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KENT DENVER SCHOOL2020–21 Curriculum Guide
• NEW ENGLISH SEMESTER SEMINARS
• NEW TRI-LEVEL MATHEMATICS SEQUENCE FOR STUDENT SUCCESS
• SPRING SEMESTER OF MARINE SCIENCE
• OFFICE OF INNOVATION: INSTITUTE, GENERAL AND PARTNER
ELECTIVES
• THE KENT DENVER INNOVATION SCHOLARS PROGRAM
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Page 2 KENT DENVER TEACHERS
Kent Denver Faculty 2020–2021Head of SchoolRand Harrington,
B.S., B.S., M.S., Ph.D.
Director of Upper SchoolEric Chandler, B.A., Ph.D.
Director of Middle School Carrie Green, B.A., M.A.
ArtsSarah Mitchell, B.A., M.A. (chair)Justin Adams, B.A.,
M.M.Corky Dean, B.F.A., M.A.Pete Ellis, A.B., A.B., M.S.Jon
Fortmiller, B.A.Carrie Green, B.A., M.A.Margaret NeJame, B.F.A.Lee
Lee Newcomb, B.A.Tommy Nolan, B.A., B.A.Kali Paguirigan, B.M.,
M.F.A.Taylor Pringle, B.A., M.F.A.Zakk Wooten, B.M.E.
AthleticsJeffrey Hollway, B.A., M.A. (director)Chris DeAntoni,
B.A., CF-L2, USAW-L1Richard Judd, B.A., M.S.M.Stephanie Kyser,
B.A., M.S.Emma MacLeod, B.A.Jack Pearman, B.A.
College CounselingJessica Raab, B.A., B.A., M.A. (director)Slade
Burns, B.A. Matt Doyle, B.A.
EnglishLoni DesJardin, B.Ed., M.Ed. (chair)Danny Barocas, B.A.,
M.A.Logan Brown, B.A., M.A.Eric Chandler, B.A., Ph.D.Katherine
Crowley, B.A., M.A.Apryl Doyle, B.A., B.A.Andrew Dranginis, B.A.,
M.A.T. Christina Fakharzadeh, B.A., M.A.Whitney Gaines, B.A.,
M.F.A.Annie Hansen, B.A., M.A., M.F.A. Aniele Hawkins, B.S.,
M.S.John Jessup, B.A.Sydney Lang, B.S.Nick Lefferts, B.A., M.A.
Anne Moyer, B.A., M.A.Todd Schayes, B.S., M.A. Casey Selover, B.A.,
M.A.Eddie Young, B.A., M.A.
History & Social ScienceGinna Halverson, B.A., M.A.
(chair)Wes Ballantyne, B.A., M.A. Lee Barrow, B.A., M.A.
Student Life cont.Sarah Stanford, B.A., M.Ed., M.Ed.Shreka
Thomas, B.A., B.S., RN
World LanguagesEric Dawson, B.A., B.A., M.A. (chair)Sam
Baumgarten, B.A. Matt Bentley, B.A., M.A., Ph.D. Allison Cain,
B.A., M.Ed., M.A. Andrea Caulfield, B.A., M.A. Annick Chen, B.A.,
M.A. Luis Gimenez, B.A., M.A.Piedad Rodriguez, B.A., M.A., M.A.
Holly Smiekel, B.Ed.Maud Sullivan, L.d’A., M.A. Virginia Tuma,
B.A., M.A., Ph.D.Binbin Wei, B.A., B.A., M.A.Chamby Zepeda, B.A.,
M.A.
FellowsDavid Andrews, B.A. (6th grade)Bill McDonald, B.S.
(speech)Kate Miller, B.A. (6th grade)Connor Mulvihill, B.A.
(athletics)
Office of InnovationMichael Ehrenfried, B.S.E., M.A., M.A.
(CINO)Chris Smith, B.A.
HUNT FAMILY INSTITUTE FOR ENTREPRENEURIAL EDUCATIONDemetrius
Daltirus, B.S.
ROLLINS INSTITUTE FOR TECHNOLOGY AND DESIGNAlex Clement,
B.A.Alainey Hellman, B.A. Katherine Schneider, B.S., M.A.
(resident)
WALKER INSTITUTE FOR WELLNESSPriscilla Scobie, B.A.
(director)
INNOVATION SCHOLARS PROGRAM LEAD MENTORSJeff Caulfield, B.S.,
Ph.D. (experimental research)Alex Clement, B.A.
(technology)Demetrius Daltirus, B.S. (entrepreneurship)Alainey
Hellman, B.A. (robotics)Kirsten Landry, B.A., B.S., M.S.
(experimental research)Chris Smith, B.A. (design)
History & Social Science cont.Mike Bausch, B.A., M.A. Lucas
Carmichael, B.A., Ph.D.James Covi, B.A., B.A., M.A.Katherine
Crowley, B.A., M.A. Christina Fakharzadeh, B.A., M.A.Melanie Haas,
B.A, M.A.Ian Hopkins, B.A., M.A. Phil Klein, B.A., MBAChris
Michaud, B.A., M.A. Jason Mundy, B.A., M.A.L.S.Lucas Richardson,
B.A., M.A.Todd Schayes, B.S., M.A.Maggie Sullivan, B.A., M.A.Jerry
Walker, B.A., M.S.
MathematicsRuth Miller, B.A., M.Ed. (chair)Leah Anderson,
B.S.Cheryl Askay, B.S., M.S.Laurie Chandler, B.S.Bruce Collamore,
B.S., B.S.Nicole Dubler, B.S., M.A.Pete Ellis, A.B., A.B., M.S.Kim
Gatti, B.A., M.A.Whitney McMurtry, B.A., M.S. Allison Schreuder,
B.A. Arty Smith, B.A., M.S.T.Anne Sterry, B.S., M.Ed.Marty Wittmer,
B.A., M.A.
ScienceJeff Caulfield, B.S., Ph.D. (chair)Emily Danitz, B.S.,
M.Ed.Deanna Detmer, B.S., M.Ed. Evan Gaffney, B.S. Kristy Garfoot,
B.H.S. Ryan Gray, B.A., B.S., M.A., M.S.Rand Harrington, B.S.,
B.S., M.S., Ph.D. Kirsten Landry, B.A., B.S., M.S.Steve Newman,
B.S., M.S. Mary Fran Park, B.S, M.S.Amaria Parker, B.A., M.S.John
Saunders, A.B., M.S.Raquel Sherman, B.S. Ed.Chris Spielmann, B.A.,
M.A., M.Sc.
Student LifePriscilla Scobie, B.A., (director)Adrian Barnes,
B.A., M.Ed.Bradley Jackson, B.A., B.A., M.Ed. Claire Mancini, B.A.,
M.A., AMFTSarah Pool, B.A., M.A., LPC
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Page 3 OUR CORE VALUES
Our Core ValuesAll members of the Kent Denver
community—students, staff, parents, faculty and administrators—are
encouraged to embrace the following core values together as
essential elements of the Kent Denver School identity. These values
function as touchstones for the community and as key objects in
their own right of inquiry and contemplation.
INTEGRITYWe strive to be honest with others and ourselves. We
work from a foundation of strong ethical principles, which we use,
explore and develop.
RESPECTWe seek to appreciate and consider the feelings, wishes,
rights, traditions and attributes of others. We work to respect
ourselves, our fellow community members, the educational vision of
the School, our connection to the larger world, and the human
diversity among and around us.
PERSONAL GROWTHThrough mindfulness, creativity and curiosity, we
strive to participate, to grow, to find our voice, and to help each
other thrive.
COMMUNITYWe are actively committed to the learning fellowship of
the School. With a sense of shared responsibility, empathy and
compassion, we seek to understand, engage and help our diverse
local, regional, national and global communities.
WISDOMWe seek the development of experience, knowledge and good
judgment.
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Page 4 TABLE OF CONTENTS
Table of Contents
Kent Denver Faculty 2020–2021 . . . . . . . . . . . . . . . . .
. . . . 2
Our Core Values . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 3
Table of Contents . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 4
From the Head of School . . . . . . . . . . . . . . . . . . . .
. . . . . . 6
New or Enhanced This Year . . . . . . . . . . . . . . . . . . .
. . . . . 7
Course Listing Features . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 7
Our 6–12 Program . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 8
Kent Denver Upper School Semester Courses . . . . . . . . . . .
9
Middle School Program . . . . . . . . . . . . . . . . . . . . .
. . . 12
Upper School Program . . . . . . . . . . . . . . . . . . . . . .
. . . . 12
Graduation Requirements . . . . . . . . . . . . . . . . . . . .
. . 12
AcademicRequirements, Credit, Grades & Summer Reading . . .
13
How to Select and Schedule Your Kent Denver Courses . . . . 14
Sample Middle School Three-Year Plan . . . . . . . . . . . . . . .
. . . 14 Sample Upper School Four-Year Plan . . . . . . . . . . . .
. . . . . . . . . . . 15
Advisories, Wellness and Student Support . . . . . . . . . . . .
