Upload
maureen-burgess
View
218
Download
1
Embed Size (px)
DESCRIPTION
Information for 2013-2014
Citation preview
2
This Upper School Course Catalogue represents an overview of the courses that are being
offered in the 2013-2014 academic year. Upper School students should read the course
descriptions and choose courses that will challenge and inspire them. As students register
for courses, they should consult with their advisors, the Head of Upper School, the
Director of College Guidance, the Dean of Teaching and Learning, and their
parents/guardians. Courses may be cancelled or changed prior to the fall of 2013, pending
enrollment, staffing, and scheduling.
Graduation Requirements
The Hewitt School requires a minimum of 24 credits for graduation. Students are also
required to take a minimum of 5 academic courses per year in addition to creative arts,
technology, and physical education. The following is a breakdown of the credits.
English 4 credits
Mathematics 4 credits
Classical and Modern Languages 3 credits
History 3 credits
Science 3 credits
Creative Arts 2 credits
Technology* 1 credit*
Physical Education 4 years
*This graduation requirement applies to the class of 2014 only.
Hewitt’s Online Course Policy:
It is expected that Hewitt students fulfill all of their graduation requirements and yearly
coursework through courses offered by The Hewitt School. Courses offered at other
institutions, including online courses and summer courses, do not fulfill Hewitt’s
graduation requirements and are not reflected on a student’s official transcript. In the
event that a student enters Hewitt after ninth grade and has not met a requirement
normally offered in a grade prior to her enrollment, the Head of Upper School, Dean of
Teaching and Learning, and Director of College Guidance will work with the student and
her family to identify and approve a course online or at another institution.
Advanced Placement and Honors Criteria
Students who have met the stated criteria and who receive departmental permission are
eligible to pursue study in Advanced Placement or Honors courses provided that their
overall academic history has been strong and indicative of Advanced Placement or
Honors work. Eligibility is determined on a case-by-case basis.
3
ENGLISH
4 credits required
British and European Literature (Grade 9 – 1 credit)
The ninth grade English course develops students’ maturing skills in reading and writing,
while focusing on particular themes in European literature: significantly, the individual’s
pursuit of spiritual and/or religious harmony. The writing program is multifaceted,
emphasizing a process-oriented approach to the critical essay. Students also write poetry,
responses to the reading, dramatic monologues, and fiction. Literature includes William
Shakespeare’s Romeo and Juliet, poetry by the British Romantics, Charlotte Brontë’s
Jane Eyre, and modern European short stories. Vocabulary is taught from a
supplementary text, and grammar, punctuation, and usage are taught in the contexts of
reading and writing.
American Literature (Grade 10 – 1 credit)
Selected works of 19th
, 20th
and 21st century United States literature are the focus of this
course, which complements the study of tenth grade United States history. Themes such
as the importance of nature, self-reliance, and individualism are explored. Genres and
literary terms are reviewed through the study of a range of novels, short prose pieces,
poetry and drama. Texts include Nathaniel Hawthorne’s The Scarlet Letter, Henry David
Thoreau’s Walden, Harriet Jacobs’ Incidents in the Life of a Slave Girl, Mark Twain’s
The Adventures of Huckleberry Finn, and Anna Deveare Smith’s Fires in the Mirror.
Both the style of the writers studied and students’ own styles of writing are carefully
examined and enriched. Usage, punctuation, correct citation of sources, and grammar are
also reviewed in the context of students’ writing.
Literary Monsters (Grades 11 and 12 – 1 credit) The hunt begins with classic creatures of terror such as the monster in Mary Shelley’s
Frankenstein, vampires in Bram Stoker’s Dracula, and ghosts in Henry James’ The Turn
of the Screw. These stories serve as the basis of a critical inquiry into the cultural role of
monsters, which often figure or represent one’s own repressed fears and desires. The
class looks in particular at the way many monsters seem to signify the perceived threat
posed by groups such as women, the working class, colonial subjects, etc. Texts include:
Franz Kafka’s Metamorphosis, Doris Lessing’s The Fifth Child, J.M. Coetzee’s Waiting
for the Barbarians, Art Spiegelman’s graphic novel Maus, and the George Romero film
Night of the Living Dead. Students are expected to write on a regular basis both inside
and outside of the classroom in forms that range from focused freewrites and blog posts
to traditional essays and tests. Finally, students are asked to continue their study of
grammar and style by reading selections from Diane Hacker’s traditional A Writer’s
Reference and Karen Elizabeth Gordan’s more idiosyncratic The Transitive Vampire: A
Handbook of Grammar for the Innocent, the Eager, and the Doomed.
Postcolonial Literature (Grades 11 and 12 – 1 credit) The postcolonial writers included in this course strive to present a vision of the Caribbean
and of Africa from the perspective of the colonized rather than the colonizer. The class
looks to these writers as a corrective to a single story that has often been told about these
two regions of the world – a single story that the Nigerian writer Chimamanda Ngozi
Adichie has called dangerous because it tells only part of a much more complex tale of
4
people and place. Conscious of these dangers, the Caribbean writer Jean Rhys has
returned to the events of Charlotte Bronte’s Jane Eyre from the perspective of the
Jamaican-born character Bertha, the madwomen in the attic, in her novel Wide Sargasso
Sea. The African writer Chinua Achebe likewise tries to illuminate in his novel Things
Fall Apart an African culture that had been relegated to darkness in Joseph Conrad’s
Heart of Darkness. In reading these and other Afro-Caribbean writers, students look at
how the colonial condition has affected relationships between men and women, children
and adults, rich and poor, natives and tourists, defenders of human rights and apologists
for apartheid. The class witnesses young women coming-of-age in Tsitsi Dangarembga’s
Nervous Conditions and Jamaica Kincaid’s Annie John, the travails of the so-called Lost
Boys of Sudan in Dave Eggers’ The Autobiography of Valentino Achak Deng and the
Christopher Quinn documentary God Grew Tired of Us, and the creolization of language
in the poetry of Derek Walcott. Students enrolled in this course write on a regular basis
both inside and outside of the classroom in forms that range from focused freewrites and
blog posts to traditional essays and tests. Finally, students continue their study of
grammar and style by reading selections from Diane Hacker’s A Writer’s Reference.
