Upper School Curriculum

This course covers the fundamental logic and computational structures used in modern software development and data processing. Students progress through projects requiring the development, implementation, and rigorous testing of programs designed to solve complex problems and create value in a digital economy. Through the application of Python, students master core methodologies used in computational science: algorithmic thinking, data abstraction, pattern recognition, and automation. Additionally, students apply coding fundamentals to create interactive digital games, animations, and stories, often using block-based programming languages to learn algorithms and abstraction.

This course explores the technical foundations and ethical frameworks of machine learning, focusing on the mechanics of automated reasoning. Students progress through projects involving prompt engineering, data classifiers, and model training to understand how AI systems interpret and process information. Using industry-standard methodologies, the curriculum emphasizes algorithmic optimization and security protocols while navigating the complexities of data privacy and bias.

A central pillar of the course is Intelligence in Practice, where students analyze the integration of AI across career sectors and evaluate its long-term societal impact. Beyond theoretical modeling, the course requires students to manage the lifecycle of an AI system—from initial data curation to responsible deployment. By mastering these technical proficiencies, students develop the analytical frameworks necessary to innovate responsibly and leverage AI as a tool for global problem-solving.

This course covers the fundamental principles of mechanical systems, structural integrity, and automated technologies used in modern industrial design. Students progress through projects involving kinematics, materials science, and control systems to solve complex engineering challenges within the built environment. Through the application of industry-standard tools, students will employ the following methodologies used in contemporary engineering: 3-D parametric modeling, algorithmic programming, and rapid prototyping. A central pillar of the curriculum is the iterative design process, where students apply creative problem-solving to engineer original solutions for infrastructure, robotics, and sustainable product design. Beyond physical fabrication, the course explores the integration of automated systems and environmental impact analysis, requiring students to navigate the lifecycle of a product from conceptualization to functional testing. By mastering these technical proficiencies, students develop the analytical frameworks necessary to innovate across diverse engineering disciplines and improve the world through sustainable design.

This course is a college level introduction to computer programming in the Java language. Topics include data types, control structures, algorithms, methods and parameters, object-oriented design, inheritance, polymorphism, data structures, sorting, recursion and data representation. At completion of the course, students will take the AP Computer Science A exam that corresponds to a 1-semester college course.  Seniors in the Class of 2027 who have completed an AP Calculus course may elect to have AP Computer Science A fulfill their fourth mathematics credit. Due to the expansion of advanced math offerings, students in the Class of 2028 and beyond must fulfill their four-credit mathematics requirement through core math courses; for these students, AP Computer Science A will be awarded elective credit.  Prerequisite: One credit of Honors Algebra II, with semester grades of at least “B’s” in the course, and junior standing.

The ninth-grade course is unique in its dual-goals: to introduce students to high-school-level language arts (grammar, diction, style, rhetoric) as well as to introduce students to upper level literary analysis (character development, themes, symbols). As such, students will spend one semester studying Language Arts (including SAT/ACT prep) and one semester that will cover literary arts. The class serves to create a foundation for the college preparatory work students will do as readers, writers, thinkers, speakers, and listeners during their time in the TVS Upper School. Students will build on the writing process they learned in Middle School and will hone their communication skills in class discussions and presentations. Both semesters will introduce students to literary classics as well as to more contemporary works. Texts may include excerpts from Edith Hamilton’s Mythology, The Iliad, The Epic of Gilgamesh, and Oedipus Rex among other texts. Summer reading will be assigned.

Expanding on the work done in ninth grade, tenth grade English acquaints readers with additional classical texts. Students will read canonical works including but not limited to: Macbeth, The Odyssey, Dante’s Inferno, and Frankenstein. This class promotes critical reflection on and investigation of the texts through essay writing, Socratic style seminars, and class discussion. Writing assignments emphasize conception and composition but also stress revision. Students will continue to study vocabulary sophomore year in preparation for the SAT/ACT. Students’ daily reading assignments will vary in length. Summer reading will be assigned.

Students enrolled in English III will explore American literature, multi-genre writing, and critical thinking at a level of rigor that will prepare them for success in a university classroom. Students will study both canonical works from the American literary tradition as well as newer works by American authors, which focus on race, class, gender, and place. Immersing themselves in novels, nonfiction, short stories, and drama, students will also intensively engage in literary analysis, as well as persuasive, expository, and reflective writing.Texts may include but are not limited to: The Great Gatsby, Of Mice and Men, Fences, The Joy Luck Club, selected short stories by authors such as Hawthorne, Chopin, and Poe; and nonfiction essays by contemporary writers.

In English IV, students will turn their gaze to the global literary landscape. They will delve into multi-genre works written by American and British authors as well as by authors in translation in order to gain a preliminary understanding of various worldviews and philosophies. Students will be introduced to literary theory critical lenses (feminism, Marxism, Jungian) that will prepare them to meet and exceed the demands of the college classroom. A majority of grades will come from student writings, be they in-class personal responses to a particular piece or a longer analysis derived from book length text. Students will focus on analytical reading and writing skills to express their ideas about the reading. Texts may include but are not limited to: Hamlet, The Color Purple, Brave New World, and Chronicle of a Death Foretold. Summer reading will be assigned.

