Atlanta Girls’ School

3254 Northside Parkway NWAtlanta, Georgia 30327atlantagirlsschool.org

course catalog2010–2011

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Atlanta Girls’ School Course Catalog 2010-2011

Table of Contents Founders’ Charge.............................................................................................................................2 Mission and Vision ..........................................................................................................................3 Academic Program ........................................................................................................................ 4 Overview ........................................................................................................................................ 4 Academic Disciplines..................................................................................................................... 4 Expanding Curriculum.....................................................................................................................5 Common Curricular Elements ........................................................................................................5 Academic Calendar and Reporting.................................................................................................5 Middle School Program.................................................................................................................. 6 Sixth Grade Curriculum...................................................................................................................7 Seventh Grade Curriculum..............................................................................................................7 Eighth Grade Curriculum.................................................................................................................7 Upper School Program ................................................................................................................... 8 Graduation Requirements .............................................................................................................. 9 Upper School Sequence of Courses.............................................................................................. 10 Upper School Planning Worksheet ................................................................................................ 11

Course Descriptions ...................................................................................................................... 12 English............................................................................................................................................ 12 Mathematics ................................................................................................................................. 16 World Studies ............................................................................................................................... 20 Science.......................................................................................................................................... 24 Languages..................................................................................................................................... 29 Fine Arts........................................................................................................................................ 34 Physical Education........................................................................................................................ 39 Other Curricular Elements........................................................................................................... 40 iLearn Center................................................................................................................................ 40 Approved Online Courses ............................................................................................................. 41 ISTEM at AGS............................................................................................................................... 47 Winterim....................................................................................................................................... 47 EDLS.............................................................................................................................................. 48

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Atlanta Girls’ School

Founders’ Charge

All of life is school; be in attendance daily.

Choose wisdom, generosity, and kindness as your teachers. Judge tenderly and be forgiving; everyone else is learning too.

During the leaden hours of loss or failure, Ask others for help and help those whose suffering is greater.

During the bright moments of success or celebrity, Say thank you and wield your power with compassion and humility.

All of life is journey; therefore, pack lightly and travel broadly.

Choose courage, integrity, and wonder as your companions. Along the way, unload yourselves of fears and hubris.

Find work that profits your souls and gives you purpose. Leave each corner of the world better than the way you found it.

Keep your hearts soft and your minds open. Listen. Ask questions. Be bold. And wed yourselves to joy.

Emily Ellison Atlanta Girls’ School Co-Founder

Upon AGS’ first graduation ceremony May, 2004

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Mission Statement The Atlanta Girls' School provides a challenging college preparatory program in a learning environment designed to foster the full potential of each student and to enable her to become a vital contributor to our complex global society.

Vision Statement The Atlanta Girls’ School is committed to helping girls and young women develop their fullest potential intellectually, physically, and spiritually. The school provides a safe, ethics-based environment, where community members encourage and support one another, are respectful of one another’s unique talents and interests, and are aware of and accepting of cultural, racial, religious, and economic backgrounds that may be different from their own. The aim of the school is to prepare students not only for college but also for lifelong learning. By providing a curriculum that is strong in the arts and humanities and in math, science and technology, the school will help girls and young women become equipped to meet the challenges, demands, and opportunities of the future. Students will develop strong cognitive skills that can be applied to problems that are mathematical, scientific, artistic, social, moral, ethical, or personal. These skills, learned in an atmosphere that is intellectually stimulating and emotionally nurturing, allow students to gain confidence, discipline, and courage and enable them to grow into resilient, responsible, and productive leaders of their communities. The school will provide two immediate and integral links to the outside community: 1) where leaders serve as mentors to each girl and, 2) where every girl provides service to others.

At every grade level students will work closely with their teachers, parents, and mentors to make sure educational, developmental, and psychological needs are met and that individual objectives are reached. But the ultimate goal is for each girl to leave the school knowing that she is responsible for herself. Building on a solid academic base and on the knowledge that her uniqueness is appreciated and valued, she will have learned to trust her own judgment, to believe in herself, and to have confidence in her future decisions and choices. Approved by the Board of Trustees 11/20/02

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Atlanta Girls’ School Academic Program

Overview

Introduction Atlanta Girls' School bases its education on two different but complementary principles. First, the school believes that innovation must chart our course. The world we face is on the cusp of monumental changes in human knowledge, changes that may make the world of our grandchildren as different from ours today as ours is from the Stone Age. This trend is just beginning, and schools must adapt to these changes. Facts are far less meaningful than the ability to learn and the confidence to adapt. This ever-changing world will be charted not by remembering things from school, but by having the skills to learn the new things required to live in it. Just as innovation will power the world, schools must be innovative in helping their students learn how learn so they can be prepared for that ever-changing world. Second, as a girls' school, AGS believes in the centrality of relationship. Whether it is a relationship between two students, a student and a teacher, a new idea and a practical experience, or a new skill and its application, relationships are how girls learn. Relationships frame both the community in and out of the classroom and how ideas are learned and new skills are acquired. Together, innovation and relationship make Atlanta Girls' School a place where girls learn best for the world they will enter. Academic Disciplines The Atlanta Girls' School offers courses in the traditional college preparatory areas of:

• English • Mathematics • World Studies • Science • Modern and Classical Languages • The Fine Arts: the visual and performing arts, including music and drama • Physical Education

Standards promoted by national and international professional organizations in each discipline are the foundation of our academic program, for example in math (NCTM), English (NCTE), social sciences (NCSS), and science (NSF). Additional guidelines such as the Southern Association of Independent Schools (SAIS), the Southern Association of Colleges and Schools (SACS), and the College Board inform our academic standards. Atlanta Girls' School is fully accredited by SAIS and SACS and is a member of the National Association of Independent Schools.

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Expanding Curriculum As a growing school, Atlanta Girls' School makes a firm commitment to adjusting and expanding course offerings to meet student needs and interests. It is important that the school in its offerings and the individual student in her selections present a rigorous course of study to colleges and universities. In this catalog, courses to be offered for the 2010-2011 year are detailed. In addition, a projection of probable courses to be offered in the next four years is outlined in the Upper School Sequence of Courses on page 10. Atlanta Girls' School is firmly committed to an excellent college preparatory curriculum. We will offer accelerated, enriched, and advanced placement courses to qualified and motivated students as well as joint enrollment and online learning opportunities to select juniors and seniors. Common Curricular Elements While students are enrolled in classes according to traditional academic divisions, each teacher recognizes the importance of building into his or her curriculum opportunities for students to practice thinking and learning skills involving competence in using technology and fluency in mathematical, scientific, historical, and global perspectives. An emphasis on developing leadership ability and oral and written communication skills is part of the design of each course. Pertinent ethical, aesthetic, and cultural questions are considered within classes. In addition, critical use of research techniques and media sources is part of learning across disciplines. Opportunities for cross-disciplinary studies are built into the sequence of courses and are encouraged through projects involving several subject areas and a focus in each class that allows synthesis of information from separate disciplines. In addition, our Winterim term offers a wide variety of electives that enhance, enrich, and deepen the core academics of AGS’ college preparatory curriculum. (Winterim course offerings are listed in a separate yearly catalog.) Academic Calendar and Reporting The academic calendar at Atlanta Girls’ School consists of two semesters, each divided into two nine-week quarters. Between semesters is a short Winterim term. Parents receive narrative reports on student progress at the end of the first and third quarters. At the end of each semester, a report card is issued. Student-parent-advisor conferences, held in the fall and early spring, present a holistic assessment of the student’s academic as well as social and co-curricular learning and contributions. In addition, parents and students can view grades online. Teachers update grades around the 1st and the 15th of each month. Please contact the technology office for more details on viewing grades online. Semester averages are recorded on each student’s official transcript. Winterim courses are graded but are not included in the students’ grade point average; the student receives an excellent, satisfactory, or unsatisfactory in each Winterim course.

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Middle School Program

Middle School provides a bridge between the Elementary and Upper School years. The habits formed in these early adolescent years will become the foundation for lifetime success. Teachers at Atlanta Girls’ School are thoughtful and deliberate in teaching our girls the habits that will enable them to be strong, to have both opinions and honor, and to stand tall as they take their place in the world. Our aim in the middle grades is to develop in every girl the habits of excellence, care, respect and hard work that will undergird her academic and social growth so that she develops into a thoughtful, reflective, academically successful Upper School student. All members of the community work together to set and communicate high expectations and then to equip students with the strategies and tools necessary for them to meet those expectations. The strong student-faculty relationships grown at AGS ensure that our students complete Middle School with a firm grounding in these life-forming habits. Recognizing that girls learn best when they see relationships between subjects and meaning within topics, Atlanta Girls’ School Middle School faculty create classrooms full of hands-on meaning-making activities, collaborative learning experiences, and connection-making conversations. In an environment like this, girls learn to understand the power of their voices and develop the confidence to use those voices. The academic program is built around the traditional Upper School disciplines, but integration of studies is emphasized. In addition, course content is aimed at developing basic study and organizational skills. Students cultivate an ability to look at information through different perspectives. In each discipline, specific approaches to communicating and investigating ideas are introduced. At the completion of Middle School, students are prepared to use the protocols of mathematical, scientific, literary, historical, and aesthetic investigation. All students learn to use the computer as a daily resource. Students in Atlanta Girls' School Middle School carry seven classes per semester, each of which meets for about four hours a week. Homework is assigned daily, with an average nightly workload of two hours. Student schedules include courses in English, mathematics, social studies, sciences, modern and classical languages, fine arts, and physical education. Students may take a modified course load with the permission of the Associate Head of School.

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Sixth Grade Curriculum The sixth grade schedule is standard for all students. The following are required yearlong courses:

• English 6 • Math 6 or Pre-Algebra • World Studies 6 • Science 6 • Foreign Language at appropriate level • PE 6 • Fine Arts 6: Music and Visual Arts

Seventh Grade Curriculum The seventh grade schedule is standard for all students. The following are required yearlong courses:

• English 7 • Pre-Algebra, Algebra I, or Honors

Algebra I • Life Science • Social Studies 7 • Foreign Language at appropriate level • PE 7

Additionally, seventh grade students choose from the following Fine Arts courses:

• Middle School Art • Middle School Chorus • Middle School Drama

Eighth Grade Curriculum The eighth grade curriculum is standard for all students. The following are required yearlong courses:

• English 8 • Algebra I, Honors Algebra I, Geometry,

or Honors Geometry • Science 8 • Social Studies 8 • Appropriate Level Foreign Language • PE 8

Additionally, eighth grade students choose from the following Fine Arts courses:

• Middle School Art • Middle School Chorus • Middle School Drama

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Upper School Program

The primary role of the Upper School is to prepare students to succeed in college. The program is a liberal arts course of studies that exceeds the requirements of public school and matches or exceeds the requirements of other independent schools. Course content is aimed at synthesis, analysis, and critical evaluation of ideas as well as basic content coverage. The goal is to build an academic background that enables students to have strong choices in college selection, so that the best academic match can be made. Students in Atlanta Girls' School Upper School carry a minimum of five and a maximum of seven academic classes per semester, each of which meets for about four hours a week. Homework is assigned daily, and students can expect an average of three hours a night for a typical load. Students enrolled in Honors and AP classes can expect a heavier homework load. Student schedules include courses in English, mathematics, world studies, sciences, languages, fine arts, and physical education. Students may take a modified course load with the permission of the Associate Head of School. In the ninth grade, a common program of five core courses facilitates the transition from Middle to Upper School for all students. Students in the ninth grade choose their fine arts courses. In the tenth and eleventh grades, more choices are offered and more prerequisites are required. In addition, AP work is an option in some courses. Electives and internships are a significant part of the junior- and senior-year programs. At the completion of Upper School, students are prepared for college matriculation. At every level, students work closely with their teachers, parents, advisors, and mentors to assure individual objectives are met. The ultimate goal is to prepare students to be knowledgeable and responsible citizens of the world who are confident and courageous in meeting the challenges of the world in business, school, the arts and sciences, and personal life. Building on a solid academic base and on the knowledge that her uniqueness is appreciated and valued, the successful graduate will have learned to trust her own judgment, to believe in herself, and to have confidence in her future decisions and choices.