Searching For Self: The Modern Novel (Grades 11 and 12 – 1 credit)
This elective offers a group of notable British and European novels that demonstrate
social and stylistic revolutions; from the eighteenth-century novel of manners to mid-
nineteenth century realism, to twenty and twenty-first century techniques of epiphany,
stream of consciousness, and poetic symbolism. Protagonists include the restless,
romantic Madame Bovary of Flaubert’s eponymous masterpiece of realism; the
tormented Raskolnikov in Dostoevsky’s powerful psychological novel, Crime and
Punishment; the complex and mysterious Marlow, a prototype for future modernistic
characters, in Conrad’s Heart of Darkness; and Jugnu and Chandra, the tragic Pakistani-
British couple in Nadeem Aslam’s 2005 novel Maps for Lost Lovers. Each novel presents
dramatically different settings, yet thematic unity emerges in the common struggle of the
protagonists for definition of self within a hostile or repressive culture. Class work
explores narrative techniques, especially those of the novelist’s viewpoint, use of realistic
detail, symbolism and figurative language.
AP English Literature (Grade 12 – 1 credit) This course conducts students through a survey of world literature that generates nuanced
conversations about the class theme: “To Be or Not To Be: Identity at the Intersections.”
Students determine the characteristics that define each genre and consider the
development of drama, epic, lyric poetry, and the novel. The class is run as a seminar so
that participation in discussions is essential. Analytical writing assignments enable
students to develop their ability to express their thoughts critically, clearly, and
accurately. Students take the AP English Literature and Composition examination in
May.
Prerequisite: grades 9-11 A- average in English and departmental permission
5
HISTORY
3 credits required
European History (Grade 9 – 1 credit) This class provides a survey of European history from the Renaissance to the twentieth
century. Topics include the late Middle Ages, the Age of Absolutism and growth of
monarchies, the Enlightenment, the French Revolution, and the Industrial Revolution.
Both Eastern European and Western European perspectives are considered. Students
learn how to identify and analyze the political, economic, social, intellectual, military,
and cultural themes. They read primary and secondary sources and are asked to think
about a variety of historical views and to come to their own conclusions as to why the
past is important to study today. Projects include presentations, analyses of art and
architecture, and biographical research. Students focus, too, on projects in several genres
that integrate their history and English studies to arrive at a multidimensional sense of the
periods they examine.
United States History (Grade 10 – 1 credit) This course is designed to give students a grasp of the facts of the nation’s past from the
tri-cultural Encounter (among the peoples of Western Europe, Western Africa, and North
America) through the 1980s. Students achieve mastery of the relevant geography and the
ability to interpret primary sources as well as to discern bias in secondary sources. They
examine varieties of history (military, medical, demographic, political, and religious to
name just a few) through time. Projects focus on individuals and their roles as expressive
of the evolving American personality – for example the daring of the Corps of Discovery
that was grasping in territorial expansion yet idealistic at the same time. Students write
often to express such tensions and ambivalence and to recognize their contemporary
manifestations.
Honors United States History (Grade 10 – 1 credit) The honors section requires students to work in an independent way to achieve mastery
and understanding in this survey course in United States history from Contact (among the
peoples of Western Europe, Western Africa, and North America) to the present. Reading
and writing skills are refined and practiced often to encourage students to acknowledge
how agile they can be when asked to express a sense of history. Students write
frequently, analyze primary sources, statistics, and graphs, and explore issues in
historiography collaboratively. Students are expected to engage in lively discussions and
explore controversies. Themes are American identity, culture, demographic change,
economic transformation, geographic and environmental issues and determinism, global
responsibilities, politics, the military, diplomacy, citizenship, reform movements,
religion, and slavery and its legacy.
Prerequisite: grade 9 A- average in history and departmental permission
Regional Studies: East Asian Studies/Southwest Asia (Grades 11 and 12 – 1 credit) This year-long course is open to juniors and seniors and explores two non-European
cultures and histories thematically. The focus is primarily on China and India. Some of
the topics addressed are the roles of women, childhood and education, literature, art and
6
architecture, religious and non-theistic philosophies, environment and resource
management and crises, demographics, population policies, emerging diseases, politics
and government, reform, revolution, and social change. Students will examine secondary
and primary sources, visit museums and cultural centers, and watch films. They should
expect to think analytically and collaboratively to examine themes through projects.
The 2013-2014 East Asia course is one half of a two-year regional studies program that
also includes Southwest Asia (often referred to as the Middle East), which will use the
same rubric to examine Turkey, Israel, Syria, Jordan, Egypt, and Palestine. Both East and
Southwest Asia continue to grow exponentially in their material, political, and cultural
impact on the world.
Globalization, Protest, and Change: the Post 1945 World. (Grades 11 and 12 – 1
credit) “Men, for years now, have been talking about war and peace. But now, no longer can
they just talk about it. It is no longer a choice between violence and nonviolence in this
world; it’s nonviolence or nonexistence.” In 1963, Martin Luther King, Jr. noted the
nuclear anxieties of the post-war world in his “I’ve Been to the Mountaintop” speech.
