Cumulative Course Lists
Transcript |
Course Description |
UCOP Approval |
Author |
Dates class active at WCCHS |
Adv. Drama |
Pending Description |
Pending |
Mario Gonzales |
8/09-present |
Adv. Web Design |
Advanced Web Design is the follow up class to beginning web design. The class will continue to explore aspects of html and CSS formatting, but will predominantly focus on pHp and mySQL programming. Advanced Web Design is a project-based class where students build web applications that allow users to input information and store such information on a web-based data base. Since both pHp and MySQL require extensive programming language, students will learn how to design and create programs. |
In Review |
Gary Einhorn |
01/09- present |
Algebra 1 |
Students cover subjects such as order of operations, how to solve equations and inequalities, word problems, and explore graphing linear and nonlinear functions. They will develop skills to simplify expressions such as factoring, completing the square, and develop a vocabulary to describe the nature of graphs, derive the Quadratic Formula and describe the difference between inductive and deductive reasoning. In addition to the traditional homework, in-class work and assessments, students are also expected to complete a series of applied math projects assigned by the instructor to discover how mathematics is used and applied everyday. |
Approved for “c” |
Crystal Mitchell |
8/07-present |
Algebra 2 |
This course complements and expands the mathematical content and concepts from Algebra 1 and Geometry. Students gain experience with algebraic solutions of problems in various content areas, including: solving absolute value equations, factoring polynomials, evaluating rational expressions, applying the Quadratic Formula and knowledge of the binomial theorem. In addition to the traditional homework, in-class work and assessments, students are also expected to complete a series of applied math projects assigned by the instructor to discover how mathematics is used and applied everyday. |
Approved for “c” |
Crystal Mitchell |
8/07-present |
Art |
Students will learn the elements of design and composition through two-dimensional drawing (pencil and charcoal), painting (watercolor and acrylic), and collage (mixed media). They will practice technique by refining and reworking multiple sketches and studies of subjects, and will explore the dynamics of varied perspective and framing. Students will develop and define their personal artistic styles and articulate their own theories on what art is and how it can be used to influence and empower. By using and applying their two-dimensional compositions, students will create three-dimensional sculptures in plaster and functional art in T-shirt, silkscreen and book design. Through regular self-evaluation and writing of artist’s statements, students will understand how their art is a reflection of their beliefs and emotions and how to effectively express themselves through the creative process. Researching the work and influences of a variety of classical and modern artists, students will be exposed to many different art forms and periods and will articulate how their own emerging art styles relate to those of already established artists. |
Approved for “f” |
Mars Tremor |
08/08-present |
AVID |
AVID is offered as an elective course that, like any other regular class, meets three hours per week. Students receive instruction in college entry level skills, in addition to academic development. Test taking strategies for the SAT and ACT will be developed throughout the year. These activities are reinforced with motivational activities and academic survival skills. During students’ senior year, they are encouraged take honors courses that will put them on track for college admission. The AVID elective may also be offered on an Independent Study option or as an elective. |
Pending |
Derrick Jones |
08/09-15/10 |
Beginning Spanish or Intro to Spanish |
An introduction to Spanish Language, culture, vocabulary and grammar. Some individualization of curriculum existed for students at different levels, so while, in general, this is equivalent to a first semester Spanish 1 course, for some students, this counted as a second semester Spanish 1 or first semester Spanish 2 class. |
No |
Lorena Achilla |
1/08-6/08 |
Biology |
This is a course where emphasis is placed on the important concepts applicable to all living organisms and systems. Laboratory inquiry, field projects, demonstrations and course work is designed to develop a through understanding of cellular biology, genetic, ecological and plant kingdoms (taxonomy). Laboratory and field study work will develop students reasoning power, the ability to apply biological principles; as well as acquaint students with biological laboratory and field study techniques. |
Pending |
Adeleh Moghaddam |
8/08 - Present |
BTC 9 |
A course designed with the purpose of pointing students in the direction of self-realization. Students will explore their identity and heritage, as well as examine historical and social factors that shape social grouping concepts such as race, ethnicity, culture, nationality and class. “Next Step” workshop trainings will be used by some of the students to see how self-esteem and service go hand in hand. The course will provide students with foundational tools, language and concepts for thoughtful and engaged community and global service, which will be explored further during their 10th-12th grade Service Learning courses. |
