At ASP, we offer a wide range of classes, including required courses and electives. All of our academic focus areas are built on shared aims, beliefs, and philosophy.
With dozens of electives on offer, and a large range of required courses, our students are able to personalize their class schedule to suit their interests and academic development. We believe it is essential for students to mix the arts, languages, specialized STEM courses with their core curricular classes in order to promote a love of learning and a deep engagement with their education. At the American School of Paris, we ensure a balance of academic rigor, real world opportunities, and creative opportunities inside and outside of the classroom.
The goals of the English Department are threefold:
To this end, students learn how to research, analyze, and construct an argument, to read and think clearly, and to write well and confidently. During this process they become versed in the analysis of language and style through regular oral and written assignments. Correct persuasive expression, as well as structured formal essay skills, is stressed at each course level. A variety of works are used to introduce students to the finest in classical and contemporary literature. In the process, they are encouraged to reflect on the moral and human continuum portrayed in these texts and to share and develop this experience within the ASP community.
Each of the courses has a summer reading assignment/requirement; more specific information, precise assignment guidelines, and a list of recommended texts can be found on the ASP Summer Reading page at http://aspsummerreading.weebly.com.
Student placement at a particular level is based upon the recommendation of the teacher and/or the department.
The goals of the English Department are threefold:
To this end, students learn how to research, analyze, and construct an argument, to read and think clearly, and to write well and confidently. During this process they become versed in the analysis of language and style through regular oral and written assignments. Correct persuasive expression, as well as structured formal essay skills, is stressed at each course level. A variety of works are used to introduce students to the finest in classical and contemporary literature. In the process, they are encouraged to reflect on the moral and human continuum portrayed in these texts and to share and develop this experience within the ASP community.
Each of the courses has a summer reading assignment/requirement; more specific information, precise assignment guidelines, and a list of recommended texts can be found on the ASP Summer Reading page at http://aspsummerreading.weebly.com.
Student placement at a particular level is based upon the recommendation of the teacher and/or the department.
Required Summer Reading: selected short stories.
This course builds foundational skills in critical reading, literary analysis, and argumentative writing, which will support students’ success in the years to follow. Texts May Include: selected short stories; Lord of the Flies, William Golding; selected poetry; Romeo and Juliet, William Shakespeare; selected argumentative nonfiction texts; Literature Circles on novels and memoirs such as: Night, Elie Wiesel; Of Mice and Men, John Steinbeck; To Kill a Mockingbird, Harper Lee; Curious Incident of the Dog in the Nighttime, Mark Haddon; The Poet X, Elizabeth Acevedo; All the Light We Cannot See, Anthony Doerr.
Required Summer Reading: selected short stories.
This course builds foundational skills in critical reading, literary analysis, and argumentative writing, which will support students’ success in the years to follow. Texts May Include: selected short stories; Lord of the Flies, William Golding; selected poetry; Romeo and Juliet, William Shakespeare; selected argumentative nonfiction texts; Literature Circles on novels and memoirs such as: Night, Elie Wiesel; Of Mice and Men, John Steinbeck; To Kill a Mockingbird, Harper Lee; Curious Incident of the Dog in the Nighttime, Mark Haddon; The Poet X, Elizabeth Acevedo; All the Light We Cannot See, Anthony Doerr.
English 9 (102) has been designed for students who could benefit from additional support improving their academic reading, oral communication, and writing skills. It maintains a literary focus in that students study a range of genres; poetry, novels, drama, and nonfiction texts, and will develop skills in literary analysis. Where possible, students study the same or similar texts to those in English 9 (101).
Required Summer Reading: Students should purchase and read The Absolutely True Diary of a Part-Time Indian, Sherman Alexie.
Texts May Include: The Absolutely True Diary of a Part-Time Indian, Sherman Alexie; a variety of short stories; a range of nonfiction texts; WW1 poetry; Romeo and Juliet, William Shakespeare; To Kill a Mockingbird, Harper Lee; others novels.
English 9 (102) has been designed for students who could benefit from additional support improving their academic reading, oral communication, and writing skills. It maintains a literary focus in that students study a range of genres; poetry, novels, drama, and nonfiction texts, and will develop skills in literary analysis. Where possible, students study the same or similar texts to those in English 9 (101).
Required Summer Reading: Students should purchase and read The Absolutely True Diary of a Part-Time Indian, Sherman Alexie.
Texts May Include: The Absolutely True Diary of a Part-Time Indian, Sherman Alexie; a variety of short stories; a range of nonfiction texts; WW1 poetry; Romeo and Juliet, William Shakespeare; To Kill a Mockingbird, Harper Lee; others novels.
Required Summer Reading: James by Percival Everett
This course further develops foundational skills in critical reading, literary analysis, and argumentative writing, which will support students’ success in the years to follow.
Texts May Include: Selected Women Narrative Writers; The Crucible, Arthur Miller; Selected Poetry; selected play from William Shakespeare; The Things They Carried, Tim O’Brien.
Required Summer Reading: James by Percival Everett
This course further develops foundational skills in critical reading, literary analysis, and argumentative writing, which will support students’ success in the years to follow.
Texts May Include: Selected Women Narrative Writers; The Crucible, Arthur Miller; Selected Poetry; selected play from William Shakespeare; The Things They Carried, Tim O’Brien.
Required Summer Reading: selected short stories
This course balances a rigorous, skills-based writing program exploring fiction, poetry, and drama in tandem with expository and argumentative essays as departure points for student exploration and examination of the world around them.
Texts May Include: An Enemy of the People, Henrik Ibsen; The Tragedy of Julius Caesar, William Shakespeare; Brave New World, Aldous Huxley; Exit West, Mohsin Hamid; selected expository and argumentative essays; focused survey of poetry.
Required Summer Reading: selected short stories
This course balances a rigorous, skills-based writing program exploring fiction, poetry, and drama in tandem with expository and argumentative essays as departure points for student exploration and examination of the world around them.
Texts May Include: An Enemy of the People, Henrik Ibsen; The Tragedy of Julius Caesar, William Shakespeare; Brave New World, Aldous Huxley; Exit West, Mohsin Hamid; selected expository and argumentative essays; focused survey of poetry.
Required Reading: John Gardner, The Art of Fiction
Whether an avid creative writer or simply a lover of the written word, this course will offer students the opportunity to identify, to define, and to structure their narrative voice through a series of medium and genre focused exercises.
Texts may include works from canonical poets, novelists, and essayists such as John Keats, Sylvia Plath, Walt Whitman, William Carlos Williams, Henry James, James Baldwin, Louis Sepulveda, Ernest Hemingway, Toni Morrison among others. Students will write poetry, short stories, plays, narrative essays, drama and more, as well as workshops with peers at various stages in the writing process.
Required Reading: John Gardner, The Art of Fiction
Whether an avid creative writer or simply a lover of the written word, this course will offer students the opportunity to identify, to define, and to structure their narrative voice through a series of medium and genre focused exercises.
Texts may include works from canonical poets, novelists, and essayists such as John Keats, Sylvia Plath, Walt Whitman, William Carlos Williams, Henry James, James Baldwin, Louis Sepulveda, Ernest Hemingway, Toni Morrison among others. Students will write poetry, short stories, plays, narrative essays, drama and more, as well as workshops with peers at various stages in the writing process.
Required Summer Reading: a collection of texts from a variety of writers and genres, all relating to a central topic.
In this course, students investigate and engage in conversations about complex real-world issues through a variety of lenses, considering multiple points of view. In the process, students learn to evaluate the credibility of sources, to synthesize information from a variety of sources, to develop their own lines of reasoning in research-based written essays, and to deliver oral and visual presentations, both individually and as part of a team. Oral presentations and essays completed during the course will constitute a portion of students’ AP Examination grades, and the skills developed in the process will prepare them for the AP Seminar Exam administered in May. Course content will focus on themes stemming from student interests, local and/or civic issues, and global/international topics.
