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2015-2016 COURSE CATALOGUE 1

Longleaf School of the Arts 2015-2016 Course Catalogue March 9, 2015


Mission Statement Longleaf School of the Arts will prepare students for college and career pathways via a curriculum that fully integrates academics and the fine arts into all aspects of the school culture. Students will benefit from highly qualified, experienced teachers and a challenging curriculum. Upon graduation from Longleaf, students will be academically prepared for college, and will possess valuable life skills, confidence, and personal responsibility to prepare them for the 21st century.

The course offerings in this catalogue have been developed for the 2015-2016 school year. They have been designed to provide both depth and breadth in the instructional program. An effort is made to accommodate the student’s individual interests, with final decisions on any year’s course offerings based on staff availability and satisfaction of minimum enrollment requirements.

Students’ initial placement in certain courses may be based on testing, previous instruction, and other course placements. Certain courses are required for graduation and each student should work with the Student Services department to determine the appropriate course of study.

Please Note that courses that lack a minimum number of enrolled students will not be offered. Students affected by cancellation of a course will be place in the

alternate course(s) they selected during registration.


Grading Grade reports are issued to students and parents at the end of each quarter. Supplementary evaluations are distributed to each student in class at the midpoint of each quarter. Some classes may provide grade reports on a more regular basis than this. All courses, unless otherwise noted, are scheduled to meet for one school year and earn one unit of credit. Please refer to the “Graduation Requirements” section for more information.

Grading Scale

Letter Grade Grade Point Percentage (%)

A 4.0 90 -100

B 3.0 80-89

C 2.0 70-79

D 1.0 60-69

F 0 0-59

GPA

Grade Point Averages (GPAs) are calculated based on a quality point conversion. The basic, accepted 4.0 scale is used with some exceptions. Courses with an “Honors” notation carry .5 extra quality point. Students enrolled in college courses that are eligible for transfer to a state university are eligible for one extra quality point.

Class Rank Longleaf School of the Arts does not rank student based on GPA. Many years, the median GPA at Longleaf would be in the top 20% at other traditional schools. In lieu of releasing ranking, Student Services provides an in depth profile of the school with every issued transcript so that colleges and scholarship committees can better understand the caliber of the school as it relates to the student’s performance.


Graduation Plan The North Carolina Department of Public Instruction and the Longleaf School of the Arts Board of Directors sets the graduation requirements for each class.

Subject Course Requirements

English English I, II, III, IV (or AP equivalents)

Science Environmental Science (or AP equivalent), Biology, and a physical science (Physics, or Chemistry)

Social Studies

World History, Civics and Economics, American History I and American History II

OR

World History, Civics and Economics, AP US History and one additional social studies course

Mathematics Integrated Math I, II, III, and one course that has Integrated Math II as a prerequisite.

OR

Integrated Math II, III and two courses that have Integrated Math II as a prerequisite

OR

Integrated Math III plus three advanced math courses (Advanced Placement, non-AP math electives,

OR

Four (4) advanced math courses (Advanced Placement, non-AP math electives,)



World

Language

Two (2) courses in the same foreign language

Development Cognitive Development I

Health & PE One course of health and physical education

Fine Arts Six (6) courses in the fine arts

Elective three additional courses


Course Sequences for Diplomas with Arts Endorsement All students must take seven (7) arts courses to graduate. Students who wish to obtain a high school diploma with arts endorsement must take a required set of courses in a prescribe sequence. Please refer to the prerequisite table at the end of this catalogue for information about proper course sequencing.


Art Three Credits of Studio Art (I-IV)

Art History

AP Art Studio or AP Art History

Portfolio Development

One (1) Special Topic

Dance Three (3) Credits of Dance Practice (I-IV)

Dance History and Theory

Somatics for the Performer

Two (2) Special Topics in Dance Seminars or a fourth (4th) year of Dance Practice and One Special Topics in Dance Seminars

Music Four (4) credits of Music Ensemble (one per year) in either Vocal or Instrumental Ensemble or a combination of both

Fundamentals of Music

AP Music Theory

One (1)Special Topic in Music

Theatre Three (3) Years of Theatre Studio (I-IV)

Theatre History

Introduction to Musical Theatre

Two (2) Special Topics in Theatre Seminar or a fourth (4th) year of Theatre and One Special Topics in Theatre Seminars