No |
Mars Tremor |
08/07 – present |
BTC 10 |
A course that prepares sophomores to become responsible and resourceful citizens who partner with agencies and organizations working to serve a range of local needs and issues. The course introduces students to frameworks for effective citizenship, community engagement, professionalism and partnering with organizations such as the Boys & Girls Club of El Sobrante. These frameworks and experiences are designed to build a solid foundation for the work they will do in the final two years of Be the Change. Students are expected to participate during in-class activities and discussions, as well as work in small groups to partner with a local agency or organization. They are also expected to explore the issues being addressed by their partner organization, the roles that volunteers play, and determine how to make the partnership more reciprocal. Students are assessed on the quality and sincerity of their participation, written reflections, project proposals and presentations. |
No |
Mars Tremor |
08/07 – present |
BTC 11 |
a course where students pursue independent service projects in the larger community for twenty hours per semester. They will connect their two previous years of coursework in the department with their current experience. Students explore the ways in which their identities affect how they experience their service learning internships and develop the empathy and curiosity to question their experiences from multiple perspectives. In addition, students are expected to explore the issues related to their internship to further their understanding of the social and political context in which their internship exists. Students are evaluated on the quality and commitment of their endeavors, written reflections, surveys, and an individual final project. In order to receive credit, it is expected that every junior plan his/her service learning internship well in advance, fulfill the terms of the contractual agreement, be able to articulate their learning goals, participate in the reflection process and submit all assignments. |
No |
Mars Tremor |
08/07 – present |
BTC 12 |
a course where students pursue independent service projects in the larger community. The curriculum guides students to find the intersection of their values, skills and passions, which then informs their selection of an independent service project. In addition, students are expected to explore the issues related to their service learning internship to further their understanding of the social and political context in which their internship exists. Students are evaluated on the quality and commitment of their endeavors, as well as written reflections and a final presentation for the school. In order to receive credit, it is expected that students plan their service learning internship well in advance, fulfill the terms of the contractual agreement, articulate their learning goals, participate in the reflection process and submit all assignments. |
No |
Mars Tremor |
08/07 – present |
Chemistry |
The Chemistry course provides a foundation in the principles of chemistry as articulated in the "California State Standards in Science" and the "Statement on Preparation in Natural Science Expected of Entering Freshmen" provided by the University of California. |
Pending |
Adeleh Moghaddam |
8/09 – present |
Civics |
This one semester course will introduce students to the system of constitutional democracy that forms the cornerstone of American government. Students will read and respond to the most important documents in American history and government, including the United States constitution, the Federalist Papers, and the Bill of Rights. Students will also become familiar with major court decisions, including Madison v. Maybury, Brown v. Board, Mc Culloch v. Maryland, etc., and will be able to explain how these cases impacted the historical and contemporary understanding of citizenship, rights, and responsibilities. As a result of completing this course, students will be able to demonstrate their understanding of the structure of American government, the workings of the Supreme Court, and the duties and liberties accorded by citizenship. Ultimately, students will become more active and engaged members of their communities and more informed participants in the democratic process. |
Pending |
Yvettte Pulido |
8/09 - present |
Creative Writing |
The purpose of this Creative Writing course is to encourage students how to write, reason and relate to the world creatively. By engaging in wide variety of writing exercises students will learn how to express themselves creatively through writing. By encouraging students to think “outside of the box”, students will discover new ways to relate to themselves, their families, their communities and their world. We will be using writing as a therapeutic tool to investigate personal thoughts, beliefs, feelings and emotions in a safe environment that encourages honesty, introspection, sharing, listening, trust, non-judgment, mindfulness and creative expression. As a class we will asses and reflect upon the writing process, read the work of various creative writers (including ourselves) and explore the ways in which Creative Writing can be used to change society. |
