INTERNATIONAL COMMUNITY SCHOOLnew.lwsd.org/uploaded/International_Community... · The International...
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LAKE WASHINGTON SCHOOL DISTRICT
DR. TRACI PIERCE, SUPERINTENDENT
CURRICULUM GUIDE
2014-2016
INTERNATIONAL
COMMUNITY SCHOOL
DR. GREGORY MONCADA, PRINCIPAL
ICS places emphasis on:
Literacy in the Arts, Humanities,
International Studies, Science,
Math, and World Languages
Developing Global Awareness
Personal Attributes and Ethics
Inspiring Intellectual Risk Taking
Working in Partnership with
Students
The International Community School program provides continuity of
learning experiences, rigorous academics, and a small school climate that
supports the joint efforts of the teaching/learning community.
Dimensions of Learning
Learning Acquisitions 1
Assessment 1
Curriculum/Course Load Policy 2
The Academic Program
Art 3
Humanities 4
International Studies 6
Mathematics 9
Spanish 9
Science 12
STEM 14
Student Services
Library 15
Counseling 15
STAMP 15
Tutoring 15
Co-curricular Programs
Instrumental Music 15
Choir 15
Focus Week 15
Camp 16
Yearbook 16
Drama 16
Associated Student Body 17
Technology 17
Taste of ICS 17
Model United Nations 17
Key Club 17
Future Business Leaders of America 18
National Honor Society 18
Science National Honor Society 18
National Art Honor Society 18
Mock Trial 18
Honors & Achievements 19
Inside This Issue
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Learning acquisitions—When designing instructional activities to lead students toward deep understandings, ICS staff incorporates these specific dimensions of learning.
Comparing—identifying and articulating similarities and differences among items
Classifying—grouping items into definable categories on the basis of their attributes
Inductive Reasoning—inferring unknown generalizations or principles from information or observations
Deductive Reasoning—using generalizations/principles to infer unstat-ed conclusions about specific information or situations
Error Analysis—identifying and articulating errors in your own think-ing or in that of others
Constructing Support—providing support for statements and building systems of support for assertions
Abstracting—identifying and articulating underlying themes or general patterns in information or situations
Analyzing Perspectives—identifying and articulating your personal perspectives on issues as well as others’ perspectives Assessment—When designing culminating unit performance assess-ments, ICS staff evaluate the students’ use of the complex reasoning processes of decision-making, investigation, experimental inquiry, problem-solving, invention, and systems analysis. Staff tie student work to real-life situations and contexts.
Decision Making—generating and applying criteria to select from among seemingly equal alternatives
Investigation—suggesting and defending ways to clear up confusions about ideas or events
Experimental Inquiry—generating and testing explanations of ob-served phenomena
Problem Solving—overcoming constraints or limiting conditions that are in the way of pursuing goals
Invention—providing support for statements and building systems of support for assertions
Systems Analysis—identifying and articulating underlying themes or general patterns in information or situations
From Teacher’s Manual: Dimen-sions of Learning. Robert J Marzano, et al. Mid-Continent Regional Educational Labora-tory. 1992. Permission granted. From Teacher’s Manual: Dimen-sions of Learning. Robert J Mar-zano, et al. Mid-Continent Regio-nal Educational Lab. 1992. Permission granted.
Dimensions of Learning
w w w. l w s d . o r g / s c h o o l / i c s
CURRICULUM GUIDE 2014-2016
1
Students need the essential
process and skills of thinking
and learning in order to
develop conceptual ideas and
essential understandings.
Dimensions of Learning
provides steps for teaching,
learning acquisitions and
performance assessment.
CORE CLASSES:
Curriculum and Load Policy
In keeping with the ICS
philosophy of offering
students rigorous
curriculum combined with
high standards, students
adhere to certain
curriculum and course
load guidelines.
Junior status means that a student
has successfully completed this
specific course work:
1. Level 4 Honors Humanities
2. Level 4 Honors IS
3. Level 4 Honors Art
4. Honors Chemistry
5. Honors Advanced Algebra
6. Level 4 Honors Spanish
Note: Graduation standards are
continuously updated as per
state and local requirements.
Any revision in standards after
publication of this guide will be
posted on the ICS web site.
(THE BLOCK) HUMANITIES, INTERNATIONAL STUDIES, AND THE ARTS
MATH, SCIENCE, AND SPANISH
Grade Eleven
The junior year is the “block plus two” year
and begins a student’s transition from high
school to college. Students in grade 11 with
junior status enroll in the block courses and
Biology, then have the option of choosing the
remaining course options: Math, Science,
Spanish, or elective. The focus starts to shift to
both the required and recommended course
work published by colleges and universities.
Grade Six through Ten Beginning with grade 6 and during
the first five years at ICS, students are
enrolled in the six core courses. These
are the “6 for 5” years . . . six classes for
five years. It is during these years that
students master the fundamentals, ex-
tend their learning to application, and
complete various requirements for high
school graduation.
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Grade Twelve
The senior year is tailored to fit
the individual needs of each ICS sen-
ior according to two main standards:
graduation requirements and col-
lege or university recommendations
and requirements. Schedules and
course loads at this level vary from
senior to senior; however, seniors
are required to take four classes on
site at ICS.
International Community School
dents to explore the
discipline of the arts
which include: art his-
tory, art criticism, aes-
thetics, and art pro-
duction. Level 1 focuses on the ele-
ments of art (color, form, line, shape,
Introduction to Arts
Exploration of the Arts
Prerequisite: None
This is an exploratory course for stu-
dents to understand the importance of the
arts (visual arts, music, theatre, and
dance) in our lives and as the basis of un-
derstanding world cultures. The arts pro-
vide an entrance into the visual language
of society. Students will be active in learn-
ing the elements and principles of the 4
domains of the arts by participating in
whole body projects and learning to ex-
press themselves. They will learn to work
collaboratively in a shared studio environ-
ment, establishing a basis for the next 6
years of the arts at ICS. The visual arts
will act as the core of our studies as we
journey through the other domains of art.
Integration: Prehistoric Art
Level 1 Art Foundation
Basic Concepts, Skills and Processes
Prerequisite: None
This is the foundation course for stu-
space, texture, and value), and introduces
the principles of organization (balance, con-
trast, emphasis/dominance, harmony,
movement/rhythm, proportion, repetition/
pattern, unity, and variety). Students also
explore the creative process and establish
cooperative studio skills.
Integration: Ancient Cultures, Egypt
Level 2 Multicultural Art
Artistic Styles and Cultural Traditions
Prerequisite: Level 1
Using the foundations developed from
Level 1, and continuing to focus on the prin-
ciples of organization, Level 2 begins to ex-
pand the students’ understanding of culture,
asking the essential question: How do the
arts shape and reflect culture and history?
Integration: History Day presentation Boards
(Graphic Design), NW Native American Cultures,
Pacific Rim, and Non-Western cultures.
The academic program at ICS is a challenging seven year course of studies in six academic areas:
The Arts, Humanities, International Studies, Mathematics, Science and World Language.
Our fundamental concepts include:
Small student population (approximately 450 students, Grades 6—12) with a community atmosphere
Close, long-term relationships between students and teachers
An emphasis on depth of understanding rather than breadth of offerings
Rigorous curriculum that emphasizes interconnected learning and skill development organized around essential themes
Opportunities for foreign exchange and travel
Promotion to more advanced levels tied to performance and mastery
Arts emphasized as a full partner in the curriculum
An expectation that students will set their own high standards and meet them.
The Academic Program
Art
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CURRICULUM GUIDE 2014-2016
Level 3 Honors Art
Art’s Roots in the Ancient World
Prerequisite: Level 2
The focus of Level 3 is on the study of
the beginning of Western arts as seen in the
arts and architecture of Classical Greece,
Rome, and Byzantine eras. Studio projects
are directly related to this historical study;
bringing forth prior learning while at the
same time allowing students to continue
developing their own artistic voice.
Integration: Greek, Roman, and Byzantine
Empires
Level 4 Honors Art History and Communication through the
Arts
Prerequisite: Level 3
Students in Honors Level 4 study the art
and architecture of the Middle Ages, Re-
naissance, and Baroque periods in Europe
and Asia. They continue to explore the arts
as a visual language by expanding their
observational skills and delving into com-
plex media, techniques and skills in 2-D and
3-D including symbolism and nonrepresen-
tational art.
Integration: Middle Ages (Europe and Asia),
Renaissance, and Baroque
Level 5 Honors Art Art in America: Its History and Culture
Prerequisite: Level 4
Level 5 looks at the arts and the corre-
sponding international influences that have
shaped American Society from the Days of
Discovery to the modern era. Studio pro-
jects allow students to go deeper into more
complex arts problem solving.
Integration: United States and World History
Level 6 Honors Art Contemporary Issues in Art
Prerequisite: Level 5 or teacher permission
This course is the culmination and appli-
cation of the art skills, technique and
knowledge developed over the previous
five years. This is a place where the stu-
dent’s individual artistic voice is further
encouraged and developed. The focus is on
portfolio development, current trends and
issues in the arts, career exploration, and
extending our journey into larger more
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International Community School
complex problem solving opportunities
within the arts. Students also have the
chance to take their arts into the communi-
ty in some way.
Level 6 Art: Advertising Prerequisite: None
Students will gain a deep understand-
ing of the advertising industry and the
business of Art. Through lectures, read-
ings, hands-on assignments, guest speak-
ers, and field trips they will be intro-
duced to the roles of advertisers, adver-
tising agencies and creative profession-
als. Class projects and guided studio
work provide students with hands-on
experience creating advertisements us-
ing the same techniques that creative
professionals use within the advertising
industry today. This course addresses
fundamental business concepts particu-
lar to the advertising design industry,
including creative development and pro-
fessional practices. The readings and lec-
tures, combined with self-examination of
their own buying patterns to better un-
derstand consumer behavior, allow stu-
dents to develop an integrated marketing
communication program that is delivered
as a new business pitch.
