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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.

2

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

3

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

4

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

8

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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Building Our Future

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