Yes. Counts as a “g” elective |
Masin Persina |
8/09 – Present |
English 10 |
The purpose of this course is to engage students with a wide variety of reading material, including: myths, short stories, novels, plays, poems, non-fiction articles. By reading these materials, students will learn how to think critically, creatively and begin to question their place in society through their readings. Critical thinking will encompass comparing similarities and differences across genres, analyzing the tone of a passage, ascertaining the theme of a specific work, etc. Creative thinking will encompass creating one’s own work using the stylistic devices discussed in regards to a given work. All else will stem from our reading and thinking. The 5 paragraph essay as well as the 5 page report will be our primary tool for thinking about the readings. Students will therefore be able to write using concrete detail, topic sentences, commentary and a thesis. In order to write convincing sentences, students will be able to identify the parts of a sentence as well as be able to write simple and complex sentences. Additionally, students will build their vocabulary with weekly quizzes so as to enrich their writing. As a culmination of their work, students will write a self-reflective essay, examining their personal history as well as their vision of their future. |
Yes. Counts as “b” |
Masin Persina |
08/07 – present |
English 11 |
This is a comprehensive course that provides the student with practice in each of the language arts: reading, writing, speaking, and listening. The content of the course includes a survey of American Literature as represented in the major genres: short story, drama, novel, lyric, and narrative poetry, essay, and biography. Practice in writing, particularly the critical essay, is a major emphasis in this course. |
Yes. Counts as “b” |
Nicole Jimenez |
08/08 – present |
English 12 |
This course will prepare the student for reading and composition at the college level. Course work will include reading Children’s, World, and British Literature (plays, novels, and poetry). The course aims to teach students to appreciate and gauge the significance and meaning of the authors throughout the centuries. This course will also emphasize the importance of historical, social, and political context. |
Yes. Counts as “b” |
Nicole Jimenez |
08/09 – present |
English 9 |
The purpose of this course is to engage students with a wide variety of reading material, including: myths, short stories, novels, plays, poems, non-fiction articles. By reading these materials, students will learn how to think critically and creatively. Critical thinking will encompass comparing similarities and differences across genres, analyzing the tone of a passage, ascertaining the theme of a specific work, etc. Creative thinking will encompass creating one’s own work using the stylistic devices discussed in regards to a given work. All else will stem from our reading and thinking. The 5 paragraph essay as well as the short answer, one paragraph, response will be our primary tool for thinking about the readings. Students will therefore be able to write using concrete detail, topic sentences, commentary and a thesis. In order to write convincing sentences, students will be able to identify the parts of a sentence as well as be able to write simple and complex sentences |
Yes. Counts as “b” |
Masin Persina |
08/07 – present |
Geometry |
The main purpose of the geometry curriculum is to develop geometric skills and concepts and the ability to construct formal logical arguments and proofs in a geometric setting. Although the curriculum is weighted heavily in favor of plane (synthetic) Euclidean geometry, there is room for placing special emphasis on coordinated geometry and its transformations. Students will use geometry to better understand how they think and to reflect upon deductive thinking. In this way, they will answer the question of “who am i, as a THINKING person, and understand how logic is used to better understand others and that our problems in a diverse society are often caused by faulty logic. |
Yes, counts as “c” |
Gary Einhorn |
8/07 – present |
Gym |
This course is designed to give students the opportunity to learn through a |
No |
Derrick Jones |
08/07 to present |
Hip Hop Dance |
A one-semester course taught by a professional hip-hop dancer and cheerleader teaching the fundamentals of hip-hop dance and choreographing dance routines |
No |
Keli Caro |
08/07-12/07 |
Ind. Algebra YR 1 |
This course is designed around independent learning through workbooks. Students will develop skills and explore ideas of number theory: the nature of integers, rational numbers, negative and nonnegative numbers, simple roots and powers, factoring, distributing, order and properties of operations. |
Approved for “c” |
Crystal Mitchell |
8/07-present |
Ind. Algebra YR 2 |
The second-year of Individualized Algebra is intended to prepare the student for visual and spatial learning and reasoning presented in Geometry. Students will develop skills focused on graphing linear and quadratic functions, solving word problems, and applying techniques to polynomials, and demonstrate usage of inductive and deductive logic. |
