Program of Studies 2021-2022
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Program of Studies
2021-2022ACADEMIC REQUIREMENTS
Table of Contents
Academic Requirements ……………………………………………………………………………………….. 1
Graduation Requirements …………………………………………………………………………………. 1
Schedule Change and Course Withdrawal Policy ……………………………………………….. 1
State of Ohio Academics Honors Diploma ………………………………………………………… 2
First and Second Honors ……………………………………………………………………………………. 2
National Honor Society ……………………………………………………………………………………… 2
Grading Scale ……………………………………………………………………………………………………. 2
Honors and Advanced Placement Courses …………………………………………………………… 3
STEM ……………………………………………………………………………………………………………………. 4
Dual Credit……………………………………………………………………………………………………………. 5
Course Descriptions ……………………………………………………………………………………………… 6
English ………………………………………………………………………………………………………………. 6
Fine Arts ……………………………………………………………………………………………………………. 14
Foreign Language ………………………………………………………………………………………………. 24
Health and Physical Education …………………………………………………………………………… 31
Mathematics …………………………………………………………………………………………………….. 34
Science ……………………………………………………………………………………………………………. 42
Social Studies ……………………………………………………………………………………………………. 52
Theology.…………………………………………………………………………………………………………. 59
Non-Departmental Courses ……………………………………………………………………………… 65
Summer Course Offerings …………………………………………………………………………………….. 67
Arrupe Virtual Learning Institute (AVLI) ………………………………………………………………… 68Academic Requirements
Graduation Requirements
To graduate from Walsh Jesuit High School, a student must earn a minimum of 25.5 credits as indicated below:
English ……………………. 4.0 credits Health & Phys Ed .…. 1.0 credit
Foreign Language …… 2.0 credits Speech ………………….. 0.5 credit
Mathematics …….….… 4.0 credits Fine Arts …….…………. 1.0 credit
Science ……….………….. 3.0 credits Financial Literacy …… 0.5 credit
Social Studies …………. 3.5 credits Electives ...……………… 2.0 credits
Theology ………….…….. 4.0 credits
Graduation Requirement: 25.5 Credits
In addition, Walsh Jesuit requires satisfactory completion of the following programs:
− Christian Service Program – 85 hours of total service (Freshmen 15, Sophomore 20, Junior 25, Senior 25)
− Companions Program – a mission-based program focused on appropriating the grad-at-grad qualities into
students’ lives (required beginning with the Class of 2020),
− Senior Experience – a 3-week career/vocational exploration program culminating in a project
− Student Retreats – 4 years of participation in Walsh Jesuit sponsored Ignatian-themed student retreats
(required beginning with the Class of 2024)
Schedule Change and Course Withdrawal Policy
Course selection forms, approved by parents, indicate a commitment to complete the courses (or alternate courses)
listed on the form. The spring course selection process is the final opportunity to make course selection decisions;
the student is then committed to completing scheduled courses. As such, it is vital that course preferences are
accurate and that course loads are reasonable and balanced.
Careful planning is an important part of student scheduling. Walsh Jesuit will do its best to accommodate student
course preferences; however, not every course selection may be satisfied.
Once scheduled, schedule changes will be made only in special circumstances (medical needs, course failure,
documented learning differences, etc.). Requests for specific teachers or free periods cannot and will not be
honored.
Walsh Jesuit typically requests consultation from the school counselor, student, parent, and teacher before making
changes. Final approval for all schedule changes will be made by the Assistant Principal for Academics. Changes to
a student’s schedule must be made on the following timeline:
Schedule corrections for an upcoming semester must take place by the second Friday of August for the fall
semester and, for the spring semester, before semester exams in December.
Students may drop courses for the current semester only during the first three weeks of each semester, and
only under special circumstances.
The school may consider course changes if a student has been placed in a course inappropriate for a student’s
background or talent. It may consider withdrawals if a student becomes seriously ill or faces unique personal
1ACADEMIC REQUIREMENTS
circumstances. Discussions with the Assistant Principal for Academics about moving a student between levels of a
course should be initiated by the teacher or guidance counselor. Students, parents and school counselors are asked
to consult students’ academic records in MyWJ to ensure the student meets his graduation requirements and to
make appropriate course load decisions. Walsh Jesuit requires that students take a minimum of six courses per
semester (and six credits per year).
(N.B. Seniors may be required to notify colleges of any schedule change that has been approved.)
State of Ohio Academic Honors Diploma
Walsh Jesuit’s graduation requirements surpass those mandated by the State of Ohio. Students may gain state
recognition for exceeding the school’s and state’s graduation requirements by earning an Academic Honors Diploma.
In addition to Walsh Jesuit’s graduation requirements, students must meet all but one of the following criteria:
− .5 additional credits in Social Studies
− 1 additional credit of Science
− 3 credits in any one foreign language, or 2 credits in each of two foreign languages
− achieve a GPA of 3.5 on a 4.0 scale
− score a 27 or higher on the ACT, or a 1280 or higher on the SAT
Academic Honors
At the end of each semester, Walsh Jesuit recognizes students who earn a cumulative semester GPA of 3.75 or
above with First Honors, and those who earn a cumulative semester GPA of 3.3 or above with Second Honors.
Academic honors are not awarded for either the first or third quarters. Honors are awarded based on semester
grades; these are the only grades which appear on students’ official transcripts.
