his leadership as a lawyer, as president and
commander-in-chief in the Civil War. It will examine
Lincoln as the “lawyer in the White House,” as well as the
nature of American Democracy. The Age of Lincoln
occupies a central place in American History and memory
because of his accomplishments as President and because
the issues with which he contended. Lincoln’s
understanding of law, politics and human nature was
shaped by the western frontier. Despite this unassuming
pedigree, Lincoln’s vision of national unity inspired
America to a new birth of freedom. This course aspires
to understand Lincoln and his legacy. Students will be
required to read extensively, submit one research paper
and one primary source project. Tests and quiz
assessments will also be required.
Texts: Our Lincoln – New Perspectives on Lincoln and his
World by Eric Foner, 2009
Best American Essays on Lincoln by Organization of
American Historians, Sean Wilentz (Editor), 2009
Struggle for Rights: The Equal
Experience in America
UHS323 1 credit
Prerequisite: None
Is the Promise of America upheld for all in America?
Students will begin the year with a study of the
Declaration of Independence and the Constitution. By
analyzing America’s guiding principles, students will be
able to analyze whether the American Experience truly
allows citizens and residents to experience a “Land of
Opportunity.” The course is designed to challenge
students to consider what it means to be a minority in
America in the 20
th
Century. Through a survey of
traditional American History topics, we will explore how
various groups were impacted by the same time period
Revised August 2018 65
and events. Minority group focus: African-Americans,
Native Americans, Immigrants, Women, Children,
religious minorities, the Poor. Students will complete a
Common Book Project over the course of the year to
encourage exploration of topics of interest in our studies
as they apply to current society. Students will also focus
on traditional argumentative historical writing through a
term paper. Various activities throughout the year allow
students to participate in web quests, cooperative group
work, and oral presentation.
Text: US: Narrative History Volume 2, 2012, James
Davidson
20
th
Century American Foreign Policy
UHS343 1 credit
Prerequisite: None
How did the place of the United States in the world
evolve over the course of the 20
th
Century? To what
extent and why did we get involved in various conflicts
and other missions throughout the world? While doing
an overview of American History in the 20
th
Century, this
course will focus on the United States’ involvement in
global affairs from 1898 to the present. Some points of
focus will be: the rise of United States Imperialism, U.S.
involvement in World Wars, the U.S. role in the United
Nations, the Cold War with specific emphasis on Korea
and Vietnam, and we’ll end the year looking at the United
States’ role in current global affairs. Students will use the
material to strengthen writing, verbal and research skills
in a variety of assessments throughout the year.
Text: From Colony to Superpower, George Herring, 2008
History of the Americas IB (Honors)
UHS333H 1 credit
Prerequisite: None
This is an advanced course covering the history of the
countries of North and South America focusing on the
period from 1865 to the present. Topics covered include
the achievement of independence of Latin America and
the United States—including the adoption of the U.S.
Constitution—Latin American development, inter-
American relations, and the impact of the Cold war on
those relationships. The course will focus on critical
analysis of the sources of historical knowledge. The
course requires students to be proficient writers as tests
are essay only.
Text: America: A Narrative History, George Tindal, 10
th
Ed., 2016
American Civil War
UHS412 ½ credit
Prerequisite: None
After an examination of the complex causation of the
war, the raising and organization of armies, the strategies,
tactics, and technology of the war and the major
personalities of the period are surveyed from First
Manassas through Appomattox. Extensive focus is given
to civilian vs. military direction of war. To complement
the military concentration, the life of the common soldier,
spying and guerrilla warfare, medicine, prison camps, war
financing, international diplomatic developments and the
politics of war are examined. A spring field trip to nearly
every major battlefield site in the Eastern theatre
communicates an appreciation for our American heritage
through “living history.”
Text: None Died In Vain, Harper Collins, 1991; Battlefield
Atlas, Symonds, 1983.
Introduction to Micro Economics
UHS441 ½ credit
Prerequisite: Alegebra II, Any HS300 level course
This senior course introduces students to the significant
concepts relevant to the study of microeconomic theory.
Students will develop an understanding of scarcity and
the problem faced by individuals and firms. Students will
study the market model and the concepts of supply and
demand and how these are derived. The course will
include quizzes along with small and long team projects.
Text: Essentials of Economics, 2
nd
Edition by Stanley L.
Brue, Campbell R. McConnell, Sean M. Flynn
Introduction to Macro Economics
UHS442 ½ credit
Prerequisite: Algebra 2 any HS300 level course
This senior course is intended to introduce students to
the significant concepts related to the study of
macroeconomic theory. In developing an understanding
of society’s economic problem, students will learn the
basic approach to growth models, the cause and
measurement of inflation, unemployment, and fiscal
versus monetary policy. This course will include quizzes
along with small and large team projects.
Text: Essentials of Economics, 2
nd
Edition by Stanley L.
Brue, Campbell R. McConnell, Sean M. Flynn
Recent American Social History
UHS452 ½ credit
Prerequisite: None
Designed for seniors, this social history survey course
focuses on discussing and analyzing primary and
secondary materials (including film, music,
photographs, oral history, and documentaries ) of the
50's, 60's, and 70's to explore the culture of Post WW II
American Society.
Text: Grit, Noise and Revolution, David Carson, 2006; We
Gotta Get Out Of This Place, Gerri Hirshey, 2001.
Revised August 2018 66
AP US Government & Politics
(Honors)
UHS453H 1 credit
Prerequisite: Department recommendation
This course is designed to be an equivalent to a college
introductory political science course. This year long class
covers the recommended content areas tested on the
Advanced Placement exam in the spring. They are as
follows: the constitutional underpinnings of democracy in
America; political beliefs and behavior; political parties,
interest groups and mass media; national institutions (i.e.
the congress, the presidency and federal courts); the
federal bureaucracy within the policy making process; and
civil liberties and civil rights. Student generated
multimedia presentations or investigative web
assignments focus on topics such as voter turnout, third
parties, national interest groups, Michigan’s congressional
delegation, and U.S. Supreme Court cases. Recent videos,
speakers and an excursion to Wayne County Circuit
Court supplement classroom activity.
Text: American Government: Institutions & Policies, Brief
Edition, John Dilulio, 12
th
Ed., 2016
Contemporary World History
(Honors)
UHS463H (IB) 1 credit
Prerequisite: None
Contemporary World History is a seminar-style course
that explores significant moments in 20th Century world
history that have ramifications to the current day. Topics
will include, but are not limited to: the Rise of Single
Party and Authoritarian States including China, the
USSR, Kenya, and Cambodia; and Nationalist and
Independence movements in Africa and Asia including
Algeria, Belgian Congo/Zaire, India, Southeast Asia, and
China. We will also study the crises in communist states
in the 1970s and 1980s. Students can expect daily
reading in a seminar style course with a variety of
assignments that emphasize writing and critical thinking.
Participation is heavily weighted in this course.
Contemporary World History fulfills the standard level
and one year of the higher level IB History elections. It
is however, open to non-IB candidates as an honors
course. The course does not replace the government
requirement of Detroit Country Day School.
Text: History for the IB Diploma Paper 2 Topics
American Government
UHS471, UHS472 ½ credit
Prerequisite: None, Required of all seniors
This semester course examines the constitutional
underpinning and functioning of the American
government. Political beliefs and behavior, political party
formation, campaigning, and voter turnout are explored.
The impact of special interests and the mass media
follow. The key components of the national government:
the presidency, congress, and courts are investigated in
depth. Special attention is given to local and state
government and issues. Student-generated multimedia
presentations and investigative web assignments cover
such topics as third parties, interest groups, Michigan’s
congressional delegation, and U.S. Supreme Court cases.
Recent videos, speakers and a Wayne County Circuit
Court trip enhance the experience of the class.
Text: Magruder’s American Government, William Magruder,
Prentice Hall, 2013
Independent Study in History
UHS511, UHS512 ½ credit
In exceptional circumstances and with the permission of a
faculty member, a rising senior student may undertake a
rigorous program of History Independent Study (HIS)
designed to explore a subject or subject area not currently
being taught or to expand upon regular offerings; in
consultation with supervising faculty member, the student
creates a syllabus of reading and writing assignments
appropriate to proposed focus of study. An additional
HIS proposal form is required through the History
Department Chair.
Information Technology in a Global
Society [ITGS] IB
UHS513h 1 credit
The Information Technology in a Global Society (ITGS)
course is the study and evaluation of the impact of
information technology (IT) on individuals and society.
It explores the advantages and disadvantages of the use of
digitized information at the local and global level. ITGS
provides a framework for the student to make informed
judgments and decisions about the use of IT within social
contexts. Although ITGS shares methods of critical
investigation and analysis with other social sciences, it
also considers ethical questions found in the study of
philosophy. Students come into contact with IT on a
daily basis because it is so pervasive in the world in which
we live. This widespread use of IT inevitably raises
important questions about social and ethical issues that
shape our society today.
ITGS is offered as an IB diploma course, but is open to
any junior or senior. No recommendation is required.
21
st
Century Global Issues
UHS492 ½ credit
Prerequisite: None
Global Issues of the 21
st
Century is a course that will
delve into the forces shaping the future and the history of
the 21
st
Century. Some of the topics that may be
Revised August 2018 67
included are: urbanization, civil war, nations in transition,
child labor, humanitarian intervention, global trade,
weapons of mass destruction, migration, human rights,
world hunger and environmental issues. We will develop
a general understanding of the various topics and then
investigate specific issues further through case study. For
example, we will look specifically at the issue of Child
Labor in India and Uganda and the impact of
Urbanization in China, or the challenge of the transition
to democracy in Iraq and Afghanistan. This course will
be discussion and activity based.
Text: American Great Decisions, 2016, Foreign Policy
Association.
UPPER SCHOOL - INTERDISCIPLINARY
The interdisciplinary courses combine content from both
traditional and non-traditional areas of study in order to
give students experiences in learning and leading across
content areas.
Leadership & Technology
UID111 1 credit
This seminar is for Grade 9 students who are new to
Detroit Country Day School and is designed to increase
student success at DCDS. Topics include time
management, note and test taking, laptop applications,
critical thinking skills, college planning, DCDS culture
and expectations, and how to participate in the DCDS
community.
This course will teach students how to:
● Take personal responsibility for shaping their high
school experience
● Identify resources that are available to assist students in
their academic and personal growth
● Describe and use specific methods to read textbooks
with improved retention, take effective notes, and prepare
for and take tests in all subject areas
● Interact effectively with faculty
● Locate and utilize a variety of media services and
resource materials
● Identify the essential elements of critical thinking and
apply those elements to issues both inside and outside the
classroom
● Manage time more effectively
● Succeed in the laptop program
Classes will use a variety of formats: lectures, small group
discussions, guest speakers, exercises, questions and
answers, and opportunities to express what students are
thinking and feeling. Competency assessments will be
given to be certain the students have mastered these
urgently needed skills.
For those freshmen who have been part of the DCDS
community and have come from our Middle School, the
Freshman Lunch Program takes place in the fall semester
of freshman year. The program involves gathering small
groups of students for lunch meetings with the
Coordinator for Early High School Success to talk about
freshman classes and experiences to date, to answer
questions or allay concerns, to provide information on
what freshmen can be aware of about the college process
at such an early point of their Upper School career, and as
a forum for the counselor to get acquainted with the
students on an individual basis. The meetings are
valuable also as a means to reinforce the support systems
in place for our young students.
Both the Leadership class for new students and the
Freshman Lunch Program for our continuing Middle
Schoolers are intended to ease and shorten the transition
period to the Upper School.
Science and Mathematical Analysis
UID511, UID512 ½ credit
Prerequisite: Completion of Algebra II and a laboratory
science
This interdisciplinary course is taught jointly by the
mathematics and science departments. Students use a
team-based laboratory approach to investigate a dynamic
range of physics, mathematics, social and biological
science problems. Calculators, computers and other tools
of mathematical and scientific investigation are
extensively utilized.
The Analysis and Psychology of
Leadership
UID522 ½ credit
Prerequisite: Senior Standing
This second semester senior only course will allow
students the opportunity to compare the outcomes of
historical events to what is suggested by recent
psychological research. The battles of Thermopylae,
Salamis, and Plataea will be examined in an effort to
explore man’s restless nature and the facets of courage,
and the impact these have on behavior. The battles of
Alexander the Great and Wellington’s Waterloo campaign
will be used as a mechanism to present the values of
forward leadership, camaraderie, and discipline, and will
be related to recent research in psychology. Finally, these
topics will be tied together as a means to demonstrate the
importance of the study of history and as real life
examples of current psychological findings.
Text: Herodotus, The Histories. John Keegan; The Mask of
Command. John Keegan; The Face of Battle. Robert D.
Kaplan; Warrior Politics. Michael Useem; The Leadership
Moment, Malcolm Gladwell, Blink.
Personal & Business Finance
UID531, UID532 ½ credit
Prerequisite: None; Preference given to seniors
Personal Finance is a one semester course. The course is
designed to give students an introduction to personal and
Revised August 2018 68
business finance and investing skills they can use for years
to come. Students will explore financial career decisions,
fundamentals of investing, personal financial protection
and personal taxes. Another integral component of the
curriculum is the application of decision-making skills
that enables students to become more responsible
consumers, producers, or business entrepreneurs.
Instructional strategies will include the use of class
discussions, demonstrations, projects, cooperative
learning, simulations, real world experiences, guest
speakers and internet activities. By the end of the
semester we will have developed a class of financially
literate students who will be on their way to being
financially secure today and in the future.