Approved for “c” |
Crystal Mitchell |
8/07-present |
Integrated Science |
Part one of a three-part Intergrated Science Course offered at Alameda Community Learning Center. |
Not approved at WCCHS but similar course was approved at ACLC |
Paul Bentz |
09/07-05/08 |
Into. to Drama |
Students will work towards developing a theatre ensemble within their class by first building an atmosphere of trust through games, explorations, and cooperative work. Within that emerging sense of group, students will then investigate the individual character – archetype, self and other – through role play, improvisation, and character research, connecting the individual to the group through relationships. Journal writings will allow students to respond empathetically to their emerging characters, therefore examining self-identity and the question “who am I?” and will feed improvisation/role play activities. Improvisation will provide material for script/score development, leading to performance pieces, which students will rehearse, refine and reflect on throughout the process. |
Approved for “f” |
Jochelle Perena |
08/08 – present |
Intro to Dance |
Students will learn release-based Modern dance technique, with an emphasis on body awareness and the elements of movement (space, time, force). They will develop their own voices as dance makers through guided exploration, improvisation, and composition, thus investigating the question: “who am I?” Informal sharings and formal performances will allow students to commit to their movement choices. Reflective journal writing and critique about their own and their peers’ work will provide opportunities to practice mindful observation and respond to the choices made, further developing an articulation in speaking about dance. They will examine the works of historical and present-day dance artists, exploring how their own emerging choreographic styles might fit into the diverse spectrum of dance. |
Approved for “f” |
Jochelle Perena |
08/08 – present |
Intro to Drawing |
The basic elements of drawing from observation are explored, including: contour drawing; shading and perspective; and creating space and volume. Students draw from still life, landscape, and the human subject (self-portrait). They will also explore drawing from their imagination including: cartoon drawing; surrealist drawing; metaphorical drawing; and dream imagery. |
Not approved |
Marcus Hayes |
08/08-06/09 |
Intro to Visual Art |
This course is the foundation for students considering careers in architecture, interior design, industrial design, graphic design, fashion design, fine arts, animation and other fields related to the arts. It is a basic foundation course focusing on the element and principles of design, aesthetic awareness, problem solving and developing observation and technical skills in drawing, painting, printmaking, sculpture, and mixed media. The course offers study of the basic design fundamentals necessary for any further experience in art, with a major emphasis on observational drawing, drawing primarily from life. Research and reflective analysis of works created and of those created by master artists of various cultures and media is required. |
Not approved |
Jochelle Perena |
08/08 - 06/09 |
JC |
This course prepares the students to develop an understanding of WCCHS rules, regulations, and code by examining how the rules support the school mission and community. Students will design school-wide activities/presentations to promote WCCHS’s framework. Students will address cases presented to the JC, listening to all sides and determining the necessary consequences. Students will help facilitate with conflict mediations between other students. Discussions and journal writing will give each student the opportunity to reflect on their responsibility and challenges as leaders in the school – examining who they are within their community. |
Pending |
Nicole Jimenez and Gary Einhorn |
08/07-Present |
LC |
The goal of this course is to develop the student into a school leader. In this class they will run weekly student body meetings, present to and represent the student body. The LC is responsible for looking at the school rules and editing them, creating new rules or discussing any rule that may need to be changed or may be concerning the students. LC organizes the school field trips, the spirit rallies and events as well as the school dances. It is the LC that holds a few fundraisers to raise money for school activities that heighten the School Community environment. In the acts of creating, presenting and organizing these events, the students' sense of responsibility, creativity, and expression develop to where the student becomes a school leader. |
Pending |
Nicole Jimenez and Gary Einhorn |
08/07-Present |
Leadership |
This course is designed to introduce Economics by developing an awareness of the key concepts involved in business ownership. It provides the student leaders with the necessary skills and knowledge needed to develop, manage, motivate, and organize a business. Each student will learn basic business ideas and strategies to help them create their own, successful business. Instruction also includes microeconomics and macroeconomics theories of supply and demand, pricing and marketing, the Federal Reserve System, international economics and the differences among other economic systems used throughout the world today. Through this course students will learn communication skills, how to work as a group, how to be an effective manager, as well as learning self-awareness. |
