English
In the English Department, students work to achieve competence and aim for excellence in the areas of reading, writing, speaking, listening, and reasoning. Core English courses are required for students in grades 7-10; one credit of English is required each year through grade 12. Students can choose from a wide range of English electives and are encouraged to take additional courses beyond the required curriculum.
ENGLISH REQUIRED COURSES
English 7
Grade 7 | Required
The goal of English 7 is to meet standards of participation in a literate community by talking about books, ideas, and writing. Students accomplish this through reading and writing workshops; in addition, they practice grammar and vocabulary skills. Discussions and writing assignments are designed to help students make connections between their own experiences and the readings. Titles may include: Nothing but the Truth, Day of Tears, The Outsiders, Diary of Anne Frank, and Ghost Boys. Students use the writing process and write “Response to Literature” essays, a personal essay, a persuasive essay, poetry, and other creative pieces.
English 8
Grade 8 | Required
This course emphasizes skill development in reading, writing, speaking, and listening—all essential tools for communication. Students study a variety of both fiction and non-fiction literature, including novels, short stories, plays, poetry, and personal essays. Over the course of the year, students engage in reading and writing workshops, several interdisciplinary units, and plenty of grammar and vocabulary work. For the final exam, students create an original creative project and essay for an independent reading book. Titles may include Esperanza Rising, A Long Walk to Water, and Twelfth Night.
English 9
Grade 9 (Required) | Credit: 1
English 9 is designed to strengthen students’ academic literacy—the skills of reading, writing, and reflection that are essential to success in high school. Participating in the course’s literate community and sharing ideas and work with others helps students develop both expressive and collaborative skills. Students explore themes of coming of age, respecting differences, human dignity, and justice. Students may read The Curious Incident of the Dog in the Night, Twelve Angry Men, The Hate U Give, and Enrique’s Journey. Students write personal responses, responses to text essays, creative pieces, and other assignments as time and interest allow. The English 9 course includes an embedded honors option.
English 10: Identity & Voice
Grade 10 (Required) | Credit: 1
In English 10, students read Sandra Cisneros’s The House on Mango Street and Emily Bernard’s Black is the Body: Stories from My Grandmother’s Time, My Mother’s Time, and Mine, and Shakespeare’s Romeo and Juliet. In addition, students study contemporary plays, poems, and a “Book Group” novel they choose from a list of offerings. Students write responses to literature, personal essays, poetry, and vignettes. The course asks students to explore their own sense of identity and voice as readers and writers. “The Anthology Project,” a TA tradition, highlights this exploration. Students collect excerpts of both original and published literature that feel important to them–citing all sources and exhibiting their own artistic touch. To cap off the project, students formally present their anthologies to an audience. The English 10 course includes an embedded honors option.
ENGLISH ELECTIVE COURSES
Creative Writing
Grade 11–12 | Credit: 1
For students who love literature and want to create their own, this course explores crafting poetry, creative nonfiction, fiction, and personal essays. For inspiration, students draw upon powerful texts old and new, art, music, and nature, as well as workshops led by local authors. Students frequently read their work aloud to each other during class. Grammar and vocabulary are regular components of study; woven into the examination of rules and definitions is a consideration for how writers control the reader’s experience by the punctuation, grammar, and words they choose. As a culminating project, students present a sampling of their work to an audience in the theater. Reading one’s work aloud is a requirement of this course.
Composition for College & Career
Grade 11–12 | Credit: 1
This course strengthens students’ everyday writing and vocabulary skills. It aims to make the study of grammar, punctuation, and vocabulary relevant to their lives. Students write a short paper most weeks on a topic that is meaningful to them, and through consistent practice, revision, games, activities, and weekly quizzes, they get better and better at editing their own writing. Reading includes Jeannette Walls’ The Glass Castle selections from Annie Proulx’s Heart Songs and Other Stories, and Jandy Nelson’s I’ll Give You the Sun.
