Courses at Harker

Course Description for MIA: The course follows two tracks with the purpose of preparing students to excel in critical thinking and research. The first track is a seminar-style discourse on current events. Due to the variability of modern international affairs, the curriculum will change to cover international issues as they occur. In order to build skills to understand complicated international events students will be instructed in media literacy. Students will also use international news sources to examine events with diverse critical tools ranging from scholarly journals to books. The second track of the class works on developing research skills in order to write a college-level term paper. Students will choose their own international issues and write a policy analysis and proposal on that topic. During the semester, students will be instructed on research strategies and build skills to best leverage diverse resources. The end result of this track is a deeply researched original piece of scholarship. This class prepares students for the expectations of a seminar style class in college in addition to providing students with the experience of writing a college-level term paper. Course Description for MIT: H-MIT is a seminar-style discourse on complex ongoing international topics and philosophical questions with the objective of preparing students to excel in critical thinking and research. The content of the class will flex but will focus on multidisciplinary areas of ongoing debate over issues of the human condition, economic conduct and ethics. For example, students will engage in a deep dive into the practical and ethical questions about affirmative action, merit and defining intelligence. In order to build skills to understand complicated multidisciplinary issues, students will be instructed in epistemological systems and how to understand and test justified beliefs. Students will interact with diverse sources from scholarly journals to podcasts and learn critical philosophical tools from skepticism to casuistry. The class will also develop research skills in order to write brief argumentative college-level papers. Prerequisites: Completion of grade 11 history requirement and departmental approval. UC approved. Interview with: Mr. Halback Produced by: Evan Cheng

The unique characteristic of this course is that it is in a mini-MBA format consisting of four separate modules to be touched upon throughout the year: marketing, accounting & finance, entrepreneurship, and strategy & management. The focus of the course is to deliver a broad-stroke approach to the students, providing essential concepts and principles that are brought into action through a capstone project and competitive event that each module requires. Once these concepts have been mastered and applied for each module, we will delve deeper into each subject through the research and discussion of Harvard Case Studies. Students will apply their learning and live the mantra “learn by doing” as they simulate roles of CEO, consultant, CFO, etc., to bring solutions to complex and extraordinary issues that companies and entrepreneurs often face. This episode discusses Principles of Business in addition to briefly discussing DECA and other business opportunities for students at the Upper School. Interview with: Mr. Acheatel Produced by: Evan Cheng

This year-long course provides students with an immersive exploration of the tools, techniques and terminologies used in the world of production. With an eye to history we will explore the practical considerations that have shaped the performance space and the evolution of production resources (scenery, lighting, costume, sound and properties). Students will learn how to use tools safely for scenic construction, foundations of costume research and design, light board programming and operation, and sound reinforcement and engineering. The applications of production in all aspects of performance will also be explored, with attention to how the demands of dance, choral music, orchestral music and opera have shaped and expanded the role of “tech” in presentations. This episode discusses Study of Theater in addition to the opportunities for students interested in technical theater at the Upper School. Interview with: Mr. Larsen Produced by: Evan Cheng

Intended to prepare students for the AP examination in psychology, this course introduces students to the systematic and scientific study of the behavior and mental processes of human beings. Students become familiar with the various branches of psychology and the methodologies used by psychologists. Physiological, psychodynamic and behavioral schools of thought are all addressed. Key topics include personality theory, developmental psychology, psychopathology and treatment, theories of motivation, emotion and learning, and social psychology. Students are evaluated on a variety of assignments including projects, quizzes and tests and are introduced to psychological research. Interview with: Dr. Turchin Produced by: Vedant Kenkare

Study of Visual Arts focuses on artistic contributions produced in the past as a foundation for an exploration and understanding of contemporary art. Students explore the relationship of visual sensibilities and the artistic process as seen in Asian, African, Egyptian, Greek, French and Spanish art. Through lectures and related hands-on projects, they explore the development of art as a worldwide expression of life issues. This episode discusses Study of Visual Arts in addition to the opportunities for students interested in the visual arts at the Upper School. Interview with: Mr. Martinez Produced by: Evan Cheng

