HIGH SCHOOL

Question 1

10th Grade Chemistry

Answer

The purpose of this course is for high school students to receive a more in-depth exploration and education into chemistry using Next Generation Science Standards in order to help prepare them for further studies in science, future science courses in college, and applications in everyday life. Students will learn about the structure, properties, and interactions of matter; nomenclature of molecules based on atomic structure and electron arrangement, molar concentrations and stoichiometry, molecular kinetics, solution dynamics and equilibrium, and energy dynamics. Through learning these foundations of chemistry, students will also be able to classify different forms of matter, identify and predict chemical reactions, and design their own experiments in order to further explore these concepts. Furthermore, this class will incorporate utilization of mathematical, analytical, data acquisition, and communication skills through hands-on laboratory experiences, group collaboration, and the integration of other branches of science. Not only will this course provide students with a strong physical science background needed for future education, but it will also hone students’ critical thinking skills needed to solve real-world problems, help them make informed decisions about the chemicals they choose to use in everyday applications, and know the impact chemicals found in everyday use have on the environment around them.

Question 2

10th Grade Literature

Answer

Unique world views are yielded once you take the time to step into the shoes of others; tantamount to this is our acceptance of categorical differences between one another. A simple perspective shift may yield you all you need to examine the ways in which societies can be seen as a global community, rather than disparate communities. Central to our unity is our experience of the human condition, whereby we are interconnected by our experience of this world and the structures our societies have created. To this end, the course will endeavor to discover the ways in which cultures, as different as they might seem, connect in surprising ways. Our analysis will begin with four central novels: Never Let Me Go by Kazuo Ishiguro, Slaughterhouse-Five by Kurt Vonnegut, Things Fall Apart by Chinua Achebe, and Sophie's Choice by William Styron.

Question 3

10th Grade Modern World History

Answer

In designing the curriculum for this course, we have aligned the California State Content Standards for 10th Grade History with the Common Core State Standards for History and Social Studies to ensure that students with a range of interests and learning styles get the most from this class. The entirety of World History cannot be taught in a single year. Historians make entire careers out of studying a single region over a narrow period of time, and even then must choose which sources to study in depth, and which to gloss over. For this class, we will focus primarily on events from the 16th century to the present. As a class, students will examine the process of globalization and how it has precipitated political, environmental, economic and socio-cultural in various regions throughout the world. As students become more familiar with the phenomena being studied, each will pursue (alone or in small groups) more directed inquiry into the concepts and narratives that they find most compelling. By the end of the year, each student will be able to trace one or more present-day challenges or pressing concerns to its historical roots, and present a clear argument about the significance of this connection.

Question 4

10th Grade Geometry

Answer

This course is designed to emphasize the study of the properties and applications of common geometric figures in two and three dimensions. It includes the study of transformations and right triangle trigonometry. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed. It also emphasizes writing proofs to solve (prove) properties of geometric figures. Toward the end of the year we will spend some time focused on SAT/ACT geometry. Students who complete Geometry should take Algebra II next.

Question 5

10th Grade Spanish: Beginners

Answer

In our classroom, we will do a variety of activities and exercises including talking in Spanish, practicing pronunciation and grammar, and interacting in Spanish in pairs and small groups. Much of the class is conducted in Spanish in order to offer as much exposure to the language as possible, but English is used when necessary to offer clarity and efficiency. In this course, we deal with all basic language skills: aural comprehension, speaking, reading, and writing. Grammar is studied not so that a student can recite grammar rules, but so that students gain an understanding of how language works; you must speak in order to learn to speak. Some students may feel inhibited by the idea of making mistakes in front of others but we will work together to make the atmosphere as tension-free as possible. Students will have the opportunity to learn about cultural aspects from various countries around the Spanish-speaking world. Students should expect to participate daily in class activities and be prepared to move, act silly, and have fun exploring another language and culture.