. . . . . 16
Academic and Elective Courses . . . . . . . . . . . . . . . . .
. . . . . . . . . . 17
English . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 18 Middle School Courses . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . 19 Upper School
Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 19 Seminars for Grade 12 . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Fall
Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 20
Spring Seminars . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 22
History and Social Science . . . . . . . . . . . . . . . . . . .
. . . . . . . 24 Middle School Courses . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 26 Upper School Courses . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26 Yearlong Electives . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 27 Semester Electives . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
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Page 5 TABLE OF CONTENTS
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 30 Middle School Courses . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 33 Upper School Courses . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Online Course Options . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 37
Science . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . 38 Middle School Courses . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . 39 Upper School Courses
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Yearlong Electives . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 42 Semester Electives . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 43
Visual and Performing Arts . . . . . . . . . . . . . . . . . . .
. . . . 46 Middle School Courses . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . 48 Upper School
Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 51 Performing Arts: Music . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 51 Performing Arts: Theater . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Visual
Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 54
World Languages . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . 58 Middle School Courses . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . 60 Upper School Courses .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Office of Innovation . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 66 Institute Electives . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 67 General Electives
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 70 Partner Electives . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 70
Athletics and Fitness . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . 72 Middle School Options . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 72 Upper School
Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 72 Athletics and Fitness Requirements . . . . . . . . . .
. . . . . . . . . . . . . . . 73 Athletics Programs . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Athletic and Fitness Courses . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 74 Independent Sport Proposals . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 74
The Kent Denver Innovation Scholars Program . . . . . . . . . .
75
Additional Offerings and Requirements . . . . . . . . . . . . .
. . . . 76 Career Intern Experience . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 76 College Counseling . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Service
Learning and Community Service . . . . . . . . . . . . . . . . . .
. . . . . . 77 Middle School Electives . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 78 Middle School Field Trips and
Interim . . . . . . . . . . . . . . . . . . . . . . . 78 Peer
Tutoring and Student Leadership . . . . . . . . . . . . . . . . . .
. . . . 79 For-Credit Summer Courses . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 80
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Page 6 FROM THE HEAD OF SCHOOL Back to Table of Contents
From the Head of School
Dear students, parents and guardians,
Welcome to Kent Denver’s 2020–21 Curriculum Guide. Inside you’ll
find descriptions of more than 100 courses and electives we will
offer this school year, in addition to opportunities for
student-directed studies in our Innovation Scholar Program. Middle
School students and parents will find an overview of our 6th-, 7th-
and 8th-grade program on page 8 and a sample three-year plan on
page 14.
Graduation requirements for Upper School students are on page
12. Students, I suggest you review the requirements, then download
the sample four-year plan on page 15 and discuss your interests
with your advisor and dean.
I have one final recommendation as well. With so many classes,
athletic programs and extracurriculars to choose from, it’s
tempting to want to pursue every option now. Remember, there will
never be a shortage of intriguing options at Kent Denver School.
Make sure you incorporate down-time into your schedule. Advisors,
deans and the Student Wellness team are always available to support
you as you plan your ideal school year.
On behalf of our entire faculty and staff: We look forward to
having you join us for another exceptional year at Kent Denver
School! Best regards,
Dr. Rand Harrington Head of School
Kent Denver’s Vision: Excellence in Scholarship and
Character
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Back to Table of Contents Page 7 NEW OR ENHANCED THIS YEAR
New or Enhanced This Year
New English Semester Seminars • English Then and Now •
Experiments in Writing • Rhyme and Its Reasons • Waterways
New Tri-Level Mathematics Sequence for Student Success Our
Mathematics curriculum is structured into three levels—Conceptual |
Regular | Honors— for all students to progress at their optimal
pace. See Kent Denver’s Math Sequence on page 32 for more
details.
Spring Semester of Marine ScienceMarine Science is now offered
in the spring semester as well as the fall semester.
Office of Innovation: Institute, General and Partner
ElectivesInstitute and general electives, and partner electives
through Global Online Academy and One Schoolhouse are now detailed
as an academic section. Courses from the Computer Studies
department are now listed in this section. See Office of Innovation
on page 66 for more information.
The Kent Denver Innovation Scholar ProgramKent Denver recently
developed The Kent Denver Innovation Scholar Program that empowers
students in grades 6–12 to pursue self-directed exploration and
learning. Learn more about The Kent Denver Innovation Scholar
Program on page 75.
Course Listing Features
ALGEBRA II CONCEPTS M630A (fall) and M630B (spring); 1
credit
This course covers the same topics as Algebra II, but allows
students more time for review, reflection and practice. The course
is designed for students who have taken Algebra I and Geometry but
need a stronger algebraic foundation before moving on to a level of
Precalculus. Students are required to own a TI 84 Graphing
Calculator.
Prerequisite: Algebra IA or IB and Geometry (any level).
Course Title
Course Description
Course Number(s), Credit Value & RestrictionsNote: Full-year
classes have A and B numbers for fall and spring semester
registration.
Prerequisite Listings
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Page 8 OUR 6–12 PROGRAM Back to Table of Contents
Our Program
Middle School Upper School
TH GRADEEnglish 6: Reflection History 6: Identity and
Comparative World Religions Mathematics: • Math 6: Foundations and
Explorations or• Pre-Algebra 6Science 6: Explore, Design, Discover
Visual and Performing Arts (See Courses) World Languages: • Chinese
IA• French IA• Spanish IA • Preparatory 6Athletics and Fitness
TH GRADE English 7: Identity History 7: Foundations in U.S.
History and Government Mathematics: • Pre-Algebra 7 or• Algebra MA
or • Algebra IB (7) Science 7: Earth and Environmental Science
Visual and Performing Arts (See Courses)World Languages:• Chinese
IB• French IB• Spanish IB• Preparatory 7Athletics and Fitness
TH GRADE English 8: Perspectives History 8: Foundations in
Global History Mathematics: • Algebra IA or • Algebra IB (8)
Science 8: Scientific Experiments in Biology Visual and Performing
Arts (See Courses)World Languages:• Chinese 8• French 8• Spanish 8•
Preparatory 8Athletics and Fitness
TH GRADEEnglish 9: Discovering Voice History and Social Science:
Global History of the Modern WorldMathematics (See Courses)Science:
Molecular and Evolutionary BiologyVisual and Performing Arts (See
Courses)World Languages (See Courses)
TH GRADE English 10: Exploring VoiceHistory and Social Science:•
Global Politics in the 21st Century or• Revolution and Conflict in
the Modern World or• Debate Honors (with departmental
approval)Mathematics (See Courses)Science: • Chemistry or •
Chemistry Honors (with departmental approval)Visual and Performing
Arts (See Courses)World Languages (See Courses)
TH GRADE English 11: Narratives of America—Voice, Service and
CommunityHistory and Social Science: • U.S. History or AP U.S.
History or• History Course (See Courses)Mathematics (See Courses)
Science: • Newtonian Physics or • Physics (with departmental
approval) or • Physics Honors (with departmental approval)Visual
and Performing Arts (If Desired; See Courses)World Languages (See
Courses)
TH GRADE English: • Two English Seminars or • AP English
Literature (See Courses)History and Social Science: (If Desired;
See Courses)Mathematics (See Courses) Science (If Desired; See
Courses)Visual and Performing Arts (If Desired; See Courses)World
Languages (If Desired; See Courses)
For information on Athletics and Fitness requirements, see page
73.
*KENT DENVER POLICY REGARDING AP CLASSES Per Kent Denver School
policy, students are required to take the corresponding AP exam in
the spring. There is an additional fee for the exam.
6
7
8
9
10
11
12
6–12
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HISTORY AND SOCIAL SCIENCE
Global History of the Modern World
Global History of the Modern World
Global Politics in the 21st Century
Global Politics in the 21st Century
Revolution and Conflict in the Modern World
Revolution and Conflict in the Modern World
Debate Honors Debate Honors
U.S. History U.S. History
AP U.S. History* AP U.S. History*
AP Economics* AP Economics*
AP European History* AP European History*
Colorado History and the Environment: The Colorado Cultural
Confluence
Colorado History and the Environment: The Rise of the Western
Playground
Race in Modern America Class and Gender in Modern America
MATHEMATICS
Geometry with Functions Geometry with Functions
Geometry Geometry
Geometry Honors Geometry Honors
Algebra II Concepts Algebra II Concepts
Algebra II Algebra II
Algebra II Honors Algebra II Honors
Precalculus Concepts Precalculus Concepts
Precalculus Precalculus
Precalculus Honors/Calculus A Precalculus Honors/Calculus A
Calculus Calculus
AP Calculus AB* AP Calculus AB*
Back to Table of Contents Page 9 UPPER SCHOOL SEMESTER
COURSES
Kent Denver Upper School Semester Courses
ENGLISH
English 9: Discovering Voice English 9: Discovering Voice
English 10: Exploring Voice English 10: Exploring Voice
English 11: Narratives of America—Voice, Service and
Community
English 11: Narratives of America—Voice, Service and
Community
AP English Literature* AP English Literature*
Race in Modern America Class and Gender in Modern America
Rhyme and Its Reasons English Then and Now
Sleuthing 101: Detectives from Dupin to Dexter
Experiments in Writing
Waterways Our Worst Instincts Run Amok: Dystopian Fiction
Fall 2020 Spring 2021All Upper School courses at Kent Denver are
now listed by semester. Yearlong courses of study will have a
course number for the fall semester and a course number for the
spring semester. Students must register for both fall and spring
for every yearlong course they take.
