Course Catalog

(Any text highlighted in yellow is new for this school year)

Course Sequence and Graduation Requirements

Students complete the following courses during their four years at CRDLS.  These graduation requirements exceed the University of California A – G requirements and focus on preparing students for developing a successful and competitive path for college acceptance.  In California, to be eligible to enter a four-year public college (either the California State University or University of California systems), students must meet a series of course requirements called “A through G (A-G)”.  

Unless noted otherwise, all courses are worth 10 credits. Students are required to complete and pass all of their courses with a grade of C or better.  At CRDLS, we recognize that our students need to go beyond what is required.  To meet this goal, we encourage all of our students to take more academic classes than required and to take the most challenging classes available.  Students are encouraged to take honors level or Advanced Placement (AP) classes.  AP classes are considered college-level work and if a student passes the AP exam, they can receive college credit for the class.  

Graduation Requirements

Total number of credits required for graduation is 320 credits

Cristo Rey De La Salle High School Example Course Sequence

University of California and California State University System 

Minimum Course Requirements

All courses are full year in length and college preparatory in nature unless otherwise specified. 

Courses with an * are not UC approved courses.

College and Career Preparation I

Junior | Full Year | UC/CSU Category G Elective | GCCP3

The purpose of this year-long course is to expose students to research-based employability skills for the 21st century. Students will develop self awareness and self advocacy skills, enhance research techniques and abilities, and develop personal goal setting.  Students will gain experience in thoughtful decision making, career preparation, and job readiness.

Students will reflect on values, skills, interests, and goals to begin the process of identifying potential college and career pathways.  Students will develop a portfolio that includes copies of their career and learning assessments, labor market research, and an explanatory essay which identifies at least 3 potential suitable and reasonable careers.

Teachers will guide students through the college application process and learn about the programs offered for educational and academic assistance for students with special needs.  College and career representatives will give necessary presentations to the students to prepare them for their post graduation goals.  

College and Career Preparation II *

Junior | Full Year | GCGC2

As a College Prep High School we need to provide our seniors with protected time to gather documents needed to apply for College and FAFSA. 

Students will receive support to finalize their college essays, college applications, scholarships and with understanding and submitting FAFSA. They will know how to calculate their GPA and determine which schools are an undermatch, match and overmatch to maintain a balanced list of college applications. 

Students will be supported in comparing award letters and determining which college suits them best academically, socially and financially. Towards the end of this course students will have selected a college to attend in the Fall and research the support services that are available to them at their selected campus. 

English 9

Frosh | Full Year | UC/CSU Category B Core | BENG1

English 9 is a college preparatory course for ninth grade students. Students read and respond to intellectually challenging novels, plays, short stories, essays, and poetry through original essays, stories, poems, and speeches. The reading, writing, listening, and speaking builds students’ evolving understanding of the development of personal character. After examining texts through the perspectives of ethicists, historians, scientists, anthropologists, sociologists, philosophers, artists, and psychologists, students will develop a focused set of goals for their academic, personal, and professional lives. 

Students will study vocabulary within the context of their reading, and they will improve their grammar and mechanics skills through differentiated assignments that provide individual students with the skills for which their writing samples indicate a need. This course is aimed at improving student’s skills as readers, writers, speakers, listeners, and thinkers. Students will develop these skills by connecting texts to essential questions about and the world beyond the classroom. The course also includes academic discussions (Socratic Seminars, debates, literature circles) to build student’s capacity in communicating their knowledge and analysis. Units of instruction are aligned with the Common Core ELA standards.

English 10

Sophomore | Full Year | UC/CSU Category B Core | BENG2

The purpose of English 10 is to develop the thinking, reading, writing, and discussion skills that will empower students to advocate for themselves and others and succeed in the AP and college courses that follow. Students will learn about how every text – from poetry to world literature – is an argument, and use their own author’s voice to make arguments in a variety of genres and styles, from dystopian narratives to op-eds on salient political issues.