Introduction to Humanities
Prerequisite: None
The discipline of humanities combines
written composition, literature study and
philosophy. In the introductory course,
students learn the elements of basic com-
position by learning parts of speech, verb
forms and tenses, and patterns of phrases
and clauses. These elements are practiced
through writing exercises in several genres:
memoir, short story, poetry, song and dra-
ma. The course also focuses on the primary
modes of storytelling: pictorial, oral, and
written. Students are introduced to basic
literary analysis, including the elements of
short fiction: plot, setting, character, and
conflict.
Humanities
Level 1 Humanities Foundations of Civilizations
Prerequisite: None
Level 1 combines English language and
composition study with a thematic approach
to literature. Students begin language study
by learning parts of speech, verb forms and
tenses, and patterns of phrases and clauses.
They progress to descriptive paragraph
writing with a focus on clear topic sentenc-
es, organization, specific details, varied sen-
tence structure and strong word choice.
Continuing paragraph writing, students ex-
plore the effects of the Neolithic Revolution.
The ontogenetic metaphor as well as the
monomyth (a pattern of loss, journey, test
and return/resolution) are introduced. Var-
ious classic myths including Orpheus and
Persephone are compared with modern
short stories and longer works such as The
Giver and Hatchet.
Integration: Foundations and patterns in histo-
ry, art, and literature
Level 2 Humanities Limits, Freedom, Society & the Individual
Prerequisite: Level 1
Level 2 continues with paragraph writ-
ing and literary analysis as students com-
prehend the impact of civilization’s advent
via the Neolithic Revolution. Students fur-
ther explore variations of the monomyth
and ontogenetic metaphor. The overarching
theme is that of limits and their impact on
the human condition. Students examine
how these literal and metaphorical limits
function in classic and contemporary litera-
ture. Students explore the ways that Ovid
uses the prototypical myth of Icarus to cap-
ture key themes: the limitations of mortali-
ty, laws and consequences, and the divide
between the past and modernity. Students
look at a series of dystopian works such as
Anthem and Fahrenheit 451, and examine
the conflict between the individual and soci-
ety and discuss its relation to the human
condition. These issues are explored
through journal writing, discussion, pro-
jects, literature analysis, and analytic writ-
ing. Students are introduced to acting and
perform scenes from Julius Caesar. They also
write short essays exhibiting strong intro-
ductions, conclusions, thesis statements,
and specific details.
5
Integration: Government systems, film analysis
Level 3 Honors Humanities Foundations of the Western World: Meta-
physics and the Hero
Prerequisite: Level 2
In Level 3, students begin by examining
Greek mythology and The Odyssey followed by
a study of the metaphysics of the pre-
Socratics, Socrates, and Plato. Materialists and
Idealists are contrasted, and their ideas are
applied to classical and world literature. Stu-
dents explore the metaphysical perspectives
of various classical and contemporary poems.
Students study the hero cycle and study how
the Book of Job and J.B. follow the quest pat-
tern. All of these issues, as well as work-
specific themes and symbolism, are explored
through discussion, debate, and analytic writ-
ing. Students demonstrate writing skills
through paragraph and essay composition and
continue work on performance.
Integration: Ancient civilizations and world
religions Level 4 Honors Humanities
The Human Condition
Prerequisite: Level 3
Level 4 Honors offers ongoing English lan-
guage, literature, and composition study. Stu-
dents apply their previous learning in mythic
patterns and metaphysics while deepening
their understanding of what it means to be
human. This theme is introduced through the
Romantic poets, Shelley’s Frankenstein, and
Shakespeare’s King Lear. Students connect
with IS and the arts by studying the heroes of
medieval courtly romance in Dante and Chau-
CURRICULUM GUIDE 2014-2016
cer. Students return to the modern era with,
Kesey’s One Flew Over the Cuckoo’s Nest, and
Miller’s Death of a Salesman. Key skills focus
on persuasive writing, dramatic performance,
and storytelling.
Integration: Middle Ages and Renaissance
LWSD Grad Requirements: persuasive essay,
literary analysis essay
Level 5 Honors Humanities American Literature
Prerequisite: Level 4
This course continues in-depth literature
study with an emphasis on increasing self-
direction. Focusing on canonical and non-
canonical works, students make thematic
comparisons between essays, poems, short
stories, and novels. Themes include the myth
of the West, patriotism, the heroic quest, the
American individual’s conflict with society, the
impact of Puritanism, the shifting role of
American women, and the pursuit of the
American dream. Psychoanalytic, Marxist, and
feminist criticism are introduced. Key works
include: The Scarlet Letter, Song of Myself,
Huckleberry Finn, Their Eyes Were Watching
God, and The Great Gatsby. Students write
several timed essays and give a formal presen-
tation.
Integration: Historical, literary, and art move-
ments and criticism of the U.S.
LWSD Grad Requirements: persuasive essay,
literary analysis essay
AP English/ Level 6 Honors Humanities The Life Journey Prerequisite: Level 5
Who are we? Why are we here? What is the
purpose of life? This split course, with stu-
dents opting for either honors or AP, explores
these metaphysical quandaries. Works such as
Hamlet and Slaughterhouse-Five tackle com-
plex issues, but, perhaps more importantly,
their main characters experience the sadness,
nostalgia, puzzlement and joy that sometimes
accompany life and its ineluctable end. As
they reach a major turning point in their lives,
students are challenged to think about who
they are and who they would like to become.
This idea is explored through a college appli-
cation essay. Finally, the literature catapults
discussions as difficult but sometimes life-
affirming ideas concerning the human condi-
tion and its meaning are examined. Other key
works include: Pride and Prejudice, Kafka’s
Metamorphosis, and Eliot’s “The Hollow Men.”
Students stretch writing skills by conducting
research and writing longer papers.
Introduction to IS Prerequisite: None
Students are introduced to International
Studies by investigating the fundamental
concepts and trends of History and Geogra-
phy. On a very basic level, students start
with the major themes of Geography to
look at the earth and its features. Students
analyze how humans work to control their
surroundings, the role geography plays in
historical events and human interaction,
and the definitions of location, region, place
and movement. A look at the uses of maps
to identify earth’s physical features, shifting
political boundaries, and the patterns and
distribution of human behavior combine to
reveal how humans occupy the earth.
In the second semester, 6th grade stu-
dents differentiate between physical sys-
tems and human systems, and investigate
on an introductory level the value of cul-
ture interaction, forms of government, dis-
ciplines of economics, and the impact of
science and technology on societies. They
study how materials and components that
are found within the environment are ex-
tracted, depleted, protected and managed.
The semester finishes up with a survey of
humans interacting with the environment,
including growth rates, consumption,
standards of living and the sustainability of
water, food, energy, the built environment
and zero waste.
Integration: This curriculum is highly integrat-
ed with Humanities, Art and Science. For ex-
ample, the study of humans as observers and
storytelling; physical and earth science; ele-
ments and principles of art, music, dance, and
theatre; elements of short stories; cartography
and the art of mapmaking; and an introduction
to life sciences. An interdisciplinary Culminat-
ing Assignment brings all four departments
together to show the connectivity of the world.
Level 1 IS
Prerequisite: None
Because the ICS curriculum is chronologi-
cal, students in level 1 first study our begin-
nings. Students study how the world began
according to creation myths and current
scientific theories. How did the universe,
6
International Community School
our galaxy and our solar system come to
be? What physical processes first shaped
and continue to shape our moon and the
Earth’s surface? According to science, how
might life have begun? What forces contin-
ue to shape the earth today? We then study
geography topics such as the five themes of
geography, the development and applica-
tion of some geographic tools, layers and
landforms, water and air, population, re-
sources, culture and agriculture. Students
participate in activities such as field trips to
a planetarium, a restored wildlife sanctuary
or the Burke Museum. Students briefly
study sustainability and then complete a
classroom-based assessment about Human-
Environment Interactions.
Second semester consists of three units:
the anthropological study of human origins,
the Neolithic Revolution and the earliest
river civilizations. Various activities in-
clude stringing bead necklaces, an early
hallmark of human consciousness, pound-
ing grain to make bread and imitating the
advantages gained in spear-throwing with
a mock-atlatl. Taken together, these three
units follow the growing sophistication of
humanity’s cognitive development, technol-
ogy, and government and religious institu-
tions. Skepticism is welcomed as we at-
tempt to roll back the mists of time and
marshal the most credible evidence and
interpretations to glimpse the circumstanc-
es under which mankind arose and pro-
gressed towards civilization.
Integration: The monomyth helps students
appreciate the impact of the Neolithic Revolu-
tion. Students draw on speaking and writing
skills developed in
Humanities to
present CBA anal-
yses of human-
environment in-
teractions.
Level 2 IS
Prerequisite: Level 1
Second year IS students learn how to
write a historical research paper and study
the Pacific Northwest as well as a few Pacif-
ic Rim cultures. We hone researching and
writing skills in conjunction with the Na-
tional History Day (NHD) Competition held
each year. Students choose a topic which
relates to the NHD theme for that
year. Students must research primary
sources and include analysis of them in
their essays. Each year we model the use of
primary sources in the commentary they
write. In the second quarter, students
choose whether to “go it alone” or team up
with some classmates to transform their
historical papers into documentaries, plays,
exhibits or websites. These are presented
in house as the culminating activity for se-
mester one.
In semester two we then study the his-
tory of the Pacific Northwest and, briefly,
the cultures and civilizations of China, Ja-
pan and India. To cap our studies of our
state government, and for integration with
Humanities, we often tour the Capitol in
Olympia and simulate legislative work in
our state government. Students are en-
couraged to participate in the regional,
state, and if possible, national NHD con-
tests.
