Stanford Ohs Course Catalog

8/10/2019 Stanford Ohs Course Catalog

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220 Panama Street,

Stanford, California 94305-4101

650.721.9422

ohs.stanford.edu

COURSE CATALOG 20142015

r. 6/20/14
http://ohs.stanford.edu/http://ohs.stanford.edu/


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STANFORD ONLINE HIGH SCHOOLCOURSE CATALOG 20142015

CONTENTS

OUR MISSION ........................................... ............................................ . 3

THE ACADEMIC PROGRAM ......................................... .............................. 4

MIDDLE SCHOOL PROGRAM .....................................................................................5

CORE SEQUENCE ....................................... ............................................ . 6

ENGLISH ........................................... ............................................ ........ 8

HUMANITIES ...................................... ............................................ .......12

THE ARTS .............................................................................................................. 12

HISTORY ............................................................................................................... 13

FOREIGN LANGUAGE ............................................................................................. 15

CROSS-LISTINGS IN THE HUMANITIES .................................................................... 18

MATHEMATICS ........................... ............................................. ..............19

COMPUTER SCIENCE ............................................................................................. 23

ECONOMICS .......................................................................................................... 24

SCIENCE...............................................................................................25

OTHER COURSES ....................................... ............................................29

THE MALONE SCHOOLS ONLINE NETWORK (MSON) ...................................30

SAMPLE COURSES OF STUDY ............................................ ......................31

STANFORD OHS GRADUATION REQUIREMENTS .........................................34

20062014. Stanord University Online High School. All rights reserved. This document is subject to revision

without notice. The inormation contained in the Course Catalog is accurate as o June 20, 2014.Current inormation can be ound on the OHS website atohs.stanford.edu.

Note:The courses listed in the catalog are subject to minimum enrollments in order to beoffered any given semester/year.
http://ohs.stanford.edu/http://ohs.stanford.edu/http://ohs.stanford.edu/


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STANFORD ONLINE HIGH SCHOOL | COURSE CATALOG 20142015 3

OUR MISSIONThe Stanord University Online High School (OHS) creates a worldwide learning community o diverse, intellectually passionate stu-

dents and teachers. Through vibrant seminars, the rigorous curriculum challenges students to reason analytically, think creatively,and argue critically. Beyond the classroom, collaborative extra-curricular activities cultivate lasting relationships among students and

teachers. The Schools supportive environment osters independence, strength o character, and a lielong pursuit o knowledge.

A UNIQUE SCHOOL

While online, Stanord OHS is irst and oremost a school that draws strength rom its students and teachers.

It is a school or gifed students, or intellectual risk takers, and or those who are engaged in signiicant pursuits beyond theclassroom.

It is a school or instructors unparalleled in their expertise who have passion or teaching students in this environment.

It is a school located within Stanord University, and thus at the oreront o learning.

It is this combination o students, instructors, and place that makes Stanord OHS a school unlike any other.

ABOUT STANFORD OHS

The Stanord University Online High School (OHS) is an independent school or gifed students in grades 712. The school was ound-

ed in 2006 as a three-year high school, and has since expanded to include grades 79. Stanord OHS has been accredited by the West-ern Association o Schools and Colleges since 2006 and has been approved as an online course provider by the University o Caliornia

since 2008.

The mission o Stanord OHS is to provide a stimulating and challenging education that equips and inspires talented students to

academic and proessional success. The schools approach to ulilling this mission consists in an emphasis on rigorous and advancedacademic offerings, the development o skills in written and oral communication, acquisition o a mastery o the principles o critical

thinking and argumentation, and the promotion o intellectual maturity and responsibility. Beginning at the earliest grades, thismission inorms the academic program that Stanord OHS students pursue, in the content o its classes, the methods and media oinstruction, and the composition o the required courses o study. Students are guided through their studies by instructors who are

chosen or their expertise and accomplishment in their disciplines and their experience and dedication to teaching highly talentedstudents at the high school and college levels.

The lexibility o the Stanord OHS academic program and enrollment options, which include ull-time, part-time, and single courseenrollment, can accommodate the varied needs and interests o our students. The online instruction, which combines seminar-styleand directed-study courses on a lexible college-style class schedule, both encourages independence, discipline, and strong time-management skills and allows our students to pursue their diverse interests and exceptional talents.

The strong community at Stanord OHS supports students in acclimating to an inviting yet academically rigorous environment.

Students work closely with instructors, counselors, and each other to achieve their academic and personal goals. Beyond the onlineclassroom, students engage in a rich array o student clubs that build on student interests. An intensive residential summer program atStanord University presents students with urther opportunity to connect with each other and their instructors, while learning about

and preparing or college and beneitting rom the vast resources o a world-class university.


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THE ACADEMIC PROGRAMThe academic program o the Stanord Online High School is designed to introduce students with a wide range o exceptional aca-

demic talents and interests to the advanced work and instruction that will provide the appropriate development o these talents, andwill situate graduates or success at the best colleges and universities in the world. In completing the rigorous course o study available

at Stanord OHS, students acquire a mastery o content and skills that are articulated by instructors who are experts in their ields andthat are urther integrated into a distinctive intellectual ramework. Students additionally hone an independence and responsibility

that allows them to take productive advantage o the college-style learning environment o Stanord OHS.

The Stanord OHS curriculum comprises courses treating advanced and challenging material at every level in the school, culminatingin post-AP and university-level courses in a growing spectrum o disciplines, including mathematics, economics, physics, biology,English, and history. In working towards these courses, students gain a preparation that will allow them to begin work in college

already at an advanced level. But the content o these courses does not exhaust the unique preparation that Stanord OHS provides. Adeining eature o instruction at Stanord OHS is the close interaction that each student has with teachers who have the passion and

expertise o dedicated practitioners o a discipline. At the level o course design, this means that Stanord OHS courses are createdwith an expert-level understanding o what university and proessional study in a subject consists in, and also o what it takes to get tothat level o proiciency. Stanord OHS courses, thereore, model and practice the proessional methods, skills, norms, and intellectual

habits o each discipline. In science, students imbibe the central perspectives o hypothesis-ormation, experimentation, and analysis;mathematics courses stress proiciency in problem-solving; students o English develop habits o daily writing and intentional use

o language to communicate to speciic audiences and within particular contexts; language learners work to acquire a unctionalproiciency that acilitates an appreciation o literature and culture; and in history, students prepare to engage substantively and

productively in the historical discourse by learning to assess a variety o primary sources, to evaluate theses presented by scholars,and ultimately to ormulate their own.

Individually, each Stanord OHS course offers not only discipline-speciic knowledge and methodology, but also more generallyapplicable skills, such as an understanding o evidence, strategies o argumentation, criticism, and persuasion, amiliarity with the

analysis o data, and careul, critical reasoning. The discrete study o these oundational skills across the curriculum is urther uniiedin the our-year Core sequence, whose unction it is to provide a common intellectual experience and identity among Stanord OHSstudents consisting in systematic exposure to and practice o structures o reasoning in a spectrum o disciplines. Students who

complete the Core sequence as part o their ull course o study at Stanord OHS will possess the precision o writing, reasoning, andargument that is a hallmark accomplishment o the Stanord OHS educational experience.

Critical to the ulillment o these goals is the orum in which they are pursued. Instruction at Stanord OHS is structured aroundthe live discussion seminars. Students independent work, whether it consists in viewing recorded lectures, reading texts, solving

problem sets and writing papers, or working through computerized exercises, sets the stage or active, constructive engagement with

the material and dynamic interaction between peers and instructors in the virtual classroom setting. Participation in these sessionsprovides the ull measure o what the Stanord OHS academic program has to offer and the abilities it osters in its students. Indiscussion seminar, students participate in ast-moving conversations, stake out, deend, and critique positions extemporaneously,

and participate in the instructors modeling o inquiry in a discipline. These skills serve Stanord OHS students well in college andproessional settings.

Equipped with the analytical tools and expertise engendered by a robust engagement with the curriculum, Stanord OHS graduatesare not simply well qualiied to begin their college studies. Rather, they are ready to engage immediately and at an advanced level in

the opportunities available at the university level. Their preparation, in content and in academic and intellectual habits and practicesis the appreciable mark o the Stanord OHS academic program.