Science Fiction
Grade 11–12 (10 with permission) | Credit: 1
This course explores speculative fiction through the wide genre of science fiction, including novels, short stories, films, and games. Students will examine how more fantastical worlds and concepts still allow us to explore themes and anxieties present in our current culture, as well as strengthen both creative and analytical skills through essays, presentations, and short stories. Works studied may include Hitchhiker’s Guide to the Galaxy, Kindred, The Thing, Do Androids Dream of Electric Sheep?, To Be Taught, if Fortunate, and short stories by Ray Bradbury.
Civil Rights Literature
Grade 11–12 | Credit: 1
The class explores the history of what is often called the “Classic Civil Rights Movement” by examining the literature of that period, as well as the literature about that period that has been published more recently. There is also an emphasis on current events as they relate to civil rights and racial justice. Course texts include a wide range of fiction and non-fiction, including (but not limited to) speeches, poetry, novels, short stories, news articles, and movies. Students will write traditional essays, as well as creative compositions such as poetry and short stories. By exploring the major milestones and markers of the Civil Rights Movements, the course aims to provide students a foundational understanding of the events themselves and the associated literature.
Human Nature in Literature—Honors Course
Grade 11–12 | Credit: 1
Because students in this course read literature with challenging, unconventional structures, and because they push beyond their current achievements when they write about this literature, the subtitle of this course is “Breaking Boundaries.” The writing focus is on responses to text, specifically clarity of purpose. Students work on choosing apt quotes as evidence as well as crafting dynamic introductions and solid conclusions. This work prepares students for Honors American Literature, college applications, college courses, and…life! After all, being able to make an argument backed up by relevant evidence is a useful skill. In addition, students write poetry and creative non-fiction. Vocabulary study is a weekly component of the course, and students also take an in-depth look at how grammar affects writing style and voice. Reading may include works of literature such as Toni Morrison’s Beloved, Shakespeare’s Hamlet, Jhumpa Lahiri’s Interpreter of Maladies, and Sarah Ruhl’s Eurydice, as well as independent reading choices.
Honors American Literature
Grade 12 | Credit: 1
The primary goal of Honors American Literature at Thetford Academy is for students to develop their abilities as writers and independent critical readers. In this college-level course, seniors read and study selections from some of the best writings of American and world literature—books, plays, poetry, and short stories. The writing component includes personal responses, analytical essays about literature, and a research essay. Honors American Literature is for those seniors with an exceptional interest in literature and writing who are willing to work hard at both.
Prerequisite: Summer reading and writing are mandatory for this course; the assignments may be picked up during the last week of May.
World Literature
Grade 11–12 | Credit: 1
World Literature gives students an opportunity to expand their global cultural awareness by examining literary perspectives and traditions through the work of non-American writers. This study provides opportunities for dynamic discussion and a deeper understanding of other cultures. The course explores questions such as: How does where we come from impact who we are or who we become? What is the relationship between one’s personal experience and one’s cultural perspective? How does literature reflect the culture? Readings include global selections such as Achebe’s Things Fall Apart, Dai Sijie’s Balzac and The Little Chinese Seamstress, and Camus’s The Stranger. Writing assignments to include informational pieces, narratives, journal entries, and poetry.
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
ESOL—English for Speakers of Other Languages
Grade 9–12 | Credit: 1/2
This course provides English Language Learner students with extra support in the foundations of the English language by enhancing their skills in reading, writing, speaking, pronunciation and listening comprehension.
Social Studies
Social Studies courses help students contextualize modern society and current events through the study of major historical eras, influential individuals and groups, and economic and governmental systems. Students will learn to analyze information and differentiate among fact, opinion, and interpretation, and build a solid background in the skills of reading, writing, and oral expression. All students are expected to complete two major research papers and two oral presen-tations during their high school careers.
SOCIAL STUDIES REQUIRED COURSES
Introduction to Social Studies 7
Grade 7 | Required
This course is an introduction to Social Studies focusing on the American experience. It includes orientation to social sciences such as geography, economics, and civics, as well as topics in history. Some units of study include: What is History, Thetford History, Native American People, Slavery, Civil Rights, Immigration, and major American conflicts. For each unit, students are expected to maintain an organized notebook, participate in class discussions, and complete daily homework assignments. Methods of learning include small group discussions, large group discussions, presentations, note taking, projects, research papers, and tests.
