COURSE CATALOG UPPER SCHOOL 2021 2022
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UPPER SCHOOL
COURSE CATALOG
2021 – 2022
The Hockaday School reserves the right to update any of the
policies, procedures, and courses of The Hockaday School at any time.
The 2021-2022 Course Catalog is up-to-date as of 3/26/2021.
TABLE OF CONTENTS
Graduation Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Curriculum Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
English Language Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Computer Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
World Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Mass Communications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Fine Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Health/Physical Education/Athletics.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Institute for Social Impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Four-Year Plan with Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43GRADUATION REQUIREMENTS 2021–2022
Each Upper School student must take a minimum of four academic courses per year.
Additional course work in every subject area is strongly recommended.
ENGLISH FINE ARTS
Four years: One and one-half years:
English I History of Art & Music and one year of applied art, which may
English II be fulfilled by a year-long course from either the Fine Arts or
English III the Mass Communication departments, or by completing three
Two Senior Seminars years of Applied Music: Private Lessons for credit.
MATHEMATICS HEALTH, PHYSICAL EDUCATION, AND ATHLETICS
Three years in the Upper School with minimum completion Forms I & III: two semesters of P.E.
of Integrated Math III. Form II: one semester of Health 101 and one semester of P.E.
Form IV: one semester of Health 201.
WORLD LANGUAGES
Through level III with a minimum of two years of the same SOCIAL IMPACT
language in Upper School. 15 hours per school year and upload three photos of joy on
MobileServe
HISTORY
Two and one-half years:
World History
United States Government
United States History (or AP US History)
SCIENCE
Three years:
Physics (or AP Physics II)
Chemistry (or AP Chemistry)
Biology (or AP Biology; or Biology, Impact, and the Zoo; or
Two Semesters of Biology Courses; or AP Environmental & one
semester Biology course)
2021– 2022 Upper School Course Catalog | 3CURRICULUM OVERVIEW
ENGLISH HISTORY
English I World History
English II U.S. History or AP U.S. History
English III AP Economics
Senior Seminars:
Semester Classes:
Before “#Me Too”: Literature as Protest ✱▲
American Dreams and Nightmares: A Cultural History
Biblical Stories in Literature, Art, and Music ✱
of Postwar American Film
Contemporary Literature ✱
AP World History Modern
Creative Writing ✱
Breaking the Glass Ceiling: Economics and
Gothic Literature and Culture ✱
Social Entrepreneurship ▲
Literature of Minorities ✱▲
The Ghosts of the Romanovs: Tsarist Rule in Russia
Literature and Philosophy ✱
from Alexander II to Putin ✱
Women in Art (New) ✱
Global issues of the Twenty-First Century ✱ ▲
Philosophy21: Thinking for the 21st Century
English in Support of Speakers of Other Languages
The Real Game of Thrones: Tudor England (New) ✱
U.S. Government ▲
MATHEMATICS
Integrated Math II/III SCIENCE
Integrated Math III, Integrated Math IIIB
Physics
Integrated Math III Enriched ▲
Chemistry
Functions and Trigonometry
Biology
Precalculus/Precalculus Enriched
Biology, Impact and the Zoo ✱▲
Statistics ▲
AP Biology
Calculus
AP Chemistry
AP Statistics
AP Environmental Science ▲
AP Calculus AB
AP Physics C
AP Calculus BC
Multivariable Calculus ✱ Semester Classes:
Advanced Genetics ✱
WORLD LANGUAGES Astronomy ✱
Bio: Comparative Vertebrate Anatomy ✱
Mandarin Chinese I, II, III
Bio: Classical Genetics ✱
AP Mandarin Chinese
Bio: Human Evolution ✱
Advanced Chinese Language and Culture for
Microbiology of Public Health: Infectious Diseases ✱▲
Heritage & Non-Heritage Speakers ✱
Neuroscience ✱
The End of the World (New) ✱
French I, II, III, IV
AP French Language and Culture
Business French ✱
Latin I, II, III
Latin Literature ✱
AP Latin (Caesar & Vergil)
Spanish I, I/II, II, II/III, III, III/IV
AP Spanish Language and Culture
Semester Classes:
Latin American Perspectives and Art ✱
Spanish and Latin American Short Fiction ✱
Spanish in the Community ✱▲
Spanish Poetry and Pop Music ✱
2020– 2021 Upper School Course Catalog | 4 ✱ Honors Designation ▲ Social Impact Designation2020 – 2021
MASS COMMUNICATION Dance Extension
Dance Workshop II
Introduction to Journalism
Dance Workshop I
Literary Magazine/Vibrato
Dance Lab
Newspaper/Fourcast
Hockaday Dance Theater
Yearbook/Cornerstones
COMPUTER SCIENCE Beginning Filmmaking
AP Computer Science A Advanced Filmmaking
FINE ARTS Beginning Photography
Advanced Photography
History of Art and Music
Concert Orchestra HEALTH & PHYSICAL EDUCATION
Chamber Orchestra ▲
Health 101: Understanding the Basics
Applied Music: Private Lessons Health 201: Looking Ahead
Cello Physical Education:
Clarinet Strength, Conditioning, and Lifetime Fitness
Flute Junior Flex PE
French Horn Hockaday Alternative Athletics
Harp
Oboe ATHLETICS
Piano
Saxophone Fall:
String Bass Rowing
Trombone Cross Country
Viola Fencing
Violin Field Hockey
Voice Volleyball
Studio Art I ▲ Winter:
Studio Art II Basketball
Advanced Studio Art III ▲ Diving
AP Studio Art Soccer
Swimming
Ceramics and Sculpture
Advanced Ceramics and Sculpture Spring:
Rowing
Daisy Company (Beginning Drama) ▲ Golf
Hockaday Theater Company (Intermediate Drama) (New) Lacrosse
Hockaday Rep Company (Advanced Drama) (New) Softball
Little Great Works: Theater Tech Tennis
Track and Field
Concert Choir
All Three Seasons:
Introduction to Debate Athletic Training
Advanced Debate: Worlds School Debate Team Management
A student may also receive physical education credit for
participation in St. Mark’s Cheerleading or Hockaday Dance.