Required Summer Reading: a collection of texts from a variety of writers and genres, all relating to a central topic.
In this course, students investigate and engage in conversations about complex real-world issues through a variety of lenses, considering multiple points of view. In the process, students learn to evaluate the credibility of sources, to synthesize information from a variety of sources, to develop their own lines of reasoning in research-based written essays, and to deliver oral and visual presentations, both individually and as part of a team. Oral presentations and essays completed during the course will constitute a portion of students’ AP Examination grades, and the skills developed in the process will prepare them for the AP Seminar Exam administered in May. Course content will focus on themes stemming from student interests, local and/or civic issues, and global/international topics.
Required Summer Reading: a variety of expository and argumentative essays from various representative writers exploring perspectives on a similar issue.
Students in this course develop and refine the skills necessary to their success on the AP English Language and Composition examination given in May. To this end, the course refines students’ critical reading skills by examining topical nonfiction texts representing a variety of genres that could be read in an introductory composition and rhetoric class at university. The class focus emphasizes analysis of rhetorical elements and their effects, as well as develops skill in crafting evidence-based analytical and argumentative essays. Throughout, students strive to develop a personal voice through the examination of the style decisions of a wide variety of writers.
Texts include selected expository and argumentative essays representing a variety of disciplines and historical periods. Representative authors include: Virginia Woolf, James Baldwin, Frederick Douglass, Scott Russell Sanders, George Orwell, Gloria Anzuldua, Stephen Jay Gould, Mary Wollstonecraft, Deborah Tannen, Zadie Smith, Peggy Orenstein, Joan Didion, Barbara Kingsolver, E. B. White, Ralph Waldo Emerson, Charlotte Perkins Gilman, and others.
Required Summer Reading: a variety of expository and argumentative essays from various representative writers exploring perspectives on a similar issue.
Students in this course develop and refine the skills necessary to their success on the AP English Language and Composition examination given in May. To this end, the course refines students’ critical reading skills by examining topical nonfiction texts representing a variety of genres that could be read in an introductory composition and rhetoric class at university. The class focus emphasizes analysis of rhetorical elements and their effects, as well as develops skill in crafting evidence-based analytical and argumentative essays. Throughout, students strive to develop a personal voice through the examination of the style decisions of a wide variety of writers.
Texts include selected expository and argumentative essays representing a variety of disciplines and historical periods. Representative authors include: Virginia Woolf, James Baldwin, Frederick Douglass, Scott Russell Sanders, George Orwell, Gloria Anzuldua, Stephen Jay Gould, Mary Wollstonecraft, Deborah Tannen, Zadie Smith, Peggy Orenstein, Joan Didion, Barbara Kingsolver, E. B. White, Ralph Waldo Emerson, Charlotte Perkins Gilman, and others.
Required Summer Reading: The Thing Around Your Neck, Chimamanda Ngozi Adichie, and one or two texts from the incoming 11th and 12th Grade Summer Reading List.
This course marks the first of the two-year IB Literature course in English. Students read a wide range of texts, both originally written in English and in translation, representing different literary genres and regions and cultures of the world. A key focus in study and analysis is finding links between literary works and important, real-life global issues and concerns and comparing the means by which these important themes are explored. Major assessments required by the IB include the Individual Oral, completed this year, the Essay (for HL students only), and two written exams completed at the end of the second year.
Texts may include: The Thing Around Your Neck, Chimamanda Ngozi Adichie; Fathers and Sons, Ivan Turgenev; Arcadia, Tom Stoppard OR Copenhagen, Michael Frayn; Chronicle of a Death Foretold, Gabriel Garcia Marquez; The Complete Persepolis, Marjane Satrapi; poetry of Elizabeth Bishop, Carol Ann Duffy or Seamus Heaney; Essays by Zadie Smith.
Required Summer Reading: The Thing Around Your Neck, Chimamanda Ngozi Adichie, and one or two texts from the incoming 11th and 12th Grade Summer Reading List.
This course marks the first of the two-year IB Literature course in English. Students read a wide range of texts, both originally written in English and in translation, representing different literary genres and regions and cultures of the world. A key focus in study and analysis is finding links between literary works and important, real-life global issues and concerns and comparing the means by which these important themes are explored. Major assessments required by the IB include the Individual Oral, completed this year, the Essay (for HL students only), and two written exams completed at the end of the second year.
Texts may include: The Thing Around Your Neck, Chimamanda Ngozi Adichie; Fathers and Sons, Ivan Turgenev; Arcadia, Tom Stoppard OR Copenhagen, Michael Frayn; Chronicle of a Death Foretold, Gabriel Garcia Marquez; The Complete Persepolis, Marjane Satrapi; poetry of Elizabeth Bishop, Carol Ann Duffy or Seamus Heaney; Essays by Zadie Smith.
Required Summer Reading: Born A Crime, Trevor Noah, or American Mother, Diane Foley
This course invites students to embark on a literary journey exploring the complex theme of parenthood through a diverse selection of novels, plays, short stories, and poems. Through an in-depth analysis of renowned works, students will engage with the multifaceted aspects of parenthood, familial relationships, and the evolving dynamics within the family structure. In the process, students will develop critical reading skills to analyze and interpret literature, and enhance their writing skills through analytical essays, reflective responses, and creative assignments.
Texts May Include: The Great Gatsby, F. Scott Fitzgerald; The Outsider, Albert Camus; Much Ado About Nothing, William Shakespeare; Their Eyes Were Watching God, Zora Neale Hurston; “Clearances,” Seamus Heaney.
Required Summer Reading: Born A Crime, Trevor Noah, or American Mother, Diane Foley
This course invites students to embark on a literary journey exploring the complex theme of parenthood through a diverse selection of novels, plays, short stories, and poems. Through an in-depth analysis of renowned works, students will engage with the multifaceted aspects of parenthood, familial relationships, and the evolving dynamics within the family structure. In the process, students will develop critical reading skills to analyze and interpret literature, and enhance their writing skills through analytical essays, reflective responses, and creative assignments.
Texts May Include: The Great Gatsby, F. Scott Fitzgerald; The Outsider, Albert Camus; Much Ado About Nothing, William Shakespeare; Their Eyes Were Watching God, Zora Neale Hurston; “Clearances,” Seamus Heaney.
Required Summer Reading: one from the following list: Jane Eyre, Charlotte Bronte; or Great Expectations, Charles Dickens; or Wuthering Heights, Emily Bronte.
This course prepares students for the Advanced Placement English Literature and Composition Examination administered in May. To this end, the course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work's structure, style, and themes, as well as its use of language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works representative of numerous time periods and movements.
Texts May Include: The Picture of Dorian Gray, Oscar Wilde; King Lear, William Shakespeare; The Mayor of Casterbridge, Thomas Hardy; Sula, Toni Morrison; Wieland, or the Transformation, Charles Brockden Brown; So Far from God, Anna Castillo; an extensive study of poetry and poets representing a variety of periods and styles, from the sixteenth century to the present.
Required Summer Reading: one from the following list: Jane Eyre, Charlotte Bronte; or Great Expectations, Charles Dickens; or Wuthering Heights, Emily Bronte.
This course prepares students for the Advanced Placement English Literature and Composition Examination administered in May. To this end, the course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work's structure, style, and themes, as well as its use of language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works representative of numerous time periods and movements.
Texts May Include: The Picture of Dorian Gray, Oscar Wilde; King Lear, William Shakespeare; The Mayor of Casterbridge, Thomas Hardy; Sula, Toni Morrison; Wieland, or the Transformation, Charles Brockden Brown; So Far from God, Anna Castillo; an extensive study of poetry and poets representing a variety of periods and styles, from the sixteenth century to the present.
Required Summer Reading: William Shakespeare, Othello (The Arden Shakespeare)
Students study poetry and prose and fiction and nonfiction, comparing and contrasting both content and stylistic conventions through class discussion, more formal oral presentation and in writing. The texts lend themselves to an exploration of different types of hostility which societies simultaneously engender and combat. Students will strengthen skills in communicating analysis in an increasingly precise and sophisticated manner, demonstrating an appreciation for the insight into the human condition literature offers.