With a primary goal of undertaking intensive rhetorical-analysis work and a secondary goal of taking the English AP exam, students will focus on the relationship between content and form, dealing specifically with close reading, literary and rhetorical analysis, and compositional skills. In addition, a study of American literature seeks to understand our literary heritage. Texts may include but are not limited to: The Adventures of Huckleberry Finn, The Great Gatsby, The Catcher in the Rye, Woman Warrior and The Color Purple. Students will write at least 5 out-of-class essays and 12 in-class essays among other writing, projects and testing. Admission to the course is determined by performance in prior English courses and by additional application materials. Students enrolled in this course are required to take the AP subject exam in May. Summer Reading: The Scarlet Letter by Nathaniel Hawthorne with a project due the first day of class.

AP English Literature and Composition is an intensive, college-level course. Students work towards developing the following skills and knowledge: critical interpretation and evaluation of information and ideas; effective communication of ideas with others; a coherent, personal, and effective writing style; an understanding of the cultural and social values presented in the literature we study; an understanding of the various writing devices, techniques and modes; and an appreciation for literature. Texts will include all three of the major genres of English literature: poetry (both narrative and lyric), fiction (novels and short stories), and drama (including plays from a wide range of historical periods). Students will write at least 4 out-of-class essays and 12 in-class essays among other writing and testing and will produce a capstone project for the course demonstrating their ability to apply different critical and analytic frameworks to a work of literature. Admission to the class is determined by a student’s prior performance in English courses and other application materials. Students enrolled in this course are required to take the AP subject exam in May. Summer reading will be assigned.

Students in this course develop algebraic skills and thinking. The following topics are explored in depth:  operations with integers and rational numbers, solving linear equations and inequalities, working with exponents and polynomials, factoring polynomials, graphing linear and quadratic equations, solving systems of equations, rational equations, radical equations, and quadratic equations. Relations and the concept of function are embedded throughout the curriculum. Students receive considerable support due to small class size.

The geometry course at TVS emphasizes written mathematical communication, (i.e. logical and clear presentation of work, arguments, and explanations), reading for meaning, following directions accurately, organization, and a continuation of the process of “learning how to learn!” Algebra concepts will be reviewed, reinforced, and extended. Whenever possible, this will be done in the context of studying geometrical concepts. The following topics will be covered: Basic geometry terminology and postulates; Coordinate geometry; Angles and Parallel Lines; Triangles (congruency, similarity, inequalities, points of concurrency); Quadrilaterals (classification, characteristics, congruency, similarity); Other Polygons; The Right Triangle (“Solving” right triangles, the Pythagorean Theorem, trigonometry); Circles; Area, Surface Area, Volume; and Transformations.

Geometry Honors is a course designed for motivated students who excel in mathematics. Through the use of dynamic geometry software, the course encourages students to explore the following curricular topics: properties of polygons, circles, and circular regions and applying these regions algebraically; deductive proof; right triangle properties (The Pythagorean Theorem, special right triangles, introduction to the unit circle and right triangle trigonometry); 2-D perspectives of area; 3-D perspectives of volume; transformations of geometric figures and how these transformations connect to transformations in algebraic mathematics courses; and measurement involving basic statistics. Assessments will consist of a combination of traditional quizzes, exams, and projects.  The mathematics department will make recommendations for students to take this class. Prerequisite: One credit for Algebra I, with semester averages of at least 85, and teacher recommendation.

This course is designed to review the basic concepts and mechanics of algebra at a more advanced level. Students will explore applications of linear functions, systems of equations, linear inequalities, and linear programming. They will study the transformations, algebraic manipulations, and applications of various types of functions, including quadratic, polynomial, rational, radical, exponential, and logarithmic functions. Special emphasis is placed on expressing mathematical thinking clearly and appropriately. Technology is integrated throughout the course to help students make connections both analytically and graphically.  Prerequisite: One credit of Algebra I and one credit of Geometry.

Algebra II Honors is designed for students who excel in mathematics and are ready to undertake a comprehensive study of algebra topics and functions. Building on previous work with equations, inequalities, and functions, students expand their knowledge to include polynomial, rational, radical, exponential, and logarithmic functions. Specific transformations and algebraic manipulations are emphasized where appropriate. Application problems throughout the course require students to interpret mathematics graphically, analytically, numerically, and verbally. Special emphasis is placed on clearly and appropriately expressing mathematical thinking. Technology is integrated into the curriculum, providing students opportunities to explore numerous topics and develop a deeper understanding of mathematical concepts.  Prerequisite: One credit of Algebra I and one credit of Honors Geometry with semester grades of at least “B” in both courses; or one credit of Algebra I with semester grades of at least “B” in the course and one credit of Geometry with semester grades of at least “A” in the course; or one credit of Algebra I with semester grades of at least “A” in the course, with Algebra II Honors taken concurrently with Honors Geometry.

Pre-calculus is designed to prepare students for an introductory course in Calculus and Analytic Geometry. The course covers linear, quadratic, polynomial, exponential, logarithmic, circular, trigonometric, and inverse trigonometric functions, as well as complex numbers, vectors, sequences and series, mathematical induction, and average rates of change of algebraic functions. Throughout the course, emphasis is placed on developing the ability to analyze and solve problems of varying levels of difficulty.

Honors Pre-calculus is designed for students who excel in mathematics and are preparing for the rigor of AP Calculus. Students develop, describe, investigate, and apply general function properties, using them to explore trigonometric and circular functions, recursive relationships, and parametric equations. They also examine and apply polar representations and vectors in a variety of mathematical and real-world contexts. Application problems throughout the course challenge students to explore mathematics graphically, analytically, verbally, and numerically. The mathematics department will recommend students for this class.  Prerequisite: One credit of Algebra II Honors with semester grades of at least a “B” or one credit of Algebra II with semester grades of an “A” and a “B” or higher on an Algebra II proficiency exam.