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Upper School Graduation Requirements

Students in grades 9 through 12 are expected to take a minimum of five and a maximum of seven academic courses per year. For college admission purposes, six classes are recommended. A total of 23 credits are required for graduation. Each yearlong course constitutes one credit; each semester-long course constitutes one-half credit. English 4 credits Mathematics 3 credits *Three years of mathematics including one year beyond Algebra II are required. *Four years are recommended. Languages 3 credits *Three years of the same language at the Upper School level are required. *Four years are recommended. Science 3 credits *Three years of science are required. *Four years are recommended. World Studies 3 credits Fine Arts 2 credits Physical Education 1 credit Electives 4 credits An elective is any course taken beyond graduation requirements. Minimum Total Credits Required 23

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Upper School Usual Sequence of Courses

*This is a projection of courses to be offered over the next four years. Not every course will be offered every year. This chart can be used to plot a four-year plan on page 11. Required courses are in bold.

Grade 9 Grade 10 Grade 11 Grade 12 English APPROACHES TO

LITERATURE BRITISH LITERATURE AMERICAN LIT

AP LANGUAGE &

COMPOSITION

LITERATURE AND IDEAS: ENG

12 AP ENGLISH LITERATURE

Math GEOMETRY (H) ALGEBRA II (H)

ALGEBRA II (H) PRE-CALCULUS (H)

TRIG & PRE-CALCULUS (H) CALCULUS STATISTICS AP CALCULUS

STATISTICS CALCULUS AP CALCULUS

World Studies

WORLD HISTORY

UNDERSTANDING THE TWENTIETH CENTURY & TODAY

AP WORLD HISTORY

U. S. HISTORY AP U.S. HISTORY ECONOMICS &

ENTREPRENEURSHIP

ECONOMICS &

ENTREPRENEURSHIP AP WORLD HISTORY

Science BIOLOGY

CHEMISTRY (H)

AP BIOLOGY ENVIR. SCIENCE

AP CHEMISTRY AP BIOLOGY PHYSICS (H) ENVIR. SCIENCE

AP CHEMISTRY AP BIOLOGY PHYSICS (H) ENVIR. SCIENCE

Languages FRENCH SPANISH LATIN LEVELS I, II, AND

III

FRENCH SPANISH LATIN LEVELS I, II, III, AND

IV

FRENCH SPANISH LATIN LEVELS I, II, III, AND IV

FRENCH SPANISH LATIN LEVELS I, II, III, IV, AP

Fine Arts US CHORUS DRAMA

ELECTIVES ART ELECTIVES

US CHORUS DRAMA ELECTIVES ART ELECTIVES

US CHORUS DRAMA ELECTIVES ART ELECTIVES

US CHORUS DRAMA ELECTIVES ART ELECTIVES

Physical Education

PE 9

H: Denotes courses that may be offered at an Honors level. Honors courses are offered for students who wish to cover topics in depth and at accelerated pace. Admission to Honors courses requires a B+ average in the subject area and the recommendation of the faculty.

AP: Advanced Placement courses are college level courses. Content is determined by the College Board course descriptions. Students taking AP courses are required to take the AP exam (given in May). College credit may be earned based on the results of this test. Admission to Advanced Placement courses requires a B+ average in the subject area and the recommendation of the faculty.

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Upper School Planning Worksheet Four Year Course Selection Plan

Name____________________________________________C urrent Grade_________________ This chart is for planning purposes. List the courses taken in the Upper School during your previous years and the courses being taken this year. Fill in the courses that you plan to take for the remaining years. Use this “Course Catalog” to check that you have a plan that fulfills graduation requirements and that you have all the prerequisite courses that you need for advanced courses. This plan will be useful as you begin to look for a college. You can check that you are fulfilling admission requirements for individual colleges. Use this chart when discussing plans with your advisor.

Grade level 9th 10th 11th 12th English

Mathematics

World Studies

Science

Language

Fine Arts

Physical Ed.

Other electives

Internship area of interest: ___________________________________________________________________

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English Middle School English Middle School English provides a solid foundation in the use and understanding of the English language. Writing, grammar, reading, and vocabulary are integral parts of the English courses. Students begin practicing and polishing skills pertaining to different types of writing, such as narrative, expository, persuasive, and descriptive. With an emphasis on self-expression and expression of ideas, writing assignments encourage students to begin literary analysis and produce logical arguments in writing. Reading comprehension is developed through the study of diverse texts, including significant and classic pieces of literature. Vocabulary and grammar are part of every course, studied both independently and in the context of reading and writing. English 6: Discovering Identities through Stories and Storytellers This foundation course focuses on concepts and skills necessary for successful academic performance in Middle School and beyond. Student centered, the class is an integrated study of literature, grammar, and composition developed around the theme of Discovering Identities through Stories and Storytellers. Students will respond critically and find personal meaning through the exploration of novels, poetry, short stories, and drama. Students will become active readers as they analyze, assess, and share a variety of works. Grammar and usage, both important topics in the Middle School curriculum, are taught directly and in context as students are asked to master concepts by examining models from literature as well as their own writing. A goal of the course is to bolster students’ confidence in their own abilities to write and edit and to encourage risk taking in written expression. In addition, students will complete weekly vocabulary exercises to improve and expand their facility with words. Recognizing the ever-increasing importance of proper verbal and written communication, time

allotted for the instruction of English will be increased in 2010-2011 to focus on fundamental principles. English 7: Identity and Expression This course encourages students to enjoy and appreciate the complexities of the English language. In the seventh grade, the reading program supports and broadens students’ growing familiarity with literature of all types and encourages critical reading. Students become active readers as they analyze, assess and share a variety of works, composing their own interpretive questions and answers. Students learn about different literary genres including novels, short stories, poetry, and drama. Poetry and drama foster a deeper appreciation for poetic devices such as symbolism and the use of metaphors. Through novels, students explore conflict and character development, and they practice writing well-structured paragraphs about themes. Vocabulary, an important focus area of the Middle School curriculum, is taught in context. Students read extensively as the primary means of increasing vocabulary. However, because of the powerful connection between language and thought and the critical thinking opportunities afforded by direct vocabulary instruction, AGS pursues an approach that includes direct instruction tailored for the learning experience of girls. Grammar is similarly taught both in context and directly. Students examine sentence structures in literature and, using these models, experiment with syntax in their own writing. In addition, sentence-diagramming exercises provide a visual construct for grammar, an analytical language for studying grammar, and a means of helping girls find their own errors in their writing.

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English 8: Literature as the Path to Understanding Reasoning and Emotion Students will be immersed in the study of various literary genres, but this course will place particular emphasis on the study of the short story and the novel and their importance in helping the student to shape a vision of the world and of the human condition both past and present. As students read, they will observe the effective use of diction, figurative language, tone, and sentence structure as well as experiment with these stylistic techniques in their own writing. Grammar and sentence structure improve as students practice longer and more sophisticated types of writing, including formal, analytical essays. Eighth grade English emphasizes critical thinking and reading as well as effective writing.

Upper School English Upper School English develops the student’s ability to understand, appreciate, and respond to great works of literature through oral presentation and in writing, both creatively and formally. Writing, grammar, and vocabulary are integral parts of Upper School English courses as students expand and polish their writing skills. Upper School English focuses on the use of a diverse selection of texts as a springboard for argument and thesis-driven papers. Vocabulary and grammar are part of every course, studied both independently and through the development and creation of a writing style. English 9: Approaches to Literature and Language This course is designed to provide transition into a high school English curriculum. Students will become familiar with literary texts and will learn to speak and to write comfortably about literature using literary terms. A varied reading program will support and broaden each student’s growing familiarity with literature and will encourage independent critical analysis. Working with novels, short stories, plays, poetry, and essays,

students will explore the complexities and precision of language. Composition is an integral component of the course with students regularly writing journals and essays as a response to their reading and as a response to current topics of interest. They will experiment with language in creative writing assignments and will revise pieces throughout the year. Students will also review grammar and the mechanics of writing in order to strengthen composing, revising, and editing skills while working toward developing a personal writing style. Independent reading and vocabulary enrichment continue as important elements of the English curriculum. English 10: British Literature & Writing This course is designed to provide the student with a comprehensive overview of British literature from its beginnings in epic poetry to present works such as Chinua Achebe’s Things Fall Apart. Students study major writers and their works from both an intellectual and an historical perspective. There will be a heavy concentration of poetry in this course, and students will learn to identify and analyze how authors use poetic devices, such as figurative language, alliteration, rhyme scheme, and paradox, in order to convey meaning. Class discussions and journaling will allow students to share insight in both verbal and written form in order to demonstrate their understanding and appreciation of the texts. Essays and critical reading assignments are required components of this course. English 11: Literature of the United States A survey of major authors and their works puts the literature of the United States into an historical context. The governing ideas of an era influence the themes and styles of literature, and students learn the philosophical points of view that are reflected in the sixteenth’s and seventeenth’s

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centuries’ ornate and plain styles of literature, in the nineteenth’s century’s romanticism and realism movement, and in the twentieth’s century’s modern and postmodern periods. Literary works from the many immigrant and ethnic groups that comprise United States culture are included. All major genres of literature are studied. Student essays analyze literature or use the ideas discovered in literature as the basis of personal narratives and statements. Vocabulary study and grammar and composition skills are drawn from the literature. In addition to writing multi-draft, out of class essays and oral presentations, students will also write timed essays in class. Other evaluations include responses to reading, vocabulary quizzes, grammar and composition quizzes, and tests on major works or periods of literature as well as two semester final examinations. English 11 AP: Language & Composition In keeping with the College Board’s AP English Course Description, our focus will be on rhetoric: the art of constructing and presenting arguments in speech or writing. Our readings will include essays, novels, speeches, short stories, poems, and personal narratives by a diverse group of American authors who write for varied purposes and audiences. In reading and analyzing these non-fiction, fiction, and poetry texts, our focus will be on identifying both the what and the how: what arguments the authors are making in the texts and how they use rhetorical strategies effectively to construct these arguments for their intended purposes and audiences. Because students are bombarded with thousands of images daily, they will also learn how to “read” such images to determine the artist’s purpose, audience, and tone. In examining selected readings and images, students will investigate several central questions regarding American cultural identity, as well as learn how to analyze and craft well-developed, well-supported, and persuasive arguments in their own writing. Discussions, writing assignments and projects will be varied and will enable students to develop proficiency in the narrative, expository,

argumentative, and persuasive modes. The course will culminate with a research paper and the AP English Language & Composition Exam. Prerequisite: English 11 AP Language and Composition requires a grade of B+ or higher average in English 10 and a teacher’s recommendation. English 12: Literature and Ideas This course is designed to provide transition into a college English curriculum. Students will explore world literature through the study of complex literary texts. Moving toward independent criticism, students will identify an author’s style by examining tone, diction, and syntax and will analyze the development of literary elements such as symbols, motifs, and theme. Working with novels, short stories, plays, poetry, essays, and criticism, students will continue to develop a sensitivity to and appreciation of the complexities and precision of language and will use works under study as models for their own writing. By composing, editing, and revising argumentative and persuasive essays, students will strengthen problem solving and critical thinking skills, writing skills, and researching skills. This course includes a study of rhetoric and oral presentation, culminating in the senior speech, an important senior requirement. Students will review grammar and the mechanics of writing in order to strengthen revising and editing skills. Independent reading and vocabulary enrichment continue as important components of the English curriculum. English 12 AP: Literature and Ideas This course is designed to provide transition into a college English curriculum. Students will explore world literature through the study of complex literary texts. Moving toward independent criticism, students will

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identify an author’s style by examining tone, diction, and syntax and will analyze the development of literary elements such as symbols, motifs, and theme. Working with novels, short stories, plays, poetry, essays, and criticism, students will continue to develop a sensitivity to and appreciation of the complexities and precision of language and will use works under study as models for their own writing. By composing, editing, and revising argumentative and persuasive essays, students will strengthen problem-solving and critical-thinking skills, writing skills, and researching skills. This course includes a study of rhetoric and oral presentation, culminating in the senior speech, an important senior requirement. Students will review grammar and the mechanics of writing in order to strengthen revising and editing skills. Independent reading and vocabulary enrichment continue as important components of the English curriculum. English 12 AP is faster paced and includes longer, more complex reading assignments, and more independent literary criticism. All AP students are required to take the Advanced Placement literature and composition exam in May. Prerequisite: English 12 AP requires a grade of B+ or higher average in English 11 and a teacher’s recommendation.