Existential fears related to nuclear weaponry were a part of the post-1945 environment,
and so were tremendous changes in global culture, politics, and economics, all of which
affect our contemporary, increasingly intertwined world. As a result, the post-World War
II era deserves significant attention from the student who seeks to understand her society
and its challenges. This course delves into a wide array of topics including post-war
rebuilding in Asia and Europe, the Cold War, anti-colonialism, the American Civil Rights
Movement, the global student movement of the late 1960s, American cultural and
economic “imperialism,” the world environmental movement, women’s liberation
movements of the 1970s and 1980s, the fall of the Soviet Union/ European communism,
and the advent of the internet, among other topics.
AP Art History (Grades 11 and 12 – 1 credit)
AP Art History offers students the equivalent of an introductory college course in art
history. Students achieve an informed, sensitive understanding of painting, sculpture,
architecture, and other art forms within their historical and cultural contexts; the skills
and vocabulary necessary to analyze these visual arts; and the ability to express
understanding and analysis clearly and gracefully both orally and in writing. Two units
are non-European, and they are Islamic and West African art. Other units are Euro-
American and, following Greek and Roman art histories, they are based overwhelmingly
on Christian tradition and iconography, although classical references continue to the
present as well. Students gain pleasure from no longer merely looking at art: they
understand it in an informed and critical manner. Along with extensive reading and
writing, students look at art images every day and visit the Metropolitan Museum of Art
once a week.
Prerequisite: grades 9-11 A- average in history and departmental permission
7
AP Human Geography (Grades 11 and 12 – 1 credit) This course offers qualified students the equivalent of a first-year college course in
Human Geography by focusing on populations, cultural practices and processes, political
organization of the earth’s surface, agricultural and rural land use, industrialization and
economic development, and cities and urban land use. Topics in these broad areas
include, for example, population and natural hazards; symbolic landscapes and ethnic
sense of place; the nation-state, colonialism, and political-territorial arrangements; the
Green Revolution, globalization and the international division of labor; and uneven
development, ghettoization, and gentrification. Students learn to use and think about
maps and spatial data, define regions, characterize and analyze changing interconnections
among places, and interpret the implications of human associations and natural
phenomena. This course prepares students to continue study for careers in non-
governmental organizations (NGOs), government and international business, military
planning, and collective action.
Prerequisite: grades 9-11 A- average in history and departmental permission
(This course will not be offered in 2013-2014.)
Introduction to Economics (Grades 11 and 12 – 1 credit)
This course serves as an introduction to the principles of both macroeconomics and
microeconomics. Students will investigate economic principles such as scarcity, supply
and demand, comparative advantage, externalities, inflation, money and banking, and
unemployment. Historical case studies, current events and the work of leading economic
philosophers such as John Maynard Keynes and Karl Marx will give students a practical
and theoretical framework for economic mastery. The course will blend history,
philosophy, and mathematics and students should expect to tackle both abstract theories
as well as real world scenarios. While the scope of the course is broad, there will be
opportunities for students to explore areas of interest more in-depth through long-term
projects.
8
Mathematics
4 credits required
Geometry (Grade 9 – 1 credit)
The Geometry course begins with an in-depth logic and reasoning unit, in which
constructing a valid argument is stressed. Students then apply this reasoning to writing
formal geometric proofs involving line segments, angles, triangles, parallel and
perpendicular lines, and quadrilaterals. After proving theorems, the students use these
theorems to solve algebraic problems and classify geometric figures. Next, the course
moves from planar geometry to the coordinate plane, beginning with a review of the
basics from Algebra I. Students use techniques of proof to validate statements in the
coordinate plane. Transformations and isometries in the coordinate plane are defined and
studied. A unit on measuring perimeter, circumference, area, surface area, lateral area,
and volume of geometric figures concludes the course.
Prerequisite: Algebra I or Accelerated Algebra I
Honors Geometry (Grade 9 – 1 credit)
The Honors Geometry course begins with a rigorous logic and reasoning unit, in which
constructing a valid argument is stressed. Students then apply this reasoning to writing
formal geometric proofs involving line segments, angles, triangles, parallel and
perpendicular lines, and quadrilaterals. After proving theorems, students use these
theorems to solve algebraic problems and classify geometric figures. Next, the course
moves from planar geometry to the coordinate plane, where students review the basics
from Algebra I. Students use techniques of proof to validate statements in the coordinate
plane. Transformations and isometries in the coordinate plane are defined and studied. A
unit on measuring perimeter, circumference, area, surface area, lateral area, and volume
of geometric figures concludes the course. Students in the honors class study each topic
in greater depth and solve more complex problems.
Prerequisite: Algebra I or Accelerated Algebra I and departmental placement
Algebra II (Grade 10 – 1 credit)
This course is an analytic and graphical approach to families of functions including
constant, linear, quadratic, polynomial, radical, rational, exponential and logarithmic
functions. Domain, range, intercepts, roots, and behavior of each family are examined.
Transformational relationships and inverse relationships between functions are studied, as
is the basic operations of functions and composition of functions. Students study
techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithm
equations. Students then use these techniques to model and solve real world problems
using functions.
Prerequisite: Geometry or Honors (formerly: Accelerated) Geometry
Honors Algebra II (Grade 10 – 1 credit)
This course is an analytic and graphical approach to families of functions including
constant, linear, quadratic, polynomial, radical, rational, exponential and logarithmic
functions. Domain, Range, intercepts, roots, and behavior of each family are examined.
Transformational relationships and inverse relationships between functions are studied, as
is the basic operations of functions and composition of functions. Students study
techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithm
9
equations. Students then use these techniques to model and solve real world problems
using functions. The honors class concludes the year with an in-depth exploration of
rational functions and their properties.
