Upper School Curriculum

Durham Academy Upper School — comprising grades 9 to 12 — provides a challenging curriculum designed to teach students how to think independently and how to think well. We want our graduating students to be able to read critically, write concisely and analytically, listen and learn, speak clearly and confidently, calculate logically and observe with a discerning eye. 

About 85% of Upper School teachers hold advanced degrees, and we integrate the latest technology to enhance student learning — from a 1:1 MacBook program for students, to membership in Global Online Academy, creating networked learning communities on campus and around the world.

But just as important as academic achievement is personal development. Our principles of community are grounded in attributes like empathy, integrity, curiosity and resilience. 

Advancing Beyond APs

While Advanced Placement courses may have once provided an elite-level academic experience, an ever-growing number of top independent schools, including Durham Academy, have recognized that they can offer their families a more robust learning experience. 

DA Upper School will fully transition to our Advanced curriculum in 2024–2025, with several Advanced courses piloted in the 2023–2024 school year. This internally designed curriculum will comprise our school's most advanced, rigorous, globally relevant courses that emphasize depth over breadth and that teach students to synthesize complex information and apply knowledge and skills to real life.

Learn More About DA's Transition to the Advanced Curriculum


    
Explore the Course Catalog

  • English
English 9: Innocence & Experience
Grade: 9
Full-Year

In English 9, students acquire and apply the skills and habits necessary for a literate life. The course focuses on the thematic topic of Innocence vs. Experience, including how individuals and cultures signal childhood and adulthood, the role of knowing the self in maturing, and navigating difference and conflict as we come of age. Reading assignments include a diverse range of authors, cultures and genres and help students build foundational comprehension and interpretive skills, including developing an annotation style that supports the individual learner. Writing assignments — which include personal response and analytical modes — emphasize developing supportable interpretations from well-selected textual examples and expressing those interpretations clearly. Grammar instruction highlights understanding functional components of the English language to enhance clarity in writing and reading comprehension.

  • Grade 9
  • English
English 10: Truth & Justice
Grade: 10
Full-Year

English 10 builds on the essential literacy skills of English 9, moving students into analysis of how texts create their meanings and effects. The course focuses on the thematic topic of Truth and Justice, prompting students to explore ways of knowing, structures of power and mechanisms of justice. Reading assignments include a diverse range of authors, cultures and genres, and help students develop active and critical reading skills through close engagement with language, structure and theme. Mastering the analytical essay is a focus of the course, with students moving from theme papers that address big textual questions to close readings that focus on how language operates within a work of literature. Class discussion encourages students to try out interpretations and develop understandings collaboratively. Students continue to hone their annotation skills, grammar, mechanics and vocabulary.

  • Grade 10
  • English
English 11: American Literature
Grade: 11
Full-Year

In English 11, students explore essential questions that continue to define American culture: What does it mean to be an American? What is the relationship between individual and community? Who has voice and power in our country, and how can the disenfranchised speak truth to power? By studying major works of American fiction, poetry and nonfiction, students continue to hone and expand their literacy skills, deepening their understanding of language, form and theme. Daily class discussions prompt students to exchange ideas and perspectives with their peers, engaging in collaborative learning. Writing assignments challenge students to compose in a range of modes, including comparative analysis, personal narrative and the Common App college essay. Students develop their research, synthesis and argumentation skills through a full-year passion project that invites them to dive deeply into a topic of their choice. Students in English 11 will get more in-class reading review and writing instruction than students taking ADV English 11

  • Grade 11
  • Advanced (ADV)
  • English
ADV English 11: American Literature & Rhetoric
Grade: 11
Full-Year
PREREQ: Teacher recommendation advised

Students in ADV English 11: American Literature & Rhetoric will do everything described in the English 11 description and undertake an additional focus on rhetoric, the art of using language effectively to persuade and influence others. Through rhetorical analysis, students learn to consider how a text’s context informs the choices an author makes. ADV English 11 students will read more nonfiction and examine how American writers and speakers have used artful language to construct and critique the image and values to which America aspires. Students will jump right into interpretive work in class each day, independently navigating more fundamental skills such as reading comprehension and essay drafting. Students can expect more challenging assessments, a heavier cognitive workload, and higher standards for reading and writing skills than in English 11.