Students will strengthen their critical reading skills by reading and annotating texts spanning multiple genres, as well as using a variety of critical lenses – such as reader response, sociological, and formalist – to understand these texts from a variety of perspectives. The course prioritizes textual analysis skills (including theme/central idea, connections/inferences, and author’s purpose/point of view) and writing skills (including thesis, selecting evidence, and organization) that students will use to analyze both fiction and non-fiction texts. Students write essays about literature, increasingly building their skills to produce quality writing under timed pressure without content or process scaffolds as a way of preparing for the AP courses they will take in their junior and senior years. 

Students will also participate in academic discussions (Socratic Seminar, debate, literature circles) in order to build the ability to communicate their knowledge and analysis and amend their thinking based on peers’ perspectives. During these discussions, skills including norms/active listening and discussion/contribution, and asking questions are prioritized.

AP English Language and Composition

Junior | Full Year | UC/CSU Category B Core | BENG3

Prerequisites: English 9, English 10

The Advanced Placement English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text— from a range of disciplines and historical periods.

AP English Literature and Composition

Senior | Full Year | UC/CSU Category B Core | BAPELC

Prerequisite: Minimum B+ in AP English Language & Teacher Approval

The Advanced Placement English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.

English 12: Film as Literature

Senior | Full Year | UC/CSU Category B Core | BENGE12

Film as Literature is a college preparatory course for twelfth grade students. Students read, write, respond and compare and contrast literature that is portrayed in film and television. They will both analyze different books and short stories that have been adapted into popular films and television shows and compare and contrast the use of literary elements in written and visual form . Additionally, they will create their own short story and film demonstrating the skills they have learned over the course. Dissecting literature and film as a form of communication and storytelling exposes students to a different form of visual storytelling. After examining film techniques and literary elements through the perspective of authors and filmmakers, students will develop a short story and film that exhibits their knowledge and skills. 

Students will practice writing about film and editing in order to exhibit cognitive skills and habits of success. Through differentiated assignments that provide individuals and groups the real-world challenges an author and/or filmmaker faces, students will determine their objectives and what resources they will use to overcome these obstacles. This course is aimed at improving students’ skills as readers, writers, consumers of media, and ultimately thinkers. The course also includes  the use of comparing and contrasting, and communicating ideas in written and visual form to build students’ capacity in communicating their knowledge and ideas effectively.

Algebra I 

Frosh | Full Year | UC/CSU Category C Core | CALGX1

Algebra I is a Common Core-aligned math course intended for ninth grade students. It begins with a unit that is accessible and tangible for students that surfaces and extends ideas from middle school that explores patterns and sequences. Next, students study functions and their features as they become more comfortable representing quantitative relationships in multiple representations. These first two units build to Unit 3, where linear and exponential functions are the focus. The focus of Unit 4 is equations and inequalities, where students are extending their existing knowledge of how to manipulate and solve equations to more complex problems and contexts, including systems of equations and inequalities. 

Students draw on their experiences from Units 1-4 as they undergo their first project, Epic Event, where they develop, budget, and pitch an event of their choosing. Next, students shift gears to work on geometry; the geometry unit extends ideas from Grade 8 about transformations to have students develop congruence criteria and prove theorems. The final unit of the year is on statistics, where students work with univariate and bivariate data. This unit naturally leads to the course’s capstone project, Booming Populations. In that project, students research a developing country of their choice and use a variety of mathematical skills to model that country’s population in order to predict where it will be 50 years from now. 

Geometry

Sophomore | Full Year | UC/CSU Category C Core | CGEOX2

The essential purpose of this Geometry course is to introduce students to formal geometric proofs and the study of plane figures, with an emphasis on plane Euclidean geometry—both synthetically and analytically.  Furthermore, transformations of rigid motion are the foundations of proof for congruence and similarity.  Concepts included in this course are geometric transformations, proving geometric theorems, congruence and similarity, analytic geometry, right triangle trigonometry, and probability and statistics.  Students are expected to model real world situations and make decisions using these ideas.