Text: The Wealthy Barber. David Chilton; Three Rivers
Press; Cash flow Quadrant: Rich Dad's Guide to Financial
Freedom. Robert T. Kiyosaki and Sharon L. Lecter; Warner
Books
Software: Virtual Business - Personal Finance javascript:
popUp ('vbpf_checkbook.jpg', 470,638)
Recommended Reading: The Millionaire Next Door by
Stanley and Danko, c. 1996 by Pocket Books; The Total
Money Makeover: a Proven Plan for Financial Fitness by
Ramsey, c.2003 by Thomas Nelson, Inc.
UPPER SCHOOL – MATHEMATICS
The mathematics department at Detroit Country Day
School emphasizes critical and creative thinking in the
study of mathematics and attempts to foster precision,
orderliness, and clarity of thinking. The knowledge,
understanding, and application of mathematical concepts
developed in the Upper School years are extremely
important for our students so that they may be better
prepared to meet the demands of the future. Of utmost
significance are the character, values, and confidence that
students build during these years. We feel that it is
extremely important that students have a positive
perception of their ability to work successfully with
mathematics.
Toward the accomplishment of these goals, the
mathematics department offers courses for students of
varying levels of ability and interest. The basic required
sequence for graduation is Algebra I, Geometry, and
Algebra II. Additional courses are available for the
student in Precalculus, Statistics, Finite Math, Calculus
I/II/III,IV, Linear Algebra, Discrete Mathematics,
Number Theory, and Advanced Topics in Mathematics.
In some cases, it is possible to study Geometry and
Algebra II concurrently. Graphics calculators are used
extensively and are required of each student in Algebra II
and beyond. Laptop computers, a variety of software
programs (such as Geometer’s Sketchpad, Microsoft
Excel and Word, and WeBWorK), and online resources
(such as MathXL,Hotmath and MyMathLab) are used in
the mathematics classrooms to enhance these courses.
Algebra I
UMA103 1 credit
Prerequisite: Pre-Algebra
This is a one-year course designed to provide the student
with a strong foundation for subsequent secondary
mathematics courses. Course content includes the
properties of the real number system, equation solving,
operations with polynomials and rational expressions,
factoring polynomials, graphing linear and quadratic
equations and inequalities, working with functions,
solving systems of equations, and operations with
matrices.
Text: Algebra I, Charles et al., Prentice Hall, 2011.
Geometry Essentials
UMA113 1 credit
Prerequisite: Algebra I and Department Recommendation
This course integrates topics from geometry and algebra
and includes an introduction to plane and spatial
geometry, coordinate geometry. Emphasis is placed on
the exploration of standard geometric topics in concrete
ways. Students will use construction, projects, and
technology to understand the theorems, definitions,
postulates, and properties of geometry along with their
applications. The focus of this course is to develop
functional proficiency with skills involving the study of
shapes. This course includes brief introductions to two
column proof, and indirect proofs. It is followed in the
math sequence by Intermediate Algebra II and/or
Algebra II. Students study concepts of length and
measure, congruence, similarity, ratios and proportions,
quadrilaterals, right triangles, polygons, circle and angle
relationships, areas and perimeter of polygons, and
volumes and surface area of solids.
Text: Optional Geometry, Charles et al, Prentice Hall, 2011
Geometry
UMA123 1 credit
Prerequisite: Algebra I
This course integrates topics from geometry and algebra
and includes an introduction to space geometry and
coordinate geometry. The emphasis is on the
development of logical and sequential reasoning within
the structure of a geometric system, and the development
of the basic postulates and theorems of Euclidean
geometry. Students study concepts of formal proof,
congruence, similarity, indirect proof, ratio and
proportions, quadrilaterals and polygons, circle and angle
relationships, areas and perimeter of polygons, and
volumes and surface area of solids.
Text: Geometry, Jurgensen, Brown, and Jurgensen,
McDougal Littell, 2000.
Geometry (Honors)
Revised August 2018 69
UMA123H 1 credit
Prerequisite: department recommendation
This course integrates topics from both algebra and
geometry. Emphasis is placed on the development of
logical reasoning within the mathematical systems studied.
The basic postulates and theorems of Euclidean geometry
are developed and the concept of formal proof is studied
in depth. In addition to the traditional topics of
geometry, basic concepts of logic, set theory, graph
theory, constructions, and transformational geometry are
studied.
Text: Geometry, Moise/Downs, Addison-Wesley, 1991.
Intermediate Algebra
UMA213 1 credit
Prerequisite: Algebra I and departmental
recommendation
This second year algebra course is designed for those
students who have taken Algebra I but need to have the
basic skills of that course reinforced. The emphasis will
be on developing an understanding of the structure of
algebra so that students have the mathematical tools and
the self-confidence to utilize mathematics successfully.
The graphing calculator will be used and students will be
taught to apply mathematics to real-life situations. The
syllabus will include all of the topics that are studied in a
traditional Algebra II course (see MA223 course
description). Successful students will be encouraged to
enter either the statistics course or regular precalculus.
Text: Algebra 2, Charles et al, Prentice Hall 2011.
Algebra II
UMA223 1 credit
Prerequisites: Algebra I and Geometry.
This second year algebra course includes a review of
Algebra I topics in addition to the introduction of
concepts necessary for successful precalculus and calculus
studies. Course content is approached through problem-
solving, geometric and graphical interpretations. Topics
include manipulations of real numbers, solving equations
and inequalities, graphing and solving systems of
equations, simplifying polynomials and rational
expressions, transformations of relations and functions,
solving exponential and logarithmic equations. Sequences
and series, permutations, combinations and probability
are introduced in this course.
Text: Algebra 2 (Nasta Edition) – With Mymathlab, Martin-
Gay, Pearson, 2016.
Algebra II Honors
UMA233H 1 credit
Prerequisite: department recommendation
This course is a demanding second year algebra course
with emphasis on preparing the student for the Advanced
Placement program in mathematics and/or the
International Baccalaureate syllabus. Course content
includes properties of the real number system, solving
equations and inequalities, solving systems of equations,
relations and functions, quadratic relations and systems,
graphing functions and relations, polynomials and
polynomial functions, exponential and logarithmic
equations, sequences and series, permutations,
combinations and probability, analytic geometry, conic
sections, matrices, right triangle trigonometry, and the
study of transformations.
Text: Algebra and Trigonometry, Beecher, Judith A., Pearson
Education, 2008.
Statistics
UMA311 ½ credit
Prerequisite: Algebra II
This is a one-semester course intended for students who
have completed Algebra II or Precalculus. The course is
designed to stimulate interest in statistics and to
demonstrate the wide variety of real world situations in
which statistics are used. Statistical concepts will be
presented in a simplified manner, minimizing the
symbolism and formulas typical of a traditional statistics
course. Topics include descriptive and inferential
statistics, the use of surveys and sampling, uniform and
normal distributions, non-parametric tests, and
correlation. The course makes use of existing computer
programs and the graphics calculator. Each student is
required to do survey work and to present a project based
on material presented in class.
Text: Elementary Statistics, Bluman, Allan G., Mcgraw-Hill
Publishing, 2007, with MathXL
Finite Mathematics
UMA312 ½ credit
Prerequisite: Algebra II
This course is offered second semester and is the sequel
to the non-honors statistics course. Probability is
presented in an intuitive, experience-based manner relying
on a laboratory approach involving the use of computer
programs. Simulations, a method of exploring and
understanding processes by doing experiments that model
real life situations, are presented. Additional topics
included are the mathematics of finance, linear
programming, sets, digraphs, networks, and minimal
spanning trees.
Text: Discrete Math Through Applications, Crisler, Nancy,
W.H. Freeman, 2006.
Precalculus
UMA313 1 credit
Prerequisite: Algebra II
This course is intended for those students who would like
to strengthen their secondary mathematics background
and for those students who are planning to study calculus
Revised August 2018 70
in the future. Topics from Algebra II are reviewed and
studied in greater depth and an emphasis is placed on
graphing functions and exploring the behavior of
functions using a graphics calculator. Real-world
problem situations are used as the means to approach and
teach concepts and skills. Topics studied include
polynomial functions, circular and trigonometric
functions, graphs of trigonometric functions and their
inverses, polar coordinates, analytical trigonometry,
exponential and logarithmic functions, solving a system
of equations, sequences/series, combinatorics and
probability.
Text: Advanced Math: Precalculus, Brown et al, McDougal
Littell, 2003.
Precalculus IB
UMA323 (IB) 1 credit
Prerequisite: Algebra 2
This is the first course in a demanding two-year sequence
preparing students for the International Baccalaureate
subsidiary examination in mathematics and/or the
Advanced Placement Calculus AB examination in their
senior year. The graphics calculator is used extensively to
explore the behavior of functions. Topics include the
algebra of functions, exponential and logarithmic
functions, a thorough study of trigonometry,
mathematical induction, a study of the algebra of vectors,
conic sections, systems of linear equations, matrices and
determinants, polar coordinates, parametric equations,
and sequences and series.
Text: Precalculus with Limits: A Graphical Approach, Larson
et al., Houghton Mifflin, 2008.
Precalculus (Honors)
UMA333H (AP/IB) 1 credit
Prerequisite: department recommendation
This is the first course in a demanding two-year sequence
in preparation for the AP Calculus BC examination
and/or the higher level IB examination. Honors
Precalculus is a fast paced course that covers the
traditional precalculus concepts in three quarters. The
fourth quarter begins a preview of BC Calculus. The
course begins with a re-examination of polynomial,
rational, exponential, and logarithmic functions. This
review is followed by an in depth study of trigonometry
and vector algebra. Additional precalculus topics include
matrices and determinants, sequences and series,
combinatorics and probability, and parametric & polar
equations. The calculus preview consists of the limit and
the derivative. Topics are presented in the context of real
world problems to enhance students’ understanding of
the material.
Text: Precalculus w/Limits: A Graphical Approach, Larson et
al., Houghton Mifflin, 2008.
Statistics AP
UMA343H 1 credit
Prerequisites: Precalculus and department
recommendation
This two-semester course is intended to prepare students
to take the AP Statistics examination in May. The
syllabus of the AP Statistics course is followed, which will
introduce students to the major concepts and tools for
collecting, analyzing, and drawing conclusions from data.
Students will explore data using graphing calculators and
numerical techniques and will learn how to develop a plan
so that valid information is obtained. They will also
produce models using probability and simulation and will
learn statistical inference techniques that will confirm
their models.
Text: The Practice of Statistics for AP, Starnes et al, W.H.
Freeman, 5
th
edition 2014.
History of Math 1
UMA351 ½ credit
Prerequisite: Algebra II
This course teaches mathematics within the context of its
historical progression. Some major themes in
mathematics will be discussed, researched, and analyzed;
such as counting, number systems, development of bases,
the mathematics of war, Pythagorean topics, and Platonic
Solids. In addition to studying the writings of various
mathematicians and investigating historical problems,
students will solve problems using past and present
methods, conduct experiments, and research topics and
mathematicians. Mathematics transcends culture, time,
race, and gender. Students will discuss how social,
cultural, and historical factors influenced the development
of mathematics, and how mathematics contributed to
society and culture.
Text: Selected Material
History of Math 2
UMA352 ½ credit
Prerequisite: Algebra 2
This course teaches mathematics within the context of its
historical progression. Some major themes in
mathematics will be discussed, researched, and analyzed;
such as geography, navigation, astronomy, graph theory,
complex numbers, mathematics of forensic science, and
differential and integral calculus. In addition to studying
the writings of various mathematicians and investigating
historical problems, students will solve problems using
past and present methods, conduct experiments, and
research topics and mathematicians. Mathematics
transcends culture, time, race, and gender. Students will
discuss how social, cultural, and historical factors
influenced the development of mathematics, and how
mathematics contributed to society and culture.
Text: Selected Material
Revised August 2018 71
Calculus
UMA413 1 credit
Prerequisite: Precalculus
This introductory course in calculus lacks the rigor of the
AP calculus program and uses an intuitive approach to
the applications and concepts of calculus. The course is
intended to strengthen the student’s understanding of
secondary mathematics, to increase the student’s
capability of working with mathematical expressions and
to prepare the student to take a formal course in calculus
in college. A review of algebra and trigonometry is
included and the basic concepts of calculus are
introduced using the graphics calculator and available
technology. Topics studied are: analytical geometry,
limits, curve sketching, differentiation and its applications,
the integral and its applications, composite functions,
transcendental functions, and basic integration
techniques.
Text: Calculus of a Single Variable, Larson et al, Houghton
Mifflin, 2007.
AB Calculus
UMA423 (AP/IB) 1 credit
Prerequisite: MA323 and/or department
recommendation
This course is intended to prepare the students to take the
AP Calculus AB examination or the IB subsidiary
examination. The syllabus of the AP Calculus AB course
is followed. Topics studied include elementary functions,
limits, curve sketching, the derivative and its applications,
the antiderivative, techniques of integration, and the
definite integral and its applications. Each student must
have a graphics calculator.
Text: Calculus for AP, Larson and Battaglia,, Cengage
Learning, 2016.
BC Calculus (Honors)
UMA433H (AP/IB) 1 credit
Prerequisite: MA333H or department recommendation
This course is intended to prepare the student to take the
AP Calculus BC examination or the higher level
International Baccalaureate examination. The syllabus of
the Advanced Placement BC course is followed along
with additional topics. Calculus topics studied are a
review of functions, differentiation and its applications,
integration techniques and applications of the definite
integral, transcendental functions, analytic geometry,
polar coordinates, and infinite series. Each student must
have a graphics calculator. In addition, the ten
constructions of Apollonius will be studied by non-
seniors after the BC Exam.