2021– 2022 Upper School Course Catalog | 5GENERAL INFORMATION
COURSE SELECTION ADDING A CLASS – Schedule changes are permitted during
Student schedules are designed from student-generated the first six (6) days of each semester. During this period, the
course requests. Course selection is done through online Registrar and the Head of Upper School will be available to
course registration on The Hockaday School website. Dates discuss and approve class changes. No new classes may be
surrounding the course selection process in Spring 2021 will added after this period.
be communicated to the students. Course requests turned in
after the submission time requested will be given lower priority DROPPING A CLASS – A student has until one week after
when scheduling. October Feedback is published to drop a full-year or a fall
semester course without notation on the transcript. Any
Each student must enroll in a minimum of four academic solids course dropped after this time (done only in extraordinary
and Physical Education/Health. An academic solid is defined circumstances) will be noted on the transcript and a grade
to be one of the following: 1) a course in the Hockaday English, at the time of withdrawal entered. The same rule applies to
Math, Language, Science, or History departments; 2) AP Studio a semester course dropped in the spring (usually the end of
Art; 3) History of Art and Music; or 4) AP Computer Science at February). The advisor is to act as the student’s advocate in
Hockaday. Independent study and One Schoolhouse courses securing these approvals.
do not count as an academic solid.
LEVEL CHANGES (For example: switching from AP U.S.
Students may take no more than five academic solids History to U.S. History) With the permission of the Head of the
in any semester. Upper School and the respective Department Chair, a student
enrolled in an Advanced Placement level course may change
Accelerated work or a double load within one department may into a regular section of that course at any time. A student
hasten the completion of required courses, but such work does may also change into another level of world language or math
not remove the stated minimum or maximum course load to with the permission of the Department Chair.
be taken during each semester.
EXCEPTIONS
All courses offered in the course catalogue are dependent • Exceptions to a particular department’s requirements may
upon sufficient enrollment and faculty availability. be made by the respective Department Chair.
Health class selections are requested during course • Exceptions to the stated course load may be made by the
registration. Health classes must be taken in the year in which Head of Upper School.
they are assigned and may not be deferred to subsequent
• The Registrar, in consultation with Department Chairs,
years.
will make decisions regarding credits by transfer for new
students.
History of Art & Music and United States Government are
currently best suited to the Form II year schedule and it is • Scheduling conflicts will be handled on a
strongly recommended that students complete them as case-by-case basis.
Form II students.
CHANGES
The Registrar will build the students’ schedules based on their
requests and is available until the end of the school year for
questions and/or change requests. The earlier the change is
requested, the more easily it may be accomplished.
Questions and requested changes should be directed to the
Registrar, Libby Conder, 214-360-6354 or lconder@hockaday.
org. All students will be notified when their schedule is
complete and available on The Hockaday School website.
Change requests may continue through the first six (6) days of
school (one rotation). Changes requested because of teacher
preference are not entertained.
2021– 2022 Upper School Course Catalog | 62021 – 2022
Hockaday supports students in creating an engaging and Laboratory Research: Students who participate in a summer
inspiring academic experience that may include participating laboratory research program (or one within the academic year),
in alternative programming such as: discipline-focused in which they engage in a hands-on research investigation
independent studies, research independent studies, online for the equivalent of a minimum of four hours a day, for four
courses, auditing of courses, and away programs. Students weeks, may earn independent study credit pending the poster
should work with their advisors, Form Deans, the Registrar, presentation of their results at the Hockaday Fall Poster
and the Head of Upper School in crafting a course plan that Symposium. Students who have done summer research can
meets their goals. earn additional independent study credit if they continue
the research project for at least one semester the following
STUDENT DIRECTED INDEPENDENT STUDY PROGRAM academic year.
Independent studies for students who wish to pursue a special
interest currently include experiential, project-based, and real- INDEPENDENT STUDY CREDIT
world learning options either through personalized learning To receive credit for an independent study (independent
or by taking advantage of local partnerships. Because of the studies cannot count as one of a student’s solid courses but will
time expectation, the student may apply to undertake only be credited as an academic elective), the following must be
one independent study course per semester. Independent understood and accomplished:
study may be undertaken at any time by a student or groups
of students in a variety of ways. It is important that students In order to develop an independent study, the student should
recognize that their faculty sponsor will not be responsible for approach a faculty member (or in some cases, an outside
teaching them, but will be a resource serving as a mentor only. sponsor) who might be interested in directing the work and
then obtain a proposal form from Dean of Studies. Each
Discipline/Disciplines-Focused Studies: Students who plan on student should complete the form that best fits with the
working independently to further explore an area of interest nature of her independent work. It must include the reason for
will find a faculty member to oversee the work. Traditionally, the project, specific objectives, actual work to be completed,
students have used this type of independent study to delve a schedule of meeting times, how she will show evidence of
more deeply into a subject of interest and have usually completion, etc. The Registrar must have the signed proposal
conducted this work during the academic year for a semester. by a date in early September for approval for a fall study and
by mid-January for the spring. Grades (pass/fail only) will be
Service-based Studies: Students who plan on working given for an independent study at the same time as regularly
independently on social impact programs will work with scheduled classes. One-semester studies are granted one-half
the Executive Director of The Institute for Social Impact to credit, whereas year-long studies will receive one credit.
co-create an action plan for the semester that may include
background readings as preparation. All students who engage in independent studies for credit will
document their progress in the following ways by maintaining
Off-campus semesters: Students attending off-campus a record of their work and submitting it at the midpoint
semester programs will be asked to bridge the time-span and end of each semester to Dean of Studies, organizing a
before and after they leave (subject to timing of specific culminating project that is in a format that could be posted
program) by developing a mini-independent study related to on the Hockaday website as needed, and participating in the
some aspect of the program in which they are enrolled. This will Hockaday Independent Study Symposium in the Fall of the
provide structure to each student, connect their experience following year to share what they have done so that their
at Hockaday with that in the away program, and ensure they experiences can enrich the entire Hockaday community.
make the most of the entire school year.