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Mathematics Middle School Mathematics The AGS Middle School Mathematics program promotes an intellectually stimulating environment where students learn to think critically, to solve complex mathematical problems, and to communicate effectively in mathematics. Teachers encourage students to learn through active discovery, to take risks, and to think creatively. The mathematics program is designed to encourage each student’s mathematical fluency and to foster the development of process skills and critical thinking. Through hands-on presentation of mathematical concepts combined with consistent meaningful practice, students learn to develop a balance and a connection between conceptual understanding and computational proficiency. The use of technology, including graphing calculators and mathematical computer application programs, as well as cooperative learning, cross-curricular integration, and writing in mathematics, further strengthen process skills and content knowledge. During middle school, students begin to make the transition from the concrete world of arithmetic to the abstract world of algebra. The curriculum is designed so that the students revisit central topics each year, each time going into greater depth. These recurring topics include, among others, the notion of proportionality, patterns in numbers, and visual representation of data. With the sixth grade curriculum, students begin to build a framework for this transition. The curriculum in the seventh grade further develops the framework, and by the eighth grade most students are prepared to enter Algebra I. Foundations for Algebra: Year 1 In the sixth grade mathematics course, Foundations for Algebra: Year 1, students develop an understanding of mathematics through hands-

on, real-world experiences and investigations. Students investigate concepts through the use of manipulatives and practice working with these concepts in order to develop a solid skill base. An emphasis is placed on developing the connections between various representations of the mathematics studied. Topics studied in this course include basic data representation, number systems, characteristics of place value and exponents, topics in geometry, and rational numbers. A hands-on approach is utilized to develop the concepts surrounding fractions, decimals, and percents. Students explore measurement, area, and geometric concepts and terminology. Pre-algebra concepts are introduced through the identification and description of patterns. In addition, study skills and organizational skills are developed throughout the sixth grade curriculum. Foundations for Algebra: Year 2 The Foundations for Algebra: Year 2 curriculum is designed to help students begin to make the transition from thinking about mathematics in the concrete to using the patterns that they see to develop the basic abstract concept of the variable. Through in-depth investigations of the topics of ratio and proportion, data analysis, two-dimensional and three-dimensional geometry, probability, signed rational numbers, and solving equations, students deepen their understanding of the connections between these topics as they work to master the skills associated with them. Throughout the curriculum, students learn to move beyond numbers to find and impose mathematical structure, and to see numbers as a part of a bigger system of thinking about mathematics. Through

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contextually based problems, students develop their abilities to solve unusual problems, communicate about mathematics, and reason through a mathematical argument. Algebra I and Honors Algebra I In this first-year Algebra course, students learn to make the transition from thinking about mathematics through concrete examples to making abstract connections within mathematics; they begin to think about Algebra as a language, a way of communicating complex patterns and concepts succinctly and elegantly. Students will learn to represent situations through equations, graphs, and numerical patterns and to manipulate each of these representations in order to solve real-world problems. The focus of this course is to develop both a conceptual understanding and a computational fluency with the concepts of function and linearity. Additional topics include recursive patterns, systems of linear equations, exponential and quadratic functions, and probability. Prerequisite: Honors Algebra I requires a grade of 95 or higher average in Foundations for Algebra: Year 2 and a teacher’s recommendation. Upper School Mathematics The Mathematics Curriculum at the Upper School level is intended to fully prepare each student for college level work in mathematics. The curriculum is designed to promote critical thinking, reasoning, and complex problem solving through study in a range of mathematical areas. Throughout the Upper School curriculum, students develop concepts in algebra, geometry, statistics, probability, and discrete mathematics. The courses at the Upper School level are designed to integrate aspects from each of these areas so that the students begin to view the connections and interplay between them.

Effective communication, proof, and mathematical modeling of situations are emphasized throughout the curriculum as a means of increasing students' fluency with the mathematical concepts. Technological tools, including graphing calculators, spreadsheets, and geometric visualization tools, are used regularly in order to represent concepts and deepen students' understanding. Students are encouraged to take four years of mathematics at the Upper School level. After completion of algebra I, students take geometry, followed by algebra II. After these three courses have been completed, usually by the end of the sophomore year, students may design their mathematical course of study from a variety of classes.

Geometry & Honors Geometry Geometry offers a means of describing, analyzing, and understanding the world and seeing the beauty in its structures. In this course, students will learn to look closely and analytically at the shapes and structures around them, find patterns and similarities, and use geometry tools, including The Geometer's Sketchpad, to make generalizations and discover mathematical truths. Students will also learn to reason through their generalizations and give convincing and sound proof of what they discover. This course develops deductive reasoning and problem-solving skills with emphasis on the application and visual expression of arithmetic, algebraic, and geometric concepts. Topics covered include angles and their measure, angle relationships, perpendicular and parallel lines, relationship of lines, congruent triangles, regular and similar polygons, right triangles, circles, area, and constructions. Right triangle trigonometry, geometric probability, transformations, and coordinate geometry are also included.

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Prerequisite: Geometry requires Algebra I or an approved equivalent course. Honors geometry requires a 95 or higher average in Algebra I and a teacher’s recommendation. Algebra II & Honors Algebra II This course reinforces students’ basic algebraic and geometric skills and equips them with analytical, technological, and higher order algebraic skills for use in applications and future mathematics courses. It reviews and extends concepts of first year algebra and geometry. Topics studied include linear equations, systems and inequalities, quadratic equations and inequalities, radicals, complex numbers, exponential and logarithmic functions, polynomials and polynomial equations, and rational expressions. Prerequisites: Algebra II requires Algebra I and Geometry or approved equivalent courses. Honors Algebra II requires a 95 or higher average in Geometry and a teacher’s recommendation. Pre-calculus/Trigonometry & Honors Pre-calculus/Trigonometry This course is designed to develop both the understanding of algebraic and trigonometric concepts and the ability to apply these concepts to real-world scenario problem solving. Students examine polynomial, rational, algebraic, exponential, logarithmic, and trigonometric functions. They learn how to analyze these functions both by hand and with the use of the technology available to them. The first two quarters focus on advanced algebraic functions and their use in problem solving. During the third quarter, the class examines logarithmic and exponential functions, in addition to sequences, series, and systems of equations. In the fourth quarter, an emphasis is placed on trigonometry, which is explored through triangles and the unit circle. Students will use their graphing calculators daily and their computers weekly.

Prerequisites: Pre-calculus and Trigonometry requires Algebra II and Geometry or approved equivalent courses. Honors Trigonometry and Pre-Calculus requires a 95 or higher average in Algebra II and a teacher’s recommendation. Calculus This course presents calculus as the mathematics of change, focusing on conceptual understanding and showing its usefulness through a variety of applications. It begins with a review of functions, graphical analysis, and a brief introduction to parametric equations. The concepts of limits and continuity are studied followed by differentiation and integrations of polynomial, rational, algebraic, visual, and numerical approaches. Included are the topics of differentiation of trigonometric functions, Newton’s method, elementary techniques of integration applied to finding areas between curves and volumes of solids, revolution, the study of the calculus applied to exponential and logarithmic functions, and L’Hopital’s rule. Prerequisites: Calculus requires Trigonometry and Pre-Calculus or an approved Pre-Calculus course. Advanced Placement Calculus (AB/BC) Advanced Placement calculus is primarily concerned with developing the student's understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. The connections among these representations are also important. Broad concepts and widely applicable methods are emphasized. Through the use of unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, students will work to develop an understanding of calculus

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as a coherent body of knowledge and as a human accomplishment. The course is designed to be equivalent to one semester of college calculus. It will be taught using Northwestern’s online EPGY curriculum, facilitated and supplemented by an AGS faculty member. This course will include group discussions, collaborative work, and significant time with an AGS teacher in addition to dedicated time for online work. College credit for the course is dependent upon an individual's score on the AP exam and by individual college requirements. Students enrolled in the course are required to take the AP Calculus test in May. Prerequisites: Advanced Placement Calculus requires Trigonometry and Pre-Calculus or an approved Pre-Calculus course with achievement at A/A- level and a teacher’s recommendation. Statistics The goal of this course is to teach students how to plan a study, collect data, identify relevant patterns using descriptive statistics, and test hypotheses using inferential statistics. Different methods of finding the probability of an event and how you create and use probability distributions are studied. The use of bell-shaped distributions and their properties in real-life applications are emphasized Prerequisites: Statistics requires Geometry and Algebra II or approved equivalent courses.

AP Computer Science (Limited Enrollment) This course introduces computer science concepts including basic program form, development of algorithms, data types, control structures, and object-oriented design using the Java programming language. The course culminates with the Advanced Placement Computer Science exam. (This is a yearlong course offered by Online School for Girls.) Prerequisite: AP Computer Science requires either enrollment in, or completion of Algebra I.

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World Studies Historical and Cultural Study of the Non-Western and Western Worlds Middle School World Studies The World Studies department at AGS seeks to give students an understanding of world cultures and history. A chronological approach is used, and students learn to make historical connections over time and shifting national boundaries. Current events are also discussed. Students actively use many research resources, including web sites, atlases, interviews, periodicals, art, literature, and science resources in addition to textbooks. In middle school, group projects and individual presentations help to create an experiential, hands-on approach to doing research and presenting findings. Basic study skills are taught and reviewed at every level.

World Studies 6: Ancient Civilizations This course looks at the development of human societies and civilizations, chronologically from prehistoric times to the rise and fall of the Roman Empire. Students will gain an understanding of the evolution of cultures and societies around the globe, beginning their journey in Africa with the first hominids that lived 4.4 million years ago. Students will also learn about hunter-gatherer societies that did not develop into advanced civilizations and where they fit into our picture of a global society. Students will take the role of historical investigator, in order to build comprehension, solve problems, and ask critical questions. Study skills focus on organization, note taking, and research skills. Course work will include individual and group projects, oral presentations, informal and formal written responses, quizzes, and tests.

World Studies 7: Analyzing World Civilizations, From 500 CE – 1400 CE Seventh graders focus their studies on the exploration of people, places, and events from 500 CE to 1400 CE. Areas of focus include Ancient Africa, the Indus Valley Civilization, the Chinese Dynastic Period, the Byzantine Empire, and the Middle Ages of Europe. Special emphasis is placed on understanding the core principles of Hinduism, Buddhism, Taoism, Confucianism, Christianity and Islam. Study skills focus on annotating reading, effective note taking, brainstorming, and questioning. Students learn to research through electronic media, print and visual media, and traditional texts. Class discussions, projects, presentations, and collaborative work are central to class success. This course is writing intensive with special emphasis on thesis and short essay writing. World Studies 8: The Early Modern World, 1400-1750 This course examines global systems of exchange and commerce between Europe, Asia, Africa, and the Americas, particularly The Italian Renaissance, The Global Age of Asian Exploration, The Transatlantic World (Africa, the Caribbean and Latin America), European Colonization of the Americas, The Reformation, European Wars of Religion, Elizabethan England, The Reign of Louis XIV, and The Rise of Absolutist States. Essential questions direct student learning, comprehension, and appreciation of historical complexity. Sample essential questions considered include: How do humanist values influence your life today? How can individuals and communities work

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to overcome hardships (e.g., human-made hardships, natural disasters, personal tragedy)? What is the impact of European arrival in Central America?

