Advanced Topics allows students to develop an appreciation and understanding of the complexity and diversity of Mandarin-speaking countries and communities through Chinese cinema. Through a combination of film screenings, lectures, and discussions, students will learn how to interpret and analyze Chinese films in the context of their cultural background. Additionally, students will explore how Chinese cinema has been used to represent and comment on elements of Chinese culture and society, such as gender roles and family relationships. The course will also explore how Chinese cinema has been used to critique and challenge government policies and how it has provided a platform for directors to express their individual visions and values. Prominent directors such as Ang LEE, HOU Hsiao-Hsien, Edward YANG, JIA Zhangke, ZHANG Yimou, John WOO, Stanley KWAN, and FEI Mu will be introduced.

Mandarin will be the primary language of instruction. Topics may include bi/multilingual and bi/multicultural presentations in cinema, culture appropriation, reminiscence of diversity in history, social structure and values, etc. In addition to class discussions, journaling, and reflection, students will research and present projects using the medium of their choice on related topics to demonstrate their understanding. This is a student-centered, project-based learning course.

This honors-level French course invites students to explore the hidden, marginalized, and often unheard voices shaping the Francophone world today. Taught entirely in French, the course moves beyond commonly taught perspectives to focus on contemporary realities—through culture, language, social movements, art, and current events that rarely receive sustained attention in traditional curricula.

Students will investigate how present-day events, social debates, and cultural shifts influence French-speaking societies across the globe. From emerging artistic movements and evolving language practices to unspoken social issues and political tensions, students engage critically with authentic sources such as articles, podcasts, videos, and visual media. Emphasis is placed on questioning dominant narratives and understanding whose voices are amplified—and whose are silenced.

Learning is project-based and discussion-driven. Through independent and collaborative research, spontaneous oral exchanges, and creative presentations, students develop advanced communicative skills while learning to express nuanced and complex ideas in French with confidence.

Designed for Intermediate High learners, this course is ideal for students who are curious, open-minded, and eager to engage critically with the contemporary Francophone world while strengthening their linguistic accuracy, fluency, and cultural awareness.

Prerequisites: Completion of French 4 or equivalent, and permission of the Department.

The purpose of this course is to expose students to more authentic and unabridged Latin literature. Each year, the readings follow the interests of the students in the class. In recent history we have read works by Horace, Seneca, Ovid, Vergil, Caesar, Plautus, Cicero, Catullus, Pliny the Younger, and Livy. Through the literature, we will examine the history and culture of the Romans. Additionally, we often take up the challenge of composing basic stories of our own in Latin!

This course is a prerequisite for the thematic AT Latin course, unless otherwise approved by a Latin teacher.

The purpose of this course is to expose students to pure, authentic, unabridged Latin literature. Each year, the readings revolve around a certain theme or literary genre dictated by the interests of the students in the class. Possible course themes may include (but are not limited to): satire; epistolography (letters); epic poetry; historiography; elegiac (love) poetry; rhetoric; the female perspective; oral (spoken) Latin. Additionally, we often take up the challenge of memorizing and reciting passages of authentic Latin (in both poetry and prose) and composing Latin elegiac couplets in the style of Ovid!

Students will work with the instructor to determine the topic and focus of the course. 

Topics vary from year to year, so the course may be taken more than once.

This advanced course explores the Spanish-speaking world through the lens of documentary film. Students engage with authentic documentaries from diverse regions to examine pressing cultural, social, and global issues while strengthening their ability to communicate accurately and effectively in Spanish.

Through close viewing, discussion, and analysis, students will explore themes such as the environment, sports and identity, globalization, poverty, hopes and dreams, war and peace, and human rights. The course emphasizes interpretive, interpersonal, and presentational communication, encouraging students to express complex ideas, defend opinions, and reflect critically on real-world issues.

Instruction prioritizes meaningful language use and advanced structures in both spoken and written Spanish. By the end of the course, students will have developed greater linguistic precision, cultural awareness, and confidence in using Spanish as a tool to understand and engage with the world.