Question 6

10th Grade Spanish I

The State of California sets forth a uniform vision of what students should know and be able to do at the High School level in World Languages. The standards were developed to accommodate all languages and identify the various stages of acquiring linguistic and cultural proficiency. They provide an organizing principle to ensure the continuous development of student proficiency.

We will be using the four key areas of foreign language study: listening, speaking, reading, and writing. The course is a blend of language learning presented both in class and online through Duolingo and Kahoot. Students will be exposed to common expressions, greetings, and grammatical structures; they will ask and answer guided questions and are encouraged to ask their own questions both in class and on homework. Active participation is essential for success in this course. The group class meets twice a week. New vocabulary is introduced during the group class and is then reviewed, practiced, and advanced during one-on-one tutoring. Spanish I students will study grammar, sentence formation, and vocabulary while being exposed to cultural knowledge and the Hispanic background of California.

Answer

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

Question 7

10th Grade Spanish II

California’s rich linguistic and cultural tapestry is tied with its Hispanic background. The State of California sets forth a uniform vision of what students should know and be able to do at the High School level in World Languages. The standards were developed to accommodate all languages and identify the various stages of acquiring linguistic and cultural proficiency. They provide an organizing principle to ensure the continuous development of student proficiency. Spanish language prepares students for employment and enables them to compete in the worldwide marketplace in the future. Students in Spanish II shall be familiar with phrases, grammar patterns, and identifying parts of speech such as nouns, adjectives, subject pronouns, verbs, conjugations, adverbs, etc. In cultural awareness, they will learn some early California history that relates to Hispanic culture, such as the colonization of California by the Spaniards, California as a part of Mexico, the discovery of gold, the purchase of California by the USA, and how California became a state.

Answer

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

Question 8

10th Grade Study Skills

Answer

Study Skills is a course designed to facilitate the executive functioning abilities needed to become an active learner. It will devote time and focus to SAT/ACT test prep and test- taking techniques. This course will additionally facilitate the growth of necessary confidence, organization, advocacy and self-awareness for students to succeed. Goals: Balance, Organization & Advocacy. Establish and maintain customized organizational, time management, studying and advocacy skills for each TREE participant. Own their relationship to learning. Homeroom & Accountability. Students will have a reliable schedule to check in on organizational, planning, and development of various school projects/courses. Practical skills building for deeper level learning ex: presentations, essay construction, note taking etc. Future Planning. Create a home for college and career research, personal/professional development and exam/application preparation. The teacher will enrich student interest through strategic planning of Passion Projects.

Question 9

10th Grade Learning Lab

Answer

The Learning Lab is where the nexus of learning occurs. Students are taking what they’re exposed to in the classroom and putting that into practice. In addition to being a space for academic practice & guidance, the Learning Lab gives staff the opportunity to observe and learn how our students are absorbing and processing what is being taught in the classroom. As TREE strives to serve the whole student, the Learning Lab is where our community learns to thrive together.

Question 10

10th Grade Inner Peace (Meditation)

Answer

Based on the forthcoming book by Venerable Burin, the inner peace curriculum explores how we can bring more equilibrium, calmness and mental focus to our everyday lives through the art and techniques of meditation based on age or principles.

Question 11

10th Grade Life Skills

Answer

The Life Skills course is designed to assist students in growing and deepening their capacity to build relationships and community. An integral part of this process is to further curiosity and challenge the assumptions we hold about ourselves and others, in order to become better able to understand and value differing perspectives.