This course blends mathematical study with opportunities for exploration, revealing how mathematics has shaped our understanding of the world. It is designed for curious, motivated students eager to view mathematics from a fresh perspective and apply their Pre-calculus knowledge in new and exciting ways. Students will explore three groundbreaking topics that connect mathematical theory to real-world applications: the Golden Ratio, Non-Euclidean Geometry, and Game Theory. Using Pre-calculus concepts such as sequences, series, and exponential functions, students will investigate its appearance in the Fibonacci sequence, spirals, and proportions found in natural and human-made structures. Building on their understanding of transformations and coordinate systems, students will explore curved surfaces. Students will then study the mathematics of strategy and decision-making, where algebraic reasoning and graph analysis intersect with logical problem-solving. From simple two-player games to complex models of economic behavior and AI, students will apply mathematical techniques to analyze optimal strategies and competitive interactions.  Prerequisite: One credit of Pre-Calculus or Honors Pre-Calculus. Can be taken concurrently with any math course higher than Pre-Calculus.

This course applies algebraic and pre-calculus concepts to real-world financial decision-making. Building on topics from Pre-Calculus, students will explore exponential and logarithmic functions, sequences and series, and systems of equations in the context of financial modeling. Key areas of study include the mathematics of interest, investment analysis, loan structures, and financial optimization.

Students will analyze compound and continuous interest, annuities, and future value calculations using exponential and logarithmic functions. Investment mathematics will introduce portfolio modeling, risk assessment, and rate of return analysis, incorporating sequences and series. Loan and credit mathematics will focus on amortization schedules, mortgage payments, and debt strategies, reinforcing systems of equations and algebraic techniques. Optimization methods will be used to maximize financial efficiency through mathematical modeling and problem-solving.

Hands-on projects, simulations, and technology-driven activities such as spreadsheet modeling and financial data analysis provide opportunities to apply mathematical reasoning to real-world finance. This course is designed for students seeking to deepen their understanding of algebra and pre-calculus while exploring the mathematical principles that drive financial systems.  Prerequisite: One credit of Pre-Calculus or Honors Pre-Calculus. May be taken concurrently with any math course beyond Pre-Calculus.

This course is designed for students who plan to give extra attention and time to mathematics study.  Its accelerated nature consists of the course covering a yearlong Pre-calculus Honors course in one semester. Students begin studying calculus the second semester with the study of limits and their properties, differentiation, applications of differentiation, and basic integration. After students complete the Accelerated Pre-Calculus/Accelerated Calculus yearlong sequence, they will be ready for Accelerated AP BC Calculus study the following school year. The course is open to students who might not have been tracked in middle school to complete upper school BC Calculus or to students who want to learn mathematics beyond BC topics during their upper school experience. The mathematics department will make recommendations for students to take this class. Students may be advised out of the course after the first year based on assessment of effort and performance by the teacher and review by the department chair.  Prerequisite: One credit of Honors Algebra II, with semester grades of at least “B” in the course.

The AP Calculus AB course is equivalent to a freshman level college calculus course. The course covers the “AB'' topics of the AP Calculus curriculum including limits; derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions and their applications; differentials and implicit differentiation; the Mean Value Theorem; Riemann sums; indefinite and definite integrals and the techniques of integration; the Fundamental Theorem of Calculus; and applications of integration and differential equations. Students use computer algebra systems to explore calculus concepts throughout the course. This course is AP level. The Mathematics Department will make recommendations for students to take this class. Students enrolled in this course are required to take the AP subject exam in May. Prerequisite: One credit of Pre-Calculus Honors with semester grades of at least “B” in the course; or one credit of Pre-Calculus with semester grades of at least “A” in the course.

Accelerated AP Calculus BC is for students who have completed Accelerated Pre-Calculus/Calculus. The first semester begins with developing The Fundamental Theorem of Calculus. Students then review integration, explore the calculus of logarithmic, exponential and other transcendental functions, numerical approximations, differential equations, advanced integration techniques, and the applications of integration. The second semester is dedicated to subject matter unique to the Calculus BC Curriculum  (Parametric, Polar, Vector perspectives of Calculus, and Infinite Series). The Mathematics Department will make recommendations for students to take this class. This course is AP Level. Students enrolled in this course are required to take the AP subject exam in May. Prerequisite: One credit of Accelerated Pre-Calculus/Calculus, with semester grades of least “B” in the course.

The AP Calculus BC course continues where the AP Calculus AB course ends. Hence, the course has a prerequisite of AP Calculus AB. The course includes an extensive study of the topics unique to the BC curriculum (including advanced integration techniques and applications; Euler’s method and logistic differential equations; improper integrals; series; and the parametric, polar and vector perspectives of calculus). Extended study of AB topics and additional advanced topics, applications in engineering, and mathematical modeling are integrated throughout the course. Computer algebra investigations allow students to continually explore various topics and develop a deeper understanding of the calculus concepts. This course is AP level. The Mathematics Department will make recommendations for students to take this class. Students enrolled in this course are required to take the AP subject exam in May. Prerequisite: One credit of AP Calculus AB with semester grades of at least “B” in the course.

