This course will examine the cultural factors that define a hero through a focus on protagonists who do not fit into society, rebels who stand outside or beyond the social norms. Class work will include quizzes, tests, and analytic essays. Possible novels include The Things They Carried and The Handmaid's Tale as well as the play Doubt. The course will also consider short stories, poems, and films such as Children of Men, Gattaca, and Hell or High Water in addition to the documentary Alive Day and shorter documentaries on subjects and events connected to the texts of the course. 

What's “American?" Beyond abstractions like “freedom” or “equality,” what makes American culture and its expression unique?  We will look for rich and satisfying answers to these questions by exploring the ways both major and minor voices have sought to answer them since 1630.  In doing so, we’ll see the various ways that major American authors and their writings have served both as our “lamp," lighting the way toward our own ideals and dreams — and also our “mirror," revealing back to us both the best and worst aspects of our culture. Major texts include The Great Gatsby, The Glass Menagerie, A Raisin in the Sun, Slaughterhouse-Five.  

This course will guide students through all three volumes of Dante’s masterwork, the Divine Comedy, journeying with the poet-pilgrim through the three realms of the afterlife. In the Inferno (Hell) Dante’s portrait of the lost souls in torment serves as a meditation on the emotional and spiritual destruction we unleash in our own lives when we choose selfishness over love—and on the ways in which that destruction ripples outward, poisoning our communal institutions of religion and government. In Purgatorio (Purgatory) Dante re-examines suffering through the lens of hope, exploring the possibility that a life of discipline and self-surrender can open the way to a new kind of freedom. Finally, in Paradiso (Heaven) Dante reveals to us the vision of cosmic harmony and all-encompassing beauty toward which we have been journeying through all three volumes. Just as Dante’s poem tries to connect the Greek and Roman literature of his past to the urgent questions of his own day, so our course will focus on the way that Dante’s writing (at the very beginning of the modern age) continues to speak to us in the twenty-first century. With that goal in mind, we will do all our reading of Dante in modern English translation, supplement that reading with contemporary poems, short stories, and/or films inspired by the Divine Comedy, and focus essay topics on connections between Dante’s world and our own. In addition to such essays, students should expect regular reading quizzes, two or three tests on the objective content of the course, and a culminating creative project.

How realistic is realism? How true is fantasy? As we read poems, plays, novels, and creative non-fiction and view films in this course, we will attempt to refine these two questions and paint for ourselves a variegated and nuanced portrait of how realism and fantasy are occasionally distant poles but are usually intermixed. Ultimately, we want to determine how both modes serve truth. And how both can be distorted to serve falsehood. Students will learn how to interpret narratives in a way that helps them harvest truth in fiction and non-fiction and how to speak the two languages of fantasy and realism in writing the narrative of their own lives. Texts for the class include one work of classical realism (Stephen Crane’s short story “The Open Boat”) and one of explicit fantasy (Neil Gaiman’s Stardust) and works that draw on both modes within a single narrative (The Piano Lesson by August Wilson, for instance). Students will write essays of various types — life and literature, scholarly research assignments, close readings — and they will study and create metaphors, one of the most common and beautiful elements of fantasy in our lives.

Is Ireland doomed to repeat forever the past it knows perhaps too well: invasions, English oppression — real and imagined, fatal hunger strikes, aborted revolutions, bombings and snipers, leaders who sometimes inspire, sometimes self-destruct and never unite the many factions of Ireland for very long? By studying some of the best sagas, poems, plays, stories, and films of the culture, we can dig beneath clichés like shamrocks and leprechauns and blarney to answer questions like this one, improve our understanding of Ireland's compelling history and, most of all, enjoy some of the world's best literature — in other words, get at the good turf. Students should expect to write essays, take tests, and develop an independent project through which they explore their own interests in a way that leads to a demonstration of what they have learned.

Why, in the 21st century, should we devote whole courses to Shakespeare? Because to study Shakespeare is to enter what may be the world’s most popular cultural conversation. Shakespeare’s corpus includes every resource of storytelling available to his time. Since his time, his plays have created new possibilities for storytelling that artists around the world continue to imitate, update and challenge. So powerful are Shakespeare’s stories, in fact, that they have become more than moving works of literature. From Laurence Olivier’s and Kenneth Branagh’s competing takes on war in their films of Henry V to Gregory Doran’s and Oskar Eustis’s reflections on African and American politics through Julius Caesar, Shakespeare’s plays have become the lens through which each new generation studies and responds to the challenges of its time. In this course, students will read at least one each of Shakespeare’s comedies, tragedies, history plays, romances, and problem plays (for example, Much Ado About Nothing, Julius Caesar, Henry V, The Tempest, and Measure for Measure); analyze different versions of these plays on film; and study texts, reviews, performance notes, etc., from modern adaptations and stagings around the world. Essays will include close readings, performance interpretations, and scholarly research assignments.