Prerequisite: A- average in either level of Algebra I and of Geometry
Precalculus (Grade 11 – 1 credit) This course extends the concepts of algebra and coordinate geometry and prepares
students for the study of calculus or statistics. In the first semester, students begin
studying the applications of trigonometry through and examination of trigonometric
functions, identities, and equations. A first semester project that investigates the
relevance of trigonometry in professional careers is required of all students. In the
second semester, students delve into the exploration of functions through an analysis of
polynomial, rational, logarithmic, and exponential functions. Throughout the year,
students are expected to interpret and represent functions algebraically, numerically, and
graphically. Graphing calculators are used extensively in the course to engage students in
problem solving and application of mathematics to real life situations.
Prerequisite: either level of Geometry and Algebra II
Honors Precalculus (Grade 11 – 1 credit)
This course extends the concepts of algebra and coordinate geometry and prepares
students for the study of calculus or statistics. In the first semester, students engage in an
in-depth study of the numerous applications of trigonometric functions, identities, and
equations. In the second semester, students delve into the exploration of functions
through an analysis of polynomial, rational, logarithmic, and exponential functions.
Throughout the year, students are expected to interpret and represent functions
algebraically, numerically, and graphically. The year concludes with a unit on statistics
and probability. Graphing calculators are used extensively in the course to engage
students in problem solving and application of mathematics to real life situations. This
course introduces the concepts of continuity and limits and is a prerequisite for the AP
Calculus AB course.
Prerequisite: A- average in either level of Geometry and of Algebra II; departmental
permission
Statistics (Grade 12 – 1 credit)
This course is designed to examine how data and statistics shape our world. Students
learn the importance of collecting and studying data in real-life situations. This course
offers critical examination of how statistics can be used and manipulated to achieve
intended goals and claims. Through reading, research, discussion, and calculations,
student get a clear view of how statistical data and inference influence the world around
us. Students are held responsible for derivation, application and analysis of basic
statistical formulas and use their knowledge to draw conclusions and do their own
studies. This course explores data analysis, data production, statistical inference, and
probability. Class projects include an examination of how statistics are used by the media
and by advertisers to mislead their audience, as a well as a year-end assignment whereby
students design and implement their own study and run their own statistical analysis on
their findings.
Prerequisite: either level of Precalculus
10
Calculus (Grade 12 – 1 credit)
Calculus begins with a review of functions, trigonometry and graphing before exploring
the concepts of limits and the definition of a derivative. The theory and techniques of
differential calculus are developed and applied to topics including optimization
techniques, related rates, and the study of change in physics, economics, and geometry.
Numerical approximation methods and integration techniques are applied to the contexts
of areas, volumes, and rectilinear motion, again from both theoretical and mechanical
perspectives. The distinctions between anti-derivatives, definite integrals, and improper
integrals are addressed. While this course gives a sound foundation for the study of
calculus in college, it is not intended as preparation for the Advanced Placement test.
Prerequisite: either level of Precalculus and departmental permission
AP Calculus AB (Grade 12 – 1 credit)
The material in this course follows closely, but is not limited to, the guidelines of the AP
Calculus AB syllabus. Following a short review of functions, trigonometry and graphing,
the concept of a limit and the definition of a derivative are introduced. The theory and
techniques of differential calculus are developed and applied to topics including
optimization techniques, related rates, and the study of change in physics, economics, and
geometry. Numerical approximation methods and integration techniques are applied to
the contexts of areas, volumes, and rectilinear motion, again from both theoretical and
mechanical perspectives. The distinctions between anti-derivatives, definite integrals, and
improper integrals are addressed. Differential Equations and slope fields are studied to
end the course. Students take the AP Calculus AB examination in May.
Prerequisite: grades 9-11 A- average in either level of Geometry and Algebra II; A-
average in Honors Precalculus; departmental permission
Advanced Problem Solving with Mathematical Modeling (Grade 12 – 1 credit)
This is a course in undergraduate level mathematical problem solving and modeling. The
course will begin by delving into common problem-solving techniques employed
frequently by professional mathematicians. The course will then tackle introductory
topics in undergraduate level mathematics by examining both standard and non-standard
problems in each domain. Students will learn not only to solve problems, but how to
construct a convincing argument that their solutions are correct. These undergraduate
topics will include Discrete Mathematics, Graph Theory, Combinatorics, Number
Theory, Geometry, and Calculus. The focus of this course is to develop the critical
thinking and analysis skills that will prepare students for a broad range of undergraduate
level mathematics courses and for their future professional lives. This course will put the
skills learned in all previous mathematics courses, and in this one, to true mathematical
practice.
Prerequisite: Calculus or AP Calculus AB; departmental permission
11
SCIENCE
3 credits required
Biology (Grade 9 – 1 credit)
The ninth grade biology course provides students with a comprehensive study of the
major concepts of the subject. During the first semester, the topics include: scientific
method, ecology, organic chemistry, photosynthesis, respiration, cell division, and
genetics. Some of the highlights of the first semester are labs involving water testing and
the effects of oil on a bird’s feathers. The class also takes a trip to Soundwaters in
Stamford, Connecticut where students participate in a class on adaptations, as well as
board a floating laboratory to examine the rich diversity of life in the Long Island Sound.
In the second semester DNA, chromosomes, evolution, and human organ systems are
explored. The year culminates with a semester long project on zoo habitat design. Each
topic is reinforced with appropriate labs.
Chemistry (Grade 10 – 1 credit) This course investigated the major areas of chemistry. Topics covered include atomic and
molecular structure, periodicity, chemical bonding, the nature of chemical reactions,
stoichiometry, chemical equilibrium, thermodynamics, acids and bases, electrochemistry,
and nuclear chemistry. Students perform laboratory experiments, analyze results, and
report their findings in both written and oral presentations. Students who in the first
semester demonstrate mastery of the concepts will have the option of applying for honors
credit in the second semester. Honors eligibility will be determined by the instructor,
based on grades-to-date and assessment of the student’s work in the laboratory. In
conjunction with supplemental work, those who pursue the honors option will also
complete an additional project featuring research, lab work, and a formal presentation of
findings before a panel of experts.