Texts May Include: Selected poetry, selected essays, selected short stories; Othello, William Shakespeare; The God of Small Things, Arundhati Roy; Never Let Me Go, Kazuo Ishiguro; The Handmaid’s Tale, Margaret Atwood.
Required Summer Reading: William Shakespeare, Othello (The Arden Shakespeare)
Students study poetry and prose and fiction and nonfiction, comparing and contrasting both content and stylistic conventions through class discussion, more formal oral presentation and in writing. The texts lend themselves to an exploration of different types of hostility which societies simultaneously engender and combat. Students will strengthen skills in communicating analysis in an increasingly precise and sophisticated manner, demonstrating an appreciation for the insight into the human condition literature offers.
Texts May Include: Selected poetry, selected essays, selected short stories; Othello, William Shakespeare; The God of Small Things, Arundhati Roy; Never Let Me Go, Kazuo Ishiguro; The Handmaid’s Tale, Margaret Atwood.
Required Summer Reading: William Shakespeare, Othello (The Arden Shakespeare) and The Awakening, Kate Chopin.
This course offers prepared students the opportunity to broaden and deepen their understanding of literature as a vehicle to self-awareness. Studies focus primarily on the impact of choices on the individual’s immediate surroundings as well as the greater culture he or she inhabits. The course invites students to engage in a detailed study of works across and within genres and hone their skills of critical analysis through research, discussion, essays, and oral/written commentaries. The course showcases both male and female authors whose perspectives, and styles are distinctively American and British. Students will thus be led to draw parallels between the ramifications of decisions made by fictive characters and their own lives.
Texts May Include:
First Semester-Detailed Study (Part Two): Shakespeare, Othello; selected poems of John Donne and Louise Gluck; Playing in the Dark: Whiteness and the Literary Imagination, Toni Morrison; The Embassy of Cambodia, Zadie Smith; The Proposal, Anton Checkhov
Second Semester-Genre Study (Part Three): Fiction: The Great Gatsby, F. Scott Fitzgerald; The Remains of the Day, Kazuo Ishiguro; A Lesson before Dying, Earnest J. Gaines; The Awakening, Kate Chopin; Franny and Zooey, J.D. Salinger
Required Summer Reading: William Shakespeare, Othello (The Arden Shakespeare) and The Awakening, Kate Chopin.
This course offers prepared students the opportunity to broaden and deepen their understanding of literature as a vehicle to self-awareness. Studies focus primarily on the impact of choices on the individual’s immediate surroundings as well as the greater culture he or she inhabits. The course invites students to engage in a detailed study of works across and within genres and hone their skills of critical analysis through research, discussion, essays, and oral/written commentaries. The course showcases both male and female authors whose perspectives, and styles are distinctively American and British. Students will thus be led to draw parallels between the ramifications of decisions made by fictive characters and their own lives.
Texts May Include:
First Semester-Detailed Study (Part Two): Shakespeare, Othello; selected poems of John Donne and Louise Gluck; Playing in the Dark: Whiteness and the Literary Imagination, Toni Morrison; The Embassy of Cambodia, Zadie Smith; The Proposal, Anton Checkhov
Second Semester-Genre Study (Part Three): Fiction: The Great Gatsby, F. Scott Fitzgerald; The Remains of the Day, Kazuo Ishiguro; A Lesson before Dying, Earnest J. Gaines; The Awakening, Kate Chopin; Franny and Zooey, J.D. Salinger
Social Studies 101 and 201 provide a survey of major topics in Modern World and American History. Students will hone writing, research, and presentation skills while exploring the broader context of human experience.
This course covers world history topics from 1450-2000. The course focuses on important areas of study, including an introduction to the modern era, the world at the turn of the 15th century, the interconnected world, revolution in thought and action, the Industrial Revolution, nationalism and imperialism, the world in turmoil, and the contemporary world. Students will be taught how to write historical essays, how to do basic historical research, how to interpret historical documents, and how to present their understanding of historical information.
Texts: Modern World History, HMH Social Studies; selective readings from other primary and secondary sources.
Social Studies 101 and 201 provide a survey of major topics in Modern World and American History. Students will hone writing, research, and presentation skills while exploring the broader context of human experience.
This course covers world history topics from 1450-2000. The course focuses on important areas of study, including an introduction to the modern era, the world at the turn of the 15th century, the interconnected world, revolution in thought and action, the Industrial Revolution, nationalism and imperialism, the world in turmoil, and the contemporary world. Students will be taught how to write historical essays, how to do basic historical research, how to interpret historical documents, and how to present their understanding of historical information.
Texts: Modern World History, HMH Social Studies; selective readings from other primary and secondary sources.
Social Studies 101 and 201 provide a survey of major topics in Modern World and American History. Students will hone writing, research, and presentation skills while exploring the broader context of human experience.
This course introduces students to key themes in American History. The historical themes are presented in a chronological manner that introduces students to the key events, people, and processes in the development of the United States. Students are taught how to write different types of historical essays, how to do increasingly in-depth research, how to interpret a wide range of historical documents, and how to present their understanding of historical information.
Texts: The Americans, Houghton Mifflin Harcourt, 2012. ; selective readings from other primary and secondary sources.
Social Studies 101 and 201 provide a survey of major topics in Modern World and American History. Students will hone writing, research, and presentation skills while exploring the broader context of human experience.
This course introduces students to key themes in American History. The historical themes are presented in a chronological manner that introduces students to the key events, people, and processes in the development of the United States. Students are taught how to write different types of historical essays, how to do increasingly in-depth research, how to interpret a wide range of historical documents, and how to present their understanding of historical information.
Texts: The Americans, Houghton Mifflin Harcourt, 2012. ; selective readings from other primary and secondary sources.
This course is designed to give students a deeper understanding of their world and appreciation for their fellow humans by examining multiple cultures and the underlying causes of the challenges we all face today. In doing so, the goal is to identify areas of and challenges to making progressive change, including climate change, cultural differences, population growth, global development, and resource use and distribution. The course culminates with students writing a business plan for an organization capable of tackling an actual problem in the world.
We will simultaneously work on improving writing and presentation skills. Conceptually, students will attain a deep, meaningful, and relevant understanding of social progress, conflict, and the human condition. Assessment is based on written and creative work, oral presentations, and participation.
Text: Geography Alive, Teacher’s Curriculum Institute (digital)
This course is designed to give students a deeper understanding of their world and appreciation for their fellow humans by examining multiple cultures and the underlying causes of the challenges we all face today. In doing so, the goal is to identify areas of and challenges to making progressive change, including climate change, cultural differences, population growth, global development, and resource use and distribution. The course culminates with students writing a business plan for an organization capable of tackling an actual problem in the world.
We will simultaneously work on improving writing and presentation skills. Conceptually, students will attain a deep, meaningful, and relevant understanding of social progress, conflict, and the human condition. Assessment is based on written and creative work, oral presentations, and participation.
Text: Geography Alive, Teacher’s Curriculum Institute (digital)
AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess the causes and consequences of political events, and interpret data to develop evidence-based arguments. This course will be offered on alternate years with AP Comparative Government and Politics.
Texts: Magelby, David B., Paul C. Light, and Christine L. Nemacheck. Government by the People, 2020
AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess the causes and consequences of political events, and interpret data to develop evidence-based arguments. This course will be offered on alternate years with AP Comparative Government and Politics.
Texts: Magelby, David B., Paul C. Light, and Christine L. Nemacheck. Government by the People, 2020
AP Comparative Government and Politics introduces students to the rich diversity of political life outside the United States. The course uses a comparative approach to examine the diverse political structures and challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students compare the effectiveness of approaches to numerous global issues by examining how different governments solve similar problems. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments.
Text: Kesselman, Mark. Introduction to Comparative Politics: Political Challenges and Changing Agendas. Cengage, 2019.
