10th Grade Curriculum

Sophomores learn to view subjects from multiple perspectives and are asked to hold complexity in their analyses and responses. Nuance is at the forefront of sophomore studies, inviting you to think outside of your own experience, see new angles, and arrive at unexpected conclusions. 

Below are classes we’ve offered recently:

Mathematics

  • First, the class reviews and then develops greater facility in working with fractions, signed numbers, order of operations, and the distributive property. Next, students simplify expressions and linear equations, then solve algebraic equations. Students progress into the intersection of Algebra and Geometry - graphing. The class next moves into polynomials, including their characteristics, performing operations on them, using the distributive property, the FOIL method, and special products. The class also works with exponents, positive integral exponents, and negative integral exponents. From polynomial simplification, the class proceeds to the exact opposite operation, polynomial factoring. By the end of this factoring unit, the class masters factoring out the Greatest Common Factor, factoring trinomials, and the difference of squares.

  • The focus of this class is helping students develop mathematical thinking. Students determine mathematical relationships between all operations and numbers, use this knowledge to model situations with mathematics, and reason about these situations abstractly and quantitatively. The concepts students apply conceptually in the realm of pure mathematics and then model and evaluate real world situations are as follows: real number system, expressions and equations, graphs, functions, linear relationships, exponents and radicals, polynomials, quadratic relationships, introduction to trigonometry, complex numbers, linear algebra, exponential functions, and transformations.

  • This class builds on the concepts related to circles and basic trigonometric ratios by introducing the unit circle, reciprocal trigonometric ratios, and inverse trigonometric functions. Students study algebra topics including domain and range, linear equations, and functions. Students learn about systems of equations and how to solve them using a variety of methods (graphing, substitution, and elimination). Students also study quadratic functions, including creation (multiplying binomials), factoring, graphing, solving, and determining the equation from a graph. Finally, students learn about exponential equations, logarithms, and imaginary numbers.

  • This class begins with analytical geometry, looking at the Cartesian coordinate system, linear equations, and calculations of slope, midpoint, and distance. Students learn the basics of Euclidean geometry including point, line, ray, plane, and polygons. Working with polygons, students explore triangles. At the end of the year, students study circles and figures in three dimensions.

  • This class begins at the intersection of Algebra and Geometry - graphing. The introductory concepts include ordered pairs, the Cartesian coordinate system, and plotting points. The students learn to graph linear equations in two variables (including horizontal and vertical lines using x- & y-intercepts), how to calculate slope, and how to use slope in graphing a line. The class works with slope-intercept form, standard form, and point-slope form, then moves into the basic concepts of Euclidean Geometry. Specific topics covered include congruency, parallel lines and transversals, congruent, and similar triangles. If time permits, students continue working with proofs of the geometric properties of circles.

Sciences

  • The focus of this class is on the geophysiology of the earth. The sophomores look at many of the complex phenomena that make up the biosphere of our planetrom, including Hadley Cells, the Coriolis Effect and ocean currents, the pressure gradient force, jet streams, and global climate change.

  • Topics in this class cover the anatomy and physiology of the heart, the circulatory system, the components of human blood, the significance of blood groups, the non-specific and specific immune systems, the nature of HIV infection and AIDS, the lungs, and lastly, the human brain.

  • This class explores chemical processes, especially those involving salts, acids, and bases in relation to our senses of taste and touch. By dissolving various salts in water with varying temperatures, the class investigates the properties of solutions. They use microscopes to compare and contrast various forms of substances, including crystals formed out of solution via precipitation and/or evaporation. The class studies the formation of acids and bases either as complementary pairs arising out of heating a salt or out of oxidation of a pure substance. The electrolysis of water and conductivity measurements help introduce concepts involving the structure of chemical compounds and clarify further the meaning of “pH”. Final experiments involve “displacement” reactions, with application to launching a projectile and the study of sodium metal.

  • Through observation, experimentation, measurement, and calculation, students study motion in a historical context, making observations and asking questions as they were first asked by the scientists of the Age of Reason. Students repeat some of the classic experiments of Copernicus, Kepler, Brahe, Galileo, and Newton. At the end of the course, the students understand the laws governing the motion of planets, stars, galaxies, as well as satellites, baseballs, and leaves.

Humanities

  • The study of early history shows human beings joining in ever-larger groups to practice the highest of arts: living together harmoniously and productively. This class begins with a brief look at the earliest humans, continues with an introduction of farming and settled living, and then looks at the rise and fall of empires. The class is divided into three parts: Ancient Mesopotamia, Ancient Egypt, and Ancient Greece. Readings include the Epic of Gilgamesh, laws of Hammurabi, Herodotus’ observations of the Egyptians, the myth of Isis and Osiris, and Pericles’ funeral oration. The class spends a morning sketching in the galleries of the Oriental Institute.