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MIDDLE SCHOOL PROGRAM

The Stanord OHS middle-school program is a comprehensive curriculum that extends the core values and components o the Stan-

ord Online High School academic program to the middle-school grades. Courses at the middle-school level are specially designed tolay the intellectual oundation or advanced coursework by cultivating the critical reasoning, analytical, and communication skills nec-

essary or academic achievement. Students enrolled in the middle school, thereore, hone the skills and habits assumed at the high-school level in the context o challenging material in each subject, while also pursuing high-school courses in areas o special talent oracceleration.

The Stanord OHS middle-school curriculum as a whole, and the individual courses themselves, are alike tailored to the backgroundsand appropriate objectives o students at this level. Middle-school science courses apply an inquiry-based approach that engendersamiliarity with scientiic methodology while introducing undamental concepts in a manner accessible to students with broad

mathematical preparation. A mastery o concepts such as energy and matter in these contexts is oundational to the more expansiveand ormal treatments in the respective scientiic disciplines at the high-school and college levels. Similarly, middle-school coursesin Core and Latin provide students the opportunity to begin study in those disciplines, preparing or the high-school sequences in a

middle-school setting. In the humanities, a pair o English and history courses urnishes students with a broad cultural and conceptualsetting or uture study, but also introduces disciplinary methods and norms that students will deploy in high-school work. Each o

these courses, inally, approaches its subject with assessments, exercises, and pedagogy that are calibrated to the strengths and needso middle-school students. In the course o their studies, middle-school students rom a spectrum o academic backgrounds make

signiicant strides in scholarship that smooth the transition to the challenging high-school curriculum.

MIDDLE SCHOOL COURSES

CORE ENGLISH HISTORY LANGUAGE MATH SCIENCE

Fundamentals oExpository Writing

Introduction to U.S.History

Latin 1A Honors Prealgebra Inquiry-based Physics

Human Nature andSociety

Fundamentals oLiterary Analysis

Empires and WorldCivilizations to 1800

Latin 1B(offered in 2015 16)

Honors BeginningAlgebra*

Foundations o Science:Energy and Matter

*Honors Beginning Algebra (OM010) is taught as a high-school course. Placement tests exist for students looking to take high-

school-level courses. However, the level of rigor offered in the middle-school curriculum, and the difficulty of the high-schoolprogram, make such arrangements uncommon in most disciplines. Interested students must consult with their academic advisors

to determine whether high-school work might be appropriate before taking a placement test.


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CORE SEQUENCEThe Core Sequence is a unique and central component o the Stanord OHS academic program that embodies the tenets o the

schools mission. In Core courses, the subject matters o human nature, science, history o science, political theory, and philosophyprovide a orum or developing a range o analytical and philosophical skills that can be applied broadly in both academic and public

reasoning. The common intellectual ramework that the Core provides is characterized by an ability to ask conceptual and oundation-al questions in a particular discipline, a preparation to think critically about work and discourse in these disciplines, and a mastery o

the principles and practice o rigorous and logically inormed reasoning.

The intellectual ramework o the Core extends beyond the content and norms o thinking and writing in the individual disciplineso the courses. In Core courses, students study the standards and structures o reasoning common to work in the sciences andhumanities alike. Students also develop writing and presentation skills, through extensive written assignments and critical discussion

on a variety o topics. The expertise, skills, and habits o mind cultivated in the Core program are thereore the oundation that bothuniies the Stanord OHS curriculum and prepares students or subsequent achievement and citizenship.

The individual Core courses realize these goals in their themes, methods, and questions. In Human Nature and Society, middle-school students investigate what it means to be human by exploring how thinkers and artists have deined and interpreted human

nature and human society. This course prepares students or high-school level Core and humanities courses by developing criticalthinking, writing, and reading skills. In Methodology o Science Biology (MSB), students examine the nature o strong statistical and

biological evidence and also develop the technical skills to assess and employ such evidence. In History o Science (HSC), studentsstudy various scientiic disciplines and their historical development, thus building on the knowledge and skills acquired in MSB.Students conront the circumstances under which scientiic theory ormation occurs, and learn to analyze the argumentative structure

which grounds theories in evidence. The analysis o various theoretical views o political concepts and institutions that studentsundertake in Democracy, Freedom, and the Rule o Law (DFRL) in turn establishes a oundation or critically assessing rhetoric

and equivocal use o concepts in political discourse. DFRL also shifs philosophical ocus to the normative aspect o intellectualinvestigation, rom the previous two courses that deal with descriptive theories in science. Critical Reading and Argumentation

(CRA) explicitly discusses analytical techniques highlighted in each o the courses, including reconstruction o an authors position,identiication o neglected possibilities and problematic assumptions and inerences, and effective use o thought experiments andcounterexamples. The course urther develops the philosophical perspectives highlighted in the other core courses.


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COURSE DESCRIPTIONS

Middle School

Human Nature and Society (JHNS2)

Year course

This year-long course examines what it means to be humanand to live in a society with others. Drawing on shortphilosophical, scientiic, and cultural works, the course

explores how thinkers and artists have deined and interpretedhuman nature and human society. We will ask questions

about what a theory o human nature is, what role suchtheories play in different disciplines, and how different authors

argue or and support their views o human nature. Thecourse prepares students or the high school Core program,as well as or urther work in the humanities, by strengthening

and broadening students skills in critical reading, reasoning,and writing. Prerequisite: Enrollment in Fundamentals of

Literary Analysis (JE002) or equivalent

High School

Methodology of Science Biology (OMSB9)Year course, 10 units

This year-long course introduces students to the methods

and reasoning used throughout science. Using biologicalexamples, students learn how evidence can be obtained or

scientiic claims rom raw data based on statistical methods.Students are exposed to various statistical concepts and

techniques to interpret data and make inerences rom theinterpretations. These techniques are applied to the studyo lie, as students explore how organisms interact with

each other and their environment, and the properties andprocesses o cells and molecules.

History of Science: Great Ideas, Observations, and

Experiments (OHSC0)

Year course, 10 units

This year-long course examines the great ideas and great

observations and experiments that have shaped thedevelopment o science. Using a case study method, studentsexamine the interplay between observations o the physical

world, attempts to explain those observations, and themethods used to test the resulting explanations. As part o the

methodology o the inquiry, students learn and practice theskills o philosophical analysis, logical argument, and criticism.

Topics include Aristotles physics, psychology, biology;ancient astronomies in Babylonian, Greek, Chinese, andIslamic cultures; ancient medical study; modern astronomy

and physics; development o atomism, electro-magnetism,evolutionary theory, relativity theory, modern psychology and

cognitive science; social sciences, etc.

Democracy, Freedom, and the Rule of Law (ODFRL)


This year-long course examines the oundations o civilsociety. Drawing on both historical and theoretical materials,the students study changing conceptions o how a state is

and should be organized. In particular, we ocus on differenttreatments o the interwoven concepts o democracy,

reedom, and the rule o law. As part o their study, studentspractice the methodological tools o analysis relevant to

philosophy and political theory, learn to ormulate andevaluate hypotheses about the content o critical concepts,and develop a thorough knowledge o their political

traditions and principles. These lessons contribute to thebroader aim o the course, which is to prepare students or

citizenship in their community by reining their ability toparticipate constructively in the discourse that draws on these

conceptions o the state. While the course is organized aroundprinciples o American government, the readings are germaneto democratic society generally. Readings include Hobbes,

Locke, Rousseau, Montesquieu, Madison, Jefferson, Americanounding texts, Lincoln, Addams, King, Burke, Tocqueville,

Smith, Dewey, Mill, Berlin, Rawls, Nozick, Sandel, Sen,McMillan, Marx, Dicey, and Hayek.

Critical Reading and Argumentation (OCRA1)


In addition to the unique problems and questions that

constitute its subject matter, philosophy makes use o a

variety o intellectual tools and argumentative strategies thatare widely applicable to both academic and inormal inquiry.This course helps students develop these resources through a

careul analysis o exemplary pieces o philosophical argumenand literature. To this end, we explore philosophical thinkingabout modes o reasoning as well as core philosophical

discussions o religious concepts, the nature and limitso knowledge, the nature and content o ethics, and the

minds relation to the world. While the course emphasizesthe cultivation o the tools and strategies o reading and

argument, the materials encourage relection on some othe oundational characteristics and assumptions in thedisciplines o ethics, religion, and philosophy itsel. Readings

include Plato, Anselm, Aquinas, Paley, Pascal, Leibniz, Voltaire,Mackie, Rachels, Aristotle, Mill, Kant, ONeill, Nagel, Camus,

Hume, Chisholm, Frankurt, Descartes, Russell, Kaka, andNietzsche.