What’s so funny about what’s wrong with the world? This course will investigate the great literary tradition of wit and humor in the service of social critique and reform: satire. How important is satire to a culture? Can satire be something more than entertainment, disaffection, or a step on the slippery slope to cynicism? The course will investigate its expression in varied genres, explore numerous types of satire, and consider the techniques of master satirists within their historical context—from the great Ancient Roman satirists to 21st century satirists writing today. We will dissect and at times imitate various forms of satire and read, discuss, and analyze satirical poems, essays, novels, short fiction, and films. We’ll also investigate some satirical 20th- and 21st-century multimedia—television, cartoons, online newspapers, and websites to consider how this fine art of mockery has progressed over time, and why it is still one of the most common and popular ways to attack vice and corruption in our world. The course will certainly feature the essentials: Horace, Juvenal, Chaucer, Swift. Novels or collections of stories that might be read include Kurt Vonnegut’s Slaughterhouse-Five, George Saunders’s In Persuasion Nation, and Jonathan Swift’s Gulliver’s Travels. Two short formal papers (2-3 pages) and a longer culminating course project required, in addition to regular reading quizzes, weekly reading response journals and assignments, and two to three tests that cover course content (readings, historical contexts, and applying techniques of satire to demonstrate comprehension).

In their final semester, all seniors take the Capstone course. 

This course offers each student a chance to showcase their skills as researchers, critical thinkers and  storytellers in an original documentary, podcast or article that tells a unique St. Louis story. While teachers will provide some initial instruction in rhetoric and guide the students through an exploration of common model texts, much of the work of the course will free students to pursue open and independent inquiry into aspects of the course topic that interest them most, exploring and creating in a workshop or laboratory-style setting and conferencing with their teachers as necessary. The projects that students propose, investigate, and produce will ultimately be aimed at a real-world audience beyond their English instructors. Thus, this capstone experience will allow students to demonstrate their mastery and application of the skills they have been learning throughout their four years at SLUH.

One semester course; no prerequisite.

To continue in the band program sophomore year students must complete Fundamentals of Band and take the Fundamentals of Band II class second semester of their freshman year.

This course gives students an opportunity to learn how to play a band instrument in a group experience. It helps students discover if they have any talent in music by providing them with a semester of "hands on" experience with an instrument. Students learn proper playing techniques, how to read music, and basic musicianship skills. Students who want a chance to try out a musical instrument will find this course very exciting and rewarding. Instruments may be rented from the school or local music stores. Most students elect to continue in the Freshman Band during the second semester if they take the Computer Fundamentals class during the summer.

Second semester course; prerequisite: Fundamentals of Band I

The band studies and performs popular, jazz and classical music. Musical style and form is learned by analyzing, practicing and performing representative music. Included in the course is the study of basic musicianship and instrumental techniques. The group performs at concerts.

Full year course; prerequisite: Fundamentals of Band or department approval and placement

This course is intended only for piano, guitar and bass players that plan to continue into upper level bands. This intermediate level ensemble is open to students who have taken Freshman Band or have previous private instruction on their instrument. Primarily a course for Sophomores, this band practices jazz and traditional scales, chord voicing, chord structure, improvisation and performs in popular, jazz and rock styles. The band performs in concerts and school events.

Full year course

Note: All incoming freshman band and string students that participated in their 8th grade orchestra or band are placed in this intermediate level band. It is SLUH’s policy that freshman band and string students must be enrolled in this ensemble to participate in District and State activities.  

This ensemble studies and performs popular, jazz, and classical music. Students will continue to develop their performance and analytical skills. The Concert band performs in concerts and school events. Some school instruments are available to students who need to rent an instrument.

(Full year course; prerequisite: Concert Band)  

Note: It is SLUH’s policy that band and string students must be enrolled in this ensemble to participate in District and State activities.

This band is an advanced performance ensemble that studies and performs a wide variety of music, representing all musical styles, while stressing the elements of musical performance and understanding. The Symphonic Band  performs at concerts, music festivals and school events. Some school instruments are available for students who need to rent an instrument. Students must be enrolled in a daytime instrumental ensemble to be chosen for pit orchestra duty.

(Full year course; prerequisite: previous experience and director approval)

This ensemble studies and performs a wide variety of music, representing all music styles, while stressing the elements of musical performance and understanding. Students will perform as a whole, but will also focus on small ensemble performance and literature (trios, quartets, etc.) as well as solo and audition preparation. Students will receive clinics from renowned string performers and private instruction from string teachers. The group(s) will perform at concerts, music festivals, and school and community events.

(Full year course)

This course gives students an opportunity to learn keyboard skills both as a soloist and in an ensemble setting. Students learn proper playing techniques, how to read music, and basic musicianship skills. Class Piano caters to students with little to no experience at the piano. Students will study pieces from the classical repertoire, as well as have the opportunity to dabble in jazz and pop music. Students will perform at the band concerts.

(Second semester course; prerequisite: approval of department)

This course gives students an opportunity to build upon existing keyboard skills both as a soloist and in an ensemble setting. Students will review proper playing technique, improve musicianship skills, and play more substantial pieces from the keyboard repertoire. Class Piano 2 is for students who complete Level 1 or have prior experience. Students will study pieces from the classical repertoire, as well as have the opportunity to dabble in jazz and pop music. Students will perform at the band concerts.

(Full year course; meets three days a week during Zero Hour; prerequisite: by audition only and must be a Symphonic Band member; prerequisite for piano, guitar and bass guitar players: by audition only)

To qualify for Jazz Band I, students must be proficient on their instrument, good music readers, and must have a strong desire to seriously study and perform the contemporary and historical styles of music. Primarily a course for seniors and very advanced underclassmen, the various jazz styles are studied in this band by analyzing, practicing, and performing representative music. Performances are critically analyzed and the quality of the group is maintained at the highest possible standard. The group performs in school and public events both locally and nationally.