National Honor Society
Students invited into Walsh Jesuit Dulles Chapter of the National Honor Society (NHS) must have a minimum
cumulative GPA of 3.75 (weighted, if applicable) at the end of their sophomore year. (Transfer students may
receive an invitation to NHS after a mid-year review of their progress.) To maintain membership, during the year
of acceptance, students must log 15 hours of service in addition to the hours completed in the Christian Service
Program. NHS members maintain a clean disciplinary record.
Grading Scale
The following grade scale is used by each teacher in each course.
COLLEGE WEIGHTED WEIGHTED
LETTER NUMERICAL PREPARATORY GRADE POINT GRADE POINT
GRADE RANGE GRADE POINT (HONORS) (AP)
A+ 100, 99, 98 4.30 4.55 4.80
A 97, 96, 95 4.00 4.25 4.50
A- 94, 93 3.70 3.95 4.20
B+ 92, 91, 90 3.30 3.55 3.80
B 89, 88, 87 3.00 3.25 3.50
B- 86, 85 2.70 2.95 3.20
C+ 84, 83, 82 2.30 2.55 2.80
C 81, 80, 79 2.00 2.25 2.50
C- 78, 77 1.70 1.95 2.20
D+ 76, 75 1.30 1.30 1.30
D 74, 73, 72 1.00 1.00 1.00
D- 71, 70 0.70 0.70 0.70
F 69 or less 0.00 0.00 0.00
2HONORS AND ADVANCED PLACEMENT COURSES
Honors and Advanced Placement Courses
Some courses are designated as honors or Advanced Placement (AP). Walsh Jesuit encourages students to
take honors and AP courses. In these courses, the pace is more rigorous and the expectations of students
greater than in regular college prep level courses. Honors and AP courses expect their students to read more,
write more, and take-on additional assignments. Whereas some regular college prep level courses accept late
work, provide opportunities for resubmitting work, and allow students to retake some assessments, these
practices generally are not part of this rigorously paced honors and AP level courses. Honors and AP students
are expected to participate more actively in class discussions and to have a strong record of school
attendance. Students should seek balance in their academic course load, their co-curricular activities, and
their personal lives. Because of the added rigor, grades earned in honors level courses are weighted +.25
grade points. Advanced Placement courses are weighted +.50 grade points.
Advanced Placement courses are classes that offer high school students’ college-level curricula approved by
the College Examination Education Board. In May of each year, Walsh Jesuit students enrolled in an AP course
take a subject specific exam prepared and scored by the College Board. Universities may elect to award college
credit and/or placement in higher level courses to students who have achieved a specific level of proficiency
on AP exams. In considering AP, students should understand that these classes are college level courses with
commensurate workload and independent study. School policy limits students to a maximum of 3 AP courses
each semester. Students may petition the Assistant Principal for Academics for permission to take additional
AP courses during a given year.
All students enrolled in AP courses must take the AP exam in the spring, with exceptions only in rare
circumstances. Parents will be billed by the school for the exam fee (approximately $95) during Semester 2.
Based on Federal Income Guidelines financial aid is available for those who qualify. Regardless of exam score,
participation in an AP course will still result in excellent preparation for the comparable course in college.
Additionally, for AP courses offered at Walsh Jesuit, only those students who are enrolled in an AP course are
permitted to sign up to take the corresponding AP exam, unless a student receives school approval.
Walsh Jesuit offers the following AP courses:
AP Biology AP English Literature & AP Physics C: Mechanics
AP Calculus AB Composition AP Spanish Language &
AP Calculus BC AP Environmental Science Culture
AP Chemistry AP European History AP US Government & Politics
AP English Language & AP Physics 1 AP United States History
Composition
3STEM: SCIENCE, TECHNOLOGY, ENGINEERING & MATH
STEM: Science, Technology, Engineering & Math
Walsh Jesuit High School has a strong tradition of preparing its students for further studies in STEM areas: science,
technology, engineering, and math. Its requirement that all students complete three years of lab science
coursework and four years of math provides every student with a foundation in these key STEM areas. Walsh
Jesuit’s core curriculum, with a strong emphasis on the humanities, is part of a STEM preparation. Science and
engineering schools place much value on students’ ability to communicate well in writing, think critically and
analyze issues. Creative engagement in the fine arts—whether in music, visual arts, or graphic design—
complements and benefits STEM preparation. *
Students with a strong interest in STEM studies and careers should take a minimum of 4.0 credits (four full years)
of science and math. Taking the most challenging courses in these areas—honors and AP level courses—may
better prepare students for university work in STEM fields. Students seeking a more rigorous STEM preparation
should plan their high school curriculum to include courses in their junior and senior years such as: AP Biology,
AP Calculus AB, AP Calculus BC, AP Chemistry, AP Environmental Science, AP Physics 1, AP Physics C (Mechanics),
Circuitry, Honors Physics, Computer Programming and Robotics. Online course offerings through the Arrupe
Virtual Learning Institute (formerly the Jesuit Virtual Learning Academy) in AP Computer Science, AP Statistics,
Computer Science and C++ Programing are also available to students at Walsh Jesuit.
Walsh Jesuit offers multiple co-curricular clubs and activities that offer students opportunities to pursue their
interest in STEM areas outside of the classroom. Its Chemistry Club, Math Club, and Robotics Club are open to
students of all grade levels.