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ENGLISHEach Stanord OHS English course is designed to create a cohesive, collaborative community o learners who read to understand writ-

ing and write to understand reading. Instructors draw on the ull range o literature in order to develop students attention to the pos-sibilities o language. Through this sequence o courses, students will master ever more challenging literature and develop increasingly

complex modes o writing. By the end o the sequence, students can employ language effectively in a wide variety o contexts, with in-tention, precision, and passion.

By analyzing texts and writing requently, students learn how ideas are ormed through language. Stanord OHS English courses teach

students to pay close attention to how a piece o writing creates meaning at the level o the word, the phrase, the sentence, and theparagraph or verse. Because they can understand and articulate how an author uses language to achieve certain effects, students canthen apply these same strategies in their own writing.

Students learn to write and speak with precision and control in order to create the effects they wish to achieve. Through ormal andinormal writing assignments, discussion-based class meetings, and oral presentations, students become adept at expressing their

ideas clearly and concisely, and begin to establish their own unique authorial personas. At the same time, they learn to take intoconsideration audience and genre, so that they are able to write and speak in more than one style and or more than one audience.

Stanord OHS English courses expose students to multiple genres, writing styles, arguments, and methods or theories o analysis.Students learn to synthesize works written in different time periods, or different purposes, and addressed to different audiences,

and they master different and sometimes competing theoretical approaches to interpreting language. As they progress throughthe sequence o courses, students become more and more able to shape and articulate their own ideas about texts, their intrinsic

meaning, and their signiicance to the world at large.

The skills o critical reading and writing that students master in Stanord OHS English courses make them habitual critical thinkers

who are mindul o the world around them and the ways in which ideas are generated and communicated by and to them. Studentsbecome critical readers not only o texts but also o the world around them.


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COURSE DESCRIPTIONS

Middle School

Fundamentals of Expository Writing (JE001)

Year course

Fundamentals o Expository Writing introduces students tothe nuts and bolts o critical writing and reading. Through

comprehensive grammar instruction, students build a shared

vocabulary to understand and describe language. They applytheir grammatical knowledge to decode complex works oliterature, and build on their understanding o the mechanics

o the sentence to consider more abstract topics such asaudience expectation and authorial persona. They also master

the basic essay orm. Prerequisite: Placement Exam

Fundamentals of Literary Analysis(JE002)

Year course

Fundamentals o Literary Analysis is a two-semester coursedesigned to develop and strengthen students skills in writing,

literary interpretation, and critical thinking. A second key

goal o this course is to expose students to a variety o majorworks o literature in different genres. Students will becomeamiliar with the elements o narrative iction and gain the

tools to analyze literary works productively with attention toorm, content, and style. Students will lay the oundation orrecognizing the allusions to earlier textsin particular classical

and biblical allusionsthat permeate Western literature andwill also get a sense o the development o writing systems

and literary aesthetics over time. Other concepts coveredinclude igurative language, tone, close reading, prewriting

tactics, thesis development, diction and clarity, paragraphunity, argumentative structure, revision, and research.Prerequisite: Fundamentals of Expository Writing (JE001) or

placement exam

High School

Literary Analysis and Argumentation(OE009)


Literary Analysis and Argumentation deepens students skillsin close textual analysis o literature, in making and supportingmeaningul arguments, and in crafing elegant argumentative

prose. Students read rom a wide range o literary genresand time periods, with an eye to their intersection with a

series o broad philosophical topics, and hone their critical

writing skills, particularly with regard to thesis development,paragraph unity, and argumentative structure. Throughout,the course emphasizes literary analysis in an interdisciplinary

context. Prerequisite: Fundamentals of Literary Analysis (JE002)or placement exam

Textual Analysis and Argumentation (OE010)


Textual Analysis and Argumentation provides studentsan American literature survey in a global context thatcomplements and expands the temporal reach o the world

literature survey. Students master close reading or orm inthematically related clusters o texts (such as the captivity

narrative) and learn to create precise thesis statementsbased on these readings. Throughout, students pay close

attention to how writing constructs authorial identity, andto sel-presentationtheir own and those o the authorsthey readthrough language both written and spoken. They

learn to structure their essays with increasing sophisticationand are introduced to, and become competent in, MLA style.

Prerequisite: Literary Analysis and Argumentation (OE009),recommendation of Fundamentals of Literary Analysis (JE002)

instructor, or placement exam

Modes of Writing and Argumentation(OE011)Year course, 10 units

Modes o Writing and Argumentation builds upon theargumentative structures and generic terminology covered

in TAA to introduce students to literary terms and moreormalized theoretical approaches to literature, including

narrative, genre, intertextuality, and metaphor. Studentscontinue the work o reading texts in conversation and

competition with their predecessors and, in longer essaysthat require more sophisticated argumentative structuresto support complex claims, they begin to articulate their

own theory o intertextuality in action. Students solidiy

their mastery o MLA style, and continue to develop oralpresentation skills to complement their skill in writing.Prerequisite: Textual Analysis and Argumentation (OE010) or

placement exam

AP English Language and Composition (OE020)


AP English Language and Composition introduces students

to rhetorical terms and structures as a means o analyzingauthorial intentions and effects. Building upon readings in TAAand MWA (such as captivity narratives and political speeches),

AP ELC provides students with an intensive study o genres o

noniction, including creative noniction and visual rhetoric.Students write many genres o essays and present ormaloral arguments, allowing them to experiment with varied

authorial personas and to master multiple argumentativestructures. By the end o the course, students routinelyormulate compelling, unexpected theses, and their essays are

executed at the college level. Prerequisite: Modes of Writing andArgumentation (OE011) or placement exam


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AP English Literature and Composition(OE021)


AP English Literature and Composition introduces studentsto advanced theoretical approaches that build upon theoundations in literary and rhetorical analyses provided by

MWA and AP ELC. By the end o the course, students will haveput together their own approach to literary history, becoming

creators as well as consumers o advanced literary theoryPrerequisite: AP English Language and Composition at OHS

(OE020) or placement exam

Advanced Topics in LiteratureAdvanced Topics in Literature is a sequence o two semester-long seminar courses that explore a speciic author, genre,

critical method, literary movement, or time period indepth through discussion o primary texts and signiicantengagement with scholarly criticism. Topics are chosen

rom the breadth o the discipline and build on the uniqueexpertise o the English Division staff. Students gain exposure

to texts and critical methodologies rarely taught at thepre-college level, and learn valuable skills in conducting

scholarly research. Previous topics have included Imagining

Nations, Medieval and Modern, Xtopias, The Idea o Historyand Literature in Art, and The Ode. Prerequisite: successful

completion of, or concurrent enrollment in AP English (OE020 orOE021) or consent of instructor

Advanced Topics in Literature I (OE025)

Semester course, 2.5 units, Fall only

Fall 2014 Topic: Chaucer and the Aesthetics o the Uninished.When we think o ragmentary or inherently unstable texts we

tend to think o postmodern literature and, even more, o newmedia pieces. Yet many canonical works o the English MiddleAges share these same qualities. Chaucers body o work offers a

particularly striking example. O his long poems, only TroilusandCriseydecomes down to us complete. His most amous work,

The Canterbury Tales, was never inished and the tales that existare arranged in different orders in different manuscripts. Nor was

his long poemThe Legend of Good Womenever inished, nor histranslation o the massive French poem Le Roman de la Rose, norhis early poem The House o Fame. In act, Chaucers oeuvre

might be said to be distinguished by its uninished quality, whichcontrasts with a number o ormidably complete works rom

the same period. Taking this observation as a starting point, thisclass will read Chaucers Canterbury Taleswith an emphasis on

its uninished nature, asking ourselves i there is a discernibleaesthetic o the uninished and/or the uninishable text.