(Full year course; meets 3 days a week during Zero Hour; prerequisite for piano, guitar and bass guitar players: by audition only)                   

This intermediate Jazz Band will study and perform a wide variety of jazz music from the traditional Big Band standards to the contemporary jazz/rock styles. Musical style and form is learned by analyzing and performing representative music. Basic improvisation skills will be developed. The group performs at concerts, competitions, festivals and local tours.

(Full year course; meets two days a week during Zero Hour; prerequisite: Concert Band, Lab Band)

Available to students enrolled in the instrumental classes during the day and rhythm section players that have completed Lab Band. Students will study and perform a variety of jazz styles and develop basic improvisational skills. The group will perform at school concerts and alumni events.

(Semester course; prerequisite: department approval)

Students enrolled in this course will learn the basic elements of music theory, as well as composing and arranging. Incorporation and analysis of familiar genres such as classical, pop, and jazz will aid in the understanding of commonly used harmonic structures. Aural training and recognition of pitches, rhythms and intervals will be included. Upon completion of this course, students will be prepared to continue the study of music at the college level.

(Full year course; prerequisite: by audition only)

This advanced performance-oriented ensemble specializes in a variety of contemporary musical styles, as well as historical classical literature. Students learn vocal technique, basic music reading skills, ensemble singing, and will increase their overall musicianship. Musical independence and unaccompanied singing is stressed in this course. This high-level ensemble performs at various concerts and community events throughout the school year. Varsity Chorus goes on a major tour every two years.

Full year or semester course (full year to fulfill fine arts requirement), meets three days a week during Zero Hour or part-time during the school day; prerequisite: none

Concert chorus is available to all students. These Choruses perform a wide variety of musical styles. The students learn basic vocal technique, music reading and performance skills. These students combine with Varsity Chorus to form a large combined Chorus which performs at the Fall, Winter, late Winter, and Spring concerts and other off-campus performances.

(Full year course for sophomores; prerequisite: none)

Interpretation is the art of communicating to an audience, from the printed page, a work of literary art in its intellectual, emotional and aesthetic entirety. Students will learn to analyze, prepare and present material from prose, poetry and drama. The course will include the study of solo, small group and large group performance techniques. We will focus on developing body posture, strong vocal production, eye contact and gestural skills in service of the given texts. Sophomores who take this course would be able to take Physical Education or Weights the other two days per week.

(Semester course; juniors and seniors; prerequisite: none)

The purposes of the course are three fold: (1) A basic understanding of the processes and methods of communication; (2) The practice of these processes through a number of oral presentations; and (3) An increase in general knowledge. The basic understanding is achieved through readings and class discussion. Examples of the oral presentations are informative speeches, demonstration speeches, persuasive speeches, etc. The general knowledge comes from listening to the above presentations.  

(Semester course; sophomores, juniors, and seniors; prerequisite: none)

Improvisation is the art of crafting dialogue, stage blocking, and characters on the fly. This course pushes students to make bold choices, think on their feet, listen to each other, and work as an ensemble. We learn the tools and fundamentals of Chicago-style, longform improvisation in conjunction with readings, acting games, and scene work exercises. While certainly invaluable to the student interested in acting, this course is helpful to anyone looking to experience more effective group dynamics and comfort in front of crowds.

(Semester course; juniors and seniors; prerequisite: none)

The purpose of this course is to give the student a basic understanding to the creative process of the actor as he approaches a scene from a script. The course starts with a study of some of the fundamentals of acting and script analysis. The theories learned in the first section are then applied to a number of solo and multiple person scenes presented in class. During the semester, there are at least two field trips to local professional theater productions in order to observe acting and production for class discussion and student enrichment.

(Full year course; meets part-time for .5 credit; juniors and seniors; no prerequisite)

The purpose of this course is to teach students the fundamentals of technical theater. The topics covered include the following: tool identification, use, and safety; reading and translation of blue prints; making simple flats, parallels, and stair units; lighting, its identification, use, and safety; sound, its identification, use, and safety. Student class projects will require some work in shop outside of class time. 

(Full year course; meets part-time for .5 credit; juniors and seniors; prerequisite: Introduction to Technical Theater or department approval)

In addition to the review of the concepts and skills taught in Introduction to Technical Theater, the student will study scenic painting, lighting design, sound design, fundamentals of scene design, i.e., script analysis, design problems, floor plans, rendering, and model making. Student class projects will require some work in shop outside of class time. 

(Semester course; freshmen (2nd semester only, after Performing Arts Survey), sophomores, juniors, and seniors; prerequisite: none)

Note: Students may take the course for half a unit of Fine Arts or PE credit. 

Dance I is an introductory course in dance focusing on performance as well as the social aspects of dance. Performance studies include beginning jazz, hip hop, and contemporary dance along with musical development, coordination and flexibility. Classes include complete full body warm-ups and various combinations. Dance I students perform in a Fine Arts Concert at the end of each semester. 

(Semester course; sophomores, juniors, and seniors; prerequisite: Dance I)          

Note: Students may take the course for half a unit of Fine Arts or PE credit. 

Dance II offers an intermediate level of study in performance as well as an introduction to choreography and the elements of dance structure. Performance studies include intermediate jazz, hip hop, cultural and contemporary dance. Dance II students perform in the Fine Arts Concert at the end of each semester. 