Environmental Science (Grades 11 and 12 – 1 credit) Students will learn the fundamentals of environmental science in order to develop a deep
understanding of the impact humans are having on an increasingly changing world.
Students will investigate the complexities of environmental interactions through case
studies, lab experiments, and fieldwork. The course will focus on environmental issues
such as climate change, alternative energy, biodiversity and sustainability, and
environmental health and toxicology, allowing students to think more critically about
these complex issues.
Physics (Grades 11 and 12 – 1 credit) This course investigates first-year physics topics with a strong emphasis on Newtonian
mechanics. Topics will include kinematics, Newton’s Laws, work and energy, sound,
light, electricity, magnetism, and special relativity. Students design and conduct inquiry-
based laboratory investigations to better understand the natural world. Students utilize
their knowledge of geometry and algebra (level II). Extensive demonstrations and
laboratory work are included to support the course material.
12
Honors Physics (Grades 11 and 12 – 1 credit) This rigorous course in physics utilizes algebra, trigonometry, and introductory calculus
concepts. First semester topics include: kinematics, Newton’s Laws, work and energy,
vibrations and waves, electricity, and magnetism. In the second semester students
investigate applications in physics, as well as special topics such as astronomy, quantum
mechanics, and special relativity. Students design and conduct inquiry-based laboratory
investigations to solve problems and develop a more sophisticated understanding of the
natural world.
Prerequisite: for rising juniors, A- average in either level of Algebra II and of Chemistry;
rising juniors must also concurrently enroll in Honors Precalculus; for rising seniors, A- average
in either level of Precalculus and in Chemistry; for rising juniors and seniors: departmental
permission
Advanced Placement Biology (Grades 11 and 12 – 1 credit) The AP Biology course is designed to be the equivalent of a college level introductory
biology course. Topics covered in this advanced course fall into three major areas:
molecules and cells, heredity and evolution, as well as organisms and populations. The
course is accompanied by numerous inquiry-based labs, which further student
understanding of the course topics. The course is rigorous and requires a significant time
commitment. This course prepares students for the Advanced Placement Biology
examination in May.
Prerequisite: A- average in Biology, either level of Chemistry, and (for rising seniors) 11th
grade science; departmental permission
Anatomy (Grades 11 and 12 – 1 credit)
Anatomy focuses on health and disease in the human body. The course covers the
following body systems: integumentary, skeletal, muscular, central and peripheral
nervous, as well as the cardiovascular system, in particular heart disease. Students learn
how to present patient pathology and complete a semester project on specific disorders.
The year culminates in a surgery project in which students create dynamic presentations
and often interview health professionals. All topics are reinforced with appropriate lab
work, including several dissections. In addition, the class observes a cardiac surgery or
neurosurgery via video conferencing at the Liberty Science Center.
13
MODERN LANGUAGES 3 credits of a modern or classical language required
French
French III (1 credit)
In this course, students continue to explore selected aspects of French-speaking cultures,
as expressed through literature and other materials. The course introduces a formal
examination of literature through the close reading of French and francophone texts and
the writing of compositions and analytic essays on the authors and their philosophies in
the context of their time periods. Historical periods covered include the 16th
Century
Religious Wars, as depicted in Alexandre Dumas’ La Reine Margot, and the Romantic
Period, as seen in Edmond Rostand’s Cyrano de Bergerac. Francophone literature
includes La réclusion solitaire (Morocco) and Prière d’un petit enfant nègre
(Guadeloupe). In addition, this level reviews and consolidates all grammatical structures
and introduces more complex and advanced grammatical topics in context.
Prerequisite: French II
French IV (1 credit)
This course deepens students’ knowledge of grammatical constructions and their ability
to converse in French. Readings include cultural material and unabridged literature,
selected poems, short stories, and excerpts of representative works by various authors. At
this level and beyond, students are expected to contribute freely to class discussions on
the themes being studied. During the year, students will complete a research project on
the role of women in the francophone world using a variety of local sources as well as
establish a link between their research and class readings. Typical literature includes: Le
petit prince by Saint Exupéry and works from a range of francophone authors such as
Assia Djebar, Leopold Sedar Senghor, Andrée Chedid, and JMG Le Clézio. Each of the
texts enables students not only to develop their French language skills, but also to deepen
their awareness of French and francophone culture and history.
Prerequisite: French III
French V/French V Honors (1 credit) This high intermediate/advanced culture and conversation class provides students with a variety
of opportunities to learn about the French‐speaking world. Through the rich literary and cinematic
traditions of France and the Francophone world, students will engage with questions relating to
society, history, art, literary movements as well as current events. Students focus on the
philosophies from the twentieth-century Existentialist, Absurdist and Surrealist movements as
well as analyze poetry from the end of the 19th century. Titles typically included are Huis Clos
by Jean-Paul Sartre, L’Étranger by Albert Camus and poems by Charles Baudelaire and Arthur
Rimbaud. Selected works from the Francophone world are also introduced, such as excerpts from
the works of Mariama Bâ, J.M. Le Clezio, Nancy Huston, and Leopold Sédar Senghor. Students
discuss literature, take part in debates, make presentations, “les exposés”, and write analytical
and creative compositions based on the works studied. Films studied may include but are not
limited to: “Le Chien Andalou” directed by Luis Bunuel, “L’enfant” by the Dardenne brothers
14
and “Entre les murs” by Laurent Cantet. There is a regular revision of grammatical concepts
based on students’ needs. This course is conducted entirely in French.