This course will help students to formalize and deepen their understanding of how transformational geometry, trigonometry, probability and statistics can be used to model and interpret the real world.  Students will be able to grasp abstract Euclidean proofs, transformational proofs, and apply them to understand real world, geometric relationships—including relationships between two and three dimensional objects.  Students will continue to develop mathematical ways of thinking through the Mathematical Practice Standards and content standards.  Students will be expected to make sense of real world situations and apply mathematics to develop solutions.

Algebra II 

Junior | Full Year | UC/CSU Category C Core | CALGX3

This full-year course focuses on four critical areas of Algebra II: functions, polynomials, periodic phenomena, and collecting and analyzing data. Students will make connections between verbal, numeric, algebraic, and graphical representations of functions and apply this knowledge as they create equations and inequalities that can be used to model and solve mathematical and real-world problems. As students refine and expand their algebraic skills, they will draw analogies between the operations and field properties of real numbers and those of complex numbers and algebraic expressions.

Algebra II/Pre-Calculus 

Junior | Full Year | UC/CSU Category C Core Honors Approved | CALGPC

Prerequisite: B+ in Geometry & teacher approval

This full-year course focuses on four critical areas of Algebra II: functions, polynomials, periodic phenomena, and collecting and analyzing data. Students will make connections between verbal, numeric, algebraic, and graphical representations of functions and apply this knowledge as they create equations and inequalities that can be used to model and solve mathematical and real-world problems. As students refine and expand their algebraic skills, they will draw analogies between the operations and field properties of real numbers and those of complex numbers and algebraic expressions.

Honors Pre-Calculus

Senior | Full Year | UC/CSU Category C Core Honors Approved | CPC

This full-year course focuses on four critical areas of Algebra II: functions, polynomials, periodic phenomena, and collecting and analyzing data. Students will make connections between verbal, numeric, algebraic, and graphical representations of functions and apply this knowledge as they create equations and inequalities that can be used to model and solve mathematical and real-world problems. As students refine and expand their algebraic skills, they will draw analogies between the operations and field properties of real numbers and those of complex numbers and algebraic expressions.

AP Calculus AB

Senior | Full Year | UC/CSU Category C Core Honors Approved | CAPCAB

Prerequisite: Minimum B+ in Algebra II/Pre-Calculus

AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), each course becomes a cohesive whole, rather than a collection of unrelated topics. Both courses require students to use definitions and theorems to build arguments and justify conclusions.

The courses feature a multi representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students should regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentation, and to assist in interpreting results.

Spanish I 

Frosh | Full Year | UC/CSU Category E Core | ESPAN1

Spanish I is a year-long course designed for high school students that have little to no prior experience with the Spanish language. The purpose of this course is to familiarize students with basic vocabulary in Spanish, basic structures of the Spanish language, and various cultural characteristics of the Spanish-speaking world.

The content consists of 6 projects, each centered around a specific theme. The activities within these projects are designed to encourage a balanced, continuous practice of reading, writing, speaking, and listening skills in the target language. The culminating assessments within each project focus on the 3 modes of communication (interpretive, interpersonal, and presentational) and ask students to use the language in meaningful, real-world scenarios.

By the end of this course, students will be able to understand the main idea of short and simple texts/audio clips/videos in Spanish, exchange or present information on familiar topics in Spanish, and write short descriptions related to familiar topics in Spanish.

This course is aligned to the World Readiness Standards for Learning Languages. Most of the standards manifest within the projects themselves, but the “Language Comparisons” standard is covered in the course’s associated focus areas.

Spanish II

Frosh/Sophomore | Full Year | UC/CSU Category E Core | ESPAN2

Prerequisite: Spanish I or Instructor Approval

Spanish II is a year-long course designed for high school students that have completed Spanish I and who have experience with the Spanish language. The purpose of this course is to build on the foundations learned in Spanish I; Spanish II continues the study of Spanish by expanding meaningful expression in both speaking and writing. 

The course  consists of new vocabulary themes and grammar concepts, reading and listening comprehension activities, speaking and writing activities, multimedia cultural presentations, and interactive activities and practices that reinforce vocabulary and grammar.  