Question 12

10th Grade Chemistry

Answer

The purpose of this course is for high school students to receive a more in-depth exploration and education into chemistry using Next Generation Science Standards in order to help prepare them for further studies in science, future science courses in college, and applications in everyday life. Students will learn about the structure, properties, and interactions of matter; nomenclature of molecules based on atomic structure and electron arrangement, molar concentrations and stoichiometry, molecular kinetics, solution dynamics and equilibrium, and energy dynamics. Through learning these foundations of chemistry, students will also be able to classify different forms of matter, identify and predict chemical reactions, and design their own experiments in order to further explore these concepts. Furthermore, this class will incorporate utilization of mathematical, analytical, data acquisition, and communication skills through hands-on laboratory experiences, group collaboration, and the integration of other branches of science. Not only will this course provide students with a strong physical science background needed for future education, but it will also hone students’ critical thinking skills needed to solve real-world problems, help them make informed decisions about the chemicals they choose to use in everyday applications, and know the impact chemicals found in everyday use have on the environment around them.

Question 13

10th Grade Literature

Answer

Unique world views are yielded once you take the time to step into the shoes of others; tantamount to this is our acceptance of categorical differences between one another. A simple perspective shift may yield you all you need to examine the ways in which societies can be seen as a global community, rather than disparate communities. Central to our unity is our experience of the human condition, whereby we are interconnected by our experience of this world and the structures our societies have created. To this end, the course will endeavor to discover the ways in which cultures, as different as they might seem, connect in surprising ways. Our analysis will begin with four central novels: Never Let Me Go by Kazuo Ishiguro, Slaughterhouse-Five by Kurt Vonnegut, Things Fall Apart by Chinua Achebe, and Sophie's Choice by William Styron.

Question 14

10th Grade Modern World History

Answer

In designing the curriculum for this course, we have aligned the California State Content Standards for 10th Grade History with the Common Core State Standards for History and Social Studies to ensure that students with a range of interests and learning styles get the most from this class. The entirety of World History cannot be taught in a single year. Historians make entire careers out of studying a single region over a narrow period of time, and even then must choose which sources to study in depth, and which to gloss over. For this class, we will focus primarily on events from the 16th century to the present. As a class, students will examine the process of globalization and how it has precipitated political, environmental, economic and socio-cultural in various regions throughout the world. As students become more familiar with the phenomena being studied, each will pursue (alone or in small groups) more directed inquiry into the concepts and narratives that they find most compelling. By the end of the year, each student will be able to trace one or more present-day challenges or pressing concerns to its historical roots, and present a clear argument about the significance of this connection.

Question 15

10th Grade Geometry

Answer

This course is designed to emphasize the study of the properties and applications of common geometric figures in two and three dimensions. It includes the study of transformations and right triangle trigonometry. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed. It also emphasizes writing proofs to solve (prove) properties of geometric figures. Toward the end of the year we will spend some time focused on SAT/ACT geometry. Students who complete Geometry should take Algebra II next.

Question 16

10th Grade Spanish: Beginners

Answer

In our classroom, we will do a variety of activities and exercises including talking in Spanish, practicing pronunciation and grammar, and interacting in Spanish in pairs and small groups. Much of the class is conducted in Spanish in order to offer as much exposure to the language as possible, but English is used when necessary to offer clarity and efficiency. In this course, we deal with all basic language skills: aural comprehension, speaking, reading, and writing. Grammar is studied not so that a student can recite grammar rules, but so that students gain an understanding of how language works; you must speak in order to learn to speak. Some students may feel inhibited by the idea of making mistakes in front of others but we will work together to make the atmosphere as tension-free as possible. Students will have the opportunity to learn about cultural aspects from various countries around the Spanish-speaking world. Students should expect to participate daily in class activities and be prepared to move, act silly, and have fun exploring another language and culture.

Question 17

10th Grade Spanish I

The State of California sets forth a uniform vision of what students should know and be able to do at the High School level in World Languages. The standards were developed to accommodate all languages and identify the various stages of acquiring linguistic and cultural proficiency. They provide an organizing principle to ensure the continuous development of student proficiency.