Upper School World Studies In the Upper School World Studies, skills are developed, as research and writing tasks become more complex. The chronological study of world history continues until contemporary times in the tenth grade. Specialized topics with a narrower range, but a deeper look into historical periods and geographic areas, begin with United States history in the eleventh grade and continue with electives in the twelfth grade. World Studies 9: World History This course involves conceptual exploration of history and content acquisition about the industrial age. Students access and use information from the Internet, first person accounts, art, science, literature, texts, videos, and atlases. Geography, art, music, and current events are integrated components as well. Effective research, presentation, and writing skills are emphasized. Major units of study include the changing nature of monarchy, as well as social, scientific, philosophical, and political revolutions in England, America, France, and Asia. Studies of this era include industrialization and continuing technological change, shifting power relations in Europe, the partitioning of Africa, and the division of Asia.

World Studies 10: Understanding The 20th Century & Today This course is the culmination of five years of academic study in the world studies department. Students will explore the impacts of the Industrial Revolution, the rebirth of European imperialism, World War I, the rise of communism and totalitarianism, World War II, the Cold War, the Israeli Palestinian conflict, the 1990s, and the

post-9/11 world. Special emphasis will be placed on understanding the essence of power and how rulers have used it to gain support from the populace. The study of geography, culture and current events gives students context to historical events. Students learn to analyze historical information for accuracy and perspective. Writing effective answers to short answer and essays questions is stressed. World Studies 11: United States History This survey course examines the political, social, cultural, economic and religious history of the United States. This course begins with an examination of Native American cultures in the Americas prior to European colonization. As the course progresses, students study the American Revolution, the creation of a Federal government, the rise of the Republic, the American Civil War, Reconstruction, immigration, World War I, the Great Depression, World War II, the Cold War era, the Civil Rights and Women’s Rights movements, the Vietnam War, and the cultural landscape of the eighties and nineties. Students examine the plurality and diversity of experiences as they develop an understanding of themes within American studies. The critical reading of primary documents gives access to the ideas that influence history. Through quarterly projects that culminate in visual presentations, students explore and develop skills working with primary source documents. This course develops analytical reading and writing skills, historical concepts, and language for participating in discursive debates pertaining to United States history.

World Studies 11: AP United States History This course examines the political, social, cultural, economic and religious history of

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the United States. This course begins with an examination of Native American cultures in the Americas prior to European colonization. As the course progresses students study the American Revolution, the creation of a Federal government, the rise of the Republic, the American Civil War, Reconstruction, immigration, World War I, the Great Depression, World War II, the Cold War era, the Civil Rights and Women’s Rights movements, the Vietnam War, and the cultural landscape of the eighties and nineties. Daily lectures emphasize the broad themes connecting trends in American history over time. Homework, tests, and writing assignments are modeled upon the format of AP tests. Prerequisites: AP US history requires a grade of B+ or higher in World Studies 10 and a teacher’s recommendation. World Studies Electives In their senior year, students may choose from a series of elective classes. Courses will be offered to meet student and faculty special interests. Offerings may include courses in cultural history, government, and other social sciences. AP World History Advanced Placement World History has three goals: to prepare students for the AP world history exam through college-level reading in world history, frequent quizzes, writing, exams, and in-depth discussions of historical documents; to give students an overview of the main themes of world history as a foundation for college humanities and social science courses; to introduce students to the ways in which historians study and write history. The course traces the evolution of human cultures, including societal development, the emergence of global economies of trade, communication, and political change, from prehistory to the present. Daily lectures, therefore, emphasize the broad themes in history over time. Homework, tests, and writing assignments are modeled on the format of AP tests. Previous experience in Advanced

Placement United States History is recommended but not required. Students who take AP World History will be expected to sit for the national exam in 2010. This course is open to students in the 10th through 12th grades. Prerequisites: AP World History requires a grade of B+ or higher in World Studies 9 and a teacher’s recommendation. Economics and Entrepreneurship This elective is the cornerstone of the Sara Blakely Entrepreneurship Academy at AGS. Through an exploration of the fundamental principles of economics in a goal-oriented, collaborative atmosphere, this course will equip students with the building blocks of business and excite interest as students engage in the creative processes necessary to create and defend a viable business plan. Hands-on experiences, reading and discussion, role-play, simulations, lecture, demonstration, and the mentorship of women in business will empower learning in this class. Students in the course will meet the ISTE performance standards for students in Creativity and Innovation, Communication and Collaboration, Research and Information Fluency, Critical Thinking and Digital Citizenship. The course will intermingle fundamentals of the free market system (e.g., demand, supply, pricing, production, incentives, etc.) with various aspects of business planning and development. For each student, the culmination of the first semester is the creation and presentation of a thorough business plan; in the second semester, students will compete for venture capital, with a cash award for the most creative and feasible plan. The second semester will also include a study of macroeconomic concepts such as economic measurement, financial

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markets, the Federal Reserve System, trade, and globalization. A substantial number of field trips, panel discussions and guest speakers will enhance the experience for students. Students in this course will be challenged to embrace risk and adventure and present themselves--to each other and to outsiders--with confidence and competence. A summer reading assignment will accompany this course. (Yearlong) Prerequisite: Economics and Entrepreneurship requires Algebra I.

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Science Middle S chool S ci ence Our Middle School science curriculum is an exploration of science process through guided inquiry activities that bring students and science together so that each student gains knowledge and a sense of confidence about her environment. Each student learns to analyze unfamiliar situations, collect data, consider alternatives, and then decide on a course of action. In this way, students ultimately grow to rely on their own initiative and develop an active interest in the learning process. In the Middle School sequence, there is a balance between environmental, life and physical science strands, along with descriptive and quantitative aspects of science. All Middle School science topics develop students’ familiarity with laboratory techniques and lab report writing. Participation in class activities is expected; whole class and small group discussions, lab work, and individual assignments are also expected as part of everyday class work. Homework is assigned as it contributes to the class work outcomes. Written lab reports, projects (in-class and long-term home projects), and presentations are additional course components. How is an experiment conducted? How is information from space gathered? How is data gathered from explosions? What happens if I…? Questions like these float in the young scientist’s mind. Answering these questions, with guidance at first, but with growing independence is the doorway to sound scientific process for all Middle School scientists. This path leads to layering excellence in developing sound inquiry skills. Science 6: Earth and Environmental Science Sixth graders are invited to take introductory steps to a life-long love of science. Exploring the world around them using the methods employed by seasoned scientists, students learn to ask and

answer questions in a way that captures sound scientific thought. Specific content is focused in Earth science studies but also includes other aspects that examine the environmental world. Math, as it relates to and supports science is also offered in a way that increases ownership of the material. Students use a variety of tools to investigate the scientific method and are encouraged to develop labs and models to explain questions and develop deep thinking. A variety of text sources, both in the classroom and online, are supported by hands-on activities to allow students as individual an understanding as possible. Science 7: Life Science Life science begins with an exploration of the concepts in the science of ecology. Students learn to ask ecosystem-scale questions to understand the significance of environmental and organismal interactions. This course also introduces students to the basic structure and function of living organisms, paying special attention to their interaction with the environment. Each student’s efforts to understand the interconnections of organisms and their environment culminate in the design and maintenance of a square foot garden on campus. In addition, laboratory exercises reinforce individual comprehension. While the nature of any science course is exploration, discovery, and the communication of ideas, the seventh grade course emphasizes the connection that can be made between classroom activities and real world application. Students learn the importance of the scientific method and gain fundamental processing skills necessary for inquiry-based learning. These skills include observing, inferring, predicting, classifying, communicating, measuring,

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calculating, creating data tables, and graphing. Through a variety of hands-on activities, experiments, research projects, and class discussions, students learn to organize, analyze, and interpret scientific data. The interdependence of life is stressed. Science 8: Physical Science In the eighth grade science course, students continue to layer deeper understanding on previously learned concepts to broaden independence in navigating scientific inquiry. From experimentation to research to lab reports, physical science prepares students not only for Upper School science, but also for proficiency in an objective exploration of the world around them. Communication skills are strongly emphasized in eighth grade science, as students must be able to express thoughts through discussion, presentations and written assignments. Topics addressed in this course include the structure of atoms, forces (gravitational, motion, acceleration, mass), chemical reactions, elements and the Periodic Table, energy, electricity, and magnetism.

Upper School Science The Upper School science curriculum offers a program of study through which students gain a basic knowledge of modern scientific principles and an understanding of the methods and the significance of science in contemporary society. Emphasis is placed on scientific inquiry and experimental design. To fulfill the laboratory science graduation requirement, all students must take biology, chemistry and physics. Students who have demonstrated exceptional ability in the complement of basic courses may qualify for Advanced Placement courses in biology, chemistry, physics, or environmental science. Additional electives can be pursued through joint enrollment or the Online School for Girls.

Biology Biology is the study of the living world. The theme of evolution unifies the concepts covered in biology as we seek to answer the questions: what are the origins of biological diversity and how does form fit function? Students in this course will observe and discuss many concepts that scientists have proposed to explain natural phenomena, from an exploration of the structure and function of animal and plant systems to the microscopic study of cell structure, cell metabolism, genetics, and gene expression. Emphasis will be placed on the evolution of traits, which will be intertwined with our ongoing investigation into the relationship between human culture and the surrounding environment. Concepts will be explored through observation, testing of hypotheses, viewing films, reading, writing, utilization of technology, and classroom discussion. Students will not only develop data gathering and processing skills, but also work on metacognition, experimental design, data analysis, scientific writing, creative and critical thinking, collaboration, self-awareness, discipline and integrity. Chemistry Chemistry is an introduction to the fundamental principles of chemistry. Basic content includes: heat, matter and energy; elements and the Periodic Table; atomic structure; chemical bonding; equations, reactions and stoichiometry; concentration and solutions; states of matter; and acids and bases. Classes consist of lecture, discussion, problem solving and laboratory work. Students acquire skills such as careful measurement and experimental techniques, scientific notation and dimensional analysis, and lab report writing. Emphasis is placed not only on qualitative observational data gathering, but also on quantitative

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experimental techniques; students are introduced to graphing techniques, statistical analysis, independent scientific research to enhance their own investigations and writings. While skill development and knowledge ascertainment is emphasized, the course also includes an ongoing discussion about the impact of industry, manufacturing, and technology on the environment. Prerequisites: Chemistry requires Algebra I, Biology and completion of, or concurrent enrollment in, Geometry. Honors Chemistry Honors Chemistry is an introduction to the fundamental principles of chemistry. Basic content includes: heat, matter and energy; elements and the Periodic Table; atomic structure; chemical bonding; equations, reactions and stoichiometry; concentration and solutions; states of matter; and acids and bases. In the honors section, these topics are applied to the more advanced chemical concepts, including: colligative properties of solutions; reaction kinetics and equilibrium; oxidation-reduction and electrochemistry; radioactivity and nuclear energy; organic chemistry; and biochemistry. Classes consist of lecture, discussion, problem solving and laboratory work. Students acquire skills such as careful measurement and experimental techniques, scientific notation and dimensional analysis, and lab report writing. Emphasis is placed not only on qualitative observational data gathering, but also on quantitative experimental techniques; students are introduced to data collection software, graphing techniques, statistical analysis, computer simulation, and scientific journal articles to enhance their own investigations and writings. While skill development and knowledge ascertainment is emphasized, the course also includes an ongoing discussion about the impact

of industry, manufacturing, and technology on the environment. Prerequisites: Honors Chemistry requires Algebra I, Geometry and Biology with an average grade of B + or higher and concurrent enrollment in Algebra II. It also requires a science teacher’s recommendation. Physics (Will be offered in 2011-2012.) Physics deals with matter, energy and their interaction. This extremely broad perspective essentially encompasses everything in our universe from galaxies to subatomic particles, and provides another perspective from which to revisit and relate concepts introduced in other scientific disciplines. The intent of the class is to both develop the student’s mastery of physics’s principles, and to emphasize the relationship and utility of these principles in other fields. The creative application and extension of the student’s knowledge will be especially encouraged through discussions, projects, labs, and assignments. These concepts are explored with less emphasis upon the complex mathematics required in the honors physics course. Prerequisites: Physics requires Biology, Chemistry, Geometry, Algebra I, and completion of, or concurrent enrollment in, Algebra II. Honors Physics Physics deals with matter, energy and their interaction. This extremely broad perspective essentially encompasses everything in our universe from galaxies to subatomic particles, and provides another perspective from which to revisit and relate concepts introduced in other scientific disciplines. The intent of the class is to both develop the student’s mastery of physics principles, and to emphasize the relationship and utility of these principles in other fields.