Use the course listings on the following pages as a reference
checklist for your 2020–21 classes.
KEY TO UPPER SCHOOL COURSES Yearlong Course of Study Fall
Semester Course Spring Semester Course
AP Exam Required
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Page 10 UPPER SCHOOL SEMESTER COURSES Back to Table of
Contents
VISUAL AND PERFORMING ARTS
Latin Ensemble Honors Latin Ensemble Honors
R&B Ensemble Honors R&B Ensemble Honors
Soul Ensemble Soul Ensemble
Performing Arts: Theater
Acting I Acting I
Acting II Acting II
Technical Theater Workshop, Level I
Technical Theater Workshop, Level I
Technical Theater Workshop, Level II
Technical Theater Workshop, Level II
Long-Form Improvisational Theatre
Devised Theatre
Practicum in Advanced Technical Theatre
Practicum in Advanced Technical Theatre
Visual Arts
Ceramics, Level I Ceramics, Level I
Ceramics, Level II Ceramics, Level II
Ceramics, Level III Ceramics, Level III
Ceramics, Level IV Ceramics, Level IV
Digital Art: Photoshop, Level I Digital Art: Graphic Design,
Level I
Digital Art: Photoshop, Level II
Digital Art:Graphic Design, Level II
Digital Art: Photoshop, Level III
Digital Art: Graphic Design, Level III
Digital Art: Photoshop, Level IV
Digital Art: Graphic Design, Level IV
Drawing, Level I Painting, Level I
Drawing, Level II Painting, Level II
Drawing, Level III Painting, Level III
Drawing, Level IV Painting, Level IV
Filmmaking, Level I Filmmaking, Level I
Filmmaking, Level II Filmmaking, Level II
Filmmaking, Level III Filmmaking, Level III
Filmmaking, Level IV Filmmaking, Level IV
Metals, Level I Metals, Level I
Metals, Level II Metals, Level II
Metals, Level III Metals, Level III
Metals, Level IV Metals, Level IV
Photography, Level I Photography, Level I
Photography, Level II Photography, Level II
Kent Denver Upper School Semester Courses
MATHEMATICS
AP Calculus BC* AP Calculus BC*
Honors Multivariable Calculus Honors Multivariable Calculus
Data Analytics: An Exploration of the Sports Business
Data Analytics: An Exploration of the Sports Business
AP Statistics* AP Statistics*
AP Computer Science A* AP Computer Science A*
AP Computer Science Principles*
AP Computer Science Principles*
SCIENCE
Molecular and Evolutionary Biology
Molecular and Evolutionary Biology
Chemisty Chemistry
Chemistry Honors Chemistry Honors
Newtonian Physics Newtonian Physics
Physics Physics
Physics Honors Physics Honors
Computer Architecture Computer Architecture
AP Biology* AP Biology*
AP Chemistry* AP Chemistry*
AP Physics C: Mechanics* AP Physics C: Mechanics*
AP Psychology* AP Psychology*
Anatomy & Physiology Biotechnology and Ethics
Colorado History and the Environment—The Colorado Cultural
Confluence
Colorado History and the Environment: The Rise of the Western
Playground
Engineering: Design & Build Engineering: Design &
Build
Forensic Science Forensic Science
Infectious Disease & Epidemiology
Molecular Gastronomy
Marine Science Marine Science
Methods and Applications of Scientific Research
Methods and Applications of Scientific Research
VISUAL AND PERFORMING ARTS
Performing Arts: Music
Concert Choir Concert Choir
Guitar, Level I Guitar, Level I
Guitar, Level II Guitar, Level II
Guitar, Level III Guitar, Level III
Guitar, Level IV Guitar, Level IV
Fall 2020 Spring 2021 Fall 2020 Spring 2021
CONT.CONT.
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Back to Table of Contents Page 11 UPPER SCHOOL SEMESTER
COURSES
VISUAL AND PERFORMING ARTS
Photography, Level III Photography, Level III
Photography, Level IV Photography, Level IV
Sculpture Level I Sculpture Level I
Sculpture, Level II Sculpture, Level II
Sculpture, Level III Sculpture, Level III
Sculpture, Level IV Sculpture, Level IV
WORLD LANGUAGES
Chinese I Chinese I
Chinese II Chinese II
Chinese III Chinese III
Chinese III Honors Chinese III Honors
Chinese IV Chinese IV
Chinese IV Honors Chinese IV Honors
Chinese V Chinese V
Chinese Advanced Topics Chinese Advanced Topics
AP Chinese Language and Culture*
AP Chinese Language and Culture*
French I French I
French II French II
French III French III
French III Honors French III Honors
French IV French IV
Advanced French Conversation and Culture
Advanced French Conversation and Culture
AP French Language and Culture*
AP French Language and Culture*
Spanish I Spanish I
Spanish II Spanish II
Spanish III Spanish III
Spanish III Honors Spanish III Honors
Spanish IV Spanish IV
Spanish V Spanish V
Spanish Advanced Topics Spanish Advanced Topics
AP Spanish Language and Culture*
AP Spanish Language and Culture*
AP Spanish Literature and Culture*
AP Spanish Literature and Culture*
cont. Fall 2020 Spring 2021 Fall 2020 Spring 2021
*AP CLASS POLICY Per Kent Denver School policy, students are
required to take the corresponding AP exam in the spring. There is
an additional fee for the exam.
CONT. OFFICE OF INNOVATION
Hunt Family Institute for Entrepreneurial Education
Introduction to Business Management
Introduction to Business Management
Introduction to Entrepreneurial Action
Introduction to Entrepreneurial Action
Rollins Institute for Technology and Design
AP 3D Studio Art: 3D Design* AP 3D Studio Art: 3D Design*
AP Computer Science A* AP Computer Science A*
AP Computer Science Principles*
AP Computer Science Principles*
Computer Architecture Computer Architecture
Advanced Topics: Data Structures
Advanced Topics: Artificial Intelligence
Walker Institute for Wellness
Introduction to Mindfulness Science of Happiness
Principles of Digital Wellness
General Electives
The American Legal System: Mock Trial and Beyond
The American Legal System: Mock Trial and Beyond
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Page 12 MIDDLE & UPPER SCHOOL PROGRAMS | GRADUATION
REQUIREMENTS Back to Table of Contents
Middle School ProgramThe Middle School strives to support the
unique developmental needs and talents of each student. Through
personalized attention and a broad curriculum specifically designed
for each age level, our Middle School faculty seek to foster
ethical, responsible, creative and empathetic young citizens.
Middle-schoolers are expected to complete 8th grade capable of
meeting new challenges and equipped with a strong academic
foundation, enhanced self-esteem and a commitment to the larger
community. The Middle School curriculum encompasses traditional and
experiential offerings, the fine arts, service learning, class
trips, a broad electives program and a robust athletics
program.
Upper School ProgramTHE ACADEMIC PROGRAMStudents are required to
take at least five courses in a given semester. In exceptional
circumstances, students may reduce their course load with the
permission of the grade-level Dean of Students and the Head of
Upper School.
COURSE CHOICE AND COLLEGE COUNSELINGOur Upper School courses
fulfill course requirements for admission to the most demanding
U.S. colleges. Students should exercise care in selecting their
courses so they satisfy both high school graduation and college
admission requirements while exploring subjects and opportunities
and pursuing interests and passions. Most college candidates will
pursue a high school course of study that has the academic pillars
of English, world languages, history, math and science while also
exploring the wide array of elective courses. When in doubt,
students should confer with the College Counseling team before
making final decisions.
Graduation RequirementsENGLISH Four years of Upper School
study.
HISTORY AND SOCIAL SCIENCE
Three years of Upper School study, including Global History of
the Modern World, U.S. History or AP U.S. History and either one
yearlong History and Social Sciences elective or two semester-long
History and Social Sciences electives.
MATHEMATICS Four years of Upper School study, three of which
must be consecutive. Program must include Algebra I, Geometry and
Algebra II (which may be satisfied during Middle School).
SCIENCE Three years of Upper School study, including one year
each of Biology, Chemistry and Physics.
VISUAL AND PERFORMING ARTS
Two years of Upper School study.
WORLD LANGUAGES
Three consecutive years of Upper School study in a single
language (Chinese, French or Spanish).
ADDITIONAL COURSES
In addition to the graduation requirements for the various
departments, students must complete two years of additional
coursework in any subject or combination of subjects of their
choice.
ATHLETICS AND FITNESS
Grades 9 and 10: two seasons of a sport or one season of a sport
and one season of fitness.Grades 11 and 12: one season of a sport
or two seasons of fitness.