We will be using the four key areas of foreign language study: listening, speaking, reading, and writing. The course is a blend of language learning presented both in class and online through Duolingo and Kahoot. Students will be exposed to common expressions, greetings, and grammatical structures; they will ask and answer guided questions and are encouraged to ask their own questions both in class and on homework. Active participation is essential for success in this course. The group class meets twice a week. New vocabulary is introduced during the group class and is then reviewed, practiced, and advanced during one-on-one tutoring. Spanish I students will study grammar, sentence formation, and vocabulary while being exposed to cultural knowledge and the Hispanic background of California.

Answer

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

Question 18

10th Grade Spanish II

California’s rich linguistic and cultural tapestry is tied with its Hispanic background. The State of California sets forth a uniform vision of what students should know and be able to do at the High School level in World Languages. The standards were developed to accommodate all languages and identify the various stages of acquiring linguistic and cultural proficiency. They provide an organizing principle to ensure the continuous development of student proficiency. Spanish language prepares students for employment and enables them to compete in the worldwide marketplace in the future. Students in Spanish II shall be familiar with phrases, grammar patterns, and identifying parts of speech such as nouns, adjectives, subject pronouns, verbs, conjugations, adverbs, etc. In cultural awareness, they will learn some early California history that relates to Hispanic culture, such as the colonization of California by the Spaniards, California as a part of Mexico, the discovery of gold, the purchase of California by the USA, and how California became a state.

Answer

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

Question 19

10th Grade Study Skills

Answer

Study Skills is a course designed to facilitate the executive functioning abilities needed to become an active learner. It will devote time and focus to SAT/ACT test prep and test- taking techniques. This course will additionally facilitate the growth of necessary confidence, organization, advocacy and self-awareness for students to succeed. Goals: Balance, Organization & Advocacy. Establish and maintain customized organizational, time management, studying and advocacy skills for each TREE participant. Own their relationship to learning. Homeroom & Accountability. Students will have a reliable schedule to check in on organizational, planning, and development of various school projects/courses. Practical skills building for deeper level learning ex: presentations, essay construction, note taking etc. Future Planning. Create a home for college and career research, personal/professional development and exam/application preparation. The teacher will enrich student interest through strategic planning of Passion Projects.

Question 20

10th Grade Learning Lab

Answer

The Learning Lab is where the nexus of learning occurs. Students are taking what they’re exposed to in the classroom and putting that into practice. In addition to being a space for academic practice & guidance, the Learning Lab gives staff the opportunity to observe and learn how our students are absorbing and processing what is being taught in the classroom. As TREE strives to serve the whole student, the Learning Lab is where our community learns to thrive together.

Question 21

10th Grade Inner Peace (Meditation)

Answer

Based on the forthcoming book by Venerable Burin, the inner peace curriculum explores how we can bring more equilibrium, calmness and mental focus to our everyday lives through the art and techniques of meditation based on age or principles.

Question 22

10th Grade Life Skills

Answer

The Life Skills course is designed to assist students in growing and deepening their capacity to build relationships and community. An integral part of this process is to further curiosity and challenge the assumptions we hold about ourselves and others, in order to become better able to understand and value differing perspectives.

Question 23

11th Grade Physics

Answer

The physics curriculum includes interactions of matter and energy, velocity, accelerations, force, energy, momentum and charge. Students will be challenged to apply their knowledge of the laws of physics to solve physics related critical thinking problems. The material studied shows how technical concepts can be analyzed and applied to equipment and devices in mechanical, fluid, electrical, and thermal energy systems. The course is designed for students to explore and apply the principles of technology in a classroom setting with hands-on laboratory activities

Question 24

11th Grade American Literature

Answer

What defines us as uniquely American? As a country renowned for being a melting pot, each migrant group to the United States brings with them a rich cultural history that breathes new meaning into what it means to be American. The heart of the American experience stems from two major concepts: individual freedoms and the American dream. This year will begin by defining what concepts are understood as uniquely American through the analysis of the Great Gatsby. From there, we will transition into what the American experience looks like from the context of American citizens by examining the work known as The Other Wes Moore. We will refine what we've understood as unique characteristics of American society by refining these defining characteristics through an outsider's perspective by examining the Brief Wondrous Life of Oscar Wao. Once we've generated an understanding of what others and the collective of the United States feel, we will examine the direction of American Society through the reading of Walden and Citizen: An American Lyric. Once we've worked out way through the words and ideas of others on the concept of what it means to be American, students will choose a novel or literary work of their own to investigate their own understanding of their American Identity.