*
cf. Steven Ross Pomeroy, “From STEM to STEAM: Science and Art Go Hand-in-Hand,” Scientific America 22 Aug 2012 [link]
4DUAL CREDIT
Walsh Jesuit High School offers students the opportunity to earn dual credit through Saint Louis University’s
1818 Advanced College Credit (ACC) Program. Students at Walsh Jesuit can earn both high school and college
credits by taking courses at Walsh Jesuit that are approved for college credit by Saint Louis University (SLU). As a
result, credits earned by Walsh Jesuit students who take such classes are accepted at many colleges and
universities. More information about SLU’s 1818 Advanced College Credit Program can be found at:
https://www.slu.edu/1818/index.php
All 1818 ACC-eligible classes are taught at Walsh Jesuit by Walsh Jesuit faculty members approved as university
adjunct instructors. 1818 ACC-eligible courses are determined on an annual basis by Walsh Jesuit and SLU. Due
to the possibility that the catalog of 1818 ACC-eligible courses may change between course selection and the
beginning of the school year, students should not select courses solely on the assumption that they will be
offered as dual credit. If a course is offered as dual credit, students may register for SLU credit by the September
deadline. The registration process will be distributed to students and parents at the beginning of the academic
year. Student may take 1818 ACC-eligible courses for high school credit only or for dual credit.
Certain guidelines have been established for students choosing the dual credit option for such courses through
the 1818 Advanced College Credit Program. A student must fulfill both SLU requirements and Walsh Jesuit
course prerequisites to be eligible to take such courses for dual credit. A student may take a maximum of three
dual credit classes per semester. There is a fee of $65 per credit hour (most courses are 3 credit hours) for a
total of $195 per course each semester, payable to St. Louis University. Tuition assistance is available from
Walsh Jesuit to families who qualify. To qualify for college credit, a student must earn at least a “C” in the
course. 1818 ACC courses are not designated on WJ transcripts. There remains a requirement to take the AP
Exam, if the 1818 ACC course is an AP course.
The anticipated 1818 dual credit-eligible courses for the 2021-22 school year are indicated in the individual
course descriptions of this Program of Studies:
• AP Calculus AB
• AP English Language
• AP United States Government & Politics
Aside from the dual credit options offered through SLU, students can earn college credit from Creighton
University through a partnership with the Arrupe Virtual Learning Institute (AVLI). Information regarding
enrollment in AVLI courses can be found on page 68. In addition to the cost of enrolling in an AVLI course, there
is a fee of $110 to add on the dual credit course option through Creighton University. Dual credit options
through Creighton University are available for the following 2021-22 AVLI courses:
• AP Art History • AP Microeconomics
• AP Music Theory • AP Psychology
• AP Spanish Literature and Culture • AP US Gov and Politics
• AP Calculus BC • AP World History
• AP Statistics • AP Computer Science
• AP Comparative Gov. and Politics • AP Environmental Science
• AP Macroeconomics • Multivariable Calculus
5ENGLISH COURSE DESCRIPTIONS
ENGLISH
Walsh Jesuit requires its graduates to have earned 4 credits in English. The sequence of English core courses
follows: English 1 (freshmen), English 2 (sophomores), English 3 (juniors), and one semester of Rhetoric and
Composition (seniors). A .5 credit English elective completes the English requirement during senior year.
Special Considerations for Seniors: Seniors must take two semesters of English. The year-long AP English
Language and AP English Literature courses fulfill this requirement. Otherwise, seniors must take one semester
of Rhetoric and Composition. Seniors can choose to take a second semester of this course or can choose from
the elective courses, listed below, to satisfy the final graduation requirements for English.
ENGLISH 1 (Eng101) – previously titled English and Composition
Grade 9 / 2 Semesters / 1 Credit
Prerequisite: None
Goals and Objectives: This course fosters proficient skills in written communication by working towards an
understanding of grammar and principles of composition; develops close reading skills, study skills, and
knowledge of literary devices; and encourages development of an expanded vocabulary.
Content and Methods: This course concentrates intensively on the development of students’ writing ability
through grammar, vocabulary, and composition exercises. During the first semester, students will focus on
paragraph development and then learn to write a full essay in the second semester. Literary genres (short story,
novel, poetry, drama, and nonfiction) and literary terms are studied. Combinations of lecture, class discussion,
small-group work, essays, in-class revision, and audio-visual presentations make up the methods used.
Vocabulary and usage study continue throughout the school year.
Evaluation and Grading: Grades are determined by scores on writing assignments, tests, in-class exercises or
worksheets, class participation, homework assignments, vocabulary assignments, quizzes, projects, and
semester exams.
HONORS ENGLISH 1 (Eng110H) – previously titled Honors English and Composition
Grade 9 / 2 Semesters / 1 Credit
Prerequisite: Selection based on entrance exam scores
Goals and Objectives: This course fosters proficient skills in written communication by working towards a more
mature understanding of grammar and principles of composition; concentrates on the writing of the expository,
descriptive, and literary analysis paragraphs and later essays; develops close reading skills, study skills, and
knowledge of literary devices; convinces the student that his or her grounding in the principles of composition is
the basis for continued refinement and improvement during the remainder of his association with the English
curriculum.