CAREER INTERN EXPERIENCE (CIE)
Required in senior year. See page 76 for details.
COMMUNITY SERVICE
All students are required to independently complete service
hours outside of school. These individual volunteer projects,
completed with pre-approved organizations must total a minimum of
80 hours. Of these hours, at least 40 must be completed with a
single organization. See Community Service on page 77 for
details.
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Back to Table of Contents Page 13 ACADEMIC REQUIREMENTS, CREDIT,
GRADES & SUMMER READING
Academic Requirements, Credit, Grades and Summer
ReadingATTENDANCE AND ASSIGNMENTSStudents are expected to attend
classes each day. Students who are absent and unexcused are not
allowed to make up missed assignments or tests. Students with
excused absences must complete assignments within a reasonable
number of days as determined by their teachers.
Major assignments are due on assigned dates unless an extension
is granted by the teacher. For every school day an assignment is
late, it will be penalized at least one third of a letter grade
(e.g, from an A to an A-). After five school days, the teacher will
report the tardy assignment to the student’s advisor and dean and
give no grade higher than “C.”
CREDITCredit will be earned in any class by obtaining a passing
grade (D- or better). Students earn one credit for successful
completion of most yearlong courses of study and one-half credit
for single-semester courses. Students may not drop a course after
the first four weeks of the year (or the first four weeks of the
semester for single-semester courses).
HOMEWORKMiddle School students are expected to prepare daily for
classes and generally spend no more than 60 minutes per night in
6th grade, 75 minutes per night in 7th grade and 90 minutes per
night in 8th grade.
Upper School students are expected to prepare for classes and
generally spend 30 minutes per subject per class meeting. Advanced
Placement students and students in Honors courses may spend up to
45 minutes per class meeting.
INDEPENDENT STUDYUpper School students may propose to do an
independent study on a topic of his or her choice and receive
Pass/Fail credit upon the independent study program’s
completion.
Independent study proposal forms are available in the Upper
School Registrar’s Office.
Proposals must include specific information about the time the
independent study requires, the material to be studied, the work to
be completed and the methods for evaluating that work.
Students may not do an independent study to satisfy graduation
requirements or course load expectations. Students may choose to do
an independent study only as an extra course, beyond academic
requirements and the standard five courses per semester
expectation.
Completed proposals must include all required signatures and
must be submitted to the Upper School division head by the
following deadlines: • Fall deadline: First Friday in May or during
the first
week of school in August. • Spring deadline: Prior to the first
Friday in January.
SUMMER READINGKent Denver urges students and faculty to read
widely during the summer. Studies indicate a direct correlation
between academic success and leisure reading. For that reason, if
no other, college-bound students should read extensively.
Summer should be a time to rediscover reading for pleasure.
Choice of texts forms the foundation of the shift from “what do I
have to read” to “what do I want to read.” Research on the efficacy
of summer reading overwhelmingly supports that students get more
from summer reading when they choose their own texts, pick books at
reading levels appropriate to where they really are and choose
topics and genres about which they truly care.
Our summer reading program embraces rediscovering the joy of
reading through choice. Please refer to “Books We Recommend” on
Canvas for our searchable, student-written book reviews.
KENT DENVER’S GRADING SYSTEMDetailed information about our
grading system is available to current students, parents and
guardians in the Kent Denver Family Handbook. Prospective families
should contact the Admission Office for details.
https://kdsweb.kentdenver.org/book-recs/https://kdsweb.kentdenver.org/book-recs/
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Page 14 HOW TO SELECT AND SCHEDULE YOUR KENT DENVER COURSES Back
to Table of Contents
MIDDLE SCHOOLStudents in Middle School will be enrolled in a
broad offering of courses across multiple disciplines. Except in
special circumstances, we expect students in grades 6–8 to enroll
in an offering from each of the fields. While many of the courses
are required of all students, there are elements of choice for
middle-schoolers in areas such as world languages, arts, athletics
and electives.
New students will arrange their academic program through the
Admission office and class deans. Returning Middle School students
make course choices with the assistance of their advisors, teachers
and class deans. When choices are available, students are asked to
rank order preferences. We cannot guarantee first choices.
UPPER SCHOOLStudents consult with their teachers, advisor and
class dean on course selection. Students should write out a
full program plan for graduation to be sure they haveenough
credits when June of their senior year arrives. A master schedule
will be created after students submit their course requests.
Student preferences receive highest priority, but the School cannot
fulfill every student’s request due to the limitation in periods
and the wide variety of course offerings. The master schedule for
each academic year is constructed to meet the needs of as many
students as possible.
For students in grades 9–12, offerings are available in English,
history, mathematics, science, world languages, computer studies,
visual and performing arts and athletics and fitness. In grades
9–12, students begin to specialize and their programs become more
varied.
Students are required to take at least five courses in a given
semester. In exceptional circumstances, students may reduce their
course load with the permission of the class dean and the Head of
Upper School.
How to Select and Schedule Your Courses
ENGLISH HISTORY MATHEMATICS SCIENCEWORLD LANGUAGES
VISUAL ANDPERFORMING ARTS
6
English 6 History 6: Identity and Comparative World
Religions
Math 6: Foundations and Explorations or Pre-Algebra 6
Science 6: Explore, Design, Discover
Chinese IA, French IA, Spanish IA or Preparatory 6
Two semesters of art courses required. Additional electives
options available.
ATHLETICS AND FITNESS: Non-competitive Physical Education
course, sport activity or interscholastic sport required each
season.
FALL WINTER SPRING
ELECTIVES
FALL SPRING
7
English 7 History 7: Foundations in U.S. History and
Government
Pre-Algebra 7 or Algebra MA or Algebra IB (7)
Science 7: Earth and Environmental Science
Chinese IB, French IB,Spanish IB or Preparatory 7
Two semesters of art courses required. Additional electives
options available.
ATHLETICS AND FITNESSNon-competitive Physical Education course,
sport activity or interscholastic sport required each season.
FALL WINTER SPRING
ELECTIVES
FALL SPRING
8
English 8 History 8: Foundations in Global History
Algebra IA or Algebra IB (8)
Science 8: Scientific Experiments in Biology
Chinese 8, French 8,Spanish 8 or Preparatory 8
Two semesters of art courses required. Additional electives
options available.
ATHLETICS AND FITNESSNon-competitive Physical Education course,
sport activity or interscholastic sport required each season.
FALL WINTER SPRING
ELECTIVES
FALL SPRING
Sample Middle School Three-Year PlanThree years required in each
subject.
Students are to choose appropriate courses of study in
consultation with their teachers, advisors, class dean and
parents.
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Back to Table of Contents Page 15 HOW TO SELECT AND SCHEDULE
YOUR KENT DENVER COURSES
Sample Upper School Four-Year Plan
ENGLISHHISTORY AND SOCIAL SCIENCE MATHEMATICS SCIENCE
WORLD LANGUAGES
VISUAL ANDPERFORMING ARTS
Four years required.
Three years required; four years advised.
Four years required, including Algebra I, Geometry and Algebra
II.
Three years required; four years advised.
Three years required. Two years required.
9
English 9 Global History of the Modern World
Required. Course options customized for student.
Molecular and Evolutionary Biology
Three years of Upper School study required.
Student chooses when to complete this requirement.
ATHLETICS AND FITNESS
FALL WINTER SPRING
Two seasons of interscholastic sports or Fitness (one season
must be a sport). Student chooses when to complete this
requirement.
10
English 10 Global Politics or Revolution & Conflict
Required. Course options customized for student.
Chemistry or Chemistry Honors
Three years of Upper School study required.
Student chooses when to complete this requirement.
ATHLETICS AND FITNESS
FALL WINTER SPRING
Two seasons of interscholastic sports or Fitness (one season
must be a sport). Student chooses when to complete this
requirement.
11
English 11 U.S. History orAP U.S. History
Required. Course options customized for student.
Newtonian Physics, Physics, or Physics Honors
Three years of Upper School study required.
Student chooses when to complete this requirement.
ATHLETICS AND FITNESS
FALL WINTER SPRING
One sport or two Fitness. Student chooses when to complete this
requirement.
12
Seminars or AP Additional courses optional (AP Economics, AP
European History, etc.)
Required. Course options customized for student.
Additional courses optional.
Many students complete a fourth year of Upper School study.
Student chooses when to complete this requirement.
ATHLETICS AND FITNESS
FALL WINTER SPRING
One sport or two Fitness. Student chooses when to complete this
requirement.
See pages 76–78 for Career Internship Experience, Community
Service, and Middle School Electives, Field Trips and Interim
requirements.
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Page 16 ADVISORIES, WELLNESS AND STUDENT SUPPORT Back to Table
of Contents
Advisories, Wellness and Student SupportAdvisory ProgramThe
cornerstone of Kent Denver’s advisory program is the lasting
relationships developed between students, faculty and peers. Every
Kent Denver student has a faculty advisor who provides guidance,
support and encouragement in all aspects of school life.