(Semester course; juniors and seniors; prerequisite: Dance II)

Note: Students may take the course for half a unit of Fine Arts or PE credit. 

Dance III offers a more advanced level of study in performance. Students will choreograph a piece of their own as part of the end of semester concert. Performance studies include more advanced jazz, hip hop, cultural and contemporary dance. Dance III students perform in the Fine Arts Concert at the end of each semester. 

(Semester course, meets two days a week; freshmen, sophomores, juniors, and seniors; prerequisite: none)

Note: Students may take the course for half a unit of Fine Arts credit or PE credit. 

Dance I is an introductory course in dance focusing on performance as well as the social aspects of dance. Performance studies include beginning jazz, musical theater, and hip hop dance along with musical development, coordination and flexibility. Classes include complete full body warm-ups and various combinations. After School Dance I students perform in a Fine Arts Concert at the end of each semester. Students may take this course more than once.

(Semester course, meets two days a week; sophomores, juniors, and seniors; prerequisite: Dance I or After School Dance I)

Note: Underclassmen may also test into After School Dance II. Students may take the course for half a unit of Fine Arts or PE credit. 

After School Dance II offers an intermediate level of study in performance as well as an introduction to choreography and the elements of dance structure. Performance studies include intermediate jazz, hip hop, cultural, musical theater, and contemporary dance. After School Dance II students perform in the Fine Arts Concert at the end of each semester.

(Semester course, meets two days a week; juniors and seniors; prerequisite: Dance II or After School Dance II)

Note: Students may take the course for half a unit of Fine Arts or PE credit. 

After School Dance III offers a more advanced level of study in performance. Students will choreograph a piece of their own as part of the end of semester concert. Performance studies include more advanced jazz, hip hop, cultural, musical theater and contemporary dance. After School Dance III students perform in the Fine Arts Concert at the end of each semester. 

(Semester course open to freshmen (2nd semester only, after Survey of Visual Art), sophomores, juniors and seniors)

The student learns the importance of composition and the use of the primary media (pencil, charcoal, pen and ink, brush and ink) and the elements of drawing (line, shape, composition, perspective, shading, etc.) through a variety of exercises and projects. The student works both from still life and imagination.

(Second semester course; sophomores, juniors and seniors; prerequisite: Drawing I)

This second semester course in drawing builds on the foundations taught in Drawing I. In addition to the basics as described above, there is the study of portraiture, figure drawing, and landscape drawing in color. This course is recommended for the student who wants to study drawing in depth and for anyone who plans to take additional art courses. 

(Semester course; juniors and seniors; no prerequisite)

This class will introduce students to clay as an artistic material. Focus will center on basic hand-building techniques, including pinch, coil, and slab, as well as surface design, finishing, and firing techniques. Elements of three-dimensional design will be introduced and applied. Students will explore both functional and sculptural ceramics as a way of further developing their visual language in a three-dimensional medium.  

(Semester course; juniors and seniors; prerequisite: Ceramics I)

In this course students will develop projects which expand, both technically and conceptually, on basic techniques already learned in Ceramics 1. Wheel-throwing will be introduced and students wishing to further develop skills using the wheel may devote the semester to that end. Students will receive an introduction to glaze chemistry and will learn to develop and mix their own glazes.

(Semester course; juniors and seniors; prerequisite: Ceramics I & II)

Students having taken Ceramics I and II will pursue more advanced methods of clay hand building and wheel-throwing techniques with greater attention to form, design, and finishes. More detailed technical information on clay, glazes, and kilns will be presented. Students will be expected to take initiative in developing project ideas and planning the process by which they will accomplish their goals. 

(Semester course; sophomores, juniors, and seniors; prerequisite: Drawing I or 2-D Design)

Students will learn the techniques of a variety of printmaking forms-relief, intaglio, collagraph, and monotype- to transfer original drawings and designs onto wood, plastic, metal, and linoleum templates. These templates are used to create multiple images by hand-printing. This course is project-based. Hand tools for carving, etching, and cutting are used as well as a large hand-cranked printmaking press. Though students work on independent projects, there is a collaborative nature to the course and to printing in general; students assist one another in the printing process and share the copies of work they produce.

(Semester course; sophomores, juniors, and seniors; prerequisite: Drawing 1 or 2-D Design)

In painting class students learn the different mediums, techniques, and styles of painting. They are introduced to different painting mediums from which they will choose one to learn in depth throughout the semester. They develop their technical skill by first working on monochromatic still life paintings as well as different color painting exercises. They then develop their senses of style, design, and subject by creating abstract, landscape, and portrait paintings. In addition to learning traditional painting techniques, mediums, and styles, students also learn about historic and contemporary painters and their work through reports and field trips.

(Semester course; sophomores, juniors, and seniors; prerequisite: none)

This course addresses the principles and elements of design, they are used as a foundation as well as for learning effective design techniques to design in an orderly plan. The computer along with traditional techniques will be taught, and advertising studied.  The student learns practical application through his work producing original and creative designs.

(Semester course; juniors and seniors; prerequisite: one semester of studio art beyond Freshman Survey of Art)

An introduction to the basic elements of three-dimensional design and structural problem solving such as order, balance, movement, proportion, and rhythm. Students will work with a range of materials including, but not limited to: plaster, clay, chipboard, aluminum and wire. Within the limits of the materials students can experiment with linear and spatial arrangements.