Global Studies and Geography
Grade 8 | Required
Global economic, cultural, and political forces increasingly shape our lives in the 21st century. This course aims to equip students with the skills and knowledge necessary to successfully navigate our global society. Major questions in this course include: Where are the countries, regions, and major physical features on earth located? What does it mean to be a responsible global citizen? Why should one know and care about what goes on in other parts of the world? Students develop skills in a variety of disciplines, including history, geography, and current events. Coursework focuses on analytical reading and writing, as well as individual and group research projects.
World Civilizations
Grade 9 (Required) | Credit: 1
The World Civilizations class is the introductory social studies course at the high school level, primarily designed for the ninth grade year. The organizing theme to this course is an examination of the cognitive, agricultural, and scientific revolutions. Students explore the cultures and societies of prehistoric times, the river valley civilizations, and a variety of early empires such as the Mayans, Greeks, Romans, and Songhai. Throughout their study of the past, students also reflect on and analyze connections to the present, including the advances that led human society into the modern era. In addition to the skills and content specific to the area of social studies, two of TA’s transferable skills will be a key focus of the class: a) informed and integrated thinking, and b)effective communication and expression. Students will have multiple writing assignments throughout the course, including a culminating research project.
United States History
Grade 10 (Required) | Credit: 1
This course offers a thematic approach to studying US History in the time frame from colonization through the Great Depression. Themes we will examine include American Democracy, Immigration and Migration, The Economy, Labor and Reform, Struggles for Equality, and Imperialism and War. In studying these topics students will be asked to read a variety of primary and secondary sources. The first half of the course will be dedicated to learning strategies for reading historical texts and focusing on the components of research paper writing. All of these skills will then be used in writing a major research paper during the second half of the course. This course includes an embedded honors option.
Modern World History
Grade 11–12 (Required) | Credit: 1
The society in which we live is a direct result of 20th-century events, both in the U.S. and across the world. This course reviews important domestic and international developments and events since 1900, and approaches the 20th century through the themes of communism versus capitalism, genocide, colonialism, war, human rights, and globalization. Students learn to analyze the causes and effects of important events and developments; compare, contrast, and evaluate conflicting interpretations of historical events; display knowledge of worldwide current events and their impact on the U.S.; write in a variety of styles; and complete a culminating research paper and oral presentation. This course includes an embedded honors option.
SOCIAL STUDIES ELECTIVE COURSES
Economics—Honors Course
Grade 11–12 | Credit: 1
This course is an introduction to economics, covering fundamental economics concepts, as well as topics in micro and macroeconomics. These topics include, but are not limited to, scarcity and choice, opportunity cost, markets, prices, supply and demand, gross domestic product, aggregate supply and demand, unemployment and inflation. Additionally, the course will discuss the application of these concepts through the lens of labor and environmental economics.
Social Justice in Action
Grades 9-10 | Credit 1/2
This project based course is designed to introduce students to social justice issues and assist them in discovering their ability to create positive change in their own world. Students will critically analyze various social movements related to race, ethnicity, gender, sexual orientation, and class. Students will also explore and discuss how these concepts influence human understanding, relationships, and behavior. The course will be devoted both to learning about social constructs and movements, and influencing change by designing and implementing a social justice action project within their own community or framework.
Civics
Grades 11-12 | Credit 1/2
Learning about civics gives students the skills and knowledge necessary to be active citizens who have a positive impact on their communities. In this course, students discover the rights and responsibilities of citizenship in the United States. This course is designed to provide students with a practical knowledge and understanding of the study of the American government, and its direct connection to its citizens. Students will be able to apply knowledge of the US Constitution and demonstrate their understanding of how the American system of government functions on the local, state and national levels, as well as the impact on individual citizens. Students will also be able to demonstrate their understanding that US citizens have both rights and responsibilities in order for our government to maintain order in our society.