Prerequisite for Honors French V: French IV; grades 9-11 B+ average in French;
departmental permission
Prerequisite for French V: French IV
AP French Language (1 credit)
The course syllabus is organized around six course themes—Global Challenges, Science
and Technology, Contemporary Life, Personal and Public Identities, Families and
Communities, and Beauty and Aesthetics—and explores the interdisciplinary
relationships among these broad themes and how people in different cultures and time
period might regard the themes in different ways. Literature is a cross-cutting modality
that delivers content and informs all six of the course themes. Students will routinely
view on-line French newspapers, magazines, and news programs for in-class discussions,
which will be held regularly to provide students with the opportunity to converse
extemporaneously, reinforcing speaking and listening skills. Students synthesize and
analyze material from textbooks, works of literature, and other authentic sources. A
recent literature anthology by Richard Ladd (Allons au-delà ! La langue et les cultures du
monde francophone), which is organized specifically to provide source material for the
AP Themes, Contexts, Essential Questions, and Learning Objectives, will be used in each
of the six units of the course.
Prerequisite for AP French Language: grades 9-11: A- in French; French IV;
departmental permission
Spanish
Spanish II (1 credit)
At this level, students are presented with material from a range of text types, in which
they encounter intermediate level vocabulary structures and some advanced grammatical
concepts which they use in class activities such as listening exercises, class presentations,
and dialogues. Throughout the year, as their language skills develop, they begin the study
of literature from the Spanish-speaking world authored by renowned literary figures such
as Miguel de Cervantes, Juan Ramón Jiménez, and Elias Miguel Muñoz.
Prerequisite: Spanish I
Spanish III (1 credit)
This course reviews and expands upon core content from Spanish I and II, before
students move on to more advanced language skills. They are expected at this level to
have the necessary skills that allow them to contribute with some degree of fluency to
class discussions on a variety of topics. Each thematic unit revolves around the history
and culture of a Spanish-speaking country. Additionally, this course aids the students in
their very real desire for self-expression by learning grammar in context through reading
short stories, poems and plays from a range of well-known Hispanic literary figures such
as Octavio Paz, Julia Álvarez, Laura Esquivel and Isabel Allende.
Prerequisite: Spanish II
15
Spanish IV (1 credit)
This course is designed to introduce students to the rich and exciting literature of the
Hispanic world through a literary reader. Students are expected to possess advanced skills
in the language, such as knowledge of sophisticated grammatical concepts and
vocabulary, which enable them to read, discuss, and write about the works of a range of
well-known authors such as Pablo Neruda, Ana María Matute, Gabriel García Márquez,
and Jorge Luis Borges. Each selection is chosen for its intrinsic merit and for its
relevance in the overall context of the author’s work as well as for its linguistic
accessibility. In addition, students will read a play by Federico Garcia Lorca as well as go
to the Repertorio Español to see it.
Prerequisite: Spanish III
Spanish V/Spanish V Honors (1 credit)
This is a course designed for advanced students with a good command of Spanish
language and grammar. It is designed to improve their language proficiency as they use a
wide variety of materials and media to explore themes of particular interest to them.
Readings include articles from magazines and newspaper, as well as short stories from
significant Hispanic literary figures such as Juan Rulfo, Elena Poniatowska, Rubén Dario,
and Jose Marti . Students will choose topics for discussion that focus on personal, moral,
and social issues. Oral presentations will be given weekly and they will be based on texts,
documents, and short movies. All the material will be utilized to reinforce the
development of reading, writing, and speaking skills, to build vocabulary and to stimulate
class discussions.
Prerequisite for Spanish V: Spanish IV
Prerequisite for Honors Spanish V: grades 9-11 B+ average in Spanish; Spanish IV;
departmental permission
AP Spanish Language (1 credit)
This course offers advanced students and native speakers the chance to continue to read,
discuss, and write about important works by prominent writers of Spain and Latin
America such as Carmen Laforet, Emilia Pardo Bazán, Antonio Machado, Julio Cortázar,
Miguel de Unamuno, and Mario Vargas Llosa. Students also complete the AP Spanish
syllabus using comprehensive printed and audio materials preparing them for the newly
integrated listening, speaking, reading and writing portions of the AP Spanish Language
examination in May 2014. The test covers subject matter deemed to be comparable to an
advanced-level college course in Spanish Composition and Conversation.
Prerequisite: grades 9-11 A- in Spanish; Spanish IV; departmental permission
16
CLASSICS
3 credits of a classical or modern language required
Latin I
The objective of this eighth grade course is to acquaint students with the basic vocabulary
and concepts of the Latin language. The students learn to recognize and use new words
and grammar through studying pictures with captions and reading narrative texts.
Students become familiar with day-to-day life in ancient Pompeii and other areas of the
Roman empire as it was lived by the cast of characters presented in the Cambridge Latin
Course; thus, students are able not only to read fairly long stories in Latin by the end of
the year, but also to discuss the practical realities of slavery, politics, education, and
architecture in the ancient Roman world.
Latin II (Grade 9 – 1 credit)
This course introduces students to the more complex grammatical structures of Latin and
prepares them for the study of Roman literature. Students encounter language concepts in
Latin through translation of long narrative texts in which familiar characters and places
recur. These texts enable students both to practice and become comfortable with new
vocabulary and syntax and to learn about the cultural and intellectual developments of the
Roman Empire. In particular, students explore life in Roman Britain and Egypt, including
such aspects as ancient
medicine, scientific innovations, and religious practices.