2021– 2022 Upper School Course Catalog | 7GENERAL INFORMATION
ONE SCHOOLHOUSE To request to audit a course, students will receive the Audit
Students may take courses offered by One Schoolhouse Request Form from the Registrar. Students will need to get
to expand the array of courses available to them. Taking a the form signed by their Advisor, the teacher of the course,
course through One Schoolhouse provides a student with the Department Chair of the course, and the Head of Upper
expanded course offerings, an opportunity to connect with School. Audits are approved on a case by case basis. The Audit
peers in different states and countries, and the opportunity Request Form is due to the Registrar by May 19, 2021.
to experience learning in a collaborative, online environment.
A full description of One Schoolhouse courses may be found YEAR/SEMESTER AWAY PROGRAMS
on their website: www.oneschoolhouse.org. All students During Upper School, students have the opportunity to
interested in taking a One Schoolhouse course must participate in year or semester away programs. While there
complete an application form (available in the US Office) to are many programs from which to choose, the following is a
be approved by the Hockaday One Schoolhouse Committee. list of popular programs among our students: Swiss Semester,
Only courses not offered at Hockaday or resolve a scheduling High Mountain Institute (HMI), and The School for Ethics and
conflict will be reviewed by the Committee. Global Leadership (SEGL). These programs are designated for
students’ sophomore or junior years.
Hockaday pays 100% tuition when the course resolves a
scheduling conflict. If a student withdraws from the course, Grades earned during away programs will not be included in
the student is responsible for 50% tuition reimbursement to the Hockaday GPA. The away program will be referenced on
Hockaday. Hockaday pays 50% tuition for a student taking an the Hockaday transcript, and the transcript will automatically
academic course through One Schoolhouse as an enrichment be attached to the Hockaday transcript for college application.
course. If a student withdraws from the course, the student is
responsible for tuition reimbursement to Hockaday. Before applying to a program, the student is required to meet
with the Registrar to discuss how studying abroad will impact
All One Schoolhouse courses are referenced on the Hockaday the student’s coursework and to ensure she will be able to
transcript but not included in the Hockaday GPA. The One complete Hockaday’s graduation requirements. After meeting
Schoolhouse transcript will automatically be attached to the with the Registrar, the student and her family will meet with
Hockaday transcript for college application. the Head of Upper School concerning her goals, Hockaday’s
graduation requirements, and the impact of being away for
A list of courses available through One Schoolhouse for one or more semesters. Once accepted, formal notification to
the 2021-2022 school year are available on the application Hockaday’s Office of Admission is required by May 1st in order
form. Application forms are due to the US Office by August 15, to make tuition adjustments for the upcoming school year. If
2021. a student decides to participate in a semester-away or year-
long program once the school year begins, tuition will not be
AUDIT reimbursed.
Students may petition to audit a course when it fits into
their schedule or when auditing a course is significant to the A student participating in a study-away program for a year or
continuation of their academic path in a subject area. Students less will retain her enrolled status upon her return.
who are non-native English speakers, are required to audit an
English class and are expected to complete daily assignments
in addition to the English Language Support class. An audit
requires class attendance but not the completion of homework
or tests, additional requirements may be requested by the
teacher (for ex. participation in labs). All students auditing a
class should be prepared to engage in the class discussions in
meaningful ways. After the class has begun, a student taking
the class for credit may not switch to audit status and vice
versa. Students will receive an “AUD” on their transcript.
2021– 2022 Upper School Course Catalog | 82021 – 2022
WRITING INTERNSHIPS ADVANCED PLACEMENT (AP) AND HONORS
Using a combination of writing, interpersonal, and critical Advanced Placement (AP) classes are college-level courses
thinking skills, Writing Interns work with students on academic for which exams are offered by the College Board during two
writing assignments in one-on-one consultations through the weeks in May. Exam results may exempt the student from
Writing Center. Additionally, as part of the Writing Center’s taking the corresponding course in college, depending on
partnership with the Institute for Social Impact, Writing Interns the policy of that institution. AP teachers reserve the right to
work with DISD students, including Foster Elementary 4th require students to take the respective College Board AP exam
graders. Training for new Writing Interns involves individual as mandatory for class completion. The student’s effort may
writing consultations with the Writing Center Director, also be evaluated for an alternate exam other than the College
participation in group training sessions, and observing writing Board AP exam.
consultations conducted by senior Writing Interns and/or the
Writing Center Director. The time commitment per semester Hockaday does not offer AP or Honors courses during the
is approximately 18 hours in total (or one hour per week). All Form I year. After Form I, students will have the opportunity to
rising Form III and IV students are eligible to apply. take advanced courses by meeting prerequisites and gaining
required departmental approval.
Application Information: Applicants should submit the
following to the Writing Center Director via email at AP and Honors courses are not weighted. There is no increased
lfisher@hockaday.org by April 23, 2021: point value used in the GPA calculation of any class with the
1. recommendations from current English and Honors or AP designation.
History teachers,
2. a recent analytical writing sample, and AP exams are administered during two weeks in May each
3. a personal statement describing why the applicant would year. Registration occurs through the College Counseling
like to be a Writing Intern (approximately 150 words). Office according to a schedule set by the College Board and
AP exam fees are billed accordingly to student accounts in the
Writing Intern selections for the 2021-2022 school year will be late Spring. Students enrolled in AP courses will be notified
made by May 14, 2021. of registration details once the College Board releases the
information to College Counseling. The refund schedule and
SOCIAL IMPACT (SI) refund amount upon canceling an exam are dictated by the
COURSES College Board. Exam fees for exams that are canceled will be
Courses with the Social Impact designation are connected shared with students when the College Board communicates
to the Institute for Social Impact. To have the Social Impact their latest policies.
designation, courses must meet the goals of three of the
four pillars (community service, service learning, community HOW TO READ THIS CATALOGUE
engagement, and social entrepreneurship) and actively create Following each course title is supplemental information found
opportunities for students to experience outcomes such as within parentheses:
increased advocacy skills, real world interactions, practice
designing solutions, exploring purpose, and building empathy. • Length of the course: One year or semester.