Content and Methods: Literary genres (short story, novel, poetry, drama, and nonfiction) and literary terms are
studied. Combinations of lecture, class discussion, small group work, essays, in-class revision, and audio-visual
presentations make up the methods used. Vocabulary and usage study continue. This course concentrates
intensively on the development of a student’s writing ability through grammar, vocabulary, and composition
exercises. During the first semester, students will focus on paragraph development and then learn to write a
five-paragraph essay in the second semester.
6ENGLISH COURSE DESCRIPTIONS
In honors courses, the pace is more rigorous and the expectations of students greater. As a result, this class will
read and analyze a more extensive reading list and complete additional assessments, such as tests and writing
assignments. Honors students are expected to be polished and proficient writers who are capable of
grammatical accuracy and variety, logical paragraph structure and development of ideas. Students are also
expected to participate actively in class discussions and to have no issues with attendance. Acceptance of late
work, opportunities for resubmitting work, and retaking some assessments are generally not part of this
rigorously paced honors level course.
Evaluation and Grading: Grades are determined by scores on writing, tests, in-class exercises or worksheets,
class participation, homework assignments, vocabulary assignments, quizzes, projects, and semester exams.
ENGLISH 2 (Eng201) – previously titled American Literature
Grade 10 / 2 Semesters / 1 Credit
Prerequisite: English 1
Goals and Objectives To develop the student’s ability to write effective essays in researched based, literary
analysis, and creative writing; to review standard grammatical usage, use an online vocabulary program to
enhance vocabulary skills, and become fluent in MLA formatting; to acquaint the student with various genres of
literature, particularly poetry, drama, fiction, and non-fiction; finally, to sharpen an appreciation of literature
and non-fiction and hone critical thinking skills through the study of English.
Content and Methods: This thematic course explores themes ranging from Coming to Age to the American
Dream within historical and contemporary literature. The Graduate at Graduation characteristic Religious is also
emphasized. Students will continue to develop interpretation and analytical skills appropriate to various genres
of literature. The course includes a variety of writing styles such as analytical responses from literature,
persuasive arguments, and synthesis essays.
Evaluation and Grading: 10 compositions per year; quizzes on reading assignments; tests on units; in class
essays to ensure understanding; 2 accumulative exams.
HONORS ENGLISH 2 (Eng210H) – previously titled Honors American Literature
Grade 10 / 2 Semesters / 1 Credit
Prerequisite: A in English 1 or A- in Honors English 1; Level 2 in Membean
Goals and Objectives: To develop, at an extremely rigorous pace, the student’s ability to write effective essays
in researched based, literary analysis, and creative writing; to review standard grammatical usage, use an online
vocabulary program to enhance vocabulary skills, and become fluent in MLA formatting; to acquaint the student
with various genres of literature, particularly poetry, drama, fiction, and non-fiction; finally, to sharpen an
appreciation of literature and non-fiction and hone critical thinking skills through the study of English.
Content and Methods: This thematic course explores themes ranging from Coming to Age to the American
Dream within historical and contemporary literature. The Graduate at Graduation characteristic Religious is also
emphasized. Students continue to develop interpretation and analytical skills appropriate to various genres of
literature as they would in the college preparatory course, but the pace is more rigorous. The course includes a
variety of writing styles such as analytical responses from literature, persuasive arguments, and synthesis essays.
7ENGLISH COURSE DESCRIPTIONS
In honors courses, the pace is more rigorous and the expectations of students greater. As a result, this class will
read and analyze a more extensive reading list and complete additional assessments, such as tests and writing
assignments. Honors students are expected to be polished and proficient writers who are capable of
grammatical accuracy and variety, logical paragraph structure and development of ideas. Students are also
expected to participate actively in class discussions and to have no issues with attendance. Acceptance of late
work, opportunities for resubmitting work, and retaking some assessments are generally not part of this
rigorously paced honors level course.
Evaluation and Grading: 10 compositions per year; quizzes on reading assignments; tests on units; in class
essays to ensure understanding; 2 accumulative exams.
ENGLISH 3 (Eng301) – previously titled British Literature
Grade 11 / 2 Semesters / 1 Credit
Prerequisite: English 1; English 2
Goals & Objectives: To strengthen close reading and analytical skills in reading through a survey of fiction and
non-fiction; to develop habits in completing credible research, being able to cite the research, and incorporate
researched ideas into writing; continuing to review standard usage and writing skills in a variety of essays.
Content & Methods: Students will examine appropriate themes such as the Hero, Nature, and Responsibility
and Duty/Leadership. The Graduate at Graduation characteristic of Open to Growth is also highlighted. The
course will include a variety of essays focusing on structure and purpose effective for that type of writing.
Specific focus on research writing will also occur. Teaching methods will include lecture, class and small group
work, practice in writing methods, and online vocabulary program.
Evaluation & Grading: six essays per semester; quizzes and tests on readings; class work and presentations;
regular vocabulary practice; and cumulative semester exam.
HONORS ENGLISH 3 (Eng310H) – previously titled Honors British Literature
Grade 11 / 2 Semesters / 1 Credit
Prerequisite: A in English 2 or an A- in Honors English 2; Level 3 in Membean.