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1. Exploring Data: Describing patterns and departures from patterns; 2. Sampling and Experimentation: Planning and conducting a study; 3. Anticipating Patterns: Exploring random phenomena using probability; and 4. Statistical inference: Estimating population parameters and testing hypotheses. The Mathematics Department will make recommendations for students to take this class. Students enrolled in this course are required to take the AP subject exam in May.  Prerequisite: One credit of Pre-Calculus, with semester grades of at least “B” in the course. Students currently enrolled in Honors Pre-Calculus or Accelerated Precalculus/Calculus and with semester grades of at least “B” in Algebra II may enroll concurrently with Math Department Head approval. The course requires students to have a TI-84 calculator.

Advanced Topics: Differential Equations is for students who have completed mathematics courses through the AP Calculus BC course. The first semester begins with the study of first-order differential equations and modeling and then moves to study higher-order differential equations. In the second semester, students will begin with modeling and series solutions to linear differential equations. Also in the second semester, students will explore the Laplace Transform, systems of linear first-order differential equations, numerical solutions of ordinary differential equations, systems of nonlinear first-order differential equations, and Fourier Series. This course is advanced level and will be taught using a college model. A combination of lecture, assignments, readings, quizzes, and labs will encompass the day to day makeup of the course. A mid-semester exam and end of semester exam will serve as the major assessments of the semester. 

This yearlong course is ideal for students aiming to strengthen their mathematical foundation for advanced studies in STEM disciplines or applications in computational and analytical fields.  Students who have earned semester grades of “B” or higher in an AP Calculus BC course qualify to take this course.

This course consists of a one-semester Multivariable Calculus course that extends the principles of single-variable calculus to functions of several variables, offering students a deep understanding of higher-dimensional mathematical concepts. Topics include vector-valued functions and their applications, partial derivatives and optimization techniques, multiple integrals in various coordinate systems, and vector calculus concepts such as vector fields, line and surface integrals, culminating in the study of Green's, Stokes', and the Divergence Theorem.

This semester course is ideal for students aiming to strengthen their mathematical foundation for advanced studies in STEM disciplines or applications in computational and analytical fields.  Students who have scored at least “Bs” in an AP Calculus BC course qualify to take this course.

This course consists of a Linear Algebra course that provides a comprehensive introduction to the theory and applications of linear systems, vector spaces, and transformations. Students will explore key topics including solving systems of linear equations, matrix operations, vector spaces, determinants, eigenvalues and eigenvectors, orthogonality, and linear transformations.  Students will develop an understanding of how these concepts are used in practical fields such as computer science, engineering, physics, and data analysis.

This semester course is ideal for students aiming to strengthen their mathematical foundation for advanced studies in STEM disciplines or applications in computational and analytical fields.  Students who have scored at least “Bs” in an AP Calculus BC course qualify to take this course.

The ninth-grade Biology course at TVS is designed to transform students into biologically literate citizens through the study of living systems. The course covers modern biological concepts ranging from the molecular and cellular level to the organismal and population level. Major topics include cellular and molecular biology, genetics, biotechnology, evolution, human anatomy and physiology, and human health and nutrition. Laboratory work is a fundamental part of the curriculum.

Honors Biology is designed for students who excel in the sciences and are interested in taking AP science courses in the future. The origin of life on earth and evolutionary theory are integrated into class discussions throughout the year. In addition to the topics covered in the non-honors course, this class will emphasize the following: 1.) Controlled experiments (special emphasis is placed on inquiry using the scientific method including the use of probeware, microscopy, dissection and cutting-edge biotechnology equipment); 2.) Human Disease Pathology (including infectious disease, genetic disease, cancer, and substance abuse); 3.) Book excerpts and selections from current popular journals (Time, National Geographic, etc.) – including assigned writing work related to these readings; and 4.) CPR and First-Aid Training. All eighth grade students will be given a scientific critical thinking assessment. The assessment will be used in conjunction with teacher recommendations to ensure appropriate placement in Biology. Any questions about this process should be directed to the Upper School Science Department Chair.

In this introductory course, students investigate the structure and properties of matter. Classroom lectures are complemented by associated laboratory activities, which allow students to collect data, analyze it, and reach a meaningful conclusion. Students become familiar with the basic aspects of nomenclature, structure, bonding, periodicity, and elementary reactions of inorganic chemistry.

Honors Chemistry expands upon the Chemistry offering in several ways. Although the topics covered in both courses are similar (atomic and molecular structure and nomenclature, stoichiometry, quantitative analysis of the states of matter, basic thermodynamics, and the major classes of reactions of inorganic chemistry), the Honors course examines each topic in greater mathematical depth as well as spending significant time helping students to build useful mental models of molecular phenomena. Students also learn the importance of clear, concise writing in demonstrating conceptual understanding of chemical and physical principles. Finally, the course considers the interdisciplinary nature of chemistry, using nonfiction readings to demonstrate the critical importance of chemical discoveries in a cultural context. Students interested in enrolling in Honors Chemistry should speak both to their current Biology teacher and to the Honors Chemistry instructor as teacher recommendations by a student’s current Math and Biology instructors will be used by the Science Department for placement into the course.

This introductory course is the culmination of the three-year science requirement, providing a strong background for later college courses in physics, chemistry, biology, and engineering. Major concepts and principles discussed leverage skills learned in algebra, geometry, and pre-calculus. The topics covered include kinematics, free fall and projectile motion, and classical dynamics. Emphasis is placed on investigative laboratory work and the development of problem solving skills. Pre-calculus is a co-requisite. Students must complete physics in the junior year unless they are enrolled in an AP science course in the junior year or must take Algebra II in the junior year.