French 1 assumes limited or no prior experience with the language. Students will acquire the speaking, writing, and listening skills to be able to understand and use in informal scenarios using common expressions and basic phrases. The course is conducted primarily in the target language and often incorporates authentic materials. At the end of the course, students will be able to talk about familiar scenarios in basic detail:

• Introduce self and others
• Create questions about self and about others in the present tense on varying topics
• Describe self, others, activities
• Express actions, activities and events in the present tense
• Discuss own likes, dislikes as well as those of other people
• Create informal, interpersonal conversations that are culturally appropriate
• Use and understand appropriate vocabulary for informal settings

French 2 assumes control of vocabulary and shows no significant, fossilized errors in Novice level material. Students will continue to develop the topics of Level 1, working to enhance acquisition of speaking, writing and listening skills necessary to understand spoken and written material in the target language. The course is conducted primarily in the target language. At the end of the course, students will be able to talk about familiar scenarios in increasing detail:

• Express needs
• Express feelings and reactions to less tangible situations.
• Express and understand less concrete ideas.
• Deal with most situations likely encountered while traveling.
• Describe events, experiences, dreams, hopes, and ambitions.
• Talk about family, school, and social settings.
• Demonstrate understanding of culturally appropriate behavior.
• Give brief explanations for opinions and plans.

French 3 assumes control of vocabulary and grammar structures learned in previous levels. The class is designed to strengthen the grammar skills students have acquired, to introduce new advanced grammar, and to lay down the foundation for the interpersonal, interpretative, and presentational skills needed to succeed in advanced language classes. Students continue to use authentic materials such as newspaper articles, documentaries, movies, music, etc. The class is conducted primarily in the target language. At the end of the course, students will be able to write, to speak, and to orally comprehend familiar (formal and informal) scenarios in great detail and will be able to understand the main ideas in complex texts on concrete and abstract topics:

• Express themselves in both written and oral communication
• Demonstrate understanding of spoken and written material in the target language beyond textual comprehension.
• Connect their own knowledge about the world with the material that is presented to them.
• Develop critical thinking skills, cultural competency, and understanding of the language from a native speaker’s viewpoint.
• Interact with a degree of spontaneity that makes regular interaction with native speakers possible without strain for either party.
• Produce clear, detailed text on a wide range of subjects and explain viewpoint on a topical issue giving advantages and disadvantages of various opinions.

French 4 assumes control of vocabulary and grammar structures learned in previous levels. The class is designed to strengthen the grammar skills students have acquired, to introduce new advanced grammar, and to lay down the foundation for the interpersonal, interpretative, and presentational skills needed to succeed in advanced language classes. Students continue to use authentic materials such as newspaper articles, documentaries, movies, music, etc. The class is fully conducted in the target language. At the end of the course, students will be able to speak, to write and to orally comprehend familiar (formal and informal) scenarios in great detail and will be able to understand the main ideas in complex texts on concrete and abstract topics:

• Express themselves in both written and oral communication
• Demonstrate understanding of spoken and written material in the target language beyond textual comprehension.
• Connect their own knowledge about the world with the material that is presented to them.
• Develop critical thinking skills, cultural competency, and understanding of the language from a native speaker’s viewpoint.
  Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible without strain for either party.
• Produce clear, detailed text on a wide range of subjects and explain viewpoints on a topical issue giving advantages and disadvantages of various opinions.

NOTE: French 4 requires an independent learner who is ready to explore new language topics more quickly, to begin using these more advanced concepts in real-life situations, with a strong control of concepts learned in levels 1, 2, and 3, and few or no errors in expression.

Note: This course has an honors option.

Prerequisite: Completion of French 3 or equivalent and permission of the Department.

Heritage Spanish 3 is a course specifically designed for heritage speakers. A Spanish heritage speaker is someone who grew up speaking Spanish at home with family that has cultural and ancestral ties to a Spanish-speaking country, but lives in an English-dominant community. This makes them stronger in spoken language, but have a need to better develop their reading, writing, and formal grammar skills. This immersive class focuses on enhancing students’ abilities in reading, writing, speaking, and listening skills, while also fostering a sense of identity and cultural competency. The course emphasizes the exploration of the rich cultural diversity within the Spanish-speaking world, encouraging students to delve into their own heritage and the broader Hispanic cultures. The use of literature, music, videos, and cultural immersion activities, will ensure a comprehensive and enriching learning experience designed to empower heritage learners with a stronger connection to their language and cultural roots.