Musical Theatre Introduction to Musical Theatre

Theatre History

Five (5) Studio or Ensemble Credits

*Visual Art is not included in this endorsement


Course Descriptions

Visual Art

Visual Art : Fundamentals (Topics: Design & Color Theory, Drawing/Painting, Sculpture and Three Dimensional Design, Introduction to Contemporary Art History.) This course investigates concepts and strategies of two-dimensional and three-dimensional image making. It Introduces design elements of visual language, including line, shape, value, texture, and color. The course considers the cultural codes that accompany visual information and how they combine with organizational structures to determine a variety of effects, influence responses, and inform meaning. Visual Art: Studio Practice This course expands on Art 1 techniques, history, and material approaches. Also includes: • Temporal Medium: Video/Digital Technology: Introduces concepts and techniques of

temporal art making. Through projects designed to develop an understanding of the creative language unique to digital media, students will learn various software programs and basic digital strategies to realize time-based works of art

• Contemporary Art History and Theory: Students will explore concepts of making art in both practice and in theory. Driven by foundational theoretical texts that have influenced 20th-century art and culture, the course explores art as content and meaning, and art’s relationship to form, everyday life, and visual culture.

Visual Art: Technique This course expands and refines concepts learned in Art I and II. Additionally, students will focus on the creation of contemporary art as well as enhancing their critical and artistic vocabularies. At this level, students will work to define their artistic practice within one or two specific media, and begin the process of building an art portfolio for college admissions. Honors Advance Visual Art: Studio Practice This course expands and refines concepts learned in previous art I, II, and III. Additionally, • Students will focus on fine arts techniques and vocabulary. • Students will work on their individual artistic needs as well as collaborate in group

projects to prepare them for college art courses. • Students will end the year with a portfolio that synthesizes their design concepts and

prepares them to apply to art programs and art colleges.


Art History

Note: This course is cross-listed; students may take it to fulfill a history credit or as an arts credit.

This course offers students a foundation of Art History through an understanding of the historical and global significance, cultural diversity, and intellectual richness of human artistic tradition. It is designed to provide students with the intellectual tools needed to investigate the complex roles played by the arts in a variety of social contexts. Skills in visual analysis, historical research, critical reading, analytical and descriptive writing, and oral communication are developed throughout the course of the study. The practice of art history is interdisciplinary and dynamically engaged with many fields in the humanities and social sciences. Art history equips students with skills, knowledge, and values to negotiate rapidly changing, richly diverse, and increasingly interconnected local, national, and worldwide communities. This course is designed as an introduction to the history of visual art around the world. Topics include the purposes, techniques, and aesthetic criteria of art around the world and from multiple historical periods. Students will be asked to compose written evaluations about specific artworks as well as identify the characteristics of particular periods in art history. Advanced Placement Art History Prerequisite: Art History


This course is the equivalent to a college-level survey of Art History. Students may opt to take the national AP Exam in May; passing scores on the exam provide students with course credit at most colleges and universities. From the AP Website: [AP Art History] teaches students to understand works of art within their historical context by examining issues such as politics, religion, patronage, gender, function and ethnicity. The course also teaches students visual and contextual analyses of works of art. The course teaches students to understand works of art through visual and contextual analysis. Special Topics in Visual Art—Portfolio Development This honors class will focus on the skills and tools needed to develop a strong portfolio. Students will look into different college admissions portfolios and administration requirements. They will focus on Observational Drawing for the first semester developing these skills using many different subjects and mediums. They students will transition into more specific and individualized projects for their second semester. They will focus on a wide range of mediums to give them opportunities to fulfill a multitude of portfolio requirements for different colleges.


Advanced Placement Art Studio Drawing From the AP Website: [AP Art Studio Drawing] Students are asked to demonstrate mastery of drawing through exploring the complexities line drawing, light, shading, surface manipulation, the illusion of depth and mark making. Design involves purposeful decision making about how to use the elements and principles of art in an integrative way.

Cognitive Development

Honors Cognitive Development Prerequisite: 11th and 12th grades This course combines Renzulli’s Creative Problem Solving (CPS) model with an interdisciplinary approach to contemporary philosophical issues. Students will explore historic and current developments in epistemology, metaphysics, sociology, aesthetics, ethics and socio-politics. This course is writing intensive. Students should expect to think deeply and discuss issues of importance to themselves and the world.