Integration: Paralleling Humanities’ study of
types of government, IS 2 students study state
and federal government and prepare a CBA on
a Constitutional topic. Art brings to life the
cultures of the Pacific Rim and Native Ameri-
can cultures.
International Studies (IS)
7
Level 3 Honors IS
Prerequisite: Level 2
How might legends or epics preserve a
trace of actual historical events? Can ar-
chaeological research substantiate legends
or epics? Why was writing invented? How
could writing be forgotten by a culture for
centuries? How can “outsiders” bring fresh
ideas to established scholars? How do in-
ventions happen, and why do some socie-
ties seem more likely to benefit from inven-
tions than others? How might a centralized
and controlled Bronze Age economy have
worked? Does Bronze Age compare with
international trade with modern, globalized
trade? How did the alphabet, iron, money
and democracy rock the Eastern Mediterra-
nean societies where these inventions were
born and first spread? Why were the
Greeks so open to ideas, and how did this
openness propel their civilization?
These questions are raised and an-
swered in units like the following: Jason’s
Quest and Bronze Age Commerce, The
Phaistos Disc and the Purposes Behind Ear-
ly Writing, The Minoan Civilization, The
Mycenaean Civilization’s Trojan victory and
fall, Phoenician and Hebrew Highlights and
selected readings from the Iliad and the Old
Testament. The Persian wars usher in
Athen’s Golden Age, but within a few dec-
ades the Peloponnesian War destroys
Athen’s glorious culture. How did ordinary
life differ for men and women in a Spartan
oligarchy, a Corinthian tyranny or an Athe-
nian democracy?
In an ancient version of “Monopoly,” we
see half a dozen cultures compete to domi-
nate the trade in the western Mediterrane-
an. By studying the lifestyles of the Celts
and the Scythians, we glimpse what life was
like in the illiterate, “barbaric periphery” of
the Mediterranean. How did these people
live, and how did trade and conquest tie
them to Mediterranean civilizations?
Fourth quarter is devoted to the Roman
Republic, the Empire, and the growth of
Christianity. What genius enabled the Ro-
mans to impose the Pax Romana on the
Mediterranean world for 200 years and to
hold off the barbarians for another 200?
How did Rome develop law, government,
CURRICULUM GUIDE 2014-2016
engineering and military tactics? How did
its institutions falter in the end? Following
Rome’s fall, we will see how the Byzantine
Empire struggled on, Islam arose, and the
church matured.
Integration: Studying the history and politics
of these Mediterranean cultures and their in-
land neighbors helps students appreciate dif-
ferent emphases in the depictions of the human
form and various architectural styles developed
by the Egyptians, Etruscans, Greeks, and Ro-
mans. The study of Greek Myths in Humanities
helps with the IS exploration of the extent to
which ancient legends may preserve bits of
actual history, as in Jason’s Quest. IS students’
study Judaism, Zoroastrianism, Christianity and
Islam as part of the Jewish, Persian, Mediterra-
nean and Middle Eastern culture compliments
the study of world religions in Humanities.
Students prepare a CBA presentation on con-
flicts which draws on speaking skills learned in
Humanities.
Level 4 Honors IS
Prerequisite: Level 3
IS 4 traces developments in western
civilization from Rome’s fall to Absolutism,
The Age of Discovery, and the Enlighten-
ment. Students chart influences on the
Christian church, including the Crusades,
the growth of nation-states, and the Refor-
mation. They survey the origin and growth
of Islam and compare and contrast Christi-
anity and Islam with other world religions.
The rebirth of politics in the Middle Ages,
the impact of Charlemagne and William the
Conqueror, the code of Chivalry and the
growth of town life add to the progress of
the West toward the 21st Century. Students
look into how English democracy could
take root and grow due to the weakness of
the British monarchs. They see the Renais-
sance burst the world view of the Middle
Ages as trade, discovery and the new Hu-
manism open up geographical and histori-
cal worlds long closed off. A look at the
industrial revolution, the rise of socialism
and imperialism and the horrors of global
war combine to reveal the struggles of an
emerging world where factories and towns
replace farms and agriculture as the focus
of national economies. The fourth quarter
brings the study of world history into the
current era as WWII and the Cold War sig-
nal the end of empire and the post-colonial
eras. Finally, a look at current global prob-
lems and transnational solutions rounds
out three courses (IS 1, IS 3 and IS 4) and
over three thousand years of the history of
modern man. Primary sources, including
nonfiction, art and literature, reveal out-
looks of the people in this pageant.
Integration and Level 5 Graduation Require-
ment: The study of the Middle Ages in IS dove-
tails with the study of calligraphy and gothic
architecture in art. The study of King Lear in
Humanities coincides with the study of how
weak monarchs inadvertently created room for
democracy to grow in Britain. Students per-
form research in groups on one of various con-
flicts studied during the year. Students write
essays individually on one of these conflicts.
Meets the state CBA requirement for a study of
the Causes of Conflicts and the LWSD gradua-
tion requirement for a cause and effect essay.
Level 5 Honors IS
Prerequisite: Level 4
11th grade is an upper level survey of
U.S. History. A college textbook is used to
present the American story from colonial to
recent times. We see how imperial rivalry
transformed North America and led to the
birth of the United States. Then regional
tensions threaten our Union, and then in-
dustrialization and manifest destiny trans-
form our nation utterly by 1900. We then
follow the impact of the major events of the
twentieth century: world wars, depression,
the cold war and its collapse and the 21st century’s threats of terror and widespread
financial dislocations. Level 5 is offered as
an honors course, but students learn skills
assessed by the US History Advanced Place-
ment Test, especially how to answer docu-
ment-based questions. Students have the
option of taking the AP exam in May if they
choose.
Integration: The literature and art studied in
Humanities and Art illustrate the culture stud-
ied. We write a cause and effect essay on For-
eign Policy. Meets the state CBA requirement
for a study of the Causes of Conflicts and the
LWSD graduation requirement for a cause and
effect essay.
AP Comparative Gov’t/Level 6 IS
Honors
Prerequisite: Level 5
Students in IS 6 study American govern-
ment first and then they study the govern-
ment of six other countries – carefully cho-
sen to represent the variety of nearly 200
countries that now exist. Students study
how each government has struck its own
balance between the competing principles
of freedom and equality. On an internation-
al scale, countries are being united and
driven apart by powerful conflicting forces
like globalization, secession movements
and terrorism. Students consider whether
international organizations like NAFTA, the
EU, the AU and the UN will succeed or fail in
harmonizing and unifying countries and
economies throughout the world.
IS 6 is taught as a Comparative Govern-
ment and Politics course; students may
choose whether to take this course at the
honors or the advanced placement level.
The course begins with a study of Washing-
ton state government and of our national
federal government. Each student com-
pletes a classroom based assessment on an
American Constitutional Right. Those stu-
dents taking this course at the AP level
write a follow-up essay in which they trace
an analogue of the American right they pre-
sented in another country.
The six countries we study are: China,
Iran, Mexico, Nigeria, Russia, and the Unit-
ed Kingdom. Contrasting these countries’
governments raise profound, endless ques-
tions. For example: Is Iran’s democratic
theocracy an oxymoron or a good compro-
mise which successfully merges church and
state? How have drug cartels and the se-
cessionist movement in Chiapus questioned
the legitimacy of the Mexican government?
What are we to make of the PRI’s recent
election given its seventy-one year monop-
oly on power and its ouster in the last
twelve years? How are the other four coun-
tries dealing with their home grown terror-
ism? Can Nigeria ever govern itself effec-
tively or must it break up one day? Is Putin
a new Stalin in sheep’s clothing, or is his re-
centralization of power in Moscow and in
himself a necessary prologue to a future
Russian democracy? How effective are
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International Community School
NGO’s and civil society in limiting the pow-
er of any or all of these governments? Can
China keep democracy in check indefinitely
while unleashing capitalistic forces? To
what extent do human rights strengthen
and weaken countries?
Students in IS 6 often work on a local
case study as well. The Salish Sea is a
transnational waterway that requires Cana-
dian, American, B.C., Washington and Na-
tive American tribal cooperation to manage
successfully. Seniors study how these
stakeholders can work together to preserve
this extraordinary natural resource.
Integration: Humanities studies literary, philo-
sophic, and film movements of the 20th century
(i.e., Existentialism, nihilism, and film noir);
these developments often parallel develop-
ments that influence the world governments we
study. For example, is Sartre’s existentialism in
part the depressed philosophy of a culture that
was vanquished by Germany in World War II?
Students who are not yet proficient in the Com-
pare and Contrast or Cause and Effect district
graduation requirement receive two opportu-
nities this year to become proficient.
Criminal Justice (CJ)
Open to grades 9—12
Every crime requires an illegal act and a
guilty state of mind. Different societies at
different times define criminal acts and
criminal intent differently; different socie-
ties also impose different consequences, or
sentences, for the same offense. We will
begin this course by comparing and con-
trasting the presuppositions underlying CJ.
CJ acquaints a student with the processes
and resources devoted by our society for:
maintaining law and order, solving crime,
determining innocence and guilt, and su-
pervising the consequences criminals incur
with their crimes. How can society balance
concerns for individual rights with the need
for public order through the administration
of criminal justice? How can criminal jus-
tice incorporate new technology to maxim-
ize its effectiveness and how can CJ change
to meet the challenges of America’s increas-
ing multiculturalism? In the past, this class
has taken field trips to the Monroe Correc-
tional Facility and to the Prosecutor’s Office
at the King County Courthouse.