Latin III (Grade 10 – 1 credit)
In this course, students complete their study of formal grammar and begin continuous
reading and translation of original texts. The future tenses, entire passive voice, indirect
statement, and ablative absolute construction are covered; other new grammatical
concepts are treated as they occur in reading for the class. Students study the
philosophies, social hierarchy, and religions of the empire as well. Particular attention is
paid to the Siege of the Masada and the religious conflict that occurred during the
imperial period. The students also translate an abridged version of Livy’s Ab Urbe
Condita (book one) after spring break.
Latin IV (Grade 11 – 1 credit)
In this course, students are introduced to a variety of Latin poetry and prose, beginning
the year with the poetry of Catullus and responding to this poet both analytically and
creatively. In the second semester, selections from Cicero’s speech Pro Caelio provide
what may be another view of Catullus’ tantalizing mistress “Lesbia.” Furthermore,
students study Cicero’s use of ethopoiia and other rhetorical strategies. Finally, the
students read selections from Ovid’s Metamorphoses. Myths such as “Daedalus and
Icarus,” “Pygmalion,” “Pyramus and Thisbe,” and “Pentheus” introduce students to
poetic devices and epic verse. Throughout the year, students work on their retention of
Latin grammar and vocabulary and develop their analytical writing in English through
short and long critical responses.
17
Honors/Latin V (Grade 12 – 1 credit)
In this course, students explore some of the variety and richness of Latin poetry in the
late republic and early imperial periods. Texts include selections from Lucretius’ De
Rerum Natura, Vergil’s Aeneid, and Horace’s Odes, with a focus on the philosophical,
literary, and political arenas in which these works were composed. The impact of ancient
texts on later writers, artists, and intellectual leaders is assessed through the consideration
of numerous adaptations (i.e., Milton’s Paradise Lost post-Vergilian epic) as well as
through the study of recent critical appraisals such as Greenblatt’s The Swerve: How the
World Became Modern, which addresses the significance of Lucretius’s work for the
Renaissance. Throughout the year, students hone their contextual mastery of Latin
grammar and vocabulary and their comprehension of syntax, meter, and literary devices.
Students have numerous opportunities to convey their critical and creative responses in a
variety of genres and for different audiences. The honors section requires a more
extensive reading list and offers more nuanced assessments.
18
PERFORMING ARTS 2 credits of performing or visual arts required
Chamber Choir (Grades 9-12 – 1 credit)
The Chamber Choir focuses on the further development and refinement of vocal and
choral technique toward the goal of a unified performing ensemble of the highest caliber.
Repertoire is chosen from an eclectic variety of eras and styles, from the 13th
century to
the present. Integral to the course is the study of basic music theory, terminology, sight-
singing, and vocal production, as well as the application of languages, history, and other
arts as they relate to the specific repertoire being studied. The rehearsal process is geared
toward the ongoing development of the skills necessary to be fluent, knowledgeable, and
confident singers. The class culminates in at least one concert at the end of each semester,
for which the students rehearse throughout the year.
Prerequisite: departmental permission
Drama (Grades 10-12 – 1 credit)
The Drama class seeks to develop students' means for self-expression, creativity, and
improvisational composition. The class centers on acting skills but also includes
directing, audition techniques, script writing, and analysis. Students improvise scenes
within certain parameters, rehearse and perform existing monologues and scenes, and
write and perform their own. In the second semester, the class culminates in a play to be
performed for the school community.
Exploring the New York Music World (Grade 9 – ½ credit)
New York Music World explores the musical riches of New York City, both historical
and contemporary. Students participate in master classes and attend live performances
throughout the semester, and they listen to, analyze, and research various musical styles
and compositional genres, sharing their findings with the class through a variety of
creative presentations on New York music and musicians. Students learn to look closely
at a musical composition, identify its style, place it in its appropriate historical context,
and reflect critically upon the work and its performance. This is a required ninth grade
course.
Film Studies (Grades 10-12 – 1 credit)
Film Studies is a year-long course designed to introduce students to the major concepts of
film theory. Students learn about the major concepts behind filmmaking while watching
films chosen to illustrate those concepts. The students also create film elements of their
own, including storyboards, slide shows, color schemes, scripts and a five-minute short
film. Some of the films viewed are Citizen Kane, Casablanca, The Seven Samurai, and
Singin’ in the Rain.
Handbell Choir (Grades 9-12 – 1 credit)
The Handbell Choir is a performance ensemble open to all members of the upper school.
The group rehearses and performs handbell music of American Guild of English
Handbell Ringers Level 3+, with a great deal of “ensemble ringing” and extended
techniques. The class culminates in two concerts at the end of each semester, but there
are additional performances for the community scheduled throughout the year.
19
Visual Arts
2 credits in Performing and/or Visual Arts required
Ceramics I (Grade 9-12 – 1 credit) This course introduces students to both historical and contemporary traditions of using
clay to create art objects and functional ware. In the construction of picture frames,
candle holders, maracas, jewelry, functional pottery, and other projects, students learn
both throwing on the pottery wheels and the following popular hand-building techniques:
pinching, slab rolling, carving, and modeling. Each project also introduces basic artistic
concepts such as form, texture, space, pattern, and color.
Advanced Ceramics (Grades 10-12 – 1 credit) Advanced Ceramics is a challenging second level hand-building and wheel-throwing
course for students with previous clay experience. Throughout the year, students refine,
build upon, and often combine their construction skills, such as pinching, coiling, slab
rolling, carving and modeling, and throwing. Each project requires students to explore
basic artistic concepts like form, space, texture, and pattern. The year’s projects include
shoes, pop sculptures, houses, thematic masks, alternative teapots, and an independent
studio project of choice.