Dance

Department Mission—To develop critical dance studies artists through a program that combines rigorous technical training and cultivation of dance artists fluent in the field of Dance Studies. Further, the program exposes students to historical and contemporary dance practices in order to develop their own language within a socio-cultural context. Dance Practice These are foundational courses in modern dance technique, improvisation, and composition. Dance III and IV are honors level courses. These courses build on each other, provide rehearsal time for productions, and help prepare students for their senior research project in Dance Practice IV. Includes: • Training in established and emerging movement forms • The development of student’s own movement vocabulary • Investigation of the creative process as a dance artist. Dance History


A lecture course on 21st century theories and historical trajectories in the development of contemporary dance. Somatics for the Performer

Note: This course is cross-listed; students may take it to fulfill either a dance or theatre credit.

In addition to learning somatic practices for embodiment in performance (Yoga, Pilates, Alexander, Feldenkrais, and BMC skills), students will gain working knowledge of anatomy and kinesiology (the study of human movement) with attention to dance wellness and injury prevention.

Special Topics in Dance: Choreography Prerequisite: Completion of Dance II In this honors level course students will investigate, invent and arrange movement through space using the human body as the catalyst. Students will be responsible for coming up with a theme, or abstract thought whether in a group setting, or individually, to convey their meaning to the audience. Upon completion of the course, students will have gained the knowledge on how to address movement with emotion, intention, artistic integrity, dynamic changes, and versatility. Within that process the student choreographer will also learn how to dress their choreographic studies with costumes, lightning, and any other scenic complements.


English

This course covers the writing process, including the creation of personal narrative, descriptive, and expository writing. The curriculum includes a variety of genres: short stories, novels, poetry, mythology, drama, and nonfiction with an emphasis on oral/written response to literature, distinguishing characteristics of various genres, and vocabulary study. In line with the new Common Core standards, students will be taught the fundamentals of close reading and reading for specific purposes. The rules of Standard Written English will be an integral part of the course. Research skills will be introduced and a guided research paper will be completed.

Honors English I This course covers all topics included in the regular English I course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required.

English II Prerequisite: Completion of English I English II will focus student mastery of the Common Core Standards, so students may be best prepared for the English II EOC and future English coursework. The Literary focus for English II is World Literature. Each major text will be examined in its cultural context to appreciate the history, diversity and complexity of world issues and the reading of each major text will be enhanced by the reading of various complementary texts; such as essays, speeches, articles, letters, short stories, poems, and songs. The major essay types students are expected to compose in Honors English II are personal narrative, informative, argumentative, and researched argumentative and EOC constructed responses. Students can expect Grammar and Vocabulary study to be comprehensive, and both, along with Speaking and Listening skills, will be developed across all units. Honors English II Prerequisite: Completion of English I English II Honors will cover all topics included in the regular course of study at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required. English III Prerequisite: Completion of English II This course is traditionally taken the eleventh grade and offers the opportunity to improve reading, writing, speaking/listening and critical thinking skills through the study of American literature. The curriculum consists of a variety of literary genres and multicultural writers in chronological and thematic patterns. The instructor emphasizes developing control in expository writing (thesis support) precision in personal narrative, descriptive and persuasive writing, as well as refining research skills. Students will be expected to have a thorough knowledge of grammar, mechanics and usage. A summer reading assignment is required.


Honors English III This course covers all of the topics included in the regular English III course at an advanced pace as well as more independent work in and out of the classroom. Additional reading selections will be required and a summer reading assignment is required. Advanced Placement English Language and Composition This college-level course is taken as an Eleventh grade English course. From the AP website: An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute of effectiveness in writing. There is a summer assignment due to prepare for success in this AP course. English IV Prerequisite: Completion of English III This course is designed to challenge the students. This course concentrates on developing reading, writing, and critical thinking skills through an intensive study of selected World literature and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a reinforcement and extension of classroom instruction. A summer reading assignment is required. Honors English IV This course covers all of the topics included in the regular English IV course at an advanced pace as well as more independent work in and out of the classroom. Additional reading selections will be required and a summer reading assignment is also required. Advanced Placement English Literature and Composition This college-level course is taken as a 12th grade English course. From the AP Website: The course is designed to help students become skilled readers and writers through engagement with the following course requirements: Reading complex literature appropriate for college-level study Writing an interpretation of a piece of literature that is based on a careful observation of textual details, considering the work’s structure, style, and themes; the social and historical values it reflects and embodies; and such elements as the use of figurative language, imagery, symbolism, and tone, composing in several forms based on students’ analyses of literary texts Writing that proceeds through several stages or drafts, with revision aided by teacher and peers, writing informally, which helps students better understand the texts they are reading Revising their work to develop a wide-ranging vocabulary used appropriately and effectively sentence structures, including appropriate use of subordination and coordination; logical organization, enhanced by techniques such as repetition, transitions, and emphasis; a balance of generalization and specific, illustrative detail; and an effective use of rhetoric, including tone, voice, diction, and sentence structure. There is a summer assignment due to prepare for success in this AP course.