  • This class continues the study of ancient history to create a firmer foundation for the 11th grade medieval history class. Students begin with a closer look at the life and teachings of Socrates, continue with the conquests of Alexander the Great, and then turn their attention to Rome. Students trace the development of Rome from its semi-mythical origins, then through the rise of the Republic, the Punic Wars, and the building of the Empire. This is followed by a closer look at the Persian Empire, and the economic engines of Southwest Asia and India that drove Western expansion. The class concludes with the rise of Christianity and Constantine. Primary sources include Plato, Plutarch and Livy.

  • This class introduces students to the writing and research expectations of high school. They are given a variety of opportunities to conduct research, to plan and write essays and reports, and to make presentations to the class. A theme of the year is unprejudiced, accurate observation. The content is modern history and literature with the aim of giving students an understanding of issues of the present day. Units often include the Harlem Renaissance, the Civil Rights movement, the modern short story, Animal Farm by Orwell and related events of Russian history, the Cold War, and Things Fall Apart by Achebe and related events of African history.

  • English is a relatively young language, said to have been born in 449 AD with the Anglo Saxon invasions of the British Isles. However, the language of those early raiders cannot be understood by English speakers of today. English has been shaped by migrations, invasions, explorations, and commerce, as well as by song and story. This class traces the development of English from its prehistoric, Indo-European roots, through the measured cadences of Beowulf, Chaucer’s witty heroic couplets, Shakespeare’s sonnets, the sonorous poetry of the King James Bible, and the erudite definitions of Samuel Johnson’s and Noah Webster’s dictionaries. The class studies the evolving vocabulary and grammar of English as well as changing literary forms.

  • In this class, students examine the United States Constitution, a document which expresses the soul of the nation it serves. In addition to reading the Constitution, students analyze journals, letters, documents, and pamphlets from the period.

Languages

  • Students can take German I with little or no prior experience. In the first semester, the students learn basic everyday greetings, vocabulary, and grammar. By the second semester, students form more complex sentences, both ask and answer questions, and learn more advanced grammar for writing and speaking. By the end of Level I, students should have mastered basic German vocabulary, grammar, and communicative skills. Grammar concepts include pronouns, present and future tense verbs, nouns, articles, adjectives, conjunctions, negations, prepositions, and the difference between the nominative and accusative cases.

  • In the first semester of German II, students review verbs, learn more tenses, and address proper sequence and sentence structure. In the second semester, students recall past events and describe them in proper sequence, practice case prepositions and subordinate clauses, and learn colloquial phrases. By the end of Level II, students should have mastered the imperative tense and present, past, and future verb tenses. Students should also know the difference between superlatives, comparisons, subordinate clauses, conjunctions, the accusative case, and dative case. They should be able to write and tell stories in present and past tense.

  • By the end of German III, students should have mastered the present and past verbs, including reflexives. They should be able to differentiate between the nominative, accusative and dative cases in terms of prepositions, articles, and pronouns, as well as know and apply with accuracy, dative verbs and relative clauses. Practically speaking, students should also know how to ask for products in a pharmacy, describe their injuries or illnesses, tell/recount a story in the present and past, look for a hostel while traveling, and read a short novel.

  • Students learn basic everyday greetings, vocabulary, and grammar. By the end of the class, students form more complex sentences, both ask and answer questions, and learn more advanced grammar for writing and speaking. Students should master basic vocabulary, grammar, and communicative skills. Grammar concepts include pronouns, present and future tense verbs, nouns, articles, adjectives, conjunctions, negations, prepositions, and the difference between the nominative and accusative cases.

  • The focus of this course is on the systematic review of basic grammar: gender and number of nouns, adjectives, and the present and past tenses of regular and irregular verbs. For the second semester, new grammar topics include comparison of adjectives and prepositions. The students also work on more verb tenses (such as the imperfect), begin to learn the future and conditional tenses, learn new vocabulary, and read short stories from different Latin American authors. The project for the first semester is on a renowned Latin American destination. For the second semester, students present the life and work of a Latin American painter or sculptor.

  • The goal of this course is to provide the basic grammatical structures needed to communicate in Spanish. The students learn vocabulary for typical activities related to traveling in a foreign country and vocabulary pertaining to housework, shopping, weather, transportation, restaurants, and everyday life. Students learn more complex verb forms (such as the imperfect, future and conditional tenses). They also read short stories from different Latin American authors and work on two different projects for each semester.