AP Comparative Government and Politics introduces students to the rich diversity of political life outside the United States. The course uses a comparative approach to examine the diverse political structures and challenges of six selected countries: China, Iran, Mexico, Nigeria, Russia, and the United Kingdom. Students compare the effectiveness of approaches to numerous global issues by examining how different governments solve similar problems. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments.
Text: Kesselman, Mark. Introduction to Comparative Politics: Political Challenges and Changing Agendas. Cengage, 2019.
This course is designed to provide students with the analytical skills and factual knowledge necessary to critically investigate U.S. History. It includes an in-depth study of major topics from exploration to the present through political, social and economic issues. Emphasis is placed on analysis of documents and the development of writing skills. AP U.S. History may be substituted for Social Studies 201- United States History for 10th graders with a teacher recommendation. Grade 10 students taking this course must first complete Modern World History, 1450-2000 in Grade 9.
Texts: Kennedy, David M., and Lizabeth Cohen. The American Pageant. 15th ed., 2018 and Zinn, Howard. A People's History of the United States: 1492-2001
This course is designed to provide students with the analytical skills and factual knowledge necessary to critically investigate U.S. History. It includes an in-depth study of major topics from exploration to the present through political, social and economic issues. Emphasis is placed on analysis of documents and the development of writing skills. AP U.S. History may be substituted for Social Studies 201- United States History for 10th graders with a teacher recommendation. Grade 10 students taking this course must first complete Modern World History, 1450-2000 in Grade 9.
Texts: Kennedy, David M., and Lizabeth Cohen. The American Pageant. 15th ed., 2018 and Zinn, Howard. A People's History of the United States: 1492-2001
In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.
Grade 10 students taking this course must first complete United States History in Grade 9.
Text: Strayer, Robert W. Ways of the World for the AP® World History Modern Course Since 1200 C.E 5th ed., 2023
In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.
Grade 10 students taking this course must first complete United States History in Grade 9.
Text: Strayer, Robert W. Ways of the World for the AP® World History Modern Course Since 1200 C.E 5th ed., 2023
IB History is a two-year program which students can elect to take at the Standard or Higher Level. History is viewed as a “dynamic, contested, evidence based discipline that involves an exciting engagement with the past,” (IB History Guide for first exams in 2020). In Paper 1, students learn source analysis skills in investigating either the causes of World War II or Civil Rights movements in the US and South Africa. Research and analysis skills are then developed through two World History units, and are then applied to an internally assessed research paper on a topic that interests them. In addition to Papers 1 and 2, as well as the Internal Assessment, HL students study three topics of one of the following regions: 1) Asia & Oceania; 2) Africa & Middle East; 3) The Americas; 4) Europe.
Students are given some say in the Paper 2 and Paper 3 topics that the class will cover. Resources for Paper 2 and 3 include peer reviewed IB textbooks and academic journals that students can access using JSTOR. Students are invited to use technology in innovative ways to share and organize historical research, for instance by designing websites or presentations incorporating maps, videos, and text.
IB History is a two-year program which students can elect to take at the Standard or Higher Level. History is viewed as a “dynamic, contested, evidence based discipline that involves an exciting engagement with the past,” (IB History Guide for first exams in 2020). In Paper 1, students learn source analysis skills in investigating either the causes of World War II or Civil Rights movements in the US and South Africa. Research and analysis skills are then developed through two World History units, and are then applied to an internally assessed research paper on a topic that interests them. In addition to Papers 1 and 2, as well as the Internal Assessment, HL students study three topics of one of the following regions: 1) Asia & Oceania; 2) Africa & Middle East; 3) The Americas; 4) Europe.
Students are given some say in the Paper 2 and Paper 3 topics that the class will cover. Resources for Paper 2 and 3 include peer reviewed IB textbooks and academic journals that students can access using JSTOR. Students are invited to use technology in innovative ways to share and organize historical research, for instance by designing websites or presentations incorporating maps, videos, and text.
Year Two of IB History will continue the work done in Year 1. Paper 1 and the Internal Assessment have been completed, so the entire year will focus on Paper 2 and Paper 3, with overlapping topics looking at the Cold War and Independence Movements (Paper 2 topics), with particular focus on the HL options in Asia, including reviewing Independence in India, comparing and contrasting that to the independence of Algeria, and finally looking at the Cold War in Asia. Students will practice thesis-driven essays and develop perspectives in their essays. Our aim is to complete the content by March in order to have time to review material for the IB exams.
Resources: We will continue to use ThinkIB and Kognity for the Paper 2 topics, while most of the Paper 3 topics will rely more upon pdf’s taken from various academic texts and journals that will be posted to Schoology. For contemporary sources, we will also draw upon a range of documentaries.
Year Two of IB History will continue the work done in Year 1. Paper 1 and the Internal Assessment have been completed, so the entire year will focus on Paper 2 and Paper 3, with overlapping topics looking at the Cold War and Independence Movements (Paper 2 topics), with particular focus on the HL options in Asia, including reviewing Independence in India, comparing and contrasting that to the independence of Algeria, and finally looking at the Cold War in Asia. Students will practice thesis-driven essays and develop perspectives in their essays. Our aim is to complete the content by March in order to have time to review material for the IB exams.
Resources: We will continue to use ThinkIB and Kognity for the Paper 2 topics, while most of the Paper 3 topics will rely more upon pdf’s taken from various academic texts and journals that will be posted to Schoology. For contemporary sources, we will also draw upon a range of documentaries.
Year Two of IB History will continue the work done in Year 1. Paper 1 and the Internal Assessment have been completed, so the entire year will focus on Paper 2 and Paper 3, with overlapping topics looking at the Cold War and Independence Movements (Paper 2 topics), with particular focus on the HL options in Asia, including reviewing Independence in India, comparing and contrasting that to the independence of Algeria, and finally looking at the Cold War in Asia. Students will practice thesis-driven essays and develop perspectives in their essays. Our aim is to complete the content by March in order to have time to review material for the IB exams.
Resources: We will continue to use ThinkIB and Kognity for the Paper 2 topics, while most of the Paper 3 topics will rely more upon pdf’s taken from various academic texts and journals that will be posted to Schoology. For contemporary sources, we will also draw upon a range of documentaries.
Year Two of IB History will continue the work done in Year 1. Paper 1 and the Internal Assessment have been completed, so the entire year will focus on Paper 2 and Paper 3, with overlapping topics looking at the Cold War and Independence Movements (Paper 2 topics), with particular focus on the HL options in Asia, including reviewing Independence in India, comparing and contrasting that to the independence of Algeria, and finally looking at the Cold War in Asia. Students will practice thesis-driven essays and develop perspectives in their essays. Our aim is to complete the content by March in order to have time to review material for the IB exams.
Resources: We will continue to use ThinkIB and Kognity for the Paper 2 topics, while most of the Paper 3 topics will rely more upon pdf’s taken from various academic texts and journals that will be posted to Schoology. For contemporary sources, we will also draw upon a range of documentaries.
This course is designed to simulate university-level, introductory Microeconomics and Macroeconomics courses. It starts with fundamental economic principles common to both micro and macro and expands on microeconomics concepts, such as consumer behavior; elasticities; government intervention; utility maximization; market structures; profit-maximizing strategies; public choice theory; market failure; taxation; income inequality; and poverty.
The second half of the course expands on macroeconomics concepts, such as measuring domestic output; unemployment and inflation; deficits, surpluses, and national debt; monetary and fiscal policies; money and banking; contending macroeconomic theories and policies; and international trade and finance. In order to familiarize students with the academic rigors of a university level economics course and the expectations of the AP curricula, special attention will be paid to graphical and mathematical models and analysis. Only four-function calculators are allowed on the exams and on in-class assessments.
Text: McConnell, Brue and Flynn, Economics; McConnell, Brue, Flynn, and Walstad, Study Guide for Economics.