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The creative application and extension of the student’s knowledge will be especially encouraged through discussions, projects, labs, and assignments. Prerequisites: Honors Physics requires Biology, Chemistry, and Geometry with a grade of B+ or higher and completion of, or concurrent enrollment in, Algebra II. It also requires a science teacher’s recommendation. Environmental Science Building on the broad survey of topics covered in the core science curriculum, Environmental Science seeks to provide students with a lens through which to interpret our rapidly changing environment. The interrelationships of the natural world are analyzed, and anthropogenic impact is discussed and evaluated. Concepts are explored through primary source reading, discussion, group research, and weekly fieldwork on the Chattahoochee River. The course employs a discussion-based, student-centered pedagogy, and is an ideal class for the curious, motivated student who is looking to become an informed citizen of the world. Prerequisites: Environmental Science requires Biology and Chemistry. Marine Ecology (Will be offered in 2011-2012.) Marine Ecology is the study of the communities that thrive in and around marine environments. Students in this course explore the intricate relationships between living organisms and their physical environment, and learn about the diverse species and ecosystems of the ocean. Marine ecology also seeks to provide students with a lens through which to interpret our rapidly changing environment. Students explain how humans exploit, conserve, and preserve marine resources, as well as assess the environmental impact of anthropogenic activities on marine environments. Concepts are explored through reading and research, self-designed experiments, and fieldwork, as well as classroom discussion and

the use of various media and technology. Students not only develop data-gathering, processing, and analyzing skills, but also work on metacognition, creative and critical thinking, presentation style, collaboration, self-awareness, discipline and integrity. The course is an ideal class for the curious, motivated student who is looking to become an informed citizen of the world. Prerequisites: Marine Ecology requires Biology and Chemistry. AP Biology (Will be offered in 2011-2012.) Building on the broad survey of topics covered in introductory biology and chemistry courses, Advanced Placement Biology takes an integrated approach to several focused questions. Students review previous biology topics and take an in-depth look at molecules and cells, heredity, organism structure and function, and ecology through the lens of evolutionary theory. As they apply new knowledge to environmental and social concerns, students might investigate the conservation issues in the Chattahoochee River, consider the global implications of AIDS, debate the use of genetic engineering in food crops, or consider legislation to regulate the use of gene therapy among other topics. These questions are addressed through the use of laboratory investigations, self-designed experiments, research projects, evaluated discussions, and outside reading assignments. Students work on many aspects of their coursework collaboratively. There is extensive reading and work outside of class, including experimental work. As with all AP level courses, students are expected to exhibit independent thought and initiative. This course is intended to prepare students for the AP exam in the spring. Prerequisites: AP Biology requires Biology, Chemistry, and Geometry with a grade of B+ or

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higher. It also requires a science teacher’s recommendation. AP Chemistry Advanced Placement Chemistry is a continuation of Honors Chemistry. This course emphasizes the mathematical and the theoretical aspects of inorganic and organic chemistry at the college freshman level. Topics such as the structure of matter, kinetic theory of gases, chemical equilibria, chemical kinetics, and thermodynamics are presented in considerable depth. Mathematical analysis and problem solving are emphasized. Topics are explored through the use of laboratory investigations, self-designed experiments,

research projects, evaluated discussions, and outside reading assignments. Students work on many aspects of their coursework collaboratively. There is extensive reading and work outside of class, including experimental work. As with all AP level courses, students are expected to exhibit independent thought and initiative. This course is intended to prepare students for the AP exam in May. Prerequisites: AP Chemistry requires Biology, Chemistry, Geometry, and Algebra II with a grade of B+ or higher. It also requires a science teacher’s recommendation.

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Languages AGS offers three language options to its students: French, Latin, and Spanish. During sixth and seventh grades, students will complete the equivalent of an Upper School first-year language course. Most students will enter the second-year course of their chosen language in the eighth grade and be ready for the AP exam in their junior year. Any student with previous language experience must take a placement exam in order to determine the appropriate level within our program. Middle School Our Middle School modern language program promotes the enjoyment of learning a modern language with its own complexities, idioms, and idiosyncrasies. Proficiency in communication skills in the language is the goal. Our primary focus is on the development of practical, everyday skills, self-expression, and cultural insight. These courses immerse students in the target language. Students speak the target language daily and begin making conclusions about the structure of the language by observing spoken and written patterns. They begin to understand and appreciate cultural differences. Students also discuss literature, art, food, music, and films. Our Middle School classical language program focuses on the nuts and bolts of the Latin language. Students learn the basics of grammar along with mythology and Roman culture. Students learn Latin through written and oral exercises and complete projects to furnish a greater understanding of the Roman world. Students use what they learn to make connections between Latin and English as well as between Roman and Western culture.

French I-A In this introductory course, students build a basic vocabulary. By adopting French names and exploring personal stories in French, students make connections to a world language and culture distinct in most cases from their own. Greetings, expressions of emotion, telling simple stories, and describing physical and personality traits about themselves and their family are part of daily communication. This course focuses on learning basic grammatical structures necessary to communicate effectively, including forming yes or no questions from statements in French. Students also spend time learning about French speaking countries, world travel, and customs abroad. By the yearend, students are making distinctions about grammatical and phonetic nuances of the language and using the French language to express themselves personally. French I-B Students continue to master basic skills introduced in French I-A. They use more vocabulary to express family relationships, physical traits, and personality types in French. Grammar work is geared specifically for success in the language immersion environment and for applying understanding for practical speaking and writing. Learning more complex grammar points enables students to manipulate the language for their own use. Students not only learn how to ask simple and complex questions in correct form, but they also learn to compare and contrast, and clarify and elaborate further in the language. They learn to use appropriate French vocabulary and sentence structure to disagree, order, argue, influence others, and persuade. Level I-B students are able to speak in the present and near future. They also

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begin to learn how to express themselves in the past tense. Prerequisite: French I-B requires French I-A. Spanish I-A This course is an introduction to Spanish with emphasis on oral-aural skill development and vocabulary acquisition. Students are introduced to the basic grammatical structures necessary to communicate effectively at the beginning level. They learn daily greetings and simple questions, and participate in hands-on projects, dialogues, and cultural activities. The class is conducted predominantly in Spanish. This course focuses on learning basic grammatical structures as necessary to communicate effectively. Students also spend time learning about Spanish speaking countries, world travel and customs abroad. By the end of the year, students are making distinctions about grammatical and phonetic nuances of the language and using the Spanish language to express themselves personally. Spanish I-B Students continue to master basic grammar skills introduced in Spanish I-A. Additional language mastery includes forming questions, verb forms, pronouns, adjective forms, and increasingly sophisticated vocabulary. Communication in Spanish is encouraged through the study of the Spanish-speaking world and through real-life applications. Conversational and writing assignments are designed to build a solid foundation in the language. The class is conducted primarily in Spanish. Prerequisite: Spanish I-B requires Spanish I-A. Latin I-A Students who take Latin I-A begin their study with a reading approach. Gradually they acquire knowledge of grammar and skills needed to read Latin passages. Coursework emphasizes reading in the language, analyzing grammatical

structures, and translating simple text. Students learn simple commands and responses in Latin and hear stories in the language. The class also discusses Roman culture by examining the lives of the Roman family exemplified in the textbook series Ecce Romani. In addition, students learn about the legends surrounding the Trojan War and the mythical origins of the Roman race. Latin I-B Latin I-B continues the curriculum of Latin I-A. The students learn new concepts in the context of the Ecce Romani series as the Cornelius family moves from their country house to Rome. As before, the emphasis of the course lies in the reading and understanding of Latin passages along with forms and syntax to enhance reading ability. By the end of the year, students will have seen and used in context all six tenses of verbs and all five cases of nouns. More complicated instructions are presented in Latin, both written and orally. The students will also discuss late antiquity through projects and additional readings. Prerequisite: Latin I-B requires Latin I-A. Upper School The Upper School’s modern language program continues to build on skills developed in Middle School. Students extend their understanding of grammatical concepts and deepen their fluency with vocabulary as they begin to focus more on composition and reading the language. In addition, more sophisticated grammatical concepts, such as the past tense and the subjunctive mood of verbs, are introduced. In addition to learning the language, students develop personal expression and creativity while they achieve a greater awareness and appreciation of different cultures and ways of life.

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The Upper School’s classical language program also builds on the concepts and knowledge begun in Middle School. Students hone the skills necessary to read, understand, and analyze Latin literature. As they learn Latin, students increase their English vocabulary and grammar skills, develop a broader historical perspective, and recognize connections across their discrete areas of study. French II In second year French, students build on the skills they developed in French I-A and French I-B. Speaking and auditory skills are emphasized, with additional focus on reading French texts appropriate to this level. Culture is explored through a complete immersion in the language, class discussion, and the exploration of other resources such as the Internet and literary resources. Increasing complexity of grammatical concepts at this level, such as the passé composé and imperfect verb tenses, allow students to communicate in a sophisticated way in a variety of different situations. Prerequisite: French II requires an average grade of C or higher in French I-A and French I-B or an equivalent first-year French course. French III In French III, students continue to develop their listening, reading, writing, and speaking skills within the context of an immersion-style classroom. They continue to practice speaking everyday French and work to strengthen their fluency and ease of understanding. Students begin to deepen and extend their existing knowledge of the structure of the French language as they review some of the more complicated nuances of the language. As students learn new vocabulary via thematic units, they practice applying their existing understanding of the language with the chance to relearn topics that may not have been sufficiently mastered in French I and French II. A particular emphasis is placed on verb tenses.

Students are introduced to the future tense and the conditional mood, which allows them to specifically express hypothetical situations using tenses learned already. The subjunctive mood of verbs is also introduced at this level. This year, an additional emphasis is placed on developing solid reading and composition skills. Students apply their understanding of the language as they begin to read and discuss French literary works. Prerequisite: French III requires a grade of C or higher in French II. French IV French IV is designed for those students who will continue their study of French language, history, literature, and art. In addition, students in this course begin to apply their own personal interests to their study of French. While studying historical events and analyzing literary texts, students continue to strengthen their mastery of the structure of the French language, as well as refine their speaking, listening, reading, and writing skills. Instruction will continue to focus on vocabulary acquisition in an immersion-style classroom. Review and strengthening of grammatical concepts also continues in this context. Students will also complete individual research projects that will help them develop the independent study skills essential to success in a university setting. This material will develop skills in anticipation of the AP Exam. Prerequisite: French IV requires a grade of C or higher in French III. AP French Language This class focuses on French for active communication, with concentration on oral skills and the composition of expository passages. A comprehensive review of grammatical structures is conducted in order