Text: Calculus: Early Transcendentals, Stewart, James,
Thomson Learning, 2008.
Discrete Mathematics (Honors)
UMA511H (IB) ½ credit
Prerequisite: department recommendation
This is a one-semester course intended for students who
have an interest in mathematics and in problem solving.
It is designed to bridge the gap between algebra and more
abstract topics and will provide students with an
appreciation of the beauty, extent and vitality of
mathematics. Topics studied will include sets, relations
and functions, sequences and summations, graph theory,
tree diagrams, counting techniques, fractal geometry, and
probability. An emphasis will be placed on problem
solving using various mathematical techniques.
Text: Discrete Mathematics, V.K. Balakrishnan, Dover,
1991; The Nuts and Bolts of Proof, Cupillari, Antonella,
Academic Press, 2005.
Linear Algebra (Honors)
UMA522H (IB) ½ credit
Prerequisite: department recommendation
This is a one-semester college level course intended for
students who have an interest in mathematics and in
problem solving. Course topics include solving systems
of linear equations and matrices, determinants, vectors in
2-space and 3-space, vector spaces, linear transformation,
eigenvalues and eigenvectors. In addition, application of
linear algebra to problems of approximation, systems of
differential equations, Fourier series and quadratic
surfaces may be studied by non-seniors.
Text: Elementary Linear Algebra, Anton, Rorres, John
Wiley, 2005.
Number Theory (Honors)
UMA532H (IB) ½ credit
Prerequisite: Department recommendation
This is a one-semester college level course intended for
students who have an interest in the study of
mathematics. Number Theory deals with the properties
of integers and is perhaps the oldest subject in
mathematics (with many modern day applications). The
course will analyze concepts from both theoretical and
current applications approaches. Theoretical work will
include formal proof and problem solving. Application
of concepts will focus on computation and
codewriting/codebreaking.
Text: The Theory of Numbers, Niven, Zuckerman, and
Montgomery, John Wiley, 1991.
Advanced Topics in Math (Honors)
UMA542H (IB) ½ credit
Prerequisite: Department recommendation
This is a one-semester college level course intended for
students who have an interest in the study of
mathematics. Course topics may include dynamical
Revised August 2018 72
systems (Fractals and the Mandelbrot Set), non-Euclidean
geometry, conditional probability, random variables, game
theory, mathematics contest problem solving, and other
topics of interest to the students enrolled.
Text: None.
Multivariable Calculus (Honors)
UMA551H ½ credit
Prerequisites: BC Calculus and department
recommendation
This semester course in multivariable calculus uses all of
the concepts taught in BC calculus in the framework of
three dimensional vectors. Derivatives and integrals, as
well as vector functions lead to the important Green and
Stokes theorems.
Text: Calculus: Multivariable, Stewart, James, Thomson
Learning, 2008.
IB Further Studies (Honors)
MA572H ½ credit
Prerequisites: BC Calculus and department approval
This course is only for students taking both the IB Higher
Level and Further Studies Mathematics Exams.
Text: selected material
Advanced Linear Algebra and its
application to Multivariable Calculus
and Differential Equations (Honors)
UMA552H ½ credit
Prerequisite: UMA522H
This is a one-semester college level course that begins
with a review of the Gram-Schmidt Process covered in
MA511H. Applications explored include: vectors and
rotation of objects and relations in 2- and 3-Space,
solving systems of differential equations, exploring
fractals defined by matrix transformation in 2- and 3-
space. The full range of topics covered during the
semester depends on each class’ background and
experience.
Text: None.
Differential Equations (Honors)
UMA561H ½ credit
Prerequisite: UMA433H
This is a one-semester college level course that expands
on the techniques used in BC Calculus and Linear
Algebra. Students examine methods of solution (exact
and approximate), existence and uniqueness results, some
qualitative theory, and applications. Some proofs will be
discussed in class. The students will study a variety of
methods to solve linear first and second order differential
equations, systems of differential equations, and some
higher order differential equations.
Text: None.
UPPER SCHOOL - SCIENCE
Detroit Country Day School offers a science curriculum
taught by an energetic and dedicated faculty who are
committed to the honest pursuit of excellence.
In a time of rapidly developing achievements in science
and technology, the Detroit Country Day science
department is committed to meeting the intellectually
diverse needs of its students. The science department
offers a wide range of challenging semester and year-long
courses which allow students to explore topics in greater
depth. The core of our students’ scientific knowledge is
built on a strong traditional foundation of courses in
freshman biology, sophomore chemistry, and junior level
physics. This base provides students the necessary skills
to flourish within a broad range of elective course work
that is also offered: astronomy, human genetics, organic
chemistry, cell biology, geology, oceanography,
microbiology, zoology, and environmental science. There
are honor level courses available for motivated students
within each major scientific discipline. Students may also
elect to take college level courses in biology, physics,
chemistry, psychology, and environmental science for
which they may receive college credit after a successful
performance on Advanced Placement or International
Baccalaureate exams.
Detroit Country Day School affords those students
desiring a unique scientific experience the opportunity to
pursue personal interests in science beyond the
classroom. The faculty of the science department
encourages the creation of research projects wherein
students become actively involved in the exploration of
scientific thought. Country Day students have realized
personal gratification as the problem solving and
analytical skills taught in the classroom are given a
legitimate platform for application. As a result of its
commitment, Country Day has had a long tradition of
excellence in local, state, and national science
competitions.
Anatomy and Physiology
UAN343 (IB) 1 credit
Prerequisite: Biology
Human anatomy and physiology is the study of the
structure and functions of the human body. The course
covers cell physiology and histology. It delves into
detailed studies of the body including: integumentary,
skeletal, muscular, nervous, endocrine, digestive,
respiratory, circulatory, and reproductive systems. To
better understand the concepts, a comparative dissection
of the cat is performed throughout the year. Medical
terminology, clinical applications, guest lecturers, and a
field trip related to the course are offered.
Revised August 2018 73
Text: Hole’s Essentials Human Anatomy & Physiology, Hole
12th Edition, 2012
Introductory Biology
UBY113 1 credit
Prerequisite: none
This introductory course places emphasis on reading and
study skill development, using biological science as means
to focus on the improvements necessary for success in
future studies and course work in the fields of science.
Topics covered include: biology as a science, the
chemistry of living organisms, cell structure and function,
photosynthesis and respiration, Mendelian and molecular
genetics, plant and animal development, major animal
phyla, and the ten systems of the human body.
Text: Biology Exploring Life, Campbell, Williamson, and
Heyden, Prentice-Hall 2009.
Biology
UBY123 1 credit
Prerequisite: none
This modern introductory course follows the historical
development of major advances in biology with emphasis
on laboratory skill development. Topics covered include:
biology as a science, the chemistry of living organisms,
cell structure and function, photosynthesis and
respiration, reproduction, Mendelian genetics, evolution,
plant and animal development, taxonomy, and the ten
systems of the human body. This course may serve as a
first course in the two-year sequence of the Advanced
Placement and International Baccalaureate biology
program.
Text: Biology, Prentice Hall, 2007.
Biology (Honors)
UBY123H 1 credit
Prerequisite: department recommendation
History of early biological work is studied in a sequential
pattern to give to those students capable of doing honors
work the background of both the atomic and molecular
basis of life and the advances of recent years. Emphasis
is placed on the molecular, cellular, tissue, and organ
system structure of living organisms. Topics studied
include cytology, molecular genetics, Mendelian genetics,
population genetics, energy transformations and transfers
(fermentation, cellular respiration, photosynthesis),
reproduction (plant and animal), animal development, ten
systems of the human body, ecology, behavior,
communities, and evolution. This course serves as a first
course in biology for the two year sequence of the
Advanced Placement and International Baccalaureate
biology programs.
Text: Modern Biology Pupil Edition, Holt, 2009.
Human Genetics
UBY311 ½ credit
Prerequisite: Biology
The latest theories in genetics as they apply to the human
organism are explored in this semester course. Topics to
be covered include: the physical basis of heredity,
organogenesis, variations in gene expression,
developmental genetics, the determination of sex,
immunogenetics, blood genetics, chromosomal
aberrations, and genetic engineering.
Text: Genetics, 4th edition, Peter J. Russell, Scott
Foresman Harper Collins, 1996.
Biology AP (Honors)
UBY423H (AP/IB) 1 credit
Prerequisite: 80 average in first year biology & chemistry
This introductory college-level course prepares the
student for the AP and subsidiary or higher level IB
examinations in biology. Topically, the course includes
units on the chemistry of life, cell energetics including a
detailed analysis of photosynthesis, glycolysis, respiration,
the materials and mechanisms of genetics, and a
taxonomic survey of living organisms, followed by a
detailed consideration of the biology of plants and
animals. The year concludes with a study of population
biology, including the theory of evolution and the
principles of ecology. Labs will be conducted to illustrate
the major concepts of this course.
Text: Biology: 10th edition, Raven, Johnson, Losos, and
Singer, Mc Graw Hill, 2015.
Cell Biology
UBY431, UBY432 ½ credit
Prerequisite: Biology and Chemistry
Cell structure, function, and biochemistry will be
examined in this course designed to help students think
about the basic unit of life. Special emphasis will be
placed on current topics in cell biology encompassing
signal transduction (including the mechanisms of sight),
protein formation and processing, cellular organelles,
gene regulation, the cell cycle and oncogenes (some of
which are involved in cancer formation). Functions of
the specialized cells of the muscle, nervous and immune
systems will also be studied.
Text: Instructor will provide materials.
Psychology AP (Honors)
UBY443H 1 credit
Prerequisite: Biology and Chemistry
Biological psychology is a course that seeks to examine
the biological underpinnings to human behavior.
Students will study how the brain, nervous system,
genetics, fetal development, hormonal systems, and the
Revised August 2018 74
environment play a role in shaping human behavior. The
course begins by examining the field of biological
psychology. Areas of study include: the organization of
the human nervous system, fetal and adolescent nervous
system development, Piaget and brain development, how
neurons function and the effects of medication on the
human nervous system, sensory systems and their role in
human behavior, regulation of internal states, the biology
of emotion, memory, and learning, and finally brain
disorders and their treatment. Biological psychology is
designed to give students the background necessary for
taking the AP Psychology exam. Students’ grades are
based on multiple choice and essay exams, a research
paper, and labs.
Text: Biological Psychology, James W. Kalat, 10
th
-12 edition,
Wadsworth, 2009; Story of Psychology by Morton Hunt,
Anchor Press, 2007 and Biopsychology Course Pack.
Chemistry
UCH213 1 credit
Prerequisite: Concurrent enrollment in Algebra II is
recommended
This course is designed to lead the student to an
understanding of the basic concepts behind the facts,
formulas, and principles of chemistry while developing
the critical thinking and problem-solving skills necessary
at this introductory level. Through lectures, lab work,
and student group problem-solving sessions, the course
develops the concepts of matter and energy, the structure
of the atom, chemical equations, and stoichiometry, the
gas laws, chemical bonding, solutions, equilibrium, acids
and bases, redox, electrochemistry, and nuclear chemistry.
Text: Chemistry 5th edition, Prentice Hall, 2008.
Chemistry (Honors)
UCH223H 1 credit
Prerequisite: 85 in Honors Math or 90 in regular
geometry and department recommendation
This course involves the study of matter and its
interactions. It includes a historical development of
atomic structure and a discussion of chemical bonding
including the study of properties of ionic, covalent,
metallic, and macromolecular compounds. Chemical and
physical properties based on differences in intermolecular
forces are emphasized. Stoichiometric relationships and
the study of gases, liquids, and solutions complete the
first semester. The second semester covers the principles
of thermochemistry, kinetics, and equilibrium including
acid/base chemistry and solubility relationships,
oxidation-reduction reactions, and electrochemistry. An
organic chemistry unit completes the course.
Text: Essentials of General Chemistry 2nd edition, Houghton
Mifflin 2006.
Chemistry in the Community
UCH223 1 credit
Prerequisites: Any 9
th
grade biology.
Chemistry in the Community (ChemCom) is a course
designed by the American Chemical Society to meet the
needs of students who plan to pursue careers in fields
other than science. The course includes the major
concepts, vocabulary, thinking skills, and laboratory
techniques expected in an introductory chemistry course.
The program, however, contains a greater number and
variety of student-oriented activities than the regular
chemistry course.
Text: Chemistry in the Community, 5th edition, American
Chemical Society, Kendall Hunt, 2006.
Organic Chemistry (Honors)
UCH323H 1 credit
Prerequisite: 80 average in first year chemistry and
permission of instructor
Organic Chemistry is a year-long, honors course covering
the physical and chemical properties of carbon
compounds. The first semester covers nomenclature,
structure, isomerism, stereochemistry, and basic reactions
including mechanisms. A special section during the first
semester involves the use of nuclear magnetic resonance
and infrared spectroscopy to elucidate the structure of
molecules. The second semester emphasizes reactions
involving various functional groups containing oxygen,
free radicals, and polymers. Techniques such as
crystallization, extraction, chromatography and distillation
are stressed in the laboratory. Several compounds are
synthesized and analyzed using various wet chemical and
instrumental methods. Unknowns are analyzed by the
students using state-of-the-art spectroscopic methods at a
local university. The juniors in the course study
biochemistry, including carbohydrates and proteins
during the latter half of the fourth goal. The course is
open to any junior or senior whose grade in either honors
or non-honors first year chemistry course is 80 or above.