Latin I introduces students to the world of the ancient Romans by studying the Latin language, culture, history, and, of course, the myths. As students learn new Latin vocabulary, they are encouraged to deepen their understanding of the words by learning English derivatives; this further enriches their own personal English vocabulary as well. Students learn to read Latin following the tales of Sabina through the Suburani textbook series; this series is unique in that it focuses on the underrepresented groups in the Roman Empire and truly allows students to get a picture of daily life in ancient Rome. Additionally, we sometimes speak Latin in order to enhance our understanding of the language itself. The goal of this course is to build a foundation which will allow students to read authentic Latin literature in the advanced levels.

Latin II continues the study of Latin grammar, history, culture, mythology and English derivatives; some topics of cultural interest may include life in Pompeii and Greece, gladiatorial games, and weddings. This course continues to follow the adventures of Sabina through the Suburani textbook series; this series is unique in that it focuses on the underrepresented groups in the Roman Empire and truly allows students to get a picture of daily life in ancient Rome. Latin is spoken in class on occasion in order to deepen students’ understanding of the language itself. Students will continue to build a foundation which will allow students to read authentic Latin literature in the advanced levels. 

Latin 3 picks up where Latin 2 leaves off, covering the foundational elements of Latin grammar & syntax in order to strengthen students’ understanding and prepare them to read authentic Latin literature. The course is further enriched by continuing to examine culture, mythology, history and the influence of Latin on English; for at least a portion of the course, we continue to follow Sabina through the Suburani textbook series. Furthermore, students have more opportunities to explore Classical areas of interest such as art, architecture, progress and problems in the time of the Roman Empire

Note: This class has an honors option

This course offers students a chance to reinforce skills and concepts learned in the earlier levels of Latin while they are being introduced to some primary source Latin. Students will also take a detailed look at Roman civilization and its influence on modern life. There will be ample opportunity to read adapted and authentic Latin from a variety of authors in both prose and poetry; students get some choice in which authors we read.

Mandarin 1 is an introduction to the language and cultures of Mandarin-speaking countries and communities. Basic speaking, listening, reading, and writing of Mandarin will be introduced and practiced within a cultural framework. Mandarin will be the primary language of instruction at the end of the year. Emphasis will be on language as an expression of culture and a medium of communication. Conversation practice in the target language will be part of the regular instruction to reinforce pronunciation, grammar, and syntax. At the end of the course, the student will be able to:

• Recognize the patterns and connections between language, thought patterns, and culture.
• Formulate questions and answers about simple everyday situations based on the learned materials.
• Demonstrate the ability to communicate in Mandarin using listening, speaking, reading, and writing skills in the Novice-Mid level of the ACTFL student performance descriptors.
• Be aware of the historical and cultural developments in the different Mandarin-speaking countries and communities
• Engage in critical analysis and comparison of the student’s own values and cultural assumptions with those of Mandarin-speaking countries and communities.

Mandarin 2 is for students with three years of previous study in middle school. This may also be the appropriate class for a student who has some previous study in weekend Chinese school. On the placement test, we look for sufficient mastery of pinyin dictation, pronunciation and tones, novice-level vocabulary and expressions taught in Mandarin 1, word order with time and location, alternative questions, measure words, and the ability to compose a handwritten paragraph, minimum of 120 characters in topics such as self-introduction, hobbies and making appointments. Students also need to be able to communicate orally in the Novice-Mid level of the ACTFL student performance descriptors. This class and all subsequent levels are conducted mostly in Mandarin. At the end of the course, the student will be able to:

• Start to recognize, construct, and formulate intermediate-level functions of the Mandarin language.
• Demonstrate the ability to communicate in Mandarin using expanded listening, speaking, reading, and writing skills in the Novice-High level of the ACTFL level of the ACTFL student performance descriptors.
• Increase the use of complex vocabulary and guess strategies for unknown vocabulary and structure.
• Identify the cultural assumptions revealed by language (examples: greetings, complements)
• Engage in critical analysis and comparison of the student’s own values and cultural assumptions with those of Mandarin-speaking countries and communities.
• Examine the traditions and social practices in different settings and geographical regions of the Mandarin-speaking people.