While the Honors Physics course explores the same topics encountered in the standard physics class, the pace of the course is significantly quicker, and all subjects are investigated in more depth. Additionally, content including rotational dynamics, magnetism, and modern physics is integrated into the course. Emphasis is placed on comprehensive laboratory activities and an intense development of problem solving skills. A student must be enrolled in the honors pre-calculus course or higher to be considered for the class. Students must have taken Honors Physics or AP Physics C Mechanics in order to subsequently enroll in AP Physics C E&M. Students must enroll in a physics course in the junior year unless they enroll in an AP science course in grade 11 or are taking Algebra II in the junior year. Students interested in enrolling in Honors Physics should speak both to their current chemistry teacher and to the Honors Physics instructor as teacher recommendations by a student’s current math and chemistry instructors will be used by the department chair for placement into the course.

In the Aquatic Science elective, students will study all aspects of freshwater and marine ecosystems. Ecological interactions between aquatic organisms and their surroundings will be explored. Major topics will include both biotic (living) and abiotic (nonliving) components, such as the flora and fauna of aquatic ecosystems, aquatic food chains/webs, properties of water, biogeochemical cycles, tides and currents, adaptations of living organisms, the effects of bodies of water on weather and climate, human impacts, and good stewardship of aquatic natural resources. Particular attention will be given to aquatic ecosystems in the state of Texas.

Students will undertake a comprehensive study of the amazing biodiversity (species) within Earth’s various ecosystems by studying flora and fauna in all biomes. Topics will include biological classification and nomenclature, the biological species concept, adaptations of living organisms, animal behavior, ecological interactions between living organisms, characteristics of ecological biomes, and human impacts on the biosphere.

Biotechnology is a one-semester course open to juniors and seniors for both the Fall and Spring semesters.  This project-based course offers a chance for students to work with the tools and techniques commonly used in fields related to biotechnology. The class builds on the foundations developed during an introductory biology course, especially those related to nucleic acids, gene expression, and molecular biology. Major topics will include the areas of genetic engineering, genetic testing, and disease diagnostics.  In each topic students will gain conceptual understanding, practice with the associated tools and techniques, and then apply their knowledge performing real-world experiments. Students will also take part in a presentation-based journal review, in which the basics of searching, reading, analyzing, and presenting recently published peer-reviewed research to the class is learned. Students interested in biomedical sciences, medicine, life sciences, or technology and research would benefit from this hands-on, lab-based, and project-centered curriculum.

The Environmental Science elective is a semester-long course available to juniors and seniors during both the Fall and Spring semesters. This course aims to equip students with the scientific methodology necessary to objectively investigate environmental issues. The class will provide a conceptual framework for understanding the intricate and dynamic interrelationships within Earth's natural systems and the implications of changes to these systems, whether due to natural events or human actions. 

Throughout the course, students will explore themes including Earth Systems and Resources, the Living World, Energy Use, and Sustainability. They will critically evaluate how human value systems impact decision-making related to environmental challenges. Additionally, students will engage in laboratory and field investigations, along with hands-on project-based assignments, where they will gather data in the Outdoor Classroom to highlight the interconnectedness of the environment and their own lives.

In this one-semester course, students investigate basic meteorological principles in order to understand the climate phenomena that affect our daily lives. By studying the aspects of the physical environment that we collectively call “weather,” such as forms of condensation and precipitation, air pressure and winds, weather patterns and severe weather, students develop an appreciation for the way that climate changes impact their daily lives as well as the planet as a whole.

This is a second-year course taken by students who have had a year of chemistry, a year of biology, have shown some special interest in life sciences, and are inclined to pursue science in college. It is the equivalent of first year, introductory college biology for science majors. Main topics include biochemistry, cellular structure, energetics of metabolism, biosynthesis, histology, heredity, evolution, anatomy and physiology, biodiversity (including botany and zoology), and global ecology. Major themes include science as a process, homeostasis, energy transfer, the relationship of structure to function, health, disease pathology, evolutionary theory, and the interrelationship of biology and society. Special emphasis is placed on advanced laboratory work, including PCR, gel electrophoresis, DNA fingerprinting and the use of computerized probeware. Students are required to take the AP Exam in May. Note that AP Biology meets once during Trojan Time per week in addition to regular class meetings to complete work in AP Biology. Students should carefully consider the added time commitment of the course when planning their academic schedules.

Students who have done above average work in first-year Chemistry have the opportunity to take AP Chemistry as a second-year course. It is taught at the level of freshman college chemistry, and all assessments mirror the best practices of the finest college courses throughout the country.  Many of the topics covered are the same as those presented in the first-year course, but the level of sophistication is much higher. Additional concepts covered in AP Chemistry include reaction kinetics, thermodynamics, and all aspects of chemical equilibria. The associated lab activities mirror the college lab experience and emphasize detailed lab work requiring students to record and analyze data while reinforcing chemical principles with extensive time devoted to developing skills in technical writing. Students enrolled in this course are required to take the AP subject exam in May. Students should expect 30 minutes to 1 hour of homework each night in the class. NOTE: AP Chemistry meets once during Trojan Time per week in addition to regular class meetings to complete work in AP Chemistry. Students should carefully consider the added time commitment of the course when planning their academic schedules.