Question 25

11th Grade U.S. History

Answer

This course will focus on the history of the United States from the late 19th century to the present day. Students will use the content as a way to develop historical thinking skills: analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation. The class will explore United States history from a variety of perspectives, challenging students to consider how different experiences can give rise to different historical narratives. Each unit will examine events, ideas, developments and individuals through different historical themes, including: society and culture, ecology and environment, gender, race, class migration, technological change and political power. The goal of the course will be to help students trace the present realities of the United States to their historical roots, and evaluate their role in the ongoing development of this nation.

Question 26

11th Grade Algebra 2

Answer

Algebra II extends the exploration of nonlinear equations (curves) which started in Algebra I with a particular emphasis on quadratic functions. Students will learn how to graph quadratics functions, how to solve quadratic equations, and how to factor. Graphing and solving of equations will also be extended to different types of nonlinear equations besides quadratics like exponentials, logarithms, radicals, and rationals. Students will begin to understand the importance of finding zeros of polynomials and the importance of trigonometry in preparation for Precalculus. This class is intended to explore the world of algebra through engaging activities and math discussions. Students will learn to think critically, come up with creative solutions to problems using previously learned tools, and focus on detail and precision.

Question 27

11th Grade Spanish: Beginners

Answer

Beginners Spanish consists of a variety of activities and exercises including speaking in Spanish to practice pronunciation and grammar, and interacting in Spanish with classmates in pairs and small groups. Much of the class is conducted in Spanish in order to offer as much exposure to the language as possible, but English is used when necessary to offer clarity. The course deals with all basic language skills: aural comprehension, speaking, reading, and writing. Grammar is studied to gain an understanding of how the language works. Although some students may feel nervous about making mistakes in front of others, we will work together to make the class atmosphere as tension-free as possible. Students will have the opportunity to learn about cultural aspects of various Spanish-speaking countries around the world and should expect to participate daily in class activities. Be prepared to move, act silly and have fun exploring another language and culture!

Question 28

11th Grade Spanish I

We will be using the four key areas of foreign language study: listening, speaking, reading, and writing. Through a blend of class presentations and online learning, students will be exposed to common expressions, greetings, and grammatical structures. Spanish I will review basic grammar including the formation of plurals and negative statements, subject pronouns, the conjugation of regular verbs, and sentence writing in the present indicative.

We will learn question words, possessive adjectives, and some irregular verbs such as ser, estar, and ir. Stem-changing verbs such as querer and tener are on the syllabus, as well as direct and indirect object pronouns. Students will read aloud in class, answer questions after short lectures, and write sentences and short paragraphs on their own.

Answer

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

Question 29

11th Grade Spanish II

California’s rich linguistic and cultural tapestry is tied with its Hispanic background. Cultural awareness is therefore central to the Spanish II curriculum. Students will learn some of the early California history that relates to the state's Hispanic culture, such as the colonization of California by the Spaniards, Mexico's acquisition of California, the discovery of gold, the purchase of California by the USA, and the events surrounding California's statehood.

In Spanish II, we will review writing sentences with regular verbs in the present indicative, construction of descriptive sentences using “es/son,” and writing sentences in the present participle/gerund. We will learn irregular verbs such as ser, estar, and ir, as well as the stem-changing verbs querer and tener, direct and indirect object pronouns, and the verb form "me gusta".

At the completion of Spanish II, students will be familiar with phrases, grammar patterns, and parts of speech such as nouns, adjectives, subject pronouns, verbs, conjugations, and adverbs.