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to ensure the student’s mastery of this content. Students read and discuss stories, newspaper and magazine articles, and a novel. Students who enroll in this course are expected to take the AP examination in May. Prerequisites: AP French language requires a grade of B+ or higher average in French IV and a teacher’s recommendation. Spanish II The second year of study focuses on expanding vocabulary and acquiring new grammar skills. Class discussions and grammar explanations are conducted in the target language. The increasing complexity of grammatical concepts at this level, such as conditional and subjunctive verb tenses, allow students to communicate in a sophisticated way in a variety of different situations. Prerequisites: Spanish II requires an average grade of C or higher in Spanish I-A and Spanish I-B or an equivalent first-year Spanish course. Spanish III In the third year, students continue to develop their listening, speaking, reading and writing skills within the context of an immersion-style classroom. The course includes a thorough review of grammar and delves more deeply into the intricacies of the language. Additionally, the students receive an introduction to the field of literature. Prerequisite: Spanish III requires a grade of C or higher in Spanish II. Spanish IV The fourth year includes advanced grammar and composition, with continued emphasis on conversation. Reading and writing skills are developed through the study of literary works and other selected readings. In this course students continue to convert the three previous years on language study into a coherent, useful

means of communication. This material will develop skills in anticipation of the AP exam. Prerequisite: Spanish IV requires a grade of C or higher in Spanish III. AP Spanish Language This class focuses on Spanish for active communication, with concentration on oral skills and the composition of expository passages. Students read and discuss stories, newspaper and magazine articles, and a novel. Students who enroll in this course are expected to take the AP examination in May. Prerequisites: AP Spanish language requires a grade of B+ or higher average in Spanish IV and a teacher’s recommendation. Latin II Latin II builds on the grammatical foundation of Latin IB. Students learn to handle complex sentence structures that utilize subordinating conjunctions, relative pronouns, participles, and advanced verb forms. Class reading and grammar is supplemented by the series The Romans Speak for Themselves, which provides a taste of historical Latin along with discussions in English. Prerequisites: Latin II requires an average grade of C or higher in Latin I-A and Latin I-B or an equivalent first-year Latin course. Latin III Latin III is a course of study that polishes Latin grammar and introduces students to Roman authors. As the year progresses, students begin to read adapted Latin passages that exemplify the grammar points they are studying. By the end of the first semester, students will have mastered the basic grammar portion of their study and will move on to a reading-based course. The second semester focuses on reading for understanding, identification of grammatical

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structures, and translation of selected passages. The students read Res Gestae Simii Pilosi Nasonis, a story that follows a monkey from Rome to Constantinople. The story samples famous authors such as Vergil, Catullus, Livius Andronicus, and Pliny. This reading prepares students for the challenge of authentic Latin in levels IV and AP. Prerequisite: Latin II requires a grade of C or higher in Latin II. Latin IV Latin IV focuses on readings of ancient authors. Students combine their grammar studies of the previous three years with careful interpretations of texts, resulting in informed discussions about the Latin language and culture. These discussions emphasize the relevance of ancient writers to later authors and modern culture. Additionally, students will learn ancient metrical scansion and read analytical essays on their authors. Students will read Catullus and Ovid. These texts will prepare students to analyze literature in anticipation of the AP exam. Prerequisite: Latin IV requires a grade of C or higher in Latin III.

AP Latin: Vergil This course prepares students for the Advanced Placement Examination Vergil exam. By the end of the course, students should be able to show that they can read and understand excerpts from the Aeneid. In addition, students are required to understand the historical context, literary themes of Vergil, and use of literary devices. Students who enroll in this course are expected to take the AP examination in May. Prerequisites: AP Latin requires a grade of B+ or higher average in Latin and a teacher’s recommendation. *Note: All Upper School Latin classes will be taught in the iLearn Center through a combination of online tutorial, teacher direction, and small group study.

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Fine Arts At the core of the Fine Arts curriculum lies the opportunity for students to express those creative instincts that make us human, exploring their creative selves through the performing and visual arts. The study of art at AGS includes scholarly inquiry into the history, theory, and style of artistic expression. Performing and visual arts find expression in a variety of programs designed to allow students to develop their artistic talents. In all the fine arts, technique and creativity are emphasized. Fine Arts courses provide the versatility for students to express themselves, develop creative problem solving skills, process an idea from invention to completion, master technical and observational skills, and gain work ethic by accomplishing a finished piece of art or a performance. Students gain a level of self-awareness and introspection as they reflect on the art they create and the impact that art has on society.

Middle School Fine Arts Visual Art 6 Visual Art 6 students are given an overview of the seven elements and seven principles of art, providing them with a foundation upon which they can build in future art courses. Students will produce two and three-dimensional art using a variety of media, learn about art criticism and art history, and keep a sketchbook. Media explored may include charcoal, graphite, pen and ink, oil pastel, acrylic painting, clay, and wire sculpture. The course provides an introduction to skills for realistically rendering still-lives, animals and portraits. Sketchbook assignments are given regularly as an opportunity to explore new techniques and media, and refine layouts for in-class projects. The course also includes an introduction to computer art. Students will learn to take digital pictures and work with several

software programs and ultimately produce a digital portfolio of their work. (One Semester) Visual Art 7 Visual Art 7 is designed to promote visual literacy, foster a deeper understanding and appreciation for the world of art, and provide students with the necessary tools for self-discovery. Students are encouraged to communicate their feelings and ideas through visual expression and to analyze, interpret, and evaluate their own work as well as the efforts of others. Through a wide variety of activities and projects, students learn to define, recognize and use the elements of art (shape, line, form, color, value, texture and space), and to employ the principles of design (balance, proportion, rhythm, pattern and harmony). In doing so, they also develop important skills in the care and safe use of art supplies and equipment. Students learn about a variety of cultures, influential artists and art movements, develop verbal and written art criticism skills, keep a sketchbook, and create artworks in a variety of media. (Yearlong) Visual Art 8 Visual Art 8 is designed to refine student comprehension of the elements and principles of art and foster each student’s development of an individual style. The student will strengthen perceptual and aesthetic awareness through exposure to a wide variety of media and art of different cultures and historical periods. This class is designed to be a comprehensive introductory course in fine arts that develops skills necessary to effectively render a range of subject matter including landscape, the figure, and natural as well as man made

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objects. Design in both two and three-dimensions, composition, and sharpening analytical observation will be the focus of this foundation experience. (Yearlong) Music 6 Music 6 is an introductory music class combining elementary theory, history and singing techniques. Students will study fundamental elements of music, including pitch, rhythm, harmony, texture and form. Sight-reading will be a major component of the class. With singing, students will work on pitch, blend, tone, rhythm, breathing techniques and harmonization. Music to be sung will include unison and 2-part singing, and repertoire will be drawn from a variety of sources including show tunes, seasonal literature, classical selections and spirituals. Students should expect to have some rehearsal and performance commitments outside of class time. (One semester) Middle School Chorus This course is designed to foster a love for music and singing as well as develop a basic introduction to note and rhythm reading, rhythm and pitch discrimination, expression and music literacy. The class will give students opportunities to work on proper vocal technique including tone production, breath support, posture, space, intonation, part independence, choral blend and diction. Students will explore choral repertoire of many styles, time periods, countries, regions and languages as well as develop a basic understanding of performance practice, proper rehearsal and concert etiquette, and working respectfully with one another. With student presentations and in-class emphasis on teamwork and self-discovery, all EDLS leadership skills and standards will be discussed and practiced. (Yearlong)

Middle School Drama Middle School drama is designed to introduce students to the basic skills of acting and production. Much of the class is spent working and learning as a group or an ensemble. The building blocks of theatrical performance are stressed along with moving and speaking with confidence and clarity. Students will learn to apply these skills to specific theater genres in scene study such as Japanese theater in Drama 7 and Commedia del Arté in Drama 8. Each level will be introduced to a technical aspect of theater as well. In drama 7, they will learn the fundamentals of makeup design, and in Drama 8 students are introduced to set design. In the spring, students will have the opportunity to gain an appreciation for Elizabethan Theatre by working with the Atlanta Shakespeare Company to prepare a class production. (Yearlong)

Upper School Fine Arts Focused media courses are offered based on student interest and instructor availability. These courses would be focused on advanced media such as alternative photography, printmaking, and graphic design. These special topic studio classes may not be offered every course year. Course offerings within focused media will be announced second semester prior to course registration for the following school year. Drawing and Painting I During the first semester, foundational drawing skills are developed through the study and effective use of line, value, proportion, composition and spatial organization. Students learn to cultivate perceptual ability and conceptual thinking through the exploration of a variety of

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drawing materials and techniques. Direct observational skills are strengthened through processes such as sketching, rendering, contour, gesture and perspective drawing with media such as pencil, charcoal, conte crayon and pastels. Students will engage in experiences that encompass art history, art appreciation, art criticism, aesthetics and production. As the course continues into the second semester, students will explore with more confidence and skill the techniques studied and apply them to painting. Further investigation with a variety of wet media will be emphasized. Art appreciation and art criticism are integrated through various lessons. Emphasis is on the exploration and development of individual expression of form and content. Students will be evaluated on daily work, critiques and discussion, various exercises, and application of drawing and painting techniques and artistic themes. Highly recommended for all 9th grade visual art students that wish to continue Upper School studio coursework. (Yearlong) Advanced Two-Dimensional Studio This portfolio driven course is designed for the Upper School student who has explored introductory courses in a variety of media and is ready to expand on previously learned media and skills. This course will allow for guided self-exploration of advanced concepts and technical skill within a variety of two-dimensional media. The student will develop a portfolio theme based on personal history, passion, and individual interest. Once the theme is developed, the year is spent exploring media and how the student can apply their personal theme to developing a well-rounded portfolio of studio work. This course is highly recommended to the junior year student who intends on applying for a senior year independent study within the Visual Arts program. (Yearlong) Prerequisite: Two Dimensional Studio requires completion of grades six through ten and a minimum of two years of coursework in Visual Arts studio classes.

Sculptural Ceramics I In this three-dimensional studio course, students will explore form with a focus on hand-built ceramics. Students will be introduced to a wide variety of ceramicists, sculptors and the many different approaches to working with three-dimensional form. Methods of clay construction will include mold, slump, slab, pinch, and blended coil. Other media may include paper, clay, plaster and metal. As the year progresses, studio projects will become more complex based on the advancement of the individual student and will reflect an encouragement of personal artistic style. Through this course the student will develop a deep understanding of form and surface design in ceramics. (Yearlong) Sculptural Ceramics II This course builds on the techniques learned in Sculptural Ceramics I and assists the student in honing her personal artistic style. Prerequisite: Sculptural Ceramics II requires a grade of C or higher in Sculptural Ceramics I. Graphic Art (Limited Enrollment) In Graphic Art, students learn the basics of Adobe Photoshop and complete several projects throughout the semester in Photoshop. Each project introduces new skills while reinforcing the skills from previous projects. Skills covered include painting in Photoshop, manipulating images, merging images, and using type as a graphic element. Students will be introduced to selection tools, layers, masking, cloning, filters and blending options to apply effects, to their images, and more. In addition to working in Photoshop, assignments will include research and brainstorming activities that will be completed online in the form of written work.

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Students will have the opportunity to collaborate throughout the course through various critiques. Critiques will occur in forums where students will provide feedback to each other about their work. This will include work in progress and finished assignments. At the end of the semester students will collaborate in the creation of a student art show by creating an online gallery of their work. This is an introductory art class and incorporates art concepts, typography, illustration, and portfolio development. Students will also use problem-solving skills as they explore Photoshop and determine which techniques work best in which situations. At the end of this course students will have the start of a Graphic Art portfolio. (Offered Spring semester only through Online Schools for Girls.) Visual Arts: Independent Studies Independent Studies are student-initiated courses, not teacher-led, and are reserved for seniors with a minimum of three years of coursework in Visual Art studio classes. A portfolio and statement of purpose with specific proposed goals must be submitted by spring break of the junior year. A final acceptance interview with the Visual Arts teachers is mandatory and will be scheduled post portfolio and proposal submission, prior to the end of the students’ junior year. Upper School Chorus (Repeat credit available.) This course is designed to foster a love for music and singing as well as develop and improve skills in note and rhythm reading, rhythm and pitch discrimination, expression and music literacy. The class will give students opportunities to work on proper vocal technique, including: tone production, breath support, posture, space, intonation, part independence, choral blend and

diction. Students will explore choral repertoire of many styles, time periods, countries, regions and languages as well as develop their understanding of performance practice and proper rehearsal and concert etiquette. (Yearlong) Upper School Drama: Play Production (Repeat credit available.) In Play Production, students will learn the specifics of putting together and executing a full production. This will incorporate practical training in all aspects of a production. In doing so, every student will have a job, based on interest and skill level, specific to the production: acting, dramaturgy (research) stage management, tech, and publicity. The Atlanta Shakespeare Company will join the class to develop an understanding of and an appreciation for Elizabethan theatre and related acting and production skills. Essentially, this class will become a small theater company in itself for the semester. (Fall semester only) Upper School Drama: Directing (Repeat credit available.) Through an in-depth learning community, Upper School Directing will introduce students to the fundamentals of directing scripted scenes in showcase format. Students who are interested in this class can opt to continue from first semester Play Production or join the course for the spring semester. (Spring semester only)

Art and Code: An Introduction to Programming and Interactivity for Artists (Limited Enrollment) Art and Code offers a chance to work with a new medium of expression for artists – the computer program. We will focus on learning

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Processing, a free computer programming language designed for artists and other non-programmers to create playful, original, beautiful or provocative interactive digital work. Through a succession of creative exercises, students will master the elements of the Processing programming language. Using those elements, students will propose and create their own final art projects. A final project may be a web-based work, but it could also be a performance or installation piece. This is not a course in how to use a ready-made computer application, but rather a course where students will learn to create their own computer-based tools for expression. The ideal participant is a student who loves visual and /or performing arts, who is patient and persistent with her own creative process, and who wants to experiment with a new medium. (This course is offered fall semester only by Online School for Girls.)