CLASS DEANS
Middle School Deans: Adrian Barnes, Apryl DoyleClass of 2024:
Lucas RichardsonClass of 2023: Wesley BallantyneClass of 2022:
Danny BarocasClass of 2021: Priscilla Scobie
ADVISORY PROGRAMAdvisors meet regularly with their advisees,
both as a group and individually. An age-appropriate advisory
curriculum provides forums for deep discussions and encourages
social-emotional growth. Advisors also collaborate closely with
teachers, class deans and parents to monitor student well-being and
academic progress.
MIDDLE SCHOOLAll Middle School students are assigned to an
advisory. Advisors focus on specific discussion topics and
activities appropriate to each grade level. Advisors meet with
advisees after assembly, during an assigned study hall or during a
specific advisory time. The advisor is the person who monitors each
student’s progress at school and is the first line of communication
with the student’s parents or guardians in academic and social
matters.
UPPER SCHOOLUpper School students are assigned to grade-specific
advisory groups which remain together for four years, allowing
advisors to focus on the evolving opportunities and challenges of
each grade level. Class retreats at the beginning of the year help
encourage community in advisory groups, and regular meetings help
deepen these relationships during the school year. Advisors also
meet frequently with individual students to discuss academic
progress and address challenges that may arise.
Student WellnessKent Denver is committed to educating the whole
child—mind, body and heart. Our Health and Wellness programs
provide support and help students build the social and emotional
skills they need to lead happy, balanced and productive lives. At
each grade level, Advisors engage students with age-appropriate
activities to encourage social and emotional growth.
Additionally, 9th-graders participate in a semester Wellness
Seminar* addressing unique academic, social and emotional needs of
students as they transition to the Upper School.
We recognize that sometimes students need additional support to
thrive. When students and families require specialized assistance
to meet their academic, emotional or psychological needs, Kent
Denver has a team of caring professionals ready to help:
Academic Support
Kent Denver’s full-time, on-site Learning Specialist offers
academic support and resources to ensure students of all learning
styles find academic success. Support provided by the learning
specialist includes:
• Homework, test-taking and organizational strategies •
Peer-tutoring • Referrals for testing to identify potential
learning challenges
• Student support plans with appropriate accommodations based on
documented learning challenges
Counseling
Kent Denver’s school counselors help meet the psychological
needs of students in grades 6–12. Our counselors provide
developmentally appropriate support and consultation for students,
parents and faculty including:
• Short-term counseling • Crisis intervention and assessment •
Referrals for mental health providers and services • Coordination
with outside mental health providers • Management of student mental
health support
plans with accommodations as needed
*All 9th-graders must complete the Wellness Seminar.
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Back to Table of Contents Page 17 ACADEMIC AND ELECTIVE
COURSES
Academic and Elective Courses
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English
Page 18 ENGLISH Back to Table of Contents
PhilosophyThe Kent Denver English program encourages critical
and appreciative reading, lucid and beautiful writing, logical and
imaginative thinking.
Through personalized attention and a broad curriculum
specifically designed for each age level, our program seeks to
foster ethical, responsible, creative and empathetic behavior. By
engaging in works of literature, students ponder human nature, the
world around them, and their place in it. We hope to develop
reverence for—and an understanding of—literature.
The study of literature also raises questions of craft and
composition. To communicate their insights, ideas and questions,
students need a clear sense of sentence, paragraph and essay
structure; they need to be aware of the many choices available to
them as writers and speakers. The department teaches a range of
writing, reading and speaking skills at all levels designed to
foster precision and elegance in composition and in thought.
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Back to Table of Contents Page 19 ENGLISH
COURSE MAP—English
Middle School Courses
ENGLISH 6: REFLECTION
Literature in English 6 often complements the culture under
study within the History 6 curriculum. The themes of the texts
relate back to the 6th-grade theme: “Who Am I?” The students focus
on building and understanding appreciation for cultural differences
through the exploration of their own thoughts and feelings, while
learning to analyze literature. Great emphasis is placed on writing
in the 6th grade. They experiment with various genres, such as
poetry, fiction, essays and editorials, working through all stages
of the writing process. Students also examine rules of grammar and
mechanics
in their writing, and they work extensively on sentence,
paragraph and essay structure. Extensive time is given to oratory,
library and research skills, as well as word-processing and editing
techniques.
ENGLISH 7: IDENTITY
Through whole group and small group active engagement
structures, this course seeks to develop students’ critical reading
and thinking skills through the study of such titles as The
Riverman, Long Way Down, I am Malala, Pride, Lord of the Flies and
To Kill a Mockingbird. These titles, as well as additional texts,
serve to explore issues of adolescence, identity and personal
belief systems. Students will write often and in varied forms,
including expository, creative and poetic writing. Additional
course goals include developing effective study skills, improving
spoken communication, understanding grammar and expanding
vocabulary.
ENGLISH 8: PERSPECTIVES
This course seeks to develop students’ critical thinking,
reading, writing and public speaking skills. Students learn
structured analytical techniques that they apply to a variety of
texts, including plays, novels, stories and poetry. They focus on
how to analyze literary elements, question the author’s intent, and
track character development. Students are also exposed to a wide
variety of authors and voices to foster an appreciation for
different perspectives and to develop an ability to recognize
authors’ styles and patterns. Grammar and writing skills are taught
throughout the year, and students experiment with both expository
and creative writing forms. Our small, seminar-style classes
encourage students to improve their ability to express themselves
articulately in a supportive and positive atmosphere.
Upper School Courses
ENGLISH 9: DISCOVERING VOICEE100A (fall) and E100B (spring); 1
credit
English 9 emphasizes both literature and language while
discovering the nature of justice, shifting perspectives, blind
spots, truth and identity. Works range from short-story and poetry
selections to full-length titles chosen by the individual
instructors covering a variety of genres. Students study literary
selections as contributions to our cultural heritage and as a
process of discovering a variety of voices. Students continue to
develop their powers of expression through speaking, reading and
writing.
th Grade • English 6: Reflection
th Grade • English 7: Identity
th Grade • English 8: Perspectives
th Grade • English 9: Discovering Voice (1 credit)
th Grade • English 10: Exploring Voice (1 credit)
th Grade • English 11: Narratives of America: Voice, Service
and Community (1 credit)
th GradeYEARLONG SEMINARS (1 CREDIT)
• AP English Literature*
FALL SEMINARS (0.5 CREDIT) • Race in Modern America • Rhyme and
Its Reasons • Sleuthing 101: Detectives from Dupin to Dexter •
Waterways
SPRING SEMINARS (0.5 CREDIT) • Class and Gender in Modern
America • English Then and Now • Experiments in Writing • Our Worst
Instincts Run Amok: Dystopian Fiction
6789
1011
12
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Page 20 ENGLISH Back to Table of Contents
The goals of the course include mastery of core grammar, basic
writing skills and an increase of students’ vocabulary.
ENGLISH 10: EXPLORING VOICEE110A (fall) and E110B (spring); 1
credit
English 10 builds on the foundational skills and themes
established in 9th grade and emphasizes the development of critical
thinking. Students will continue to practice writing skills in a
variety of genres with a particular focus on crafting cogent
analytical arguments. Reading explores stories of creation from
various cultures in order to establish a framework for
understanding why we tell stories and the impact they have on
individuals and societies. Core texts include Genesis, mythology,
various poems, Frankenstein by Mary Shelley, Passing by Nella
Larsen, and The Great Gatsby by F. Scott Fitzgerald. Vocabulary and
grammar practice will be a continuous part of study.
During the fall and spring semesters, students will read texts
from various genres chosen by individual instructors.
ENGLISH 11: NARRATIVES OF AMERICA—VOICE, SERVICE AND COMMUNITY
E130A (fall) and E130B (spring); 1 credit
English for the 11th grade is an innovative course that explores
the nature of community, service, action, empathy and voice in the
context of American literature and local issues. Having completed
community service projects during the junior retreat, students will
explore the idea of service, learn about issues affecting nearby
communities, and imagine experiences of the world other than their
own. With a focus on the many diverse visions of America, we will
do interdisciplinary work with U.S. history and literature. During
the first semester, students will research community service
possibilities: identifying, empathizing, investigating and
understanding opportunities to help at-risk populations. The second
semester will focus on student agency, putting first semester’s
learning into action. Core texts include Sabrina & Corina by
Kali Fajardo-Anstine, The Laramie Project by The Tectonic Theater
Project, Watchmen, Beloved by Toni Morrison, and The Glass Castle
by Jeannette Walls.
AP ENGLISH LITERATURE* E815A (fall) and E815B (spring); 1
credit
Advanced Placement English is for seniors who have a special
appetite for the study of language and literature. The course asks
for time, energy, effort and zest beyond the usual. Students who
enroll in AP English signal that
they are eager for vigorous practice in reading, thinking,
talking and writing, and for finding pleasure and purpose in doing
those things. Expectations are high. Hopes are high. Texts in
2019–20 included City of Thieves, The Canterbury Tales, The
Underground Railroad, The Sun Also Rises, Atonement, Daisy Miller,
To The Lighthouse, and a broad spectrum of poetry.
Prerequisite: Students must be approved by the English
department.