Arabic I is the first level of a four-year Arabic curriculum that is open to incoming freshmen. The course serves as an introduction to Modern Standard Arabic. The students will learn the Arabic alphabet to be able to read and write words and phrases in Arabic. Moreover, the course aims to teach basic conversational skills through developing functional proficiency in high-frequency vocabulary and phrases based on everyday themes. The students will also learn about the cultures and perspectives of Arabic speaking communities as Arabic is an official language in more than 22 countries and is spoken in more than 50 countries. Opportunities to participate in service projects or other programs involving the local Arabic-speaking community will be considered in the curriculum.   

Arabic II is the second-level course in Arabic. It aims to expand the students' proficiency skills through building up on what they learned in Level I. More complex structures and vocabulary will be taught to allow students to be more expressive of their thoughts on a growing number of everyday, real world themes and topics. More aspects of the Arab communities' cultures will be explored to allow the students to make meaningful comparisons between their culture and the Arab culture. Opportunities to go through virtual exchange experiences will be considered. The students will have online meaningful conversations with peers from institutional partners who belong to Arab countries where they practice and polish their linguistic skills and also learn more about the partners’ culture. 

The third-level course in Arabic continues to build upon the students' knowledge of the language. The course aims at developing the student's skills to be able to maintain longer conversations in Arabic as they will have the ability to add and ask about more details and also talk about more topics. They will also be able to write longer paragraphs using more complicated grammatical structures. As they will continue experiencing the virtual exchange conversations with peers from an Arab country, the students will have the opportunity to participate in a summer immersion study-abroad program where they will travel to an Arab country and participate in a partner institution program. 

Arabic IV is the final course in the four-year Arabic curriculum. The students will have the opportunities to master the skills they already learned and expand their conversational skills on the themes and topics. Authentic resources like newspapers, TV shows, and other media materials that are consumed by native speakers will be used more to enrich the learning experiences of the students. By the end of the course, the students should be able to use the language with ease when using the four linguistics skills of speaking, writing, reading, and listening. Moreover, at this point, the students will be in an advantageous position when they go to college if they decide to continue to study Arabic or something related to it and if they want to apply for any of the governmentally funded opportunities to study in an Arab country during college years. 

This course is an introduction to Mandarin Chinese, the official language of China. The emphasis will be on spoken Mandarin. Students will learn how to handle everyday situations, explain their life, family, interests, pastimes and more and they will also learn how to inquire about the same. Although oral communication will be our focus, learning to read and write simplified Chinese characters (and pinyin) will also be an important part of the class. Together we will explore many interesting aspects of Chinese culture and history. The textbook, Integrated Chinese level 1, introduces more than 280 words and phrases and 84 written characters. Appendices with Chinese-English and English-Chinese “Words and Expressions” contain pinyin, English, and traditional and simplified character listings for words learned in the text. This textbook is in simplified characters.

This is a continuation of Chinese 1 with a holistic approach to develop reading, writing, speaking, and listening skills of the Chinese language. This course seeks to provide students with the most commonly used Chinese characters and phrases, future understandings of Chinese grammar, and abilities to write short paragraphs. Students will advance the knowledge of Chinese culture and society. At the end of the year, students are expected to conduct basic daily communication in some real-life situations.

This is a continuation of Chinese 2. This course is intended to further develop the four communication skills: listening, speaking, reading, and writing. The emphasis will expand their conversational skills on most familiar topics. Rigorous practice of spoken and written Chinese will be conducted. The instruction will be conducted in Chinese. Text: integrated Chinese Level two. 

This is a continuation of Chinese III. The course is a preparation course for College Chinese classes. This course is continuously intended to develop the four communication skills: listening, speaking, reading, and writing. Typing Chinese will be greatly addressed. Students will also acquire more vocabulary and grammar patterns. Students will gain some basic knowledge of Chinese literature during the second semester. At the end of the year, students will be able to produce and present their own viewpoints of events by using Chinese language in both spoken and written forms. The instruction will be conducted in Chinese. Text: integrated Chinese Level two

This course is designed to introduce the student to the French language. Students will recognize and recall basic French vocabulary, briefly converse with another person in French and write simple sentences in French using proper grammar. Students will also be able to read short passages and answer questions about them. We will also discuss practices of francophone countries. Student assessments are based on the three modes of communication outlined by ACTFL (The American Council on the Teaching of Foreign Languages). Students will be able to communicate in the following categories: interpersonal, interpretive and presentational. The main topics explored in French 1 are Global Citizenship, Family, Celebrations, Contemporary Life and City Life. 

This course develops comprehension and conversational skills acquired in the first year through oral practice. Students will learn to discuss daily activities in French. Intensive vocabulary study will improve students’ reading and writing skills. Students will extend their knowledge of French culture and have ample opportunity for self-expression. Students will begin to communicate using more complex grammar structures. Student assessments are based on the three modes of communication outlined by ACTFL (The American Council on the Teaching of Foreign Languages). Students will be able to communicate in the following categories: interpersonal, interpretive and presentational. The main topics explored in French II are Heroism, Personal and Public Identities, Consumerism, Contemporary Life, Healthy Lifestyles, Vacations and Travel.