This course is designed to simulate university-level, introductory Microeconomics and Macroeconomics courses. It starts with fundamental economic principles common to both micro and macro and expands on microeconomics concepts, such as consumer behavior; elasticities; government intervention; utility maximization; market structures; profit-maximizing strategies; public choice theory; market failure; taxation; income inequality; and poverty.
The second half of the course expands on macroeconomics concepts, such as measuring domestic output; unemployment and inflation; deficits, surpluses, and national debt; monetary and fiscal policies; money and banking; contending macroeconomic theories and policies; and international trade and finance. In order to familiarize students with the academic rigors of a university level economics course and the expectations of the AP curricula, special attention will be paid to graphical and mathematical models and analysis. Only four-function calculators are allowed on the exams and on in-class assessments.
Text: McConnell, Brue and Flynn, Economics; McConnell, Brue, Flynn, and Walstad, Study Guide for Economics.
This college-level course introduces and builds on basic foundations of economics by exploring topics throughout the four sections of the IB SL Economics syllabus: Introduction (the foundations of economics); Microeconomics (demand and supply; elasticities; government intervention in markets; market failure); Macroeconomics (aggregate demand and aggregate supply; demand-side and supply-side policies; unemployment; inflation; economic growth; inequality and poverty); and the Global Economy (free trade and protectionism; economic integration; exchange rates; balance of payments; economic development and sustainable development; measuring economic progress; barriers to development; strategies to promote economic growth and economic development). In addition to the basic factual knowledge acquired by studying these topics, students will also develop analytical skills applying mathematics to economic concepts and theories, including reading and constructing graphs, analyzing statistical tables as well as gaining an understanding of the workings, particular problems, and relative benefits of economic systems found in different countries. Students will also write three Internal Assessments—analytical and evaluative essays (800 words maximum each)—based on three out of the four sections of the IB syllabus (Microeconomics, Macroeconomics, and the Global Economy). Upon completion of this one-year course, students will take the IB SL examination. Please note that this class meets six out of the eight days in the ASP rotation schedule.
Texts: Blink and Dorton, I.B. Economics Course Companion. Ziogas, Economics for the IB Diploma.
This college-level course introduces and builds on basic foundations of economics by exploring topics throughout the four sections of the IB SL Economics syllabus: Introduction (the foundations of economics); Microeconomics (demand and supply; elasticities; government intervention in markets; market failure); Macroeconomics (aggregate demand and aggregate supply; demand-side and supply-side policies; unemployment; inflation; economic growth; inequality and poverty); and the Global Economy (free trade and protectionism; economic integration; exchange rates; balance of payments; economic development and sustainable development; measuring economic progress; barriers to development; strategies to promote economic growth and economic development). In addition to the basic factual knowledge acquired by studying these topics, students will also develop analytical skills applying mathematics to economic concepts and theories, including reading and constructing graphs, analyzing statistical tables as well as gaining an understanding of the workings, particular problems, and relative benefits of economic systems found in different countries. Students will also write three Internal Assessments—analytical and evaluative essays (800 words maximum each)—based on three out of the four sections of the IB syllabus (Microeconomics, Macroeconomics, and the Global Economy). Upon completion of this one-year course, students will take the IB SL examination. Please note that this class meets six out of the eight days in the ASP rotation schedule.
Texts: Blink and Dorton, I.B. Economics Course Companion. Ziogas, Economics for the IB Diploma.
To enter IB Economics HL students must have completed IB Economics SL or its equivalent. This course expands upon the skills and knowledge introduced in IB Economics SL in the four main sections of the IB syllabus (Introduction, Microeconomics, Macroeconomics, and the Global Economy), but a significant amount of time is devoted to the study of Microeconomics, specifically, the theory of the firm: comparing the market structures of perfect competition, monopoly, oligopoly, and monopolistic competition. Throughout the course, greater emphasis is placed on analysis, evaluation and on practical and mathematical applications of the previous year's studies.
Students will read conflicting views on current economic issues and discuss the political context of economic decision–making. Students will be encouraged to develop a more critical approach to economic theories. In addition to studying the HL Economics topics, students will also complete three Internal Assessments—analytical and evaluative essays (800 words maximum each)—based on three out of the four sections of the IB syllabus (Microeconomics, Macroeconomics, and the Global Economy). Upon completion of this one–year course, students will take the IB HL examination. The HL exam will cover material learned in the SL course and the HL course.
Texts: Tragakes, Economics for the IB Diploma; Economics IB Study Guide, Constantine Ziogas.
To enter IB Economics HL students must have completed IB Economics SL or its equivalent. This course expands upon the skills and knowledge introduced in IB Economics SL in the four main sections of the IB syllabus (Introduction, Microeconomics, Macroeconomics, and the Global Economy), but a significant amount of time is devoted to the study of Microeconomics, specifically, the theory of the firm: comparing the market structures of perfect competition, monopoly, oligopoly, and monopolistic competition. Throughout the course, greater emphasis is placed on analysis, evaluation and on practical and mathematical applications of the previous year's studies.
Students will read conflicting views on current economic issues and discuss the political context of economic decision–making. Students will be encouraged to develop a more critical approach to economic theories. In addition to studying the HL Economics topics, students will also complete three Internal Assessments—analytical and evaluative essays (800 words maximum each)—based on three out of the four sections of the IB syllabus (Microeconomics, Macroeconomics, and the Global Economy). Upon completion of this one–year course, students will take the IB HL examination. The HL exam will cover material learned in the SL course and the HL course.
Texts: Tragakes, Economics for the IB Diploma; Economics IB Study Guide, Constantine Ziogas.
This course uses traditional as well as project-based learning methods to accompany a thematic approach to building foundational knowledge in psychology. Content includes fundamental areas such as understanding and evaluating research methods along with learning biological, cognitive and social cultural factors that influence human behavior.
Along with structured units, there will be opportunities for students to research topics of their own choice and produce work in a variety of media based on their learning and insights. Guided research projects can be on topics such as criminology, the psychology of fashion, marketing strategies, therapeutic architecture, video game design, etc. Assessments in the course range from traditional testing to portfolio-based assignments which allow students to work in formats of their own choosing.
Text: Crane, John. IB Psychology. InThinking. 2020.
This course uses traditional as well as project-based learning methods to accompany a thematic approach to building foundational knowledge in psychology. Content includes fundamental areas such as understanding and evaluating research methods along with learning biological, cognitive and social cultural factors that influence human behavior.
Along with structured units, there will be opportunities for students to research topics of their own choice and produce work in a variety of media based on their learning and insights. Guided research projects can be on topics such as criminology, the psychology of fashion, marketing strategies, therapeutic architecture, video game design, etc. Assessments in the course range from traditional testing to portfolio-based assignments which allow students to work in formats of their own choosing.
Text: Crane, John. IB Psychology. InThinking. 2020.
The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. Students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatments of psychological disorders, and social psychology. Throughout the course, students use psychological research methods, including ethical considerations, as they use the scientific method, evaluate claims and evidence, and effectively communicate ideas. (As outlined by the College Board course description).
Text: Myers, David G. and DeWall, Nathan C., Myers' Psychology for the AP course. Third Edition. 2018.
The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. Students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatments of psychological disorders, and social psychology. Throughout the course, students use psychological research methods, including ethical considerations, as they use the scientific method, evaluate claims and evidence, and effectively communicate ideas. (As outlined by the College Board course description).
Text: Myers, David G. and DeWall, Nathan C., Myers' Psychology for the AP course. Third Edition. 2018.
(Part 1 of a two-year course) Students will follow either a higher or standard level curriculum with quite a lot of overlap. Topics include Health and well-being, Human development, Human relationships, Learning and cognition. Students will engage in an internal assessment (IA) task requiring the development of a research proposal. This task is supported through class practicals, which is required for each context of study. Students will be prepared for the May 2027 IB assessments which includes Integration of the concepts, content and contexts, applying concepts and content to research contexts and, for HL only, interpretation and analysis of research data. Formative and summative assessments will include tasks based on the IB curriculum or used directly from IB guides. After completion of this course, students should enroll in IB Psychology SL II or HL II.