Throughout, we will also consider the material context and howit might relate to a medieval aesthetics o the uninished. Thesecontexts include, among others: cathedrals (ofen built over the

course o decades or even centuries), manuscript illuminationprograms (ofen abandoned partway through), and the Hundred

Years War (ofen halted and ofen resumed throughout theourteenth and ifeenth centuries). Students taking the writingoption may write their inal papers on uninished works rom

other time periods according to their research interests.

Advanced Topics in Literature I: Writing Option (OE027)

Semester course, 5 units, Fall only

Students choosing the Writing Option or the course will

additionally complete a signiicant inal critical essay.

Advanced Topics in Literature II (OE026)

Semester course, 2.5 units, Spring only

Spring 2015 Topic: The apparel of proclaims the man:

Gender and Clothing in Shakespeares Plays. The quotationin the course title comes rom Polonius advice to his

son, Laertes, in Hamlet. Its use in the course title is a bitmisleading, because we will ocus on the irony o the secondpart o the quotethe emphasis on masculinitythrough

looking at the many heroines who don male disguises inShakespeares canon. This course will examine the ways

that clothing affects representations o emale charactersacross a range o dramatic genres: comedy, the so-called

problem play, romance, and tragedy. We will examine theway that Shakespeare links clothing with theater to trouble

the categories o both gender and genre. Questions that willguide our inquiry are as ollows: What kind o claims does

Shakespeare make about men and women through clothing?Does Shakespeare attribute certain gendered characteristicsto nature or perormance? How does genre affect the way that

Shakespeare uses clothing to talk about gender? Students willread a range o Shakespeares plays as well as a selection o

historical documents that provide a context or the ways thatearly modern English people considered the importance oclothing when it came to gender and class.

Advanced Topics in Literature II: Writing Option (OE028

Semester course, 5 units, Spring only

Students choosing the Writing Option or the course will

additionally complete a signiicant inal critical essay.

University Level

Making Moby-Dick(UE030)


What is Moby-Dick; Or, The Whale? Is it an adventure story,a revenge story against a monster whale? Is it a novel

investigating American identity in race and in national promiseand revolution? And what about the tragedy o this tale?Only one whaleman lives. Does Melville write a tragedy in the

vein o Shakespeare? How does this book matter? MakingMoby-Dick takes on a series o critical questions in our

crucial settings. The irst setting is the New England contextso American literature in the 1840sseen in the writings o

Emerson, Hawthorne, and Melvillewhile the second settingturns to Edgar Allan Poes and Mary Shelleys model adventuretales, o the sea and o the monster. Our third setting is the

novel Moby-Dickitsel and our extended reading o the tale.The ourth and inal setting lays out the argument that there

are actually two Moby-Dicks and that Melvilles reading oShakespeares tragedies plays an essential role to deciphering


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the novels composition. Students gain the critical skills

needed to interpret, and to answer, what the novel Moby-Dickis, or does. Prerequisite: Consent of instructor

20thCentury Genre Theory and Practice: ModernistLiterary Genres and Photography (UE031)


This course uses photography and detective iction to explorehow traditional assumptions o genre were challenged and

re-written in modernist works. Why did modernists andmodernism seek to re-work the cultural idea o genre? Howdoes open genre or cross-genre or anti-genre work seek to

demonstrate language and literature in the 20thcentury? Howdoes such literature look? And what does it do? How does

it portray modernity? Interactions and parallels betweenphotography and literature are studied through a survey o

the origin o detective iction, the rise o poetry o the moderncity, and the urther development o detection and memoryin modernist novels. The course introduces a basic history

and discourse o photography, which began around the timethe irst detective iction was invented by Edgar Allan Poe,

and explores how photography, a visual genre, was a keyprompt or the advent o modernist literary genres. Through

an investigation o these, students discover the many ways inwhich photography and detective literature are linked to thesocial, historical, and intellectual movements o modernism.

To survey the modernist literary genre and how literaturebecomes photographic is to enter into the wide range o

visual media and literature we see at the end o the 20thand atthe start o our 21stcentury. Prerequisite: Consent o instructor

genres. Through an investigation o these, students discoverthe many ways in which photography and detective literatureare linked to the social, historical, and intellectual movements

o modernism. To survey the modernist literary genre and how

literature becomes photographic is to enter into the widerange o visual media and literature we see at the end o the20thand at the start o our 21stcentury. Prerequisite: Consent of

instructor


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HUMANITIESIn the Humanities Division, students and instructors explore human values and dilemmas as they are expressed in history, oreign

languages, philosophy, and the arts. Our courses offer students the opportunity to pursue a wide range o subjects across disciplines,all o which develop skills o critical thinking and writing through engagement with rich and diverse cultural material. Students learn

about how history is made, deined, used; about the values o different cultures; about what goes into the creation o a work o art. Ourcourses question common assumptions, uncover meaning in artistic works, and explore new ways to understand cultural interaction

past and present. Whether through the study o oreign languages, history, or the ine arts, Humanities courses provide students withthe academic oundations necessary to successully pursue college-level work, while developing critical and interpretive skills thathave ar-reaching applications beyond the classroom. In our AP and advanced-level courses, students in act have the opportunity to

pursue college-level work in history, music, and oreign language.

Our instructors are dedicated to bringing students the richness, diversity, and beauty o human culture. The history curriculumengages students in rigorous study o key historical periods and subjects, offering introductory and AP courses in world and US history,

as well as capstone courses ocused on signiicant historical topics. History courses develop students ability to analyze primary andsecondary sources in an interdisciplinary context, while encouraging them to think critically and write persuasively about historicaltopics. Our Foreign Language programs develop a high degree o luency in sequences that both prepare students or AP exams and

study o the language at the post-secondary level. Mastery o these languages not only deepens students cultural understanding andengagement, but serves as a useul proessional skill. Foreign Language courses also expose students to the culture associated with

the language they are learning, including its history, values, and literature, which in turn allows them to develop a more prooundunderstanding o their own cultural background in a global context. Our music course develops and deepens students skills in

musical theory and practice, covering a range o musical domains including composition, perormance, and musical orms. Film Artdevelops students analytic interpretive and writing skills with regard to visual culture through the examination and discussion oexemplary ilms rom diverse cultural contexts. Whether in history, oreign languages, or the arts, courses in the Humanities Division

encourage students to challenge themselves in a learning environment that osters sophisticated reasoning, sel-reliance, creativeexperimentation, and collaborative learning.

COURSE DESCRIPTIONS

High School

AP Music Theory(OMT01)


AP Music Theory is a year-long course that examines theharmony and orm o Western European art music rom the

Baroque, Classical, and Romantic eras, approximately 1700-1900. Special topics in early music or post-tonal music willbe explored rom the date o the AP Exam until the end o the

school year. This course also includes instruction in sight-singing and ear-training. It is recommended that students

enter the course with the ability to read pitch and rhythm at

a basic level. Other undamentals such as recognizing all 24key signatures; the natural, harmonic, and melodic scales;and compound and syncopated rhythm will be covered at the

beginning o the irst semester. Prerequisite: Consent of instructor

Advanced Topics in the Humanities: Film Art (OF010)

Semester Course, 2.5 units, Spring only

This course will introduce students to ormal, historical, andcultural issues involved in the study o ilm. Students will

learn the basic concepts and terminology o ilm analysis, andapply them in the examination and discussion o exemplaryilms. The course will ocus on comparing narrative ilms rom

various cultures in a variety o genre (Westerns, musicals,horror, etc.) with alternative ilm styles, including documentary

and experimental ilms. Students will develop analytic reading

and writing skills with regard to visual culture.Prerequisites:Successful completion of Modes of Writing and Argumentation(OE011) or consent of instructor

Advanced Topics in the Humanities: Film Art(Research Option) (OF011)

Semester Course, 5 units, Spring only

Students choosing the Research Option or Film Art willadditionally complete a substantial inal research project.

THE ARTS


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HISTORY

The history curriculum at Stanord OHS introduces students to the rigorous study o signiicant historical periods and subjects, rangingrom the origins o human civilization to the complexities o the twenty-irst-century world. As students complete their coursework, they

learn how to read primary sources, think about historical causation, and write persuasive essays based upon the careul analysis o evi-dence. Students also learn how to examine the perspectives o diverse social and political groups.

The history curriculum at Stanord OHS provides students with historical knowledge and analytical skills that will allow them to thrivein a university setting. Interdisciplinary in its approach, this curriculum helps students make connections between history and other

disciplines in the social sciences and the humanities.