• Frequency: ‘Three days’ indicates that it is a full-time
SOCIAL IMPACT SYNTHESIS
class, meeting at the same time of the day, three times in
Housed in the Institute for Social Impact, the Social Impact
the six-day rotation, or every other day.
Synthesis program will be open to Form IV students. The
eight-session agenda includes social impact, leadership styles, • Credits: This number is used to calculate the GPA and is
purpose finding, advocacy, design thinking, empathy, root not a factor in the calculation of graduation requirements.
causes, coalition building, storytelling, and synthesis formation Course credits are based on meeting frequency. For
which will give students the opportunity to explore the ways to example, an academic solid, meeting full time both
synthesize their academics, impact, and purpose into an end of semesters, earns three credits.
the year culminating project.
• Prerequisites: For example: ‘Form IV’ means only seniors
are allowed to request this course.
2021– 2022 Upper School Course Catalog | 9ENGLISH
ENGLISH I ENGLISH III
(one year, 3 days, 3 credits) (one year, 3 days, 3 credits; English II)
The Nigerian writer Chimamanda Adichie suggests that English III explores the rich polyphony of the literature and arts
hearing many stories about people different from ourselves of American culture as well as signal issues within the American
offers us a richer, more complex understanding of what it experience. How does this literature offer us windows into the
means to be human. “A single story,” she asserts,” is dangerous.” American spirit, and how does it inform our understanding
With Adichie’s words in mind, students in Form I read literary of ourselves and our world(s)? With texts ranging from
works in all genres, both traditional and emerging classics, Ralph Waldo Emerson’s essays to the poetry of Langston
from writers across the globe. Core texts range from Homer’s Hughes, from Nathaniel Hawthorne’s The Scarlet Letter to
Odyssey to William Shakespeare’s A Midsummer Night’s Toni Morrison’s A Mercy, and from F. Scott Fitzgerald’s The
Dream to more contemporary works such as Athol Fugard’s Great Gatsby to Sandra Cisneros’ The House on Mango Street,
My Children! My Africa!, Marjane Satrapi’s Persepolis, and Dai students read from a variety of genres of American literature,
Sijie’s Balzac and the Little Chinese Seamstress. As freshmen representing all periods of its development. Building on the
gain greater understanding of others and themselves through close reading skills acquired in English I and II, juniors gain
reading and discussion, they write to express what they have greater awareness of a given text’s style and the ways in which
learned. Concentrating on shorter essays to foster precision in that style creates meaning. Writing assignments emphasize
their writing and considering process as important as the final speaker, purpose, voice, and audience in a variety of modes.
product, students come to view their English class as a writing Whether in classical argumentation, literary and rhetorical
community that shares and workshops assignments, whether analysis, or narrative, students hone their writing through
narrative, argumentative, or analytical. In addition, students conferencing with their teachers, drafting, and revising.
continue to develop and polish vocabulary, grammar, and
rhetorical skills. SENIOR SEMINARS
BEFORE “#ME TOO”: LITERATURE AS PROTEST
ENGLISH II
(semester, 3 days, 1.5 credits, Form IV) ✱ ▲
(one year, 3 days, 3 credits; English I)
In the last few years, the #Me Too Movement has wielded
Recognizing the dynamic relationship that Britain has had
the power of social media to focus the world’s attention on
with the rest of the world, the sophomore curriculum pays
sexual harassment. Before the internet, however, protesters
attention to the way our language sounds, appears, and
were not silent; they simply harnessed an older form of media:
acquires meaning over time, while asking challenging questions
#literature. Though not focused solely on harassment, both
about power, gender, race, and class. In the growing expanse
male and female authors over the last two millennia have
of British literature, we hear the accents of people like the
called attention to the power dynamic between women and
Wife of Bath, Lady Macbeth, Jane Eyre, and Virginia Woolf,
men. Reading literature both ancient and contemporary,
and we experience the voices of contemporary and post-
both comic and tragic, students will explore the ways in which
colonial writers like Kazuo Ishiguro and Jamaica Kincaid, who
women have responded to this unequal balance of power. In
challenge the traditional notion of what it means to be British.
connection with the Institute for Social Impact, seniors will
Respecting process as well as final product, students practice
learn about local female empowerment organizations and read
more complex writing, recognizing in the literature they have
relevant texts alongside students from Irma Rangel Young
read models for language, style, and ideas. Guided by these,
Women’s Leadership School. Possible texts are Aristophanes’
students learn to use literary devices to communicate insight;
Lysistrata, Kate Chopin’s The Awakening, Zora Neal Hurston’s
to build and sustain arguments through organic strategies of
Their Eyes Were Watching God, and Three Sisters by Bi Feiyu,
development; and to write with greater precision, concision,
as well as poems, short stories and essays. Assignments may
and authenticity. The course engages strategies of workshop
include analytical, argumentative, and narrative essays as well
and revision learned in English I and continues honing close
as an independent project. This course meets the criteria
reading skills in literary analysis.
established by the Institute for Social Impact and receives an
SI designation.