A blend of traditional chorus and training ground, Bel Canto explores choral technique and music theory, and many musical genres, including African-American spirituals, traditional Latin, modern choral, non-English folk songs, pop and jazz music. Students may remain in Bel Canto multiple years, taking advantage of the changing repertoire and varied genres in order to maximize their choral music education and prepare them for whatever type of ensemble they will choose in college or as an adult. Others participate in Bel Canto a year or two before choosing to specialize by requesting Camerata or auditioning for Cantilena or Downbeat, and indeed a year in Bel Canto is required before joining one of these other groups. This episode discusses Bel Canto in addition to briefly discussing other opportunities for vocal music such as Cantilena, Camerata, and Downbeat. Interview with: Ms. Sandusky Produced by: Evan Cheng

Study of Theater gives students an understanding of theater as it exists today and provides a common vocabulary covering all aspects of modern stage performance, production and history. Through individual exploration, group discussion and practical experience, students will examine the forces throughout history that have shaped the evolution of acting, directing, technical theater and musical theater. By examining theater from many regions and styles, students gain an appreciation of the skills employed by theater artists today and those artists whose works endure. This episode discusses Study of Theater in addition to the opportunities for students interested in theater at the Upper School. Interview with: Mr. Draper Produced by: Evan Cheng

In Study of Music, the language of music is examined, including musical symbols and notation, the tonalities of different musical instruments, harmonization, arrangement and composition. The history of music is explored through listening, reading assignments, class discussion and written work. An appreciation of music from various cultures is fostered. The historical, cultural and personal circumstances surrounding the creation of famous musical works is also discussed. This episode discusses Study of Music in addition to the various opportunities for musically-inclined students at the Upper School. Interview with: Ms. Sandusky Produced by: Evan Cheng

Study of Dance builds problem-solving and creative thinking skills. As students focus on perceiving, comprehending, imagining and evaluating, they develop strong interpretive, analytical and critical thinking skills. By learning to make choices within structure, dance students learn to develop individual and group solutions to complex problems. Dance curricula provide many opportunities for students to articulate complex problems and to practice divergent and nonlinear thinking in order to generate solutions. The process of exploring the art of dance allows students to develop their communication skills and acquire new symbolic literacy. Students will also develop dance skills, choreography knowledge and a historical perspective of dance. Note that Study of Dance is an academic course and, unlike the after- school dance courses, it does not satisfy the P.E. requirement. This episode discusses Study of Dance in addition to opportunities for dance at the Upper School. Interview with: Mr. Kuehn Produced by: Evan Cheng

The speech and debate department provides students with a breadth of opportunities in debate (policy, congressional, public forum and Lincoln-Douglas formats) and individual speech events. The lifelong value of written and oral communication skills are emphasized within an environment that encourages students to participate in local, regional and national tournament competitions. There is an emphasis on critical thinking, research, argumentation and presentation. Travel fees apply for tournament competitions.

This one-semester elective course will give students a general overview of the fundamental principles of astronomy. Students will investigate the formation of our solar system as well as the composition and characteristics of a variety of solar bodies including planets, comets, asteroids, moons and the sun. This modern knowledge will be taken in a historical perspective, as students learn about the evolution of astronomical ideas. Also included is an observational component that covers constellations, the celestial sphere and the motions of heavenly bodies. A discussion of telescope types and uses will complement this section. In addition, students will grapple with some fundamental questions about the universe: where did we come from, where are we now, and where are we going? The first step in this journey takes us to the birth, life and death of stars. A detailed look at the sun (the star we know best) will assist students in understanding the life cycle of stars. The demise of massive stars gives us such fascinating objects as supernovae and black holes. The course culminates with the topic of cosmology. Here, students learn about the expansion of the universe and discuss theories of the universe’s origin (such as the Big Bang), as well as its fate. Prerequisite: Physics or Honors Physics. UC approved. Interview with: Dr. Nelson Produced by: Evan Cheng

Behavioral Economics examines how psychological, social and cognitive factors impact decision-making. In traditional economic models, humans are considered to be perfectly rational - meaning that they make “perfect” decisions based on price. In practice, human behavior is more unpredictable, or “predictably irrational.” Behavioral economics studies how people respond to stimulus when they make decisions and why they respond that way. Prerequisite: Completion of Economics or one semester of AP Economics. UC approved. Interview with: Mr. Lizardo Produced by: Evan Cheng