The Advanced Placement Physics C Mechanics course is meant to provide students with a modern, in-depth introduction to college-level work in classical mechanics. Students will thoroughly explore the fundamental principles of classical mechanics, including Newton’s Laws, linear momentum, energy, and angular momentum. All students take the AP Physics C Mechanics exam at the conclusion of the course. Extensive laboratory work and introductory computer modeling using the python programming language (no programming experience necessary) are integral to the course. This course can be taken after the completion of Honors Physics or Physics. In select cases, taking this course can fulfill the Physics requirement for graduation. Students interested in using AP Physics C Mechanics to fulfill the Physics graduation requirement must be enrolled in or have taken BC Calculus and petition the science department chair for admission. Students taking AP Physics C Mechanics after Honors Physics need only concurrent enrollment or to have taken AB Calculus. Students should expect 30 minutes to 1 hour of homework each night in the class.

The Advanced Placement Physics C Electricity and Magnetism (E&M) course is meant to provide students with a modern, in-depth introduction to college-level work in electricity and magnetism. Students will thoroughly explore the fundamental principles of electrostatics, electrodynamics, magnetism, and electromagnetic radiation from an atomic perspective, allowing students to leverage skills learned in chemistry and physics. All students take the AP Physics C E&M exam at the conclusion of the course. Extensive laboratory work is integral to the course, giving students practical training in circuits and introductory computer modeling using the python programming language. Because of the advanced mathematics needed for the class, students must be concurrently enrolled in AP Calculus BC or higher to take the class. In addition, a student must have completed the Honors Physics or the AP Physics C Mechanics class as an additional prerequisite for the course. Students should expect 30 minutes to 1 hour of homework each night in the class.

Archeology I: Digging into History combines outdoor experiential education, fieldwork and lab work, multicultural exploration, and expert instruction to give students real-world archeological and digital technology experiences, historical analysis, research, and writing skills, and an understanding of our local past. Taking advantage of partnerships with Texas scholars and TVS’ access to working archeological sites in Central Texas, students will dig for fossils and artifacts then tag and identify the objects we find. In its first year (2022-23), students found artifacts dating back over 10,000 years.

NOTE: The course meets face-to-face on a modified schedule: 1-2 times per 6-day rotation cycle during T-Period both fall and spring semesters, 3-5 off-campus fieldwork excursions (typically Saturday only or Saturday-Sunday), and independent projects outside of the classroom. Because the class does not meet daily, it must be taken as a sixth or seventh course throughout the academic year. Students earn one-half credit in Social Studies at the end of the academic year if they fulfill the entirety of the course requirements through both semesters. Students and parents will sign a “Declaration of Intent'' that outlines expectations and requirements for earning course credit: students must attend required T-Period classes, complete out-of-class assignments, and participate in scheduled fieldwork excursions. *NOTE: This course is recommended for students in grades 11 and 12. For students in grade 10, enrollment in this course requires the department chair’s permission. Though this course progresses over two semesters (full year), students receive only half (0.5) of a Social Studies credit. This course must be taken as a student’s sixth course (at minimum) due to its hybrid schedule.

Archeology II builds on the findings and research of the previous year’s class and is invitation-only for students who have successfully completed Archeology I. Students in Archeology II will be asked to take a leadership role in all aspects of the course, including discussions, research, fieldwork, and lab work. All seminars and fieldwork will be at the same time as Archeology I, and expectations for participation are the same. Students in Archeology II will be expected to dive deeper into a topic of their choice, thus advancing their understanding of, and experiences with, archeology and research more broadly. Our aim for Archeology II is that students will gain an advanced understanding of the field of archeology through leadership, independent and group research, interviews with experts, extensive fieldwork experience, reflection, and presentation of what they have learned through Archeology I. *NOTE: The same course seminar times, fieldwork, credit, and independent study expectations in Archeology I apply to Archeology II (see above). This course must be taken as a student’s sixth course (at minimum) due to its hybrid schedule.

Archeology III builds on the findings and research of the previous year’s class and is invitation-only for students who have successfully completed Archeology II. Students in Archeology III will be required to lead seminars and fieldwork, report data, write summaries/reports of archaeological finds. present our findings in the form of a scientific report/scientific poster presentation, and help the instructors administer and plan the course. All seminars and fieldwork will be at the same time as Archeology I and II; though, Archeology III students will be expected to do more work independently outside of class. Students in Archeology III will be expected to examine in-depth topics of their choice that they have not studied previously, thus advancing their understanding of, and experiences with, archeology and research more broadly. *NOTE: The same course seminar times, fieldwork, credit, and independent study expectations in Archeology I apply to Archeology III (see above). This course must be taken as a student’s sixth course (at minimum) due to its hybrid schedule.

This course is an introduction to the history and culture of ancient Greece from the Late Bronze Age to the early Roman Empire. In this course, students will not only gain the skills and framework necessary for the study of Classical antiquity but will grapple with questions of enduring relevance: What is happiness, and how do we find it? What is right and wrong? How do we make sense of tragedy, both personal and collective? What is justice?

Readings will include selections from authors such as Homer, Thucydides, Aeschylus, Sophocles, Plato, and Aristotle. Major units will include the birth of tragedy, the development of ancient philosophy, and the emergence of democracy; minor units will include Classical art and architecture, Greek warfare, social and family structures, and ancient religion and myth. As the culmination of the course, students will participate in an intensive, multi-week historical role-play simulation set in Athens in 403 BCE in the wake of the Peloponnesian War.