Prerequisite: Ceramics I
Exploring the New York Art World (Grade 9 – ½ credit)
This course explores the artistic riches of New York City. Once a week, students visit art
locations in the city during the school day and engage in on-site writing activities. In-
school class periods are dedicated to research, discussions, and presentations. Students
learn to look closely at art, interpret it, place it in historical context, and reflect creatively
upon it. Students view art from many ages and cultures as well and become familiar with
the museum, gallery, and auction worlds. This is a required ninth grade course.
Photography I (Grades 9-12– 1 credit) Photography I introduces students to the basics of the traditional black and white
darkroom practices. Students learn how to use a 35mm manual film camera, develop
black and white film, and use an enlarger in the darkroom to print images. In conjunction
with the technical aspects of photography, students explore personal expression through
image making and analysis of works by contemporary and historic photographers.
Advanced Photography & Media Arts (Grades 10-12 – 1 credit)
Advanced Photography & Media Arts combines study in traditional analog photography
with new media technologies. Students explore advanced printing techniques in the
traditional wet darkroom and are introduced to Adobe Photoshop both as a digital
darkroom and as new design software. Students analyze both historic and contemporary
works of art, illustrate advanced personal themes in their image making, and learn to
choose their material (film or digital) based on their concept. A strong emphasis is
placed on both art making and the technical understanding of new media technologies.
Prerequisite: Photography I
20
Studio Art I (Grades 9-12 – 1 credit)
This is the initial course for any student who has not taken studio art in the upper
school. Students produce a wide variety of work preparing them for continued study.
Lessons include observational, imaginative, and abstract drawing and painting,
printmaking and mixed media collage, and mixed media sculpture. Artists are encouraged
to develop a personal voice. There are at least two museum or gallery visits.
Advanced Studio Art (Grades 10-12 - 1 credit)
This course is open to students who have completed Studio Art I or its equivalent. It may
be taken three times because the curriculum changes annually. Projects include figure,
portrait, or landscape drawing (alternate years), observational and creative painting, and
various types of printmaking. The centerpiece is a series of individual projects with an
emphasis on developing skills, meaning, and metaphor. There are at least two museum or
gallery visits.
Prerequisite: Studio Art I
Studies in Contemporary Art (Grades 11 and 12 – 1 credit)
This course focuses on current museum and gallery exhibitions, with particular emphasis
on Modern and Contemporary Art. Students visit shows and reflect on them in
presentations, writing, and discussion. The class looks at art in a variety of contexts,
including aesthetics, philosophy, psychology, religion, multiculturalism, feminism,
history, literature, society, and politics. Projects include: reports and reviews on artists
and movements; virtual gallery “exhibitions”; and on-site observational and reflective
writing. In addition to frequent field trips, students engage in conversations with art
world professionals, view art videos, and explore written and online resources.
Advanced Creative Arts Seminar (Grades 11 and 12 – 1 credit)
The Advanced Creative Arts Seminar is designed for third and fourth year students who
have successfully completed the introductory and advanced courses in their respective
discipline and who have demonstrated a profound and significant commitment to the
medium. Through the support of their peers and guidance of the instructor, students in the
Seminar will develop their own artistic projects with ongoing assessment of the progress
of the thematic material, subject matter, and composition. Seminar students are expected
to schedule regular working periods in the studio (or in the field) as well as regular
individual meetings with the instructor. Periodic Seminar sessions are dedicated to
colloquia with Seminar students in other artistic disciplines.
Prerequisites: Level I and Advanced courses in the discipline; application (to be
submitted after registration); and departmental permission. (For the 2012-2013 year,
advanced students in Ceramics and Photography are eligible to apply for the Seminar.)
21
TECHNOLOGY
1 credit required for class of 2014
Advanced Robotics (Grades 10-12 – 1 credit) This course enables students to proceed from designing robots that can follow directions
to designing robots that can "think" and act on their own. Students engage in a recursive
project development cycle that includes problem identification, hypothesis testing,
revision, and implementation. The programming concepts applied during the course
include conditionals, recursion, variables, program architecture, compiling, data storage
and processing, and debugging. The engineering concepts covered are stability,
locomotion and power, sensor placement and gear design. Students are expected to
publish their work in various online programming and robotics forums. This course,
which is year-long and graded, is an excellent precursor for those interested in college-
level work in design, architecture, engineering, computer science, physics, or biomedical
sciences.
Prerequisite: Robotics or Principles of Programming
Broadcast Journalism (Grades 10-12 – 1 credit)
The purpose of this course is to foster a thorough and critical understanding of the
television news media industry in today’s digital world. Students will receive real-world
experiences and are expected to produce news segments, exhibit correct equipment
usage, and write broadcast-style scripts.
Advanced Photography & Media Arts (Grades 10-12 – 1 credit)
Advanced Photography & Media Arts combines study in traditional analog photography
with new media technologies. Students explore advanced printing techniques in the
traditional wet darkroom and are introduced to Adobe Photoshop both as a digital
darkroom and as new design software. Students analyze both historic and contemporary
works of art, illustrate advanced personal themes in their image making, and learn to
choose their material (film or digital) based on their concept. A strong emphasis is
placed on both art making and the technical understanding of new media technologies.
Prerequisite: Photography I
Principles of Programming (Grades 10-12 – 1 credit)
The Principles of Programming course uses Processing, the open source programming
language and environment. Processing allows the user to program images, animations
and interactions. The program is used by students, artists, designers, and researchers to
explore concepts visually. Students learn to use computer science to create elegant
graphics, visuals, and interactive programs. Students also use Processing to interface with
the Arduino microcontroller to explore physical computing, enabling them to create
projects that can sense and respond to the environment. This course combines both the art
and science of programming and requires no previous programming experience. This
elective course serves as a prerequisite for Advanced Robotics.
(This course will not be offered in 2013-2014.)