Harker is a member of this consortium of independent schools from around the country and world. There is no requirement for Harker students to take a Global Online Academy course, but students may find that these elective offerings, taught through a different medium by teachers from member schools and taken with other students from these schools, enrich their education. All GOA courses have asynchronous components (students participate each day on their own schedules) and synchronous components (when students collaborate together or work with their teacher, generally using video conferencing software). A GOA course counts as one of a Harker student’s six courses - it cannot be taken as an Extra Period Option course. The student will have a “free” period in the schedule for the GOA course, but significant time and energy must be committed to the GOA course both during this “free” period and during traditional evening homework time. Basic logistical requirements to take a GOA course include having Skype installed on the computer, but individual courses may have additional requirements. A student who is interested in taking a GOA course must go to the GOA website to read the full description of the course and register and then contact the Harker academic dean for further information. Registration for a GOA course is a multistep process that begins with these steps. Interview with: Ms. Horan Produced by: Evan Cheng

This course will explore a variety of topics related to the science of food including: the chemistry and nutrition of carbohydrates, fats and proteins; the chemistry and importance of the various vitamins, minerals and phytochemicals in our diets; the use of food substitutes and additives to various food products; the role of microorganisms in the production of various foods such as bread and yogurt and how these microbes alter the chemistry of important foods; and the chemical changes that take place in foods during cooking and baking. We will be spending significant time both in the lab and in the kitchen, conducting experiments and investigating the impact of cooking and baking on different foods. Prerequisite: Chemistry, Honors Chemistry or AP Chemistry. UC approved. Interview with: Dr. Schafer Produced by: Larissa Tyagi

Research Methods is designed for students interested in independent science research. Because of the breadth of material included in most science classes, it is a challenge for students to delve deeply into a given topic that interests them. This program allows students to develop a research question using resources online and in college libraries. Students design and conduct experiments to test their research questions and then analyze their results with statistical analyses. Students expand their communication skills with formal reports and presentations to the class. They also participate in a larger research community at the local science fair and the Harker Research Symposium. Prerequisite for Research Methods: Physics or Honors Physics and recommendation of the student’s science and/or mathematics teacher. In addition, students must attend a brief meeting in the spring prior to their enrollment in the course. UC approved. In Advanced Research, students have the option of continuing their research projects from the Research Methods course with additional experiments and/or more in-depth analyses. They also may pursue research in a different field altogether. Students who complete a research project over the summer or are ready to collect data on a project approved by the instructor may also enroll. The course requires much independent work, but also incorporates peer review and mentoring of less experienced research students. Advanced Research may be taken for credit more than once. With instructor approval, students may enroll in an honors version of the course. Honors students are held to a higher standard of writing quality and are expected to incorporate original procedures and/or analysis into their projects. Honors students also take on additional mentoring duties with students in the Research Methods course. Prerequisite for Advanced Research: Research Methods or instructor approval. Typically, instructor approval requires satisfactory completion of a summer research internship or a formal research proposal. Interview with: Mr. Spenner Produced by: Evan Cheng

AP Physics 2 follows all directives as set by the College Board in their description of the AP Physics
 2 course. This course (which replaces AP Physics B) continues the systematic introduction to the main principles of physics that began in the freshman physics course and emphasizes the development of conceptual understanding and problem-solving ability using algebra and trigonometry. The Physics 2 course includes topics in both classical and modern physics. Knowledge of algebra and basic trigonometry is required; the basic ideas of calculus may be introduced in the theoretical development of some physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems is a major goal of the course, which serves as preparation for the AP Physics 2 exam. Prerequisite for AP Physics 2: Students who completed Honors Physics with a B+ both semesters or Physics with an A both semesters, have concurrent enrollment in Honors Precalculus or higher level math course, and earn department approval are eligible for AP Physics 2. UC approved. AP Physics C follows all course directives as set by the College Board in their description of the AP Physics C course. This yearlong, calculus-based physics course is composed of roughly one-half mechanics (including linear and rotational kinematics and dynamics) and one-half electricity and magnetism. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. The sequence is more intensive and analytic than that in AP Physics 2. Strong emphasis is placed on solving
 a variety of challenging problems, some requiring calculus. After this course students will be able to take the AP Physics C exam in either Mechanics or Electricity and Magnetism. Prerequisite for AP Physics C: AP Physics C is designed for students who have earned A- or higher grades in Honors Physics and have completed, or for seniors are enrolled in, AP Calculus BC. Department approval required. UC approved. Interviews with: Dr. Brada and Mr. Spenner Produced by: Evan Cheng