Seminars for Grade 12Seniors will select two single-semester
classes during their 12th-grade year. All seniors must enroll in an
English class each semester. If space allows, students may add an
extra elective class to their schedules. Students in every English
course will be expected to write different types of essays along
with a minimum of two analytical papers per semester, complete
nightly reading and/or writing assignments and participate in
classroom discussions.
Most classes will read from a variety of genres—poetry, novels,
short stories and plays. Seminars afford students the opportunity
to study a period, author or theme in depth. Students move well
beyond just theme- and characterization-study to develop an
aesthetic appreciation of language—the artistry of writing—while
exploring the creative possibilities of analytical thought.
Seminar students will also continue their study of vocabulary
and grammar.
Fall Seminars
RACE IN MODERN AMERICAH713A; 0.5 credit, Grades 11–12
Modern America sits at a crossroads in terms of race. Recent
controversies over the Black Lives Matter movement, a resurgence of
white supremacy, immigration, and confederate monuments—to name a
few—tend to ignite more division than unity. This fall semester
class will analyze race in America through the contributions of
different racial and ethnic groups. Texts include articles,
excerpted chapters, podcasts, documentaries, television episodes,
short stories and poems. Classes will include discussions,
student-led projects, essays, field trips and outside speakers.
This course can be taken for semester credit in either English or
History.
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Back to Table of Contents Page 21 ENGLISH
RHYME AND ITS REASONSE409A; 0.5 credit
This course will focus on contemporary poetry, and we will
divide our time equally between studying poetry and creating it.
Students will follow the lead of individual “mentor” poets chosen
from our anthology as they learn to appreciate matters of craft and
as they seek inspiration. By the end of the semester, students will
have a portfolio of poems that they have polished through the
workshop process.
SLEUTHING 101: DETECTIVES FROM DUPIN TO DEXTER E407A; 0.5
credit
The detective story is a recipe that has occupied the
imagination of audiences, writers and filmmakers for decades:
sleuths like Sherlock Holmes and Temperance Brennan (of Bones) are
household names, and crime fiction consistently ranks among the
best-selling genres. But why is crime fiction consistently one of
the most popular genres? What can we learn from our collective
obsession with detectives? To explore these questions, this course
will follow the progress of the crime fiction genre and its
detectives, from the earliest days of 19th-century sleuthing to the
forensics stories, procedurals
and true crime dramas that dominate pop culture today. Turning a
literary lens on the genre, we will identify the conventions and
cultural forces that have animated and changed it over the last 200
years to better appreciate the depth, insights and attraction of
crime fiction. Texts may include short stories and novels by Poe,
Arthur Conan Doyle, Agatha Christie, Dashiell Hammett, Philip K.
Dick, Robert Galbraith (aka J. K. Rowling) and others.
WATERWAYSE405A; 0.5 credit
This course will take us to watery parts of the world, to borrow
a phrase from Ishmael, narrator of Herman Melville’s Moby Dick,
that famous novel about a whale. We will travel rivers, lakes and
seas. What do bodies of water mean and do for the people who live
beside them, venture on them, and imagine them from afar? Readings
will likely include Joseph Conrad’s Heart of Darkness (and Chinua
Achebe’s response to it), selections from Derek Walcott’s Omeros,
an epic of the Caribbean, and at least portions (maybe all!) of
Moby Dick. We will start with bits of Kenneth Grahame’s children’s
classic, The Wind in the Willows, which makes this cheerful claim:
“There’s nothing—absolutely nothing—half so much worth doing as
messing about in boats.” We’ll see about that.
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Page 22 ENGLISH Back to Table of Contents
Spring Seminars
CLASS AND GENDER IN MODERN AMERICAH714A; 0.5 credit, Grades
11–12
Why does it take a woman 16 months to earn what a man does in 12
months? What effect does it have when the wealthiest one percent of
American households own 40 percent of the country’s wealth? This
spring semester class will investigate the dynamic interplay of
class and gender in the American experience. Classes will include
discussions, student-led projects, essays, field trips and outside
speakers. We will examine modern historical events through
literature, art, music and cultures. This course can be taken for
semester credit in either English or History.
ENGLISH THEN AND NOWE406A; 0.5 credit
Hwaet. That’s the first word of the Anglo-Saxon epic Beowulf.
It’s Old English for “Listen!” or “Attend” or merely a modest “So,”
depending on the translator. This course will survey a thousand
years of literature in English, sampling works from main periods in
the development of the language, from Old and Middle English to the
advent of the modern in Shakespeare, and on to our own time. We
will read dual-language translations of the early works so we can
enjoy the sights and sounds of forms of English strange to us. Our
texts will supply us with vibrant language and fascinating stories.
Readings will include Beowulf, Sir Gawain and the Green Knight, a
play by Shakespeare, and works by modern and contemporary writers
who do new things with English and write it with special zest.
EXPERIMENTS IN WRITINGE410A; 0.5 credit
The Pushcart Prize Anthology is published every year and
represents the finest contemporary writing found in journals and
small presses. Using this collection as our primary text and
inspiration, we will study and craft a range of personal
narratives, poetry and fiction. Workshop meetings and techniques
will help us polish our pieces into final drafts.
OUR WORST INSTINCTS RUN AMOK: DYSTOPIAN FICTIONE408A; 0.5
credit
From The Hunger Games and Divergent series to The Handmaid’s
Tale and—some would argue—Game of Thrones, over the past two
decades our fascination with these portrayals of fallen worlds and
powerful, oppressive regimes has been stronger than ever. But
underneath the popularity of these stories lies a more sinister
question: What is it that keeps our world from becoming like these
dystopian societies? In each dystopian vision, the author presents
a projection of our worst instincts and motivations, simultaneously
critiquing the forces that shape our lives. What can we learn from
these texts and the ways that they reflect the concerns of their
era? In this course, we will examine major works of dystopian
fiction, considering both their literary merits and the social and
political commentary therein. Texts may include We by Zamyatin,
1984 by Orwell, Oryx & Crake by Atwood, The Road by McCarthy
and Gulliver’s Travels by Swift.
*AP CLASS POLICY Per Kent Denver School policy, students are
required to take the corresponding AP exam in the spring. There is
an additional fee for the exam.
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Back to Table of Contents Page 23 ENGLISH
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History and Social Science
Page 24 HISTORY AND SOCIAL SCIENCE Back to Table of Contents
PhilosophyThe History Department at Kent Denver School promotes
critical thinking and global citizenship through engaged,
student-centered learning.
Using documents from multiple historical perspectives and a
variety of hands-on activities, students learn to research,
evaluate sources, collaborate, argue and understand a complex and
interconnected world.
Our students leave Kent Denver as empathetic and creative
thinkers, writers and speakers who can engage in civil discourse
when confronting past, present and future world issues.
Students are introduced to a comparative approach to
contemporary world cultures in grade 6, then continue their studies
in grades 7–8 with courses that develop an understanding of
American government and history and
the larger context of global history.
A primary focus of these Middle School classes is to guide
students as they hone the skills and analytical framework necessary
for further work in history.
Students go on to refine these skills in Global History of the
Modern World in grade 9 and complete their course of study with a
challenging analytic review of American history in grade 11 and an
additional two semesters of history/social science coursework.
Students in grades 10 and 12 explore their interests and refine
their skills through a combination of the several history and
social science electives that are designed and taught to match
faculty passions with student interests.
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Back to Table of Contents Page 25 HISTORY AND SOCIAL SCIENCE
COURSE MAP—History and Social Science
th Grade • History 6: Identity and Comparative
World Religions
th Grade • History 7: Foundations in U.S. History and
Government
th Grade • History 8: Foundations in Global History
th Grade • Global History of the Modern World (1 credit)
th Grade • Global Politics in the 21st Century (1 credit) •
Revolution and Conflict in the Modern World (1 credit) • Debate
Honorsp (1 credit)
th Grade
YEARLONG COURSES OF STUDY (1 CREDIT) • U.S. History • AP U.S.
History* • Debate Honorsp
FALL SEMESTER (0.5 CREDIT) • Colorado History and the
Environment: The
Colorado Cultural Confluence • Race in Modern America
SPRING SEMESTER (0.5 CREDIT) • Colorado History and the
Environment: The Rise of the
Western Playground • Class and Gender in Modern America
th Grade
YEARLONG COURSES OF STUDY (1 CREDIT) • Debate Honorsp
• AP Economics* • AP European History*
REQUIRED—If no history in 11th Grade, then: • U.S. History • AP
U.S. History*
FALL SEMESTER (0.5 CREDIT) • Colorado History and the
Environment: The
Colorado Cultural Confluence • Race in Modern America
SPRING SEMESTER (0.5 CREDIT) • Class and Gender in Modern
America • Colorado History and the Environment: The Rise of the
Western Playground
pPREREQUISITE FOR DEBATE HONORS Students must compete at a
minimum of three tournaments and attend weekly practices the prior
year. The Director of Speech and Debate must give authorization for
entry into the course.