MATH

Integrated Mathematics I

Note: Calculator Required: TI 83 or higher (TI-Nspire is recommended). Required READY EOC assessment.

This course extends those concepts learned in the middle grades. It covers linear relationships, exponential relationships and quadratic relationships. Students will model real world mathematical situations through the use of data which they will learn to summarize, represent, and interpret. This course also includes geometric relationships especially as they relate to the coordinate plane. The students will experience mathematics as a comprehensive, integrated unit involving problem situations. The Common Core Curriculum for Math I will be followed. Longleaf School of the Arts uses a variety of sources when considering student placement in their initial mathematics course, including placement test scores, 8th grade EOG/EOC/MSL scores, and performance in previous math courses. Integrated Mathematics II Integrated Math II builds on the foundation laid in Math I. Students continue to learn algebra and geometry while adding statistics, trigonometry, and the concept of a function. Students learn both math concepts and applications. Problems which utilize the same skills in a variety of different settings are presented and solved. Students learn to different between an answer, such as √2 and an approximation, such as 1.4142, and learn how to choose which approximation is best.

Integrated Mathematics III Integrated Math III builds on Math II. Students cap off their knowledge of algebra by working with both real and complex numbers, develop their own proofs in geometry, and do trigonometry in the context of radians. Functions and functional notion is used throughout the course. Students explore statistical inference and probability, with a heavy emphasis on calculator usage. Honors Mathematics III This course covers all of the topics included in the regular Mathematics III course at an advanced pace as well as more independent work in and out of the classroom. This course also advances into an introduction of Pre-Calculus. A teacher recommendation is needed for this course. Honors Pre-Calculus Pre-Calculus is designed to equip students to take a college-level math course; either an AP course at Longleaf or a College Algebra or Calculus 1 course offered at a college. Students delve deep into functions of all types: linear, quadratic, polynomial, rational, exponential, logarithmic, and sinusoidal. Students are routinely asked to think through the why's behind the what's.


Advanced Placement Calculus AB

Note: Calculator Required: TI-Nspire (TI 83 or 84 acceptable)

From the AP Website: AP Courses in calculus consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement or both from institutions of higher learning. Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still teach the calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB Exam, most of the year must be devoted to the topics in differential and integral calculus. Advanced Placement Calculus BC


From the AP Website: AP Calculus BC is roughly equivalent to both first and second semester college calculus courses and extends the content learned in AB to different types of equations and introduces the topic of sequences and series. The AP course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach: Calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. Advanced Placement Statistics


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


Music

Ensemble Students seeking music endorsement must participate in one ensemble per year, either choral or instrumental. Advanced Levels of these classes are Honors Level courses. Fundamentals of Music One half of this course will be an introduction to Music Theory. Students will study melody, rhythm, harmony, notation, sight singing, dictation, intervals, key signatures, scales, musical forms, and style. In addition to Music Theory, this course will summarize the "art" music of different periods, including: The Middle Ages, The Renaissance Era, The Baroque Era, The Classical Era, The Romantic Era, and the Modern Era, as well as other music of the 20th and 21st centuries. Students will also listen critically to and form opinions about different types of music and be able to evaluate and discuss music in terms of its quality and its appeal to the listener and the consumer. AP Music Theory Prerequisite: Fundamentals of Music From the AP Website: A major component of any college music curriculum is a course introducing the first year student to musicianship theory, musical materials and procedures. Such a course may bear a variety of titles (Basic Musicianship, Elementary Theory, Harmony and Dictation, Structures of Music, etc.) It may emphasize one aspect of music, such as harmony; more often, however, it integrates aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary composition and to some extent, history and style. Musicianship skills such as dictation and other listening skills, sight-singing and keyboard harmony are considered an important part of the theory course, although they may be taught as separate classes. The student’s ability to read and write musical notation is fundamental to such a course. It is also strongly recommended that the student will have acquired at least basic performance skills in voice or on an instrument.