This course includes a strong emphasis on providing context and conversational examples for the language concepts presented  and various cultural characteristics of the Spanish-speaking world.

The content consists of 6 projects, each centered around a specific theme. The activities within these projects are designed to encourage a balanced, continuous practice of reading, writing, speaking, and listening skills in the target language. The culminating assessments within each project focus on the 3 modes of communication (interpretive, interpersonal, and presentational) and ask students to use the language in meaningful, real-world scenarios.

By the end of this course, students will be able to understand the main idea of longer and more complex texts/audio clips/videos in Spanish, exchange or present information on familiar topics in Spanish, and write descriptions related to familiar topics in Spanish.

This course is aligned to the World Readiness Standards for Learning Languages. Most of the standards manifest within the projects themselves, but the “Language Comparisons” standard is covered in the course’s associated focus areas.

Spanish III

Sophomore/Junior | Full Year | UC/CSU Category E Elective | ESPAN3

Prerequisite: Spanish II

In this course, students will engage in a rigorous examination of narratives portraying Latinidad, exploring the stories, experiences, and perspectives of individuals of Latin@ descent. These narratives manifest through diverse media, including film, literature, and music, and wield significant influence in shaping the cultural identity and representation of Latin@s within society. The comprehension of Latin@ narratives assumes paramount importance, affording students a profound appreciation and acknowledgment of the diverse and intricate experiences encapsulated within the Latin@ community. This course serves as an indispensable platform for the interrogation of stereotypes and the cultivation of cultural understanding. A distinctive feature of this course lies in its deliberate incorporation of Spanish-speaking resources and media. As part of our commitment to fostering linguistic and cultural  will engage with works of literature, cinematic productions, and musical compositions  presented in the Spanish language. This deliberate linguistic focus aims to immerse students  genuine linguistic nuances and cultural richness inherent in Latin@ expressions. Active discussions and projects will be encouraged, wherein the use of the Spanish language will be as an instrumental tool for the comprehension and critical analysis of contemporary Latin@ within the global media landscape. Through this approach, students will not only enhance skills but will also develop a nuanced understanding of the profound cultural heritage and Latin@s in shaping the global media narrative.

Spanish III Honors

Sophomore/Junior | Full Year | UC/CSU Category E Elective | ESPAN3

Prerequisite: minimum of B+ in Spanish II & Instructor Approval

Spanish III is a year-long course designed for high school students that have completed  Spanish I & Spanish II. The course is a continuation and recycling of knowledge acquired in Spanish I and Spanish II, skills are developed through more advanced reading, writing, and listening activities as well as an introduction to new vocabulary, structures and expressions. 

Students will be expected to expand their vocabulary range to include more sophisticated terms, use advanced language expressions, verb tenses and grammatical concepts thorough  mastery of the basic grammatical structures, and increased communicative proficiency.The content consists of 6 projects, each centered around a specific theme. 

The activities within these projects are designed to encourage a balanced, continuous practice of reading, writing, speaking, and listening skills in the target language. The culminating assessments within each project focus on the 3 modes of communication (interpretive, interpersonal, and presentational) and ask students to use the language in meaningful, real-world scenarios.

By the end of this course,  students will be able to  move beyond daily life or leisurely activity discussions with its important milestones, professions, history of Spanish speakers, the press, art and literature, food preparation, and the history of food. This course is aligned to the World Readiness Standards for Learning Languages. Most of the standards manifest within the projects themselves, but the “Language Comparisons” standard is covered in the course’s associated focus areas.

AP Spanish Language and Culture

Junior/Senior | Full Year | UC/CSU Category E Elective Honors Approved | EAPSL4

Prerequisite: Minimum B+ in Spanish III or Honors & Instructor Approval

The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. 

The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. 

The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).