  • Grade 11
  • Advanced (ADV)
  • English
ADV English 12: Contemporary Global Issues in Fiction
Grade: 12
Fall
PREREQ: Teacher recommendation advised 

The five novels in this course resist being categorized within a single nation’s borders. They also share a preoccupation with whether it is possible to find a shared humanity — i.e., to create some form of justice — that transcends the boundaries of geography and identity both within and among modern nation-states. We will examine how these novels treat the notion of “otherness,” whether they suggest the possibility of organizing a global citizenry through mechanisms other than individual nations, and how the intersection of literary and political theory can help us illuminate the tools of fiction writing, as well as the insights fiction offers into the human condition. We shall seek to discover an alternative to these very labels (national borders) we use to define our sense of where we are, as well as our sense of who we are. Students will write essays that synthesize literary analysis, real-world problem-solving and personal reflection. All essay assignments invite students to pursue individually determined research focuses. In the words of one student, the course aims to “push students to deconstruct their personal beliefs, “in order to, as another student writes, “re-evaluate (their) own place in the world.” Every assignment, every discussion, every reading is devised in service of these aims. 

  • Grade 12
  • Advanced (ADV)
  • English
ADV English 12: Love and Money in American Literature
Grade: 12
Spring
PREREQ: Teacher recommendation advised 

Why are we reluctant to talk about class in America? How do money and class shape, guide and limit our lives? Love and Money frames the discussion of class structure in America with an examination of Thorstein Veblen’s The Theory of the Leisure Class; then, students apply Veblen’s ideas to Edith Wharton’s The House of Mirth. A Modernist American poetry project asks students to research, explicate and deliver presentations focused on one American Modernist. To examine socioeconomic class and shifting twentieth-century depictions of Jewish-Americans, students analyze Philip Roth’s Goodbye, Columbus. To gain a better understanding of reader response theory and the factors that make a bestseller, students generate a historicist analysis of Erich Segal’s Love Story. To conclude the course, student teams will research and then lead class discussions of John Cheever short stories. 

  • Grade 12
  • Advanced (ADV)
  • English
ADV English 12: Postmodernism 
Grade: 12
Fall
PREREQ: Teacher recommendation advised 

Is the search for meaning elusive, futile or fun? Is your reality constructed from simulacra that are copies of copies of long lost originals? Do you live in a hyperreality? To define and assess late 20th-century literary innovation, Postmodernism examines postmodern theory, including Lyotard, Hassan, Derrida, Baudrillard, and Jameson. Students will discuss binarisms, metafiction, allusive play and fragmentation, and they will identify postmodern literary experimentation in novels, stories and poetry. Students will read and analyze Thomas Pynchon’s The Crying of Lot 49 as well as short stories by John Barth, Donald Barthelme, Jorge Luis Borges, Rosario Ferré, David Foster Wallace, Sherman Alexie, Ted Chiang, and ZZ Packer. The course features a postmodern poetry project that asks students to conduct research and use critical essays to prepare a presentation that explicates the work of one Beat or New York School poet. To conclude the course, students will examine and review two postmodern films, Blade Runner and Memento.

  • Grade 12
  • Advanced (ADV)
  • English
ADV English 12: Shakespeare
Grade: 12
Fall
PREREQ: Teacher recommendation advised 

This is not a course about a solitary genius who lived and wrote 400 years ago in England, but rather a living, breathing body of literature that is in current production, adaptation and public discourse all over the world. What is it about this remarkable literature that allows it to bend to the questions, concerns, mindsets and sensibilities of each new audience it encounters? Students will explore this question and learn how to think with Shakespeare alongside the diverse scholars, public intellectuals, creatives, artistic directors, actors, writers, readers, and theatergoers around the globe engaged in this project. That is to say, we will use this body of literature as a tool for examining our society past and present, ourselves, the human condition in all its messy glory and how language and literature function as both source and solution to our social and human problems. But Shakespeare’s plays are not all serious business. Students will also learn to delight and participate in the poetry and playfulness of these texts. Students can expect college-level standards for reading, thinking, discussion and writing skills, as well as a wide range of assignments, including literary analysis and explication, critical engagement with scholarship in the field, independent research, formal seminar discussion, scene analysis and scene play, sonnet recitations and creative writing. 