Text: Foundations of Organic Chemistry, 4th edition, Ehren
Buckholtz, 2015.
Chemistry AP (Honors)
UCH423H (AP/IB) 1 credit
Prerequisite: First year chemistry
This course reviews the topics covered in the first year
class, but in much greater detail. The first semester
involves an in-depth discussion of atomic structure,
molecular geometry, interparticle interaction,
gas/liquid/solid and solution chemistry. The second
semester covers the study of thermodynamics, kinetics,
equilibrium including buffers, hydrolysis and complex ion
formation, and electrochemistry. Laboratory experiences
include qualitative analysis, synthesis and quantitative
analysis of various compounds. Open-ended experiments
are emphasized where appropriate. Successful
completion of this course should prepare the student for
Revised August 2018 75
the Advanced Placement exam in chemistry. This course
in combination with the Organic Chemistry class would
prepare the student for either the subsidiary level or the
higher level IB examination.
Text: Chemistry, 9th edition, Zumdahl and Zumdahl,
McDougall-Littel, 2014.
Physics
UPH313 1 credit
Prerequisite: Geometry, Algebra I
The goal of this class is to provide students with a
challenging environment in which they begin to analyze
the world with new eyes. The apparent chaos of the
physical world provides our table of contents: motion —
kinematics and dynamics, gravity, momentum, energy and
work, heat, waves, light, sound, optics, electricity,
magnetism, and nuclear physics. Extensive lab
investigations, demonstrations, and design projects
provide stimulating “hands-on” points through which
understanding is begun or reinforced. A solid
mathematical component complements our investigations
throughout the year.
Text: Principles of Physics, Kinetic Books, 2013 or Hands On
Physics, Fried, 2004
Physics (Honors)
UPH313H (IB) 1 credit
Prerequisite: Geometry, Algebra II
Honors physics presents first year students with a
mathematically sophisticated investigation of the everyday
world. Topics of study include: motion – kinematics and
dynamics, gravity, momentum, energy and work, heat,
waves, light, sound, geometric and physical optics,
electricity, magnetism, special relativity and modern
physics. Though similar in topic to the introductory
course, honors physics utilizes a higher level of
mathematics in modeling and problem solving.
Laboratory work and classroom demonstrations provide
opportunities that enliven and challenge students through
every unit of study. With limited extracurricular study,
the International Baccalaureate subsidiary level in physics
can be attempted. This is the preferred first year course
for students planning to continue with Advanced
Placement physics.
Text: Physics Principles with Applications, Giancoli, 6th ed.,
2005
Astronomy (Stars and Galaxies)
UPH321 ½ credit
Prerequisite: Algebra I, Geometry
The goal of this class is to introduce students to
astronomy in three ways: as an introduction to what
objects reside in the universe, as an introduction to how
these objects evolve into their current states, and as an
introduction into how scientists made these discoveries.
The content of this course will cover the universe outside
of the solar system, including stars, stellar evolution, black
holes, galaxies, and cosmology. Laboratory exercises will
illustrate how astronomers link astronomical observations
to astrophysics and web-based research will help students
stay current with recent happenings in the field.
Text: Astronomy Today, 8th edition, Chaisson and
McMillan, 2013.
Astronomy (The Solar System)
UPH322 ½ credit
Prerequisite: Algebra I, Geometry
This course examines our local neighborhood - the solar
system. An in-depth look at how we have come to
understand how objects move in the solar system will be
followed by an examination of the physics and geology
behind the sun and the planets, moons, asteroids, and
comets that make up the solar system. Data from
ground-based telescopes and planetary missions will be
used to learn about each planet. The discovery of planets
around other stars and the properties of these new solar
systems will be examined.
Text: Astronomy Today, 8th edition, Chaisson and
McMillan, 2013.
Physics AP (Honors)
UPH423H (AP) 1 credit
Prerequisite: Physics and concurrent enrollment in
calculus.
A calculus-based study of mechanics, electricity and
magnetism are the areas covered in this college-level
course. This course is recommended to students who
wish to pursue an intensive and intellectually detailed
study of the three major topics of physics. Specific aims
of the course are to develop students’ abilities in reading,
understanding, and interpreting physical information
(verbal, graphical, and mathematical), formalizing steps of
problem-solving, utilizing basic mathematical reasoning
including calculus, and analyzing laboratories and
demonstrations. Upon completion of the class, students
will be prepared to take the Advanced Placement Physics
C examination. This course serves as a solid foundation
for study in the physical sciences or engineering.
Text: Fundamentals of Physics, 8th edition, Halliday &
Resnick, 2008.
Theoretical Physics I (Advanced)
UPH531H (ADV) ½ credit
Prerequisite: BC Calculus
Corequisite: AP Physics, Multivariable Calculus or
Differential Equations
Revised August 2018 76
This one-semester class uses advanced mathematics to
explore topics in classical and relativistic mechanics,
classical field theory and continuum mechanics. In the
first semester a special attention will be paid to new
math methods that are used in many applications in
upper level college physics courses.
Text: Instructor will provide materials
Theoretical Physics II (Advanced)
UPH532H (ADV) ½ credit
Prerequisite: BC Calculus
Corequisite: AP Physics, Multivariable Calculus or
Differential Equations
This one-semester class uses advanced mathematics to
explore topics in quantum theory, statistical mechanics
and chaos and complexity theory. In the second
semester a special attention will be paid to using
computer simulations explore advanced topics in
physics.
Text: Instructor will provide materials
Intro to Astrophysics I (Advanced)
UPH541H (ADV) ½ credit
Prerequisite: Honors physics
Corequisite: BC Calculus
The content of this one semester course will cover the
universe outside of the solar system, including stars,
stellar evolution, black holes, galaxies, and cosmology.
For students with an advanced mathematics
background, a more detailed look at the celestial sphere,
magnitude systems, stellar structure and cosmology
shows students how to apply their math and physics
skills to creating a better understanding of how the
universe works.
Text: Fundamental Astronomy, 5th edition, Karttunen et al.,
2007
Intro to Astrophysics II (Advanced)
UPH542H (ADV) ½ credit
Prerequisite: Honors physics, Intro to Astrophysics I
Corequisite: BC Calculus
For students who have taken .Intro to Astrophysics I,
the physics of stars can be examined in more detail.
Radiative transfer, stellar atmospheres nuclear fusion
and stellar evolution will be covered.
Text: An Introduction to Stellar Astrophysics, LeBlanc,
Francis, 2010
Environmental Science AP (Honors)
USC423H (AP) 1 credit
Prerequisite: Biology
Students will develop a better understanding of the
ecological principles of our planet leading to helping them
to make intelligent, informed decisions regarding its use.
During the first semester students will study the natural
environment, the major ecosystems, biotic and abiotic
components of those ecosystems, nutrient cycles, energy
flow, and population dynamics. During the second
semester, students will turn to the human impact on the
natural environment, including such topical issues as acid
rain, the greenhouse effect, ozone depletion, resource use,
the pesticide problem and endangered wildlife. Students
conduct many short- and long-term lab investigations to
model topics as they are considered in class. This course
prepares the student for the Advanced Placement exam in
environmental science.
Text: Living the Environment, Miller, 18
th
edition, Cengage
Learning; Silent Spring, Laboratory Investigations, 2
nd
edition
Peoples Publishing, 2011
Microbiology and Parasitology
USC332 ½ credit
Prerequisite: Biology
The goal of this course is to provide a basic
understanding of the impact of microorganisms on
human affairs and how parasites interact with their
hosts. The study of microbiology will include learning
about how microorganisms live, reproduce, grow, and
are controlled, understanding microbe-host interactions,
and finally how microbes are used for human benefit.
During the parasitology study, students will learn how
over 1 billion people worldwide are infected by parasites
such as those causing malaria, African sleeping sickness,
or intestinal worms. Students will explore the significant
impact these parasitic diseases have on both the physical
and economic health of a large portion of the world’s
populations. A great deal of time in this course is spent
on lab work. Therefore, developing laboratory skills
appropriate to both a microbiology and parasitology lab
will be emphasized including: learning proper care and
handling of microscopes, sterile technique and above all,
careful handling of potential hazardous materials.
Text and lab materials: Provided by instructor
Invertebrate Zoology
USC352 ½ credit
Prerequisite: Biology or Advanced Biology
This course is designed for a laboratory-oriented study of
the various phyla of invertebrates. Included will be
investigations of protozoa, porifera, coelenterates,
platyhelminths, aschelminthes, annelids, arthropods,
mollusks and echinoderms. Students will consider
Revised August 2018 77
representative organisms not covered in introductory
biology.
Text: Instructor will provide materials
Zoology
USC361, USC362 ½ credit
Prerequisite: Biology
Zoology is a semester survey of the animal kingdom. It
will include studies of invertebrates, beginning with
protists through arthropods. The vertebrates will be
considered in a comparative manner, studying fishes,
amphibians, reptiles, birds and mammals. Dissection and
live studies will be available in this laboratory-oriented
class. Animal behavior, communication and reproduction
will be addressed.
Text: Instructor will provide materials
Geology
USC371 ½ credit
Prerequisite: None
This introductory semester course in physical geology
presents the geologic history of the earth. Major topics
include the rock cycle; minerals; igneous, sedimentary,
and metamorphic processes and rock identification;
glaciation; deserts and wind; earthquakes; mountain
building; and geologic time. There will be a significant lab
component covering these topics, including mineral and
rock identification, topographic map use, and aerial
photography analysis of geologic and topographic
features.
Text: Hands on Geology, Fried, 2007.
Oceanography
USC382 ½ credit
Prerequisite: None
This course in oceanography is a one-semester
introduction to the world’s oceans. Topics covered
include a history of the study of oceanography, plate
tectonics, the sea floor, water chemistry, the earth’s
atmosphere, ocean currents, waves and tides, coastlines
and estuaries, ocean food webs, life in ocean waters, and
life on the ocean floor. Computers will be used to study
CD-ROM programs on plate tectonics and life in the sea.
Text: Hands on Oceanography, Fried, 2007.
Engineering
USC391, USC 392 ½ credit
Prerequisite: Must be a junior or senior.
This one semester course emphasizes how engineering
impacts the development of products used by society.
The curriculum will provide the student with the task of
evaluating the economic and sustainability cost/benefit
issues which arise from the development of technology.
Students will need to critically evaluate and apply
engineering principles at each stage of the development
process. This class will be an experiential rather than a
theoretical endeavor; students will be expected to
complete a number of construction projects and white
papers throughout the semester. Lecture will not be the
mode of learning, independent research and collaborative
project creation will be the main vehicle throughout the
learning experience. Safety will be a strong emphasis in
the shop. The Engineering course will follow the “learn –
design – build – evaluate” process throughout the
semester.
Text: no required textbook.
UPPER SCHOOL – WORLD LANGUAGES
World language study offers students the unique
opportunity to widen their world. Those who learn and
master another language open the door to knowledge and
an in-depth understanding of other lands, people, and
cultures. It can also lead to more enjoyable travel and to
expanded career opportunities. Moreover, the study of
world languages engages the mind in stimulating
intellectual activity and hones it for the pursuit of
knowledge in other fields, including a deeper
understanding of one’s native language.
Because Detroit Country Day School recognizes the value
of world languages, successful study of at least one world
language through a Level III course is a requirement for
graduation. Students may begin or continue the study of
Latin, German, French, Japanese, Spanish or Chinese
through advanced levels. Honors courses are offered in
all languages, but not necessarily at all levels. One of the
major objectives of all advanced language classes is to
prepare students for International Baccalaureate,
Advanced Placement, and college placement
examinations.
Upper School world language study provides a time of
great opportunity to achieve a high degree of oral and
written fluency, to read the great literature of other lands
in the original language, to enter national language
contests, to take cultural field trips, and extended foreign
study trips.
French Level I
UFR113 1 credit
Prerequisite: none
This course introduces students to basic grammatical
concepts, vocabulary, verb forms, and French culture.
Development of listening and speaking skills is stressed.
Accurate pronunciation and intonation are critical. French
is used whenever practicable, although not to the absolute
exclusion of English. CDs complementary to the text are
used regularly. By the end of the year, students will have
acquired a working, active vocabulary appropriate for the
first level.
Revised August 2018 78
Text: Discovering French Nouveau 1 Bleu, McDougal Littell
2007
French Level II
UFR123 1 credit
Prerequisite: French Level I
This course continues and expands the principles of
grammar, vocabulary building, and speaking begun in
French I. Oral French is emphasized along with
continued work on reading, listening comprehension, and
writing skills. Learning new verb forms and tenses is an
integral part of the course. The text expands upon the
grammatical concepts and cultural material presented in
French I.
Text: Discovering French Nouveau 2 Blanc, McDougal Littell,
2007
French Level II (Honors)
UFR123H 1 credit
Prerequisite: French Level I (department
recommendation for honors)
This course continues and expands the principles of
grammar, vocabulary building, and speaking begun in
French I. Oral French is emphasized along with
continued work on reading, listening comprehension, and
writing skills. Learning new verb forms and tenses is an
integral part of the course. The text expands upon the
grammatical concepts and cultural material presented in
French I. Students in the honors course work at a faster
pace, study supplementary grammar, supplementary
readings, and address a greater variety of cultural topics.