Biology 

Frosh | Full Year | UC/CSU Category D Core | DBIO1

The purpose of the course Biology is to develop an understanding of how living things interact with their environment, plus how humans can have both positive and negative impacts on living things around them. Students will learn how organisms respond to their living situation and evolve accordingly. Students will develop social responsibility through exposure to environmental issues. Finally, students will learn about a variety of different scientific advancements related to biology.

Through this course students will develop communication skills through oral presentation and designing multimedia in oral communication. Students will dive deeply into the inquiry process by designing and conducting scientific investigations. More specifically, students will develop the skill of asking questions and hypothesizing, then creating procedures and interpreting data. Finally, students will draw conclusions based on these results. An additional layer of this work throughout the entirety of the course is to justify their claims with evidence in order to draw their conclusions and make claims.

Chemistry

Sophomore | Full Year | UC/CSU Category D Core | DCHEM2

The purpose of the course Chemistry is to develop an understanding of the properties of the physical world at a micro scale, and how scientific inquiry and engineering can help solve human problems. Through multiple investigatory projects, anchored in phenomena, students will develop a basic fluency in chemistry.  Finally, students explore the role and relevance of chemistry in meeting current human and environmental challenges through applied concepts.

Through this course students will develop strong skills in scientific analysis and inquiry. Students engage in a rigorous scientific inquiry process through asking questions, hypothesizing, and conducting investigations.  Students will engage in authentic practices to make sense of data and represent their conclusions by interpreting data/information, modeling, and justifying/constructing an explanation.  This course places additional emphasis on scientific argumentation, building students’ understanding of the roles of claim, evidence, and reasoning as they apply argumentative claim, explanation of evidence, counterclaims, and selection of evidence to explain real world phenomena.

Physics 

Junior/Senior | Full Year | UC/CSU Category D Core | DPHYS3

The purpose of the course is to develop an understanding of the properties of the physical world at a macro scale, and how science and engineering can help solve human problems. Students will examine how scientists and engineers study the physical properties of the world and then use these understandings to design new technologies and solutions. Across the projects, students will engage with physics as scientists and engineers, generating novel scientific experiments and engineering designs through course projects. Major goals of the course are for students to develop scientific literacy, understand how scientific knowledge is generated and take part in that process, and to apply scientific knowledge to make predictions and solve problems.

Through this course students will develop strong skills in scientific analysis and inquiry. Students will dive deeply into the scientific inquiry process through asking questions, hypothesizing, and designing processes and procedures. Students will engage in practices scientists use to make sense of data and represent their conclusions by identifying patterns and relationships, modeling, and justifying/constructing an explanation. A strong emphasis is placed on identifying specific mathematical patterns from experimental data sets and applying statistical techniques to assess the validity of data and strength of correlations. Finally, students will use precision to communicate scientific information in both written products and oral presentations.

Human Anatomy & Physiology 

Senior | Full Year | UC/CSU Category D Core | DHA

The major focus of the course will be on relating structure of organs to their functions and on understanding the major mechanisms of regulation of bodily functions. The class will provide students with the basic cell biology, histology, embryology and pathology of organs and organ systems of the body. Labs and hands-on activities will cover at least 30% of total class time and will consist of histological and hypothesis driven experiments for physiology. The class will cover basic cell biology, histology, integument, bones, muscle, nerves, cardiovascular, respiratory, immune, and reproductive systems. 

Ethnic Studies I

Frosh | Full Year | UC/CSU Category G Elective | GESC1

This Ethnic Studies course aims to educate students to be politically, socially, and economically conscious about their personal connections to local and global histories. By studying the histories of race, ethnicity, nationality, and culture, students will cultivate respect and empathy for individuals and solidarity with groups of people locally, nationally and globally so as to foster active social engagement and community building. 

Honoring the historical legacy of social movements and mass struggles against injustice, including the establishment of ethnic studies programs in public schools and university curricula, this course aims to provide an emancipatory education that will inspire students to critically engage in self-determination and seek social justice for all.

Modern World History

Sophomore | Full Year | UC/CSU Category A Core | AWH2

As the high school introduction to the study of history, this course mirrors the structures and approaches implemented in the middle school levels for consistency, and expands them to more rigorous questions, applications, and themes. The projects continue to be structured with an historical inquiry that directly brings content that is related to, but different from, the focus areas into the project. 