UPPER SCHOOL HISTORY SEQUENCEKent Denver students are required
to take three years of history, though most colleges like to see
four years of history on a transcript. Students must take Global
History in 9th grade and U.S. or AP U.S. History in 11th or 12th
grade—we highly recommend they take it in 11th. Therefore, students
may choose to take their third year of history in either 10th or
12th grade, though most students do choose to take history all four
years.
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Middle School Courses
HISTORY 6: IDENTITY AND COMPARATIVE WORLD RELIGIONS
The focus of 6th-grade history is to help students understand
the historical and cultural roots of their personal identities and
anchor their understanding of identity markers in the origins of
different beliefs, values and institutions found the world around
them.
Students delve into such concepts through a variety of primary,
secondary and tertiary sources, as well as through experiential
opportunities such as visits to local houses of worship and
traveling exhibits at local museums. Students are encouraged to
think critically about concepts, learning how to read, write and
present through an analytical lens.
HISTORY 7: FOUNDATIONS IN U.S. HISTORY AND GOVERNMENT
The primary goal of this course is to help students develop a
fundamental understanding of the origins, development and growth of
the United States. Students study the country’s beginnings from the
Colonial period through the Civil War and into the 20th century
with a focus on the Constitution, civics and civil rights.
Resources include secondary and primary source handouts,
multimedia and current events. Critical thinking, analytical
reading, oral and written expression, solid study habits, and basic
research techniques are assessed using tests, presentations,
debates and writing assignments throughout the year. A research
project assigned in the second semester offers students an
opportunity to pursue their own course of study while integrating
new skills.
HISTORY 8: FOUNDATIONS IN GLOBAL HISTORY
In 8th-grade history, students explore the origins of our world
today and develop an understanding of the larger patterns of human
history: increasing complexity and interconnectivity, interaction
and exchange. Beginning with human prehistory and ending with our
own modern era, students examine the factors that transformed—and
continue to transform—human societies and laid the foundations for
the globalized modern world. Throughout the year, students develop
their analytical reading, writing and thinking skills as they
investigate humanity’s journey from nomadic foragers to sedentary
farmers to civilizations, empires and eventually modern
industrialized societies. Research, critical thinking,
collaboration and discussion are emphasized as students
learn to make strong historical arguments and support them with
reason and evidence.
Upper School Courses
GRADE 9: GLOBAL HISTORY OF THE MODERN WORLD H190A (fall) and
H190B (spring); 1 credit—Required
The Global History course introduces all 9th-graders to the
study of historical processes, interconnecting nations, regions and
civilizations across space and time. Students engage with several
key themes: historical roots of modern civilizations, ocean worlds,
revolutions, empire and identity, and modern world ideologies.
This course emphasizes critical thinking, analytical writing and
effective public speaking. Student-centered lessons and activities
are designed to foster collaboration, stimulate creativity and
encourage intellectual risk-taking. Throughout the course, students
will hone their writing skills in a variety of contexts,
culminating in an extensive research project that compels students
to direct their own learning and demonstrate responsible historical
inquiry. Most importantly, the classroom dynamic nurtures the
development of students’ nuanced and flexible understanding of the
world in which we live.
U.S. HISTORY H130A (fall) and H130B (spring); 1 credit; Grade 11
or 12
This course offers students a challenging analytical examination
of the role of political, social and economic factors in United
States history from the Colonial period to the present. Instruction
emphasizes in-depth research using primary and secondary sources, a
variety of oral and written assignments, and opportunities for more
open discussion. Students are encouraged to develop their ability
to interpret sources and to form an individual understanding, while
tests and analytical essays ensure the development of a fundamental
appreciation of issues in American history.
A major research project, assigned in the second semester,
offers students a formal opportunity to pursue their own course of
study while demonstrating mastery of the skills necessary to
conduct independent historical research and produce a written
historical argument.
STUDENTS IN GRADE 11 OR 12 Either U.S. History or AP U.S.
History are required during your junior or senior year.
Descriptions of both courses follow.
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AP U.S. HISTORY*H835A (fall) and H835B (spring); 1 credit; Grade
11 or 12
This course is offered to students who have a keen interest and
strong ability in the reading and writing of history. The course
moves at a fast pace in an environment that fosters collaboration,
engagement and student-led inquiry. Students analyze and interpret
social, economic, political and cultural events in American
history. Teachers emphasize students’ ability to understand
multiple interpretations of primary and secondary documents
throughout the year.
A major research project assigned in the second semester offers
students a formal opportunity to pursue their own course of study
while demonstrating mastery of the skills necessary to conduct
independent historical research, interpret historiography, and
produce a written historical argument. Upon completion of this
course, students are well-prepared for college-level history
seminars. Prerequisite: A recommendation from the current history
teacher and an A- or above in current history class are required
for admission.
Yearlong Electives
GLOBAL POLITICS IN THE 21ST CENTURY H270A (fall) and H270B
(spring); 1 credit, Grade 10
This elective for sophomores offers students the opportunity to
analyze and create foreign policy to address issues currently under
deliberation by states and major international organizations,
providing them with insight into the real-world practice of
international relations. Students study the history, structure and
function of the international system, including sovereign states,
disputed territories, the United Nations, and humanitarian aid and
human rights organizations. Major topics of study include the UN’s
2030 Sustainable Development Goals, international relations theory,
the role of international law, political and economic ideologies,
and ongoing global conflicts. Using current events and contemporary
case studies, students evaluate the actions of states and
international
organizations, taking on a variety of roles and perspectives and
working with others to draft resolutions offering collaborative
solutions. Through projects, papers, and exams, the course focuses
on developing and strengthening critical reading and thinking
skills and on the improvement of analytical writing.
REVOLUTION AND CONFLICT IN THE MODERN WORLD H110A (fall) and
H110B (spring); 1 credit, Grade 10
This history elective for sophomores examines the causes of
modern conflicts and how, when, and why the U.S. and the world
intervenes. The course is structured around a series of intensive
case studies in the non-Western world. In particular, students will
examine human rights issues, including genocide.
Areas of study include the following: Vietnam, Rwanda, and the
Middle East. Students read a variety of primary and secondary
sources and examine literature, autobiographies and films that
pertain to each unit.
The course also focuses on developing and strengthening critical
reading and thinking skills and on the improvement of analytical
writing.
DEBATE HONORSp
H210A (fall) and H210B (spring); 1 credit, Grades 10–12
Students in the Debate Honors course practice public speaking,
research, writing and analytic thinking skills. Students engage in
advanced research that covers global politics, economics,
philosophy, government and current events. Students practice
listening to, and critiquing, the speeches of other students.
Students are required to attend a minimum of six debate tournaments
throughout the school year. Students may take the class multiple
years, either in a row or non-consecutively. This course is worth
one credit; only a student’s first year in Debate Honors counts
toward the three History classes required for graduation.
HISTORY AND SOCIAL SCIENCE ELECTIVES REQUIREMENT One (1)
elective credit is required to graduate. Descriptions of all
elective courses follow, listed first by duration (yearlong;
single-semester), then by the grade(s) during which students may
enroll. They are not listed alphabetically.
pPREREQUISITE FOR DEBATE HONORS Students must compete at a
minimum of three tournaments and attend weekly practices the prior
year. The Director of Speech and Debate must give authorization for
entry into the course.
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AP EUROPEAN HISTORY* H840A (fall) and H840B (spring); 1 credit,
Grades 11–12
This course examines key events and themes that have shaped the
core values of Europe and the United States today. Students explore
how epochs such as the Renaissance, the Reformation, the Scientific
Revolution, the Enlightenment, and the French Revolution
fundamentally challenged the nature of “truth” in Europe, thereby
launching Europe into a modern history and power struggle that has
created the world we live in today. Particular emphasis is placed
on the extensive reading and analysis of primary and secondary
source documents. Students showcase their learning in projects,
discussions and critical essay writing that emphasizes the
development of history from multiple points of view.
Prerequisite: A recommendation from the current history teacher
is required for admission to the course.
AP ECONOMICS* H865A (fall) and H865B (spring); 1 credit, Grade
12
AP Economics blends an exploration of economic theory with
application to real world microeconomic and macroeconomic
scenarios. The course is divided into a semester of Microeconomics
in the fall and Macroeconomics in the spring. Foundational
microeconomic concepts include the supply and demand model, utility
maximization, market structures and market failures. The exciting
Breakfast Wars simulation allows students to test their knowledge
of the economic theory while experimenting with their burgeoning
business skills. Key macroeconomic concepts include measurements of
national economic performance, stabilization policies, economic
growth and international trade. Students build on their
understanding of these concepts through a research project on the
current economic health of a foreign country. In addition to the
economic theories, the course builds students’ small group and
presentation skills. The course culminates with a self-directed
individual presentation, followed by the AP Microeconomic and AP
Macroeconomic exams in May.
Prerequisites: U.S. History, Pre-Calculus. In addition, students
with A- or better grades in their junior year of math and history,
or B+ or better grades in AP or Honors courses in their junior year
of math and history, will receive priority admission to the
course.