  • Grade 12
  • English
CL English 12: Contemporary Fiction & Nonfiction
Grades: 12 (Grade 11 with departmental approval)
Fall

In this course, students will examine the current backdrop of literature in the United States. They will look at the factors that influence literacy (who reads?), learn about the publishing process (what is there to read?) and consider the impact of various reading experiences (what do humans get out of reading?). Students will come into contact with a wide variety of authors, themes and writing styles — both fiction and nonfiction — in order to further their understanding of the literary landscape of the 21st century, understand why it looks like it does and speculate about what its future might hold. They will also engage with reading on their own terms by choosing most of their own (contemporary) reading materials and independently pacing their reading. This class will continue conversations about the Western canon that have started in previous classes, and it will confront the fact that literacy and reading in the U.S. are complex, multifaceted issues. To this end, the class will seek out, explore and participate in communities of reading — both local and online — as often as possible. As a culminating activity, students will craft a piece of narrative nonfiction that blends their personal experience with careful research. 

  • Grade 11
  • Grade 12
  • English
CL English 12: Issues in Modern America
Grades: 12 (Grade 11 with departmental approval)
Spring

There are many important issues facing our world right now, including climate change, global health, economic inequality and social and racial injustice. In this semester-long class, students will study texts that lead them to think critically about these issues and others, and will explore how literature can create change. In addition to reading modern novels, students will lead and participate in discussions, conduct research and analyze — in writing and discussion — the ongoing dialogue between society and literature. This will be a discussion-driven course; students should be prepared to pose thoughtful, text-based questions and respond thoughtfully to others’ questions every day. At the end of the semester, each student will choose a novel to read independently and will write about its themes and how they relate to the ideas we’ve discussed in the class. 

  • Grade 11
  • Grade 12
  • English
CL English 12: Escapist Literature
Grades: 12 (Grade 11 with departmental approval)
Spring

Humans are resilient, and over time we have come up with thousands of ways to respond to stressful circumstances. One prominent way humanity responds to hardship, stress and boredom is through mental escape: by daydreaming or watching TV, by drawing or going on a walk, by playing games or writing stories — and, of course, by reading. In this course, students will choose their own books to read throughout the semester based on their personal definitions of escapism. They will practice pacing their reading independently, and they will regularly reflect on and analyze these books in small group discussions and in one-on-one conversations with the instructor. In addition, the class will explore a variety of short texts, from several genres and in several formats. Students will treat genre fiction seriously, delving into its history of stigmatization and examining the ways different genres have evolved, in part by preparing a detailed presentation on a subgenre. Students will also discuss books across age levels, taking a trip to the Lower School to connect with favorite stories from childhood. The connecting thread? Everything students will experience fits within the category of escapist literature. Ultimately, all class discussions tie back to two essential questions: 1) What does it mean to escape? 2) What constitutes literary value?

  • Grade 11
  • Grade 12
  • Advanced (ADV)
  • English
ADV English 12: Race and Identity in America
Grade: 12
Spring
PREREQ: Teacher recommendation advised

This course will examine the power of race as a social construct — not rooted in biological reality — that has affected American life as much as any other human force or entity. Looking at race in fiction, essays, poetry, film and through the lens of literary theory, we will explore the impact of race on us individually, collectively and nationally, seeking to understand America’s persistent racial injustice through the context of its egalitarian ideals. That is to say, the course seeks, in the words of author Heather McGhee, “to tally the hidden costs of racism to us all.” All essay assignments invite students to synthesize literary analysis, real-world problem-solving and personal reflection as they pursue individually determined research questions. The course culminates in a memoir project that asks students to consider the impact of race hierarchy on American culture and how they understand their own identities, articulating the nature of their historical, cultural, racial, psychological, economic, political, ethnic, spiritual and biological pasts so that they may inherit themselves. 