Mandarin 3 is for students who have completed Mandarin 2 and for exceptionally strong students with three years of previous study in middle school. This may also be the appropriate class for students who has some previous study in weekend Chines school. On the placement test, we look for sufficient mastery of pinyin dictation, pronunciation and tones, beginning intermediate vocabulary and expressions taught in Mandarin 1 and 2, and the ability to compose short paragraphs: a minimum of 250 characters handwritten essay on topics such as school, shopping, and transportation. Students also need to be able to communicate orally at the emerging Intermediate-Low level of the ACTFL student performance descriptors. This class and all subsequent levels are conducted mostly in Mandarin. At the end of the course, the student will be able to:

• Recognize, construct, and formulate questions and answers about more complex everyday situations.
• Demonstrate the ability to communicate in Mandarin using expanded listening, speaking, reading, and writing skills in the Intermediate-Low level of the ACTFL student performance descriptors.
• Increase the use of complex vocabulary and guess strategies for unknown vocabulary and structure.
• Identify the importance of cultural and social assumptions revealed in the language (examples: greetings, complements, direction, and flow of descriptions)
• Identify the cultural, traditional, ethical, and contemporary values of the Mandarin-speaking countries and communities
• Explore the student’s own values, cultural and social assumptions and contrast them with the traditional and contemporary values of Mandarin-speaking countries

Mandarin 4 is for students who have completed Mandarin 3. Students entering this level must demonstrate adequate proficiency in intermediate vocabulary words, expressions, and grammar. Students at this level receive intensive review and practice of intermediate-level grammar and language functions. Students are expected to be able to communicate at the Intermediate-Mid level of the ACTFL student performance descriptors by the end of the year. This class and all subsequent levels are conducted mostly in Mandarin. At the end of the course, the student will also be able to:

• Identify the importance of cultural and social assumptions revealed in the language (examples: greetings, compliments, direction, the flow of descriptions, and logic of reasoning.)
• Draw out main ideas and locate critical linguistic elements such as grammatical patterns in texts.
• Narrate, describe, compare, and handle simple situations or transactions such as making a flight reservation and ticketing.

Prerequisite: Completion of Mandarin 3 or equivalent, and permission of the Department.

Mandarin 5 is a continuation of Mandarin 4. We will read and discuss texts dealing with geography, history, literature, social and cultural practices of the Chinese-speaking world. We will review the linguistic functions and grammatical structures of intermediate Chinese. Speaking, listening, reading, and writing Mandarin will be introduced and practiced within a cultural framework. Mandarin will be the primary language of instruction. Emphasis will be on language as an expression of culture and a medium of communication. Students will develop reading, listening, speaking, and writing skills at the Low Advanced level. Conversation in the target language will be part of the regular instruction to reinforce pronunciation, grammar, and syntax. At the end of the course, the student will also be able to:

• Demonstrate the ability to communicate with control of linguistic functions and the grammatical structure of Mandarin at Low Advanced level in listening, speaking, reading, and writing.
• Distinguish, identify, and appraise the linguistic features of Mandarin-speaking countries and communities.
• Use 75% to 90% of the target language to examine, discuss, and analyze the historical, cultural, social, and economic developments in the different Mandarin-speaking countries and communities.
• Engage in critical analysis and comparison of the student’s own values and cultural assumptions with those of Mandarin-speaking countries and communities.

Note: This course has an honors option. Prerequisite for honors option: A- or higher in Mandarin 4 and teacher’s approval.

Prerequisite: Completion of Mandarin 4 or equivalent, and permission of the Department.