Psychology
Grade 11–12 | Credit: 1
Why do people do the things they do? What does it mean to be “normal”? How do we learn and remember? What does it mean to think and feel, and how do we know? People have pondered these questions for ages, and the field of psychology provides the tools to search for answers. In this upper level course, students will rely heavily upon primary sources, small group work, independent research, and student presentations, as they explore such topics as personality theories, biopsychology, cognition, sensation, emotions, states of consciousness, abnormal psychology, and the interface between psychology and the law.
Gender Studies
Grade 10–12 | Credit: 1
In this course, students explore how gender roles in the world have changed and expanded since the 1860’s. Students look at the political, social, economic, educational, and gender issues of the past and apply them to contemporary issues. The course focuses on everyday sexism and how it affects not just women but everyone in our culture. Through media and technology, writing, presentations and discussions, students will broaden their knowledge and critical thinking skills while respectfully considering other perspectives.
Food Justice
Grade 9–12 | Credit: 1/2 or 1
We interact with food on a daily basis, and yet its origins and journey are often unclear. This course is designed to introduce students to the complex systems that bring food from farm to table. The study of food systems is dynamic and multidisciplinary, so the curriculum will integrate Social Studies, humanities, nutrition, and environmental science. Students will engage in hands-on learning to discover their place in the complex web of food production, distribution, and consumption. The ultimate goal of the course is to prepare students to become active and informed participants in their own local, regional, and global food systems.
World Languages
By interweaving language and culture, TA’s World Languages program helps students develop linguistic proficiency and broaden cultural sensitivity. The curriculum adheres to the “5C’s” of the National Standards for Foreign Language: communication, cultures, connection, comparisons, and communities. At the end of a three or four-year sequence of French or Spanish, students will be able to enjoy communicating with a native speaker about most aspects of daily life, express opinions, and discuss a variety of cultural subjects, including interpretation and analysis of music, poetry, art, and literature.
Thetford Academy strongly encourages college-bound students to take at least three courses of the same language in high school; four or five courses are preferred.
MIDDLE SCHOOL PROGRAM
French I
Spanish I
Grade 7–8 | strongly recommended
Middle School languages teach students the skills to be successful language learners, and places importance on projects, interactive games, and activities. TA offers French I and Spanish I as a two-year program in middle school. Students may start language studies as 7th graders and continue in 8th grade, covering the equivalent of a French I or Spanish I course in two full years of study. To successfully advance to the second level in the 9th grade, students must complete both years successfully.
FRENCH PROGRAM
French I
Grade 9–12 | Credit: 1
This course is an introduction to the study of French and the francophone world. Students will establish a solid foundation for more advanced study as they develop the tools necessary to communicate in French about a variety of topics drawn from their daily lives. They will gain proficiency in each of the four areas necessary for really learning a second language—listening, reading, speaking and writing—as they acquire basic vocabulary and begin to develop an understanding of the way French works. Components of the class include oral drills, pair and group work, total physical response (TPR), silent writing, games, songs, dialogues, and other activities. All languages exist within a broader cultural context, and an equally important objective of the course is for students to better understand French speakers and cultures around the world.
French II
Grade 9–12 | Credit: 1
In French II, students improve their proficiency in listening, reading, speaking, and writing as they expand their vocabulary, gain increasing confidence and facility with the language, and deepen their understanding of French grammar. There is an intensive review of the key grammatical concepts and vocabulary from French I at the beginning of the course. As in French I, oral drills, pair and group work, total physical response (TPR), silent writing, games, songs, dialogues, and other activities are all components of the class. A much greater portion of the course, however, is conducted in French. As students gain confidence and facility with the language, they will be expected to communicate with the teacher and their classmates in French. French language websites, video documents, and other realia are used extensively.
Prerequisite: Successful completion of French I with a grade of C or better or permission of the instructor.