The sequence o history courses allows students to build upon recently acquired historical skills and knowledge as they progress

through the curriculum. It begins with a middle school course, Introduction to United States History, which provides students with anunderstanding o the major political events and social changes in the United States between the American Revolution and World War

I. This course introduces students to the study o brie primary sources. Empires and World Civilizations to 1800 broadens studentsunderstanding o history, ocusing on the origins, development, and interactions o complex societies, beginning with ancient

Mesopotamia and Egypt and concluding with 18th-century Europe. Afer completing World Civilizations, students have the opportunityto develop their skills in historical study in Revolutions and Rebellions. This course prepares students or advanced work in historythrough an exploration o the causes and nature o sudden, dramatic changes in modern societies, examining a range o texts and

sources (art, literature, diaries, etc.). Students may pursue advanced history study in either AP World History or AP US History. AP WorldHistory deepens students knowledge o world history, sharpens their approach to primary sources, and encourages them to make

connections between past and present events. AP United States History is the next course in the curriculum. It begins with a studyo the colonial settlement o North America and continues into recent decades. In this course, students write original interpretations

o primary sources and learn how to situate major developments in the United States within a global context. Afer completing theircoursework, Stanord OHS students are well-prepared or AP exams in both world history and United States history. Students may thenadvance to an Advanced History Research Seminar, which provides students the opportunity to research and study a major historical

topic extensively.

The history courses cultivate students to think critically, chronologically, and causally. Students are encouraged to situate majorhistorical events in time and in relation to other events. Our courses also enable students to make connections between history and

other disciplines, and connections between historical events and the modern world, which help them develop the abilities to interpretand analyze primary and secondary sources within their historical context.


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COURSE DESCRIPTIONS

Middle School

Introduction to US History (JH001)

Year course

This course prepares students or urther work in the socialsciences and the humanities through the study o majorthemes in early American and United States history. Students

learn how to think historically and how to read primarysources (e.g., letters, speeches, images, and artiacts).

Assignments draw on an American history textbook, selectedprimary sources, maps, visual material, and internet resources.

Prerequisite: Enrollment in Fundamentals of Expository Writing(JE001), or placement exam

Empires and World Civilizations to 1800 (JH002)

Year course

This course examines world history rom the beginnings o the

earliest civilizations in Mesopotamia to the ormation o globalnetworks in the eighteenth century. In addition to examining

the unique eatures o individual civilizations, students willuncover the similarities and connections between seemingly

distant and different societies. The course will ofen turn todiscussions o empires to highlight these major patterns andlinkages in world history. Analysis o historical documents in

class discussions and written assignments will push studentsto think critically and craf original arguments about important

issues rom the ancient world to the dawn o the modern era.Prerequisite: Enrollment in Fundamentals of Literary Analysis

(JE002), or placement exam

High School

Revolutions and Rebellions (OH005)Year course, 10 units

This course will examine the causes and nature o sudden,

dramatic changes in modern societies. Building on skillsacquired in earlier humanities and English courses, students

will analyze how diverse individuals and communitieshave experienced and inluenced major social and political

upheavals. The speciic events covered in this course maychange rom year to year. For the 20142015 year, students willstudy the origins and key events o the American Revolution,

the French Revolution, and the Haitian Revolution. Studentswill examine a wide range o texts and sources, including

artwork, literature, political pamphlets, and philosophicalwritings. This course will serve as preparation or advanced

work in history. Prerequisite: Enrollment in or completion ofLiterary Analysis and Argumentation (OE009) or Textual Analysisand Argumentation (OE010)

AP World History (OH010)


The AP World History course introduces students to humanhistory covering the periods rom prehistory to the present.The course explores economic, social, and political themes as

well as religious and philosophical belies, and developmentsin science and technology. The course analyzes these themes,

comparing and contrasting them with different peoples,cultures, and civilizations. Students will learn how to analyze

historical accounts and sources and answer difficult historicalquestions. They will also gain a better understanding o worldhistory and the world in which they live today. Prerequisite:

Textual Analysis and Argumentation (OE010), or placementexam; Recommended: Revolutions and Rebellions (OH005)

AP United States History(OH011)


The AP US History course introduces students to Americanhistory, covering the period rom the seventeenth century

to the present. The course ocuses on political lie, socialstructure, external relations, and cultural developments. The

course highlights the speciicity o the American experience bysituating national developments in a global context. Studentsbroaden and deepen their knowledge o United States

history, analyze primary sources and historical accounts, andcreate their own interpretations. Course materials include a

textbook and primary sources. Prerequisite: Textual Analysisand Argumentation (OE010); Recommended: Revolutions and

Rebellions (OH005)

Advanced History Research Seminar (OH032)


This seminar provides students with the opportunity toresearch and study extensively a major historical topic. In

addition to learning how to engage critically with debatesthat exist among historians, students will develop and discuss

their own historical interpretations. Students will learn howto conduct advanced research, which will culminate in a inal

research paper that will investigate thoroughly a particularhistorical issue or problem. The topic o the seminar willchange rom year to year. Previous topics include European

Enlightenment and Contemporary History. Prerequisite: Two ofthe following Stanford OHS courses: DFRL, CRA, AP World History

AP US History, AP English Language, AP English Literature, orany other advanced English course


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COURSE DESCRIPTIONS

Middle School

LATIN

Latin 1A(JLA1A)

Year courseThe irst year o this two-year sequence (comprising Latin 1A

and Latin 1B) gives students the oundations o Latin grammarand the tools necessary to read and translate Latin passages.

This course also introduces students to the study o Romanhistory, mythology, culture, and daily lie through lectures and

supplemental readings. Emphasis will be placed on a masteryo English grammar and syntax through the study o Latin.

Students will complete chapters 112 o Latin for the

New Millennium, Level 1textbook, and completion o Latin 1A

and Latin1B will successully prepare students or placementinto Latin 2 at the high school level. Latin 1B will be offered in

201516.

FOREIGN LANGUAGE

The Stanord OHS Foreign Language department is built on the belie that the mastery o any oreign language complements and

strengthens a students intellectual development across all disciplines, in addition to being a rewarding and useul skill in its own right.The central aim o every language course at Stanord OHS is luent communication in the target language, including both oral communi-

cation and the accurate comprehension and translation o written texts. In the case o ancient languages, emphasis is placed on under-standing written texts, though speaking and listening may be used to acilitate this goal. Each course also exposes students to the cul-ture associated with the language they are learning, including that cultures history, artiacts, customs, values, and literature. Students

are expected to use their increasing knowledge o another language and culture to sharpen their interpretive and analytical techniques,

communicate in their native language with greater complexity and precision, and deepen their understanding o their own cultural back-ground as it exists within a broader global and historical context.

In order to allow students to achieve an exceptional degree o luency, language courses at Stanord OHS are rigorous, move at anaccelerated pace, and meet up to our times a week or live discussion sections. Stanord OHS offers our-year course sequences inMandarin Chinese, Latin, and Spanish that culminate in preparation or the AP exams.


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High School

CHINESE

Chinese 1 (OCH11)


First-year Mandarin Chinese is designed or students whohave no previous experience with the Chinese language andemphasizes practical speaking and listening skills. Students also

learn several hundred basic characters, and to read and writesentences, dialogues, and short paragraphs. Aspects o Chinese

culture and history are introduced. Prerequisite: Middle schoolstudents should seek consent of instructor

Chinese 2 (OCH12)


Second-year Mandarin Chinese introduces a greater varietyo vocabulary and more complex sentence structures whilecontinuing to apply these across the basic our skill areas:

listening, speaking, reading, and writing. Practical, everydaysituations are emphasized, while reading and culture studies

are expanded to include traditional Chinese legends and

ables. 8001000 characters will have been introduced bythe end o the second year. Prerequisite: Chinese 1 (OCH11) orequivalent as determined by placement exam

Chinese 3 (OCH13)


Third-year Mandarin Chinese continues to introduce

vocabulary and characters, and adds advanced phrases andsentence structures. Students are exposed to an increasing

variety o authentic material in addition to the textbooks.Readings, discussions, compositions, and reports are based

on issues encountered in present-day Chinese society and in

student and teenage lie. 12001400 characters will have beenintroduced by the end o the third year. Prerequisite: Chinese 2(OCH12) or equivalent as determined by placement exam

AP Chinese (OCH03)


Fourth-year (AP) Mandarin Chinese sharpens the listening,

speaking, and composition skills that students need tosucceed on the AP Chinese Language and Culture exam.