The discoveries and the methods of analysis that are the basis of 20th-century physics have dominated our lives and in many cases set the tone of our intellectual debate. Discoveries from quantum mechanics are the basis for all the current work in the development of modern materials and in modern electronics devices such as transistors. Using a conceptual approach this course covers special and general relativity, the quantization of energy, particle-wave duality, the four fundamental forces, and the latest theories regarding the fundamental building blocks of nature. Prerequisite: Physics or Honors Physics. UC approved. Interview with: Dr. Nelson Produced by: Evan Cheng

This one-semester course explores the major concepts in ecology through an exploration of the Earth’s ocean ecosystems. First, we explore the unique conditions in the ocean and implications for life living there. Then we investigate the distribution of the Earth’s oceans, the major currents and the control and effect of tides. Next, we explore the various components of marine food webs, starting with phytoplankton and working our way up to fish, marine mammals and sea birds. The last part of the course includes a survey of the major ocean ecosystems and their unique features. Prerequisite: Physics or Honors Physics. UC approved. Interview with: Dr. Schafer Produced by: Larissa Tyagi

The primary objective of this course is to introduce the basic principles of electric circuits through experimentation and laboratory-based activities. The emphasis in the course will be on analog circuits with an introduction to digital electronics at the end of the semester. Specific objectives include recognizing safe electrical hazards and practicing proper safety procedures in the laboratory; identifying components from a circuit diagram; constructing circuits from circuit diagrams; being able to decompose circuits into parallel and series networks and apply Thevenin’s theorem to simplify circuits for analysis; being able to apply Kirchoff’s Laws and Ohm’s law to analyze a circuit; applying various mathematics modes to analyze circuits including solving simultaneous equations, logarithms, exponentials and sinusoidal functions; making accurate electric measurements using a digital multimeter and oscilloscope; developing techniques for troubleshooting electric circuits; designing and building a complex circuit using various components and solderless breadboards; and designing and building a complex circuit using the software Electronic Workbench. 
 Prerequisite: Physics or Honors Physics. UC approved. Interview with: Dr. Nelson Produced by: Evan Cheng

Honors Chemistry serves as an introduction to modern chemistry. Atomic structure, bonding, phase change, solutions, chemical reactions, thermodynamics, acid- base equilibria, kinetics and aspects of organic and inorganic chemistry are included. Emphasis is placed on developing problem-solving skills. This course incorporates lab work. Honors Chemistry Prerequisite: Physics or Honors Physics and departmental approval. UC approved. AP Chemistry is the equivalent of an introductory college general chemistry course. We begin with a brief
 review of some basic topics in chemistry relating to the nature of atoms, molecules, ions, the concept of mole and stoichiometry. This is followed by a more in-depth discussion of the electronic structure of atoms, the nature of chemical bonding and how it relates to states of matter, thermochemistry, chemical kinetics, chemical equilibrium, thermodynamics and electrochemistry. We will also touch upon basic organic and nuclear chemistry. A major objective of this course is to understand basic principles and apply them towards solving comprehensive problems. The course is integrated with a rigorous laboratory program. Students who have completed this course will be prepared to take the AP Chemistry examination as well as the SAT Subject Test in chemistry. AP Chemistry Prerequisite: Grade 10 - AP Chemistry is available to sophomores who satisfy department requirements to take the course, earn an A or better each semester of Honors Physics, obtain department approval and successfully complete a Harker summer course. UC approved. Grade 11 & 12 - Honors Chemistry and departmental approval. UC approved Interview with: Mr. Korin Produced by: Arushi Saxena

Biotechnology is the use of living organisms or their products to enhance our lives and our environment. This course examines the fundamental issues of biotechnology, such as what biotechnology is and its history, how biotechnology is done and being used today, how it impacts the lives of humans, other animals, plants and the environment. We also look at ethical issues about the role of science and technology in our society. The course is very lab-based, allowing the students exposure to many of the basic techniques used in biotechnology today. Prerequisite: Completion of first semester of Biology or Biology Honors. UC approved. Interview with: Dr. Harley Produced by: Evan Cheng

Honors Biology is designed for students who have a proven interest and ability in science. This yearlong course provides a detailed view of fundamental biological processes, cell structures and function, molecular and classical genetics, basic biochemistry, evolution, anatomy and physiology, and ecology. Honors Biology Prerequisite: Chemistry or Honors Chemistry and departmental approval. UC approved. AP Biology prepares students for the AP Biology examination as well as the SAT Subject Test in biology. Included in this course are biochemistry, cytology and cellular energy transformations, taxonomy, ecology and population dynamics and molecular genetics, heredity and evolution. AP Biology Prerequisite: Grade 11 - AP Biology is available to juniors who satisfy department requirements to take the course (from Honors Chemistry an A- or better for the first semester; from AP Chemistry a B+ or better for the first semester), obtain departmental approval and successfully complete a Harker summer course. UC approved. Grade 12 - A or better in Biology or B+ or better in Honors Biology and department approval. UC approved. Interview with: Mr. Pistacchi Produced by: Evan Cheng