2021– 2022 Upper School Course Catalog | 10 ✱ Honors Designation ▲ Social Impact Designation2021 – 2022
BIBLICAL ALLUSIONS: LITERATURE, ART, & MUSIC CREATIVE WRITING
(semester, 3 days, 1.5 credits, Form IV) ✱ (semester, 3 days, 1.5 credits, Form IV) ✱
Why did Abraham climb a mountain to sacrifice Isaac, his only All writers seem to agree that there exists within many of us
son? Did God mark Cain to protect or to punish him for the humans an indefatigable urge to express ourselves—to take
murder of Abel, his brother? And who was Mary Magdalen? our discoveries, observations, memories, and experiences
Even in the twenty-first century, Western culture poses a and shape them into an art. This course offers students the
challenge if we lack knowledge of the most famous stories opportunity to mold their ideas into poetry, fiction, creative
from the Hebrew Bible and Christian New Testament. In this non-fiction, and dramatic scripts. It provides an in-depth look
course, students will first read significant Biblical passages as at the creative process in order to examine the inspiration and
literature, analyzing the style, the content, and the context heart behind creative work, to note what other writers have to
for meaning, and then consider the ways those stories speak say about the creative process and the editing process, and to
in famous works of music, art, and literature. Joining them in develop strategies that students can use to evaluate and revise
these explorations will be their senior English teacher as well their own work. As they find methods for inspiration and learn
as faculty in art and music. Literary texts will range from the to silence their inner critic, students will be encouraged to
17th to the 21st centuries and from poetry to prose; possible take additional risks in their writing. For guidance, we will read
musical compositions are Andrew Lloyd Webber’s Joseph and discuss master texts from a writer’s perspective and will
and the Amazing Technicolor Dreamcoat and Haydn’s The also learn to use other arts such as music, painting, dance, and
Creation; and possible works of art are Caravaggio’s The film to inform the how and why of writing. Basic texts are The
Sacrifice of Isaac and Artemisia Gentileschi’s Judith Slaying Making of a Story by Alice LaPlante and Perrine’s Sound and
Holofernes. Assignments may include narrative, analytical, and Sense by Greg Johnson and Thomas R. Arp. Assignments will
argumentative writing as well as an independent project. provide students opportunities to write in all major genres and
to workshop their writing.
CONTEMPORARY LITERATURE #3
(semester, 3 days, 1.5 credits, Form IV) ✱ GOTHIC LITERATURE AND CULTURE
Breaking traditional boundaries of genre, contemporary (semester, 3 days, 1.5 credits, Form IV) ✱
writers from around the world explore form and its creation of Gothic literature has enjoyed great popularity as a literary
meaning in new and exciting ways. Benefitting from art’s ability genre since its origins in the mid-eighteenth century, thrilling
to make the familiar unfamiliar, students will find opportunities readers with the unexpected and uncanny. The ghosts,
to see their modern world anew. In class discussions and both vampires and grotesque figures that often populate Gothic
analytical and creative essays, seniors will pursue independent writings are fear-inducing not only because they destabilize
and collaborative thought, polishing their critical and established boundaries between what is “human” and
imaginative reading and writing skills. Through narratives by “monster” but also because they embody those issues that
writers such as Chimamanda Ngozi Adichie, Toni Morrison, dominant social and cultural narratives attempt to repress. In
and Celeste Ng, seniors will reflect on literary portraits of this course, we will endeavor to define the Gothic as a literary
twenty-first century life and then consider ways in which these mode by reading texts considered foundational to the genre as
portraits shape their own view of the world and understanding well as works that have developed the genre both in Western
of self. literature and beyond. We will examine how the Gothic has
evolved as a genre and the ways it reflects contemporary social
concerns. Works may include novels such as Shirley Jackson’s
We Have Always Lived in the Castle, Edwidge Danticat’s Claire
of the Sea Light, and Toni Morrison’s Beloved; short stories such
as Elizabeth Bowen’s “Demon Lover” and Louise Erdrich’s “The
Shawl”; the poetry of Edgar Allan Poe, Robert Hayden, Tracy K.
Smith, Jean Toomer, Geoffrey Hill, and others. Assignments will
include creative and analytical essays as well as a presentation.
2021– 2022 Upper School Course Catalog | 11ENGLISH
LITERATURE AND PHILOSOPHY social issues corresponding to class text material. Assignments
(semester, 3 days, 1.5 credits, Form IV) ✱ will include essays both analytical and narrative. Students are
Are you a person? Am I? What about our laptops? And if we also given two opportunities in the semester to lead class
are persons, are we identical to our seven-year-old selves? discussion. This course meets the criteria established by the
Grappling with such questions, seniors will first consider Institute for Social Impact and receives an SI designation.
the nature of identity, guided by such philosophers as Rene
Descartes, John Locke, and Simone de Beauvoir. After arriving WOMEN IN ART
at some satisfying answers—or perhaps simply more informed NEW! (semester, 3 days, 1.5 credits, Form IV) ✱
questions—we will then turn to what University of Chicago Have you ever visited a museum and wondered why
Professor Martha Nussbaum considers the focus of both the majority of the objects you see on display were made
literature and philosophy: how persons “should live,” that is, by male artists? While women have always played a major
ethics. How can we exemplify Aristotelian virtues if we struggle role in the creation of works of art, what cultural and social
to differentiate virtue from vice? Do we agree with John Stuart biases in the art world and beyond have contributed to the
Mill that we should judge an action by its effect, or is Immanuel diminishment and continued neglect of their contributions?