Business Law (BL)
Open to grades 9—12
BL introduces students to civil and crimi-
nal law, ethical and moral issues in general
as well as for officers of the court in partic-
ular, contract and consumer law, workplace
and employment law and laws pertaining
to various business entities. We survey
financial legal topics such as negotiable
instruments and bankruptcy, insurance
law, and/or family law.
Leadership projects include an in-house
parliamentary procedure mini-unit and a
project in mock trial or Future Business
Leaders of America (FBLA).
Mock Trial (grades 9—12) is a part of
BL. Students prepare for the regional com-
petition through field trip rehearsals and
study sessions. Invitations to the state and
national level may require an additional
commitment and travel. Students may opt
to participate in the FBLA club and its busi-
ness law contests. These students attend
FBLA’s meetings, and attend the fall confer-
ence. Students can participate in regional
and state competitions.
Honors Psychology
Prerequisite: Level 5
Psychologists seek to describe, explain,
and predict human behavior. Starting with
the philosophical underpinnings of psy-
chology and the different approaches prac-
titioners employ, students learn about re-
search, biological bases of behavior, sensa-
tion/perception, learning, memory, and
physical and social development across the
lifespan. In the second semester students
take these foundational concepts and apply
them to more complex human behaviors
involved in personality, social psychology,
and psychological disorders. Current psy-
chological research is explored throughout
the year, and students also engage in re-
search of their own.
National History Day (NHD)
National History Day, sponsored by the
History Channel, is a yearlong education
program for students in grades 7—12 that
focuses on the interpretation and analysis
of historical topics attached to a theme cho-
sen every year. Students produce perfor-
9
mances, exhibits, multimedia documen-
taries, web sites, and research papers based
on quality research and it’s relation to the
annual theme. The ensuing projects are
then judged at local, state, and national
competitions.
Through intense analysis of a historical
event, NHD requires a student to examine
history in new ways. One must understand
the nature of the times, the character of
those involved, and the lasting consequenc-
es of the particular event that he or she
chooses to research.
NHD is a part of the 8th grade curriculum
at ICS and takes students to local libraries
and universities in the course of their work.
Long term project management skills and
working in formal academic settings are
two of the great byproducts of this pro-
gram. ICS has produced NHD national and
state champions in recent years as many
older students have returned to the re-
search work voluntarily as independent
learners.
The ICS Spanish Program
ICS subscribes to the belief that lan-
guages are essential for success today in a
culturally diverse global community. Our
school is dedicated to providing a rigorous
five year program in language and culture
in order to communicate effectively in
Spanish. Our program, beginning at Level 1
and proceeding through Level 5, insures a
thorough exploration of culture in the areas
of history, the arts, literature, current
events, religion and philosophy, and in-
creases awareness of the rich cultural di-
versity in our area. By the end of our pro-
gram, our students are fluent in the Spanish
language.
Level 1 Spanish
Spanish 1 introduces students to the
foundations of the Spanish language.
Students learn to un-
derstand, read, write
and speak basic Span-
ish. Vocabulary and
grammar are studied
in an authentic cultural
context, with a concen-
tration of the present
tense. Students engage
in dialogues in order to
practice speaking. In-
struction is partly in
Spanish.
Level 2 Spanish
Spanish 2 continues
to build on the lan-
guage structure learned in Spanish 1. Level
2 reviews and extends Level 1 grammar
structures with a concentration on the
preterit and imperfect tenses. Students
learn to understand, read, write and speak
Spanish and study a variety of themes. In-
struction is mostly in Spanish.
Level 3 Honors Spanish
Spanish 3 reviews and extends Level 1
and 2 structures. Students incorporate
grammar and vocabulary in an authentic
cultural context. Reading, writing and con-
versation are practiced at a more advanced
level with a focus in the conditional and
future tenses, and the imperative and sub-
junctive moods. Instruction is predomi-
nantly in Spanish.
Level 4 Honors Spanish
Spanish 4 reviews and extends Levels 1,
2, and 3, with a focus on improving student
conversational skills, reading, listening, and
writing in Spanish. Students explore His-
panic culture, read authentic materials,
listen to native speakers from different
countries and watch films in Spanish. In-
struction is entirely in Spanish.
Level 5 AP Spanish
The goal of this course is to prepare the
students to take the Spanish Language Ad-
vanced Placement examination in May.
This is a rigorous grammar and conversa-
tion course that covers the material of a
second year university class. The class is
conducted exclusively in Spanish.
The following mathematics course de-
scriptions are based on the Common Core
Standards, the LWSD Standards, and the
unique ICS Pathway. This pathway is de-
signed so that students, if they master each
level, have the possibility to take AP Calcu-
lus their senior year. Each level is further
broken up into the conceptual categories as
defined by the Common Core Standards
that are emphasized during that year.
6th Grade Mathematics The 6th grade math curriculum is de-
signed to take all incoming students from
several different schools, and over two
years cover the material needed so that
students can begin the Algebra content in
their 8th grade year and therefore reach
calculus by their senior year. These first
two years are often otherwise taught over a
three-year period. Content such as in-
creased mastery of decimal and fractional
operations, basic geometric concepts and
formulas as well as statistical concepts are
covered in the first year.
Number Sense: History of numbers, types
and properties of numbers; intense decimal
and fractional operations; introduction to
percents, ratios, exponents and radicals;
conversions between fractions, decimals,
percents and ratios; order of operations.
Algebra/Modeling/Functions: Introduc-
tion to variables, simplifying and solving
equations; introduction to math models and
representing math models using equations,
graphs, tables and word problems.
Spanish
Mathematics
“NATIONAL HISTORY DAY IS NOT JUST ONE DAY, BUT A YEARLONG
EDUCATION PROGRAM THAT MAKES HISTORY COME ALIVE THROUGH
EDUCATOR PROFESSIONAL
DEVELOPMENT AND ACTIVE STUDENT LEARNING.”
CURRICULUM GUIDE 2014-2016
Geometry: Types of polygons, area and pe-
rimeter (circumference) of polygons and
circles; introduction to volume and surface
area of three-dimensional polyhedrons
(pyramids, cylinders, prisms, cones); types
of angles and angle measurement; interior/
exterior angle sum of polygons; symmetry
and transformation of shapes.
Probability and Statistics: Mean, median,
mode; experimental versus theoretical prob-
ability of basic one-event probability.
7th Grade Mathematics
Continuing the work from 6th Grade
Math, 7th Grade Math introduces and inten-
sively works with integer operations, and
simplifying and solving one variable equa-
tions (among other topics), and gets stu-
dents ready for the more advanced work
they will be doing in Algebra I.
Number Sense: Integer operations, ad-
vanced percent, proportion and ratio calcu-
lations, dimensional analysis.
Algebra/Modeling/Functions: Solving two
-step equations; introduction to linear mod-
els; introduction to slope; comparing/
contrasting linear models; introduction to
one variable inequalities.
Geometry: Similar figures, perimeter
(surface area) and area (volume) of polygons
(polyhedrons).
Probability and Statistics: Data display
models (dot plot, box and whisker, line plot,
stem and leaf, circle graphs, bar graphs, his-
togram, scatter plots); probability terms:
independent/dependent events, mutually
exclusive; probability trees and counting
principles; two-event probability; Venn dia-
grams, permutations and combinations.
Algebra I
Building off of 7th Grade Math, this Alge-
bra I course takes students to the next level
of solving more complex equations, includ-
ing quadratic and absolute value equations,
linear inequalities and systems of equa-
tions, and ventures into new levels of appli-
cation of exponential and inverse models.
This course is specifically designed to build
a strong framework and foundation for
upper level courses, and to prepare stu-
dents to pass the End of Course Exam
(EOC) in Algebra.
Number Sense: Advanced integer and ra-
tional operations, exponent and radical sim-
10
International Community School
plification, ordering complex numbers on a
number line.
Algebra: Simplifying and solving complex
polynomial equations; solving systems of
equations graphically, using substitution and
elimination, understanding infinite and no
solutions; advanced inequalities (two-
variable, graphing), introduction to absolute
value, solving and graphing absolute value
equations; expanding, factoring binomials;
laws of exponents, solving quadratic equa-
tions using completing the square, undoing,
factoring or the quadratic formula.
Modeling/Functions: Introduction to func-
tion notation, terms, definitions; advanced
linear math modeling including three forms
of the linear equation (standard, slope-
intercept and point-slope), finding slope
from points, tables, word problems, model-
ing and solving linear math word problems,
making predictions based on linear models,
slopes of parallel and perpendicular lines,
finding intercepts; modeling word problems
with a system of equations; introduction to
exponential models, solving exponential
math model word problems / making pre-
dictions (what will tuition be in four years?
What was the population 30 years ago?);
introduction to inverse math models; intro-
duction to quadratic models (vertex, roots,
line of symmetry) and converting quadratic
functions between all three forms: standard,
root and vertex.
Geometry: Pythagorean Theorem and re-
view of angles formed when a transversal
crosses parallel lines; introduction to right
triangle trigonometry (sine/cosine/tangent
ratios.)
Honors Geometry
The geometry curriculum is easily divid-
ed into two parts, one covered each semes-
ter. The focus first semester is on deduc-
tive reasoning, which is taught using the
framework of geometric concepts, formal
proofs and constructions. The specific con-
cepts of a geometric proof (for example,
that the two acute angles of a right triangle
are complementary) will not necessarily
arise again in a student’s later math career,
but the process of writing a proof - finding
all the information, definitions, earlier the-
orems and postulates and communicating
them in a organized, logical order - is a skill
that will be used frequently later in life,
both scholastically and otherwise. Second
semester covers more specific geometric
concepts and content including the geome-
try of circles, area, volume and surface area,
special right triangles, similar shapes, and
trigonometry. During this course students
will have the opportunity to complete the
LWSD Quantitative and Scientific Reason-
ing graduation requirement, plus learn the
content and skills needed to pass the EOC
exam in Geometry.