The purpose of this course is to introduce students to the five major world religions (Hinduism, Buddhism, Judaism, Christianity and Islam), along with other religious traditions such as Shamanism, Mysticism, Taoism, Confucianism and modern religious sects. Students will develop an appreciation for the cultural impact of those faiths on their respective societies. Prerequisite: World History 1. UC approved. Interview with: Dr. Meyer Produced by: Evan Cheng

This course introduces students to the intellectual history of Western Europe from the Greeks and late medieval thinkers such as St. Thomas Aquinas through 20th-century philosophers such as Nietzsche. It will focus on the ideas that inspired many of the political systems and movements that are the foundation of the modern western political world. It will also explore the relationship between intellectual history and the social, religious, cultural and economic movements and reforms that helped to shape and define European society. Primary sources will be used extensively and students will be asked to explore the ideas of such thinkers as Plato, Machiavelli, Locke, Kant, Rousseau, Mill, Burke, Smith, Marx, Hegel and Freud. Prerequisite: Completion of grade 11 history requirement or departmental approval. UC approved. Interview with: Dr. Meyer Produced by: Evan Cheng

Honors US History is a survey of United States history from the pre-Columbian period to the present, with emphasis on the in-depth study of movements in the 20th and 21st centuries. Students will use and interpret advanced primary and secondary sources to gain a deeper understanding of political, economic, social, intellectual and cultural history, and to develop analytical arguments by selecting and using applicable historical evidence to support claims. The course will also include regular research projects and presentations, including a long-form written research paper. Note: This course will not prepare students for the AP exam in U.S. History. AP US History is intended to prepare students for the AP examination and requires a depth and breadth of study designed to challenge students. In AP U.S. History, each of the topics in the regular course is studied with a greater intensity, as the roots and impact of major social, political and economic trends are more closely examined. In addition to the discussion of content material, the mastery of analytical essay writing, the evaluation of primary source documents, historical research and daily student participation are emphasized. Prerequisite: Completion of grade 10 history requirement and department approval. UC approved. Interview with: Ms. Rees Produced by: Evan Cheng

AP English Literature and Composition develops students’ skills from previous study of British and American literature and prepares students for the rigorous end-of-year exam. Students will familiarize themselves with a wide range of literary responses to the human condition and participate in the discourse at an intensive level demonstrating independence of thought. Students will experience an abundance of literary voices such as Samuel Beckett, Elizabeth Bishop, Albert Camus, Joseph Conrad, Charles Dickens, Emily Dickinson, John Donne, T.S. Eliot, John Guare, Thomas Hardy, Langston Hughes, James Joyce, Chan-rae Lee, Toni Morrison, Mary Oliver, Sylvia Plath, Adrienne Rich, William Shakespeare, Tom Stoppard and Virginia Woolf. As this course intends to simulate a college-level seminar, students will be expected to achieve clarity of expression in discussion as well as in writing. Students will be encouraged to engage in literary dialogue with their peers and instructor, so the environment will be dynamic and student-centered. College-level writing skills will be stressed. Close textual analysis and interpretive essay writing will be practiced daily with a view towards considerations of structure, style, theme and socio-historical context. Frequent timed essays and occasional objective exams on reading assignments will model the AP exam. Informal, exploratory writing activities will serve as aids in prompting discussion and in evaluating whether or not students are balancing generalizations and specific illustrative details. Revision skills will be refined through peer editing and teacher evaluation. Assessments include one-on-one conferencing between instructor and student, rubric creation and analysis, and written feedback regarding prose style, rhetoric, and attention to standard grammar and syntax. In semester two, students will complete a researched essay. Prerequisite for AP English Literature and Composition: English 3 or Honors English 3 and departmental approval. UC approved. The English department offers a variety of electives for seniors, which will stimulate their interest through courses that are designed to deepen appreciation for literature. Course offerings focus on genres, literary periods, the history of ideas, individual authors or literary stylistics. Electives offered in the fall semester require a subject-specific research essay. With the exception of AP English: Literature and Composition, juniors, with approval, may take the electives in addition to the required English 3 course. Interview with: Dr. Paskali Produced by: Evan Cheng