Introduction to Musical Theatre This course allows students to explore the multiple artistic disciplines involved in musical theatre. Students will master basic choreography, vocal technique, gesticulation, movement and stage presence. This course is required for a musical theatre endorsement. It may also be used as a credit towards a Theatre, Music or Dance Endorsement

Physical Education

Physical Education and Health This course satisfies the Health/PE graduation requirement. Students spend one semester taking Health courses through NCPVS and one semester applying somatic techniques in the studio


Science

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

Note: Required READY EOC assessment

The biology curriculum is designed to continue student investigations and deepen student understanding of the biological sciences. In depth study of the following concepts is included: the cell, the molecular basis of heredity, biological evolution, the interdependence of organisms, matter, energy and organization in living systems and the adaptive responses of organisms. Honors Biology Prerequisite: Completion of Integrated Math I

Note: Required READY EOC assessment

This course covers all topics included in the regular Biology course at an advanced pace and with more detail. As the purpose of the class is to broaden and deepen knowledge and performance, additional in depth work is required. This may include additional labs, lab reports, out of class reading assignments and research based inquiry. Earth/Environmental Science The Earth/Environmental science curriculum focuses on the function of Earth's systems. Emphasis is placed on matter, energy, plate tectonics, origin and evolution of the earth and solar system, environmental awareness, materials availability, and the cycles that circulate energy and material through the earth system. Additionally, this course may delve into the early portion of the biology course. AP Environmental Science Prerequisite: Biology I or Honors Biology i

Note: AP Test Optional

AP Environmental Science is designed to be an introductory college course. The course is intended as a rigorous science course that stresses scientific principles and analysis while examining environmental issues from a social and political perspective. The course will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and man-made, to evaluate the relative risks associated with these problems and to examine alternative solutions to solving them.


Chemistry Prerequisite: Integrated Math II Chemistry is the study of composition and properties of matter including but not limited to atomic and subatomic structure, reaction properties and relationships among elements, compounds and solutions. Both organic and non-organic chemical concepts will be presented. This class also provides students with an introduction to the mathematical aspects of understanding matter and its properties. Laboratory experiences and demonstrations are integral parts of this course. It is strongly recommended that students have credit for or be enrolled in Integrated Math III when taking this course. Honors Chemistry Prerequisite: Integrated Math II This course covers all topics in the regular chemistry course at an advanced pace and in more mathematical detail. Students are expected to perform extensive research, independent study and laboratory work. It is strongly recommended that students have credit for or be enrolled in Integrated Math III when taking this course. This course is designed for students with strong mathematical skills. AP Physics Prerequisite: Integrated Math III

Note: Current enrollment or successful completion of Integrated Math II


Physics is the physical science concerned with relationships between matter and energy. It deals with the fundamental principles which govern the physical universe. Topics of study include mechanics, thermodynamics, electricity and magnetism, waves, sound, and optics. Physics is a highly mathematical science and success requires proficiency and interest in both math and science. Laboratory demonstrations are used to explore and develop concepts prior to concept discussion. Physical Science Prerequisite: Integrated Math II and

Earth/Environmental Science This course is designed for those students who plan to pursue more advanced science courses. The concepts of physics and chemistry are taught using both laboratory approaches and inquiry teaching. Students use their mathematical skills in the applications of science. Science projects and other independent student research provide students with a better understanding of the processes of science. Honors Physical Science Prerequisite: Integrated Math II and

Earth/Environmental Science This course covers all topics in the regular physical science course at an advanced pace and in more mathematical detail. Students are expected to perform more research, independent study and laboratory work. It is strongly recommended that students have credit for or be enrolled in Integrated Math II when taking this course. This course is designed for students with stronger mathematical skills.