Text: D'accord 2, VHL
French Level III
UFR233 1 credit
Prerequisite: French Level II
Students will review, refine, and expand the grammar
presented in French Levels I and II. The emphasis is
placed on the structures and vocabulary suitable for
conversation, informal writing, and the reading of
contemporary French literature and news articles. CDs
that supplement the text are used to develop listening
comprehension skills, build vocabulary, and increase oral
facility.
Text: Discovering French Nouveau 3 Rouge, McDougal Littell,
2013.
French Level III (Honors)
UFR233H 1 credit
Prerequisite: French Level II (honors) or department
recommendation
Students will review, refine, and expand the basic
grammar presented in first and second year French.
Literary verb tenses are taught for recognition purposes.
A goal of this course is to complete the study of all basic
French grammar. There is a major emphasis on building
both conversational and literary vocabulary. Le Petit
Prince is used as an introduction to the study of literature
and literary analysis. Further reading comprehension skills
are developed during the year. Work in this course is
required for preparation toward the AP and IB exams.
Text: D'accord Level 3, Vista Higher Learning 2015
Additional Text may include: Le Petit Prince
French Level IV
UFR343 1 credit
Prerequisite: French Level III
This course offers students who are not on the AP/IB
track the opportunity to work toward proficiency in the
language by focusing on grammar, conversation, and
culture. Students attain a solid grasp of French grammar
through an in-depth review of verb tenses, pronouns,
nouns, adjectives, adverbs, interrogatives, negatives, and
related aspects of syntax. Students increase their ability to
speak French through intensive drills and conversation in
French; they develop vocabulary through reading short
stories, passages, exercises, or specially prepared
materials; they gain insight into French culture through
class discussion and reading of culturally-oriented texts
and listening comprehension exercises found in French
Internet sites.
Text: Interaction – St-Onge, Thomson Heinle, 2014
French Level IV (Honors)
UFR343H (IB) 1 credit
Prerequisite: French Level III (Honors) + department
recommendation
The course is designed to enhance students’ fluency in
speaking and writing. Conversation and composition
skills are emphasized. The course is conducted entirely in
French. Each student is required to write biweekly
compositions and must present a series of oral reports in
French. Strong emphasis is placed on building a solid
grammatical foundation. Discussion of literature forms a
major component of the course.
Text: Themes – VHL, Une Fois Pour Toute – Longman
French Language & Culture V
UFR453 1 credit
Prerequisite: French Level IV
This course is for students who do not wish to take the
AP test, but who would like to prepare for college
placement exams in French or refine their conversational
skills. The course is conducted primarily in French with
emphasis placed on conversation and writing. Students
write compositions, give oral reports about world issues,
Revised August 2018 79
and view authentic French movies and television
production.
Text: Bravo, 8th ed., Engage Learning 2015, Bravo
Additional Text: Les Miserables, Cider, 2009
French Level V (Honors)
UFR453H (AP/IB) 1 credit
Prerequisite: French Level IV (Honors) + department
recommendation
The AP French V (Honors) course is the most advanced
French class offered at DCDS. It is conducted entirely in
French and it is designed for students who wish to pursue
their study of the language at a higher level. The students
will not only learn the listening, writing, grammatical and
speaking skills required for the AP examination but they
also cover the history, rich literature passages and current
events of many francophone countries. They engage in
discussions about the perspectives on the cultural
influences they have adopted and they evaluate the
validity of their opinions as well as question their
assumptions. Their level of critical thinking also increases
through many discussions, debates and papers.
Text: Themes – VHL
Additional Text: Rhinocéros, Ionesco;
German Level I
UGR113 1 credit
Prerequisite: none
This course provides students with a sound basis for
learning German as it is spoken and written today, and
promotes understanding of the culture of German-
speaking people. Students are encouraged to participate
actively in conversations and skits based on everyday
situations, to employ variations on lines they have
learned, and to respond to numerous questions posed by
the teacher and classmates. Students learn basic grammar
by means of oral and written exercises designed to
highlight the patterns needed to form correct sentences,
traditional instruction, games, partner/group activities,
and projects. They encounter the culture through special
readings, video clips, and comments drawn from the
experience of the teacher.
Text: Mosiak 1 - VHL
German Level II
UGR123 1 credit
Prerequisite: German Level I
This course continues to develop basic German language
skills: listening comprehension, speaking, reading, and
writing. A deeper awareness of German culture is
fostered while reviewing and expanding the structures
and vocabulary presented in the first level course. New
grammatical structures and vocabulary are presented
through traditional instruction, games, partner/group
activities, and projects. Students continue to participate
actively in conversations, skits, and readings, all of which
deal with cultural topics of interest to young people.
Text: Mosiak 2- VHL
German Level III (Honors)
UGR233H 1 credit
Prerequisite: German Level II
Students in this course encounter German as it is used in
a wide range of topics and forms. They learn to read
contemporary German from short stories, newspapers,
and magazines. Through study and discussion of these
selections, students learn to comprehend narrative and
conversation, and to develop an ability to communicate
orally and in writing on topics of general interest. The
course fosters increased active and passive vocabulary,
and emphasizes the refinement of grammatical skills and
vocabulary.
Text: Mosaik 3 - VHL
German Level IV (Honors)
UGR343H (AP/IB) 1 credit
Prerequisite: German Level III Honors
In this course, students continue to refine and polish the
skills developed in the third level and prepare for the AP
German Language examination. Reading, critical analysis,
and discussion of the works of some important German
authors prescribed by the International Baccalaureate
curriculum are also begun. Students undertake the study
of at least one of the following: a drama, a work of
poetry, a novel or novella, or a work of nonfiction. They
also research and discuss an aspect of German life and
civilization as specific preparation for the subsidiary level
of the German IB examination.
Text: Denk Mal!, 2nd Edition
German Language & Culture V
(Honors)
UGR453H (AP/IB) 1 credit
Prerequisite: German Level IV Honors
This advanced course is designed for those students who
wish to deepen their preparation for the International
Baccalaureate and/or Advanced Placement examinations.
Students continue the study of authors, works, and
themes prescribed by the IB curriculum. They enrich their
understanding of German life and civilization through
further research topics. Works to be read and skills to be
emphasized will be determined by the teacher and the
student after analysis of the student’s strengths and
Revised August 2018 80
weaknesses vis à vis the AP and IB language, literature,
and culture requirements.
Text: Denk Mal!, 2
nd
edition
Japanese Level I
UJP113 1 credit
Prerequisite: none
Students in Japanese I learn to talk about themselves and
their families, their daily routine, school, and friends. The
vocabulary allows beginners to immediately engage in
basic conversation. Hiragana and katakana, the two
syllabaries of the Japanese writing system, are learned
along with basic grammatical concepts, verb forms, and
Japanese culture. Kanji is also introduced at an elementary
level. Audio CD’s and a workbook complementary to the
textbook are both used on a regular basis to enhance
students’ speaking, reading, writing, and listening skills.
Text: Adventures in Japanese I Textbook, Adventures in
Japanese I Workbook, Hiragana and Katakana Workbook;
Cheng & Tsui Co., 2004.
Japanese Level II
UJP123 1 credit
Prerequisite: Japanese Level I
Students in Japanese II build upon their skills learned in
Japanese I. Vocabulary is greatly increased as well as
students’ cultural knowledge and ability to converse.
Writing short compositions in Japanese is emphasized,
and the number of kanji is increased. CD exercises are
provided for each chapter to improve students’ listening
skills.
Text: Adventures In Japanese I Textbook, Adventures in Japanese
I Workbook; Cheng & Tsui Co., 2004; Adventures in
Japanese II, textbook and workbook, Cheng & Tsui Co.,
2004
Latin Level I
ULA113 1 credit
Prerequisite: none
This class is offered to freshmen and other students with
no previous experience in Latin. Grammar study will
include nouns and adjectives of the first, second, and
third declensions, numerals, personal, demonstrative, and
relative pronouns, all tenses of the four verb conjugations
in active and passive voices, complementary and objective
infinitives, imperatives, participles, and common irregular
verbs. Vocabulary study will emphasize those words that
appear frequently in major Roman authors and those
useful for English derivatives. Students will read and
translate substantial connected passages in Latin
integrated with grammatical topics. Roman history,
mythology, and culture will also be examined in readings
and lectures.
Text: Latin for Americans 1, Latin for Americans Workbook 1,
Glencoe/McGraw-Hill, 2003.
Latin Level II (Honors)
ULA123H 1 credit
Prerequisite: Latin Level I or equivalent
Latin II Honors will integrate review of material covered
in Latin I with a progressive introduction to the
remaining elements of grammar and syntax necessary for
reading authentic Latin. Grammar study will include the
fourth and fifth declensions, the indirect statement,
deponent verbs, the subjunctive mood, subordinate
subjunctive clauses, and gerunds and gerundives.
Vocabulary study will emphasize those words important
for major Roman authors; towards the year’s end, short
passages from Roman literature will be introduced.
Examination of Roman culture will be continued, with
emphasis on daily life, but also including areas such as
geography and literary history.
Text: Latin for Americans 2, Latin for Americans Workbook 2,
Glencoe/McGraw-Hill, 2004.
Latin Level III (Honors)
ULA233H 1 credit
Prerequisite: Latin Level II or equivalent
Latin III Honors will focus on the development of
advanced reading skills. The course will start with a
survey of selections adapted from Roman authors, such
Livy and Pliny; elements of grammar not previously
covered, such as conditionals, will be introduced in
connection with specific readings. The main section of
the course will focus on excerpts from Caesar’s Gallic
Wars, with particular emphasis on material that will
appear on the AP exam. The closing weeks of the course,
will feature a close examination of excerpts from Cicero’s
First Catilinarian, with attention to literary and rhetorical
devices, as well as examples of modern rhetoric based
upon Cicero’s style.
Text: Latin for Americans 2, Glencoe/McGraw-Hill, 2004
Latin Level IV (Honors)
ULA343H (IB) 1 credit
Prerequisite: Latin Level III or equivalent
Latin IV Honors/IB will cover readings required for the
IB Latin exam at both the standard and higher levels.
Currently, the Catullus, Horace, and Vergil components
are offered, with other components potentially added as
time and interest permit or as dictated by the triennial
changes in the IB Latin syllabus. Participation in the IB
program is not a requirement to enroll in the course, and
those who start Latin I in their freshman year may, with
instructor permission, elect to take AP Latin in the fourth
year instead; this option will be extended as well to IB
students whose program will only allow them to take the
IB Latin exam at level V. The course will emphasize
further development of translation skills, but much
Revised August 2018 81
attention will be given to the historical contexts of the
works read and issues of literary analysis.
Texts: The Student’s Catullus, 3
rd
Edition, ed. D. Garrison,
University of Oklahoma Press, 2004; Horace: Selected Odes
and Satire 1.9, 2nd Edition Revised, ed. R. Ancona,
Bolchazy-Carducci, 2005; Vergil’s Aeneid I-VI, ed. C. Pharr,
Bolchazy-Carducci, 1998
Latin Level V (Honors)
ULA453H (AP) 1 credit
Prerequisite: Latin Level IV or equivalent, or Latin Level
III with instructor permission
Latin V Honors/AP will cover the Latin AP syllabus,
which features readings from Julius Caesar and Vergil.
Students will increase their speed and facility at reading
with nightly translation assignments of progressively
greater length; class time will chiefly be devoted to sight
reading. In addition to review of all previous grammar
and syntax, with infrequent grammatical constructions
not previously encountered addressed as needed, students
will also concentrate on writing analytical essays covering
the stylistic, thematic, and historical issues underlying the
course texts.
Texts: Vergil’s Aeneid: Selected Readings from Books 1, 2, 4,
and 6, ed. B.W. Boyd, Bolchazy-Carducci, 2012; Caesar:
Selections from De Bello Gallico, ed. H. Mueller, Bolchazy-
Carducci, 2012.
Spanish Level I
USP103 1 credit
The first course of Spanish offered in the Upper School is
based on the belief that the purpose of learning Spanish is
to communicate with the people who speak it and to
understand their cultures. The ultimate goal of the class is
to have students use the Spanish language for oral and
written communication. Both vocabulary and grammar
study are integrated in the development of
communicative ability. Themes of the course have been
chosen to reflect what students want and need to talk
about. Creative projects are included.
Text: Avancemos 1, Holt, McDougal, 2013
Advanced Spanish Level I
USP113 1 credit
Prerequisite: None.
This course continues to develop and build upon the
skills acquired in previous Spanish courses. The focus
remains on five basic components of learning a world
language: speaking, listening, reading, writing, and culture.
This course enables the student to build upon the
vocabulary and grammar foundation established in prior
Spanish classes, as well as learn more advanced grammar
concepts, including the past tenses and command forms.
This course has an emphasis on increasing proficiency for
communication in spoken Spanish. The intended
audience for this class is incoming freshmen students
who have experience with Spanish language learning, but
are not prepared to enter into the Spanish 123 (Spanish
II) course. This course is not intended for students with
no prior Spanish experience. Rather, the goal of this
course is to build upon prior knowledge and create an
environment that allows the incoming 9th grader to “hit
the ground running” with language learning and build a
strong foundation for successful language acquisition in
subsequent courses.
Text: Descubre 1
Spanish Level II
USP123 1 credit
Prerequisite: Spanish Level I
Second year Spanish continues the development of
communicative ability. Authentic avenues to
communication and culture are continued. Students
engage in authentic communicative tasks using pair and
group activities. Vocabulary and grammar initially learned
in the first level are reintroduced and each review allows
students to expand to new levels of achievement so that
their language becomes more refined, more elaborate and
more complex. Computers are used for brief, sometimes
creative writing projects. A Spanish soap opera video is
presented.