Programming helps entry-level computer science students develop their computational thinking skills by applying the basic steps in algorithmic problem solving and abstraction. Students apply modern software design techniques to strategize and communicate solutions and then develop a program that embodies their solutions. Throughout the course, students will increase their abstraction skills by analyzing complex problems and decomposing them into smaller more manageable problems and by so doing gain not only an appreciation of elegant solutions but also experience the thrill of obtaining them. Students will store objects in a data structure and then manipulate them, explore virtual worlds with robots, and fashion creatures of their own design while learning basic programming and algorithmic thinking skills. Programming is designed to fulfill the prerequisite for students who intend to pursue Advanced Placement Computer Science A. Prerequisite for Programming: Geometry or Honors Geometry. UC approved. Advanced Programming helps students develop their computational thinking skills by applying the basic steps in algorithmic problem-solving and abstraction. Students apply software design techniques to strategize and communicate solutions and then develop a program that embodies their solutions. Students learn to use techniques such as inheritance, methods and recursion to break complex problems down into smaller, more manageable sub-problems. Students not only gain an appreciation of elegant solutions but also experience the thrill of obtaining them. Using one or more modern programming languages, students explore virtual worlds (Karel worlds, GridWorld and gameboards) while learning object-oriented programming skills such as creating classes, designing and implementing methods, and exploring inheritance. Students expand their programming skills by applying techniques like recursion to solve an adventure puzzle or game. Advanced Programming is a fast-paced course and is a prerequisite for the student who has an intense interest in computer science and intends to follow up this course with Advanced Placement Computer Science with Data Structures (i.e., data structures such as linked lists, stacks, queues, priority queues, trees, and maps). At completion, successful students are qualified for either AP Computer Science or AP Computer Science with Data Structures. Prerequisite for Advanced Programming: Geometry or Honors Geometry with A- or better. UC approved. Interview with: Ms. Peregrino Produced by: Arushi Saxena

This course provides an introduction to exciting applications and topics in computer science. Using a combination of in-class discussions, hands-on projects, worksheets, forum discussions and guest speakers, students learn about digital representations, computational models and abstraction. The course is organized around the study of current topics in computer science. Although specific topics may vary, typical topics include computer architecture and networking, programming, ethical issues in computer science, gaming as a learning platform, and social media and privacy concerns. Prerequisite: Algebra 1. UC approved. Interview with: Mrs. Main Produced by: Evan Cheng

This yearlong course offers students an authentic entrepreneurship experience where they will develop, commercialize and market their own product or service. In the first phase of the course, students will develop a business concept hypothesis and validate this concept through market research and LEAN startup methodologies. Students will develop a minimum viable product and continue to pivot the product and business model until they achieve product-market-fit. In the second phase, students will receive seed funding to propel their business into reality, and then will focus on product production, customer acquisition and scaling the business. In addition to seed funding, students receive startup curriculum to help them at each stage of the startup’s life cycle, and they will be paired with Bay Area entrepreneurs and business experts who will serve as coaches and mentors. At the end of the course, students will have the opportunity to pitch a panel of angel investors and venture capitalists for follow-up funding. Prerequisite: Enrollment in the Startup Incubator is open to all students in grades 10 and above. Students who have launched a business and/or have a business concept in mind are encouraged to apply as are students who would like to identify a new business concept as part of the course. To apply, students are required to submit an application outlining their interest in the course, what they hope to accomplish and their qualifications. The application will be followed by an interview. Note: This is an honors-level academic course that may not be taken in the Extra Period Option slot. Interview with: Mr. Acheatel Produced by: Enya Lu

Game Theory seeks to systematically explore the strategic interactions of humans in various contexts from international diplomatic relations to parents and children. Using models for understanding different players, their strategy options, and payouts, Game Theory can be used to predict the outcome of these strategic interactions given the assumption of rational actors. Different game types include: one-time simultaneous games, repeated games, sequential games, mixed strategy games, threats, promises and the manipulation of games, and possibly the strategy of auctions, negotiations and voting. Prerequisite: AP Economics. Seniors may request to take Game Theory concurrently with AP Macroeconomics in the spring. UC approved. Interview with: Mr. Lepler Produced by: Arushi Saxena