Semester Electives
RACE IN MODERN AMERICA H713A (fall); 0.5 credit, Grades
11–12
Modern America sits at a crossroads in terms of race. Recent
controversies over the Black Lives Matter movement, a resurgence of
white supremacy, immigration, and confederate monuments—to name a
few—tend to ignite more division than unity. This fall semester
class will analyze race in America through the contributions of
different racial and ethnic groups. Classes will include
discussions, student-led projects, essays, field trips and outside
speakers. We will examine modern historical events through
literature, art, music and cultures. This course can be taken for
semester credit in either English or History.
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CLASS AND GENDER IN MODERN AMERICA H714A (spring); 0.5 credit,
Grades 11–12
Why does it take a woman 16 months to earn what a man does in 12
months? What effect does it have when the wealthiest one percent of
American households own 40 percent of the country’s wealth? This
spring semester class will investigate the dynamic interplay of
class and gender in the American experience. Classes will include
discussions, student-led projects, essays, field trips and outside
speakers. We will examine modern historical events through
literature, art, music and cultures. This course can be taken for
semester credit in either English or History.
COLORADO HISTORY AND THE ENVIRONMENT | Note: Students may take
one semester or both. |
THE COLORADO CULTURAL CONFLUENCE H327A (fall); 0.5 credit,
Grades 11–12
THE RISE OF THE WESTERN PLAYGROUNDH328A (spring); 0.5 credit,
Grades 11–12
Whether you consider yourself a “native” or a recent transplant,
living in Colorado brings with it a sense of pride. But what does
it mean to be a “Coloradan?” Using a place-based model for
education, the Colorado History and the Environment courses seek to
have students understand the interdependent relationships that
exist throughout this state and beyond in order to better
understand what it means to live in Colorado.
Using a thematic approach to a survey of Colorado history,
students will learn about early migration to Colorado, the
resources that allowed the state of Colorado to grow, and the
conflict that arose as cultures clashed. The second semester will
highlight the forces that challenged Colorado’s relationship with
the environment through study of the Dust Bowl. Finally, students
will examine how recreational opportunities (such as those that
grew from the 10th Mountain Division) created a destination for
lovers of the outdoors to visit and, for many, call home.
Most importantly, this course will bring students off campus and
into different parts of their city and state. Additionally, several
guest lecturers will visit the classroom to offer their informed
perspectives on current and historical issues in Colorado.
*AP CLASS POLICY Per Kent Denver School policy, students are
required to take the corresponding AP exam in the spring. There is
an additional fee for the exam.
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Mathematics
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PhilosophyA Kent Denver mathematics education prepares students
to confidently use and appreciate mathematics as both an Art and a
Science: in the present, at the college level and beyond. We
believe that all students are capable of success in mathematics,
and our flexible course sequencing allows our students to select
appropriate levels of challenge to meet their developmental needs
at each stage of the curriculum.
We seek to provide a solid foundation for students to develop
mathematical skills and analytical tools while inspiring curiosity,
tenacity and imagination in them as problem solvers, collaborators
and creative thinkers. Our students gain the confidence needed to
thrive in today’s world by engaging with both conventional and
novel problems, by participating in mathematical conversations, and
by working within classroom cultures that encourage an individual
growth mindset, and resilience within the context of appropriate
challenge.
The goal of teachers in the mathematics departmentis to help
students to see themselves as mathematical
thinkers, to appreciate the broad history of the subject and its
connected nature, both within the discipline and as it relates
across the curriculum, and to develop the ability to think both
intellectually and specifically about the ideas and facts that they
encounter in their studies.
At graduation, Kent Denver students have a firm foundation in
mathematical concepts and are persistent problem-solvers; with
skills and competencies that have prepared them not just for
admission to an appropriate college, but for success in college
level mathematics, regardless of their choice of program. Students
are able to use multiple types of technology, including hand-held
calculators as well as computer-based programs and applications,
and are able to understand and effectively communicate about
mathematical concepts analytically, numerically and
graphically.
It is the privilege of the math teachers at Kent Denver School
to share their passion and love of the subject with their
students.
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COURSE MAP—Mathematics
th Grade • Math 6: Foundations and Explorations • Pre-Algebra
6
th Grade • Pre-Algebra 7 • Algebra MA • Algebra IB
th Grade • Algebra IA • Algebra IB
SAMPLE TRAJECTORIES THROUGH UPPER SCHOOL MATHEMATICS
8 Algebra IA Algebra IB Geometry Honors9 Geometry with Functions
Geometry Geometry Honors Algebra II Algebra II Honors
10 Algebra II Concepts Algebra II Algebra II Algebra II Honors
Precalculus Precalculus Honors/Calculus A
11 Precalculus Concepts Precalculus Precalculus Precalculus
Honors/Calculus A
AP Calculus AB AP Calculus BC
12 Calculus/Data Analytics/AP Statistics/AP Computer Science
Principles/AP Computer Science A
AP Calculus AB
Calculus/Data Analytics/AP Calculus AB/AP
Statistics/AP Computer Science Principles/AP Computer Science
A
AP Calculus BC
AP Calculus BC/AP Statistics/AP Calculus
BC/AP Computer Science Principles/AP Computer
Science A/Data Analytics
Honors Multivariable
Calculus
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8
9–12
SAMPLE PATHWAYS THROUGH MIDDLE SCHOOL MATHEMATICS
6 Math 6 Math 6 Math 6 Pre-Algebra 6 Pre-Algebra 6 Pre-Algebra
67 Pre-Algebra 7 Pre-Algebra 7 Algebra MA Pre-Algebra 7 Algebra IA
Algebra IB
8 Algebra IA Algebra IB Algebra IB Algebra IA Algebra IB
Geometry Honors9 Geometry with
Functions
Geometry Geometry Geometry with
Functions
Geometry Algebra II or Algebra II Honors
Upper School
GEOMETRY COURSES • Geometry with Functions (conceptual) •
Geometry • Geometry Honors
ALGEBRA COURSES • Algebra II Concepts • Algebra II • Algebra II
Honors
ADVANCED ALGEBRA AND TRIGONOMETRY COURSES • Precalculus Concepts
• Precalculus • Precalculus Honors/Calculus A
CALCULUS COURSES • Calculus • AP Calculus AB* • AP Calculus BC*
• Honors Multivariable Calculus
STATISTICS COURSES • Data Analytics: An Exploration of the
Sports Business • AP Statistics*
COMPUTER COURSES • AP Computer Science Principles* • AP Computer
Science A*
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KENT DENVER’S MATH SEQUENCEKent Denver students choose from a
wide variety of courses offered at a variety of levels. Upon
admission to Kent Denver, families work with the Math Department
Chair to place students appropriately in the course that will best
serve the student’s needs. The course sequences are designed so
that by the end of Middle School, students should have completed a
standard, Upper School level Algebra I course, and that students
will have had the chance to take at least one college level (AP)
course by the time they graduate. Placements are flexible from
year-to-year, and students who seek to move through the curriculum
at a more- or less-deliberate pace are encouraged to speak with
their teachers and the Math Department Chair.
In order to meet KDS graduation requirements, students must
complete four math credits while in the Upper School. Three of
these credits must be successive, and one may be taken concurrent
to another math course. In addition, students must have completed a
sequence of Algebra I/ Geometry/ Algebra II, (though part or all of
this sequence may be completed in Middle School and/or before a
student’s admission to KDS). Once placed within this sequence,
students must complete it on campus, during the regular school
year. This is the foundational sequence for what comes afterwards:
It is the prerequisite to the work that follows.
We offer three levels of instruction for this foundational
sequence.
Conceptual | Regular | Honors in Algebra I/Geometry/Algebra II•
These are levels of pacing and depth, not of material.• In general,
the Conceptual level is meant to reinforce topics learned in the
previous course while covering the
new material. Attention is focused on how the new skills and
ideas build from the previous work, and there is time to review
extensively as needed. Work at this pace builds toward the AP or
college level by the senior year (in AP Statistics or AP Computer
Science).
• In general, the Regular level is meant to proceed with new
material at a pace that builds toward the AP or college level by
the senior year (in AP Calculus AB). There is time, early in the
sequence, for classes to review appropriately as needed.
• In general, the Honors level is meant to proceed with new
material at a pace that builds toward the AP or college level by
the junior year (in Pre-Calculus Honors/Calculus A). There is
little time for review within the confines of the class, though
teachers are supportive of students with questions during office
hours. To be successful at this pace, students need to be able to
work independently, to be willing to ask questions both in and out
of class, and to have an interest in why the mathematics unfolds as
it does.
For students new to Kent Denver, placement is based on objective
data, teacher recommendation and student interest; and is
determined by the Chair of the Math Department, in consultation
with incoming families. All students entering Kent Denver School in
grades 6–8 are asked to take a placement test; students entering
Kent Denver in grades 9–12 receive credit for coursework
successfully completed at accredited schools, and may be asked to
take a placement test to determine the appropriate level of
study.
Once placed, there is no set course trajectory throughout a
student’s mathematical career; pathways through the curriculum vary
greatly based upon student goals, maturity, interest and
commitment. Upon graduat