French III
Grade 10–12 | Credit: 1
French III begins with review and expansion of the most important concepts from French II. There is an emphasis on vocabulary development and oral and written self-expression. The class is conducted entirely in French, as students focus on improving their listening comprehension and developing the ability to express themselves fluidly in French. Activities are regularly drawn from French-language movies, YouTube videos, songs, and newspapers. By the end of the class, students will be comfortable in a French-only classroom environment and have the skills necessary to succeed in Advanced French. Students taking this course commit to speaking French during class.
Prerequisite: Successful completion of French II with a grade of B or better or permission of the instructor.
French IV/V—Honors Course
Grade 11–12 | Credit: 1
In this advanced course, students explore childhood and growing up by reading Antoine de Saint-Exupéry’s classic, Le Petit Prince. Historical and cultural areas of study are related to this work and to the life and times of its author. Additional topics of study include grammar for advanced-level communication and developing one’s oral and written expression. Students in Advanced French commit to speaking French during class.
Prerequisite: Completion of French III with a grade of B or better or permission of the instructor.
SPANISH PROGRAM
The World Languages department believes that students of Spanish should be equally proficient in the four communication skills: listening, speaking, reading, and writing. The Spanish program emphasizes each of these skills throughout the curriculum. At the end of a three or four-year sequence, the student will be able to communicate with a native speaker about most aspects of daily life, express opinions, and discuss a variety of subjects including interpretation and analysis of music, poetry, art, and literature. The program offers a communicative, whole language approach.
Spanish I
Grade 9–12 | Credit: 1
This course is an introduction to the study of Spanish and the hispanohablante world and helps students establish a solid foundation for more advanced study, travel, and intercultural communication. The number of Spanish speakers in this country is rapidly increasing; therefore, there is both academic and practical purpose in pursuing Spanish. Students will be engaged in a variety of active methods that will contribute to the development of skills in speaking, listening, reading, and writing. Oral drills, pair and group work, total physical response (TPR) exercises, written and oral exercises, games, music, dialogues, multimedia projects, and other activities are all components of the Spanish program. This course explores a wide variety of cultural topics, with an emphasis on the daily lives of young people.
Spanish II
Grade 9–12 | Credit: 1
This course begins with an intensive review of Spanish I. Methods are much the same as in level I; however, more of the course is conducted in Spanish as students continue to develop the ability to understand, speak, read, and write. Oral work is stressed and self-initiated conversation is encouraged. Students will be prompted to manipulate the language at a more advanced level while expanding vocabulary, applying grammatical structures, and strengthening awareness of cultural similarities and differences. Performance-based assessments such as skits and videos are a regular component of the course. Short readers, various realia and media, as well as a text-based Supersite accompany the text program.
Prerequisite: Successful completion of Spanish I with a grade of C or better or permission of the instructor.
Spanish III
Grade 10–12 | Credit: 1
This course continues the work accomplished in Spanish II, including a review and expansion of many concepts and structures. This level is taught almost entirely in Spanish and requires focused work on the development of fluid speaking, reading, and writing. In addition to text activities, this course includes studies of current events, traditional and contemporary music, short stories and legends, poetry, film. YouTube videos, and other realia and media. Upon completion of this course students will have enhanced their ability to communicate with hispanohablantes about many topics and be well prepared for Advanced Spanish.
Prerequisite: Successful completion of Spanish II with a grade of B or better or permission of the instructor.
Spanish IV/V—Honors Course
Grade 11–12 | Credit: 1
This course is designed to provide an active and rewarding experience as students continue to strengthen language competency and cultural awareness. Each semester offers a different curriculum to suit the demands of enrollment. Students read selections of contemporary and classic literature. Additional resources include news articles, short stories, plays, podcasts, videos, musical selections and other web resources. Topics include the natural environment, current and historic events, influential figures, themes of identity and power in the Americas, and music and art of the Hispanic world. Students who sign up for this course should commit to speaking Spanish only.
Prerequisite: Completion of Spanish III with a grade of B or better or permission of the instructor.