Pending |
Nicole Jimenez |
08/09-present |
Learning to Learn |
Learning to Learn is designed for ninth grade students. In Learning to Learn students are taught the skills required to become an autonomous learner. These skills include fundamental skills (planning, organizing, and time management) as well as intermediate and advanced skills (critical thinking and research/analysis). Students are also taught how to develop practical study aids and organize study groups. The curriculum provides opportunities to learn, practice, and apply skills using current assignments from core courses. Learning to Learn prepares students to succeed as self-directed learners in secondary school, vocational school, and college. |
No |
Gretchen Wegner and Rosemary Thomas |
08/07- present |
Manhood Training 1 |
Traditionally, throughout most cultures, young men received training and initiation upon entering adulthood. Our society has lost this crucial rite of passage, too often leaving our young men to figure out what being a man is on their own. This course aims to fulfill this need. |
No |
Eliyahu Sills |
08/07-12/08 |
Manhood Training 2 |
An extension and continuation of Manhood Training 1 with expanded techniques and different readings. |
No |
Eliyahu Sills |
08/07-12/08 |
Meditation |
Students learn and practice Vipassana Meditation, read excerpts concerning meditation and a variety of meditation practices as well as discussions concerning philosophy. |
No |
Randall Sokoloff |
08/08- 06/09 |
PE 9 |
This course is designed to give students the opportunity to learn through a |
No |
Derrick Jones |
09/07 – present |
PE 10 |
This course is designed to give students the opportunity to learn through a |
No |
Derrick Jones |
09/07 – present |
PE 11 |
This course is designed to give students the opportunity to learn through a |
No |
Derrick Jones |
09/08 – present |
PE 12 |
This course is designed to give students the opportunity to learn through a |
No |
Derrick Jones |
09/09 – present |
Poetry |
In this one semester course students will be introduced to a wide array of poets and poetic styles (such as the epic, ballad, sonnet, lyric, elegy, ode and free form poem). They will learn to identify and use the various figures of speech, including symbol, metaphor, simile, personification, allusion, apostrophe, hyperbole, onomatopoeia, etc. Students will engage with a wide variety of poetic works, will be required to think and write analytically about poetry, and will be provided with the tools needed to produce original poetic works. Additionally, they will explore the interaction between form and meaning, and will learn to interpret poetic works on multiple levels. In addition to identifying the literal and figurative meanings of poems, students will be able to support their interpretations through the use of textual evidence and support. Part writing workshop, part Socratic seminar, this course will focus on the rigorous and close reading of literature to enhance students’ ability to write critically about literature while providing them with a creative outlet for self expression. |
Pending |
Yvette Pulido |
01/10-present |
Pre-Calculus |
The purpose of this course is to expand upon the trigonometry and advanced algebra lessons of the Algebra 2 course and to introduce concepts of functions, complex roots, trigonometric identities, vectors, and analytic geometry necessary for success in Calculus. The course is designed to be rigorous with long assignments and detailed lectures. |
Approved for “c” |
Gary Einhorn |
08/09 – present |
Social Justice |
This course is designed as a seminar-style class focusing on class struggles for equal rights from the Industrial Revolution to the present day. Students discuss past and current topics together as a class, in small groups, or individually as journal entries and reflections. Topics include but are not limited to: women's suffrage, workers' rights, US citizens' rights, feminism, environmentalism, animal rights, immigrant rights, free speech and anti-war movements, food politics, prisoners' rights, LGBT struggles and local history of UC Berkeley and the Black Panthers. Guest speakers are also a part of the class set-up to enrich the student's knowledge of a movement or rights that others are fighting for. Time and space permitted, students will also have the opportunity in the Spring to attend a Youth Rights Conference put together by the American Civil Liberties Union (ACLU). |
Pending |
Crystal Mitchell |
01/09- present |
Spanish I |
This Course is an introduction course or beginner’s course in the Spanish Language. In this course the Student will learn how to communicate with someone in Spanish in a manner that is comprehensible. The students will start with basics such as the Alphabet and numbers and develop towards being able to greet someone and hold a conversation where they provide information to others as well as understand the responses in common day to day setting; fulfilling the California Standards for basic proficiency in a foreign language. |
Approved for “e” |
Maria Brionnes |
08/08 – present |
Spanish II |