Number Sense: Reason quantitatively and
use units to solve problems; perform arith-
metic operations with complex numbers;
understand the difference between an exact
answer and an approximate answer, and
know when to use which one.
Algebra: Solve linear and quadratic equa-
tions and systems of equations when they
arise from geometric diagrams; rearrange
formulas to highlight a quantity of interest;
using coordinates to prove simple geometric
theorems algebraically; solving for the equa-
tion of the line of the median, or perpendicu-
lar bisector of a triangle given its coordi-
nates; solve for slope and use the distance
formula to determine what specific type of
shape is given by a set of coordinates; solve
trigonometric equations
Geometry: Know precise definitions includ-
ing angle, circle, parallel and perpendicular
line, based on the undefined notions of point,
line and plane; prove theorems about lines
and angles (vertical angles are congruent, if
lines are parallel, alternate interior angles are
congruent), about triangles (triangle sum
theorem), about quadrilaterals (the diagonals
of a kite are perpendicular); make geometric
constructions (perpendicular bisectors, angle
bisectors, inscribed and circumscribed circles
in a triangle); understand and apply theo-
rems about circles; explain volume, area and
surface area formulas and use them to solve
problems; use trigonometric ratios and solve
problems involving right triangles; explore
and prove the Pythagorean Theorem, and
know properties of 30-60-90 and 45-45-90
triangles; understand similarity in terms of
transformations (how does volume change if
all dimensions are doubled?); experiment
with transformations in the plane.
Honors Advanced Algebra
After the year of geometry where algebra
concepts are more in the background, sev-
eral algebraic concepts, skills and applica-
tions are revisited, reviewed and expanded
upon in Advanced Algebra, and many new
ones introduced such as logarithmic and
11
rational functions and equations, conic sec-
tions, higher order polynomial functions,
rational functions, function transfor-
mations, equations with radical expres-
sions and systems of three or more equa-
tions, including solving these using matri-
ces, and an introduction to complex num-
bers with the imaginary unit i. An exten-
sive probability unit is also covered.
Number Sense: introduction of the imagi-
nary unit i, complex number operations,
extend the properties of exponents to ration-
al exponents; use matrices to represent and
manipulate data; use all operations of matri-
ces, including finding the inverse matrix;
introduction to logarithms.
Algebra: Produce an equivalent form of an
expression to reveal properties (zeros); un-
derstand the relationship between zeros and
factors of polynomials; use the Binomial
Theorem to expand a binomial; rewrite ra-
tional expressions, solving rational equa-
tions; solve simple rational and radical equa-
tions in one variable and give examples how
extraneous solutions may arise; represent a
system of linear equations as a single matrix
equation.
Modeling / Functions: Use function nota-
tion, interpret statements that use function
notation in terms of a context; relate the
domain of a function and the relationship it
describes (if h(x) describes the number of
person-hours to assemble x engines in a facto-
ry, then an appropriate domain would be the
positive integers); graph linear, quadratic,
square root, cube root, higher-order polyno-
mials, exponential and logarithmic functions,
identifying zeros, symmetry, asymptotes,
end behavior where appropriate; combina-
tions of functions; introduction to inverse
functions; use linear, quadratic and exponen-
tial models to solve problems.
Geometry: Introduction to conic sections,
translate between the geometric description
and the equation for a conic section.
Probability and Statistics: Understand
independence and conditional probability
and use them to interpret data; use the rules
of probability to compute probability of com-
pound events; use permutations and combi-
nations to compute probabilities of com-
pound events and solve problems; calculate
expected value and use them to solve prob-
lems; develop a probability distribution for a
random variable defined for a sample space
in which theoretical probabilities can be
CURRICULUM GUIDE 2014-2016
calculated (if guessing on 10 question, multi-
ple-choice quiz with four possible answers for
each question, calculate the probability of
passing); find the expected payoff for a game
of chance (find the expected winnings of a
game at a fast-food restaurant.)
Honors Math Analysis
Math Analysis, widely seen as the highest
high-school mathematics course, has a wide
assortment of content in order to provide
the prerequisite skills needed for later,
more specified mathematics courses (AP
Calculus, AP Statistics, Business Math
courses.) First semester is first devoted to
a review and more intensive look at func-
tions and their properties, and more specif-
ically at polynomial and rational functions,
then for most of the semester trigonometry
is the entire focus. Triangle trig is reviewed
and periodic trigonometry and the unit
circle is introduced, as well as reciprocal
trig functions, trig graphs, trig identities
and solving trig equations, and modeling
harmonic and periodic data with trig mod-
els to solve problems. Second semester
includes a review of logarithmic and expo-
nential functions, sequences and series and
an introduction to calculus, further investi-
gation of conic sections as well as introduc-
tion to parametric equations and polar co-
ordinates and equations and the transla-
tions between functions, parametric and
polar equations. Additionally, time permit-
ting there is a probability and statistics
review, and an introduction to vectors.
Number Sense: Represent and model with
vector quantities, perform operations on
vectors; perform arithmetic operations with
complex numbers (find the conjugate of a
complex number); understand and use sig-
ma notation; simplify logarithmic quantities.
Algebra: Derive the formula for the sum of a
fine geometric series; identify zeros of poly-
nomials when suitable factorizations are
available and construct a rough graph.
Modeling / Functions: Introduction to
even and odd functions; compositions of
functions; finding inverse functions; un-
derstand the relationship between the
graph of a function and its inverse, un-
derstand the inverse relationship be-
tween logarithms and exponents, and
use this relationship to solve exponential
and logarithmic equations; understand
radian measure of an angle; explain how
the unit circle in the coordinate plane ena-
bles the extension of trigonometric function
for all real numbers; introduce reciprocal
trig functions; use the unit circle to explain
the symmetry of trigonometric functions;
graph trigonometric functions; prove and
apply trigonometric identities, solve trigono-
metric equations; choose trigonometric func-
tions to model periodic phenomena with
specified amplitude and frequency; apply
formulas of arithmetic and geometric se-
quences and series to problems; introduc-
tion to the concept of a limit, introduction to
the derivative, introduction to finding the
area under a curve.
Geometry: Introduction to the polar coordi-
nate system, polar equations, parametric
equations, and transformations between a
conic section written in the Cartesian (x/y)
coordinate system, parametric equations
and polar equations; solve problems using
trigonometric ratios in right and regular
triangles, introduction to the Law of Sines
and the Law of Cosines.
Statistics and Probability: Construct and
interpret two-way frequency tables of data
when two categories are associated with
each object being classified; recognize and
explain the concepts of conditional probabil-
ity (compare the probabilities of getting a flu
-shot and contracting the flu versus getting a
flu-shot and not contracting the flu given
data); calculate expected value; analyze deci-
sions and strategies using probability con-
cepts (is there any evidence of gender bias
given data?)
AP Calculus AB
Being a college level course, the Common
Core Standards are no longer applicable to
this level, and instead the requirements set
forth by the College Board to certify an AP
course in Calculus AB are followed. The
major sections in this course include the
concept of a limit and how calculus is de-
fined by the limit process, continuity of
functions, the formal definition of the deriv-
ative, derivative rules for polynomial, ra-
tional, trigonometric, exponential and loga-
rithmic functions, applications of the deriv-
ative including relative minimums and
maximums, concavity and increasing and
decreasing characteristics of functions, re-
lated rates, optimization models, rules of
integration for all above mentioned func-
tions, application of integration including
area between curves, volumes of rotated
figures and cross-sections; approximation
of integrals, slope fields, differential equa-
tions. All content required for the AP exam
will be covered by mid-April, leaving stu-
dents three plus weeks for intensive AP
preparation. After the AP Exam, time per-
mitting further material such as the calcu-
lus models of physics problems (Work, Flu-
id Force, Centroids) is covered, as well as
some Calculus BC material (integration by
parts, L’Hopital’s Rule)
Introduction to Science
This foundation course focuses on the
introduction and development of science
process skills in addition to providing an
overview of large thematic concepts that
will be revisited in subsequent science
courses. This course introduces students to
the scientific process which includes hy-
pothesis formation, experimental design,
data collection and analysis and presenta-
tion of results. In addition students will be
exposed to the inquiry method of science,
in both laboratory experiments and in re-
search methods. This course will teach
students to think like a scientist, where
critical thinking and analysis are integral
Science
12
International Community School
components; a theme which runs through-
out the all the science courses. The science
content is divided into physical, earth and
life science; all of which will be revisited in
other courses. For each of those disciplines
we will focus on just a few topics. Physical
science will introduce students to proper-
ties of matter and Newtonian physics. The
Earth sciences will focus on the atmos-
phere, lithosphere and hydrosphere and
the process associated with each compo-
nent. Finally life science will focus on
classification and ecology, which will be
continued in the Level 1 course; Environ-
mental Biology. This course is instrumental
in the shaping students to be successful in
the ICS science curriculum and beyond.
Environmental Biology
Prerequisite: None
Environmental biology is an ex-
ploratory biology. We explore how
major concepts in biology relate to
the world. We begin with an in-
depth look at ecology, ecological
principles, and human impact on the
environment. We look at how the
environment impacts the evolution
of organisms and explore evolution-
ary theory. We explore our own
anatomy and physiology. As we dis-
cuss anatomy and physiology stu-
dents begin to see the relationship
between structure and function, a
theme in biology. We apply evolu-
tionary principles to our own evolution.
During our discussion of anatomy and
physiology, concepts relating to chemistry
of life, cells, and cell reproduction are wo-
ven throughout this section to give stu-
dents the perspective that all topics in biol-
ogy are interrelated. Students are expected
to demonstrate lab skills throughout the
course. Experimental design and critical
thinking skills are reinforced and extended
in preparation for their other courses.