Answer

Students will be placed in Spanish I or Spanish II according to their knowledge, not according to their grade or their age, to ensure proper placement for learning.

Question 30

11th Grade Study Skills

Answer

Study Skills will continue to devote time and focus to SAT/ACT test prep and test- taking techniques. This course will additionally facilitate the growth of necessary confidence, organization, advocacy and self-awareness for students to succeed. Goals: Balance, Organization & Advocacy. Establish and maintain customized organizational, time management, studying and advocacy skills for each TREE participant. Own their relationship to learning. Homeroom & Accountability. Students will have a reliable schedule to check in on organizational, planning, and development of various school projects/courses. Practical skills building for deeper level learning ex: presentations, essay construction, note taking etc. Future Planning. Create a home for college and career research, personal/professional development and exam/application preparation. The teacher will enrich student interest through strategic planning of Passion Projects.

Question 31

11th Grade Learning Lab

Answer

The Learning Lab is where the nexus of learning occurs. Students are taking what they’re exposed to in the classroom and putting that into practice. In addition to being a space for academic practice & guidance, the Learning Lab gives staff the opportunity to observe and learn how our students are absorbing and processing what is being taught in the classroom. As TREE strives to serve the whole student, the Learning Lab is where our community learns to thrive together.

Question 32

11th Grade Inner Peace (Meditation)

Answer

Based on the forthcoming book by Venerable Burin, the inner peace curriculum explores how we can bring more equilibrium, calmness and mental focus to our everyday lives through the art and techniques of meditation based on age or principles.

Question 33

11th Grade Life Skills

Answer

The Life Skills course is designed to assist students in growing and deepening their capacity to build relationships and community. An integral part of this process is to further curiosity and challenge the assumptions we hold about ourselves and others, in order to become better able to understand and value differing perspectives.

Question 34

Literature Seminar with Dr. Paul Cummins

The fiction this year will include: Richard Yates: A Good School James Joyce: “The Dead” Ernest Hemingway: “The Short Happy Life of Francis Macomber” Toni Morrison: The Bluest Eye Leslie Marmon Silko: Ceremony Julia Alvarez: How the García Girls Lost Their Accents Fae Ng: Bone Robert Penn Warren: All the King’s Men The grammar and rhetoric studies will be drawn from: Ann Longknife and K.D. Sullivan: The Act of Styling Sentences Robert Hollander: The Elements of Grammar Francis Christensen: Notes Toward a New Rhetoric Of course, writing will be a central concern of this seminar. Students will write eight major essays and eight first drafts during the year. Each draft will be individually analyzed with each student one-on-one. In addition, we will read, discuss, and write on topics drawn from non-fiction. We will read the following “classic essays” and write in response to them: George Orwell: “Reflections on Gandhi” Martin Luther King, Jr.: “Letter from the Birmingham City Jail” Henry David Thoreau: “On Civil Disobedience” Wendell Berry: “Life is a Miracle” Jonathan Swift: “The Art of Political Lying” E. M. Forster: “What I Believe” Edmund Wilson: “The Two Scrooges” Bill McKibben: “Has the Human Game Played Itself Out?” Finally, we will read, discuss and write about several plays – in addition to The Tempest. These will include: Aeschylus: The Oresteia Maxwell Anderson: Lost in the Stars Arthur Miller: Death of a Salesman Samuel Beckett: Waiting for Godot Luis Valdez: Zoot Suit

Answer

The 2019 – 20 Senior Seminar in English at TREE Academy will combine independent studies, with small group classes twice-a-week for 90 minutes, with a variety of the elements of traditional English grammar and rhetoric. In addition, there will be a rich selection of readings – some assigned, some selected by the students according to their interests. As at every grade level at TREE, one Shakespeare play will be assigned: This year we will be reading and analyzing The Tempest. In addition to The Tempest, we will read and explicate 10 – 20 poems during the year – mostly selected from the classic study Sound and Sense by Laurence Perrine. Students will also memorize and perform at least one poem per month.