Text: Avancemos 2, Holt,McDougal, 2013
Spanish Level II (Honors)
USP123H 1 credit
Prerequisite: Spanish Level I
Honors Spanish emphasizes an interactive,
communicative approach to learning Spanish. This class
will develop students’ speaking, listening, reading, and
writing skills and will encourage them to speak in Spanish
also so that they will be capable of expressing their own
ideas with confidence when they need to communicate in
real-life situations. Ninety percent of all vocabulary tests
will be Spanish to Spanish questions. Advanced rules of
grammar will be taught. Cultural knowledge is an integral
part of the class. The everyday lives of Spanish speakers
will be introduced as well as the different countries and
regions of the Spanish-speaking world. All students will
sit for the National Spanish Exam as a prelude to IB and
AP classes during the junior and senior years of high
school.
Text: Exploraciones, 2nd Edition, Bliff, Cengage Publishing,
2016
Spanish Level III
USP233 1 credit
Prerequisite: Spanish Level II
During the third level of Spanish, effective learners not
only construct their own understanding of new concepts,
but they also help themselves be successful learners.
Revised August 2018 82
Problem-solving strategies are put to use in the target
language. By this state of language acquisition students
are effective listeners, readers and writers. Reading
selections are stressed along with communicative practice.
Grammar is still a major part of the class. The
continuation of the video begun at level 2 is used for
listening and communicative expression.
Text: Avancemos 3, Holt, McDougal, 2013
Spanish Level III (Honors)
USP233H 1 credit
Prerequisite: Spanish Level II + department
recommendation
This class provides a contemporary design with a focus
on language, literature and film. The class has a cohesive
two-part structure with an emphasis on grammar and
reading. SP233H is an ideal resource for Advanced
Placement and International Baccalaureate examinations.
A modern, integrated video contextualizes material
presented. Authentic readings and literary selections by
well-known Hispanic authors are included in the course.
New vocabulary is introduced that develops
communicative competence.
Text: Descubre 3, Blanco, VHL, 2017.
Spanish Level IV
USP343 1 credit
Prerequisite: Spanish Level III honors or non-honors
This class is designed to help students become
functionally proficient in the Spanish language and
familiar with common Hispanic customs and traditions.
The materials used in this program are designed and
organized around the three principles of communicative
proficiency: function, content, and accuracy. Students use
the language in realistic contexts (function), communicate
with each other on topics relevant to their lives and
interests (content), and develop their skill in using lexical
and grammatical features of Spanish (accuracy).
Text: Avancemos 4, Holt McDougal, 2013.
Spanish Level IV (Honors)
USP343H (IB) 1 credit
Prerequisite: Spanish Level III Honors + department
recommendation
This course is directed toward the acquisition of advanced
skills in the areas of oral proficiency, listening
comprehension, writing process, reading comprehension,
text-handling, grammatical analysis, development of
vocabulary, literary analysis, and the study of culture. The
course should be considered as the first year of a two year
formal preparation for the Advanced Placement and/or
International Baccalaureate Language B testing programs.
The acquisition of the skills mentioned above will provide
each student with the opportunity to continue with the
study of Spanish at the college, honors, AP and/or IB
levels. Speaking Spanish in the class at all times is
required.
Text: Una Vez Más, 3
rd
edition, Pearson Education, Inc.,
2011; Encuentros Maravillosos, 2
nd
edition, Pearson
Education, Inc., 2011
Latin American History, Culture and
Traditions
USP451/452 1/2 credit
Prerequisite: Successful completion of SP343H or teacher
recommendation
This course will provide an overview of the main
historical, economical, geographical, political, and cultural
aspects of Latin American and the Latinos in the US. The
course will start by studying first the historical and ethnic
background of this region of the world in order to later
on examine it present economic, cultural and socio-
political condition. This course will also analyze the
significant challenges and struggles that face Latin
America during this era of globalization, including its
relationship with the United States, examining several
contemporary issues such as immigration and the role of
the Latinos in the US. All of the instruction and materials
such as text documents, films, music, etc. in this class will
be presented in Spanish. This class will also provide the
students the opportunity to practice and improve their
Spanish skills (listening, verbalization, and written) while
learning the rich history and culture of Latin America.
Text: Instructor provided
Spanish Level V
USP453 1 credit
Prerequisite: Spanish Level IV honors or non-honors
This is the last course in the sequence of non-honors
Spanish classes. The course is designed so that students
will gain practice in speaking, listening, reading, and
writing skills. Students will have a concise review of the
major points of Spanish grammar. Vocabulary acquisition
will be stressed and students will be encouraged to
perform Spanish skits to enhance their vocabulary and
speaking skills. Writing will involve short Spanish
compositions based on the in-class readings and other
topics. The class will be taught in Spanish. Students are
expected to communicate in Spanish as much as possible
in order to develop proficiency and communication skills.
Text: Conversaciones creadoras, Cengage Publishing, 4th Edition
Spanish Language & Culture V
(Honors)
USP453H (AP/IB) 1 credit
Prerequisite: Spanish Level IV honors + department
recommendation
Revised August 2018 83
Fifth year Spanish is a complete college level course that
provides AP/IB students with a solid foundation in the
four language skills: listening, speaking, reading, and
writing. The broad scope of the class is to develop the
necessary skills to communicate proficiently in Spanish
and to appreciate the rich and diverse Hispanic culture.
An intensive grammar review is completed during the
first semester and extensive vocabulary is presented. AP
and IB exercises are offered for practice. Literary and
cultural readings are included.
Text: AP Spanish, 3
rd
edition, Pearson Prentice Hall, 2007.
Chinese I
UMC113 1 credit
A beginning Chinese class intended for students with no
prior knowledge of any Chinese dialect or written
Chinese. The course will help students to develop basic
listening, speaking, reading, and writing skills in modern
standard Chinese, using pinyin and simplified characters.
In addition, this course will cover computer skills not
only with Chinese programs, but as a means for using
computers as a learning technique to study Chinese.
Text: Chinese Link: Simplified Level 1, Part. 1, Textbook,
Workbook, and My Chinese Lab, Prentice Hall, Inc. 2
nd
Edition, 2011
Chinese II (Honors)
UMC123H 1 credit
Prerequisite: Chinese I or successfully pass placement test
This course is a continuation of Chinese I with a review
of grammar and further development of reading and
writing skills in Chinese. A supplemental introduction to
Chinese culture will also be included. The course will
further emphasize Chinese pronunciation, the pinyin
system, the Chinese character writing system, and
sentence composition. This course will also continue to
enhance computer skills with Chinese programs.
Text: Chinese Link: Simplified Level 1, Part. 1, Textbook,
Workbook, and My Chinese Lab, Prentice Hall, Inc. 2
nd
Edition, 2011
Chinese III (Honors)
UMC233H 1 credit
Prerequisite: Chinese II or successfully pass placement
test
This course is designed for students interested in a
continuation of Chinese II, with a review of grammar and
a further development of reading and writing skills in
Chinese. The course is conducted mostly in Chinese.
Students in the honors course work at a faster pace, study
supplementary grammar, supplementary readings, and
address a greater variety of cultural topics. The class has a
two-part structure with an emphasis on Chinese language
and Chinese culture. Computer skills with Chinese
programs will be reinforced.
Text: Chinese Link, Simplified Level 2 Part 1, Textbook,
workbook, 2nd Edition, 2011
Chinese IV (Honors)
UMC343H 1 credit
Prerequisite: Chinese III or successfully pass placement
test
This course is a continuation of Chinese III (honors). The
course is designed to enhance the students’ fluency in
speaking and writing. Conversation and composition
skills are emphasized. The course is conducted mostly in
Chinese. Chinese IV (Honors) is an ideal resource for
Advanced Placement and International Baccalaureate
examinations. Students will start to develop more
complex conversational skills with greater exposure to
authentic Chinese materials of both spoken and written
varieties. Emphasis will be placed upon practical use of
Chinese, so that students experience the world of real
communication among the Chinese people. Students will
not only learn to read and write at an advanced level, but
will also gain the ability to understand, and speak Chinese
in a variety of situations. This course will continue the
advancement of computer skills with Chinese programs.
Text: Chinese Link, Simplified Level 2 Part 2, Textbook,
workbook, 2nd Edition, 2011
Chinese Language & Culture V
(Honors)
UMC453H 1 credit
Prerequisite: Chinese IV or successfully pass placement
test
This course is a continuation of Chinese IV (honors).
This course is specifically designed to prepare students
for the AP Chinese Language and Culture examination.
It provides AP students with a solid foundation in the
four language skills: listening, speaking, reading, and
writing with the help of technology. The broad scope of
the class is to develop the necessary skills to communicate
proficiently in Chinese and to appreciate the elements of
diverse Chinese culture. It is conducted entirely in
Chinese.
Text: AP Chinese Language and Culture - With Audio CD's
Barron’s Educational Series, 2010
ADVANCED COURSES OF STUDY
UPPER SCHOOL ADVANCED
PLACEMENT PROGRAM (AP)
In addition to the IB program, Detroit Country Day
School offers an extensive Advanced Placement (AP)
program. The AP curriculum includes courses of
disciplined and orderly inquiry. The program is designed
to challenge gifted students and develop in them the
Revised August 2018 84
ability to master complex knowledge. AP exams are
given nationwide and in American schools abroad in May
and may qualify students for college credit and in some
cases, sophomore standing upon entering college.
Examinations are graded by a corps of examiners from
around the country on a scale of 1 (no recommendation)
to 5 (extremely well qualified).
DCDS administers AP exams in the following subject:
French Language
Computer Science
Spanish Language
Statistics
Calculus AB
Calculus BC
Music Theory
English Literature
German Language
United States History
Studio Art
Biology
Physics
Government and Politics: US
Chemistry
Environmental Science
Economics
European History
Psychology
Latin
Art History
UPPER SCHOOL INTERNATIONAL
BACCALAUREATE PROGRAM (IB)
Detroit Country Day School offers qualifying students
the opportunity to enroll in the International
Baccalaureate (IB) program, a comprehensive and
challenging pre-university course that demands the best
from both motivated students and teachers. This two-
year curriculum covers a wide range of academic subjects
and has stood the test of time for over half a million
students in 119 countries since 1968.
IB Diploma Program graduates are welcomed by the
world’s leading universities, which recognize the
outstanding qualities of IB Diploma Program students.
Typically, diploma holders are ready to debate real-world
issues from an international perspective and to provide
leadership and support in the local and global community.
They demonstrate a capacity for in-depth study and
critical thinking while maintaining a broad perspective of
the different subject areas.
The IB curriculum consists of six subject groups:
Language A (best language) including the study of
selections from World Literature in drama, poetry and the
novel. German A1 & French A1 also available
Language B (second language) French, German, Latin,
and/or Spanish, emphasizing fluency and cultural
understanding
Study of Man in Society: European History, American
History
Experimental Sciences: Biology, General Chemistry,
Physics
Mathematics: Higher Level Mathematics, Standard Level
Mathematics, and Mathematics Studies
Electives: Theatre Arts, Fine Arts, or a second subject
from the sciences group, or a third modern language
Program Description Courtesy IBO. ©IBO, 2008
UPPER SCHOOL CONSERVATORY OF
FINE AND PERFORMING ARTS
Introduction
The Detroit Country Day School Conservatory puts a
clear focus on building artistic capabilities for students
seeking a career in the fine and performing arts. The
rigors of advanced study and practice in their chosen
discipline, mentored by artist/ faculty and counseled on
higher education options promotes students for entrance
to the nation’s most prestigious art schools, music
conservatories and theatre programs.
By clearly identifying the Conservatory as a course of
study option within our college preparatory mission, we
put into action a focused mentoring of student artists
who are gifted in their discipline and seek the preparation
for the very competitive admission process at the top
schools specializing in their arts discipline.
The fine and performing arts teaching staff are, for the
most part, faculty artists that work in their professional
field and also have the unique ability to teach. They have
the connections and experience to introduce students to
a variety of professional associations which further
prepare students for a life as a fine or performing artist.
The opportunities for Detroit Country Day School to
engage in professional partnerships with area arts
organizations began with the building of the Performing
Arts Center. Three of our partners who use the PAC for
their professional series, the Chamber Music Society of
Detroit, the Great Lakes Chamber Festival and the
Detroit Symphony Orchestra, have brought master class
opportunities to our music students. There are similar
opportunities for partnerships with professional dance
and theatre organizations.
A College Preparatory Approach
Within Detroit Country Days’ college preparatory
curriculum, students in the Conservatory, with the
guidance of the faculty are able to customize a plan of
study that insures advancement in their artistic pursuits.
Depending on scheduling options, students may take
advantage of electives within the IB (International
Baccalaureate), AP (Advanced Placement) and Honors
course offerings. Although the same basic graduation
requirements of DCDS will apply to Conservatory
students, an emphasis on a student’s artistic development
for portfolio and audition readiness will be a major
capstone of the program.
Revised August 2018 85
Student Qualifications For The
Conservatory
Freshman and sophomore students who articulate their
desire to pursue the Conservatory program in their
discipline of study will be considered as having pre-
Conservatory status. It is during these two years (Grades
9 and 10) that faculty will mentor and guide students in
building their capabilities within the curriculum. Prior to
entering the student’s junior year (Grade 11), a meeting
will be scheduled with parents, the student and respective
faculty to assess the pre-conservatory experience,
evaluate the pros and cons of the Conservatory program,
and, if applicable, chart a course of study for the junior
and senior years.