Students use a wide variety o audio and print material, andexamine many aspects o both traditional and modern culture.

16001800 characters will have been introduced by the end othe ourth year. Prerequisite: Chinese 3 (OCH13) or equivalent asdetermined by placement exam

LATIN

Latin 1 (OLA11)


In this accelerated introductory course, students will masterthe basics o Latin grammar and vocabulary and begin readingshort Latin texts o increasing complexity. Students also study

Roman history, mythology, culture, and daily lie throughlectures and supplemental readings. Understood goals:

Mastery o key grammar and syntax together with vocabulary;understanding o key components o Roman history and

culture. Prerequisite: Middle school students should seekconsent of instructor

Latin 2(OLA12)


In this Intermediate Latin course, students complete their

introduction to grammar and vocabulary in the all semesterand begin to ocus on the translation o longer sections o

Latin prose in the spring. Students continue to study Romanhistory and culture with a particular emphasis on Latin

literature. Understood goals: Translation o original Latin

and mastery o more complex grammar and syntax; deeperunderstanding o Roman history, particularly o the Republic.

Prerequisite: Latin 1 (OLA11) or equivalent as determined byplacement exam

Latin 3(OLA13)


In this advanced Latin course, students concentrate on reiningtheir reading skills and tackling longer passages o prose and

poetry with attention to accurate translation and in-depthliterary analysis. Readings will be drawn rom works by authors

such as Cicero, Caesar, Catullus, Ovid, Horace, Plautus, Pliny,

and Seneca. Understood goals: Translation o larger passageso original Latin, including poetry; reinement o skills in

literary analysis and essay writing; deeper understandingo Roman literary history. Prerequisite: Latin 2 (OLA12) or

equivalent as determined by placement exam

AP Latin (OLA03)


In this course, students prepare or the Latin AP exam on

Vergils Adenoid and Caesars Gallic War. The course includessigniicant amounts o translation as well as close readingso the text, its themes and historical contexts. Students reine

their mastery o Latin grammar as well as their critical thinkingskills and essay writing. Students who take this course are

well prepared or the Latin AP exam. Understood goals: abilityto translate with accuracy and speed; ability to analyze Latin

texts in coherent and persuasive essays; deeper understandingo Roman history and literature, particularly o the late-Republican and early-Imperial period. Prerequisite: Latin 3

(OLA13) or consent of instructor or equivalent as determined byplacement exam


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SPANISH

Spanish 1 (OSP11)


This course is designed or students who have no previousexperience with the Spanish language. Students areintroduced to and develop mastery o basic Spanish language

grammar and conversation skills, in a manner that buildsconidence in language learning and learning in general.

Students are exposed to history, literature, music, and currentevents in the Spanish-speaking world, and are encouraged

to discover relationships between the Spanish language andother ields o study. Prerequisite: Middle school students

should seek consent of instructor

Spanish 2 (OSP12)


This course is designed or intermediate students andprovides an excellent introduction to the skills required or

advanced Spanish language study. Students expand theirknowledge o grammar and vocabulary and improve their

reading comprehension and oral proiciency skills. This course

emphasizes the connection between the Spanish language andsociety and introduces students to rich and diverse literature,

poetry, and music in the Spanish-speaking world. Prerequisite:Spanish 1 (OSP11) or equivalent as determined by placement exam

Spanish 3(OSP13)


This course is designed or intermediate-advanced studentsand is conducted entirely in Spanish. It is designed or

students who wish to succeed in Advanced Placement Spanishand/or become luent in Spanish across interpersonal,

interpretive, and presentational communication modes.

Students become successul at listening to, describing,narrating, and presenting complex inormation and writing

cohesive and coherent essays on a variety o topics. Theygreatly expand their understanding o Spanish and Hispanic

cultures through the in-depth study o history, literature,poetry, art, music, and current events. Prerequisite: Spanish 2

(OSP12) or equivalent as determined by placement exam

AP Spanish (OSP03)


AP Spanish Language and Culture offers students theopportunity to develop and increase their proiciencyin interpretive, interpersonal, and presentational

communication. In order to provide a rich and diverselearning experience, the course integrates authentic resources

(including online print, audio, video, magazine and newspaperarticles, and literary works) that engage students in an

exploration o culture in both contemporary and historicalcontexts. AP Spanish Language and Culture is structuredaround the ollowing six themes: global challenges, beauty

aesthetics, amilies and communities, personal and publicidentities, contemporary lie, and science and technology. The

class is conducted entirely in Spanish and includes requentwriting and presentations. Prerequisite: Spanish 3 (OSP13) or

equivalent as determined by placement exam

Spanish Conversation 1(OSPC1)

Semester course, 1 unit, Fall/Spring (can be repeated)

The ocus o this course is pronunciation, vocabulary, andspeaking skills. This course also emphasizes speaking luency

by providing exposure to skills such as reading and listeningcomprehension, writing, vocabulary acquisition, and socio-

cultural competence. Students participate in individual andgroup presentations. Grammar is reviewed as needed, based

on the texts and on issues that arise in class. Prerequisite:Demonstrated oral proficiency above the novice level; instructor

approval required

Spanish Conversation 2 (OSPC2)

Semester course, 1 unit, Fall/Spring (can be repeated)

This course is designed or high-intermediate/advancedSpanish speakers. The course ocuses on reining

luency in both inormal and ormal discourse throughgroup discussions, classwork, and individual and group

presentations. Interactive activities require students topersuade, analyze, support opinions, and gather and interpret

others points o view. Focus is on vocabulary enrichmentand idiomatic expressions. Materials include cultural, literary,political, and journalistic readings. Prerequisite: Completed

second-year Spanish or oral proficiency above the intermediatelevel; instructor approval is required


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High School

The Study of the Mind: Psychology, Neuroscience, and

Philosophy (OPS10) Year course, 10 units

In this course, we will study the mind and human behavior by

exploring the insights that have emerged in the intersectingields o neuroscience, psychology, and philosophy. Wewill draw on texts such as Pinkers The Language Instinct,

Kahnemans Thinking Fast and Slow, Wilsons Strangersto Ourselves, and Sackss The Man who Mistook his Wife

for a Hat, to examine language and mind, reasoning andbiases, the unconscious, and abnormal psychology. Topicsmay include Freudian psychoanalysis, the neurobiology

underlying emotion, and animal cognition, as well as topicsto be determined by student interests. While not designed

to strictly ollow the AP Psychology curriculum, this coursewill provide a conceptual oundation or students who are

interested in preparing independently or the AP Psychology

exam. Prerequisite: Methodology of Science Biology (OMSB9)or high-school biology and Modes of Writing and Argumentation

(OE011) or equivalent

CROSS-LISTINGS IN THE HUMANITIES


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MATHEMATICSThe Division o Mathematics offers students the ability to pursue a wide range o rigorous course offerings in mathematics, comput-

er science, and economics. The curriculum ocuses on building a solid oundation in mathematical sciences, with courses ocused onboth mathematical theory and applications o mathematics. The Division emphasizes vertical integration o courses rom oundation-

al secondary mathematics courses through advanced university-level offerings, and is committed to working to ensure that studentsadapt a sequence o study that includes both depth and breadth in mathematics.

The mission o the mathematics program at Stanord OHS is to provide students with a broad understanding o mathematics to help

students ormulate and use mathematical tools or critical thinking and problem solving. This broad understanding encompassescomputation, problem solving, logical reasoning, generalization, and abstraction. Students who successully complete Stanord OHSmathematics courses will understand and be able to apply the concepts and techniques that are oundational to secondary-level

mathematics, and they will have developed independent investigative skills that will enable them to work towards solutions o novelproblems. Students will develop an appreciation or mathematics and its role in the modern world, including connections with other

disciplines, and they will be well prepared or advanced study in university-level mathematics.


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COURSE DESCRIPTIONS

Middle School

Honors Prealgebra (JM007)

Year course

This course provides students with the solid oundationin arithmetic, geometry, measurement, and related topicsrequired or success in Honors Beginning Algebra. Speciic

topics include arithmetic operations on integers and rationalnumbers; variables, expressions, and equations; area, volume,

and the Pythagorean Theorem; ratio, proportion, and percent;measurement and graphing; and solving application problems.