  • Grade 12
  • Music
Instrumental Ensemble
Grades: 9, 10, 11, 12
Full-Year, Fall, Spring

The Upper School Instrumental Ensemble studies music and musicianship through the rehearsal and performance of many different styles of music, in both the full ensemble and in smaller combinations. In addition to performance, in-depth exploration of other aspects of music and musicianship (e.g. arranging, songwriting/composition and recording) occurs throughout the year. Instrumental Ensemble is open to all instrumentalists (woodwinds, brass, bowed strings, plucked strings, keyboard and percussion), but each student must already have intermediate proficiency in their instrument of choice. The class is aligned to be a natural next step for nearly all students coming from Durham Academy’s Middle School instrumental program. Participation in the Lower School Halloween Parade, winter and spring concerts, Upper School Commencement and potential other performances throughout the year are required components of the course. 

PLEASE NOTE: It is possible (and even recommended!) for students to participate in Instrumental Ensemble for multiple years while at the Upper School. This course must be taken as a one-year continuous course (fall semester first, directly followed by spring semester) to fulfill the one-year Fine Arts graduation requirement. It can be taken one semester at a time, for elective credit, only after the student has completed their one-year Fine Arts requirement.

  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12
  • Music
Vocal Ensemble
Grades: 9, 10, 11, 12
Full-Year, Fall, Spring

The Upper School Vocal Ensemble studies music and musicianship through the rehearsal and performance of many different styles of music, both a cappella and accompanied. In addition to performance, in-depth exploration into other aspects of music and musicianship (e.g., arranging, songwriting/composition and recording) occurs throughout the year. Vocal Ensemble is open to all students interested in singing regardless of prior experience. Participation in the Lower School Halloween Parade, winter and spring concerts, Upper School Commencement and potential other performances throughout the year are required components of the course. 

PLEASE NOTE: It is possible (and even recommended!) for students to participate in Vocal Ensemble for multiple years while at the Upper School. This course must be taken as a one-year continuous course (fall semester first, directly followed by spring semester) to fulfill the one-year Fine Arts graduation requirement. It can be taken one semester at a time, for elective credit, only after the student has completed their one-year Fine Arts requirement.

  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12
  • Music
Auditioned Musical Ensemble: In The Pocket
Grades: 10, 11, 12
Full-Year
PREREQ: Audition and instructor’s permission

In The Pocket is an auditioned music ensemble focused on playing all genres of commercial/popular music of the 20th and 21st centuries. The ensemble is a collaborative effort between students and adult members. During the school year, the ensemble performs at various school functions as well as events not directly associated with Durham Academy. Auditions are open to rising 11th and 12th graders; rising 10th graders must receive permission to audition from Mr. Meyer and Mr. Hoyt. Auditions are held in the spring each year for the following school year. In order to keep the group to a manageable size, auditions are normally restricted to replacing senior members who are graduating. Students who audition but are not accepted into In The Pocket are a good fit for Instrumental Ensemble or Vocal Ensemble, even if they’ve taken one of those classes previously.

  • Grade 10
  • Grade 11
  • Grade 12
  • Music
Fundamentals of Music Theory
Grades: 10, 11, 12
Fall

Do you find yourself listening to music and wondering why it works the way it does? Or why that one moment in that particular song always makes you feel so emotional? Or are you a budding songwriter looking to craft the perfect ear candy? In Fundamentals of Music Theory, you will work toward a deeper understanding of the various building blocks of music and how those fundamentals work together to create the musical experiences that move us. This class is an excellent fit for any interested student looking to improve their reading of music notation and understanding of how much of the music we listen to on a daily basis works, or for a student who has been in an ensemble and wishes to take their understanding of music to the next level. It is also a great fit for students interested in buffing up their skills before taking Songwriting & Composition in the spring. This course must be taken consecutively with Songwriting & Composition to fulfill the one-year Fine Arts graduation requirement.