Level III in French continues to build vertically upon the work of previous years. Students will expand their French vocabulary with increased accuracy. More attention is given to deeper analysis and expansion of grammatical structures and developing increased proficiency in conversational and comprehension skills. Student assessments are based on the three modes of communication outlined by ACTFL (The American Council on the Teaching of Foreign Languages). Students will be able to communicate in the following categories: interpersonal, interpretive and presentational. The main topics explored in French III are Youth and Childhood, Defining Beauty, Sustenance and Culinary Experiences, Global Challenges and Environmental Issues. This course allows students the opportunity to concurrently enroll in St. Louis University through their 1818 Advanced College Credit Program. After completion of this course, there is an opportunity to participate in a three week summer immersion program in France with the high school Institution Notre Dame located in Chartres, France.

A major component of the Level IV French course is to refine French language skills and fluency learned from French IV through writing, speaking, listening and reading. A large emphasis will be put on authentic reading, audio and visual materials that begin to push students to describe and interpret complex ideas in French. In addition, students will be expected to converse in French during class and build better fluency by the end of the course. Student assessments are based on the three modes of communication outlined by ACTFL (The American Council on the Teaching of Foreign Languages). Students will be able to communicate in the following categories: interpersonal, interpretive and presentational. The main topics explored in French IV are Post-secondary Opportunities, Future Careers and Family Life, the Impact of Technology, Social Justice, Innovation, and the Exploration of Beauty and Aesthetics. This course allows students the opportunity to concurrently enroll in St. Louis University through their 1818 Advanced College Credit Program.

This elective earns half-credit for each semester, and is available as an independent study to students who entered SLUH in French II as Freshmen. This course is designed to familiarize students of French with numerous cultural aspects of the Francophone world: its histories, geographies, films, music, literatures and gastronomies. 

Level 1 of the Russian curriculum introduces students to the history and culture of Russia and teaches them the Cyrillic alphabet. Once they have learned the alphabet, they learn many everyday expressions and vocabulary items.  They learn to talk and write about themselves, their family, their school experience, and their city and to understand when others share similar information themselves. There is also a deeper, cultural component of exploring, comparing and contrasting all of these realities from a Russian perspective. During the year basic, foundational grammar concepts are gradually introduced, and  the structures students use become progressively more advanced and descriptive.

Level 2 of Russian builds on the work of the first year, reviewing many of the thematic areas of the first year, but continuously adds more complex structures and vocabulary to allow students to express their personal perspectives and realities more thoroughly and effectively. Students will discuss, write, and learn about their concepts of heroes and people they admire, consumerism and its effects on the world, healthy lifestyles, and travel opportunities. In all cases there will continue to be a focus on comparing their experiences with those in Russian culture. By the end of the second year students have covered all of the elementary concepts of Russian grammar and are beginning to explore more advanced structures.

Level 3 in Russian continues to build vertically upon the work of previous years. Major topics are childhood experiences, the concept of beauty in art and various other layers of society, the role of meals and its importance in a culture, and global environmental concerns. In each topic, there will be opportunities for students to express their own experiences as well as learn about how these ideas exist in other cultures, with special emphasis on Russian perspectives. More attention is given to deeper analysis and expansion of grammatical structures and developing increased proficiency in conversational and comprehension skills. Opportunities to interact with native speakers virtually are included, ideally preparing third year students for participation in our summer exchange with St. Petersburg Gimnaziya #209.

Level 4 of Russian continues the work of the third year, but at an increasingly complex level. Students do a great deal more reading and discussing of materials in Russian on the higher level topics of future plans and careers, the role of technology in our lives, social justice, and innovation and exploration. Many level 4 students will have participated in the previous year's exchange and have developed very advanced speaking skills. At the same time, final mastery of advanced grammar structures is a more explicit goal. The main goal is to refine what has been learned through interaction with native speakers into real functional fluency and measurable proficiency. 

The course involves two weeks of study at our partner school, St. Petersburg Gimnaziya #209. Students take three 45 minute classes each weekday, taught by faculty of the partner school.  The classes focus on helping students activate their knowledge of previously learned Russian and apply it to the real world they are living in during the course of the program. New topics and skills are also quickly acquired in this natural, immersion setting. Students stay with host families, participate in daily excursions to museums and other historic sites in St. Petersburg, and the course concludes with a three-day visit to Moscow. Students receive a quarter credit on their SLUH transcript, and a final, summative assessment and reflective course paper in Russian are required elements of the academic program.

Level 1 of the Spanish curriculum introduces students to some of the histories and cultures of Spanish speaking countries. Students learn many everyday expressions and vocabulary items. They learn to talk and write about themselves, their family, their school experience, and their city and to understand when others share similar information themselves. There is also a deeper, cultural component of exploring, comparing and contrasting all of these realities from a perspective different from their own. During the year basic, foundational grammar concepts are gradually introduced, and the structures students use become progressively more advanced and descriptive.. After completion of this course, there is an opportunity to study in Pamplona, Spain for two weeks in June.

Level 2 of Spanish builds on the work of the first year, reviewing many of the thematic areas of the first year, but continuously adds more complex structures and vocabulary to allow students to express their personal perspectives and realities more thoroughly and effectively. Students will discuss, write, and learn about their concepts of heroes and people they admire, consumerism and its effects on the world, healthy lifestyles, and travel opportunities. In all cases there will continue to be a focus on comparing their experiences with those in Spanish speaking cultures. By the end of the second year students have covered all of the elementary concepts of Spanish grammar and are beginning to explore more advanced structures. There is an opportunity to study in Bucaramanga, Colombia after completion of level 2. 