Spanish 1 is designed for students with little to no prior experience with the language. It also serves as a foundational course for those who need additional reinforcement in essential Spanish skills. Students will acquire speaking, writing, and listening skills to be able to understand and use in informal scenarios using common expressions and basic phrases. The course is conducted primarily in the target language and often incorporates authentic materials. At the end of the course, students will be able to talk about familiar scenarios in basic detail:

• Introduce self and others
• Create questions about self and about others in the present tense on varying topics
• Describe self, others, activities
• Express actions, activities and events in the present tense
• Discuss own likes, dislikes as well as those of other people
• Create informal, interpersonal conversations that are culturally appropriate
• Use and understand appropriate vocabulary for informal setting

Spanish 2 assumes some control of introductory vocabulary and shows no significant, fossilized errors in Novice level material. Students will continue to develop the topics of Level 1, working to enhance acquisition of speaking, writing and reading and listening skills necessary to understand spoken and written material in the target language. The course is conducted primarily in the target language. At the end of the course, students will be able to talk about familiar scenarios in increasing detail:

• Making plans, planning milestone events (parties of all types, etc.)
• Creating timelines of tasks and responsibilities and obligations
• Providing detailed descriptions of people, places, things and events
• Using infinitive phrases to share wants, needs, hopes
• Continued enhancement of expressing likes, dislikes in the present and past
• Making requests of others
• Interacting with heritage speakers, particularly in stores, at cultural events, in restaurants, in the street, in a family setting, with strangers
• Narration of events and sharing short anecdotes in the present and past
• Interact with others with greater spontaneity on a variety of topics and occasions
• Sharing daily routines, family habits and customs present and past

Spanish 3 assumes control of vocabulary and grammar structures learned in previous levels. The class is designed to strengthen the grammar skills students have acquired, to introduce new, more advanced grammar, and to lay down the foundation for the interpersonal, interpretative, and presentational skills needed to succeed in more advanced language classes. Students continue to use authentic materials such as newspaper articles, documentaries, movies, music, etc. The class is fully conducted primarily in the target language. At the end of the course, students will be able to write, to speak, to read and to orally comprehend familiar (formal and informal) scenarios in great detail and will be able to understand the main ideas in texts on both concrete and abstract topics:

• Express themselves in both written and oral communication
• Demonstrate understanding of spoken and written material in the target language beyond textual comprehension.
• Connect their own knowledge about the world with the material that is presented to them.
• Develop critical thinking skills, cultural competency, and understanding of the language from a native speaker’s viewpoint.
• Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible without strain for either party.
• Produce clear, detailed text on a wide range of subjects and explain viewpoints on a topical issue giving advantages and disadvantages of various opinions.

Spanish 4 assumes control of vocabulary and grammar structures learned in previous levels. The class is designed to strengthen the grammar skills students have acquired, to introduce new advanced grammar, and to lay down the foundation for the interpersonal, interpretative, and presentational skills needed to succeed in advanced language classes. Students continue to use authentic materials such as newspaper articles, documentaries, movies, music, etc. The class is primarily conducted in the target language. At the end of the course, students will be able to write, to speak, and to orally comprehend familiar (formal and informal) scenarios in great detail and will be able to understand the main ideas in complex texts on concrete and abstract topics:

• Express themselves in both written and oral communication.
• Demonstrate understanding of spoken and written material in the target language beyond textual comprehension.
• Connect their own knowledge about the world with the material that is presented to them.
• Develop critical thinking skills, cultural competency, and understanding of the language from a native speaker’s viewpoint.
• Interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible without strain for either party.
• Produce clear, detailed text on a wide range of subjects and explain viewpoints on a topical issue giving advantages and disadvantages of various opinions.

Note: This course has an honors option. Prerequisite for honors option: A- or higher in Spanish 3 and teacher’s approval.

Note: Spanish 4 requires an independent learner who is ready to explore new language topics more quickly, to begin using these more advanced concepts in real-life situations, with a strong control of concepts learned in levels 1, 2, and 3, and few or no errors in expression.

Prerequisite: Completion of Spanish 3 or equivalent and permission of the Department.