Earth Science
Prerequisite: Level 1
This course introduces the fundamental
physical and chemical processes involved
in the formation and evolution of the Earth.
The course develops basic laboratory and
research skills. An emphasis is placed on
critical thinking, hypothesis development,
data collection and analysis. Topics in-
clude: cosmology, Earth structure, plate
tectonics, earthquakes, volcanoes, moun-
tain formation, hydrosphere, atmosphere
and meteorology, rock cycle, and cartog-
raphy.
Honors Physics
Prerequisite: Level 2/ teacher permission
This lab-based course provides an in-
depth study of the relationship between
matter and energy. Emphasis is placed on
the development of a conceptual under-
standing through extensive design activi-
ties, lab experimentation, data gathering,
and analysis. Student generated mathemat-
ical models enhance conceptual under-
standing of the physics processes.
Topics include: mechanics, heat, waves,
sound, light, optics, electrostatics, and mag-
netism.
Honors Chemistry
Prerequisite: Level 3/ teacher permission
Students continue analyzing the universe
from a physical perspective. It builds upon
their understanding of the interaction of
energy and matter developed in General
Physics and their understanding of the in-
terrelationship between science and socie-
ty. Chemistry is an introduction to the
study of the structure and properties of
matter. It is designed to provide students
with an understanding of our current view
of the material universe. This laboratory
course introduces safe and appropriate
laboratory practices and allows students to
perform and analyze chemical reactions.
Students design and conduct experiments
where they qualitatively and quantitatively
explore chemical processes. It stresses the
student’s understanding of chemical tools
such as the Periodic Table and their use in
explaining observations and predicting the
behavior of matter. Topics include: chemi-
cal nomenclature, periodic properties,
modern atomic theory, stoichiometry,
chemical bonding, molecular geometry,
solution chemistry, acid-based chemistry,
equilibrium and kinetics, introductory or-
ganic chemistry, and introductory biochem-
istry.
13
This course meets the graduation require-
ments for Quantitative and Scientific Rea-
soning: Formal lab report.
AP Biology/Honors Biology
Prerequisite: Honors Chemistry
This course is designed as a college-level
introductory and survey course, in which
students are prepared to take the AP biolo-
gy exam. Concepts and major principles of
biology are explored through lecture and
laboratory. Emphasis is on critical thinking
skills as we address issues in bioethics.
Students relate structure to function at a
deeper level than they did in level 1. Stu-
dents recognize the interdependence of
different areas of science as we integrate
chemistry and physics into the course. We
begin by reviewing chemistry and applying
these concepts to bio-molecules. We build
on this foundation focusing on the cell, he-
redity, evolution, structure, and function.
Students are now able to conceptually un-
derstand how the molecular level of biology
affects and relates to other levels including
the ecological level.
The lab component extends their under-
standing of biology. Students demonstrate
college-level skills in designing and con-
ducting labs and analyzing data to make
logical conclusions. They keep a lab book
as a permanent record of their application
and understanding of various topics.
This course meets the graduation requirements
for Quantitative and Scientific Reasoning:
Formal lab report.
Honors Anatomy & Physiology
Prerequisite: Honors Chemistry or currently
taking Honors or AP Biology
This course provides an introduction to
the principles and techniques of anatomy
and physiology. The focus is on providing
students with a comprehensive under-
standing of the human organism using ani-
mal models to support understanding. It
provides students with a comprehensive
understanding of the human form and its
functions. The primary objective is relating
structures or tissues, organs, and systems
to their function within the organism and
the interaction and interdependence they
have with one another. Students demon-
CURRICULUM GUIDE 2014-2016
strate practical skills that are required in
health professions. We look into emerging
technologies and their impact on the medi-
cal field, such as pharmacogenomics and
new medications and treatments as they
relate to our understanding of both struc-
ture and function. The units include: hu-
man body organization, integumentary,
skeletal and muscular systems, nervous
system, maintenance of the body, and conti-
nuity and change. We also focus on career
opportunities in biotechnology and the
health and human services fields. Students
compete in the Bio EXPO and complete a
project relating human physiology and/or
anatomy.
Note: Mammalian dissection is included.
This course meets the graduation requirements
for Quantitative and Scientific Reasoning: For-
mal lab report.
Honors Biotechnology
Prerequisite: Level 4 and completion or cur-
rently taking Honors or AP Biology
This course is an introduction to biotech-
nology principles and techniques. Students
explore techniques including DNA isolation
and analysis, plasmid isolation and identifi-
cation, bacterial transformation, PCR, gel
electrophoresis and other recombinant
DNA techniques. Students also explore
content-related topics of gene identifica-
tion, gene expression and regulation, DNA
sequencing and the Human Genome Pro-
ject, and protein identification and regula-
tion. As part of the vocational component to
this class, students keep an industry stand-
ard laboratory
notebook,
know chemi-
cal, microor-
ganism, and
laboratory
equipment
safety stand-
ards and pre-
cautions, com-
municate re-
sults orally
and written,
effectively use
databases and
other primary
research
sources, follow, modify and create lab pro-
tocols, apply scientific and mathematical
theory in a lab situation, and effectively
consider issues in bioethics as they relate
to lab situations. Biotechnology students
are also required to complete a project for
the Bio EXPO, a regional biology/
biotechnology science fair.
This course meets the graduation requirements
for Quantitative and Scientific Reasoning: For-
mal lab report.
AP Environmental Science
Prerequisite: 11th or 12th grader who has
completed Honors Chemistry and is en-
rolled in or completed Level 5 Biology
Students who elect to take this course
are expected to take the end of the year AP
exam.
Our goal in this course is to provide a
first-year college-level environmental sci-
ence education including development and
lab experience. It provides scientific princi-
ples, concepts, and methodologies required
to understand interrelationships of the nat-
ural world.
The lab experience is designed to supple-
ment the learning in the lecture and discus-
sion portion of the course.
This course meets the graduation requirements
for Quantitative and Scientific Reasoning:
Formal lab report.
AP Chemistry
Prerequisite: Honors Chemistry
Students who take AP Chemistry will
take the end of the year AP exam. Lab ex-
periments are embedded into the curricu-
lum to allow: discover a relationship, learn
a lab technique, test a concept or apply a
principle as they achieve mastery. Quanti-
tative data gathering is done using probe
ware produced by Vernier Software and
Tech in conjunction with Logger Pro soft-
ware on laptops or DataMate software in-
stalled on the students’ graphing calcula-
tors. Students write a formal lab reports.
This course provides a first-year college-
level chemistry education including con-
cept development and lab experience. The
lab experience supplements the learning in
the lectures and discussions.
This course meets the graduation requirements
for Quantitative and Scientific Reasoning: For-
mal lab report.
AP Physics C—Mechanics
Prerequisite: 11th or 12th grader who has
completed or is currently taking AP Calc AB
Completion of Honors or AP Bio and Hon-
ors Chemistry or equivalent
Students who take AP Physics will take
the end of the year AP exam or an exam of
equivalent difficulty from the instructor. If
a student chooses not to take the AP exam,
the course is designated as Honors.
The majority of the labs are open-ended
and hands-on. Students are responsible to
design procedures, materials, and to organ-
ize data into tables and graphs, and do high
order thinking analysis. Lab experiments
are embedded in the curriculum to allow
students to: discover a relationship, test a
concept, or apply a principle as they devel-
op mastery. The experiments are primarily
student-designed. Students are assigned an
objective and a list of available materials
with which they develop appropriate data
gathering and analysis techniques to ac-
complish this. Our goal is to provide a first-
year college-level calculus-based physics
education focusing on mechanics with an
introduction into waves, sound, and geo-
metric optics. Students have a conceptual
understanding of physics coupled with the
ability to apply mathematical tools both
algebraic and calculus to arrive at numeri-
14
International Community School
cal solutions. Students apply their
knowledge to novel settings because of
their ability to recognize the underlying
principles involved.
This course meets the graduation requirements
for Quantitative and Scientific Reasoning: For-
mal lab report.
AP Computer Science A Prerequisite: None
AP Computer Science A is both a college-prep course for potential computer science majors and a foundation course for stu-dents planning to study in other technical fields such as engineering, physics, chemis-try, and geology. In AP Computer Science, Students will learn to:
Design and implement computer pro-grams that solve problems relevant to today’s society, including art, media, and engineering.
Apply programming tools and solve complex problems through hands-on experiences and examples.
The course emphasizes programming methodology, procedural abstraction, and in-depth study of algorithms, data struc-tures, and data abstractions, as well as a detailed examination of a large case study program. Instruction includes preparation for the AP Computer Science A Exam.
STEM Signature Program At ICS, we have adopted the Grand Challenges
for Engineering as our STEM Signature Pro-
gram (www.engineeringchallenges.org).
Many of these Grand Challenges will be em-
bedded into our core classes, guaranteeing
that all ICS students, grades 6-12, will not
only be exposed to the themes of the Grand
Challenges, but will have authentic problem
solving opportunities. The ICS teachers will be
relating the Grand Challenges to the unique
ICS curriculum, drawing connections between
the learning targets of the curriculum with the
current real world issues that engineers face.
The ICS STEM Signature Program will include
guest speakers, local and national partner-
ships, field trips and opportunities for stu-
dents to present their problem-based solu-
tions to organizations working on solving the
same challenges.