The application of their thinking and work is geared toward Final Products that incorporate interaction with their peers such as Socratic Seminars, Presentations, and Structured Academic Controversies. This allows for students in their first year of high school to build connections with their peers and to practice verbal and written exploration and defense of their thinking and opinions. 

AP World History: Modern

Sophomore | Full Year | UC/CSU Category A Core Honors Approved | AAPMW

Prerequisites: B+ in current course & Instructor approval

In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time. The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation. AP World History: Modern is designed to be the equivalent of an introductory college or university survey of modern world history.

United States History

Junior | Full Year | UC/CSU Category A | AUSH

The United States History curriculum is a year long course consisting of 6 projects. The purpose of United States History is to build students historical thinking skills by analyzing and contextualizing distinct periods in US history. Throughout the projects, students examine broad themes in American history in order to develop a broad understanding of how our history has shaped our world today. The documents and resources in this course are rigorous, college-level texts and inquiry learning with clear connections drawn to students’ own lives.

AP United States History

Junior | Full Year | UC/CSU Category A Core Honors Approved | AAPUSH3

Prerequisites: Minimum B+ in World History & Instructor Approval

In Advanced Placement United States History, students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. 

The course also provides eight themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

Government and Economics

Senior | Full Year | UC/CSU Category A Core | AGOVEC

Prerequisite: Algebra I

The full year course is an overview of the central functions of government and the principles of economics. The first semester will focus on Civics and will explore the Constitution and Bill of Rights, the role of political parties, and the role of local laws on the daily experience of students. Students will also learn about the political spectrum, political campaigns and a study of significant Supreme Court cases.

The second semester will examine core concepts of Economic Decision-Making, the Laws of Supply and Demand, Trade and Labor Markets, the role of the government in the economy and key economic indicators. Projects will revolve around fair trade, corporate social responsibility and wage gaps.

AP United States Government and Politics

Senior | Full Year | UC/CSU Category A Core Honors Approved | AAG

Prerequisites: Minimum B+ in U.S. History & Instructor Approval

AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project.

Ethnic Studies II

Senior | Full Year | UC/CSU Category G Elective | GESII

To understand ourselves, we must understand where we come from and the ways that our communities have and continue to shape us and our identities. In this course, we will use the concepts learned in 9th grade Ethnic Studies and take a more extensive, in depth look at how these structures and systems impose themselves on us. We will learn about these concepts through a more personal approach, interacting with personal accounts, memoirs, documentaries, poetry and art that can help to view these larger ideas in a more personal way. This class will be reading, writing, and discussion-based learning so that we can learn from our community members, reflect, and relate better to one another and ourselves. There will be opportunities for personal narrative and creative writings with the end goal of understanding your position within your communities and refining your writer’s voice to help you prepare for college-level courses.

AP African American Studies

Junior/Senior | Full Year | GAPAAS

Prerequisites: Minimum B+ in Word History or U.S. History & Instructor Approval

AP African American Studies is an interdisciplinary course that examines the diversity of African American experiences through direct encounters with authentic and varied sources. Students explore key topics that extend from early African kingdoms to the ongoing challenges and achievements of the contemporary moment. Given the interdisciplinary character of African American studies, students in the course will develop skills across multiple fields, with an emphasis on developing historical, literary, visual, and data analysis skills. This course foregrounds a study of the diversity of Black communities in the United States within the broader context of Africa and the African diaspora.