  • As part of the extensive and growing global network of Waldorf schools, the Chicago Waldorf School offers a distinctive exchange program that places our High School students in Waldorf Schools across the world and welcomes exchange students and international students to visit and enroll in our school. Exchange students come to our school from diverse countries including Colombia, Chile, Austria, Switzerland, Korea, Brazil, Germany, Argentina, Kyrgyzstan, France, and Peru, among others.

Arts

  • Building upon the work of developing an ensemble in 9th grade, the 10th grade block examines how the work of the individual and the group serve each other toward a common goal. Students explore the processes of mounting a short play participating as actors as well as by designing simple sets, props, costumes, lighting and sound for the production. Material often includes canonical work including Julius Caesar, Goldoni, Sophocles, as well as contemporary one-acts.

  • After sketching different animals focusing on the 'S' curve of their spines, students begin modeling forms in beeswax and clay. Once they have chosen their animal, students choose a soapstone and reshape the movement gesture of that animal so that they see how it emerges from the stone as they carve. This challenging experience requires steady, focused attention to see where stone can be filed or carved. Students reassess their work as it develops and solve problems that arise, all while learning to use a new set of tools and unfamiliar medium. When the form is finished, they use dry and wet sandpaper and polish to seal the stone.

  • Students design and complete projects in beginning and complex knitting as well as various forms of spinning and simple weaving. With these projects, students enhance their own technical skill as well as their understanding of the history and development of textiles.

  • Veil Painting is a watercolor technique in which pigments are thinned and glazed over one another on white paper to achieve subtle color washes, or 'veils.' The colors are mixed only on the paper, and only one at a time in a wash over dry colors. Students create three paintings with warm and cool luster colors (red, yellow, and blue) and image colors (white, black, green, and peach). The first painting divides the canvas into six panels and students paint pairs of colors in each panel. In a second painting, students transpose a black and white engraving into color masses, using the full palette. A third painting incorporates the Goethean color wheel.

  • Students use traditional woodworking techniques and methods of joinery in the context of modern design. They consider the importance and logic of traditional building techniques and handcraft in everyday objects and their environments. The class emphasizes creating quality craft with basic hand tools. The students work individually or in groups to design and build a functional object, with both structural and artistic integrity. They learn to properly and safely use hand and machine tools, including pull saws, chisels, squares, stationary drill press, and band saw.

Music

  • Students develop technique, hand coordination, and traditional rhythms in an ensemble. Additionally, students investigate the cultural and historical significance of the djembe drum, the oral history of each rhythm and song, and the geography of regions specific to the tradition of the djembe as well as Africa in general.

  • Chamber Ensemble is for those students who wish to continue the study and performance of music on classical instruments. The students study and perform standard orchestral works arranged for small ensemble and also continue playing both by rote and by improvisation. Listening – melody, harmony, accompaniment – is emphasized, as is technique.

  • Students learn basic musical concepts and skills with an emphasis on how they apply to guitar as well as to singing. Students learn to play chords, scales, and full songs and attain a basic proficiency in reading music.

  • Students who have a basic level of guitar skill play a range of parts (according to level of ability) that when combined, create a cohesive whole, as in an orchestra. Moving beyond unison chords, students will learn to play single line melodies and two or more notes simultaneously, in addition to broken or block chords. Students also sharpen their listening and collaboration skills. The class takes up different genres – classical, folk, rock, jazz – over the course of the year.

  • The Jazz Band plays many different styles of jazz including Dixieland, Bebop, Bossanova, Swing, and Standards. The students play at a high level on their instruments, study music theory, and improvise as part of the ensemble.

  • Vocal Ensemble is both a performance-driven chamber choir focused on the rehearsal and performance of choral and vocal music, and a supportive environment to try new things, experiment with improvisation, and have fun creating music together. The class places emphasis on vocal development, independence in part-singing, stylistic understanding, and performance technique. Time is spent on reinforcing and developing an understanding of musical notation and conducting patterns.

MOvement

  • Eurythmy is a performing art that engages aspects of dance, music, poetry, speech, and kinesthetic expression. A feature unique to Waldorf education, the beautiful, spiritual, and emotional art of eurythmy introduces students to the frameworks underlying speech and music through movement. The study of Eurythmy develops concentration, spatial orientation and dexterity, and engages students in the study of enhanced rhythms of speech and music as experienced and interpreted through the whole body.

  • At the Chicago Waldorf School, we believe every student is a mathematician, scientist, artist and athlete. In our gym program and extra programming we strive to offer a rich variety of athletic activities designed for students to explore physicality in all its aspects. Students learn fundamental movement skills through sport lead-up games, then participate in team and individual sports. From aerial circus arts to javelin to football to parkour, our students have ample opportunity to discover their interests and to develop mastery.

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