Social Studies

World History World History is a survey course that gives students the opportunity to explore recurring themes of the human experience common to civilizations around the globe from ancient to contemporary times. The application of the themes of geography and an analysis of the cultural traits of civilizations will help students understand how people shape their world and how their world shapes them. As students examine the historical roots of significant events, ideas, movements, and phenomena, they encounter the contributions and patterns of living in civilizations around the world. Students broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and the development of institutions. This course is usually taken by freshman students. Honors World History This course covers all topics included in the regular World History course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required. Civics & Economics Civics and Economics is a seminar format course typically taken in tenth grade. The course combines textbook study, lectures, guest presentations and projects in an effort to provide active citizenship training for students. The curriculum includes a study of the role of political parties, the media and interest groups. An in-depth study of the Constitution and related issues is also included. An essential section of the course is involvement in various projects which affect our school, community and state. This course provides a survey of economic systems and how the world economies interrelate. Honors Civics and Economics This course covers all topics included in the regular Civics and Economics course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required. American History Part I In this course students will examine the historical and intellectual origins of the United States from the European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contribute to the development of colonial America and the outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing and key ideas of the United States Constitution. This course will guide students as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.


Honors American History Part I This Course covers all topics included in the regular American History Part I course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required as well as more independent study and research. American History Part II The American History Course II will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events on in the United States in an interconnected world. Honors American History Part II This Course covers all topics included in the regular American History Part II course at an advanced pace. As the purpose of the class is to broaden and deepen knowledge and performance, additional in-depth work is required as well as more independent study and research. Advanced Placement US History From the AP Course Website: The AP US History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U. S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials-their relevance to a given interpretive problem, reliability, and importance-and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. AP European History Prerequisite: World History

Note: AP Test Optional

The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.


Theatre

Theatre : Self and the Performer All students new to Longleaf start here. As a launching point to developing as a full-bodied artist, students will work with theatrical forms that introduce them to ways of relating physically to self, others and space. They will work with voice work through Kristin Linklater's technique of breathing, sound, and voice. They will continue their work with movement work through Anne Bogart and Tina Landau's Viewpoints to explore how their "selves" relate to others, time, and space. Theatre: Embodied Acting Intermediate Theatre is designed as an acting and voice intensive. Students will be introduced to Tadashi Suzuki’s physical-based actor training and Jerzy Grotowski’s psychophysical approach to creating character. Students will also be introduced to the voice work of Kristin Linklater and Roy Hart. Students will explore the mechanics of the voice and how sound lives in the body and then will work with monologues and scene work. Honors Theatre: Production Intensive Students will develop and refine their view of themselves as artists and their role in the theater. Throughout the year, specific projects will be worked on to focus their work as an actor, director, dramaturge, playwright, designer, or a combination of these. Projects throughout the year will include both an individual thesis project and an ensemble thesis project. Theatre History In this course students will be introduced to the history of theatre from its beginnings as an oral tradition through Renaissance drama, Court Spectacles, Minstrel shows, the dawn of Realism and Naturalism, Mega-Musicals, Performance Art, and what we identify as Theatre today. Special Topics in Theatre: Acting Each year members of the three ensembles will explore a different aspect of theatre not covered in the main curriculum or in most high school training programs. We go beyond what is expected of young performers and break boundaries of theatre. Past special topics included site-specific performance, performance art, and collaboration between actors and directors.


World Languages

For the 2015-2016 school year, we will offer courses in French, German and Spanish. Additional courses MAY be available through North Carolina Virtual Public Schools for levels II and up. Please note that the school administers placement tests in order to ensure a student is placed in the appropriate level of a language course. French I From the Department of Public Instruction: This course is an introduction to the study of the target language and its culture to build proficiency in the target language. Students perform the most basic functions of the language and become familiar with some elements of its culture. The emphasis is placed on the development of four skills: listening, speaking, reading, and writing within a given context, extending outside of the classroom setting when possible. German I-III From the Department of Public Instruction: These courses are an introduction and continuation of the study of the target language and its culture to build proficiency in the target language. Students perform the most basic functions of the language and become familiar with some elements of its culture. The emphasis is placed on the development of four skills: listening, speaking, reading, and writing within a given context, extending outside of the classroom setting when possible. The content focuses on the students’ lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is integrated through the course and is selected according to the language conventions (functions). A general introduction to culture *e.g., literature, laws, foods, games) perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated through the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own. Integration of other disciplines is ongoing throughout the course. Spanish Levels I-III From the Department of Public Instruction: These courses are an introduction and continuation of the study of the target language and its culture to build proficiency in the target language. Students perform the most basic functions of the language and become familiar with some elements of its culture. The emphasis is placed on the development of four skills: listening, speaking, reading, and writing within a given context, extending outside of the classroom setting when possible. The content focuses on the students’ lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is integrated through the course and is selected according to the language conventions (functions). A general introduction to culture *e.g., literature, laws, foods, games) perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated through the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own. Integration of other disciplines is ongoing throughout the course.