Theology 9: Scripture and Lasallian Charism

Frosh | Full Year | XLCE1

This course is an introduction to the Hebrew and Christian Scriptures that form the basis of Catholic theology, liturgical practices and personal faith development. Students will begin with an introduction to Catholic theology with an emphasis on understanding who God is and how he has communicated with humanity throughout history. Divine revelation, through Scripture, tells the story of God’s salvific plan for humanity. Students will analyze Scripture in order to understand this plan and the various genres, themes and narratives that are used to tell the story. Students will examine how the narrative begins in the Hebrew Scriptures and continues into the Christian Scriptures. Their studies will include analyzing the historical and literary context of Scripture, comparative analysis of the four Gospels, and reflection on the application of the teachings in our modern world. Students will be taught the tools of scriptural analysis and interpretation used by Catholic theologians. Lasallian charism will be introduced throughout the course to demonstrate its grounding in Scripture and to facilitate student reflection on the charism.

Theology 10: Christology & Church History 

Sophomore | Full  Year | UC/CSU Category G Elective | GCSHS2

This course is divided into two semester-long sections. In the first semester, the students will continue studying in greater detail the person of Jesus Christ, True God and True Man through the use of the Christian Scriptures, also known as the New Testament of The Holy Bible. The course topics include the spiritual background of the Hebrew Scriptures (also known as the Old Testament) leading to the arrival of the Messiah, as well as the Incarnation and its significance The students will then analyze the different parts of the Paschal Mystery from the Suffering, Death and Resurrection of Christ, to His Ascension to Heaven. The course concludes with the students making a  connection between themselves and Christ through the Gospel teachings, showing them they are members of the Body of Christ. 

The second half of the course offers a critical overview of the history of Christianity.  Emphasis is placed on the development of the early Church, from immediately after the death of Christ to the early Medieval period. The course proceeds into the continuation of the Medieval period with the development of scholasticism integrated into theology. The course then addresses the study of the missionary role of the Church in history including its influences in different parts of the world such as Asia and Latin America. The course concludes with topics affecting the current and  future state of the Church including the different crises the Church has had to address and will continue to focus on in the future in order that they, the students, be an effective witness to the teachings of Christ as the future of Church History. 

Theology 11: Ethics, Morality & Social Justice

Junior | Full  Year | UC/CSU Category G Elective | GCSCH3

The Fall semester introduces students to what it means to live a happy life, according to our Catholic tradition. Students will be introduced to key concepts in ethics and morality, their scriptural basis, free will and other important concepts from philosophy as they apply. Students will evaluate several important topics including issues such as euthanasia, the death penalty, beginning of life issues, sexuality.

The second half of the  course encourages students to examine the major social issues of our time: poverty, displacement, immigration, sexism, racism, peace, and environmental ethics. Students will be exposed to a variety of viewpoints regarding these issues, enabling them to analyze systems and structures that foster or inhibit human freedom. Students will explore justice issues of the past as well as contemporary issues and consider their own call to action in response to them.  

Theology 12: World Religions, Vocations & Senior Capstone 

Senior | Full  Year | UC/CSU Category A Elective | ACSWR4

The context of our World Religions course is our increasingly globalized, pluralistic world. The course aims to clarify how religious beliefs and practices shape and influence society, and how culture shapes and influences particular religions. Part of the focus of the course explores the power of story both in the major religions of the world as well as an individual’s personal search for meaning and faith. It is hoped that this new understanding will provide a deeper appreciation of the world’s religious traditions.

The second semester Vocations course considers the developmental tasks of young adulthood and Christian Moral Development. Students will examine lifestyle issues and choices in the light of the Gospel and the Christian tradition. In addition, the Senior Capstone portion addresses the need of seniors to develop a cohesive and articulate statement of their own understanding of God, worldview, and personal mission in the world. The class exposes students to a wide spectrum of spiritual figures and issues of justice facing their world. This informs and challenges the perspectives of the students and encourages their critical thinking skills. Integration of the Lasallian spirituality of service (Enter to Learn, Leave to Serve), consistent respect for all stages of life, and the personal spiritual journey develop.

Health and Wellness

Frosh | Full Year | UC/CSU Category G Elective | GHW1

Health and Wellness will examine a range of current health topics through the lens of a healthy decision making paradigm. Students will engage in inquiry and discussion to identify and discuss the most current factual information related to relevant health topics. They will explore real world application of their findings in order to hypothetically explore realities, causes, effects and potential consequences of decisions and how these consequences may or may not be aligned with their values.