Question 35

The Senior Seminar in Environmental Studies

Answer

Environmental Studies is an inter-curricular course in which students will explore ecological systems and the historical impact of human activity on the natural world. Students will consider the cultural, social, and scientific issues pertaining to the environment, and evaluate ways in which the connection between humanity and the rest of the living world has changed over time. The ultimate goal of the course will be to help students identify the most pressing environmental issues of our time and develop possible solutions to these challenges.

Question 36

Senior Mathematics and Science

Answer

Interested seniors may elect to take classes in either pre-calculus, advanced Physics or Human Anatomy.

Question 37

Senior Math (Pre-Calculus Elective)

Answer

Precalculus starts taking a much deeper look at functions and why they are so important in preparation for Calculus. Students will learn about polynomial functions, how to find their zeros, how to graph functions, and how to solve nonlinear equations. Graphing and solving of equations will also be extended to several types of nonlinear equations such as exponentials, logarithms, radicals, and rationals. After polynomials have been covered, the focus will turn to trigonometry and geometry. Students will learn about the unit circle, right triangles, trigonometric functions, and conic sections. Also, a brief introduction to limits will be discussed at the end to help familiarize students with Calculus concepts. This class is intended to explore the world of algebra and prepare students for entry into Calculus through engaging activities and math discussions. Students will learn to think critically, come up with creative solutions to problems using previously learned tools, and focus on detail and precision.

Question 38

Senior Foreign Language

Answer

Interested seniors may elect to take Spanish III, or take an independent study in a foreign language of their choice.

Question 39

Senior Physical Education

Answer

Seniors will take courses in either Yoga, Dance and Team Sports, or play on one of our CIF competitive sports teams in JV or Varsity Basketball, Cross Country or Volleyball.

Question 40

Meditation

Answer

All seniors will take a semester (or more) of Meditation practice at TREE.

HIGH SCHOOL

HIGH SCHOOL

CURRICULUM OVERVIEW

10th Grade Chemistry

10th Grade Literature

10th Grade Modern World History

10th Grade Geometry

10th Grade Spanish: Beginners

10th Grade Spanish I

10th Grade Spanish II

10th Grade Study Skills

10th Grade Learning Lab

10th Grade Inner Peace (Meditation)

10th Grade Life Skills

OUR 9TH GRADE CURRICULUM

10th Grade Chemistry

10th Grade Literature

10th Grade Modern World History

10th Grade Geometry

10th Grade Spanish: Beginners

10th Grade Spanish I

10th Grade Spanish II

10th Grade Study Skills

10th Grade Learning Lab

10th Grade Inner Peace (Meditation)

10th Grade Life Skills

OUR 10TH GRADE CURRICULUM

11th Grade Physics

11th Grade American Literature

11th Grade U.S. History

11th Grade Algebra 2

11th Grade Spanish: Beginners

11th Grade Spanish I

11th Grade Spanish II

11th Grade Study Skills

11th Grade Learning Lab

11th Grade Inner Peace (Meditation)

11th Grade Life Skills

OUR 11TH GRADE CURRICULUM

Literature Seminar with Dr. Paul Cummins

The Senior Seminar in Environmental Studies

Senior Mathematics and Science

Senior Math (Pre-Calculus Elective)

Senior Foreign Language

Senior Physical Education

Meditation

OUR 12TH GRADE CURRICULUM

The Senior Seminar

UNIVERSITY OF CALIFORNIA REQUIREMENTS

1. Complete 15 A-G courses (11 of them by end of junior year)

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2. Earn a grade point average (GPA) of 3.0 or better (3.4 if you're a nonresident) in these courses with no grade lower than a C.

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Option to submit SAT/ACT test scores

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California students

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