Core Diagnostic Testing Longleaf accepts students from over 25 schools. We have found that the academic preparedness of students varies from district to district and school to school. To help students select appropriate classes, we have created a diagnostic testing program for incoming 9th grade students that is taken in the spring/ summer prior to 9th grade. This test is given only after student admissions are completed and is in no way used to select students for the school. The tests’ use is restricted to course placement and planning The following tests will be offered at freshman orientation. Math Diagnostic Who should take it? Students wishing to place out of integrated math I. Students who took high school level Common Core math I in the 8th grade AND passed the Math 1 EOC will be automatically scheduled into Math II. All other students must take the diagnostic test for placement into Math II and above. This includes: • Students who took Common Core Math I, but did not take the EOC • Students who took Algebra I or Geometry instead of Common Core Math I Length of test: Untimed (students usually take about 60 minutes to finish) Skills/ Concepts tested: The first part of the test covers basic math skills (addition, subtraction, multiplication, division, fractions, and decimal conversion) as well as elementary Algebra, Geometry, and statistics. This is for placement into Math II. The second part of the test is for placement into Math III, Precalculus, and AP Calculus. This section will contain more advanced mathematical concepts, including functions, introductory trigonometry, 3-D modeling, and intermediate statistical analysis. Note: Calculator use is not permitted on this test. Humanities Diagnostic Who should take it? Students wishing to take Honors English or Honors World History Length concepts: Untimed (students usually take about 120 minutes to finish) Skills/ Concepts tested: Basic Grammar (parts of speech, sentence structure, punctuation, types of sentences, pronoun rules), reading comprehension (main ideas, thesis statements, vocabulary in context), rhetorical analysis (tone, mood, use of devices like metaphor and irony.) Note: This test consists of two parts: multiple choice questions and a writing sample. Students will be asked to write an essay on a passage supplied on the test. Essays should include an introductory paragraph with a thesis statement, body paragraphs that sufficiently develop main ideas, and a conclusion. The essays will be analyzed for sophistication of rhetoric, vocabulary choice, grammatical competence, and idea development.


World Language Diagnostic Who should take it? Students wishing to take level II or above of a world language in the 9th grade. Length of test: Untimed (students usually take about 45 minutes to finish) Language tests offered: Spanish and German. Other language test will be offered upon request. Skills/ Concepts tested: The test places students in levels I (beginner) to AP (college level) the tests will contain both basic and advanced questions to help guide this placement. All tests include questions on grammar, reading comprehension, vocabulary, and culture. The tests also have a speaking component where the student must engage in a conversation in the language being tested.


Frequently Asked Questions What if my student has a bad testing day? Placement decisions are based on multiple data sources, including previous report cards, teacher narratives, and past testing data from validated testing instruments (EOG, EOC, CAT, and the Iowa are examples of validated testing instruments.) Poor performance on of the diagnostic tests does not automatically rule out a student from taking an Honor course. Who grades the tests? Teachers at Longleaf will grade math and Humanities Diagnostics. World Languages test are scored by qualified graders fluent in the language being assessed. Who will see the test scores? Only the administration and teachers at Longleaf will see the scores. Scores will not be reported or recorded in a student’s permanent record. How do you know the tests are accurate? All our tests are normed against the age- group peers and have demonstrated constructive validity in multiple research trials. Questions about the norming of the tests should be directed to, the Head of School. My child has an IEP/504 and receives testing accommodations. Will these accommodations be available for these tests? Yes. Longleaf must have evidence that the student in question current receives the modifications requested by the parents. It is the parent’s responsibility to bring copies of an IEP or 504 that outline existing modifications, as schools will not have released student records to Longleaf.

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