Goals & Objectives: to strengthen close reading and analytical skills through reading a survey of fiction and non-
fiction; to develop habits in completing credible research, being able to cite the research, and incorporate the
ideas into writing; continuing to review writing skills in a variety of essays
Content & Methods: Students will examine appropriate themes such as the Hero, Nature, and Responsibility
and Duty/Leadership. The Graduate at Graduation characteristic of Open to Growth is also highlighted. Students
will react to literature and non-fiction with frequent written assignments. All genres are studied as in the college
preparatory course. However, the selection of major works is more extensive in this course and the pace is more
rigorous, emphasizing discussions and analyses of literature as well as substantial expository and analytical
writing. Students are taught procedures for scholarly research and are responsible for the completion of critical
research papers.
8ENGLISH COURSE DESCRIPTIONS
In honors courses, the pace is more rigorous and the expectations of students greater. As a result, this class will
read and analyze a more extensive reading list and complete additional assessments, such as tests and writing
assignments. Honors students are expected to be polished and proficient writers who are capable of
grammatical accuracy and variety, logical paragraph structure and development of ideas. Students are also
expected to participate actively in class discussions and to have no issues with attendance. Acceptance of late
work, opportunities for resubmitting work, and retaking some assessments are generally not part of this
rigorously paced honors level course.
Evaluation & Grading: a minimum of six formal essays per semester in addition to informal writing; quizzes and
tests on readings; group projects; class work and presentations; regular vocabulary practice; and cumulative
semester exams.
CREATIVE WRITING (Eng403)
Grades 11, 12 / 1 Semester / .5 Credit
Special Consideration: If taken as a junior, Creative Writing counts as an elective credit. It does not replace
British Literature or count towards the two semesters of English required of each senior.
Prerequisite: None
Goals and Objectives: Students will gain a deeper appreciation for various approaches to writing in a variety of
genres and the impact writing can have on the writer, the audience, and society; through reading, understand
the use of writing characteristics and literary devices found in a specific genre; read examples of various genres
and analyze authors’ approaches to writing within the genre; work through the writing process to create an
original work in that genre.
Content and Methods: Each unit of this course includes a study of a particular genre using a variety of inquiry
learning methods to find common characteristics, definitions of literary devices, and examples of how they are
effectively used. Students will then compose an essay in each genre and present it in a workshop at the end of
the unit. Teaching methods will include lecture, class and small group work, close reading practices, in-class and
out of class writing and revision exercises. Students will also write at least one college essay and complete senior
summer reading assignments in the fall semester.
Evaluation and Grading: Grades are based on weekly journal entries; active participation in class discussion;
presentations; participation in the writing process; and final pieces of writing in a variety of genres. In addition,
students will turn in a final portfolio.
JOURNALISM (Eng404)
Grades 11, 12 / 1 semester / .5 Credit
Special Consideration: If taken as a junior, Journalism counts as an elective credit. It does not replace British
Literature or count towards the two semesters of English required of each senior.
Prerequisite: None
Goals and Objectives: This course explores the fundamental principles of journalistic practice in the digital age.
Students receive instruction and practice in a wide variety of writing techniques, including news writing, sports
9ENGLISH COURSE DESCRIPTIONS
articles, opinion/editorial and feature pieces. Students will also compose several essays in the MLA style: a
college essay, social justice-oriented research essays and other creative works. Press criticism, newspaper ethics,
and communications are studied together with photojournalism and web-based publication. Students also
engage such multimedia forms as video, podcasts, photo stories, and social media.
Content and Methods: In addition to analysis of articles from Inside Reporting (3rd edition), students will learn
the fundamentals of journalism from class presentations that cover topics from identifying news values to
interviewing and digital publication. Media literacy skills are also developed to help students grow as discerning
news consumers and producers. Students are also guided to critically read and formally discuss professional
publications. The writing process is employed throughout all these methods of the course. Students write at
least one college essay and are required to complete senior summer reading assignments in the fall semester.
Evaluation and Grading: Grades are determined by participation in the writing process; daily class review
sheets; participation in journalistic multimedia projects; participation in class discussions; tests; quizzes; 10
articles for the newspaper (300-400 words); two researched, persuasive essays; and a cumulative, skills-based
semester exam.
RHETORIC AND COMPOSITION 1 (Eng401) – previously titled College Writing and World Literature 1
Grade 12 / 1 Semester (Fall) / .5 Credit
Special Consideration: Rhetoric 1 OR Rhetoric 2 is required of seniors not enrolled in an AP English course.
Prerequisite: None
Goals and Objectives: Students will further develop the ability to write effective essays in argumentative,
research-based, expository, and rhetorical analysis; review standard grammatical usage; develop in-class essay
writing abilities; master the use of the MLA format; become acquainted with various genres of literature; and
finally, sharpen close reading and critical thinking skills through the study of English and social justice issues.
Content and Methods: The class is centered on preparing students to analyze both fiction and non-fiction
materials at the collegiate level. Patterns for College Writing is the course’s primary textbook and source for the
study of modern essays and writing techniques. Through supplemental books, students are exposed to literature
from around the world and from a variety of time periods and to many non-fiction selections that will cover a
variety of topics, including many social justice issues. Students also write at least one college essay and are
required to complete senior summer reading assignments in the fall semester.
Evaluation and Grading: Grades are determined by completion of six essays using different modes of rhetoric;
quizzes on reading assignments; unit tests; in-class essays; homework as well as in-class exercises, group
projects, and a semester exam.