High School

Honors Beginning Algebra(OM011)


For students who previously have had little or no ormalexposure to algebra. Primary topics include: the elementary

structure and language o real numbers, understanding and

manipulating algebraic expressions including polynomials,radical expressions, and rational expressions, solving linearand second-degree equations, understanding inequalities andsystems o equations. Emphasis is placed on word problems

and graphing. Prerequisite: Honors Prealgebra; Recommended:a rigorous foundation in elementary mathematics, including

arithmetic, fractions, geometry, and measurement

Honors Intermediate Algebra (OM012)


For students with previous exposure to algebra but not

sufficient mastery or OM013 Precalculus with Trigonometry.This course reviews and extends the topics o beginning

algebra: linear equations and inequalities, absolute value,quadratic inequalities, roots and exponents, and systems oequations. Other topics include: exponential and logarithmic

unctions, conic sections, and arithmetic and geometricsequences. Prerequisite: Honors Beginning Algebra (OM011)

Honors Geometry (OM015)


This course combines the traditional deductive approach togeometry in the tradition o Euclid with the contemporary

computational and discovery approaches. Primary topicsinclude: logic, congruence o polygons, inequalities, similarity,

properties o circles, area o plane igures, surace area andvolume o solids, basic trigonometry, coordinate geometry,and transormational geometry. Prerequisites: Honors

Beginning Algebra (OM011); Recommended: Completion of orconcurrent enrollment in Honors Intermediate Algebra (OM012)

Honors Precalculus with Trigonometry (OM013)


For students who have had substantial previous exposure toalgebra. The course builds on and deepens all the topics romOM011 Beginning Algebra and OM012 Honors Intermediate

Algebra. Functions are studied in detail, including compositionand inverses. Other topics include: the algebra o exponential

and logarithmic unctions, techniques o graphing andmatrices, mathematical induction, sequences and series,

and analytic geometry. Approximately one third o the courseocuses on trigonometry and its applications.Prerequisite:Honors Intermediate Algebra (OM012), Honors Geometry (OM015)

AP Calculus AB (OM4AB)


An advanced placement course in differential and integralcalculus. Topics: unctions and graphs, limits, continuity,

derivatives and differentiability, applications o the derivative,curve sketching, related rates, implicit differentiation,

parametric equations, Riemann sums, indeinite anddeinite integrals, techniques o integration, applicationso integration, the Fundamental Theorem o Calculus, and

numerical approximations to deinite integrals. This courseprepares students or the AP Calculus AB exam. Prerequisite:


AP Calculus BC (OM4BC)


An advanced placement course in differential and

integral calculus. Topics: unctions and graphs, arigorous development limits, continuity, derivatives and

differentiability, applications o the derivative, curvesketching, related rates, implicit differentiation, parametricequations, polar unctions, vector unctions, lHospitals rule,

Riemann sums, indeinite and deinite integrals, techniqueso integration, applications o integration, the Fundamental

Theorem o Calculus, numerical approximations to deiniteintegrals, improper integrals, differential equations,

polynomial approximations, Taylor series, and convergenceand divergence o ininite sequences and series. This courseprepares students or the AP Calculus BC exam. Prerequisite:



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AP Calculus C(OM42C)


Further study o differential and integral calculus. Topics:a more rigorous development o limits and derivatives,advanced techniques and applications o integration,

power series, calculus or parametric and polar coordinates,introduction to differential equations. Together with AP

Calculus AB (OM4AB), this course prepares students or theAP Calculus BC exam. This course is or students who have

completed the AP Calculus AB curriculum. Prerequisite: APCalculus AB (OM4AB)

Advanced Problem Solving & Proof Techniques (OM050)


This semester-long course in theoretical mathematicsdevelops students acility with abstract conceptual workand prepares students or subjects at the upper-division

undergraduate level. Students are expected to havecompleted Honors Precalculus with Trigonometry; prior

completion o AP Calculus is recommended. Students gainexperience analyzing complex problem situations, ormulating

solutions, rigorously justiying arguments, and presentingmathematical reasoning clearly and effectively, both orallyand in writing. Course topics include general guidelines or

analyzing problems, proving conditional and biconditionalstatements, the contrapositive method, working with

negations, proo by contradiction, problem-solving heuristics,understanding quantiiers, mathematical induction, the

construction method, working with nested quantiiers, andspecial proo techniques. The course ocuses on practicalproblem-solving and proo-construction techniques that will

be invaluable in many university-level mathematics courses.Prerequisite: OM013 Honors Precalculus with Trigonometry

required; OM4BC AP Calculus BC or OM42C Calculus C

recommended

AP Statistics (OM060)


Statistics is now an essential part o many disciplines inscience and humanities. This year-long course investigatesbasic methods and concepts in statistics, covering the

ollowing broad themes: exploring data, sampling andexperimentation, anticipating patterns, statistical inerence.

Students rom a wide variety o backgrounds are encouragedto take the course. Also, students who have taken OMSB9,

Methodology o Science Biology, may consider the course

as a continuation o the elementary statistics studied in thecourse. Students who successully complete the course will

be well prepared or the AP Statistics exam. For students whohave had substantial previous exposure to algebra and some

background in elementary statistics. Prerequisite: HonorsIntermediate Algebra (OM012); Recommended: Methodology of

Science Biology (OMSB9), previous exposure to techniques ofelementary statistics recommended

University Level

Multivariable Differential Calculus (UM52A)


Differential calculus or unctions o two or more variables.

Topics: vectors and vector-valued unctions in 2-space and3-space, tangent and normal vectors, curvature, unctions o

two or more variables, partial derivatives and differentiability,directional derivatives and gradients, maxima and minima,

optimization using Lagrange multipliers. Prerequisite: APCalculus BC (OM4BC) with AP Exam score of 4 or 5 and consentof instructor, or Calculus C (OM42C) with a grade of A- or better

and consent of instructor

Multivariable Integral Calculus (UM52B)


Integral calculus or unctions o two or more variables.

Topics: double and triple integrals, change o variables andthe Jacobian, vector ields, line integrals, independenceo path and the undamental theorem o line integrals,

Greens theorem, divergence theorem, and Stokes theorem.

Prerequisite: Multivariable Differential Calculus (UM52A) andconsent of instructor

Linear Algebra (UM51A)


An introductory course in linear algebra. Topics: linear spaces,

transormations, matrices, eigenvalues, eigenvectors, andlinear operators. Prerequisite: AP Calculus BC (OM4BC) with

AP Test score 5 or Multivariable Differential Calculus (UM52A)and consent of instructor; Recommended: prior university-level course in mathematics, prior experience reading and

writing mathematical proofs is required. If the student has nottaken Multivariable Differential Calculus (UM52A), an interview

with the instructor will be required. Completion of an examdemonstrating proficiency reading and writing proofs may also

be required.

Differential Equations (UM53A)


Basic techniques and methods or solving ordinarydifferential equations. Topics: linear, separable, and exact

equations, existence and uniqueness theorems, differenceequations, basic theory o higher order equations, variation

o parameters, undetermined coefficients, series solutions,Laplace transorm, systems o equations. Prerequisite: Linear

Algebra (UM51A) and consent of instructor. Proficiency withpartial derivatives is required. Prior experience reading andwriting mathematical proofs is required.


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Real Analysis(UM115)

Semester course, 5 units, Directed study

Theory o unctions o a real variable. Topics: sequences,series, limits, continuity, differentiation, integration, andbasic point-set topology. Prerequisite: Multivariable Integral

Calculus (UM52B) and Linear Algebra (UM51A) and consentof instructor; Recommended: Differential Equations (UM53A).

Advanced experience reading and writing mathematical proofsis required.

Complex Analysis (UM106)

Semester course, 5 units, Directed study

Theory o differentiation and integration o complex unctions.Topics: algebra o complex numbers, complex unctions,

multi-valued unctions, exponentials, logarithms, analyticity,integrals, power series, Laurent series, residues, isolatedsingularities, poles and zeros. Prerequisite: Real Analysis

(UM115) and consent of instructor. Advanced experience readingand writing mathematical proofs is required.