Level 3 in Spanish continues to build vertically upon the work of previous years. Major topics are childhood experiences, the concept of beauty in art and various other layers of society, the role of meals and its importance in a culture, and global environmental concerns. In each topic, there will be opportunities for students to express their own experiences as well as learn about how these ideas exist in other cultures, with special emphasis on Spanish speaking perspectives. More attention is given to deeper analysis and expansion of grammatical structures and developing increased proficiency in conversational and comprehension skills. Opportunities to interact with native speakers virtually are included. An immersion opportunity in Santiago, Chile is available during the summer after completion of this course. 

This course is one of two options for students who complete Spanish 3. Spanish 4 continues the work of the third year, but at an increasingly complex level. Students do a great deal more reading and discussing of materials in Spanish on the higher level topics of future plans and careers, the role of technology in our lives, social justice, and innovation and exploration. Final mastery of advanced grammar structures is a more explicit goal as well as refining what has been learned through interaction with native speakers into real functional fluency and measurable proficiency. By the end of the course, the students should be able to use the language with ease when using the four linguistics skills of speaking, writing, reading, and listening. Moreover, at this point, the students will be in an advantageous position when they go to college if they decide to continue studying Spanish. 

This course is one of two options for juniors who have completed Spanish 3, though it is also available to juniors who have completed level 4. It is designed for, but no limited to, students interested in taking the AP Spanish exam. Departmental permission is needed to join. Throughout the year students will explore the six AP themes (Families and Communities, Science and Technology, Beauty and Aesthetics, Contemporary Life, World Challenges, and Private and Public Identities). Students are expected to communicate in Spanish at all times. As they learn more about the histories and cultures of a variety of Spanish-speaking countries they will increase their fluency in all language skills as well as refine their cultural competency skills. By the end of the course, students should be able to express themselves with confidence in speaking and writing as well as understanding a wide selection of authentic audios and texts. Furthermore, they will be in an advantageous position if they decide to pursue a Spanish minor in college.

(Senior elective; one semester course; prerequisites: Biology, Chemistry and Physics.) 

The course focuses on modern fundamentals of genetics with an emphasis on human traits to understand concepts. The course will concentrate mainly on the inheritance of genetic traits as it applies to humans and genetic disorders. New advances in genetics including: genetic engineering, PCR, DNA profiling, genomics and the genetics of cancer will also be points of emphasis. Modern genetic laboratory activities are a significant part of the course. In addition to learning how the technology works through laboratory experience and discussion, the ethical issues associated with these technologies and the social ramifications will be explored.

The Human Anatomy and Physiology I course includes an in depth study of structure and function of the human body. The anatomy and physiological functions of the body’s tissues, integumentary, skeletal, muscular, and the fundamental concepts of neurophysiology will be studied comprehensively.  Laboratory exercises include a histology lab, Skeletal structure and function, muscle physiology, and neurophysiology labs. Dissections of the related rat systems are also part of the course activities. Note: for Dual Credit with UMSL students need to take both Anatomy and Physiology I and II. 

The Human Anatomy and Physiology II course includes an in depth study of structure and function of the human body. The anatomy and physiological functions of the body’s nervous system, sensory organs, respiratory, circulatory, digestive and urinary systems will be studied comprehensively.  The anatomy and physiology of each system are discussed in depth. Laboratory exercises include sheep brain and sheep eye dissection, senses lab, respiratory and circulatory physiology labs.  Dissection of the fetal pig, as well as human cadaver dissection at the SLU - AIMS facility are part of the course activities, as well as a visit/presentation from The Washington University Neurophysiology Department. Note: for Dual Credit with UMSL students need to take both Anatomy and Physiology I and II. 

(Senior elective; two-semester course)

AP Biology is the equivalent of a first-year college introductory biology course. The major topics include ecology, biochemistry, cell biology, Mendelian and molecular genetics, evolution, taxonomy, and vertebrate body systems (with special emphasis on the nervous, endocrine, and immune systems). Laboratory work is a major part of the course as all College Board recommended labs/investigations will be done. Students are to meet during Activity Periods on lab days unless otherwise instructed. This course has a summer study component/reading. The prerequisites include completion of Biology, Chemistry, and Physics courses with grades of B+ (or better) and approval from the AP Teacher. Dual credit offered through UMSL.

(Senior elective; two-semester course)

AP Chemistry is the equivalent of an introductory college chemistry course whose design will prepare students for the AP test in the spring.  It is a deeper follow-up to concepts covered in the regular or accelerated sophomore class with a goal of enabling AP students to apply their knowledge through collaborative inquiry labs. The laboratory will place an emphasis on student-designed experiments appropriate to the first year college Chemistry course.  This course has a summer study component of basic concepts.  The prerequisites include completion of a Physics and Chemistry course with grades of B+ (or better) and approval from the AP Teacher. 

(Senior elective; two-semester course)

The goal of the AP Environmental Science course is to provide students with the ability to: 1) better understand and appreciate the interrelationships of the natural world; 2) identify and analyze environmental problems (natural and man-made) and their associated risks; and 3) examine various solutions for resolving and preventing these problems.