Each curricular area (art, music, theatre) will develop a
recommended course of study for students with pre-
Conservatory status. It is recommended that students
during this period explore a variety of courses in their
respective arts discipline, as well as, fully engaging in the
academic curriculum so that all DCDS graduation
requirements are met and a well-rounded education is at
the core of the four year DCDS experience.
The Conservatory Program has the flexibility to
customize a course of study depending on each
individual’s goals. In each arts discipline, however, there
will be core curricular experiences that will be required.
In the Fine Arts department, AP Art History and AP
Studio Art will be at the center of the Conservatory
experience. In the Theatre Department the two year
series of Theatre Arts IB and Advanced Theatre Arts IB
will be at the center of the Conservatory course of study
in Theatre.
Even though each student will have a major focus in
their work, additional arts experiences will be
encouraged. As an example, a theatre student should be
encouraged to join the choir and/or take a class in music
theory. A vocal music should seriously consider a theatre
course in anticipation and preparation for performance
opportunities. A fine arts student who has a passion for
sculpture would benefit from understanding life drawing
or another medium, such as metals. To that end, the AP
Art History course has far reaching applications for all
students in the Conservatory program.
Conservatory of Dance
Vision:
A training program that develops well-rounded
dancers/performing artists for their own enjoyment or in
preparation for successful auditions resulting in
admittance to the finest of university dance programs
offering B.A. & B.F.A. degrees in Dance or Performing
Arts.
Student Expectations:
For the student who strongly enjoys dance and/or wishes
to seriously pursue a career as a dancer or performer, the
Conservatory program focuses on; skill training,
performance experiences, pedagogical/choreographical
experiences and a global view of dance as it is reflected in
unique ways around the world. Students wishing to
participate in the Conservatory program are expected
to fully engage in school productions and show
consistent leadership in rehearsal and on-stage.
Student Requirements:
1. 3-4 core credits in the dance curriculum which
include:
● Dance Techniques 1– Performance
Foundations (1/2 credit semester course)
● Dance Techniques 2 – Performance Studies
(1/2 credit semester course)
● Repertory Dance Ensemble – Full year class
(1 credit) may be taken up to three years (3
credits) in sophomore, junior and senior years
NB: Dance 1 and Dance 2 are pre-requisites for
enrollment in the Repertory Dance Ensemble
2. 1-2 elective credits within the Performing &
Communication Arts disciplines of music, theatre
and film as these are integral tools for the dancer.
3. Students are required to be part of two productions
over their four years at the Upper School. Required
participation includes; on-stage as dancer, assistant
to choreographer or equivalent leadership role.
Conservatory of Film Making
Vision
A training program that develops well-rounded artists in
filmmaking in preparation for successful
auditions/portfolios resulting in admittance to the finest
of University programs offering B.A. and B.F.A. degrees
in Film or the Communication Arts.
Student Expectations
For the student who wishes to pursue a career in film or
the communication arts, the Conservatory program
focuses on: film techniques, film analysis, and editing
techniques as well as actor training and directorial
experiences. Students wishing to participate in the
Conservatory program are expected to fully engage in the
school Film Festival and show consistent leadership in
class.
Revised August 2018 86
Student Requirements
1. 3-4 core credits in Filmmaking
½ credit – Foundations of Filmmaking
½ credit – Intermediate Filmmaking
2 credits – Film Studio Production
(taken both 11
th
/12
th
grade)
2. 1 ½ credits in performing arts curriculum which
may include:
● Narrative Techniques in Literature and Film (1
credit, English course) HIGHLY
RECOMMENDED
● Directed AND/OR independent Study Film
(1/2 credit each)
● Theatre 1 (1/2 credit semester course)
● Theatre Production 1 (1/2 credit semester
course)
● Foundations of Music Theory (1/2 credit
semester course)
Additional Requirements for Film Makers:
1. Enter a minimum of four films in Scholastic Arts and
Writing Awards, MIPA, and DAFT.
2. Participate in the DCDS Student Film Festival by:
a. Enter at least two films in both the junior
and senior years
b. Assist in running of the festival senior year.
c. Prepare a senior portfolio of four films
including a narrative, an art film, and a
documentary.
Conservatory of Fine Arts
Vision
The Fine Arts component of the Conservatory of Fine
and Performing Arts is designed to challenge the student
who is passionate about Fine Art and has demonstrated a
desire to develop their talent. This dedication will be
achieved through a cohesive and sequential plan, under
the guidance of professional artists/teachers. These
mentors will define the artistic objectives of the individual
student and give honor and recognition to their
commitment to four years of Fine Arts at Detroit
Country Day School.
Student Expectations
Minimum of 8-10 credits in Fine Arts classes
Completion of AP Art History (strongly recommended)
Work is consistently of high quality
Shows an imaginative, inventive, and confident
articulation of the principles of design
Demonstrates higher level thinking
Evidence of confidence and of verse
Addresses fairly complex visual and/or conceptual ideas
Student Requirements
By senior year, students must
Artist statements for all pieces
Compete and exhibit outside of school
Community service to Scholastic Art Show
Be a role-model to underclassmen
Complete a daily log of ideas, design, images and
thoughts
Eight pieces for Scholastic portfolio in a special medium
or a theme
Complete a senior show at Celebrate the Arts
Show a body of their best work 15-25 pieces
Participate in the installation of their own artwork
Artist statement that reflects their four years of art
Be present from 1-4 for the exhibition
Speak articulately of their work to viewers
Uses materials effectively, technique is generally excellent
May show successful engagement with experimentation
and/or risk taking
Demonstrates informed decision making
Maintain a visual log of their work
Fine Arts: Range of 8-10 semesters of art classes.
Strongly recommend AP Art History junior or senior year
(2 semesters). AP Studio required senior year (2
semesters).
Conservatory of Music
Vision
The ancient Greek philosopher, Plato, extolled the
benefit of music on the human being: “Education in
music is most sovereign because more than anything else,
rhythm and harmony find their way to the inmost soul
and take strongest hold upon them, bringing with them
and imparting grace if one is rightly trained.” The
Detroit Country Day School Conservatory of Music fully
embraces the value and importance of training in music,
and offers an enriched course of study for those students
who are particularly dedicated to the pursuit of music
scholarship and performance. Through extensive
academic training and concert experience, the DCDS
Conservatory of Music student will be fully prepared to
continue their musical journey at the collegiate level.
Student Expectations
It is the student that is eager to pursue every musical
experience possible that is a candidate for the Music
Conservatory. Students wishing to participate in the
Conservatory of Music program are expected to fully
participate in the performance area of their choosing and
show consistent leadership in rehearsal and on the stage.
To fully prepare for the competitive nature of the pursuit
of the performing arts, the Conservatory student must
consistently be willing to strive for their very best. This
includes private study as well academic music classes and
ensemble participation.
Student Requirements
1. 4 credits (all four years / grades 9-12) of a curricular
(choir, band or orchestra) performance class.
Revised August 2018 87
2. Successful completion of Fundamentals of Music
Theory (minimum requirement) OR AP Music
Theory (preferred) UMU513H and the AP Exam.
3. Participate in MSVMA/MSBOA Solo & Ensemble
(or equivalent festival for pianists) OR study their
chosen instrument with a private teacher at least
junior and senior year.
4. Audition for an advanced ensemble (Jazz Band,
String Ensemble, and Bella Voce) junior and senior
year.
5. Senior Conservatory Showcase- performance for
their peers in music classes during the school day
6. Participate in at least one musical theatre
production in each of the junior and senior years
(pit orchestra, chorus, or crew).
It is also recommended for the students to take additional
coursework in the arts, such as independent study,
theatre, visual arts, etc.
Some of these activities can also fulfill the school’s
blue/white and/or gold point requirements.
Conservatory of Theatre
Vision
A training program that develops well-rounded theatre
artists in preparation for successful auditions resulting in
admittance to the finest of University Conservatory
programs offering B.A. & B.F.A. degrees in Theatre.
Student Expectations
For the student who wishes to pursue a career as a theatre
artist, the Conservatory program focuses on; actor
training, directorial experiences, theatre production and
design, and a global view of theatre as it is reflected in
unique ways around the world. Students wishing to
participate in the Conservatory program are expected to
fully engage in school productions and show consistent
leadership in rehearsal and on-stage. To fully prepare for
the competitive nature of the pursuit of the performing
arts, the Conservatory student must consistently be
willing to strive for their very best; challenging themselves
rather than competing with others. In most cases this will
include private study in preparation for university
auditions.
Student Requirements
1. 3 – 4 credits in the theatre curriculum which
include:
2. Theatre 1 – Semester class in 9th grade
3. Theatre 2 – Semester class in 10th grade
4. Studio Theatre Ensemble – Full year class in 11th
and 12
th
grades
5. Theatre Production – Semester class in 11th grade
6. Theatre Design – Semester class in 12th grade
7. 1-2 credits within the music curriculum should be
seriously considered as the actors understanding of
their vocal capabilities through choir and/or music
theory are important tools for the working actor.
8. Audition for school productions all four years and
commit to working on-stage, with the technical
crew or support production efforts through stage
management and student assistant director
assignments.
9. Student initiated and designed/ directed senior
recital featuring monologues, scenes and musical
selections if appropriate.
10. Participate in Celebrate the Arts performances
junior and senior year.
11. Prepare appropriate theatrical selections for college
auditions and, if required produce an audition
CD/DVD.
UPPER SCHOOL – GLOBAL SCHOLAR
PROGRAM
The mission of the Global Scholar Program (GSP) is to
inspire students to become well-equipped leaders and
productive world citizens by developing an appreciation,
understanding, and knowledge of the global community.
The GSP is consistent with our school’s Strategic Plan
and Instructional Plan goal of growing the global
perspective of our students and our instructional
programming.
Students will be required to choose from classes which
have a global perspective and to participate in activities
which emphasize global studies/issues. Upon completion
of course and activity requirements, students will qualify
for a Global Scholars Certificate or a Global Scholars
Certificate with Distinction at graduation.
US English (3 of 4 credits): 9
th
grade English; 11
th
and
12
th
grades – two elective classes with global perspectives
US World Languages:
Option 1: 1
st
language through level 4/5 (honors or non-
honors) AND one academic year of study of a 2
nd
language (honors or non-honors)
Option 2: 1
st
language through level 4/5 (honors or non-
honors) and two consecutive years of study of a 2
nd
language (honors or non-honors)*
(*This will qualify the student to receive a GS Diploma
with Distinction.)
US Science: (3 credits): Biology at any level; physical
science (chemistry or physics at any level); AP
Environmental Science
NB: Students may take additional science classes as well.
Participation in Global competitions or doing science fair
projects with a global emphasis/theme is encouraged.
This will help students to fulfill the GSP requirements.
US History (3.5 or 4 credits): 9
th
grade history (honors or
non-honors); 10
th
grade Modern World History (honors
Revised August 2018 88
or non-honors) OR AP European History; in 11
th
/ 12
th
grade, students may take 1.5 or 2 classes which satisfy the
GSP requirement.
NB: AP Art History may also be taken, but it may not be
a substitute for a graduation-required history class.
US Math, US Health Education/Speech and US Fine
Arts: Students must follow the Detroit Country Day
School Upper School graduation requirements.
In addition, students will be required to:
● take 2 on-line summer classes over a 3-year period
which will focus on building global competency,
defining global issues, developing research skills
connected to global issues, and taking action on
global research;
● declare their intention to be a part of the GSP in the
spring of 9
th
grade and meet with the Director of the
GSP to begin tracking classes and activities;
● participate in a DCDS club which has a global theme
at least two of four years (ex: World Language clubs,
Model UN, GYLI, etc.) or present a Science Fair
project with a global focus (to be approved by the
GSP committee);
● participate in the DCDS Sister School Exchange
Program, either as a traveler or as a host to a foreign
student OR participate in a third-party summer
program with a global perspective (program to be
approved by the GSP committee). Financial aid will
be available to qualifying students.
● develop a senior project which has a global
connection;
● maintain a Cum Laude or higher grade point average
all 4 years at the Upper School.
A 5-person committee will review on a yearly basis the
progress of students in the DCDS Global Scholars
Program. The committee members will be the Director
of the GSP, the US Director, and 3 additional
faculty/administrative members. This committee will
determine student eligibility from year-to-year and
monitor course selection/activities.
UPPER SCHOOL ACADEMIC
GRADUATION REQUIREMENTS
Students must satisfy academic and co-curricular
(athletic/non athletic, skill development and self-discovery,
and service and volunteerism) requirements for graduation.
ACADEMIC GRADUATION REQUIREMENTS
Arts (Visual/Perf) 1 year*
English 4 years
Health ½ year (freshmen)
History 3 ½ years (through Amer Gov)
Mathematics 3 years (through Algebra II)
Public Speaking, ½ year (sophomores)
Debate or Forensics
Science 2 years (1 life science/1 physical science)
World Language 3 years (through Level III)
*One-half credit is required of students who enter in Grades 10, 11, or 12.
AR101/AR102 must be completed by the end of sophomore year.
Credit Hour Requirements: All students must be enrolled in a
minimum of five courses each semester. A student who fails to
meet the following minimum course credit requirements may be
dismissed from the school. Freshmen (5.5 credits);
sophomores (11.5 credits); juniors (16.5 credits); seniors (22.0
credits)
CO-CURRICULAR GRADUATION
REQUIREMENTS (POINTS)
Mission 8 points (athletic and non-athletic options)
Blue 4 points minimum (athletic)
Silver no minimum (non-athletic activity)
Gold 8 points (activities such as clubs which develop
skills and self-discovery)
White 8 points (service, 5 hours of volunteerism/service
to others are required for each white point)
Mission Points - Athletic and non-athletic options
(Required over 4 years; students must earn a total of 8
mission points. 4 mission points must come from blue
point athletic activities. The remaining 4 mission points
may be earned from blue (athletic) and/or silver (non-
athletic team activity).