  • Grade 10
  • Grade 11
  • Grade 12
  • Visual Art
Explorations in Ceramics and Sculpture
Grades: 9, 10, 11, 12
Full-Year, Fall, Spring

Do you like to make “stuff?” This course focuses on a blend of experimentation and skill-building with clay and other three-dimensional materials. In the fall semester we’ll begin with traditional and nontraditional methods of working in clay. From glazed and fired sculptures to pottery to mud houses and mold-making, learn why clay is one of the oldest and most versatile materials in human history. In the spring semester, we’ll expand our investigations into sculptural materials that may include paper, wood, wire, string, found objects and anything we can get our hands on. An open mind, love of working with your hands, desire to create objects, installations and structures, care for a safe studio environment and flexibility are all that’s required. In-class critiques, art vocabulary and a field trip will be built into the curriculum. This course must be taken as a one-year continuous course to fulfill the one-year Fine Arts graduation requirement. It can be taken one semester at a time or out of order for elective credit only.

  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12
  • Visual Art
Introduction to Two-Dimensional Visual Art
Grades: 9, 10, 11, 12
Full-Year, Fall, Spring

Do you like to draw and paint? Then this course is for you. No art experience is required but can be very helpful. The fall semester focuses on exercises in basic drawing and composition with an emphasis on observation, expression and drawing from still life setups in pencil, charcoal and ink. Students complete a lengthier drawing project near semester’s end. The second semester begins with an introduction to a standard artist’s palette and color-mixing, followed by hands-on exercises for painting in acrylic on paper and canvas in different techniques, sizes and styles. During the third quarter, students develop their own paintings in response to thematic prompts. In-class critiques, art vocabulary and a field trip will be built into the curriculum. This course must be taken as a one-year continuous course to fulfill the one-year Fine Arts graduation requirement. It can be taken one semester at a time or out of order for elective credit only.

  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12
  • Visual Art
Video Production I 
Grades: 9, 10, 11, 12
Fall

This course will offer students a hands-on overview of the vocabulary, camera gear and editing workflows associated with video storytelling. The goal of the course will be to introduce students to the building blocks of documentary video production in order to produce a short video that will inform, entertain or inspire an audience. Video is a collaborative medium, and class activities will allow students to work in pairs or small groups to become proficient camera operators, using natural light, tripods and external microphones to record good audio and video footage. Students will also practice active listening interview techniques that will help them center their subjects as narrators and relate their stories authentically. All editing will be done in Adobe Premiere Pro, with ample time devoted to media management and archiving as well as importing and editing footage. Final projects will enable students to create a short documentary profile of a person or institution of their choosing, capping off a journey of community engagement and self-expression through digital video. This course must be taken consecutively with Video Production II to fulfill the one-year Fine Arts graduation requirement. 

  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12
  • Visual Art
Photography II
Grades: 10, 11, 12
Full-Year, Fall
PREREQ: Photography I

In this full-year or semester course, students will be challenged to expand on the skills acquired in Photography I by visually exploring ideas that are independently meaningful through long-term projects. Through research and practice, we will study how different genres of photography — such as photo-journalism, documentary and fine art — employ storytelling techniques to engage an audience. This course is also a place to investigate and experiment with emerging AI and how it is changing what we see and how we create. With an emphasis on more advanced technical development of both film and digital photographic skills, students will increase their knowledge of Adobe photographic programs, studio lighting practices, in-camera manipulation, and film and darkroom techniques. Ultimately, projects will culminate in a product that reflects the goals and intentions of the student, which may include but is not limited to a portfolio of images, a book or an online gallery. All students will be expected to present, reflect and think critically about their own work — as well as works by professional artists — in order to increase visual fluency and build new ideas. Student projects will be exhibited on campus at various times throughout the year. 

  • Grade 10
  • Grade 11
  • Grade 12