Texts: Rolls, Classic Case Studies in Psychology, 4th edition. 2019; InThinking subject site for Psychology, developed by John Crane. A wide selection of supplementary sources selected by the instructor, drawn from JSTOR, NIMH, APA and other professional publications.
(Part 1 of a two-year course) Students will follow either a higher or standard level curriculum with quite a lot of overlap. Topics include Health and well-being, Human development, Human relationships, Learning and cognition. Students will engage in an internal assessment (IA) task requiring the development of a research proposal. This task is supported through class practicals, which is required for each context of study. Students will be prepared for the May 2027 IB assessments which includes Integration of the concepts, content and contexts, applying concepts and content to research contexts and, for HL only, interpretation and analysis of research data. Formative and summative assessments will include tasks based on the IB curriculum or used directly from IB guides. After completion of this course, students should enroll in IB Psychology SL II or HL II.
Texts: Rolls, Classic Case Studies in Psychology, 4th edition. 2019; InThinking subject site for Psychology, developed by John Crane. A wide selection of supplementary sources selected by the instructor, drawn from JSTOR, NIMH, APA and other professional publications.
(Part 2 of a two-year course) In the first semester, students carry out an experiment based on a published study, often involving cognitive processes. The written report of the experiment is the Psychology IA. Beginning in October, we study the option of Abnormal Psychology. This involves the application of knowledge from the three core approaches learned in Year 1: Biological, Cognitive, Sociocultural. The Semester exam covers the three approaches of Year 1 plus an essay on Abnormal Psychology.
In the second semester, we complete the Abnormal Psychology option. SL Students will continue to reinforce learning from the three core approaches and abnormal psychology by doing research projects and exam practice.
Texts: InThinking subject site for Psychology, developed by John Crane; Rolls, Classic Case Studies in Psychology, 4th edition. 2019; Law et al, Psychology for the IB Diploma, 2010.
(Part 2 of a two-year course) In the first semester, students carry out an experiment based on a published study, often involving cognitive processes. The written report of the experiment is the Psychology IA. Beginning in October, we study the option of Abnormal Psychology. This involves the application of knowledge from the three core approaches learned in Year 1: Biological, Cognitive, Sociocultural. The Semester exam covers the three approaches of Year 1 plus an essay on Abnormal Psychology.
In the second semester, we complete the Abnormal Psychology option. SL Students will continue to reinforce learning from the three core approaches and abnormal psychology by doing research projects and exam practice.
Texts: InThinking subject site for Psychology, developed by John Crane; Rolls, Classic Case Studies in Psychology, 4th edition. 2019; Law et al, Psychology for the IB Diploma, 2010.
(Part 2 of a two-year course) In the first semester, students carry out an experiment based on a published study, often involving cognitive processes. The written report of the experiment is the Psychology IA. Beginning in October, we study the option of Abnormal Psychology. This involves the application of knowledge from the three core approaches learned in Year 1: Biological, Cognitive, Sociocultural. The Semester exam covers the three approaches of Year 1 plus an essay on Abnormal Psychology.
In the second semester, we complete the Abnormal Psychology option. HL students go on to study the option of Developmental Psychology as well as Paper 3, which assesses understanding of qualitative and quantitative methodology.
Texts: InThinking subject site for Psychology, developed by John Crane; Rolls, Classic Case Studies in Psychology, 4th edition. 2019; Law et al, Psychology for the IB Diploma, 2010.
(Part 2 of a two-year course) In the first semester, students carry out an experiment based on a published study, often involving cognitive processes. The written report of the experiment is the Psychology IA. Beginning in October, we study the option of Abnormal Psychology. This involves the application of knowledge from the three core approaches learned in Year 1: Biological, Cognitive, Sociocultural. The Semester exam covers the three approaches of Year 1 plus an essay on Abnormal Psychology.
In the second semester, we complete the Abnormal Psychology option. HL students go on to study the option of Developmental Psychology as well as Paper 3, which assesses understanding of qualitative and quantitative methodology.
Texts: InThinking subject site for Psychology, developed by John Crane; Rolls, Classic Case Studies in Psychology, 4th edition. 2019; Law et al, Psychology for the IB Diploma, 2010.
This TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the IB Diploma Program. The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These suggested knowledge questions are organized into a framework of four elements: scope, perspectives, methods and tools, and ethics.
There are two assessment tasks in the TOK course.
• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB. This task is completed in Year 1 of the program.
• The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words. This task is completed in Year 2 of the program.
Texts: Selected Readings.
This TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the IB Diploma Program. The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These suggested knowledge questions are organized into a framework of four elements: scope, perspectives, methods and tools, and ethics.
There are two assessment tasks in the TOK course.
• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB. This task is completed in Year 1 of the program.
• The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words. This task is completed in Year 2 of the program.
Texts: Selected Readings.
This TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the IB Diploma Program. The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These suggested knowledge questions are organized into a framework by: scope, perspectives, methods and tools, and ethics.
There are two assessment tasks in the TOK course.
• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB. This task is completed in Year 1 of the program.
• The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words. This task is completed in Year 2 of the program.
Texts: Heydon, Wendy and Susan Jesudason. Theory of Knowledge for the IB Diploma Course Guide. Cambridge University Press, 2022.
This TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the IB Diploma Program. The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These suggested knowledge questions are organized into a framework by: scope, perspectives, methods and tools, and ethics.
There are two assessment tasks in the TOK course.
• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher and is externally moderated by the IB. This task is completed in Year 1 of the program.
• The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners. The essay must be a maximum of 1,600 words. This task is completed in Year 2 of the program.
Texts: Heydon, Wendy and Susan Jesudason. Theory of Knowledge for the IB Diploma Course Guide. Cambridge University Press, 2022.
Central to the philosophy of the Mathematics Department is the belief that mathematics should be presented in an enjoyable and dynamic fashion. Math literacy is essential for everyday problem-solving and is the basis for further study, whether in the liberal arts or in the sciences. ASP offers a full program of university preparatory courses that can be adapted to student needs. Included are courses in algebra, geometry, trigonometry, calculus and statistics. There are also courses preparing students for the Advanced Placement and International Baccalaureate examinations. Courses marked 400 or above are beyond what is required for graduation and are designed for more motivated and capable students. Students are placed according to their demonstrated ability.
Graphic display calculators are an integral part of the instructional program, and are required for all math courses at ASP. Students will be expected to use the calculator on a daily basis and some assessments will assume the use of the calculator. The TI-Nspire CX (non-CAS), TI-Nspire CX II, TI-84 Plus, TI-83 CE Premium, or NumWorks are all recommended calculators for student purchase. The instructors demo the TI models during lessons. If you currently own a TI-83/84 model, you don’t need to purchase a new calculator. However, if you are purchasing a new calculator, buy the TI-Nspire CX (non-CAS), TI-Nspire CX II, or NumWorks.
Middle and Upper School math pathways are shown in this Google Document.
Central to the philosophy of the Mathematics Department is the belief that mathematics should be presented in an enjoyable and dynamic fashion. Math literacy is essential for everyday problem-solving and is the basis for further study, whether in the liberal arts or in the sciences. ASP offers a full program of university preparatory courses that can be adapted to student needs. Included are courses in algebra, geometry, trigonometry, calculus and statistics. There are also courses preparing students for the Advanced Placement and International Baccalaureate examinations. Courses marked 400 or above are beyond what is required for graduation and are designed for more motivated and capable students. Students are placed according to their demonstrated ability.
Graphic display calculators are an integral part of the instructional program, and are required for all math courses at ASP. Students will be expected to use the calculator on a daily basis and some assessments will assume the use of the calculator. The TI-Nspire CX (non-CAS), TI-Nspire CX II, TI-84 Plus, TI-83 CE Premium, or NumWorks are all recommended calculators for student purchase. The instructors demo the TI models during lessons. If you currently own a TI-83/84 model, you don’t need to purchase a new calculator. However, if you are purchasing a new calculator, buy the TI-Nspire CX (non-CAS), TI-Nspire CX II, or NumWorks.