Modern Algebra(UM109)

Semester course, 5 units, Directed studyTheory o abstract algebra, with particular emphasis onapplications involving symmetry. Topics: groups, rings, ields,

matrix and crystallographic groups, and constructibilityPrerequisite: Linear Algebra (UM51A) and consent of instructor;Recommended: Number Theory (UM152). Advanced experience

reading and writing mathematical proofs is required.

Number Theory (UM152)


Introduction to number theory and its applications. Topics:Euclids algorithm, divisibility, prime numbers, congruenceo numbers, theorems o Fermat, Euler, Wilson, Lagrange;

residues o power, quadratic residues, introduction tobinary quadratic orms. Prerequisite: Honors Precalculus with

Trigonometry (OM013) and consent of instructor; Recommendedprior experience reading and writing mathematical proofs

Logic in Action: A New Introduction to Logic (UM157)


Fall only Logic provides an essential methodologicalramework o reasoning connecting a wide variety o

disciplines in the humanities and sciences, includingphilosophy, mathematics, computer science, linguistics,cognitive science, and economics. This course will introduce

students to logic and its applications highlighted by recentdevelopments in these ields. We will use the open source

logic course Logic in Action (http://www.logicinaction.org), which has been developed by the international team o

Pro. Johan van Benthem at Amsterdam, and taught in manyplaces, including Stanord, Amsterdam, Beijing, Seville, etc.Prerequisite: Honors Precalculus with Trigonometry (OM013)

and consent of instructor; Recommended: prior experiencereading and writing mathematical proofs
http://www.logicinaction.org/http://www.logicinaction.org/http://www.logicinaction.org/http://www.logicinaction.org/


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COURSE DESCRIPTIONS

High School

Introduction to C Programming (OC11A)

Semester course, 5 units, Fall onlyThe irst course in this series introduces the undamentals o CProgramming including basic syntax, data types, expressions,

control statements, and interaction between the compilerand the hardware. The programming exercises are oriented

towards learning how to construct an efficient algorithmto solve a problem and include computing the solutions o

quadratic equations, inding prime or perect numbers in agiven range, and processing words in a passage o text. Thebasics o understanding and writing unctions are studied

Prerequisite: Honors Intermediate Algebra (OM012)

Programming in C: Algorithms and Techniques (OC11B)Semester course, 5 units, Spring only

The second course in the C Programming series introduces

more advanced topics including arrays, passing arrays tounctions, sorting algorithms, user-deined types, and recursion.The programming exercises are oriented towards learning top-

down design and structured programming. The concepts oa variables value and a pointer to a variable are introduced.

Prerequisite: Introduction to C Programming (OC11A)

AP Computer Science (OCS01)


This course introduces students to the concept o objectoriented programming. The basic and some advanced

eatures o Java are studied including designing and buildingapplications such as web applets. Core topics in the context o

the Java programming language: undamental data structuressuch as arrays and algorithms (especially those or sorting and

searching) and the relationship between computer hardwareand a compiled program. Much o the course is project-based, with assignments stressing the design o classes and

algorithms appropriate to a problem. This course prepares

students to take the A level AP Computer Science Exam. Rec-

ommended: concurrent (or previous) enrollment in Honors Pre-calculus with Trigonometry (OM013). A placement exam will be

required for students who have not previously taken StanfordOHS computer science courses.

Data Structures and Algorithms in Java(OCS25)

Year Course, 10 units

This year-long course continues and deepens students

understanding and practice o object oriented programming.Students are expected to have amiliarity with programming

in Java at the AP Computer Science A level. Core topics in thecontext o the Java programming language include practical

implementations o undamental and more advanced data

structures (linked lists, hash encoded storage, binary searchtreesAVL, treaps, red-black trees, and heaps), algorithms or

organizing and manipulating data (including sorting, searchingand traversal algorithms), and time complexity o algorithms

in a problem-solving oriented context. In-depth exploration ostandard Java libraries and eatures such as Java Collections,

error handling, threads, and designing and building graphicaluser interace using AWT and Swing libraries is included. Mucho the course is project-based, with assignments stressing the

design o classes and algorithms appropriate to a particularproblem. Prerequisite: AP Computer Science (OCS01) or a score

of at least 4 on the AP Computer Science Exam, and Honors

Precalculus with Trigonometry (OM013). A placement exam willbe required for students who have not previously taken StanfordOHS computer science courses.

COMPUTER SCIENCE


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ECONOMICS

COURSE DESCRIPTION

High School

AP Microeconomics (OEC10)

Semester Course, 5 units, Fall only

The principles o economics that apply to the unctions oindividual decision makers, both consumers and producers,

are discussed. The class centers around the basic supplyand demand structure o the economy with emphasis onthe nature and unctions o product markets and includes

the study o actor markets and o the role o governmentin promoting greater efficiency and equity in the economy.

Emphasis on the material included on the AP Microeconomicsexam.Corequisite: Honors Precalculus with Trigonometry

(OM013) or equivalent

Advanced Topics in Microeconomics (OEC15)

Semester Course, 5 units, Spring only

Advanced Topics in Microeconomics is a semester-long coursethat explores a variety o topics in microeconomics at the

post-AP or intermediate level while engaging students in thebasic principles and practices o economic research. Students

will gain a deeper understanding o microeconomics topicsincluding the theoretical underpinning o supply and demand,

game theory, bargain theory, the principal-agent problem,Pareto optimality, general equilibrium, experimental andempirical study design, and interpretation o data. Students

will apply their knowledge o these topics by composinga review article or signiicant research paper on a topic o

their own choosing. Prerequisite: AP Microeconomics (OEC10)or equivalent or score of 5 on the AP Microeconomics Exam.

Corequisite: Honors Precalculus with Trigonometry (OM013)

University Level

Economics (UEC20)

Year course, 10 units, Not offered 2014-15

This university-level Economics course ocuses onundamental microeconomics concepts at an early

undergraduate level. The course is divided into threesections. Section one ocuses on the consumer theory byirst introducing the concepts o utility unctions, indifference

curves, the individuals constrained optimization o utility.The study o market equilibrium and price determination is

investigated. Standard issues such as taxation, consumer andproducer surplus, and Slutsky and Hicksian decompositions

are covered. The second section ocuses on the producer,introducing the concepts o production unction, proitmaximization, and the dual problem o cost minimization,

actor demand unctions, cost curves, competitive marketprice setting, and monopolistic markets. The third section

ocuses on the ollowing advanced microeconomic topics:net present value; basic game theory and the prisoners

dilemma; elements o general equilibrium theory, includingthe Edgeworth box, Pareto efficiency, and elements o welaretheory; market ailures, including externalities and public

goods. Prerequisite: Advanced Topics in Microeconomics(OEC15), AP Calculus AB (OM4AB) or concurrent enrollment in AP

Calculus BC (OM4BC), and consent of the instructor


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SCIENCEThe Stanord OHS laboratory sciences curriculum is designed to provide all students with the scienti ic knowledge and critical-thinking skills neces-

sary to engage with science outside o the classroom and beyond high school, but also to afford lexibility to allow interested students to explore aparticular scientiic discipline more deeply. Middle-school courses set the oundation or scientiic reasoning through an inquiry-based approach and

introduce students to the undamentals o physical and lie sciences. Earth, Environment, and Energy introduces students to the rigors o high-schoollevel science through exploration o global scientiic issues and experimentation. Honors-level courses explore the concepts necessary to scienti-

ic literacy in chemistry and physics and strengthen students ability to apply concepts through experimentation. These courses prepare students or

AP-level studies which offer in-depth exploration o each o the three undamental disciplines o science (physics, chemistry, and biology). All middle-

school and high-school level courses contain an at-home lab component during the year. In addition, students in Honors- and AP-level courses havethe option o attending the corresponding summer lab course to urther experience the techniques used to investigate questions within the disci-pline. Our advanced offerings in biology and university-level physics allow students to progress beyond the AP level.

Students can ollow a variety o paths through the science curriculum, although it is recommended that students take at least one course in each o the

three undamental disciplines (physics, chemistry, and biology). Students are placed in courses based on interest and ulillment o pre- and co-requisites.

Students wishing to accelerate in the sciences have the option o satisying Honors-leve

Stanford Ohs Course Catalog

Documents