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Physical Education Physical Education 6-9 Physical Education is based on the National Standards for Physical Education developed by the National Association of Sports and Physical Education. The program provides opportunities for enjoyment, challenge, self-expression, and social interaction. A physically educated student demonstrates competency in many movement forms and applies movement concepts and principles to the learning and development of motor skills. She exhibits and appreciates a physically active lifestyle and achieves and maintains a health enhancing level of fitness. Each student is expected to show respect and participate as an active learner. In addition to health and wellness students will develop their communication, teamwork, listening, and leadership skills through cooperative games and activities. Students will learn to work together toward common goals. Atlanta Girls’ School believes that good physical and emotional health promotes academic success and provides a life-long appreciation for wellness.

Athletics All students are afforded the opportunity to participate in a well-rounded interscholastic athletic program. This program emphasizes sport skill development, self-discipline, decision-making, sportsmanship, leadership, teamwork, and integrity. Middle school and Upper School sub-varsity teams commit to a no-cut policy. Knowledgeable, dedicated, and student-centered coaches are either acquired from the AGS faculty and staff or from the community at large. Participation on an interscholastic team requires a commitment from the athlete to attend practices and games.

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iLearn Center The newly added iLearn Center at Atlanta Girls’ School is both a physical space and a state of mind. It is the centerpiece of our offering of online, self-directed, distance, and small group study at AGS. We are deeply committed to the role of technology in the complete education of our students and to the importance of helping students to develop the tools and the self-discipline necessary to take increasing responsibility for their own education. As we integrate technology into our curriculum through our iSTEM program, we will provide opportunities for our advanced students to tackle new areas of study. The iLearn Center, which will be located on the lower level of the building, is a classroom dedicated to providing students with an environment where they can pursue areas of interest outside of the traditional classroom environment yet still under the guidance of faculty, regular and adjunct. These faculty members will serve as tutors and learning facilitators. At any given time in this iLearn center, you may encounter students studying many different subjects; some may be working collaboratively with one another while others may be working independently. The intent of the iLearn Center is to expand the available options and areas of study through technology in an environment that maintains the relational connections between student and faculty member and among students that are the hallmark of a girls’ school. The options available in the iLearn Center are the detailed below.

Independent Study This option is available for a student interested and motivated in a subject area that is not offered at AGS. Students must have demonstrated leadership and excellence in the

academic area of study and regular success in working independently. Students who wish to create an independent study course must meet with the Associate Head and, in conjunction with a faculty advisor, develop the shape and content of their proposed work.

Online Courses This option is available for a student interested in an area not offered through a regular course offering and for which there is an approved curriculum available online. Options for such a course might be a class that is not offered in the specific school year, a beginning level course for a student in her junior or senior year (such as language), or an Advanced Placement course. Any student wishing to pursue this alternative must receive approval from the Associate Head of School.

Joint Enrollment Some of our most advanced students will be ready for the challenge of a college class in their junior or senior years. We work with area colleges and universities to make this option available in specific subject areas where the needs of a student cannot be met at AGS. Students are expected to work through the iLearn Center when at AGS to assure that they are making satisfactory progress in the college-based class and to receive additional guidance as needed. The school will work with participating students to assure transportation and scheduling meets their particular needs. Options will be available in the iLearn Center only as approved by the Associate Head of School.

Approved Online Courses Upper School students may take the courses listed below for credit toward graduation;

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however, these courses are excluded from AGS tuition and require registration through and payment to a third-party provider. All Online Courses are subject to oversight by AGS Faculty and require the approval of the Associate Head of School.

English ENG010: Journalism Students examine the development of journalism, from print to the multimedia environment, while learning how to publish an online newspaper. Students write newspaper-style articles and opinion pieces, and examine careers in multimedia communication. They also consider the historical effects of “yellow” journalism, freedom of the press, and journalism’s contributions to today’s world, with an emphasis on the mutual influence of media and policy. (This is a yearlong course offered by K12 Online High School.) Prerequisite: Journalism requires English 11 and a teacher’s recommendation. Women in Art and Literature: “Tell Me Your Diamonds” How do women tell their stories? “Tell me your diamonds,” requests the title character in Toni Morrison’s novel Beloved. How do women answer such calls to recount their pasts? How do they resist narratives that others have imposed on them? This course focuses on Beloved, which was recently named the most important work of fiction of the past twenty-five years, and explores the novel alongside thematically related examples of visual art. From paintings of heroic biblical women by seventeenth-century Italian artist Artemisia Gentileschi to Morrison’s portraits of former slaves, women look at the past, comment on the present and often instigate social change. They find meaning in past experiences, including painful ones, and in the process transmute memory into art. What wisdom or

warning--what diamonds--can they offer to today’s viewers and readers, especially female students? (This course is offered spring semester by Online School for Girls.) Prerequisite: Women in Art and Literature requires completion of or enrollment in a secondary level U.S. History course.

Mathematics Multivariable Calculus This course will cover some topics that are not part of the AP Calculus BC curriculum, such as calculating volumes by using shells, surfaces of revolution, and centers of mass and centroids, among others. We will also explore topics that are studied in a typical college-level third semester calculus course. These include vectors and vector-valued functions, differentiation in several variables, optimization in several variables, multiple integration, and line and surface integrals. (This course is offered fall semester by Online School for Girls.) Prerequisite: Multivariable Calculus requires AP Calculus BC. Differential Equations This course will provide an introduction to differential equations. Topics will include: solving first-order and simple higher-order equations with applications to various scientific fields (e.g., physics, chemistry, biology, etc.); solving linear differential equations and their applications; and Laplace transform methods. (This course is offered spring semester by Online School for Girls.) Prerequisite: Differential Equations requires Multivariable Calculus. AP Statistics This course is intended to help students develop strategies for collecting, organizing,

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analyzing, and drawing conclusions from data. Much of this knowledge will come through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments. The students will often work in small cooperative groups to explore problems and share ideas. Active participation, in the form of individual and group projects, peer review of student work, and discussion board conversations, will play a major role in the students’ success in the course. Each student will be expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments on reports by classmates. Technology will be employed as a tool to help students solve statistical problems. Graphing calculators will be used regularly, along with other statistical software, to enhance the students’ ability to visualize data distributions and calculate important numerical results. The students will learn that displaying data and calculating statistics are valuable tools only if the students can effectively and accurately drawn meaningful conclusions about what the data tell us. The class will be fast-paced in an effort to complete the entire curriculum covered on the AP Examination. However, the pace will not undermine the inclusion of important activities that help students understand the value of statistics in their own lives. Assessments will include projects, homework, participation, short quizzes, and major tests that mirror the multiple-choice and free-response format of the AP Examination. (This is a yearlong course offered by Online School for Girls.) Prerequisites: AP Statistics requires Statistics, Geometry and Algebra II or approved equivalent courses and a teacher’s recommendation. Flash Animation This introductory course teaches all the

animation essentials. Students learn cell animation, timelines, movies, sound—the works—using Flash Creative Suite 4 (CS4), the preferred design tool of industry pros worldwide. Students learn how to draw and animate movies, then publish them to the Web. They can create their own art or choose from the art asset libraries included in each project. By course end, students will have a portfolio of completed Flash animations. (This is a one-semester course offered by K12 High School.)

World Studies HST520: AP Macroeconomics Equivalent to an introductory college-level course, Students learn why and how the world economy can change from month to month, how to identify trends in our economy, and how to use those trends to develop performance measures and predictors of economic growth or decline. Students also examine how individuals and institutions are influenced by employment rates, government spending, inflation, taxes, and production. Students prepare for the AP® Exam and for further study in business, political science, and history. (This is a one-semester course offered by K12 Online High School.) Prerequisites: AP Macroeconomics requires Algebra II and a teacher’s recommendation. HST530: AP Microeconomics This course is the equivalent of an introductory college-level course. Students explore the behavior of individuals and businesses as they exchange goods and services in the marketplace. Students learn why the same product can cost different amounts at different stores, in different cities, and at different times. Students also learn to spot patterns in economic behavior and how to use those patterns to explain buyer and seller behavior under various conditions. Lessons promote an understanding of the nature and function of

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markets, the role of scarcity and competition, the influence of factors such as interest rates on business decisions, and the role of government in the economy. Students prepare for the AP® Exam and for further study in business, history, and political science. (This is a one-semester course offered by K12 Online High School.) Prerequisites: AP Macroeconomics requires Algebra II and a teacher’s recommendation. AP Psychology The AP course in Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. In this course, students will be presented with the psychological facts, principles and phenomena contained within the major branches of psychology. A balanced examination of the following content areas: Biological Bases of Behavior, Sensation and Perception, States of Consciousness, Learning, Cognition, Motivation and Emotion, Developmental Psychology, Personality, Testing and Individual Differences, Abnormal Psychology, Treatment of Psychological Disorders and Social Psychology will provide the student with a thorough understanding of the many subfields contained within psychology and the connections between them. In addition, students will also be exposed to the history, methodology and ethical practices associated with psychological research. Upon completion of this course students will recognize the significance of psychology and it practical applications upon the world around them. (This is a yearlong course offered by Online School for Girls.) Prerequisites: AP Psychology requires Biology and a teacher’s recommendation.

American Government (AP Available) American Government is a study of justice and power, as these two values are pursued within the context of contemporary American society and politics. This course investigates the historical and ideological roots of American government, its fundamental institutions and practices, and the political and social landscape within which they operate. Through a factual study of American government and a philosophical reflection on the nation’s founding documents and analyses—such as the Declaration of Independence, the Philadelphia Convention debates, the U.S. Constitution, the Federalist Papers, and the astute insights of Alexis de Tocqueville’s Democracy in America, as well as numerous Supreme Court decisions, the Lincoln-Douglas debates, and many reflective essays on American politics—students will gain a deep understanding and appreciation for the aspirations, strengths and limitations of the American system of government. Student work will include readings from Think: American Government and a series of primary sources; weekly reflections on articles from the current press, including The New York Times, The Wall Street Journal, The Economist, and other journals of opinion. Students will view and comment on several video series developed for college courses on American government; participate in on-line discussion boards; keep a reflective journal on issues of the day; research and construct a wiki-based web site on a public policy issue; and write opposing speeches on current political controversies. An AP option is available for this course. While the factual content and activities will remain the same, students who wish to prepare for the AP American Government exam will have the option of practicing AP-style multiple choice questions and writing and receiving constructive feedback on AP-style essay

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questions. (This course is offered spring semester by Online School for Girls.) Prerequisite: American Government requires either enrollment in, or completion, of US History form 1600 to present. Global Issues “All of us might wish at times that we lived in a more tranquil world, but we don’t. And if our times are difficult and perplexing, so are they challenging and filled with opportunity.” Robert Kennedy This course is designed to provide students with a framework to better understand the world in which they reside and to help them develop a more global perspective. Some problems cross national boundaries to become global issues. Population growth and the movement of peoples, globalization, environmental challenges, and human rights are examples of issues that need to be addressed by all nations. Students will be challenged to put these issues into a broader context and to developed informed opinions about current policy decisions that will affect them in the future. Using a variety of resources--including an excellent online database--students will investigate how certain issues are addressed (or go unaddressed) by nation states, international organizations, and non-governmental organizations. They will examine public policy debates and weigh the relative merits of different proposals. They will also be asked to reflect on how these issues affect them personally and to consider how they can make a difference as global citizens. Finally they will be asked to present an original proposal to address a pressing global issue within their school or community. The theme of this proposal will be thinking globally and acting locally. This course will place a heavy emphasis on communication, technology, and service. Students will concentrate on developing the skills, knowledge, and confidence to construct

and deliver sound arguments, to take part in vigorous online discussions, and to hold formal debates. They will also make extensive use of technology to access and analyze information and to present their knowledge and understanding of the world to a broader audience within their school and community. (This course is offered fall semester by Online School for Girls.)