The following themes will be addressed: environmental quality and pollution, human population dynamics, renewable and nonrenewable resources, biogeochemical cycles and forces, and global changes and their consequences. The social ramifications and ethical issues associated with these topics will be also be explored in light of Catholic social teaching. The two-semester course features a strong laboratory and field investigation component. 

(Senior elective; two-semester course)

AP Physics 2 is the equivalent of a second-semester college course in algebra-based physics, but it is taught over a full academic year to enable students to develop deep understanding of the content and to apply their knowledge through inquiry labs. The full year also allows time for inclusion of content that is outside of the AP curriculum. The course covers fluid mechanics, thermodynamics, electricity, magnetism, optics, and nuclear physics.  Prerequisites include completion of either Physics course and either Chemistry course with grades of B+ or better and approval from the AP Teacher.

(Senior elective; one-semester course)

This course is for all who have ever wondered about the mysteries of the universe. Students will learn the nuts and bolts of our immediate and extended neighborhoods and will study physical phenomena like gravity and electromagnetic radiation that enable us to collect information and offer explanations for what we see going on out there. Topics will include stellar and galactic evolution, black holes, dark matter, white dwarfs and current theories on the history and scope of our universe. 

(Senior/Junior elective; one-semester course) 

This course is designed to address 2 significant issues facing our world today: the shift to renewable energy and global climate change. There is an emphasis on hands-on learning and project work. This would include such projects as investigations into electricity and magnetism, wind energy, solar energy, the manufacture of biodiesel, and weather and climate. As part of the weather and climate unit students participate in an ongoing longitudinal study of climate through a series of biannual weather balloon launches.  Prerequisites are completion of a biology and chemistry course.

(Senior/Junior elective; one-semester course) 

Foundations of Engineering (FOE) is a high school-level survey course of science, technology, engineering, and math. The course exposes students to some of the major concepts that they will encounter in a post secondary engineering course of study. FOE gives students the opportunity to continually hone their interpersonal skills, creative abilities, and problem solving skills based upon engineering concepts. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education.

Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges, with an emphasis on prototyping. Challenges will focus on robotics, rocketry, and bridge building.  Students will learn how to document their work and communicate their solutions to their peers.

Students will be introduced to the many resources of the Innovation Lab and the impact these resources have on creativity, critical thinking, and problem solving. Finally, students will examine the role of failure, reflection, and iteration as key principles in design thinking.

This course will focus on answering the question, “How do we live out our Christian Identity as a community?” We will gain insights about the documents and people that guide the work of the Church. Since seniors will be returning from their Senior Service Projects, this course will also try to build on that experience by studying ministry within the St. Louis Archdiocese.

The human search for meaning is reflected in every academic discipline. Ignatius claimed that God should be sought "in all things." This course will take an interdisciplinary approach to several important spiritual and philosophical topics: patterns in the human relationship with the natural world, differences between Eastern and Western classical cultures, the role of music in shaping cultural and spiritual values and the challenges facing people of faith in a postmodern age. The arts will be our particular focus throughout. Students will be exposed to painting, sculpture, architecture, and music from a wide variety of social, cultural and historical contexts. We'll also approach our topics from the perspective of mathematics, science, history and literature. Some assignments will involve writing and research, others creative work in a particular medium.

This course will follow the Spiritual Exercises of St. Ignatius of Loyola. The students will pray the meditations of the Spiritual Exercises during class, journal in the evenings, and engage in discussion of supplementary readings that support the prayers. Throughout this process, students will learn how to meditate, how to contemplate, and how to apply St. Ignatius' Rules for the Discernment of Spirits to the movements in their own souls. It is hoped that they will receive the graces of the Spiritual Exercises, which can be summarized as: a) ridding oneself of inordinate attachments; b) coming to intimately know Jesus, to love Him more fully, and to follow Him more closely; c) finding God's will in the disposition of one's life.

The arts in general, and music in particular, can be both a text of theology and a text for theology. The story of Christ and subsequently Christianity, its beliefs, traditions, and culture has been communicated through music throughout history.  Music, therefore, can be studied as a way to deepen one’s knowledge of the Christian story.  It can also be experienced as a kind of “moment of revelation” of the divine, and therefore can be studied with theological tools to discover the truth and meaning it conveys.

This course is designed to explore this complex relationship between music and Christian theology in both senses. In studying music as a text of theology, it is a course that delves into Christian culture, Christian anthropology and history, liturgical theology and history, scripture, and doctrine. In studying music as a text for theology, it is a course that asks students to use the tools of theological reflection to analyze the spiritual-theological “content” of works of music. 

What great truths, stories and rituals lie at the heart of some of the world's great religions? What experience of the divine does each tradition offer to the faithful? What vision of the human person is presented? What great, common truths do these religions share and on what crucial issues do they differ? How can our dialogue with these faiths enrich our appreciation of our own Christian and Catholic faith? In this course, students will explore Native and Aboriginal religions, Buddhism, Hinduism, Confucianism, Taoism, Islam, and Judaism. We cannot hope to do more than scratch the surface of the vast worlds each tradition represents, but we can hope to catch glimpses of the wisdom and beauty of each. At the end of the course we will return to Christianity and Catholicism, hoping to appreciate them at a deeper level for having considered the others. As a part of the course, students will visit a Hindu Temple and a Mosque.