This class surveys colonial Latin American history from the arrival of Columbus until independence, 1492 till 1821. We analyze the role and impact of the Spanish and Portuguese in the Americas. We examine the fall of the Aztec and Inca empires, the Columbian exchange, the spread of Catholicism, the African diaspora, rituals of rule and popular resistance, race and society, piracy and imperial rivalries, networks of trade, and revolutionary movements of the early nineteenth century. Students will examine primary source documents that range from royal decrees, chronicles, Inquisition records, letters, maps, and paintings to evaluate strategies used by institutions and individuals to negotiate aspects of governance and everyday life.

Former U.N. Secretary General and Ghanaian diplomat Kofi Annan once said, “No one is born a good citizen; no nation is born a democracy. Rather, both are processes that continue to evolve over a lifetime.” Contemporary Global Issues will facilitate the exploration of current events and the historical background necessary to understand them. We will balance a mix of core case studies, reading and making sense of current world news, and independently exploring a topic of student’s choosing. Our approach will be to study history in reverse. We will start in the present before looking back, and some potential key topics are: the Israeli-Palestinian conflict, the making of modern Iran, the rise of 21st century authoritarianism, and struggles for national liberation in South Africa, India, Cuba, and Nigeria. This course emphasizes collaborative learning, student-driven research, and presentation.

The Supreme Court typically has the final word on the meaning of the Constitution, yet for most it is an institution shrouded in tradition and secrecy. This course will attempt to unpack those mysteries by examining the origins of the American judiciary. Who are the justices? How are they appointed to the bench? What are the political controversies surrounding their nominations? And perhaps most importantly, how do they decide cases? We will examine the Supreme Court through its written opinions, focusing our sights on student speech, marriage rights, and the establishment of religion. Finally, the course will conclude with a mock supreme court, debating the constitutionality of a current issue facing the Supreme Court. *NOTE: Juniors or Seniors must have taken, or be currently enrolled in, AP US History, Government, or AP Government and Politics. Seniors who have taken AP Government will be given priority for enrollment.

Economics will introduce students to the vocabulary, mindsets, and ways of thinking of both microeconomics and macroeconomics. Students will learn to decipher economic data and critically analyze conclusions drawn from that data. The ways of thinking in economics touch nearly everything, and connections to real-world problems, global issues, and entrepreneurship are everywhere. Studying economics, therefore, helps students to become more engaged, responsible, and intelligent citizens. NOTE: Seniors will be given priority for enrollment.

Government emphasizes the history and meaning of the U.S. Constitution and the workings of federal and state governments. Political theory, Constitutional debates, the court system, Congress, the Presidency, and civil rights are major topics of consideration. Discussions will also focus on current affairs and contemporary issues. NOTE: Students must have taken, or be currently enrolled in, U.S. History or AP U.S. History.

Holocaust & Genocide Studies will provide students with a greater understanding of the psychological, sociological, cultural, and political roots of genocide, dehumanization, and mass violence. This semester course for juniors and seniors begins with an in-depth analysis of the Holocaust, first looking at the genesis of the term "genocide" and then exploring the major flash points of this conflict, including the roots of anti-Semitism, Hitler's rise to power and The Final Solution, and the Nuremberg Trials. The course will then transition to exploring the concepts and factors that make an environment ripe for a genocide and applying them to case studies of genocide globally, such as those in Turkey, Rwanda, Bosnia, and Cambodia. Ultimately, this course seeks to uncover the various themes and patterns of genocide, honor those who have been lost in ethnic conflict, and remember their history and legacy in order to prevent this pattern from occurring again. This discussion-based course will incorporate novels, films, poems, art, and documentaries.

This class surveys modern Latin American history from the emergence of the independence movement in the early 1810s through the present. We examine independence movements, the rise of caudillos, liberalism and conservatism, nationalism, populism, the Cold War, Liberation Theology, as well as neocolonialism and neoliberalism. Students will analyze primary source documents such as art, government documents, diaries, photographs, letters, and newspapers to evaluate strategies used by institutions and individuals to negotiate aspects of governance and everyday life.

United States History is a topical survey of the American experience from the colonial period to the present. The course covers significant events and themes in detail and concentrates on helping students develop good analytical skills. Students utilize primary and secondary sources to develop writing, presentation, and research skills.

World Conflicts examines topics in international relations from the Concert of Europe era through the present as affected by internal violence and external conflict. Students will examine primary source materials and secondary treatments, along with being tested and writing on several of these major themes: Latin American independence movements, European nationalist movements, the impact of industrialization on weapons and warfare (such as the Minie ball, repeating weapons, and Alfred Nobel’s inventions), Age of Imperialism (which includes the Opium War, the Crimean War, the Scramble for Africa, the Spanish-American War, Boer War, and Philippine War), the development of exceptional ideologies (such as Social Darwinism, Jim Crow America, Socialism, Fascism, and Nazism), World War I, Red Summer of 1919, early USSR, World War II, the Cold War and its flashpoints (Korea, Vietnam, Arab-Israel Wars), conflicts of decolonization (Africa, Middle East), and the more modern international conflicts such as Desert Storm, modern terrorism, the War on Terror, and current transnational conflicts. Students will also read from current political/military journals.

Designed to teach students the necessary and transferable skills of a modern historian, World History traces the development of civilization from the year 1750 to the modern age. This course will uncover the shared story of our humanity by investigating common challenges and experiences of the human past. Topics pursued in class will surround major patterns of world civilization in a way that integrates the distinctive character and development of individual cultures in society. Organization around major themes helps link events together in a comparative and global framework, and a thematic approach aids students in viewing history and the contemporary world in a meaningful context. Students will examine both primary and secondary sources throughout the year.