Kant right that it is the motivation that matters? Exploring As the art historian Linda Nochlin pondered in her iconic
these and other questions through the writings of Western essay from 1971, why have there been ostensibly so few ‘great’
philosophers, we will also bring philosophy to life through women artists? What has changed, and what has not changed
discussions of fiction and poetry by writers such as Ted Chiang, since she posed this question? What challenges have women
Margaret Atwood, Octavia Butler, and Franz Kafka. Assignments faced in making and in being represented in art? How have
include narrative and analytical writing, an op-ed, and a “This I race, class, gender, politics, and sexuality influenced the way
Believe” video. Oh, and asking lots and lots of questions. artists and feminist thinkers frame artistic practice? With
these essential questions in mind, our course will explore
LITERATURE OF MINORITIES women both as subjects and makers of art, placing particular
(semester, 3 days, 1.5 credits, Form IV) ✱ ▲ emphasis upon the modern and contemporary period in
The Literature of Minorities uses the powerful works of black, America, Europe, and across the globe. Studying visual and
Muslim, Jewish, Hispanic, and other ethnic, religious, and performance art, artist’s statements, ekphrastic poetry, short
cultural identities to interrogate the category of “minority.” stories authored by artists, art criticism, interviews, art historical
While the category, for some, problematically reinscribes texts, and film, we will assess how gender has informed the
difference, these works assert the possibility of being both production and reception of art. Visits to local art collections
different and equal. How do underrepresented people in and talks from artists and other professionals in the arts will
a society respond to the dominant power structure? This enrich our study as well. Through a combination of seminar-
question will guide our readings of the texts. Inspiring, style discussions, brief response papers, group and individual
troubling, and always thought-provoking, the works themselves presentations, and intensive rhetorical analysis of primary
act as subversive forces as they answer this question while source materials, we will consider works of art and various forms
at the same time resist conforming to the rigid standards of of art writing from a feminist perspective. Culminating projects
the literary canon. Particular attention will be paid to issues of could include composing a critical review of an exhibition,
identity as both self-selected and imposed, as both fixed and penning an artist’s statement, conducting research about
flexible, as both located and displaced, and as both local and modern and contemporary artists, engaging in an extended
global. Covering a wide expanse of time in order to examine critical dialogue with a scholarly text, examining literary works
the similarities and differences between various groups across featuring women artists, or performing a visual analysis of a
different eras, the selected texts range from Anzia Yezierska’s work of art in conjunction with a rhetorical analysis of related
Salome of the Tenements (1923) to Chimamanda Adichie’s art criticism and/or an artist’s statement.
Americanah (2013). Other possible texts include Ayad Akhtar’s
American Dervish (2012), Ana Castillo’s Peel My Love Like An
Onion (1999), and Nella Larsen’s Passing (1929). Using these
texts as well as historical documents and films, students
will engage in a critical analysis of the issue of difference in
American society that will prepare them to better understand
and interact with people of diverse backgrounds and cultural
perspectives. In connection with the Institute for Social
Impact, students will identify and design solutions to real-world
2021– 2022 Upper School Course Catalog | 12 ✱ Honors Designation ▲ Social Impact DesignationENGLISH LANGUAGE SUPPORT 2021 – 2022
English Language Support Classes are designed to
accommodate the needs of non-native English speakers
who are studying at Hockaday. The classes are transitional,
complementary classes to be taken along with the regular
curriculum. Students taking English Language Support Classes
will begin their World Language requirement after their first
year at Hockaday.
ENGLISH IN SUPPORT OF SPEAKERS OF OTHER LANGUAGES
(one year, 3 days, 3 credits)
In this course, students continue to strengthen their English
skills towards fluency. The course integrates the elements
of reading, vocabulary, grammar, listening comprehension/
note-taking, and writing. The focus is the development of
writing skills and the reading and understanding of academic
texts. Students review and practice challenging aspects of
English grammar, develop their ability to write creatively and
analytically using complex sentence structure, and work to
express themselves clearly in class discussions. Vocabulary
is taught through the study of affixes and roots, grammar,
and writing. Students concentrate on critical reading skills,
rhetorical modes of writing, and expository analysis, with an
emphasis on American culture. To prepare the students for
the level of writing they will need in the English department,
students are also enrolled in an English class on an audit basis.
The students will attend required meetings with the English
Language Support teacher and English teacher to discuss
progress in the audit class until midway through the first
semester and on an as-needed basis thereafter.
2021– 2022 Upper School Course Catalog | 13MATHEMATICS
NOTE: A student must secure approval from the Chair of the INTEGRATED MATH III ENRICHED ▲
Mathematics department to take two math courses in the (one year, 3 days, 3 credits, Integrated Math II and
same year. Math course placement is made by a student’s permission of the Chair of the Mathematics Department
current math teacher before course selection. Only those based on teacher recommendation)
courses with sufficient enrollment are scheduled. This is the final year of an enriched program that spirals
Algebra I, Geometry, and Algebra II over a three-year period
INTEGRATED MATH II / III while continuing the development of problem-solving
(one year, 3 days, 3 credits, Integrated Math II) strategies. This course includes all the concepts taught
This is a continuation of a four-year program that spirals in Integrated Mathematics III with additional topics and
concepts from Algebra I, Geometry, and Algebra II while enrichment problems that require careful analysis, emphasizes
continuing the development of problem-solving strategies. abstract thinking, and encourages originality. In connection
The course extends the algebra and geometry concepts with the Institute for Social Impact, students will work together
taught in previous courses while embedding review topics. to create activities that enrich mathematics at Hockaday and a
Topics include right triangle trigonometry, circles, functions, local DISD partner school. This course meets the criteria of the
and operations with both polynomial and rational functions. Institute for Social Impact and carries an SI designation.
Goals for the course include helping the student develop the
ability to explore and solve mathematical problems, think MATHEMATICS ELECTIVES
critically, work cooperatively with others, and to communicate FUNCTIONS AND TRIGONOMETRY
ideas clearly. Students will complete the Integrated Math (one year, 3 days, 3 credits, Integrated Math III)
program the following school year. Furthering topics from Integrated Math, this course reinforces
algebraic thinking and improves problem-solving techniques
INTEGRATED MATH IIIB and critical thinking skills. Topics include the fundamentals
(one year, 3 days, 3 credits, Integrated Math II/III) and real-life applications of various elementary functions
This is the final year of a four-year program that spirals Algebra (including polynomial, rational, exponential, and logarithmic),
I, Geometry, and Algebra II while continuing the development an introduction to trigonometry, and an introduction to
of problem-solving strategies. This course is a continuation of conic sections.