RHETORIC AND COMPOSITION 2 (Eng402) – previously titled College Writing and World Literature 2
Grade 12 / 1 Semester (Spring) / .5 Credit
Prerequisite: None
Goals and Objectives: Students will further develop the ability to write effective essays in argumentative,
research-based, expository, and rhetorical analysis; review standard grammatical usage; develop in-class essay
writing abilities; master the use of the MLA format; become acquainted with various genres of literature; and
finally, sharpen close reading and critical thinking skills through the study of English and social justice issues.
Content and Methods: The class is centered on preparing students to analyze both fiction and non-fiction
materials at the collegiate level. Patterns for College Writing is the course’s primary textbook and source for the
10ENGLISH COURSE DESCRIPTIONS
study of modern essays and writing techniques. Through supplemental books, students are exposed to literature
from around the world and from a variety of time periods and to many non-fiction selections that will cover a
variety of topics, including many social justice issues.
Evaluation and Grading: Grades are determined by completion of six essays using different modes of rhetoric;
quizzes on reading assignments; unit tests; in-class essays; homework as well as in-class exercises, group
projects, and a semester exam.
IRISH LITERATURE – SUMMER (Eng408)
Grade 12 / 1 Semester / .5 Credit
Prerequisite: None
Special Consideration: Irish Literature is an elective course taught in conjunction with the summer UK & Irish
Studies Program. The course is does not count toward the English graduation requirement. Student must take
this course concurrently with the summer Social Justice course (p. 59)
Prerequisite: Senior standing. In addition, this class requires students to participate in the UK & Irish Studies
Program that involves an academic immersion in the UK & Ireland including participating in lectures at Queen’s
University of Belfast. The travel component of this class necessitates an additional cost.
Goals and Objectives: Each student will develop the ability to read twentieth century Irish poems, plays, novels,
speeches, diaries, news articles, and letters critically and to evaluate each about how it helped Irish writers
understand and reframe the Troubles. In addition, the student will analyze and discuss each piece with respect
to its literary/rhetorical merit within its historical, spiritual, and cultural contexts. In examining the works closely,
the student will learn about the artists and organizations who helped to broker peace through a cultural fifth
province.
Content and Methods: The class will focus intensively on literature and prose reflective of the re-invention of
Ireland in the twentieth century attributed to the most powerful writers of the era. The class will meet several
times before traveling to Ireland, and the course will also be conducted online via VoiceThread.
Evaluation and Grading: Three-four literary analyses; three reflective essays; two presentations; two exams;
assorted student commentaries prepared and presented on VoiceThread; discussions with professors from
Queens College, Belfast; reflective journals composed after hearing firsthand accounts from those suffering the
effects of the Troubles from both sides; original poems.
LITERATURE OF THE LOST GENERATION (Eng405)
Grade 12 / 1 Semester / .5 Credit
Prerequisite: None
Goals and Objectives: The goal of this course is to expand students’ exposure to and appreciation of short
stories and novels written by members of the Lost Generation beginning with F. Scott Fitzgerald and Ernest
Hemingway, and to foster connections between an author’s life and literature.
Content and Methods: This course explores significant works of early twentieth century American writers who
remained in Paris after WWI. Emphasis is placed on the influence of these major writers on future generations
and the impact their lives had on their writing. The course consists of close readings of literature, documentary
11ENGLISH COURSE DESCRIPTIONS
films, and college level compositions, emphasizing revision. Students also write at least one college essay and
are required to complete senior summer reading assignments.
Evaluation and Grading: Grades are determined by completion of three major compositions requiring research
and 6-8 paragraphs responding to a prompt; quizzes on reading assignments; collaborative research and
presentation of an additional author as a final project; and a final exam essay.
MODERN NOVELS AND COLLEGE COMPOSITION (Eng406)
Grade 12 / 1 Semester / .5 Credit
Prerequisite: None
Goals and Objectives: This course strives to revive the student’s appreciation of reading for pleasure while also
applying literary analysis to popular fiction. Students will discover or re-discover the novel’s power to connect
readers to foreign cultures or the historical past and will hone college-level expository writing skills.
Content and Methods: Students will read four contemporary novels with emphasis on sustained silent reading
for pleasure. Four research-based essays of literary analysis are required for the course.
Evaluation and Grading: Grades are determined by four major compositions requiring research; three-five
paragraphs responding to a prompt; quizzes on reading assignments; and an essay final exam.
MULTIMODAL COMPOSITION (Eng407)
Grade 12 / 1 Semester / .5 Credit
Prerequisites: None
Goals and Objectives: Students will learn how literary techniques can be translated to communication modes
beyond text. Tone, symbols, metaphors, characterization, and other techniques are portrayed in presentations,
videos, and film of all kinds. Students will continue to write essays, but the emphasis is on translating those
essays into treatments, screenplays, and story boards and eventually into a presentation.
Content and Methods: The composition of writing as integral to multimodal production will be examined. It
does so through an examination of films (especially short films) and multimodal presentations that portray ideas
that affect society. Students will compose their own screenplays, narrative films (creative writing),
commercials/promotional videos (persuasive writing), and documentaries (non-fiction research) to broaden
their ability to communicate in the 21st century. Students will also write at least one college essay and are
required to complete senior summer reading assignments in the fall semester.
Evaluation and Grading: Grades are determined by technological project-based learning consisting of two major
presentations, several building block essays and projects meant to teach and prepare for the major
presentations, and an additional presentation for the final exam.