This course will parallel the Advanced Placement World History curriculum, an intensive program that covers all regions and continents for the last eight hundred years. Students will be required to read from top College Board Advanced Placement World History texts, while examining primary source documents throughout the year. Students will practice higher-level, analytical essay questions, short answers, and complex multiple-choice questions. Comparative themes are a constant element in this course (i.e. Sun King France and Early Qing China, Stuart Britain’s power in Europe and Meiji Japan’s power in Asia, independence of Haiti and independence of India), stimulating the higher level thinking and analytical components students will encounter in the AP exam. NOTE: Students are strongly encouraged - not required - to take the College Board’s May Advanced Placement exam.

This course parallels the Advanced Placement curriculum covering the history of Europe from 1450 to the present. There are significant portions of textbook reading, along with examination of primary source material. Mastery of document-based questions  and analytical multiple choice will be components of instruction. Topics include: Renaissance, Reformation, Age of Exploration through Philip II of Spain, Tudors and Stuarts of England, French Wars of the 1500s, Germany in the Thirty Years War, Russia from 1468 to the present, France of Louis XIV, Georgian England, Hohenzollern Germany, Scientific Revolution, French Enlightenment through Napoleon, Industrial Revolution, Romanticism, Victorian England, Metternich Europe, Nationalism, Second Empire France, Unification of Italy and Germany, Imperialism and Colonialism, World War I, Great Depression, Rise of Dictators, World War II, Cold War, European Union, multicultural Europe, Neo-nationalism, Russia, and Brexit. Summer reading includes John Scott’s Behind the Urals and Adam Smith’s Wealth of Nations (abridged). NOTE: Students are strongly encouraged - not required - to take the College Board’s May Advanced Placement exam.

AP Government is a full-year course that furthers TVS objectives for developing intelligent citizenship and wide constructive interests. Understanding The Constitution, its history and principles, are a major focus. Students also analyze current affairs and interactions among the branches of government. The court system, civil rights, and civil liberties are also topics receiving major consideration. Students in this course are required to take the AP subject exam in May. The course has a summer assignment, the details of which will follow course registration. NOTE: Seniors will be given priority for enrollment.

AP United States History is a chronological and interpretative study of the subject from its pre-Columbian backgrounds to the present. Students study the methods and meanings of history in general and the major political, economic, diplomatic, social/cultural, and constitutional trends and themes in United States history. Attention is given to historiography and to the analysis and interpretation of historical documents. Students develop essential skills in writing critical essays, drawing conclusions from primary sources, and answering analytical multiple choice questions--all skills that must be exhibited on the AP exam. Students enrolled in this course are required to take the AP subject exam in May. The course has a summer assignment, the details of which will follow course registration.

Innovation and Entrepreneurship is a vigorous course that blends traditional teaching methods with project-based and experiential learning. The course will introduce the SCRUM framework for project management and human-centered design/design thinking as a formula for nurturing creativity and creative confidence. Students will consider case studies in entrepreneurship and analyze current economic trends with an eye on identifying opportunities for start-up ventures. The course utilizes both traditional examinations and alternative assessments that typically involve small-group collaboration. *Notes: 1) This course does not earn social studies credit; it should be taken as an elective in addition to the TVS social studies requirements. 2) I&E is not regarded as a core course by the NCAA. 3) Students in grades 10 and 11 will be given priority for enrollment.

Senior Projects are designed to encourage seniors to assume greater ownership of their program during their final semester at TVS and to imagine ways that they can take initiative for their own learning. As well, the Senior Project opportunity encourages seniors to imagine ways they can put their passions and skills to the service of the broader community. This program allows students to pursue academic or service-oriented interests on or off campus. Seniors interested in pursuing a Senior Project must submit a completed application in the early fall and are encouraged to contribute to their projects throughout the school year. The project must be approved by the Senior Project Coordinator and satisfactory completion of a final presentation before members of the TVS community in April is required for graduation. Senior Projects will be evaluated on a pass/fail basis.

Yearbook I students cover sporting events, photograph fine arts productions, capture candids and write copy for all school events. Yearbook I students will envision and communicate the theme, and select photographs to be used in the yearbook. All Yearbook I and II staff members will be graded on the degree to which they meet the challenges of yearbook production in the following areas: Print & Photographic Media Literacy, Newswriting and Information Gathering, Document Production and Distribution Advertising, Standards and Ethics, and Professionalism in Work Relations. There is an application process for this course and advisor approval is required for admission.

In addition to completing the tasks and meeting the goals of Yearbook I students, Yearbook II students assume responsibility for the design and completion of the Trojan Walls Annual commemorating their final TVS school year. Yearbook II students will envision and communicate the theme, select photographs to be used in the yearbook, construct computer layouts and page designs, and be responsible for the final content that comprises the Trojan Walls. Yearbook II students oversee the Yearbook I staffers in covering sports events, photographing fine arts productions, capturing candids, writing copy, and they complete such assignments during peak production periods. All Yearbook I and II staff members will be graded on the degree to which they meet the challenges of yearbook production in the following areas: Print & Photographic Media Literacy, Newswriting and Information Gathering, Document Production and Distribution Advertising, Standards and Ethics, and Professionalism in Work Relations. There is an application process for this course and Advisor approval is required for admission. For any student that wants to apply to be an editor-in-chief, they will go through an interview process.