Science Genetics What makes us who we are? Is it our DNA? Our environment? How are the diseases and disorders that affect us connected to the genetic code inside each of our cells? Just because we can modify DNA, should we? Who do we approach a world in which the ability to manipulate DNA itself is now a possibility? In our rapidly advancing world of biotechnology and our increased understanding of the genetic code and how it functions, we have questions to consider that were not even a possibility 60 years ago before the discovery of DNA. This course will explore topics from the three main branches of genetic study: Transmission genetics (how traits are passed from one generation to the next), Molecular genetics (the structure, function and operation of the DNA molecule itself) and Population genetics (how traits are expressed in populations, and how those traits change over time). As a vehicle for our discussions we will look at a number of different medical topics ranging from genetic abnormalities to the study of cancer. In addition we will explore new and emerging research in the field and the social and ethical controversies and questions that often accompany these technological advances. (This is a fall semester course offered by Online School for Girls.) Prerequisite: Gentics requires Biology.

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Languages WLG140: Chinese I Students begin their introduction to Chinese with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Students master common vocabulary terms and phrases (in both Pinyin and Chinese characters); comprehend a wide range of grammar patterns; instigate and continue simple conversations, and respond appropriately to basic conversational prompts; generate language incorporating basic vocabulary and a limited range of grammar patterns; read, write, speak, and listen for meaning in basic Chinese (including Pinyin and Chinese characters); analyze and compare cultural practices, products, and perspectives of various Chinese-speaking countries; write and input Chinese characters; and regularly assess progress in proficiency through quizzes, tests, and speaking and writing submissions. Each week consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major Chinese-speaking countries. (This is a yearlong course offered by K12 High School.) WGL110: French I Students begin their introduction to French with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Students master common vocabulary terms and phrases; comprehend a wide range of grammar patterns; instigate and continue simple conversations, and respond appropriately to basic conversational prompts; generate language incorporating basic

vocabulary and a limited range of grammar patterns; analyze and compare cultural practices, products, and perspectives of various French-speaking countries; and regularly assess progress in proficiency through quizzes, tests, and speaking/writing submissions. Each week consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major French-speaking areas in Europe and across the globe. (This is a yearlong course offered by K12 High School.) WLG120: German I Students begin their introduction to German with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Students master common vocabulary terms and phrases; comprehend a wide range of grammar patterns; instigate and continue simple conversations, and respond appropriately to basic conversational prompts; generate language incorporating basic vocabulary and a limited range of grammar patterns; analyze and compare cultural practices, products, and perspectives of various German-speaking countries; regularly assess progress in proficiency through quizzes, tests, and speaking and writing submissions. Each week consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and cultural presentations covering major German-speaking areas in Europe. (This is a yearlong course offered by K12 High School.)

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WGL100: Spanish I Students begin their introduction to Spanish with fundamental building blocks in four key areas of foreign language study: listening comprehension, speaking, reading, and writing. Students master common vocabulary terms and phrases; learn to comprehend a wide range of grammar patterns; instigate and continue simple conversations; respond appropriately to basic conversational prompts; generate language incorporating basic vocabulary and a limited range of grammar patterns; analyze and compare cultural practices, products, and perspectives of various Spanish-speaking countries; and regularly assess progress in proficiency through quizzes, tests, and speaking and writing submissions. Each week consists of an ongoing adventure story, a new vocabulary theme and grammar concept, numerous interactive games reinforcing vocabulary and grammar, reading and listening comprehension activities, speaking and writing activities, and multimedia cultural presentations covering major Spanish-speaking areas in Europe and the Americas. (This is a yearlong course offered by K12 High School.)

Fine Arts Music Theory 101 Pitch, rhythm, scales, intervals, chords, and harmony are the fundamental concepts that this course teaches. Music Theory 101 helps students build a solid base of musical knowledge through the use of class discussions, interactive tools, and personalized feedback that will help the student put these theories into practice every day. By the end of this course, students will be able to read and write musical notation, play notes on a piano keyboard, use scales, intervals, and chords, and write a melody. (This is a semester course offered by Berklee College of Music Online.)

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iStem at AGS In January 2009, Atlanta Girls' School announced an initiative combining a STEM (Science, Technology, Engineering, & Mathematics) program with iPod technology. iSTEM is Atlanta Girls' School's new strategic initiative that seeks to enhance interest in the fields of science, technology, engineering and math by infusing grade-level appropriate technology applications to create a more robust awareness and interest in these fields. Atlanta Girls' School begins its program through physical science classes in the eighth grade, biology in the ninth grade, and chemistry in the tenth grade. This makes it possible for girls in the eleventh and twelfth grades to experience computer programming, advanced physics, or to pursue independent research and work, actually participating hands-on in the scientific field. The school's goal is to integrate the use of innovative technology, including iPods and Vernier probes, into all science and math curricula. Eleventh and twelfth grade girls, once the program is fully instituted, will be able to take explore programming opportunities in Flash Java, C++ and Cocoa. Please see the online section of this catalog for the approved courses.

Winterim The Winterim Session at Atlanta Girls' School provides students with the opportunity to explore exciting topics not traditionally found in a school curriculum. Courses during Winterim are often based on interdisciplinary and experiential learning, and each student takes up to three intensive seminar-style courses. Many electives are offered during this session. This change of pace helps to keep energy and motivation high as students return from winter break, a traditionally low point of the year. These cold weeks in January are the perfect time to warm up to something new and exciting. Students will take a total of six academic hours of class per day during this Winterim term. Some classes are all-day classes, some are three-hour courses, and some are one and a half-hour courses. Upper School students carrying heavy academic loads through Winterim may request a study hall in lieu of PE, but the Associate Head of School must approve this request. Student evaluations are mailed home at the end of Winterim. Each student receives a mark of excellent, satisfactory, or unsatisfactory in each of her Winterim classes. Student work and projects are showcased for the community on the last day of Winterim. Course offerings for the Winterim Session are published separately each November.

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Education for the Development of Leadership and Service Education for the Development of Leadership and Service (EDLS) is an integral part of the educational experience at AGS. The program is designed to teach and develop leadership skills and to instill an understanding of the critical role that community service must play in the life of a responsible global citizen. Through EDLS, AGS works with students to help them identify and develop those areas of public service they wish to have as a part of their lives. In turn, the girls touch many people and organizations in the Atlanta community. Middle School During each year of Middle School, within core academic classes, students will develop age-appropriate leadership skills. The EDLS curriculum is an ongoing part of the regular classroom work and is included in graded assignments and class expectations. Leadership skills and standards include self-image exploration, recognition of personal strengths, how one’s behavior influences others, organizational skills, managing group work, building relationships through effective communication, listening skills, project-based public speaking, discernment of ideas and motivating others, parliamentary procedure, examining leadership characteristics and understanding relationships between leader types. As part of the natural outgrowth of the curriculum, each class will decide on appropriate service opportunities and plan and coordinate the projects to begin learning about stewardship and to recognize the needs of the greater community. Each grade level has its own theme and Enduring Understanding that guide its work toward specific leadership standards. These themes and

standards, which are designed to meet the developmental needs of a particular grade level, build on the previous year and work to prepare students for Upper School EDLS experiences. Each set of standards includes goals under the following categories: Personal Responsibility, Critical Thinking, Relationships, Communication, and Decision Making. The grade level themes and enduring understandings are as follows: Sixth Grade: Understanding Self: By developing and maintaining a positive self-image and understanding of herself, the student will be able to be a productive and responsible member of a group either as a leader or an active participant. Seventh Grade: Using Understanding of Self to Understand Others: By using her knowledge of her own strengths and limitations to guide her actions, the student can be a productive and responsible leader who shows empathy and understanding towards others while working toward common goals. Eight Grade: Preparing to Lead Others: By understanding components of leadership and her own leadership style and by continuing to practice her leadership skills, the student can effectively lead others toward the completion of a common goal.

Upper School Ninth grade curriculum: A Sense of Place A Sense of Place meets once a week and gives students the tools they need to navigate the Upper School. In the first quarter, “school skills” gives students the opportunity to

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sharpen their time management, technology, and study techniques while helping each girl discover how to find her voice in the classroom. The second quarter addresses issues of community, identity, and diversity. In the third quarter, topics in health are covered, including sex education, nutrition, stress management, and healthy decision-making. Finally, the fourth quarter is dedicated to the continued development of specific leadership skills, such as public speaking, persuasive writing, work as a leader as an agent of change, and analyzing the relationship between leader and follower. There will be an evaluation of individual interests, and students will assess their strengths and passions enabling them to formulate ideas about potential internships. By the end of the year, students will have begun the process for choosing an internship, which they will be required to begin in January of the tenth grade year, either during the week or on Saturdays. If a student chooses, she may do her internship over the summer. As in Middle School, students will combine their classroom work with on and off campus service projects and practice leadership through service. Tenth grade curriculum: Internship Preparation During the fall of the 10th grade year, students will explore activism and advocacy after a short class trip studying the history of civil rights in Atlanta. During Winterim beginning in January, each student will be encouraged to take a pre-internship class, which will include working in various downtown agencies and organizations. Following Winterim, in the second semester of tenth grade, EDLS for all tenth graders concentrates on the non-profit sector of the economy, types of organization (by mission, size and geography) and the strategies, programs and tasks that enable missions to be achieved. The study of philanthropy and participating in an actual grant-making process helps students understand the management of charitable organizations, learn through their own research

and evaluation and observe themselves in teamwork. During this course, students begin to assess their own interests in an internship. In addition, modules in workplace safety and professionalism prepare students for their experiences. Over the course of the spring semester, each student will be matched with an organization (non-profit or other), create personal goals and with the help of parents work on transportation issues and other potential hurdles. Guidelines and expectations will be created for each partnering organization, and preliminary meetings will be scheduled. The internship’s hourly requirements are a minimum of 6-8 hours a month or a total of 70 hours per school year. If a student chooses, she may do her internship on Saturdays or over the summer (over the span of 3-4 weeks). The class as a whole will be required to do a service project each semester based on the corporate interests of the group. Eleventh grade curriculum: Internship Work During the eleventh grade year, students continue their community placement. In conjunction with an appropriate academic class, each student is required to complete a graded written assignment or project. If after the tenth grade there is a need to change internships, the necessary adjustments will be made, and the student will be expected to begin a new assignment with a different organization. During the spring of the eleventh grade year, students will develop an outline for their senior capstone project and identify a faculty advisor. Twelfth grade curriculum: Senior Capstone Project Each senior is required to complete a Capstone Project. The project provides

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students with the opportunity to explore an area of intense interest, and it is a vehicle for solidifying, refining, and extending skills, knowledge, and insights gained from her study at AGS. Each student will think critically and creatively as she carries out her work. Using a “backward” design model, students will identify the purpose and desired results of the project, create a workable timeline, and work with a faculty advisor throughout each stage. The Capstone Project requires each student to continue her internship from the previous year, conduct research, perform service, write and deliver a speech, and work with her class to create a learning walk. Although the Capstone Project should be linked to a particular discipline, students have complete freedom in designing their projects. Each topic should be related to an area embedded in one of their core subjects or in the fine arts and may range from scientific, political, literary, social concerns to personal issues.

Atlanta Girls’ School

3254 Northside Parkway NWAtlanta, Georgia 30327atlantagirlsschool.org

course catalog2010–2011

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