AP ENGLISH LANGUAGE AND COMPOSITION (Eng420AP)*
Grade 12 / 2 Semesters / 1 Credit
Prerequisite: A in English 3 or an A- in Honors English 3; Membean level of 3
*This course is a possible 1818 ACC dual credit course option for the 2021-22 school year.
12ENGLISH COURSE DESCRIPTIONS
Goals and Objectives: This course is designed to engage talented, industrious, and enthusiastic students of
English in intense critical thinking and effective written analysis regarding non-fiction selections from a variety of
authors and time periods through close, active reading and extended discussion. Many of the non-fiction
reading selections will delve deeply into social justice issues and social commentary. The emphasis will be on
learning to understand and appreciate techniques of rhetoric in the writing of well-known authors and then
apply this knowledge to the student’s own work. As a result, students will grow and develop as readers,
thinkers, and writers. An additional objective of the course is to prepare students for the Advanced Placement
Language and Composition Examination, administered in May.
Content and Methods: This course emphasizes both reading and writing throughout the year as well as student
participation in class discussions and occasional presentations related to the assigned readings. These readings
will come primarily from two textbooks: Patterns for College Writing and The Norton Reader, but also from
selected non-fiction books and even documentary films, many of which explore important current social justice
issues. The development of writing skills is the primary focus of the class, and students will be assigned both in-
class and out-of-class writing assignments and will be exposed to many rhetorical modes, such as
argumentation, research, exposition, and more. Other components of this course include carefully organizing
ideas, refining writing skills, evaluating the effects of diction and the use of other rhetorical devices, as well as
maturely accepting constructive criticism. The curriculum includes the study of the rhetorical choices of authors
as students explore the universal elements of human nature to better understand themselves, others, and
society. Additional components include a summer reading assignment and a college admission essay.
Evaluation and Grading: Grades are determined by quizzes, in-class essay tests, journals on reading materials,
presentations, individual and group projects, and 8-10 compositions per semester, including a research paper
each semester and a final semester exam. Students should expect nightly homework.
AP ENGLISH LITERATURE AND COMPOSITION (Eng425AP)
Grade 12 / 2 Semesters / 1 Credit
Prerequisite: A in English 3 or an A- in Honors English 3; Membean level of 3
Goals and Objectives: This course is designed to engage talented, industrious, and enthusiastic students of
English in intense critical thinking and effective written analysis of literature from a variety of regions and time
periods through close reading and extended discussion. An additional objective of the course is to prepare
students for the Advanced Placement Literature and Composition Examination, administered in May.
Content and Methods: This course emphasizes voracious reading throughout the year as well as student
participation in class discussions and occasional presentations related to the assigned readings. These readings
will come from Perrine’s Literature: Structure, Sound, & Sense and supplemental materials. The curriculum
includes study of drama, narrative fiction, and poetry as students explore the universal elements of human
nature to better understand themselves and others. The course also emphasizes writing; students will be
assigned both in-class and out-of-class writing assignments of various types. Other components of this course
include carefully organizing ideas, refining writing skills, evaluating the effects of diction and the use of other
literary devices, and maturely accepting constructive criticism. Additional components include a summer reading
assignment and a college admission essay.
Evaluation and Grading: Grades are determined by quizzes, in-class essay tests, presentations, projects, and 8-
10 compositions per semester, including a research paper and semester exams. Students should expect nightly
homework.
13FINE ARTS COURSE DESCRIPTIONS
FINE ARTS
Walsh Jesuit requires its graduates to have earned 1 credit in Fine Arts. Students may do this through any
combination of the following courses.
— VISUAL ARTS —
ART FOUNDATIONS (VFA101)
Grades 9, 10, 11, 12 / 1 Semester/ .5 Credit
Prerequisite: None
Goals and Objectives: This course aims to introduce students to the elements of art and principles
of design and encourage them to develop standard design vocabulary and practical techniques. The course plans
to explore multiple solutions to design problems through examples, exercises, critiques, and projects. Students
will evaluate and refine their artwork through group and self-critique.
Content and Methods: Students will use traditional and new techniques, including but not limited to paper and
pencil, printmaking, collage, and clay sculpting. The class is a mixture of lecture, demonstrations, individual
exploration, and studio experience.
Evaluation and Grading: Grades are determined based on participation, effort, skill development, preparation
for project work, and finished work. Finished work is graded on effort and work ethic, participation,
craftsmanship, creativity, and the integration of techniques introduced for that project.
ART AS THERAPY (VFA120)
Grades 9, 10, 11, 12 / 1 Semester/ .5 Credit
Prerequisite: None
Goals and Objectives: This course is a hands-on experiential course. Students will understand the health
benefits of creating art in a holistic fashion (body, mind, and spirit), through the exploration of a variety of media
and techniques. In recognizing the transformative nature of visual image making, students will process their
creations through verbally sharing their personal expressions. Incorporating yoga into the curriculum, students
will understand how to cultivate self-awareness, self-acceptance, and self-regulation as tools for managing
stress. In practicing mindfulness, students will develop compassionate awareness of self and others.
Content and Methods: A wealth of media and techniques will be explored to engage students in a process of
healing body, mind, and spirit through the medium of art. Written reflections will play an integral part in the
creation process. Alternative forms of healthy expression will also be explored, including daily breathing and
meditation practices, weekly yoga sessions, and the study of mindfulness.