The Goal of this course is to have students who are at the beginning level of the Spanish Language advance from knowing principal words and simple sentence formatting to a level where they can form complete sentences and paragraphs as well as read stories and essays, allowing the students to communicate effectively in the Latin community. Through reading homework, and assignments, the students will learn to compose an essay and read a complete story while understanding the main idea. The Course learning will take place through various readings and projects to develop the skills acquired in Spanish I. |
Approved for “e” |
Maria Brionnes |
08/08 – present |
Spanish III |
The Goal of this course is to have students who have reached an advanced stage in a foreign language prepare for a college level course and develop the ability to read at a advanced level. Be able to understand and analyze the content of complex readings through reading homework and assignments. The students will learn to compose an essay and read a complete story while understanding the main idea. The Course learning will take place through various readings and projects to develop the skills acquired in Spanish I/II. Listening and understanding will be crucial as the class will take place in Spanish 90% of the time |
Approved for “e” |
Maria Brionnes |
08/08 – present |
US History |
This one year course covers the essential periods and events in American history, including the colonial period, Westward expansion and Manifest Destiny, the Civil War, the Progressive Era, World Wars I and II, the Great Depression, the Vietnam War and the Cold War, as well as recent American engagements in the Middle East. Through analytical readings, discussions, projects, and the composition of essays, students will be able to identify the overarching themes of American history, including the structure of a republican form of government, the disconnect between democratic ideals and the treatment of different races and immigrant groups, and the progressive movements waged in response to discrimination in order to secure suffrage and Civil Rights for disenfranchised groups. Project lessons on Jim Crow, Native American struggles for survival, the Civil War Movement and the Feminist Movement will also introduce students to activist responses to oppression that facilitated the creation of a more egalitarian society. |
Approved for “a” |
Yvette Pulido |
08/08 – present |
Beginning Web Design |
Beginning Web Design will show students how to design and create web pages without the use of popular web-making software, instead, students learn html programming language with css formatting so that pages can be programmed from scratch. Students also learn how to upload pages to online servers and create entire websites complete with colored backgrounds, images, forms, tables, and other effects. While the focus is on html, there is some covering of javascript and pHp as well. |
In Review |
Gary Einhorn |
08/08- present |
Womens Dev. |
This is an art/ psychology class where students use journaling and discussion to process issues typical for adolescent women. Students learn different techniques of journaling and poetry and the class incorporates a great deal of creative writing. |
Not approved |
Karen Collier Brown |
09/07 - 06/08 |
Womens Training |
This is a Physical Education course that supports the application and psychological importance of exercise. The key content is movement, physical fitness and psychological development. The diverse activities outlined in this course will cause an independent desire for students to choose from a variety of physical growth activities. Projects support the discovery of individual development of the nature of a just society grounded in fitness. Physical Education promotes health and well being in a diverse society. |
Not approved |
Maria Briones |
08/08 - 06/09 |
World History |
This one year survey class of world history teaches students the cultural and historical underpinnings of Western society. Beginning with the Greeks and Romans, students will be exposed to the major thinkers, artists, generals, and political leaders whose thoughts and actions led to the development of Democracy and the Western way of life. Progressing through the Enlightenment, the Scientific Revolution, the Industrial Revolution, as well as the French, American, and British Revolutions, students will demonstrate an understanding of how technological, scientific, philosophical, and political upheavals contributed to the rise of the West. Lessons on imperialism, neo-colonialism, and post-colonial movements will expose students to the exploitation and marginalization of developing societies, as well as the major actors (Simon Bolivar, Jose Marti, Miguel Hidalgo) fomenting independence struggles. Students will also be able to explain how warfare, particularly World War I and World War II, but also the Vietnam War , the Gulf War, and the Iraq/Afghanistan War on Terror, have shaped America’s economy, culture, and policies. Over the course of the year, students will be exposed to the rich cultural, artistic, and philosophical contributions of different peoples, and will be able to explain how interactions between different groups have led development of the complex, post-modern world we live in today. |
In Review |
Yvette Pulido |
09/07 – present |