the Integrated Math II/III course and is designed to reinforce
previously learned concepts while continuing the development PRECALCULUS
of algebraic thinking. Topics from algebra (including the (one year, 3 days, 3 credits, Integrated Math III)
following functions - polynomial, radical, rational, exponential, Precalculus connects the concepts from the different
and logarithmic), geometry, statistics, logical reasoning, and branches of mathematics (arithmetic, algebra, geometry,
discrete mathematics (sequences and series) are integrated trigonometry, discrete mathematics, etc.) to calculus.
throughout the course. Goals for the course include This course is designed to help students develop their
helping the student develop the ability to explore and solve proficiency in algebra, to strengthen their understanding
mathematical problems, think critically, work cooperatively with of the underlying mathematical concepts, and to extend
others, and to communicate ideas clearly. and bridge their conceptual knowledge. Course topics
include various elementary functions, conics, parametric
INTEGRATED MATH III equations, transcendental functions, and an extensive study of
(one year, 3 days, 3 credits, Integrated Math II) trigonometry.
This is the final year of a program that spirals concepts from
Algebra 1, Geometry, and Algebra II over a three-year period PRECALCULUS ENRICHED
while continuing the development of problem-solving (one year, 3 days, 3 credits, Integrated Math III Enriched and
strategies. Topics from algebra (including the following permission of the Chair of the Mathematics Department
functions – polynomial, radical, rational, exponential, and based on teacher recommendation)
logarithmic), geometry, statistics, logical reasoning, and This course includes all the concepts taught in Precalculus with
discrete mathematics (sequences and series) are integrated additional enrichment problems that require careful analysis
throughout the course. Goals for the course include while emphasizing abstract thinking and originality. Additional
helping the student develop the ability to explore and solve topics include the study of limits, continuity, and the derivative.
mathematical problems, think critically, work cooperatively with
others, and to communicate ideas clearly.
2021– 2022 Upper School Course Catalog | 14 ✱ Honors Designation ▲ Social Impact Designation2021 – 2022
STATISTICS ▲ AP CALCULUS BC
(one year, 3 days, 3 credits, Integrated Math III) (one year, 3 days, 3 credits, Precalculus Enriched
This course introduces the student to the major concepts or AP Calculus AB)
and tools for collecting, analyzing, and drawing conclusions This course includes the syllabus of the BC Calculus Advanced
from data. Basic statistical terminology and thinking is Placement Examination and is a continuation of the study
emphasized while computational procedures are minimized. of calculus begun in Precalculus Enriched or Calculus AB.
Students completing this course will obtain a firm base for Single-variable calculus is the focus as limits, derivatives,
further statistical study. In connection with the Institute of integrals, approximation, applications, and modeling are
Social Impact, students will aggregate data and/or summary extended to include infinite series and topics from analytic
statistics, create visual displays, and analyze results to address geometry. Concepts and problems are represented graphically,
local issues of their choice. A goal of this work is to instill numerically, analytically, and verbally, and connections are
empathy and raise awareness within the individual and the made amongst these representations. Technology is used to
community. This course meets the criteria of the Institute for help solve problems, explore concepts, interpret results, and
Social Impact and carries an SI designation. support conclusions.
CALCULUS MULTIVARIABLE CALCULUS ✱
(one year, 3 days, 3 credits, Precalculus) (one year, 3 days, 3 credits, AP Calculus BC and permission
Students who take Calculus will learn fundamental calculus of the Mathematics Department Chair based on teacher
topics including limits, derivatives and integrals. This course is recommendation)
designed to help students thoughtfully apply their pre-calculus This course is a study of advanced mathematics beyond the
knowledge of functions and graphing and will lead students AP Calculus BC curriculum, and students will study differential
to a robust understanding of how to evaluate our world via the and integral calculus in three dimensions. Topics include
lens of calculus. solid analytic geometry, vector-valued functions, partial and
directional derivatives, cylindrical and spherical coordinate
AP STATISTICS systems, and multiple integrals. Students will also learn
(one year, 3 days, 3 credits, Integrated Math III) techniques for solving several types of ordinary differential
Advanced Placement Statistics introduces the student to the equations including exact, higher order homogeneous, and
major concepts and tools for collecting, analyzing, and higher order nonhomogeneous. Online 3D graphing software
drawing conclusions from data. The course is divided into four will be used throughout the course to enhance students’
major themes: exploratory analysis, planning and conducting understanding.
a study, probability, and statistical inference. Within each
theme, the topics emphasize statistical thinking and minimize
computational procedures. An important component of the
course is the use of technology. Projects and laboratories,
cooperative group problem solving, and writing as part of
concept-oriented instruction and assessment are integral parts
of the course.
AP CALCULUS AB
(one year, 3 days, 3 credits, Precalculus or
Precalculus Enriched)
This course includes the syllabus of the AB Calculus Advanced
Placement Examination. It is the study of topics in differential
and integral calculus including limits, derivatives, integrals,
approximation, applications, and modeling. Concepts and
problems are represented graphically, numerically, analytically,
and verbally, and connections are made amongst these
representations. Technology is used to help solve problems,
explore concepts, interpret results, and support conclusions.
2021– 2022 Upper School Course Catalog | 15MATHEMATICS
MATHEMATICS COURSE SEQUENCES
Below each underlined course are the common options that a student is recommended to take following
completion of the course. Advancement to each new level requires permission of the Department Chair
based on teacher recommendations.
Integrated Math II/III Functions and Trigonometry Calculus
Integrated Math IIIB Precalculus or AP Calculus AB or
AP Statistics or AP Statistics or
Integrated Math IIIB Statistics Statistics
Precalculus or
Functions and Trigonometry Precalculus AP Calculus AB
AP Calculus AB or AP Calculus BC or
Integrated Math III Calculus or AP Statistics or
Precalculus or AP Statistics or Statistics
Functions and Trigonometry Statistics
AP Calculus BC
Integrated Math III Enriched Precalculus Enriched Multivariable Calculus or
Precalculus Enriched or AP Calculus BC or AP Statistics
Precalculus AP Calculus AB
UPPER SCHOOL MATHEMATICS COURSE SEQUENCE
EACH STUDENT IS INDIVIDUALLY ADVISED AS SHE ADVANCES THROUGH THE MATH PROGRAM.