Evaluation and Grading: Grades are determined by student projects; individual and group participation; the
quality of the idea presented; amount of preparation; the thoughtfulness of the finished piece; and the
development of analytical and critical thinking skills. Reflective writing will be considered as well, offering
another “voice” to the original expression.
14FINE ARTS COURSE DESCRIPTIONS
COMPUTER GRAPHIC DESIGN 1 (VFA115)
Grade 9, 10, 11, 12 / 1 Semester/ .5 credit
Prerequisite: None
Goals and Objectives: This project-based course, students will use Photoshop to identify and evaluate the use of
elements of art and principles of design in various artworks. These include working with layers, making
selections, incorporating color techniques, placing type in an image, using painting tools, creating special effects
with filters, enhancing specific selections and adjusting colors. Students will think creatively to solve visual
problems in digital media. They will evaluate and refine their artwork through group and self-critique.
Content and Methods: Although some lecture is necessary, emphasis is placed upon student hands-on-learning
via the computer. The first project is step by step in nature. Each subsequent project builds on the previous
skills learned in difficulty and complexity over the course of the semester.
Evaluation and Grading: The first component of the grade is based on participation, attitude and effort. The
second component is based on the projects completed over the course of the semester. There are
approximately five to six projects a chapter which are graded based on chapter goals, work ethic, creativity and
project deadlines.
COMPUTER GRAPHIC DESIGN 2 (VFA215)
Grades 11, 12 / 1 Semester / .5 credit
Prerequisite: Computer Graphic Design 1
Goals and Objectives: This project-based course focuses on extending students Photoshop skills. The learning
objects are layer images, work with hue and saturation, layer styles, adjustment layers and curves, type and
shape layers, correct, modify and enhance photographs by adjusting color and annotating and automating an
image, using clipping masks, paths and retouching images.
Content and Methods: Although some lecture is necessary, emphasis is placed upon student hands-on-learning
via the computer. The first project is step by step in nature. Each subsequent project builds on the previous
skills learned in difficulty and complexity over the course of the semester.
Evaluation and Grading: The first component of the grade is based on participation, attitude and effort. The
second component is based on the projects completed over the course of the semester. There are
approximately five to six projects a chapter which are graded based on chapter objects, work ethic, creativity
and project deadlines.
DRAWING 1 (VFA110)
Grades 9, 10, 11, 12 / 1 Semester / .5 Credit
Prerequisite: None
Goals and Objectives: This course focuses on breaking down drawing into its simplest elements to build a strong
visual foundation. Students will identify and evaluate the use of elements of art and principals of design in
various artworks. Students will develop observational accuracy through drawing. They will experiment with a
variety of techniques including contour line drawing and value as well as learn the physical characteristics and
limitations of different media and will think creatively to solve visual problems in a variety of media. Students
will work with the rules of composition to learn how to create variety and visual interest in their drawings. They
will evaluate and refine their artwork through group and self-critique.
15FINE ARTS COURSE DESCRIPTIONS
Content and Methods: Students will create drawings from direct observation and replicate existing imagery in
black and white. They will focus on developing technical and observational skills using different mediums such as
graphite, scratchboards, and Sharpie.
Evaluation and Grading: Grades are determined by participation, effort, skill development, preparation for
project work, finished work, and the integration of techniques introduced for that project.
DRAWING 2 (VFA200)
Grades 9, 10, 11, 12 / 1 Semester/ .5 Credit
Prerequisite: Drawing 1
Goals and Objectives: This course builds on the basic drawing skills learned in Drawing 1. They continue to
develop observation skills while incorporating color into their drawings. Students are introduced to new
mediums such as charcoal, colored pencil, and drawing chalk; and new techniques such as subtractive drawing
and color layering.
Content and Methods: Students will continue to develop observational drawing skills with direct observation
and recreating pre-existing images. They will use more involved techniques and advanced processes. This class
includes lecture, demonstrations, and working studio.
Evaluation and Grading: Grades are determined by participation, effort, skill development, preparation for
project work, finished work, work ethic, and the integration of techniques introduced for that project.
SCULPTURE (VFA230)
Grades 10, 11, 12 / 1 Semester/ .5 Credit
Prerequisite: Drawing 1 or Art Foundations
Goals and Objectives: Focusing on three-dimensional design using clay, newspaper, wire, plaster, and
paper, students will develop an understanding of elements of art and principles of design through basic studio
experience in construction, visual problem solving, and surface design.
Content and Methods: Through studio experience, students practice techniques and sculpting processes and
the appropriate use of tools. The class is a mixture of lecture, demonstration, and studio experience.
Evaluation and Grading: Grades are determined by participation, effort, skill development, preparation for
project work, finished work, creativity, and the integration of techniques introduced for that project.
PAINTING (VFA220)
Grades 11, 12 / 1 semester / .5 Credit
Prerequisite: Art Foundations
Goals and Objectives: Painting focuses on the use of paint as an artistic form of expression and visual
communication. The basic visual elements of design and composition will be stressed, as well as the
manipulation of materials in 2 and 3-dimensional space. Fundamental painting techniques will be explored, as
well as the study of artists (historical and contemporary) who primarily employed paint as the medium of choice
in both realistic and abstract terms.
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