Some examples of Grand Challenges for Engi-
neering being embedded in the ICS core cur-
riculum include: Spanish Level 1: Advance
personalized learning; Spanish Level 4: access
to clean water; 6th Grade Art: Reverse-
engineer the brain; Art Level 4 - Engineer the
tools of scientific discovery; Art Level 5 – Re-
store and improve urban infrastructure; In-
ternational Studies 3: Access to clean water;
International Studies 5: Prevent nuclear ter-
ror; International Studies 6: Secure cyber-
space; Chemistry: Manage the nitrogen cycle;
Chemistry: Develop carbon sequestration
methods; Biology: Engineering better medi-
cines.
15
Library The mission of the library is to help students become effective users of ideas and information. A certificated librarian assists student research especially in the areas of locating and evaluating infor-mation, determining authority, and ethical use. Students are expected to examine the evidence, view point, relevance, and con-nection with all sources of information used in research. Students use primary and secondary sources in their research. In or-der to assist this research, students are taught to use several databases that pro-vide them access to hundreds of periodi-cals. They can access these databases from school and home. The continually changing non-fiction collection is based on the needs of the cur-ricula. The fiction collection reflects the reading lists of the staff and the personal interests of the students. In addition to a view of the Olympic
Mountains, the school library offers space
for meetings, independent and small group
studying, and laptop use.
For information about our school library
please visit the ICS web site.
Counseling
The counseling program aims to assist
students to make informed educational and
career choices in which they will thrive
intellectually, socially, and personally. The
student and his or her parents must be ac-
tive participants in this process in order to
achieve a placement that will activate their
learning and guide the final stages as they
step into adulthood. Students are encour-
aged to consider their passions, their learn-
ing styles, and their career goals when re-
searching postsecondary options in order
to make supported decisions about where
they will best fit in the next stage of aca-
demia.
Activities associated with college counsel-
ing include:
Academic counseling
7th grade parents’ meeting to discuss
study skills, organization, and time
management
9th grade academic planning meeting
for small groups of students and par-
ents includes planning timeline for
college, course options to meet both
CURRICULUM GUIDE 2014-2016
LWSD graduation requirements and
college admission requirements
11th grade private conferences with
students and parents to plan for the
college admission and the scholarship
process
12th grade students manage the appli-
cation process with the help of a
“Brown Envelope” which contains time-
lines, recommendation guidelines, vis-
itation practice, and other helpful
tracking devices. Prior to application
deadlines, several onsite or local
presentations offer students and par-
ents opportunities to hear university
and college representatives and finan-
cial advisors in a small group setting
for discussions about career choices,
financial aid, campus life, and to an-
swer questions.
STAMP
ICS supports all underclassmen (grades
6-9) through the Student Taught Academic
Mentoring Program – STAMP. The emphasis
is on upperclassmen students mentoring
the underclassmen through student-
created activities and lessons. Some topics
covered are time management, drugs and
alcohol, healthy relationships, nutrition,
study habits, and enjoying life. The pro-
gram provides each mentee with a support-
ive environment to help their adjustment
from middle to high school. Mentors take
responsibility for 4-5 underclassmen and
assist them academically, socially, and emo-
tionally throughout the school year. Men-
tors are expected to maintain personal con-
tact with their mentees and demonstrate
positive behavior inside and outside of
school. This is an opportunity for the men-
tors to hone leadership
skills and for ICS new-
comers to be championed
in the environment they
are moving into.
Student Study Center
The center promotes a school climate that
celebrates and values learning by:
Providing a friendly, accessible, and safe
atmosphere where students can ask
questions and seek assistance
Preparing highly competent peer coaches
trained in study skills, literacy, and spe-
cific academic content
Honoring student strengths while offer-
ing additional learning strategies that can
apply across subject areas
Encouraging voluntary student involve-
ment
Developing respectful peer relationships,
regardless of age
Fostering academic integrity, independ-
ence and maturity
The center has hours before and after school
and during lunch.
Instrumental Music
ICS offers two instrumental music pro-
grams for its student musicians. Orchestra
is for students who play a string instrument
(violin, viola, cello or bass) and have been
playing for at least 2 years in an elementary
program or studied one year privately.
Band is for students who play a wind in-
strument (flute, clarinet, etc.), a brass in-
strument (trumpet, trombone, etc.) or per-
cussion. Band students must have played
for at least one year.
Student Services
Co-Curricular Program
Students have the opportunity to play a
wide range of music, including classical,
jazz, and modern scores. The program is
committed to helping develop the potential
of individual musicians in addition to teach-
ing ensemble skills. The two groups meet
twice each week at ICS. The program is
also open to Northstar and Stella Schola
students. Occasionally, the two groups join
together to play a symphonic piece as well.
ICS Band and Orchestra perform multi-
ple concerts each year and also play at the
ICS Graduation. In addition, students have
the opportunity to participate in All-State
and solo/ensemble competitions. Typical-
ly, the orchestra also participates in an
LWSD strings festival.
The ICS Instrumental Music program is
unique in rather a parent-run enrichment
class. The ensemble meets after school two
days per week. Students (grades 9-12) who
attend regularly for the year can receive ½
academic credit that it is not a district-
sponsored program but per year on their
high school transcript. This self-supporting
group collects tuition to cover the costs of
two accredited music directors and operat-
ing expenses such as sheet music and festi-
val fees. Scholarships are available from
the PTSA for students with financial need.
There is great camaraderie between the
students in the different grades. Students
often form small ensembles to perform in
concerts and festivals. Older students men-
tor younger players, help is given to those
in need, and everyone feels a part of some-
thing greater than the individual. ICS Music
has proven itself to be a wonderful enrich-
ment of the ICS experience.
16
International Community School
Choir
ICS offers a comprehensive Choir pro-
gram taught by their dedicated director.
Students from 7th to 12th grade learn funda-
mental music reading and singing skills
while working on a wide variety of choral
music. Students participate in concerts and
festivals throughout the school year, and
perform in either the High School or Middle
School district annual solo/ensemble con-
tests. In addition, students may choose to
participate in several honor choir groups,
including the
NW division of
All-State and
All-Northwest
choirs which
perform at the
annual NW
Music Educa-
tors National
Conference
(MENC). Stu-
dents who join
Choir can be
assured that
they will have
a very ful-
filling and
enriching experience.
Choir is a PTSA-sponsored activity and is
offered after school with the help of parent
volunteers.
Focus Week (FW)
Each spring, students and staff spread
their wings and take their learning to every
corner of the globe. Teachers design this
week-long study program for a group of
about twenty students. Excursions offer the
chance for international study such as art in
Paris or literature in Britain, or local fare
such as learning to fence or cooking at Pike
Place Market. Students use their seven
years at ICS to take advantage of a wide
variety of FW opportunities.
Camp
The beginning of every year is marked
by what has become an unforgettable social
and educational tradition—camp. Buses
whisk the 6th-9th graders away for three
days of bonding activities and classes
planned by those who know ICS best—the
upperclassmen. Classes in teen life issues
(i.e. health, stress, health & nutrition) are
available for 9th graders while incoming
6th graders get tips on adapting to ICS life .
This combination of fun and learning is one
unique way ICS builds community and fos-
ters understanding and appreciation of its
dynamic population. Camp may draw to a
close but the special bond between stu-
dents lasts throughout the year. Students
in grades 11 and 12 may apply to become
camp counselors.
Yearbook
Yearbook staff is dedicated to providing
the community with a faithful, creative, and
accurate history of the International Com-
munity School. The students take seriously
their role in the public relations of the
school and the positive image that ICS en-
joys. Students work with a professional
publisher and a yearbook advisor to create
a valued keepsake. Students work in all
areas of publishing—writing, photography,
and page design.
Drama
The Drama Club meets once each week
during the school year and presents two
stage productions annually. The club and
performances are produced, directed and
acted by students. All technical require-
ments are also handled by students in the
club and on the Tech Crew. Participants
gain a well-rounded experience in the thea-
tre process as well as in the performance.
The club advisor facilitates the student’s
co-curricular program is
designed to promote physical,
mental, social, emotional, and moral well-
being of students through
participation and competition.
Co-curricular activities are a valuable
educational tool that enriches a The
student’s school experience. The
opportunity to participate is open to all
students, and participation
is voluntary.
17
rehearsals and critiques processes as stu-
dent students prepare for their perfor-
mance. Participation is open to all stu-
dents. Past performances have included
full-length plays such as Much Ado About
Nothing, Arsenic and Old Lace and You Can’t
Take it With You.
Associated Student Body (ASB)
ASB, (student governing body) is com-
prised of five elected officers and several
class senators chosen in each homeroom.
Senators report ASB business each week to
their homeroom and bring feedback to the
general ASB meetings. ASB meets weekly
after school. The duties of the ASB are, as
the vision states, to live as leaders, to plan,
fund, and create social and other extracur-
ricular events. ASB makes decisions regard-
ing the funding of various clubs and organi-
zations within the school. Participation in
ASB teaches leadership and organizational
skills and helps students become invested
in their school.
Technology
Students have access through our one-to
-one computer program, which provides
every student with a District-issued laptop.
Individual and group assignments are com-
pleted using the laptops. Students have
access to instructors, class materials, study
references and exam preparation material
through a individual class Haiku pages
available on the internet. Guided database
research is offered through the library.
The ICS Tech Crew provides technical
support for all campus productions. Sup-
port includes audio, video, lighting, staging
and computer project support. The club
meets weekly to determine and staff up-
coming needs. Started in 2008-09, the club
has over twenty student members and has
produced more than thirty events. Profes-
sional and instructional guidance is provid-
ed by an advisor with 15 years of radio and
television production experience.