Mission - Blue Points - Athletic Requirements
(Required over 4 years; students must earn one blue
point per year in grades 9, 10, 11, and 12.) All
physically able students in grades 9-12 are required
to participate in athletics. One blue point is
awarded for each season of athletic participation
and must be satisfied by participation on a DCDS
sponsored interscholastic sport team. An off-
campus sport not offered by DCDS or national
caliber sport (see below) may also qualify for a
maximum of 1 point per year and must meet
committee approval. An interscholastic sport team
is defined as a school funded athletic team
representing Detroit Country Day School that
competes against other high school teams. A
season is defined as commencing with the first day
of required try-outs or practice, encompassing all
subsequent games and practices, and concluding
with the team banquet following the final game or
meet. Students are expected to attend their team’s
practices and games, unless expressly excused by
the athletic director upon a physician’s medical
recommendation.
Mission - Silver Points Non-Athletic Options
A mission point can also be earned by participating
in other after school non-athletic team activities
Revised August 2018 89
(e.g. theatre productions, debate, forensics, science
fair, robotics) which meets on a daily basis at a time
when a student would otherwise participate in the
athletic program. A national caliber activity (see
below) may also qualify for a maximum of 1 point
per year and must meet committee approval.
Off-campus sport not offered by DCDS
Exception
(Blue point credit)
Students may request to participate in an off-
campus sport (not offered by DCDS) for blue point
credit by submitting an online application form
(located in the student portal) by August 15 for fall
or winter; or January 1 for spring.
National Caliber Exception
(Blue or Silver point credit)
Students who excel in a particular sport or activity
may request exemption by submitting an online
application form (located in the student portal) by
August 15 for fall or winter; or January 1 for spring.
Students must provide proof of the following: 1)
evidence of national or international ranking
equivalent of Olympic level or similar in your
sport/activity; 2) evidence of participation in
national or international level competition; 3)
outline, in detail, a typical daily and weekly training
and competition schedule.
Gold Points - Activities Requirements
(Required over 4 years; students must earn two gold points
per year) The gold point requirement emphasizes skills
development and self-discovery and may be earned for
each semester of participation in a club or activity. 80%
attendance is required. The Clubs Program allows
students to explore interests, discover passions, and
develop responsibility. Students may select from among
competitive, academic, athletic, artistic, performance and
service options.
White Points - Service Requirements
(Required over 4 years; 5 hours of service = 1 white point;
students must earn 2 white points per year through 10
hours of service/volunteerism) The white point
requirement emphasizes selfless service to others and
provides students with the opportunity to broaden their
service and volunteerism. White points may be earned for
approved in school and out of school service projects.
Grades 9 and 10 may complete all hours participating in
on-campus activities. Grade 11 must complete at least
three hours in off-campus activities. Grade 12 must
complete at least five hours in off-campus activities.
White points may be earned during the summer or school
year. Completing a job for payment is not community
service.
If the volunteer activity is off campus, the student must
acquire a letter of verification from the sponsor of the
activity including title of the activity, date it was performed,
number of hours involved, and a brief description of the
activity itself. All paperwork should be submitted to the
White Point Coordinator. Documentation of any white
point hours earned during the summer must be
submitted by September 30.
Throughout the year, the Community Service Club
sponsors a number of on and off campus service
opportunities.
Examples of on campus community service activities may
include: admissions open house host/hostess, class board
(5 hours max), peer tutor, athletic assistant (ball person,
ticket sales, scorekeeper, etc.) Examples of Off Campus
community service activities may include: assist the elderly
(repairs, yard work, etc.), food banks, park clean-up, or
soup kitchens.)
A student who fails to meet the minimum point
requirements at the end of the school year will be denied
all privileges normally accorded to the student’s grade until
the deficiency is made up. By the end of the first semester,
seniors are required to have completed the required
semester gold point and full-year white point service hours
to qualify for senior project.
CO-CURRICULAR
INFORMATION
UPPER SCHOOL – COLLEGE
COUNSELING PROGRAM
The college counseling program focuses on building a
student’s foundation for college success beginning in
Grade 9. The program focuses on the student’s choices
of academic and elective courses, extracurricular and
community service activities.
Grade 9
● Choice of academic and elective courses
● Choice of extracurricular activities
▪ Review of standardized college entrance exams and
timeframe
● Administration of the PLAN test (a curriculum based
achievement test) which assesses a student’s interest and
how those relate to academic and career areas
● Freshman College Night - a comprehensive program
presented by College Counseling office professionals each
year, tailored for freshmen students and their parents.
● Lunch workshops presenting information and activities
focused for this grade level
Grade 10
● Administration of the “practice” PSAT/NMSQT
(Preliminary Scholarship Aptitude Test / National Merit
Scholarship Qualifying Test) which measures the students
Revised August 2018 90
educational skills and gives them a chance to qualify for
the NMSC (National Merit Scholarship Corporation)
scholarship programs.
● Sophomore College Night - a comprehensive program
presented by College Counseling office professionals each
year, tailored for sophomore students and their parents
● Lunch workshops presenting information and activities
focused for this grade level
Grade 11
● Individual personalized counseling begins
● Administration of PSAT/NMSQT (Preliminary
Scholarship Aptitude Test / National Merit Scholarship
Qualifying Test) which measures the students educational
skills and gives them a chance to qualify for the NMSC
(National Merit Scholarship Corporation) scholarship
programs
● Junior College Night - addresses college entrance tests,
scholarships and financial aid, and factors in selecting a
college. Each family also receives a comprehensive
Junior College Counseling Handbook on this night.
Attendance is mandatory.
● Opportunity to meet with visiting college admission
representatives
● Naviance, a college research and application
management system, is introduced. Students register and
begin utilizing this tool for their research and application
process.
● Lunch workshops presenting information and activities
focused for this grade level
Grade 12
● Individual personalized counseling continues
● Senior College Night - reviews college application
procedures, specific deadlines for various college-related
materials, college interviews and a range of other college
application and admission topics. Each family also
receives a comprehensive Senior College Counseling
Handbook.
● Counseling on college choices, application essays
critiques and deadline monitoring
● Inform students of potential scholarship and financial
aid opportunities
● Small group discussion on transition from high school
to college
● Opportunities to meet with visiting college admission
representatives
● Workshops focused on college applications, essays,
interviews and other pertinent topics
Throughout the senior year, college counselors continue
to review student progress and monitor the application
process. Students are made aware of potential scholarship
and financial aid opportunities and are assisted with the
related federal and college forms. In the second semester,
seniors will attend a series of small group sessions that
address the transition from high school to college. Topics
include college acceptances, deposits and enrollment,
scheduling classes, time management, college offices to
go to for assistance once at college, residence halls and
roommates, personal values, safety and security on
campus, and banking.
Coffee with the College Counselors - Informational
Coffees are offered monthly on topics that address the
various aspects of the college preparation planning,
application, and admission process.
College Representatives at DCDS - Students are
encouraged to meet with college admission officers who
visit DCDS. Upcoming visits from college representatives
are listed in Naviance, our college research and
application management system. Seniors should inform
teachers if they will miss class due to meeting with a
college representative. Students are not permitted to
attend sessions for which they have not signed up. In
some cases, juniors may be allowed to meet with college
representatives provided they will not miss a class and
they have permission in advance from the director of
college counseling.
Student Visits to College Campuses - Students who will
miss school to visit a college campus must submit a pre-
arranged absence form.
UPPER SCHOOL – LEARNING
SUPPORT, TUTORIALS, AND STUDY
HALLS
The Upper School has Learning Consultants who work
with students during the school day in order to provide
one-on-one, specialized learning support. The following
three programs have been able to help students become
more academically successful. Each program creates a
constructive learning environment informed by
educational research. We work together with students, so
students can learn to address learning challenges by
tapping their own learning strengths.
The Tutorial Assistance Program (TAP) operates
during the school day on Tuesdays, Wednesdays, and
Thursdays. Upper School Learning Consultants direct the
program as Upper School teachers from each academic
discipline (English, History, Math, Science, and World
Languages) tutor students in a room in the Student
Learning Center. Through this program, all students have
access to one-on-one or small group tutorials during the
school day from teachers. TAP is an excellent resource
for students who are struggling academically, students
who may excel in some subjects but have difficulty in
others, and students who consistently perform well but
want to continually challenge themselves to reach further.
Additionally, TAP will help meet the academic needs of
students who are transitioning into the school for the first
time or who are returning after an extended illness. This
program meets immediate and long-term educational
Revised August 2018 91
needs. Learning how to access all resources available is a
vital skill necessary for students to reach their true
potential, during their years at DCDS, in college, and
beyond.
The Academic Enrichment Program (AE) is designed
with the same goals as the TAP program described above.
Academic Enrichment meets after school Monday
through Thursday from 3:30 to 4:30. The AE program is
directed by the Learning Consultants and is staffed by
Upper School faculty members from the Math, English,
World Languages, History, and Science departments.
Academic Enrichment serves as an after school drop-in
learning support for any Upper School student. As a
college preparatory school, we want students to learn to
work with teachers while preparing for tests, quizzes,
writing papers, or pursuing an intellectual question with
faculty. This experience will encourage students to learn
to draw on all academic resources when they attend
college. The Academic Enrichment program also
provides a constructive approach to support students
who are on Academic Probation.
Students on academic probation attend TAP during
school and AE after school. In keeping with the school’s
motto, Mens Sana In Corpore Sano (A Sound Mind in a
Sound body), the AE after school program works closely
with the DCDS Upper School Athletic Department and
coaches in order to enable students to meet both their
academic and their athletic/activity requirements for
graduation. Students report to practice immediately after
leaving Academic Enrichment with the pass they have
been given from AE. A student may be excused from
AE for that day if s/he has a confirmed DCDS
interscholastic athletic contest, is required to be in theatre
rehearsal, or is required to compete in their blue point
activity. A student with an unexcused absence from AE
will be assigned a detention. If a student must fulfill a
disciplinary detention, attendance at AE will count—the
student will attend AE between 3:30 pm and 4:30 p.m.
We advise all students that the best first step in seeking
learning support is to work directly with their classroom
teacher. Teacher-student tutorials may be arranged
whenever a common time is available.
The Peer Tutorial Program draws on students’
expertise and provides another avenue for student
academic assistance. The peer tutors from the DCDS
Peer Tutor Board volunteer their time to tutor students
during mutually free periods, including Academic
Enrichment times, to encourage fellow students’
understanding of academic material being learned at the
Upper School.
Study Halls may be available to students in grades 9-12.
Graduation requirements, and the large number of
electives offered, will determine whether a student has a
study hall. For Grades 9-12 attendance is mandatory for
assigned students. In the Upper School, juniors and
seniors are generally exempt from study hall unless they
are not making satisfactory academic progress. In some
cases, juniors or seniors may be assigned study hall
because of disciplinary issues.
Exceptions to study hall requirements may be made for
Grade 9 and 10 students based on their achievement of
honor roll status. The evaluation period is the student’s
preceding end-of-year honor roll status or the first
semester honor roll status. Freshmen and sophomores
excused from study hall may study in the library, student
center, or hallways but may not congregate or study in
stairwells or locker rooms. Excused freshmen and
sophomores with a first period study hall must sign in at
the Attendance Office by 8:00 a.m. Juniors and seniors
with a first period study hall must sign in at the
Attendance Office by 8:00 a.m.
UPPER SCHOOL – LIBRARY SERVICES
Our Values
We believe
…that intellectual freedom is a fundamental right for all;
…that literacy is an essential skill across all platforms and
disciplines;
…that reading for personal information and enjoyment
leads to lifelong learning;
…that respect for intellectual and creative property is
everyone’s responsibility.
Our Mission
Teach, Inspire, Explore
The Upper School Library is centrally located on campus
and staffed with a professional librarian. It is designed to
meet a variety of informational needs and learning styles
of the students and faculty. There are places for quiet
and small group study, classes and relaxed reading. The
resources mirror the developing curriculum and
technology components of the school; support the
mission of the school and the specific goals of the Upper
School program.
Print and online collections are reviewed and updated on
a continual basis. The available reference and research
materials support the curricula and research projects,
from the simplest of definitions to those projects
requiring in-depth expert authority. Electronic resources
are available for all subject areas. The library website
provides easy access to all of these resources from outside
of school.
The primary focus of the Library program is to
collaborate with departments to support the
curriculum. Students are provided project specific and
general instruction to meet not only their immediate
academic needs, but to prepare them for research at the
collegiate level. Instruction focuses on two primary areas:
➢ Research skills and information literacy –
Students are taught how to locate and use print and
Revised August 2018 92
online resources; and how to use a variety of filters and
evaluation tools to identify which resources best meet
their needs.
➢ Responsible use of resources – Students
receive instruction on the importance of giving credit to
their research sources, how to create a list of works cited
in a variety of formats; how to avoid plagiarism, and how
to use technology and all resources responsibility.
Additionally, the library encourages the appreciation of
reading for pleasure and personal learning. The YA and
adult fiction collections provide opportunities for
students, faculty and staff to enjoy well known and
emerging authors of all genres.