THE CHART BELOW ILLUSTRATES THE MOST TYPICAL COURSE PROGRESSIONS.
Integrated
Integrated Integrated
Math III
Math II/III Math III
Enriched
Integrated Functions and Precalculus
Precalculus Precalculus
Math IIIB Trigonometry Enriched
Functions and
Precalculus Calculus AP Calculus AB AP Calculus BC
Trigonometry
AP Statistics*
Calculus AP Calculus AB AP Calculus BC Multivariable
or Statistics
Calculus
* The prerequisite for AP Statistics or Statistics is Integrated Mathematics III.
It may be taken concurrently with Precalculus or any course beyond Precalculus.
2021– 2022 Upper School Course Catalog | 16 ✱ Honors Designation ▲ Social Impact DesignationCOMPUTER SCIENCE 2021 – 2022
AP COMPUTER SCIENCE A
(one year, 3 days, 3 credits, Integrated Math III)
This course is an introduction to computer programming and the
Java programming language. Students will engage in creative
problem-solving while modeling real-world situations through
a hands-on approach to coding. Topics include loops, recursive
methods, sorting and searching algorithms, and inheritance.
Emphasis is placed on designing, writing, and debugging
programs, both individually and as part of a programming team.
Interactive labs will be used throughout the course to prepare
students for the AP exam in May.
2021– 2022 Upper School Course Catalog | 17WORLD LANGUAGES
The Hockaday School World Languages Department strives MANDARIN CHINESE III
to provide every student with meaningful study of languages (one year, 3 days, 3 credits, Mandarin Chinese II or
and cultures. We guide our students in the development of placement by examination)
communication and multicultural skills to become confident This course helps students expand their base from the first
leaders and lifelong learners in an interconnected world. Our two years of Chinese (or its equivalent) and to continue to
students undertake a journey of discovery and pursue their develop the four skills: listening, speaking, reading, and writing.
language studies to their highest potential, resulting in deeper Situational dialogues will aid in the acquisition of more varied
cultural understanding and an enriched life experience. vocabulary and more sophisticated grammar. In this course,
students are required to write short compositions in Chinese.
Developing the skills to become an effective language learner There is rigorous practice of spoken and written Chinese in
requires continuity and frequency. The first three levels of a complex, communicative activities. Students also do intensive
language form a foundation upon which significant linguistic reading of expository writings on a variety of cultural topics
proficiency and cultural understanding can be achieved. The and continue to use the computer to type Chinese characters.
process of language acquisition as an academic endeavor
is both valuable and necessary for the 21st century student. AP MANDARIN CHINESE
For this reason, satisfactory completion of a world language (one year, 3 days, 3 credits, Mandarin Chinese III or
through level III is required for graduation, with at least placement by examination)
two years of the same world language in the Upper School. Advanced Chinese grammar and conversation is emphasized
Students are expected to continue the same language begun in this course while building on the four basic skills through the
in the Middle School unless a change has been approved by use of authentic materials from Chinese television, newspapers,
the Department Chair and the Head of Upper School. movies, and Internet materials. Students reflect upon various
aspects of Chinese culture and modern Chinese life while
CHINESE developing critical-thinking skills and a better understanding
of the culture of China. Students read, write, tell stories, and
MANDARIN CHINESE I
discuss culture in the target language. After intensive language
(one year, 3 days, 3 credits)
practice, students take the AP Chinese Language and
This course provides a basic introduction to Modern Standard
Culture Examination.
Mandarin Chinese while focusing on the special needs of
students from non-Asian-language-speaking families. The
ADVANCED CHINESE LANGUAGE AND CULTURE FOR
emphasis is on developing introductory listening, speaking,
HERITAGE AND NON-HERITAGE SPEAKERS ✱
reading, and writing skills. Proper pronunciation is stressed
(one year, 3 days, 3 credits, AP Mandarin Chinese, teacher
from the beginning and is taught by mastering the Pinyin
recommendation, or native or near-native verbal and written
Romanization system. Communication skills, basic grammar,
fluency with placement test and Department Chair approval)
and vocabulary are stressed. The study of Chinese culture is
Chinese Language and Culture is a post-AP honors level
woven throughout the course providing students with the
language class, open to students who have completed the AP
opportunity to develop an appreciation for Chinese traditions
level course or are native speakers. The course will focus on
and the Chinese people.
further developing language proficiency while promoting a
deeper cultural and social awareness of the diverse cultures
MANDARIN CHINESE II
of China. The emphasis will focus on thematic topics such
(one year, 3 days, 3 credits, Mandarin Chinese I or
as current events, regional cuisines, traditional visual and
placement by examination)
performing arts, classic and contemporary film, classical
This course continues teaching functional vocabulary and
literature, business customs, historical landmarks, and minority
basic Mandarin Chinese grammar to further develop listening,
cultures of China. The course is intended to help students
speaking, reading, and writing skills. At this level, greater
develop the four communication skills of listening, reading,
emphasis is placed on developing strong reading and writing
speaking, and writing through thematic research, group
skills, while continuing to practice good pronunciation, and
collaboration, and presentations which focus on creative
improving communication skills. At this time, students begin
and fluent use of the Chinese language. Native speakers
to use the computer to type Chinese characters. By the end
may contribute a unique perspective which enriches the
of the second year, students are able to communicate basic
class discussion and promotes greater depth of cultural
needs in a Chinese-speaking community and read or write
understanding.
simple paragraphs. Cultural enrichment continues to be an
integral part of the curriculum.
2021– 2022 Upper School Course Catalog | 18 ✱ Honors Designation ▲ Social Impact DesignationYou can also read