Middle and Upper School math pathways are shown in this Google Document.
In this course students will study the following topics: pre-Algebra review (fraction and integer operations, order of operations, simplifying expressions, the coordinate plane); solving equations; graphing and writing linear functions; understanding and graphing linear inequalities; exponent operations; polynomials (adding/subtracting, multiplying, factoring); radicals (if time permits); and solving simultaneous equations (if time permits). Use of the graphing calculator will be taught throughout the course. After completing this course, students will be prepared to take Algebra I or Geometry, depending on teacher recommendation.
Note: Students who follow the course sequence of Algebra 1 Studies to Geometry to Algebra 2 SL will need to pass a separate exam over Algebra 1 semester 2 content, before enrolling in Algebra 2 SL. Students who do not take this exam will take Algebra 2 Studies after Geometry. Alternatively, with teacher recommendation, students can take Algebra 1 and Geometry concurrently in the year after Algebra 1 Studies, and can then enroll in Algebra 2 SL the following year.
In this course students will study the following topics: pre-Algebra review (fraction and integer operations, order of operations, simplifying expressions, the coordinate plane); solving equations; graphing and writing linear functions; understanding and graphing linear inequalities; exponent operations; polynomials (adding/subtracting, multiplying, factoring); radicals (if time permits); and solving simultaneous equations (if time permits). Use of the graphing calculator will be taught throughout the course. After completing this course, students will be prepared to take Algebra I or Geometry, depending on teacher recommendation.
Note: Students who follow the course sequence of Algebra 1 Studies to Geometry to Algebra 2 SL will need to pass a separate exam over Algebra 1 semester 2 content, before enrolling in Algebra 2 SL. Students who do not take this exam will take Algebra 2 Studies after Geometry. Alternatively, with teacher recommendation, students can take Algebra 1 and Geometry concurrently in the year after Algebra 1 Studies, and can then enroll in Algebra 2 SL the following year.
After a brief review of pre-algebra concepts, this course progresses to more advanced topics. Solving linear and quadratic equations, graphing linear and quadratic functions, solving and graphing systems of linear equations, exponents and radicals are studied, with applications. Algebra I students will also study combined inequalities and absolute value equations and work with rational and irrational numbers. In addition to skills work, application problems are emphasized throughout the course.
Text: Carter et al., Glencoe Algebra 1 (Common Core Edition), McGraw Hill, 2014.
After a brief review of pre-algebra concepts, this course progresses to more advanced topics. Solving linear and quadratic equations, graphing linear and quadratic functions, solving and graphing systems of linear equations, exponents and radicals are studied, with applications. Algebra I students will also study combined inequalities and absolute value equations and work with rational and irrational numbers. In addition to skills work, application problems are emphasized throughout the course.
Text: Carter et al., Glencoe Algebra 1 (Common Core Edition), McGraw Hill, 2014.
The main concepts, techniques and results of axiomatic and coordinate geometry are studied in this course. There is an introduction to the understanding and creation of deductive proofs. During the year, students will study the properties of lines in a plane, triangles, polygons, right triangles (with an introduction to basic trigonometric ratios and solving right triangles), and circles. At the end of the course, there are two units dedicated to the study of area and volume. Three-dimensional concepts are introduced as an extension of plane geometry and, throughout the year, algebraic techniques are applied to geometric problems.
Text:
Geometry, by Larson, Boswell, and Stiff, McDougall Littell a Houghton Mifflin Company, 2004.
The main concepts, techniques and results of axiomatic and coordinate geometry are studied in this course. There is an introduction to the understanding and creation of deductive proofs. During the year, students will study the properties of lines in a plane, triangles, polygons, right triangles (with an introduction to basic trigonometric ratios and solving right triangles), and circles. At the end of the course, there are two units dedicated to the study of area and volume. Three-dimensional concepts are introduced as an extension of plane geometry and, throughout the year, algebraic techniques are applied to geometric problems.
Text:
Geometry, by Larson, Boswell, and Stiff, McDougall Littell a Houghton Mifflin Company, 2004.
The concepts, techniques and results of axiomatic and coordinate geometry are studied in great depth throughout this course. There is a major emphasis on the understanding and creation of deductive proofs. During the year, students will study the properties of lines in a plane, triangles, polygons, right triangles including trigonometric ratios, circles, area and volume. Three-dimensional concepts are introduced as an extension of plane geometry and, throughout the year, more advanced algebraic techniques are applied to geometric problems.
Texts:
Geometry (Texas), by Charles, Bellman and Wiggins, Pearson, 2016.
Geometry (Common Core), by Charles, Hall and Wiggins, Pearson, 2015.
Supplementary Texts:
Geometry, by Larson, Boswell, and Stiff, McDougall Littell a Houghton Mifflin Company, 2004.
The concepts, techniques and results of axiomatic and coordinate geometry are studied in great depth throughout this course. There is a major emphasis on the understanding and creation of deductive proofs. During the year, students will study the properties of lines in a plane, triangles, polygons, right triangles including trigonometric ratios, circles, area and volume. Three-dimensional concepts are introduced as an extension of plane geometry and, throughout the year, more advanced algebraic techniques are applied to geometric problems.
Texts:
Geometry (Texas), by Charles, Bellman and Wiggins, Pearson, 2016.
Geometry (Common Core), by Charles, Hall and Wiggins, Pearson, 2015.
Supplementary Texts:
Geometry, by Larson, Boswell, and Stiff, McDougall Littell a Houghton Mifflin Company, 2004.
This course serves as a foundational course in algebraic skills and concepts to help students develop a greater understanding of topics that may have been challenging in Algebra I and Geometry. Students engage in a rigorous review of Algebra I and Geometry concepts while extending their knowledge of linear equations, inequalities, and quadratic equations. This is followed by examining polynomial functions, radicals, exponential & logarithmic functions, right triangle trigonometry, and an introduction to probability & statistics. This class emphasizes application and reasoning with the goal of preparing students for the multiple approaches to problems that are essential for standardized exams and further study in math. Students who successfully complete this course are eligible to take Algebra II Standard Level or Functions, Stats, & Trig.
Text: Larson et al., Algebra 2, Holt McDougal, 2011.
This course serves as a foundational course in algebraic skills and concepts to help students develop a greater understanding of topics that may have been challenging in Algebra I and Geometry. Students engage in a rigorous review of Algebra I and Geometry concepts while extending their knowledge of linear equations, inequalities, and quadratic equations. This is followed by examining polynomial functions, radicals, exponential & logarithmic functions, right triangle trigonometry, and an introduction to probability & statistics. This class emphasizes application and reasoning with the goal of preparing students for the multiple approaches to problems that are essential for standardized exams and further study in math. Students who successfully complete this course are eligible to take Algebra II Standard Level or Functions, Stats, & Trig.
Text: Larson et al., Algebra 2, Holt McDougal, 2011.
After a careful review of Algebra I concepts, this course progresses through the topics typical of a second year algebra course. Students extend their knowledge of linear equations, systems of equations, inequalities, and quadratic equations. This is followed by a thorough study of functions, radicals, exponents, logarithms, polynomial functions, and rational functions. The elements of trigonometry (right triangle trigonometry, the unit circle, radian measure, graphs of trigonometric functions, and the laws of sines and cosines if time permits) are also covered.
Text: Larson et al., Algebra 2, Holt McDougal, 2011.
After a careful review of Algebra I concepts, this course progresses through the topics typical of a second year algebra course. Students extend their knowledge of linear equations, systems of equations, inequalities, and quadratic equations. This is followed by a thorough study of functions, radicals, exponents, logarithms, polynomial functions, and rational functions. The elements of trigonometry (right triangle trigonometry, the unit circle, radian measure, graphs of trigonometric functions, and the laws of sines and cosines if time permits) are also covered.