Taste of ICS
The Taste, an ICS signature event, pro-
vides insight into the cultural diversity of
our student body and provides an appeal-
ing venue in which we learn about world
regions. This night of tastes, smells, sounds,
CURRICULUM GUIDE 2014-2016
and visual treats
from around the
world is planned
and run by stu-
dents. Class-
rooms are trans-
formed into
countries of the
world, and
guests are invit-
ed to savor re-
gional dishes,
partake in the
beauty of the
culture, create
crafts, and enjoy
live entertainment. Students choose one
region of the world and are assigned to that
committee. Each committee decorates their
classroom, ensuring cultural accuracy and
procuring chefs to provide the delectable
cuisine. Planning the Taste is a substantial
commitment and provides advanced pro-
ject planning experience. Students gain
leadership skills, new friends, and cultural
awareness. A perfect finale to this evening
of sensory delights is the multicultural tal-
ent show.
Model United Nations (MUN)
Open to grades 9—12
Model United Nations is an international
simulation which educates students about
civics, effective communication, globaliza-
tion and multilateral diplomacy. Students
take on roles as United Nations ambassa-
dors and participate at conferences where
other students also represent nations
around the world. Students research a
country, investigate international issues,
debate proposals, and develop solutions to
world problems. Participants employ com-
munication and critical thinking skills (i.e.
public speaking, small group communica-
tions, research, policy analysis, listening,
negotiating, conflict resolution, note taking,
and technical writing) in order to represent
their country. Model UN club participants
at ICS meet weekly to prepare for an MUN
conferences held annually in Vancouver
(Feb.) and Seattle (March).
Key Club
The oldest and largest service program
for high school students, Key Club Interna-
tional is a student-led organization whose
goal is to teach leadership through commu-
nity and international service. Key Club is a
division of Kiwanis International, a global
organization of volunteers dedicated to
changing the world, one child and one com-
munity at a time. Key Club meets once a
week during lunch and performs service
activities and/or fundraisers about once a
month. Activities have included Tent City
meals, Hopelink’s Turkey Trot, sen-
ior citizen bingo, and coin drives for
UNICEF and the Lymphoma and Leukemia
Foundation. Key Club also organizes the
GET INVOLVED
CHESS CLUB
TASTE OF ICS
NATIONAL HONOR SOCIETY
NATIONAL ART HONOR SOCIETY
NATIONAL SCIENCE HONOR
SOCIETY
ENVIRONMENTAL CLUB
INTRAMURAL SPORTS
KEY CLUB
MOCK TRIAL
FUTURE BUSINESS LEADERS OF
AMERICA
DRAMA
TECH CREW
MODEL UNITED NATIONS
INSTRUMENTAL MUSIC AND CHOIR
(ORCHESTRA AND BAND)
ASSOCIATED STUDENT BODY
18
annual ICS Talent Show,
where proceeds go to a differ-
ent charity each year. Stu-
dents must be in 9th grade to
participate in Key Club.
Future Business Leaders
of America (FBLA)
FBLA joins a quarter mil-
lion high schoolers, college
students, businesses, and edu-
cators from across the nation
together in a premier busi-
ness education association
preparing students for ca-
reers in business. Our mission is to bring
business and education together in a positive
working relationship through innovative
leadership and career development pro-
grams. ICS FBLA, one of the largest chapters
in Washington, is recognized as a State Gold
Seal Chapter. Students perform in regional,
state, and national competitions that range
from Economics to Graphic Design to Busi-
ness Communications. To subsidize travel-
ing costs to competitions, FBLA hosts fund-
raisers such as Pizza Wednesday, Hot Cocoa
and Waffle Week, and Tolo. Such events
along with service projects allow members
to gain confidence and skills required for
future careers. FBLA believes that our lega-
cy starts now, and members contribute to
service projects to give back to others while
developing leadership skills. FBLA also
partners with local businesses. FBLA is
open to 9th-12th graders.
National Honor Society (NHS)
The National Honor Society is a club that
focuses on service to the community. Mem-
bers of NHS participate in numerous indi-
vidual service projects as well as two re-
quired community service projects that we
complete as a group. Over the past few
years, NHS has expanded to take on volun-
teer projects at ICS itself like the Martin
Luther King Jr. Assembly, Haunted Hall-
ways fundraiser night, and collaboration
with the Taste. We hope to continue build-
ing upon NHS’ existing role to help
strengthen our community and nurture our
leaders.
Science National Honor Society
(SNHS)
Meetings consist of experiments, dissec-
tions, films, discussions, guest speakers,
and other projects. Outside of meetings, the
organization conducts fundraisers and or-
ganizes occasional field trips. One of the
goals of the organization is to field a team
to compete in the Washington State Science
Olympiad in March.
National Art Honor Society
(NAHS) NAHS is designed for high school students
in grades 9-12. In 1978, the National Art Edu-
cation Association began the program specifi-
cally for high school students, for the purpose
of inspiring and recognizing those students
who have shown an outstanding ability in art.
The NAHS strives to aid members in working
toward the attainment of the highest stand-
ards in art areas, and to bring art education to
the attention of the school and community.
Students at ICS in any Honors Arts class
and with a 3.0 grade average and above,
have the opportunity to belong to the ICS
National Art Honor Society. The Phoenix
Chapter was created for students to get
involved with arts in the community. Pro-
jects that have been done since the incep-
tion of NAHS Phoenix Chapter include holi-
day decorations with children at Seattle
Children’s Hospital, a mural for King Coun-
ty Metro, a school-wide arts exhibit, and
chalk art with elementary students.
Mock Trial
Open to grades 9—12
Students take part in the competition
sponsored each year by the Seattle YMCA
Mock Trial Program. Try-outs determine
whether ICS will form one or two teams
and who will play which roles. Each team
consists of six attorneys and eight witness-
es. The YMCA makes available in late Octo-
ber each year their “Kit and Case” which
provides all the mock trial and evidence
rules along with a humorous and imagina-
tive hypothetical case, usually written by
Superior Court Judge, William Downing.
Criminal cases alternate each year with
civil cases. The regional contest takes place
in February; the state contest takes place in
March.
The trial, waged against teams from other
schools, begins with a pre-trial motion. Stu-
dent/attorneys use real case law to per-
suade the judge to admit or suppress useful
evidence that is for one reason or another
questionable. After the judge rules on the
motion, the prosecution or the plaintiff
team puts on its case through its actor-
witnesses. When they have “rested,” the
defense puts on its case, drawing the testi-
mony from their actor-witnesses. Both
sides object whenever appropriate, and
thinking on one’s feet is imperative! Attor-
neys finish up with closing arguments and
the jurors, who are actually practicing law-
yers, fill out their score cards. Students
enjoy this activity so much that they spend
most of their winter break at school revis-
ing our openings, closings, directs and cross
-examinations. We all know, that only too
soon, “We will see you in court.”
Integration: U.S. and world history
LWSD Grad Requirements: persuasive essay,
literary analysis essay
International Community School
Honors and Achievements
ICS Ranked #1 in Washington State in Overall Achievement (2013)
U.S. News & World Report Ranked ICS #13 of 100 Gold Medal Schools (2013)
U.S. News & World Report Ranked ICS #34 of 100 Gold Medal School (2012)
Newsweek Ranked ICS #27 of America’s Best High Schools (2012)
U.S. News & World Report Ranked ICS #8 in Science and Math (2011)
U.S. News & World Report ranked ICS #17 of 100 Gold Medal Schools (Dec. 5, 2007) #24 of 100 Gold Medal
Schools (Dec. 4, 2008)
No Child Left Behind Blue Ribbon School (2007)
Math—Chapter Mathcounts 1st place team (2003) and 2nd place team (2004); Washington State Math
Championship 8th place team (2004); Math is Cool 1st place team 7th grade division (2003)
National History Day Senior Division—First Place Team for Gideon v. Wainwright (2012) National History
Day Junior Division—Best Team Overall Performance (2003); 4th place, Junior Division for writing and per-
forming a play about the court of Henry VIII (2002); Best Historical Research Paper in Junior Division: 11th
place (national level) for a paper on the Lowell Mill Girls (2002); 3rd place team for a documentary on
Pres. Johnson and the Tonkin Gulf Incident; one student placed in the top 15 for her individual perfor-
mance on the obscenity trial of Allen Ginsberg, Lawrence Ferlinghetti, and the poem, “Howl” (2003). Two
sophomores created and performed an original piece on the 1963 Supreme Court decision of Gideon v. Wain-
wright to win their category of Senior Group Performance.
History Channel award of a $5,000 prize to two students for their writing on and enactment of the colo-
nization of the Congo (2003).
History Day 9th—12 graders—History Day Senior Division: 12th in the nation for a solo performance on
censorship in the USSR (2005). In 2009, eight students advanced to the National competition. The catego-
ries represented were Drama and Documentary. One student advanced to the Finals and placed 13th in the
nation in his category.
Mock Trial—Two ICS teams advanced to state championships in 2012. The Business Law team placed 8th in
state championships.
Chess—tied for 2nd team place in Washington State Junior High School Chess (2003); 1st place team in
KingcoLeague (2004); 13th place team in Washington State (2004); 4th place team in KingcoLeague; 11th
place team in Washington State (2007).
Future Business Leaders of America—2nd place in Business Presentation, 4th place in Engineering Business
Issues, and 7th place in Parliamentary Procedures (2012). 6th place team in the nation in Global Business
(2008)
FIRST Robotics Tech Challenge (with Redmond High School): Inspire Award (2008), Innovate Award (2008)
Music Ensemble (band and orchestra instruments) consistently achieve Superior and Excellent scores at
regional and district music events. Individual ICS musicians achieve top scores in local, regional, and state
competitions. More than 13% of ICS students participate in the Music Ensemble; more than 16% of stu-
dents participate in Music Ensemble and Choir.
19
Notes
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International Community School
11133 NE 65th St.
Kirkland, Washington 98033
Main Office: 425-936-2380
Fax: 425-889-6881
www.lwsd.org/school/ics
Lake Washington School District
Dr. Traci Pierce, Superintendent