Students will explore strategies to proactively take ownership of their physical, mental and emotional health. For all topics covered, students will reflect on, analyze and track their personal health habits.  In addition, students will incorporate contemporary physical education as a practical application of all of the theoretical concepts explored in this course.  

Athletic PE *

Sophomore/Junior/Senior | Full Year |  GOAPE

Athletic PE is for students who are eager to get their blood pumping with competition and exercise. Students will learn about and be exposed to games and sports that they are familiar with like volleyball, flag football, and basketball. We will also learn about new games/activities such as tchoukball, yoga, and weightlifting. Students will be taught the basics and be given a chance to get their feet wet in game settings. Athletic PE is a great way to break up a long work day at school and experience something different. This course can only be taken once.

Fine Arts 

Sophomore/Junior | Full Year | GFVA

The Fine Arts course is designed to enable students to achieve visual arts literacy and develop technical artistic skills. Students will have the opportunity to engage in an authentic creative process through traditional and non-traditional mediums and materials to apply to the elements of art and the principles of design. The class will allow students to build on artistic appreciation, understanding, engagement, and in some cases prepare for a career in the arts. Students will be expected to process the fine arts through creating, presenting, responding and connecting in both written practice and application. Applications of fine arts include, but are not limited to drawing, painting, ceramics, metals, printmaking, fiber arts, sculpture, works in wood, and mixed media.

Theatre 

Sophomore/Junior/Senior | Full Year | GFT

Students will have the opportunity to discover the expressive elements of theatre by utilizing terminology, understanding of the physical aspects of theatre, and being able to reflect, critique, and connect personal experiences to theatre. Students will learn both drama process and theatre production through scripted and unscripted activities, fictional and non-fictional issues, and the the crafts of plays, acting  performances, and technical theatre elements. Students will be expected to process the theatre through creating, presenting, responding and connecting in both written practice and application. As a result, students will enhance skills, apply it to rehearsals, and can make creative decisions, think critically, and relate their ideas in their involvement in live performances either on or off stage. 

Music Ensemble (Beginner/Intermediate) 

Sophomore/Junior/Senior | Full Year | GME

Students will have the opportunity to discover the expressive elements of music by implementing an understanding of musical concepts, knowing and using music vocabulary to comprehend music, developing skills to produce music, and being able to reflect, critique, and connect personal experience to music. Students will give voice to an instrument and make music come to life by listening, playing, moving, and reading music individually and/or together with peers in class and life performances. Students will analyze and evaluate what they have done, and attach meaning not only to a musical concept, but to the experience as it relates to other contexts. Students must audition prior to taking the course.

Drawing Painting (Beginner/Intermediate) 

Sophomore/Junior | Full Year | GDRA

Drawing is a course designed to be an exploration of drawing techniques and concepts  to develop expression and discipline in drawing with emphasis on mediums such as graphite, charcoal, pastels, colored pencils, and ink. Students will engage in an authentic creative process, applying the formal elements of art. Students engaging in the artistic process learn by solving problems, exhibiting their work, and thinking critically about it; then, they continue the process by relating other ideas, contexts, and meanings to their own as they refine their future work to a more sophisticated level.

Painting (Beginner/Intermediate) 

Sophomore/Junior | Full Year | GPAI

Painting is a visual art course where students will explore and experience a variety of painting techniques. Students will develop skills and understanding through the seven art elements and the use of a variety of materials including acrylic and tempera paint, watercolor, ink, paper and a variety of experimental media.. Through the course, students will discover the expressive qualities of art to be able to reflect, critique, and connect personal experience to art by interpretation and expression. Students will imagine, execute, reflect, and refine work before completing a piece of work, displaying the work, reflecting on the completed work, and connecting the experience to other contexts of meaning or knowledge.

Course Selection Guide

Use the table below to help you choose the appropriate courses for next year. For honors and AP courses, please review the requirements before choosing a course. Consult with your Academic Counselor or Mr. Martínez if you have questions about course requests.