Text: Larson et al., Algebra 2, Holt McDougal, 2011.
After a brief review of Algebra I concepts, this course progresses to more advanced topics. Linear and quadratic functions, graphical transformations, polynomials, rational functions, exponential and logarithmic functions, and complex numbers are studied. The basic concepts of analytical geometry including conic sections are also included, as are circular functions and elements of trigonometry (identities, laws of sines and cosines, double and half-angle relations, graphing trigonometric functions, etc).
In addition, students in this course will study introductory units on sequences, series, probability, and statistics. Students who successfully complete this course are prepared to take IB Higher or Standard Level Math, AP Calculus, or AP Statistics.
Text: Larson et al., Precalculus with Limits (5th edition), Brooks/Cole, 2008
After a brief review of Algebra I concepts, this course progresses to more advanced topics. Linear and quadratic functions, graphical transformations, polynomials, rational functions, exponential and logarithmic functions, and complex numbers are studied. The basic concepts of analytical geometry including conic sections are also included, as are circular functions and elements of trigonometry (identities, laws of sines and cosines, double and half-angle relations, graphing trigonometric functions, etc).
In addition, students in this course will study introductory units on sequences, series, probability, and statistics. Students who successfully complete this course are prepared to take IB Higher or Standard Level Math, AP Calculus, or AP Statistics.
Text: Larson et al., Precalculus with Limits (5th edition), Brooks/Cole, 2008
This course integrates all the techniques and concepts of elementary mathematics (algebra, geometry, elementary statistics and trigonometry) to develop versatility in mathematical skills and to deepen concepts of mathematical structure. This course gives students a more in-depth study of mathematics than the standard level Algebra II course in addition to introducing statistics. Topics include: Descriptive Statistics, Functions (Linear, Quadratic, Exponential, Logarithmic, Polynomial, Rational, and others), Statistical Applications, Trigonometry, Financial Math, Sequences and Series, Probability, and Logic (if time permits). There will be an emphasis on applications in real-world contexts. To enter this course, students should have completed Algebra II Standard Level or Algebra II Studies.
This course integrates all the techniques and concepts of elementary mathematics (algebra, geometry, elementary statistics and trigonometry) to develop versatility in mathematical skills and to deepen concepts of mathematical structure. This course gives students a more in-depth study of mathematics than the standard level Algebra II course in addition to introducing statistics. Topics include: Descriptive Statistics, Functions (Linear, Quadratic, Exponential, Logarithmic, Polynomial, Rational, and others), Statistical Applications, Trigonometry, Financial Math, Sequences and Series, Probability, and Logic (if time permits). There will be an emphasis on applications in real-world contexts. To enter this course, students should have completed Algebra II Standard Level or Algebra II Studies.
AP Statistics is an appropriate course for students with plans to major in social sciences, health sciences, or business. This is a suitable option for a student who has successfully completed Algebra II Standard Level, Functions, Stats, & Trig, or Advanced Algebra/Precalculus and who possesses sufficient mathematical maturity and quantitative reasoning ability.
Text: Starnes and Tabor, The Practice of Statistics 6th Edition, BFW, 2018 (EBook).
AP Statistics is an appropriate course for students with plans to major in social sciences, health sciences, or business. This is a suitable option for a student who has successfully completed Algebra II Standard Level, Functions, Stats, & Trig, or Advanced Algebra/Precalculus and who possesses sufficient mathematical maturity and quantitative reasoning ability.
Text: Starnes and Tabor, The Practice of Statistics 6th Edition, BFW, 2018 (EBook).
AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Although computational competence is an important outcome, the main emphasis is on a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations are important.
Before studying calculus, all students should have completed a precalculus course in which they studied algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions at the common angles and their multiples.
Text: Larson et al, Calculus 6th Edition
AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Although computational competence is an important outcome, the main emphasis is on a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations are important.
Before studying calculus, all students should have completed a precalculus course in which they studied algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions at the common angles and their multiples.
Text: Larson et al, Calculus 6th Edition
AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Although computational competence is an important outcome, the main emphasis is on a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations are important.
Before studying calculus, all students should have completed a precalculus course in which they studied algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions at the common angles and their multiples.
Text: Larson et al, Calculus 6th Edition
AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Although computational competence is an important outcome, the main emphasis is on a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations are important.
Before studying calculus, all students should have completed a precalculus course in which they studied algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the algebra of functions, and the graphs of functions. Students must also understand the language of functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so on) and know the values of the trigonometric functions at the common angles and their multiples.
Text: Larson et al, Calculus 6th Edition
This course is the first of a two-year sequence for students preparing to take the IB Analysis & Approaches Standard Level (SL) Mathematics examination. This course will cover trigonometry, functions, probability, statistics, exponents, logarithms, the binomial expansion, and sequences and series. The course requires an extensive, independent research project to be completed outside of class. To enter this course, students should have achieved a minimum of B- in Algebra II Standard Level or the equivalent.
Texts: Haese, Michael, Analysis and Approaches SL: Books 1 & 2, Haese Mathematics, 2019.
This course is the first of a two-year sequence for students preparing to take the IB Analysis & Approaches Standard Level (SL) Mathematics examination. This course will cover trigonometry, functions, probability, statistics, exponents, logarithms, the binomial expansion, and sequences and series. The course requires an extensive, independent research project to be completed outside of class. To enter this course, students should have achieved a minimum of B- in Algebra II Standard Level or the equivalent.
Texts: Haese, Michael, Analysis and Approaches SL: Books 1 & 2, Haese Mathematics, 2019.
This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.
This is the first of a two-year math course. To enter this course students should have completed a Precalculus course (or equivalent) and possess a strong mathematical background, a high level of motivation, and a deep interest in mathematics. The syllabus presupposes a thorough knowledge of pre-calculus including trigonometry (the unit circle, graphs of the sine and cosine functions and work with trigonometric identities and formulae). Over the two years, students will study vectors, mathematical induction, limits, complex numbers, polar graphing, differential calculus, integration, probability, and statistics. The course requires an extensive, independent research project to be completed outside of class.
Text:
· Mathematics: Core Topics HL, by Michael Haese
· Mathematics: Analysis and Approaches HL, by Michael Haese
Additional Text:
· Mathematics for international student Mathematics HL 2nd Edition or 3rd Edition (core), by Paul Urban
· Mathematics Higher Level for the IB Diploma Option Topic 9 Calculus, by Paul Fannon
This course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.
This is the first of a two-year math course. To enter this course students should have completed a Precalculus course (or equivalent) and possess a strong mathematical background, a high level of motivation, and a deep interest in mathematics. The syllabus presupposes a thorough knowledge of pre-calculus including trigonometry (the unit circle, graphs of the sine and cosine functions and work with trigonometric identities and formulae). Over the two years, students will study vectors, mathematical induction, limits, complex numbers, polar graphing, differential calculus, integration, probability, and statistics. The course requires an extensive, independent research project to be completed outside of class.
Text:
· Mathematics: Core Topics HL, by Michael Haese
· Mathematics: Analysis and Approaches HL, by Michael Haese
Additional Text:
· Mathematics for international student Mathematics HL 2nd Edition or 3rd Edition (core), by Paul Urban
· Mathematics Higher Level for the IB Diploma Option Topic 9 Calculus, by Paul Fannon
This course is the second of a two-year course for students registered to take the IB Analysis & Approaches Standard Level (SL) Mathematics examination. This course will cover probability, statistics, differential and integral calculus. The course requires an extensive, independent research project to be completed outside of class.
Text: Haese, Michael, Analysis and Approaches SL: Books 1 & 2, Haese Mathematics, 2019.
This course is the second of a two-year course for students registered to take the IB Analysis & Approaches Standard Level (SL) Mathematics examination. This course will cover probability, statistics, differential and integral calculus. The course requires an extensive, independent research project to be completed outside of class.
Text: Haese, Michael, Analysis and Approaches SL: Books 1 & 2, Haese Mathematics, 2019.